1. OD Diagnosis
What does it mean: “Dx is Tx”?
What is the traditional OD approach to Dx?
What are the mechanisms involved in deriving Dx?
What is the value/utility of a Dx? (nomenclature)
What is the Reflective Learning model & how is it used?
Consider the models: McKinsey 7S, Weisbord 6-box, etc– what do they have in common?
What is Systems Theory & how is it used?
Team Task: Analyze and draw a systems model of an organizational problem showing mechanisms & possible intervention points

2. Dr/Patient Model doctor-patient model:
a consultant or team of consultants are brought in by executives to "look them over," much as a patient might go to the doctor for an annual physical. The consultants are supposed to find out what is wrong with which part of the organization, and then, like a physician, recommend a program of treatment.
Dr/Patient Model

3. Exchange model:
Expert information and/or service is being bought by the client. For a successful outcome, this model depends on:
whether the manager has correctly diagnosed his own needs
whether he has correctly communicated these needs to the consultant
whether he has accurately assessed the capability of the consultant to provide the right kind of information or service
whether he has thought through the consequences of having the consultant gather information, and/or the consequences of implementing changes which may be recommended by the consultant."

4. Process consultation model
Process consultation, by contrast to both of these models, focuses on joint diagnosis, and the passing on to the client of diagnostic skills. The key assumption is that the client sees the problem for himself, shares in its diagnosis, and is actively involved in generating a remedy.
Edgar Schein
Process consultation model

6. Organization Diagnosis
Think of visiting your health care, computer or auto mechanic professional. What is a diagnosis?
What does s/he do to diagnose (Dx) your condition?
What are the uses/purposes of a Dx; What does it allow you to do?
What, therefore, are the criteria for a sound Dx?
How is a diagnosis derived?

7. The diagnostic process
Level 4: diagnostic label
e.g., Transition adjustment reaction with emphasis on role diffusion
Level 3: conceptual description (the explanation)
e.g., during organizational transition, stakeholder roles have become diffused, resulting in role overload, role conflict, and role boundary disputes. These in turn have led to increased anxiety about the future and lowered productivity.
Level 2: concepts & constructs
e.g., conflict, leadership, norms, roles, communication channels, decision style, etc.
Level 1: raw data
e.g., observations, statements, survey, archived data, etc.

8. Dx is Tx Common focus Identification and examination of key factors
Exploration of relationships among factors
Gap analysis: development of cognitive dissonance
Reflective learning: awareness leads through the cycle
Mechanism: the process is the corrective mechanism for current and future problems
The OD process of deriving a diagnosis entails activation of the same organizational mechanisms required for intervention

9. Lewin’s FFA McKinsey 7-S model Gelinas-James Model
Weisbord 6-box model
Systems theory
etc…
Paradigm Effect: The model you use will help you find some things but will prevent you from seeing others
Weisbord 6-Box Model

10. Force-Field Analysis

11. Instrumented Feedback– Diagnosis is treatment
Complete the initial OD stages of scouting, contracting, etc.
Identify the areas of primary focus: key result areas, mission critical, etc.
Gather information (survey, hard data, perceptions, judgments, etc.)
Organize and present information to stakeholders
Explore interpretations– what do these reflect? What do you think it means?
Action– what do you want to do about it?

12. Reflective Learning Cycle

13. Fishbowl The Fishbowl Technique What to observe: communication
power & influence
roles
conflict
norms
decision making
problem solving
leadership
goal clarity
task/maintenance
Debriefing
share observations
explore interpretations
consider application

14. Survey feedback Survey Feedback
Identify area of concern & associated beliefs
Involve client system in survey construction
Gather data
Analyze data to contrast with beliefs
Present to client group
Use Reflective Learning Model to
identify discrepancies
explore interpretations
consider interventions
implement
Survey feedback

15. Organizational LifeLine
Women Officers
Uniform, promotion
Community
Policing
Wilson Death
Sokolov field training model
CLEFS
Grant
FTO Program
1982
1992 ?
Militich Admin
Lyons
Admin
Waller
Admin
Early OD efforts
Mandatory
Domestic arrest
12-hour
shifts
Equipment
Vests
Automatics
Training
Spouse support
New hopes
Balance
Support

16. Value Chain Analysis Pre- placement Referral intake Assessment Week 1
Discharge
Outcome Criteria:
timeliness
accuracy
thoroughness
integrated
consistency
relevant to purpose
staff support
pride in product & process
Process
backward reconstruction: what must precede this?
what is done at each stage?
what is the value of that task (criteria)?
where are the bottlenecks?
what can be streamlined without decreasing value?

