Embracing Organisational Development and Change : An Interdisciplinary Approach Based on Social Constructionism, Systems Thinking, and Complexity Science

Preface
Acknowledgements
Aims of the Book
About the Business Cases in This Book
Expressions of Gratitude
Contents
List of Figures
1: Introduction
	1.1 Introduction
	1.2 Introducing a Social Constructionist Perspective on Change
	1.3 Introducing the Three Main Business Cases in this Book
		1.3.1 The First Case: A Lot of Sense But No Impact in a Labour Union
		1.3.2 The Second Case: Being Stuck in a Business University
		1.3.3 The Third Case: The Dance Around the Symbolic Totem Pole in a Healthcare Organisation
		1.3.4 Some Thematising Reflections: Dealing with Dilemmas, Defensiveness and Polarisation
			Interlude 1.1 Intervening, Sense Making and Sense Giving
	1.4 Introducing the Management of (Organisational) Change
		1.4.1 Introducing Change Management
			Interlude 1.2 Following a Wrong Map and Still Getting there (Barret 2012)
		1.4.2 Introducing Change
		1.4.3 Introducing Organisational Change
	1.5 Introducing Paradox and Complexity
		1.5.1 Introducing Paradox
		1.5.2 Introducing Complexity
		1.5.3 Dealing with Paradox and Complexity: The Importance of Systems Thinking
	1.6 Looking Further
		1.6.1 Introducing `Change´ and `Changing´
		1.6.2 Introducing Co-Inquiry, Dialogue and LGIs
		1.6.3 Introducing Intervening, Enabling and Learning
	1.7 Introducing Perspective and Perceiving
	References
2: Change Management
	2.1 Introduction
	2.2 Typical Managerial Points of View on `Change Management´
		2.2.1 The Way (Top) Management Positions Itself
		2.2.2 The Way Top Management Regards Change Management
			Interlude 2.1 Kotter´s Pivotal Model of Managing Change
		2.2.3 The Way Change Is Managed in a Parallel Project Organisation
		2.2.4 The Way the Need for Change Is Managed by Constructing a Burning Platform
		2.2.5 The Way Change Communication Is Managed: Top Down
		2.2.6 The Way Management Perceives the Process of Change as an Emotional Transition
			Interlude 2.2 Emotional Coping Stages Popularly Known by the Acronym DABDA (Santrock 2007; Kastenbaum 1998; Corr et al. 1999)
	2.3 Changing Organisations by Engineering a Change Strategy
		2.3.1 The Main Change Dimensions for Engineering a Change Strategy
			Interlude 2.3 The McKinsey 7-s Framework
			Interlude 2.4 The Interrelatedness of the Three Change Dimensions
		2.3.2 Contemporary Reflections on the Classic Change Strategies
		2.3.3 A Change Strategy for Social Re-engineering of an Organisational Culture
		2.3.4 Engineering a Strategic Change Strategy
			Interlude 2.5 Two Archetypical Types of Change
			Interlude 2.6 Scoping Based on a Top-Down Strategic Stakeholder Analysis
	2.4 Change Management: Provoking `Emergent´ Change to Happen!
		2.4.1 An `Action-Reaction´ Behavioural Pattern
		2.4.2 Modern Biological Concepts Regarding `Emerging´ Change
			Interlude 2.7 A Modern Biology Perspective on Emerging Change (Kauffman 1995)
		2.4.3 First- and Second-Order Change
			Interlude 2.8 Ashby´s Metaphor on Two Levels of Intervening (Watzlawick et al. 1974, p. 9)
	2.5 Closing Reflections
		2.5.1 Change Management Is an N-Step Approach
		2.5.2 `Change Management´ Is a Commodity Skill, Emphasising the `Map´ and Not the `Territory´
		2.5.3 `Change Management´ Is Growing Strong but Is Still Fundamentally Flawed
		2.5.4 Change Is Not Manageable, Interventions Are!
		2.5.5 `Change Management´ Is an Oxymoron, by Definition to Be Treated as a Paradox
		2.5.6 `Change Management´ Is About Sense Giving to Others´ Change Initiatives
		2.5.7 `Change Management´ Is About Treating People as if They Are Rational (but They Are Not)
	References
3: Organisation Development
	3.1 Introduction
	3.2 Lewin´s Work and Life
		Interlude 3.1 Participation and Lewin´s Harwood Studies
	3.3 Linking Lewin´s `Action Research´ to the Process of Co-inquiry
		Interlude 3.2 Intertwining Science with Everyday Life-an Example: The Zeigarnik Effect
		3.3.1 Action Research as a Process of Co-inquiry
			Interlude 3.3 The Development of Action Research from the Early Years On (This Interlude is an eclectic paraphrased summary of...
