Program Review For the Master of Science in Organization Development Central Washington University

Program Review For the Master of Science in Organization Development Central Washington University Prepared by: Glenn H Varney Ph.D 12/20/06 TABLE OF CONTENTS PROGRAM REVIEW SHORT REPORT THE FOLLOWING CHART REPRESENTS A SUBJECTIVE EVALUATION OF THE CRITICAL POINTS IN THE MSOD CWU PROGRAM REVIEW EXPLANATION OF EACH RATING IS CONTAINED IN THE ANALYSIS SECTION (PP 4) ORGANIZATION DEVELOPMENT AND CHANGE BACKGROUND ANALYSIS WHAT’S WORKING/WHAT’S NOT WORKING POSITIVE RECOMMENDATIONS * 10 APPENDIX A 11 APPENDIX B 12 ACTIONS 16 Program Review | MSOD | CWU Short Report The following chart represents a subjective evaluation of the critical points in the MSOD CWU program review Explanation of each rating is contained in the analysis section (pp 4) Evaluation Scores LOW HIGH MSOD Learning Outcom es Body of ODC Knowledge (Foundation) Body of ODC Knowledge (Core) Faculty (Graduate Standards) - FT Tenure Faculty (Graduate Standards) - Adjunct Faculty Professional Organization Afliation Student Course Evaluation - FT Tenure Student Course Evaluation - Adjunct Learning Intergration and Evaluation Learning Model for Students MSOD Benchmarking Marketing MSOD Supportive Environment - College Supportive Environment - Department Supportive Environment - Alumni Vision for the Future NO DATA Non Weighted Average = 2.19 The results of the review suggest that the MSOD is reasonably healthy The major problem seems to be finding a home for the program and a person who will champion it in the future (see pp for recommendations) Quality of Admitted Students Program Review | MSOD | CWU Organization Development and Change Background The term Organization Development (OD) was coined in the early 1960s In the late 1970s, the Academy of Management OD Division (founded in 1972) changed its name to Organization Development & Change (ODC) to reflect what the field had become – “a profession focused on helping organizations improve their effectiveness and competitive position through the application of behavioral science, research, and inquiry.” ODC was founded by a distinguished group of applied academics/scholars (i.e Argyris, Likert, Shepard, French, Huse, Bennis Etc.) The founders were theory builders and applied researchers ODC graduate master level degrees were established in the early 70s at several universities (Case Western Reserve University, Bowling Green State University, American University, Pepperdine, and Benedictine) Today, there are 31 master programs plus six (6) doctorate programs (Pepperdine, Benedictine, Saybrook, University of California, St Thomas and Case Western Reserve University.) LOCATION School of Professional Studies, Organizational Studies, and Human & OD Continuing Education/ Graduate Studies Public Affairs/ Urban Policy Discipline of Business Discipline of Psychology Discipline of Education Discipline of Technology Discipline of Arts & Sciences Interdisciplinary Program TOTAL MASTER LEVEL DOCTORATE LEVEL 10 31 There are three professional organizations serving ODC: 1) Academy of Management ODC Division (Academic Focus) 2) OD Network (Practitioner Focus) 3) OD Institute (Practitioner Focus) There are three journals supporting the field of ODC: 1) Journal of Applied Behavioral Science (Research) 2) OD Practitioner (Practitioner) 3) OD Journal (Practitioner) ODC is going through a transition from a soft/practitioner based field to a Data Based Change Management academic discipline The Academy of Management ODC Division is leading the change through its conferences, research, and “Building ODC as a Academic Discipline” initiatives ODC programs are likewise adjusting their program design and delivery to fit the data based Program Review | MSOD | CWU change models of the future Analysis MSOD PROGRAM GOALS 1) MSOD Learning Outcomes and Program Structure MSOD LEARNING OUTCOMES The field of Organization Development and Change (ODC) is currently transitioning from a soft/practitioners orientation to a Data Based/Change Management “academic discipline” The following stated “learning outcomes” for the Central Washington University MSOD are clearly in line with the emerging ODC as an “academic discipline” Students will be able to… • • • • Analyze workplace behavior at the individual, group, and organizational levels Diagnose needs and problems that lead to proactive interventions (Change programs) Conduct successful interventions that achieve desired outcomes Evaluate actual outcomes against the desired outcomes PROGRAM STRUCTURE/DESIGN There appears to be no obvious plan or model (road map) that shows students how and when they will acquire the knowledge