ORGANISATIONAL
DEVELOPMENT & CHANGE
S. Grieten
MBA 2023-2024
Charlotte De Keukelaere
[E-mailadres]
,MBA ’23-’24 Prof. S. Grieten
1 INHOUDSOPGAVE
Organisational Development & Change .......................................................................................................... 6
Introduction & Types of Change ...................................................................................................................... 7
1 Introduction to the Field.......................................................................................................................... 7
Organizational Behavior – 3 Levels ................................................................................................................. 7
Course Goals.................................................................................................................................................... 7
Organizations Today ........................................................................................................................................ 7
Organisational Learning .................................................................................................................................. 8
2 Types of Change ...................................................................................................................................... 8
Examples of Organizational ‘Change’ .............................................................................................................. 8
2.1 THREE TYPES OF CHANGE / LEARNING - Viewpoint of Boonstra ............................................................. 9
Approach 1. ‘Planned change approach’......................................................................................................... 9
Approach 2. ‘Organization development approach’ ..................................................................................... 10
Approach 3. ‘Continuous learning and cocreating approach’ ....................................................................... 10
Overview of the 3 approaches: ..................................................................................................................... 10
5 Change theories & a relational perspective ................................................................................................ 11
1 5 Change Theories ................................................................................................................................. 11
1.1 UnFreeze-change-freeze Model (Lewin, 1958) ...................................................................................... 11
Step 1: Unfreeze ............................................................................................................................................ 12
Step 2: Change .............................................................................................................................................. 12
Step 3: Refreeze ............................................................................................................................................ 12
1.2 Eight steps to transformation (Kotter, 1996) ........................................................................................ 13
Sense of urgency ........................................................................................................................................... 13
Critical comments on ‘sense of urgency’ ...................................................................................................... 13
1.3 Change triangle & pathways to innovation (Bouwen & Fry, 1988 & 1991)........................................... 14
A. Change triangle ................................................................................................................................. 14
B. 4 pathways to innovation ...................................................................................................................... 15
1.4 Theory E & O (Beer & Nohria, 2000) ...................................................................................................... 16
1.5 Theories of positive change (Cooperrider & Fry, 2012) ......................................................................... 17
Urgency is a TRAP! ........................................................................................................................................ 17
Managing the Possibilities! ........................................................................................................................... 17
Challenges for Learning and change ............................................................................................................. 18
“Breaking the code of change”-conference .................................................................................................. 18
2 Instrumental VS. Relational Perspective ................................................................................................ 19
2.1 Instrumental Perspective ‘I and the organization’ ............................................................................... 19
2.2 Relational Perspective ‘I am the organization’ ................................................................................... 19
Language is Performative .............................................................................................................................. 20
Paradox of Leading Change - Fry ................................................................................................................... 21
Organisation Culture & Introduction Case Study ........................................................................................... 22
1 Organisation Culture & Occupational Cultures....................................................................................... 22
“The last thing a fish would notice is the water” – Linton ............................................................................ 22
1
,MBA ’23-’24 Prof. S. Grieten
1.1 The onion model (Schein) ...................................................................................................................... 22
1.1.1 Level of underlying assumptions: tacit, the core of a culture ....................................................... 23
1.1.2 Level of shared espoused values ................................................................................................... 23
1.1.3 Level of artifacts and overt daily behaviour in a certain situation ................................................ 23
1.2 National culture dimensions (Hofstede) ................................................................................................ 24
1.3 Competing values (Quinn) ..................................................................................................................... 24
Changing Values Overtime - Quinn ............................................................................................................... 25
1.4 Occupational (sub)cultures (Schein) ...................................................................................................... 25
1.4.1 Operator culture............................................................................................................................ 26
1.4.2 Engineering culture ....................................................................................................................... 26
1.4.3 Executive culture ........................................................................................................................... 27
2 Introduction Case Study ........................................................................................................................ 28
Recap: relational practice.............................................................................................................................. 28
2.1 Two change cases compared (Care VS Consult) .................................................................................... 29
Team learning & Psychological Safety ........................................................................................................... 30
1 What is a Team? .................................................................................................................................... 30
1.1 Advantage of Teamwork ....................................................................................................................... 30
Synergy .......................................................................................................................................................... 30
1.2 Teaming – Edmondson .......................................................................................................................... 31
1.3 Self-Steering Autonomous Teams.......................................................................................................... 31
2 Team Learning ....................................................................................................................................... 32
2.1 Humble Inquiry – Schein ........................................................................................................................ 32
2.2 Framing: Learning Frame vs. Performance Frame ................................................................................ 33
4-step model of successful technology implementation .............................................................................. 33