		3.3.2 Action Research as a Process of Appreciative Inquiry
			Interlude 3.4 The Five Principles of Appreciative Inquiry (Cooperrider and Srivastva 1987)
	3.4 Linking Lewin´s `Forcefield Theory´ to Systems Thinking
		3.4.1 A Forcefield as a Complementary Gestalt
			Interlude 3.5 Linking Lewin´s Field Theory with Gestalt Theory
		3.4.2 A Whole Social System as the Right Scope for Intervening
			Interlude 3.6 A Soccer Team Operating as a (Dialogical) System
	3.5 Linking Lewin´s `Change Theory´ to Generativity
		3.5.1 Unfreezing as a Process of Keeping People Away from Entrained Thinking
			Interlude 3.7 `Unfreezing´ in a Corporate Setting
		3.5.2 Unfreezing as a Process of Becoming Conscious of One´s Own Assumptions and Perceptions
			Interlude 3.8 Unfreezing as a Process of Handling and Accepting Loss
		3.5.3 Unfreezing as a Process of Developing `Generative Capacity´
			Interlude 3.9 Generativity and Organisation Development and Change
	3.6 Based on Lewin´s Work: Continuing Trends in ODC
		3.6.1 Systems Thinking: In Dialogue with the Whole System
		3.6.2 Relational Know-How: Engaging People Collectively and Fully
		3.6.3 Redefining Action Research: From Problem-Solving to Developing `Generative Capacity´
	3.7 Some Closing Reflections
		3.7.1 The Work and Impact of Lewin Himself
		3.7.2 Diverse Fields of Action Research Modalities
			3.7.2.1 Revans´s Action Learning
			3.7.2.2 Cooperrider´s Appreciative Inquiry
			3.7.2.3 Argyris´s Action Science
		3.7.3 Reinterpreting Lewin´s Work
	References
4: Beyond Organisation Development
	4.1 Introduction
	4.2 Introducing Two Types of OD
	4.3 Assumptions behind Diagnostic OD
		Main Assumptions behind Diagnostic OD
		4.3.1 Attitude Change
		4.3.2 Consciousness Raising
			Interlude 4.1 Prochaska´s Transtheoretical Model of Behaviour Change (Prochaska and DiClemente 2005)
		4.3.3 Psychological Interventions
			Interlude 4.2The Characteristics of Psychological Interventions
		4.3.4 Diagnostic OD: The Role of a Process Interventionist
			Interlude 4.3 Schein´s Revised Assumptions Regarding a Process Interventionist (Schein 1999)
	4.4 Assumptions behind `Dialogical OD´
		Main Assumptions behind Dialogic OD
		4.4.1 Perspective Taking, Shifting Contexts and Emerging Change
			Interlude 4.4 Two (Sufi) Parables on Perspective Taking and Shifting Contexts
			Bounded Rationality
		4.4.2 Dialogue and Enacting Change
			Interlude 4.5 Dialogue as a Medium for Changing
			Interlude 4.6 Enacting Change
		4.4.3 Dialogical Systems
			Interlude 4.7 Working with Dialogical Systems
		4.4.4 Dialogical OD: The Role of a Generative OD Interventionist
			Interlude 4.8 `Aboutness´ Versus `Withness´ Thinking (Shotter 2006, p. 599)
