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ODC - Detailed Summary of all Lectures, Book and Articles! 2024
Detailed Summary for master course Organization Development and Change of the master Business Administration Management Consulting.
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Voorbeeld van de inhoud
ODC - SummaryOrganization Development and Change
Week 1..................................................................................................................................... 3
Lecture 1 - Images of change.............................................................................................3
Palmer, I., Dunford, R., & Buchanan, D. A. (2022). Managing organizational change: A
multiple perspectives approach (4th ed.). McGraw-Hill Education. Chapter 1, 2, 3......... 13
Chapter 1: Managing Change: Stories and Paradoxes..............................................13
Chapter 2: Images of Change Management.............................................................. 16
Chapter 3: Why change? Contemporary Pressures and Drivers............................... 21
Article 1 - Graetz, F., & Smith, A. C. T. (2010). Managing organizational change: A
philosophies of change approach. Journal of Change Management, 10(2), 135–154.....25
Article 2 - Van de Ven, A. H., & Poole, M. S. (2005). Alternative approaches for studying
organizational change. Organization Studies, 26(9), 1377-1404..................................... 30
Lecture 2 - Diagnosing change........................................................................................ 36
Palmer, I., Dunford, R., & Buchanan, D. A. (2022). Managing organizational change: A
multiple perspectives approach (4th ed.). McGraw-Hill Education. Chapter 4................. 51
Chapter 4: What to Change? A Diagnostic Approach................................................ 51
Article 3 - Cornelissen, J. P., Mantere, S., & Vaara, E. (2014). The contraction of
meaning: The combined effect of communication, emotions, and materiality on
sensemaking in the Stockwell shooting. Journal of Management Studies, 51(5), 699-736.
56
Article 4 - Kaplan, S. (2008). Framing contests: Strategy making under uncertainty.
Organization Science, 19(5), 729-752..............................................................................63
Week 2................................................................................................................................... 67
Lecture 3.......................................................................................................................... 67
Lecture 4 - Change resistance & change readiness........................................................ 67
Palmer, I., Dunford, R., & Buchanan, D. A. (2022). Managing organizational change: A
multiple perspectives approach (4th ed.). McGraw-Hill Education. Chapter 8................. 79
Chapter 8: Resistance to Change.............................................................................. 79
Article 1 - Ford, J. D., Ford, L. W., & D'Amelio, A. (2008). Resistance to change: The rest
of the story. Academy of Management Review, 33(2), 362-377.......................................84
Article 2 - Rafferty, A. E., Jimmieson, N. L., & Armenakis, A. A. (2013). Change
readiness: A multilevel review. Journal of Management, 39(1), 110-135......................... 89
Article 3 - Grønvad, M. T., Abildgaard, J. S., & Aust, B. (2023). Moving beyond resistance
and readiness: Reframing change reactions as change-related subject positioning.
Journal of Change Management, 24(1), 5-24.................................................................. 95
Week 3................................................................................................................................... 99
Lecture 5 - Change interventions..................................................................................... 99
Palmer, I., Dunford, R., & Buchanan, D. A. (2022). Managing organizational change: A
multiple perspectives approach (4th ed.). McGraw-Hill Education. Chapters 9 & 10..... 116
Chapter 9: Organization Development and Sense-making Approaches.................. 116
Chapter 10: Change Management Perspectives..................................................... 123
Article 1 - Burnes, B. (2004). Kurt Lewin and the planned approach to change: A
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, re-appraisal. Journal of Management Studies, 41(6), 977-1002.................................... 130
Article 2 - Quinn, R. E., & Sonenshein, S. (2008). Four general strategies for affecting
change in human systems. In T. G. Cummings (Ed.), Handbook of organization
development (pp. 69-78)................................................................................................ 136
Lecture 6 - Guest lecture MHP A Porsche Company.....................................................140
Week 4................................................................................................................................. 144
Lecture 7 - Guest lecture Berenschot.............................................................................144
Lecture 8 - Employee participation in organizational change.........................................149
Article 1 - Whelan-Berry, K. S., Gordon, J. R., & Hinings, C. R. (2003). Strengthening
organizational change processes: Recommendations and implications from a multilevel
analysis. The Journal of Applied Behavioral Science, 39(2), 186-207........................... 160
Article 2 - Sahay, S., & Goldthwaite, C. (2024). Participatory practices during
organizational change: Rethinking participation and resistance. Management
Communication Quarterly, 38(2), 279-306..................................................................... 168
Week 5................................................................................................................................. 174
Lecture 9 - Communicating & Sustaining Change......................................................... 174
Palmer, I., Dunford, R., & Buchanan, D. A. (2022). Managing organizational change: A
multiple perspectives approach (4th ed.). McGraw-Hill Education. Chapters 7 & 11..... 186
Chapter 7: Change Communication Strategies........................................................186
Chapter 11: Sustaining Change versus Initiative Decay...........................................193
Article 1 - Schildt, H., Mantere, S., & Cornelissen, J. (2020). Power in sensemaking
processes. Organization Studies, 41(2), 241–265......................................................... 199
Article 2 - Sonenshein, S. (2010). We're changing—Or are we? Untangling the role of
progressive, regressive, and stability narratives during strategic change implementation.
