OD Diagnosis

J. MICHAEL SAMMANASU
JIM
 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
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.
 Exchange model:

Expert information and/or service is being bought by

the client. For a successful outcome, this
model depends on:
1. whether the manager has correctly diagnosed his
own needs
2. whether he has correctly communicated these
needs to the consultant
3. whether he has accurately assessed the capability of
the consultant to provide the right kind of information
or service
4. 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."
 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 Edgar Schein
sees the problem for himself, shares in its
diagnosis, and is actively involved in
generating a remedy.
 Organization
Diagnosis

1. Think of visiting your health care, computer or auto mechanic

professional. What is a diagnosis?
2. What does s/he do to diagnose (Dx) your condition?
3. What are the uses/purposes of a Dx; What does it allow you to do?
4. What, therefore, are the criteria for a sound Dx?
5. How is a diagnosis derived?
 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.
 Dx is Tx
1. Common focus
2. Identification and examination of key
factors
3. Exploration of relationships among
factors
4. Gap analysis: development of cognitive
dissonance
5. Reflective learning: awareness leads through the cycle
6. 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
 Lewins 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

Force-Field Analysis
 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?
Reflective Learning Cycle
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
 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
 Organizational LifeLine

Women Officers Community

Uniform, promotion Wilson Policing
Death Sokolov field CLEFS
FTO Program
training model Grant

1982 1992 2002----?

Militich Lyons Waller
Mandatory 12-hour Early OD
Admin Admin Admin
Domestic shifts efforts
arrest Equipment New hopes
Vests Balance
Automatics Support
Training
Spouse support
 Value Chain Analysis

Pre- Referral Assessment Assessment Assessment Assessment Discharge

placement intake Week 1 Week 2 Week 3 Week 4

Outcome Criteria:
Process timeliness
accuracy
backward reconstruction: what must precede this?
thoroughness
what is done at each stage?
integrated
what is the value of that task (criteria)?
consistency
where are the bottlenecks? relevant to purpose
what can be streamlined without decreasing value? staff support
pride in product & process
Process Map Examples
Processing Mapping Questions

1. What steps were followed in chronological order to

complete the task?
2. How long did each step take?
3. When were decisions made; what criteria used?
4. What steps required outside help and resources?
5. Were any steps unnecessary or redundant?
6. Were tasks in the right order for best use of time &
resources?
7. Where were delays and bottlenecks; how could these
be reduced?
 Gelinas-James
Elements of Organizations Model

What are the key

areas for examining
organizational
functioning?
The 7-S McKinsey model
 Burke-Litwin Model of
Organizational Performance
and Change

What are the key

areas?
How are they
connected?
 What
Dx-Tx considerations: influences
identify the key problem it?
identify linkages What
influences What
trace multiple linkages it? influences
identify barriers to solution it?
explore removing barriers
What
influences
it? What
The influences
Problem it?

What prevents
it from being
solved?
http://www.acm.org/sigchi/chi97/proceedings/poster/mil.htm
Problems with OD Dx there aint none!

1. There are no widely used, standard, or

conventional diagnostic systems in OD
2. There is no standard diagnostic nomenclature
3. There are no standard tools for assessment
4. There is low reliability (and few reliability studies)
regarding inter-rater diagnoses
5. Some labels are so poorly defined as to be
meaningless
6. There is no clear relationship between Dx and Tx
7. Most interventions are not standardized
8. There are very few studies on Tx outcomes
9. They usually focus on what is going wrong rather than what
is going right (e.g., solution focus, appreciative inquiry, etc.)
Traditional problem solving:

whats wrong?
how did it happen?
how can we fix it?
fix it!
did we fix it?
 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; S.M.A.R.T goals)
 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.
Appreciative Inquiry

1. Discovering what
works
2. Understanding
how it works
3. Amplifying and
transferring what
works
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
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

Left Column: commentary, Right Column: The

insights, comments, personal stories from
reflections & perspectives different groups of
brought forward to consider stakeholders (identified
the implications of the story by role)
 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?