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Learning History. 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.
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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 Right Column: The personal stories from different groups of stakeholders (identified by role) Left Column: commentary, insights, comments, reflections & perspectives brought forward to consider the implications of the story
Organizational LifeLine Women Officers Uniform, promotion Community Policing Wilson Death Sokolov field training model CLEFS Grant FTO Program 1982 1992 2002----? Lyons Admin Waller Admin Militich Admin Early OD efforts Mandatory Domestic arrest 12-hour shifts Equipment Vests Automatics Training Spouse support New hopes Balance Support
Value Chain Analysis Pre- placement Assessment Week 1 Assessment Week 2 Assessment Week 3 Assessment Week 4 Referral intake 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?
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
Process Consultation Models for OD 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."
doctor-patientmodel: 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 therapy.
Process Consultation 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
Solution focused problem solving • Traditional problem solving: • what’s wrong? • how did it happen? • how can we fix it? • fix it! • did we fix it?
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.
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
Solution focused change • emphasizes second-order change • utilizes ongoing change • makes distinctions that make a difference • provides goal well-formedness (clear favorable outcome)
Appreciative Inquiry • Discover: appreciating & valuing what is • Dream: envisioning what might be • Design: dialoging what should be • Delivery: innovating what will be