Academy of Management Journal, 53(3), 477-512........................................................ 206
Lecture 10 - Guest lecture HRtechradar........................................................................ 214
Examples of exam questions............................................................................................215
Question 1...................................................................................................................... 215
Question 2...................................................................................................................... 215
Question 3...................................................................................................................... 216
Question 4...................................................................................................................... 217
Question 5...................................................................................................................... 217
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,Week 1
Lecture 1 - Images of change
Organizational change and its management have become a huge field of study and practice.
Van de Ven and Poole (1995) found around 1 million articles on change and development
from many different academic disciplines.
There are many approaches to change. But why?
No shortage of advice
● Most estimates put the failure rate of planned change at around 60 to 70 percent.
● There is no shortage of advice.
● But advice is extensive and fragmented, making the literature difficult to access, and
to absorb.
Dispersed and fragmented literatures
● Multiple perspectives (different schools and academic disciplines).
● Conceptual spread (from ideologies, to methods and single tools).
● Fluid boundaries (differences in depth (disruptive vs. fine tuning) and focal area
(Technology, Human Resources, Strategy); the boundaries of the topic vary between
definitions of change.
● Varied settings (range of organizational types, contexts, methods in evidence and
examples).
● Rich history; recent work did not make previous work irrelevant.
1. Scientific Management (1911, Frederick Taylor): Focused on maximizing efficiency by
treating workers as machines, where productivity is the primary output and workers
are resources to be optimized.
2. Hawthorne Studies (1924–1933, Elton Mayo): Highlighted that attention to
employees and the human dimension significantly impacts productivity, bringing a
focus on social factors within organizations.
3. Kurt Lewin’s Change Theory (1940s): Introduced the idea of planned change as a
process of unfreezing, moving, and refreezing. Emphasized that change requires
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, understanding and reshaping perceptions, leading to conflict resolution and social
progress.
4. Organization Development (OD) (1970s): Built on Lewin’s concepts to promote
planned change, but expanded to include broader themes such as systems theory
(Luhmann), organizational culture (Schein), and learning (Argyris).
5. Process Approach (1980s, Andrew Pettigrew): Moved away from simple change
recipes, emphasizing the complex relationships among individuals, groups, and
society, and considering change within its larger context.
6. Linguistic Turn (1990s): Emerged with a focus on language, storytelling, and
discourse in organizations, suggesting that language shapes organizational reality
and culture (e.g., Phillips, Deetz, Alvesson, and Kärreman).
All approaches on how to manage change rely on different assumptions.
What is an assumption?
● A mental image, a framework… that guides your actions and perceptions.
● What you consider to be « true » or « certain » without question, what you « take for
granted ».
An example: what are the underlying assumption(s) in the following statement about
resistance to change:
“To overcome resistance to change, managers can and should actively engage employees
by addressing their concerns, providing clear communication, and offering support
throughout the transition process.”
● Resistance to change is natural and requires management.