	4.5 Some Closing Reflections
	4.6 Key Discussion Points
	References
5: Large-Group Interventions
	5.1 Introduction
	5.2 LGIs: Background, Characteristics and Main Premises
		5.2.1 Historical Background
		5.2.2 Different Types with Different Change Purposes
		5.2.3 Action Learning as the Backbone of an LGI Programme
			Interlude 5.1 Generic Phasing during an LGI
	5.3 LGIs as Part of a Learning Infrastructure
		5.3.1 The Process of Developing a Learning Infrastructure
			Interlude 5.2 A Developing Learning Infrastructure
		5.3.2 The Process of Scoping from the Bottom Up
			Interlude 5.3 `Scratching an Itch´: An Example of Symptomatic Behaviour
		5.3.3 The Process of Executing a Differential Diagnosis
			Interlude 5.4 House M.D., an Example of Doing a Differential Diagnosis
		5.3.4 The Process of Preparing an LGI
	5.4 Some General Challenges with Organising LGIs
		5.4.1 Pre-Planning `Emerging´ Objectives: A Participation Dilemma?
		5.4.2 Individual `Airtime´ within an LGI: A Counter-Intuitive Point of Critique?
		5.4.3 Managing a Participative Change Process: A Wicked Two-Way Effort?
		5.4.4 On Consensus and Conformity: A Polluted Process?
	5.5 Typical `Generative´ Skills in Working with a Process Group
		5.5.1 The Skill of Working in a Heterarchical Way by Abductive Reasoning
		5.5.2 The Skill of Reducing and Absorbing Anxiety by Monitoring the Quality of the Ongoing Dialogue
		5.5.3 The Skill of Being a `Catalyser´ by Introducing a `Wu-Wei´ Attitude
			Interlude 5.5 Introducing a Wu-Wei Attitude
		5.5.4 Introducing a `Reductio Ad Absurdum´
	5.6 Some Closing Reflections
	5.7 Key Discussion Points
	References
6: Changing and Learning
	6.1 Introduction
	6.2 Examples of Opposing Sets of Executives´ Assumptions
		6.2.1 McGregor´s Seminal X and Y Theory
			Interlude 6.1 An Excerpt from McGregor´s Vision on Executives´ Assumptions
		6.2.2 Covey´s Assumptions on `Reactivity and Proactivity´
		6.2.3 Argyris´ Advocacy (Model I) and Inquiry (Model II)
	6.3 Realising a Paradigm Shift from One Set of Assumptions to another
		6.3.1 Argyris´ Single- and Double-Loop Learning
			Interlude 6.2 ``Closing the Ranks´´ in the Union Case
		6.3.2 Bateson´s Learning `Intervention´ Levels L0, LI and LII
		6.3.3 Bateson´s Learning `Intervention´ Level LIII
	6.4 Co-Inquiry as a Process of Collaborative Learning
		6.4.1 Being Generative
			Interlude 6.3 `The Ladder of Inference´
		6.4.2 Bringing to the Surface
			Interlude 6.4 The Left-Hand Column Technique (Senge 1990, p. 195)
		6.4.3 Challenging Assumptions
			Interlude 6.5 Challenging: First-, Second- and Third-Person Questions
	6.5 Some Closing Reflections
	6.6 Key Discussion Points
	References
7: Change Dynamics
	7.1 Introduction
		Interlude 7.1 Classic Statements on Habit Forming and Changing
	7.2 A Historical Synopsis on Resistance to Change
		Interlude 7.2 Survey Research Regarding Resistance to Change
	7.3 Change Dynamics as Group Dynamics
		Interlude 7.3 The Flabbergasted Board Member
		7.3.1 Argyris´ Defensive Reasoning
		7.3.2 Janis´ `Groupthink´
		7.3.3 Harvey´s `Abilene Paradox´
		7.3.4 A Comparison Between `Defensive Reasoning´, `Groupthink´ and the `Abilene Paradox´
	7.4 Change Dynamics as Characteristics of a Social System
		Interlude 7.4 A Further Elaboration of the `Business University´ from Chap. 1
		7.4.1 Handling Paradoxical Change Dynamics
		7.4.2 Making Sense of a Paradoxical `Double Bind´ Message
			Interlude 7.5 A `Double Bind´ as Paradoxical Communication
		7.4.3 Handling Change Dynamics as `Competing Commitments´
			Interlude 7.6 The Change Immunity Map
		7.4.4 Handling Change Dynamics as Counter-Intuitive Systems Dynamics
			Interlude 7.7 My God, Look What We´re Doing to Ourselves!
		7.4.5 Handling Change Dynamics as (Delayed) Feedback Processes
			Interlude 7.8 The Use of Causal Loop Diagrams (CLDs)
			Interlude 7.9 An Example of a Balancing Loop: The Pocket Veto
	7.5 Some Closing Reflections
	References
8: A Complexity Perspective
	8.1 Introduction
	8.2 Introducing a Complex Responsive Process Perspective
	8.3 Introducing a Narrative from a Consultant´s Perspective (Van Nistelrooij and Homan 2019)
		8.3.1 Introducing the Incident
			Interlude 8.1 The Importance of Scoping
		8.3.2 Debates in the Consultancy Literature
		8.3.3 A Complex Responsive Process Perspective on Research
			Interlude 8.2 Peirce´s Practice of `Communities of Inquiry´
		8.3.4 The Follow-Up of the Narrative and the Resulting, Emerging Themes
		8.3.5 An Epistemological Knot
		8.3.6 A Short Discussion Regarding the Narrative
		8.3.7 Some Concluding Reflections Regarding the Narrative
	8.4 Consultants´ Challenges During the First Encounters with a `Client´
		8.4.1 The First Consultant´s Challenge: Defining the Client and a Client System
		8.4.2 The Second Consultant´s Challenge: Avoiding a Pseudo Explanation
			Interlude 8.3 Pseudo Explanation
		8.4.3 The Third Consultant´s Challenge: Starting `Fresh´ on a `Myth of Objectivity´
			Interlude 8.4 A Chameleon on a Mirror?! (Keeney 1983, pp. 172-174)
		8.4.4 The Fourth Consultant´s Challenge: Formulating a Leading Question with a `Dialogical System´
	8.5 Some Closing Reflections
	References
Index