and skills which will certify that they are graduate level qualified in the four “learning outcomes”: Analyze workplace behavior Diagnose needs and problems that lead to change interventions Conduct and Design interventions Evaluate outcomes from interventions 2) Continuous Improvement of MSOD Curriculum Program Review | MSOD | CWU There is little evidence that the MSOD curriculum has been effectively benchmarked against other leading programs, as well as, “competency” studies in ODC NO faculty are currently members of any of the recognized ODC professional organizations (AOMODC, ODN, or ODI) (Cont) Continuous Improvement of MSOD Curriculum In general, the MSOD delivers much of the body of knowledge defined by the Academy of Management ODC Division study of Entry Level ODC Competencies (graduate level) Areas that not appear to be included are: Foundation (preparation for CORE ODC knowledge & skills) 1) Organization behavior 2) Comparative cultural perspectives 3) Basic statistics 4) Basic business (Finance, Management, Supply Chain, Etc.) [See Appendix A] Core 1) Organizational research methods that support data driven organizational change 2) Ethics in organizational change 3) Designing interventions that bring about desired change 4) Evaluating and securing change There is course content that appears to be overemphasized or not directly related to the MSOD “learning outcomes”: Questionable Course Content 1) Consulting in organizations (OD 562) 2) Process control methods (OD 575) – (An intervention) 3) OD 590 (Spring 2005) “Supervised field experience” focuses on interpersonal skills not application of theories and concepts as stated in the catalog 4) OD 590 Supervised field experience titled “whole group project” focuses on team building and facilitation not application of theories and concepts (questionable if this is a graduate credit course) 5) OD 598 Special topics focus on “how to” skills in feedback, conflict resolution, observation, cooperation, and team leadership This type of course is not generally regarded as a graduate Program Review | MSOD | CWU credit course offering 3) Continuous Improvement of Student Performance (Cont) Continuous Improvement of Student Performance Continued 1) There does not appear to be a comprehensive, integrative course project or thesis Such a course, like OD 700, should be designed to measure the four learning outcomes – analyzing, diagnosing, conducting interventions, and evaluating outcomes The one thesis submitted with the self-study demonstrated competency in analyzing and diagnosing, but not in conducting interventions and evaluating outcomes 2) The survey of alumni does not provide much useful information on how well qualified graduates are to manage change Recall self assessment against behaviorally undefined topics tends to lack validity Also confounding the survey results for learning outcomes assessment is the N=96 which includes subjects prior to 2000 3) Student learning assessment process at the course level (grading) seems to be sound and rigorous except for the following courses: a OD 590 (Both courses) b OD 570 c OD 562 4) Faculty 1) The graduate level qualifications for tenured faculty are high, although their vitas not reflect their active involvement in the field of Organization Development and Change through their professional affiliations and publications (Academy of Management ODC Division, JABS, AOM publications, etc.) 2) The adjunct faculty (N=3), by most graduate school standards are underqualified to teach graduate level offerings They also appear to be consultants with mostly “soft/practitioner orientations.” 5) Applicant Pool and Entrance of Students into the program Program Review | MSOD | CWU The self study described the potential student pool as a mixture of experienced HR and OD practitioners/ individuals seeking “a graduate degree”, “want to be” beginners in the field, etc A mixed bag of students, at best, and a difficult group to teach Organization Development and Change The lack of clear focus on what types of students the MSOD is designed for is and will continue to cause problems in conducting the program Although there is a clear description of the admission process, there is NO documentation of the qualifications of the students entering the MSOD 6) Supportive Environment 7) Vision for the MSOD Program Review | MSOD | CWU 1) Clearly there is currently NO home for the MSOD The psychology department unanimously wants the programmed transferred or discontinued Without a champion for the program, it will deteriorate further resulting in its discontinuation There are individuals within the university who expressed the desire to see the program continue outside of