3 Psychological safety .............................................................................................................................. 34
3.1 Findings: new model for team learning - Edmondson ........................................................................... 34
3.1.1 Antecendent Conditions ................................................................................................................ 34
3.1.2 Team Beliefs .................................................................................................................................. 34
3.1.3 Team learning behaviour............................................................................................................... 35
3.1.4 Outcomes ...................................................................................................................................... 35
3.2 Concept of Psychological Safety ............................................................................................................ 35
3.2.1 Minimizing Risk: The Cognitive Calculus........................................................................................ 35
3.2.2 Effects of Hierarchy/status on Psychological Safety...................................................................... 36
Organisational learning: Model I & II............................................................................................................. 37
Recap: Lewin’s Sensitivity Training................................................................................................................ 37
From Group to Organisation ......................................................................................................................... 38
1 Exercise 1: The executive mind: X-Y case .............................................................................................. 38
1.1 Case: conversation between X & Y ........................................................................................................ 38
1.2 Reflection Questions & Results X-Y case ................................................................................................ 39
2 Argyris’ action theory ............................................................................................................................ 40
3 Two Types/Models of ‘Theories-in-use’ ................................................................................................. 40
2
,MBA ’23-’24 Prof. S. Grieten
3.1 Model I .................................................................................................................................................. 40
3.1.1 Defensive Routines and Model I.................................................................................................... 42
3.2 Model II ................................................................................................................................................. 43
How to apply Left- and righthand column case (See next) ........................................................................... 43
4 Exercise 2: Left and righthand column: Bert-case ................................................................................... 44
5 SPEAKING OF ‘ORGANIZATIONAL LEARNING’ ........................................................................................ 45
CRITICAL COMMENTS .................................................................................................................................... 45
Schein on Argyris ........................................................................................................................................... 45
Peter Senge & the learning organization ...................................................................................................... 46
6 Empirical evidence in Care & Consult ..................................................................................................... 46
Helping, process consultation & dialogue...................................................................................................... 47
3 forms of helping ......................................................................................................................................... 47
From Lewin to Argyris to Schein.................................................................................................................... 47
1 Helping relationship & Process consultation .......................................................................................... 48
1.1 Expert-model (telling and selling) → CONTENT ..................................................................................... 49
Assumptions of the expert model ................................................................................................................. 49
1.2 Doctor-patient model → CONTENT ....................................................................................................... 49
Assumptions of the doctor patient model .................................................................................................... 49
1.3 Proces consultation model → PROCESS ................................................................................................. 50
Assumptions of the PC-model ....................................................................................................................... 50
1.4 Status equilibrium & “helping” .............................................................................................................. 51
How to create status equilibrium? ................................................................................................................ 52
1.5 Forms of (humble) inquiry ..................................................................................................................... 52
Example in consultancy ................................................................................................................................. 53
Examples in teams......................................................................................................................................... 53
1.6 Ten principles of process consultation ................................................................................................... 53
1.7 Empirical evidence from case Care ........................................................................................................ 54
2 Dialogue ................................................................................................................................................ 55
2.1 Context of today’s organisations ........................................................................................................... 55
Why do we have so many problems understanding each other? ................................................................. 55
Schein’s solution............................................................................................................................................ 56
Helpful concepts to facilitate dialogue.......................................................................................................... 57
3 Sensitivity training VS. Dialogue (Lewin vS. Schein) .............................................................................. 58
3.1 Schein about ‘Feedback’ ........................................................................................................................ 58
4 Interview with Schein ............................................................................................................................ 58
Action research & psychological ownership .................................................................................................. 59
From Schein to Action Research ................................................................................................................... 59
1 (Collective) psychological ownership ..................................................................................................... 59
1.1 Routes to psychological ownership ....................................................................................................... 59
Example: Pixar ............................................................................................................................................... 60
3
,MBA ’23-’24 Prof. S. Grieten
1.2 Action research (Lewin) & change ......................................................................................................... 60
2 Action research and ownership in Care & Consult: a scholar-practitioner perspective ........................... 61
2.1 Stimulating organizational learning ...................................................................................................... 61
2.1.1 Cont(r)acting with client organization ........................................................................................... 62
2.1.2 Formation of a co-inquiry group ................................................................................................... 62
2.1.3 Organization-wide annunciation and in-depth conversations with all stakeholders .................... 63
2.1.4 feedback of the interview results to co-inquiry group .................................................................. 63
2.1.5 co-creating a learning report ......................................................................................................... 63