● Managers are responsible for reducing resistance.
● Employee concerns are valid and can be addressed.
● Clear communication reduces resistance by easing fears.
● Support during change helps acceptance by providing reassurance.
You can have assumptions on different levels:
● Paradigmatic assumptions underlie various ‘lower level’ assumptions.
● Ontology: Assumptions about what reality entails.
● Epistemology: Assumptions about our knowledge about reality.
4
,This diagram explains different ways we can think about reality and how we perceive it,
especially in the context of organizational change and management. It shows that our
understanding of "reality" and "perception" is complex and shaped by deeper assumptions
and beliefs.
Here’s a breakdown of the three levels of assumptions:
1. Paradigms – These are the deepest assumptions that shape everything else. They
influence the "worldview" or lens through which we see reality. Think of it like wearing
different pairs of glasses; depending on the pair, you’ll see reality differently. The
diagram shows three main paradigms:
○ Positivism – This approach focuses on objective truth and measurable facts,
similar to the scientific method. It seeks to understand reality through logic
and experiments.
○ Critical Realism – This perspective acknowledges that there is a reality we
can know, but our understanding of it is always influenced and limited by our
own perspectives.
○ Social Constructivism – In this view, "reality" is largely shaped by human
interpretation. What we consider "real" or "true" is created through social
interactions and agreements.
2. Ontology – This level is about our assumptions regarding what "reality" actually is. It
answers questions like: What truly exists? And what does that reality look like? For a
positivist, reality consists of objective, measurable facts. For a social constructivist,
reality is more about shared beliefs and meanings that people create together.
3. Epistemology – This level is about what we can know and how we can know it. It
asks: How do we gain knowledge? How can we truly understand something? A
positivist would rely on experiments and measurements, while a social constructivist
would look at the social context and interactions between people to understand how
they come to know things.
The diagram also shows how these three levels affect our practical choices:
● What we observe – What do we notice in reality? This depends on our paradigm and
ontological assumptions.
● With what lens we view – What theories, models, or metaphors do we use to interpret
reality?
● How we view – From which discipline or school of thought are we coming? What
"language" do we use to describe reality?
How should change then be understood?
● Complexity generates tensions, dualities and contradictions.
● Singular approaches are too simplistic to properly understand changes in complex
organizations and contexts.
● We need approach plurality: different perspectives side by side (metamodels).
● Value lies between perspectives: making differences and similarities productive:
plurality.
A multiple perspectives approach: The ability to work with multiple perspectives, images, or
frames concerning the change management role.
5
,Chin & Benne / Quinn & Sonenshein
Seminal paper published in 1969 by Chin and Benne, “General Strategies for Effecting
Changes in Human Systems.” Three general strategies for changing human systems:
● Empirical–rational: people are rationally self-interested, will change if and when they
come to realize change is advantageous to them.
● Power–coercive: change comes from a more powerful person who imposes their will.
● Normative–reeducative: norms form the basis for behavior, and change comes from
‘re-education’.
Quin and Sonenshein
● Telling
● Forcing
● Participating
● Transforming
Chin and Benne's Strategies for Change (1969)
Chin and Benne suggest three main ways that people might be influenced to change:
1. Empirical-Rational: This approach assumes people are logical and act in their own
self-interest. If you show them facts or evidence that a change benefits them, they’ll
be more likely to adopt it.
2. Power-Coercive: In this method, change is imposed by someone in a position of
power. Essentially, it's a "do it because I said so" approach, where people comply
due to authority or force.
3. Normative-Reeducative: This approach is based on changing norms, values, or
behaviors through re-education. The idea is that people will change because they
want to align with new norms or values within their group.
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,Quinn and Sonenshein's Four Strategies
Quinn and Sonenshein expand on these ideas with four specific strategies for implementing
change:
1. Telling: This is similar to the empirical-rational approach. Change is communicated
directly with facts, aiming at people’s self-interest. It’s quick and expects people to
comply because they understand the benefit.
2. Forcing: This mirrors the power-coercive approach. It uses authority or power to
make change happen quickly, expecting compliance without necessarily securing
deep commitment.