the psychology department 2) Alumni as identified in the survey, have positive and hopeful feelings about the future of the MSOD There is NO clear picture from the faculty, administration, or alumni of a “vision” for the future of the MSOD The field is in a state of significant transition with all indications that ODC will emerge in the next few years as an academically data based change management discipline [See Appendix B] What’s Working/What’s NOT Working POSITIVE 1) The MSOD has been staffed with competent tenured faculty 2) The program stated “learning outcomes” are “on the mark” for teaching and learning ODC 3) The common body of knowledge is largely covered in the program 4) Alumni, in general, are supportive and satisfied with the direction of the program 5) Several CWU individuals are interested in the continuation of the program NEGATIVE 1) Psychology department is not interested in being responsible for the program in the future 2) Adjunct faculty are underqualified to teach graduate level courses 3) There is a lack of faculty affiliation with ODC professional organizations (AOM-ODC, ODN, & ODI) 4) There appears to be NO “champion” for the program 5) Apparently there is a small group of dissatisfied MSOD alumni groups (7 or people) Program Review | MSOD | CWU Recommendations * 1) DO NOT discontinue the MSOD program 2) Remove the program from the psychology department and attach to one of the following in order from most to least favorable: I II III IV College of Science (ODC is merging as a science) College of Business Administration (Application of ODC requires a business/management basics) Interdisciplinary (Continuing Education, Professional and Organization Studies because the MSOD is an applied behavioral interdisciplinary program) Education (Education, training, technology) 3) Find a “champion” - an academic knowledgeable in ODC and a person who will spearhead the programs during a rebuilding period 4) Organize a study and design group to reconstruct the MSOD This group should be interdisciplinary including Alumni and Psychology Faculty They should be challenged with building a new and viable MSOD program Part of their task would focus on: I Market – who are your potential students? II Redesign the program to fit the current learning outcomes • • • • Analyze workplace behavior at the individual, group, and organizational levels Diagnose needs and problems that lead to proactive interventions (Change programs) Conduct successful interventions that achieve desired outcomes Evaluate actual outcomes against the desired outcomes III Recruit graduate level faculty (Interdisciplinary to CWU and Ph.D qualified adjuncts) IV Design a delivery system to include E-learning, collaborative arrangements with organizations for application and change research, more favorable location, enhanced fee structure, etc Successful change is based on: 1) Following the discipline of change management (scientific method) 2) Continuous involvement of stakeholders (generation of ideas, ownership, and commitment) * Specific recommendations are available upon request Program Review | MSOD | CWU 10 Appendix A Dear Colleague, Our OD work has a strong humanitarian focus If you’re like me, you may feel some aversion to the “hard” bottom-line focus of many organizations In many years as an internal and external organization development consultant, I’ve learned that my clients don’t want me to sound “touchy-feely” They expect me to be a business partner As one boss once said to me, “We expect you to learn our language and processes We don’t want to learn what all your words and language really mean.” Over the years, I’ve learned how to relate OD work to my clients’ bottom line while retaining my core values and skill sets Now I and a group of seasoned colleagues offering you the benefit of hundreds of years of collective experience in connecting OD work to the strategy and mission of the organizations we serve The OD Network Business Acumen certificate program consists of seven web-based courses, offered in nine modules, that will give you the ability to talk to clients in language that resonates for the executives and organizations you serve, thus enhancing your creditability in the world of business When you master these Business Acumen concepts, you’ll be more effective in helping your clients, because they will see you as a true partner in their success Robin Reid OD Network Business Acumen Course Developer Principal, Robin Reid and Associates Source: ODN Newsletter, 11/06 Program Review | MSOD | CWU 11 Appendix B Challenges Facing The Field Of Organization Development (An Academic Perspective) BY: GLENN H VARNEY PH.D Bowling Green State University (04/05) For the past several years, professionals, practitioners, and academics have been abuzz with concerns about the life expectancy of Organization Development Typically, these concerns involve issues like:  What is OD?  