2.1.6 Translation into evaluation report and organizationwide dissemination (several meetings) ....... 64
2.1.7 Dynamic use of reports ................................................................................................................. 64
Overview of the 6 steps (in Stimulating the learning) ................................................................................... 65
2.2 Reframing results for theory building .................................................................................................... 65
2.2.1 ‘Theory building’ from the case study ........................................................................................... 65
2.3 Stimulating cooperative learning between scholars, consultants and managers ................................. 68
3 In-depth comparative case study ........................................................................................................... 68
3.1 Observing the change process of CARE ................................................................................................. 68
3.2 Observing the change process of Consult .............................................................................................. 69
3.3 Main conclusion from participant observation ..................................................................................... 69
3.4 Importance of Context ........................................................................................................................... 70
Appreciative inquiry ..................................................................................................................................... 72
1 Discovery of AI ...................................................................................................................................... 73
2 Problem Solving .................................................................................................................................... 74
2.1 Possible consequences of problem solving ............................................................................................ 74
2.2 Comparison of Problem Solving VS. Appreciative Inquiry (PS VS. AI) .................................................... 74
2.3 The 4 D’s of Appreciative Inquiry ........................................................................................................... 75
2.3.1 Sarah Lewis about the role of AI in Change Management ............................................................ 75
3 Five principles of AI - Cooperrider.......................................................................................................... 76
4 Evidence ‘Positive image, Positive actions’ ............................................................................................ 77
5 Start of AI process: affirmative topic choice........................................................................................... 78
5.1 Crafting the Question ............................................................................................................................ 78
5.2 Small (people) management interventions ........................................................................................... 78
6 CASE: Stebo: AI & talent coaching.......................................................................................................... 79
7 CASE CarE: AI on organization level ....................................................................................................... 80
One day AI-meeting – whole organisation together ..................................................................................... 81
7.1.1 Lessons Learnt from the Experience ............................................................................................. 81
Interorganisational learning .......................................................................................................................... 82
1 The AI Summit ....................................................................................................................................... 82
1.1 AI Summit (a large group intervention) ................................................................................................. 83
4
,MBA ’23-’24 Prof. S. Grieten
Pro’s en cons (Eeckhout Et al. 2000) ............................................................................................................. 83
Conditions For Success .................................................................................................................................. 84
Context .......................................................................................................................................................... 84
1.2 Three Dilemmas (Bunker & Alban, 1997) .............................................................................................. 84
1.3 Other Cases ........................................................................................................................................... 85
1.4 Critical Comments on AI-Summits ......................................................................................................... 85
1.5 Empirical evidence from Care ................................................................................................................ 85
1.6 Interview with Cooperrider & Fry .......................................................................................................... 86
1. Rapid trust ............................................................................................................................................. 86
2. From Kotter to a non-deficit ‘positive’ change theory .......................................................................... 86
3. From Positivity to Generativity.............................................................................................................. 86
4. From Dialogue to Design ....................................................................................................................... 87
2 Intergroup Assignment: ‘win as much as you can’.................................................................................. 87
Case: safety campaign in organisation .......................................................................................................... 88
Styles of Conflict Handling............................................................................................................................. 90
2.1 Interorganisational cooperation............................................................................................................ 90
3 Case Volvo Cars Ghent (VCG) ................................................................................................................. 91
4 Conclusion............................................................................................................................................. 92
5
,MBA ’23-’24 Prof. S. Grieten
ORGANISATIONAL DEVELOPMENT & CHANGE
Learning Objectives
• Taking a “relational” perspective towards improving and changing teams and organizations
• Relevant for leaders, consultants, co-workers to co-create a better future for their organization and society
9 parts, each week one part will be covered
1. Introduction & types of change (Boonstra) ASSIGNMENT
2. Change theories & a relational perspective
3. Organisation culture & introduction case study ASSIGNMENT
4. Experiential learning (Kolb, Lewin) & team learning (Edmondson) ASSIGNMENT
5. Argyris’ organizational learning: model I and II
6. Schein’s vision on helping relationships and process consultation ASSIGNMENT
7. Action research and psychological ownership
8. Appreciative Inquiry
9. Interorganisational learning ASSIGNMENT
Evaluation
Written Exam (2h) -> 60%
• Based on the lectures, videos, concepts & cases
• Verhoogde seizuur!! (12/20 = 10/20)
• MCQ
• Open questions
Group Works (5 assignments in 1 paper**) -> 40%
• Working together in a team, exercises, cases, reflections…
• Autonomous team, with its own responsibility and way of working
• Agree on learning goals
• Teams should be as diverse as possible
• Experiment and alternate with team roles:
o Moderator / facilitator
o Timekeeper
o Process/procedure-keeper
o Devil’s advocate (to avoid groupthink)
o Reporter
**Paper: Be as concrete as possible!
Layout => 12pt Calibri / Line spacing 1,15
Delivery by email and physical in the mailbox at Serclaes
6
,MBA ’23-’24 Prof. S. Grieten
INTRODUCTION & TYPES OF CHANGE
1 INTRODUCTION TO THE FIELD
Focus: Organizational Psychology (= applied part of psychology)
= Study of mind and behaviour in teams and organisations
Psychology is the science of mind and behaviour:
• Branches of research: experimental, biological, cognitive, lifespan developmental, personality, social
• Also applied research: clinical, industrial/organizational, school and educational, human factors, health,
neuropsychology, cross-cultural
ORGANIZATIONAL BEHAVIOR – 3 LEVELS
A. Individual level
o Personality, perception, expectations, feelings, motivation, stress, burnout, well-being
o Knowledge and skills
B. Group level (Edmondson)
o Communication, trust, problem-solving, decision-making
o Leadership, group effectiveness
C. Organization and System level The arrows are crucial!
You can’t study change without the
o Structure & Culture
group or individual component.