17. Process Map Examples
Process map examples

18. Processing mapping questions
What steps were followed in chronological order to complete the task?
How long did each step take?
When were decisions made; what criteria used?
What steps required outside help and resources?
Were any steps unnecessary or redundant?
Were tasks in the right order for best use of time & resources?
Where were delays and bottlenecks; how could these be reduced?
Processing mapping questions

19. Gelinas-James Elements of Organizations Model
What are the key areas for examining organizational functioning?

20. The 7-S McKinsey model

21. Burke-Litwin Model of Organizational Performance and Change
What are the key areas?
How are they connected?

22. What prevents it from being solved?
What influences it?
Dx-Tx considerations:
identify the key problem
identify linkages
trace multiple linkages
identify barriers to solution
explore removing barriers
What influences it?
What influences it?
What influences it?
What influences it?
The
Problem
What prevents it from being solved?

24. Problems with OD Dx– there ain’t none!
There are no widely used, standard, or conventional diagnostic systems in OD
There is no standard diagnostic nomenclature
There are no standard tools for assessment
There is low reliability (and few reliability studies) regarding inter-rater diagnoses
Some labels are so poorly defined as to be meaningless
There is no clear relationship between Dx and Tx
Most interventions are not standardized
There are very few studies on Tx outcomes
They usually focus on what is going wrong rather than what is going right (e.g., solution focus, appreciative inquiry, etc.)

25. Traditional problem solving
what’s wrong?
how did it happen?
how can we fix it?
fix it!
did we fix it?
Traditional problem solving

26. The problem with a problem-centered approach
problems statements are not necessarily related to the solution
focusing on the problem can reinforce it
complex problems require a shift in frame
trying to remove problem elements may elicit resistance
absence of a problem does not mean high level functioning
many solved problems simply maintain the status quo
Problem centered

27. SFchange Solution focused change emphasizes second-order change
utilizes ongoing change
makes distinctions that make a difference
provides goal well-formedness (clear favorable outcome; S.M.A.R.T goals)
SFchange

28. SF_questions Solution Focused Change Exception Question Sequence:
1. When don't you have that problem?
2. What's different about those times? What occurs instead?
3. How can that be made to occur more often? Who needs to do what?
4. How will you begin to notice that the problem is being solved? What will be different?
Miracle Question Sequence:
1. If a miracle occurred tonight, and when you woke up tomorrow the problem was solved,
what would be the first just noticeable indication that things were different?
2. What will have to be different for that to begin happening?
3. When does that already happen, even if only a little? Who will have to do what to make
that happen more?
4. What will be an indication to you and others that the problem is really solved?
Coping Question Sequence:
1. Why aren't things worse than they are?
2. What are people doing to prevent things from getting worse?
3. How are those things helpful? What else would be helpful?
4. What needs to happen for those things to continue?
Pessimistic Question Sequence:
1. What do you think will happen if things don't get better?
2. What will happen after that? What next? Then what?
3. If the problem solvers start to become more optimistic (or at least dissatisfied with their
negative premonitions), shift to the constructive question sequences above.
SF_questions

29. Apprec. approach Appreciative Inquiry Discovering what works
Understanding how it works
Amplifying and transferring what works
Apprec. approach

30. 4-D model apprec Inquiry
The D Model of Appreciative Inquiry
Discovery-- Appreciating what energizes; what is most valued? High points of career? Core factors and vitality of the organization?
Dream-- Imagining what might be; interview, discuss, obtain stories to enhance the collective sense of what might be possible
Design-- Determining what will be; create propositions related to the purpose; establish commitments to plans
Delivery-- Creating what will be; group, team, and community collaboration to make it happen
4-D model apprec Inquiry

31. Learning History

32. Learning History: series of short stories recounting particular episodes. Segments below focus on dilemmas, questions, & anecdotes within these stories.
Full Column Prologue: derived from significant and noticeable results of the events for the organization & participants
Left Column: commentary, insights, comments, reflections & perspectives brought forward to consider the implications of the story
Right Column: The personal stories from different groups of stakeholders (identified by role)
LearningHist Columns

33. Team Diagnostic Activity
Teams identify and discuss an OD case (at least one member must be very familiar with the case– your client)
Identify the “problem” context
Discuss the relationships among key variables relevant to “the problem”
Draw a “systems model” that shows the connections among events (include feedback loops)
What is it about the structure/processes that enables “the problem” to arise and maintains it?
Where are the intervention points implied by this conceptualization?
What would you do if you could?