Where is OD going and will it be here in the future in a different form?  Is OD just a “fad” on its way out?  What qualifications does one need to have to OD work?  Why isn’t there more new research involving change?  Why have authors stopped using OD in book titles and are now use “change” instead? Articles and, indeed entire, issues of some practitioner publications have been devoted to this WHO ARE WE IDENTITY CRISIS… These concerns have been expressed by many loyal and devoted professionals in the field, especially by academics who have a strong commitment to the foundations upon, which OD has thrived and grown These foundations are deeply rooted in academy, where the founders of OD worked and lived (Shephard, Bennis, Benne, Argyris, Schein, Blake, Mouton, French, Maslow, McGregor, Likert, Herzberg, Zand, etc.) Indeed, the authors of the now famous Addison Wesley “six pack” (1969) grew up in the academic world (Bennis, Lawrence & Lorsch, Schein, Blake & Mouton, Walton, and Galbraith) All of the “foundation literature” listed in the 2003 edition of the Bibliography of Organization Program Review | MSOD | CWU 12 Development and Change (p 9-15) was authored by academics (Argyris, Benne, Bennis, Bradford, Boss, Lippitt, Schein, Chin, Dyer, Galbraith, Herzberg, Katz, Kahn, Lewin, Likert, Lippitt, Watson, Westley, McGregor, Maslow, Roethlisberger, Vaill, Tannenbaum, Weschler, Massarik, Westgaard, and etc.) Furthermore, Richard Beckard, a highly regarded OD practitioner, “is also considered a founder of Organization Development and was a professor of organization behavior and management at Sloan School of Management at MIT.” (1992, Jossey Bass) Because of the strong ties to the academic history and a concern about the health and future of OD, a group of AOM-ODC members (30-35) have for the past year been studying the professional challenges facing the field As an outcome of this lengthy process, a “Summit” meeting was held on April 18, 2005 hosted by Bowling Green State University The purpose of this “summit” was to identify “The Challenges Facing OD&C as an Academic Discipline.” In addition, short and long-term actions were considered designed to meet the challenges Those in attendance (see appendix I) represented a talented and scholarly group of academics who examined the field from the following perspectives:  Teaching OD&C  Practitioners of OD&C  OD&C Academic Program Direction  Research in OD&C  Scholarship in OD&C  Authorship in OD&C  Change Leadership  International Practice of OD&C The purpose, then, of this article, is to share the results of the “Summit” with all who have an interest in Organization Development’s future Program Review | MSOD | CWU 13 Challenge One: Increase the volume and rigor of OD research ACTIONS  Build on the position of applied research  Study the approach taken by other AOM divisions  Increase research on what does not work  Understand and reapply the long held traditions of going from practice to theory and back to practice  Introduce specially designed research courses in organizational change and include how to write articles and scientific papers  “Learn how to teach what we have learned in our research”  Develop new 21st century models to replace our existing models  Improve the quality of articles being published in the OD journals – especially promote JABS as the leading OD journal Challenge Two: Repair the damage resulting from the fragmentation of the field, which has resulted in conflict between practitioners and academics, as well as, between OD and other professional disciplines ACTIONS  Define more clearly what OD is and especially the interdisciplinary character of the field  Build interdisciplinary alliances  Identify and publish the contributions from other professional disciplines to the field of OD  Conduct interdisciplinary research and studies Challenge Three: Talk up OD rather than constantly questioning its future Go beyond defining OD “competencies” and “culture” as the only way to change organizations Program Review | MSOD | CWU 14 ACTIONS  Build on the “greatness of the field” (More broadcasting to develop appreciation of the roots of OD)  Develop new interventions suited to the changing environment Reinvent Action research process to meet continuous change in organizations  Prepare our graduates so that they have a positive view of the field  Build more doctoral programs  Lobby to include OD courses in the other disciplines such as IO Psychology, MBA, etc  Promote