o Inter-organization cooperation/competition/CSR Neither can you study the individual
o Organizational learning, OD, Change management features separate from the organisation.
COURSE GOALS
• Understanding relationships – who & how
• Understanding, applying and comparing Theories, concepts & methods
• Best practices, contextual features
• Correct interpretation of research results
• Constructive teamwork
• Developing skills for empathy and self-reflection
• Dealing with ambiguous situations
• Presenting & discussing in group
ORGANIZATIONS TODAY
We live in a VUCA world…
(Nathan Bennett & G. James Lemoine – Paper)
Volatility and uncertainty because of continuous changes
(extern and intern)
Complexity and ambiguity because many stakeholders
are (or want to be) involved
7
,MBA ’23-’24 Prof. S. Grieten
ORGANISATIONAL LEARNING
Learning isn’t something strictly individual.
Also, groups, organization, systems can “learn”:
= acquire something that lifts them up to a higher level, that questions assumptions, that makes people grow
together.
In organisations today, learning is the biggest competitive advantage!
3 intertwined aspects of learning:
- Individual learning (Chapter 4)
- Team learning (Chapter 4)
- Organizational learning (biggest part)(Chapter 5 & 9)
2 TYPES OF CHANGE
Change can have a negative impact.
Development is always positive, as you are working your way through existing processes.
EXAMPLES OF ORGANIZATIONAL ‘CHANGE’
• M&A difficulties: Different company cultures, processes and ways of working
National cultural differences
• ‘New way of working’: 4 components: 1. Independent of Time and place
2. Steering on results
3. Free access of knowledge and information
4. Flexible working relations
• Restructuring & Reorganisation
• Culture change
o From specialised -> collective
o From traditional -> innovative
E.g.: - Development from Ehsal to KU Leuven campus Brussels
- Merger of high schools in Leuven (Board decision without involvement of others)
70%
= Failure of changes and developments, most managers blame ‘circumstances’ of ‘individual features’ and not
the process of change itself => Need for better change management*!
The studies agree that it’s not about the ‘what’ of the change, but the ‘how’ of the change.
è This requires a new focus: what really works during change under which circumstances and why?
è It is all about the way/process change is produced together.
*Change management through quality of interactions and relation-building
Reasons mostly attributed to low success ratio:
• Unclear policy
• Hierarchical structure
• People want to keep power
• People are change-resistant, want to keep their identity
• Existing culture impedes change
8
, MBA ’23-’24 Prof. S. Grieten
2.1 THREE TYPES OF CHANGE / LEARNING - VIEWPOINT OF BOONSTRA
Several authors (Boonstra, Argyris, Cummings & Worley)
• So many change processes fail because the dominant change approach doesn’t fit in today’s dynamic
and ambiguous environment (Boonstra)
First order change NO REFLECTION
• Stable and predictable situations
• Technical/instrumental problems are solved in an existing context
• Logical adjustments without changing values/culture
Second order change REFLECTION
• Problems are complex, several perspectives on problems/solutions
• Replacing current values and assumptions by new ones
• Transition from A to B is needed, there are ideas how B should look
Third order change context REFLECTION-ON-REFLECTION
• Turbulent, complex, ambiguous situations
• New forms of organizing towards unknown new situation
• Multiple actors and organisations work together
Argyris: Single Loop (1st order change) & Double Loop Learning (2nd / 3rd order change)
-> See Chapter 5: Organisational learning: Model I & II
APPROACH 1. ‘PLANNED CHANGE APPROACH’
Example: new software, flexible office design
“IMPROVING” = metaphor of remodelling a house
• Organisation as adaptive to market demands, ‘economic’ model
• Top-down steering, managers using power or persuasion
• Consultants are knowledge experts
• Single linear process within a culture/structure that stays the same
• Structured, uniform, ‘techniques’
• 80% of all change processes follow the planned change approach
ð while 70% of all change efforts fail!!!?
• Result = cascade of change attempts
ð Confusion and insecurity
ð Unclear direction
ð Loss of motivation
Co-workers show behaviour which management calls: “resistance to change”
Planned change approach is used much too often!
Which leads to failure of the change process… and/or new change processes…
9