3. Participating: This mirrors the normative-reeducative approach. Here, the focus is on
involving people in the change process. It's a slower approach, emphasizing dialogue
and building relationships. The goal is to have people feel a sense of ownership over
the change, making it more meaningful.
4. Transforming: This is the most profound strategy, where the goal is not just behavior
change but a shift in values and identity. It’s a long-term, deep change approach
aiming for integrity and commitment, with the highest level of outcomes.
Each strategy has different implications for how much control the leader has, how much
input people have, and how sustainable the change is likely to be.
Vermaak & de Caluwe
Thinking in Colors (kleurendenken): Five ways of thinking about change characterized by
five colors:
Smith and Graetz
Multi-philosophy approaches enable two contradictory states to exist simultaneously:
Focuses on understanding and integrating multiple philosophical perspectives,
Advocates for systems that handle ambiguity and contradiction effectively.
Promotes managing paradoxical tensions such as:
● Balancing continuity with change.
● Encouraging innovation alongside strict financial and operational systems.
● Empowering employees through structured leadership.
● Weighing economic goals against social impact.
● Combining centralized policies with decentralized, flexible decision-making.
7
,Multi-Philosophy Approach: Smith and Graetz suggest that combining these perspectives
allows organizations to balance contradictions, like continuity with change or innovation with
stability.
Practical Tensions: The approach encourages managing conflicts, such as maintaining
central control while enabling local flexibility, to build a robust and adaptable organization.
Van de Ven & Poole, 2005
Van de Ven & Poole (2005) identify 4 different ways of « seeing » and « studying » change in
academic studies.
Ontology (how do you conceive of the reality of organizations?) 2 options.
1. A thing (change).
2. A process (changing).
Ontology - How do we think about what change really is?
● Change as a Thing: This perspective sees change as a clear, fixed event or state. It’s
like seeing change as something solid or static, a "thing" that happens and is done.
● Change as a Process: Here, change is viewed as something continuous and
evolving. Instead of a single event, it's a journey or ongoing process with different
twists and turns.
Van de Ven & Poole (2005) identify 4 different ways of « seeing » and « studying » change in
academic studies.
Epistemology (how do you attain knowledge - when studying change?) 2 options.
1. Variance methods (change may be observed by looking for deterministic
explanations, understood as a relationship between dependent and independent
variables).
2. Process methods (change may be observed by looking at the sequence of events,
temporal connections and the dynamic nature of the process).
8
,Epistemology - How do we study or understand change?
● Variance Methods: This approach tries to understand change by finding causes and
effects, almost like setting up a scientific experiment. It looks for patterns where one
thing (cause) leads to another (effect), similar to seeing how one domino falling leads
to the next one falling.
● Process Methods: Instead of cause and effect, this approach focuses on the
sequence of events and how things connect over time. It’s more about understanding
the story or journey of change, looking at each step and the connections in between,
like reading a book chapter by chapter.
Van de Ven & Poole (2005) identify 4 different ways of « seeing » and « studying » change in
academic studies.
Palmer and Dunford, 2022
Palmer and Dunford: multiple perspectives (also paradigmatic/ontological assumptions).
How are our images or mental models of change formed?
Dependent on contrasting images of the role of the change manager on the one hand and
expectations of change outcomes.
All perspectives on how to manage change rely on assumptions. Especially regarding, our
view on ‘task of managing’ and our view on ‘change outcomes’.
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, Task of managing:
● Controlling
○ Top down change
○ Focus on hard factors
● Shaping
○ Participation is encouraged
○ Focus on capabilities
Change outcomes:
● Intended outcomes
○ Outcomes of change can be achieved as planned.
○ Managers play an active role in defining the strategies that lead to intentional
change.
● Unintended outcomes
○ Managers struggle to achieve expected outcomes.
○ Influence internal and external forces which override the influence of change
managers.
Palmer and Dunford (2022) identify 6 images of change:
The caretaker and nurturer images have their foundations in the field of organization theory;
the other four images—director, coach, navigator, and interpreter—have stronger
foundations in the organizational change field.
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