the interdisciplinary “favor of our origins” Challenge Four: Promote the field to organizations and other professions Explain what we and the value we add to all types of organizations ACTIONS  Tell the “world” about our global success rate in helping organizations improve  Explain what we in a variety of media including demonstrating successes, description of work and processes, “who’s who” in the field, etc  Bring the founders back to rekindle the “fire” we once had in the field  Build the field with an Organization Development “brand identity” so that “OD is where you go to move your organization forward” Challenge Five: Improve the quality and quantity of OD educative processes and programming ACTIONS  Encourage more potential teaching/research scholars to enter the field  Develop pathways to entry and movement within the field Program Review | MSOD | CWU 15  Improve the quality of teaching/learning in existing graduate programs  Increase the number of graduate programs, especially at the doctoral level  Form a program directors group to share ideas and to encourage consistency with program content  Develop programs/seminars to assist practitioners in developing their theory and knowledge base  Study the extent of “bad practice” that is present in the field  Encourage the development of OD skills and knowledge for all present and future leaders/managers  Study the impact of the “for profit” education on university OD programming  Understand the role of “on-line and at-a-distance programming  Increase the global perspective of OD Challenge Six: Professionalize OD ACTIONS  Teach OD values and ethics in ALL programs, seminars and courses  Define what a credentialed OD practitioner is and does  Systematically build scientific inquiry back into the field  Instill professional pride and passion for the field in ALL students, faculty, and practitioners Challenge Seven: Understand the changing role of OD in globalization and the potential impact OD can have on ecosystems ACTIONS  Study and understand the role of OD in global dynamics especially in India and China  Develop an appreciation of how OD can help the aspiration s of people in emerging nations Program Review | MSOD | CWU 16 These are thought provoking observations about the life expectancy of OD They suggest a viable, all be it, troubled profession searching for an enduring “self identity.” There is a strong drive in the AOM-OD&C Division to address these challenges As a matter of fact, a core group of OD&C members have already started initiatives designed to study several of the challenges These initiatives include: Establishment of an Endowment Fund to further research and scholarly study in OD Conducting collaborative discussions with ODN officials Improving the quantity and quality of research in OD Examining ways to enhance OD educational programming “Building Organization Development as an Academic Discipline” can only be achieved if the entire global OD community is involved Come join us as we move forward: Peter Sorensen Benedictine University psorensen@ben.edu Larry Starr University of Pennsylvania lstarr@sas.upenn.edu Arthur Freedman American University afreedm@american.edu Raymond Saner C Send, Switzerland saner@csend.org Glenn Varney Bowling Green State Univ gvarney@bgnet.bgsu.edu APPENDIX I Peter Sorensen Ph.D Benedictine University Glenn Varney Ph.D Bowling Green State University James McFillen Ph.D Bowling Green State University Senthil Muthusamy Ph.D Bowling Green State University Raymond Saner Ph.D C-Send (Geneva, Switzerland) Delores Jones Ph.D Dana University Terry Armstrong Ph.D Georgetown University Chris Worley Ph.D Pepperdine University Beryl Robison Ph.D Portland State University Program Review | MSOD | CWU 17 John Adams Ph.D Saybrook Graduate School Jean Neumann Ph.D Tavistock Institute (England) Richard Woodman Ph.D Texas A&M Don Warrick Ph.D University of Colorado Wayne Boss Ph.D University of Colorado Robert Golembiewski Ph.D University of Georgia Gary McLean Ph.D University of Minnesota Larry Starr Ph.D University of Pennsylvania Program Review | MSOD | CWU 18 ... discontinued Without a champion for the program, it will deteriorate further resulting in its discontinuation There are individuals within the university who expressed the desire to see the program. .. Discipline of Psychology Discipline of Education Discipline of Technology Discipline of Arts & Sciences Interdisciplinary Program TOTAL MASTER LEVEL DOCTORATE LEVEL 10 31 There are three professional... Program Review | MSOD | CWU Short Report The following chart represents a subjective evaluation of the critical points in the MSOD CWU program review Explanation of each rating is contained in