Responses to the Problem of OD Stagnation: A Tribute to Warner Burke

2020 ◽  
Vol 56 (4) ◽  
pp. 462-481
Author(s):  
Kim Cameron
Keyword(s):  
Organizational Change ◽  
Organizational Development ◽  
Appreciative Inquiry ◽  
Positive Organizational Scholarship ◽  
New Approaches ◽  
Organizational Scholarship ◽  
No Innovation

As our most qualified inspector, sage, and futurist for organizational development (OD), Warner has set the standard for what great organizational change and development should be. He has recently accused the field of being stagnant and in need of new approaches to organizational change. In his view, there has been no innovation in OD since appreciative inquiry was introduced in 1987. This article takes seriously Warner’s challenge and discusses positive organizational scholarship (POS) as a step forward in innovative OD scholarship. POS highlights some phenomena that have largely been overlooked in mainline OD articles, and the article provides illustrations of successful POS interventions relying on a POS–OD approach to change. A sampling of new OD-type intervention practices is introduced.

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

2021 ◽  
pp. 105256292098012
Author(s):  
Mai P. Trinh ◽  
Chantal van Esch ◽  
Hector A. Martinez ◽  
Tracey Messer
Keyword(s):  
Experiential Learning ◽  
Organizational Development ◽  
Appreciative Inquiry ◽  
Experiential Learning Theory ◽  
Learning Space ◽  
Large Classes ◽  
Development Methodology ◽  
Large Enrollment ◽  
Large Groups ◽  
Kolb's Experiential Learning Theory

Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

Positive organizational scholarship in healthcare: The impact of employee training on performance, turnover, and stress

2019 ◽  
pp. 1-20
Author(s):  
Şenay Sahil Ertan ◽  
Harun Şeşen
Keyword(s):  
Job Performance ◽  
Turnover Intentions ◽  
Elderly Care ◽  
Employee Training ◽  
Organizational Outcomes ◽  
Workplace Stress ◽  
Equation Modeling ◽  
Positive Organizational Scholarship ◽  
Organizational Scholarship ◽  
The Relationship

AbstractBased on positive organizational scholarship in healthcare, this study examined the relationships between four dimensions of employee perception of training: workplace stress, organizational outcomes, job performance, and turnover intentions. We hypothesized that employee training perception would have a negative relationship with workplace stress and that stress would mediate the relationship between employee training perception, job performance, and turnover intentions. We obtained data on 317 elderly-care workers in Northern Cyprus and analyzed it using structural equation modeling. Employee training perception was negatively related to workplace stress, and stress was negatively related to job performance and positively related to turnover intention. In line with Job Demand-Resource theory (JD-R), workplace stress partially mediated the relationship between employee training perception and organizational outcomes. The study contributes to the literature by confirming that elderly-care organizations that provide training opportunities for employees can reduce workplace stress, build organizational strengths, and facilitate positive outcomes.

scholarly journals Facilitating Organizational Unlearning using Appreciative Inquiry as an Intervention

2009 ◽  
Vol 34 (4) ◽  
pp. 67-78 ◽  
Author(s):  
T M Srithika ◽  
Sanghamitra Bhattacharyya
Keyword(s):  
Organizational Learning ◽  
Organizational Development ◽  
Appreciative Inquiry ◽  
Diagnostic Process ◽  
Continuous Change ◽  
Change Initiatives ◽  
Diagnostic Problem Solving ◽  
Cognitive Behavioural ◽  
Strength Based ◽  
The Difference

Drawing upon theoretical bases, this paper attempts to demonstrate a relationship between Appreciative Inquiry (AI), an organizational development (OD) intervention, and organizational unlearning. Present day organizations are characterized by continuous change. It has been accepted that change implies learning along various dimensions: cognitive, behavioural, and normative. Any type of organizational learning would involve: (1) creation of new knowledge and (2) getting rid of obsolete knowledge. The first aspect refers to learning while the second aspect relates to unlearning. While literature abounds in studies pertaining to organizational learning, literature on organizational unlearning is relatively few and far between. While appreciating the fact that both learning and unlearning complement each other and result in change, this paper has attempted to highlight the difference that inherently exists in the process of unlearning, as compared to the process of learning. And it is on account of these differences that the techniques or interventions that facilitate organizational learning may not be appropriate for organizational unlearning. According to Zell (2003), increased resistance to unlearn exists for individuals, groups or organizations due to their fear of loss of time and resources invested earlier in gaining such knowledge. Senge (1990) has described how the diagnostic process of analysing problems and identifying solutions by itself stifles creativity and flexibility and increases resistance. Thus, increased resistance and fear inherent in the unlearning process calls for an affirmative and strength-based approach such as Appreciative Inquiry, vis-a-vis other diagnostic problem-solving interventions. Based on an extensive review of existing literature, this paper attempts to demonstrate how AI can be used as an effective facilitator for unlearning. The complete AI process and principles have been enumerated and mapped to the unlearning process. With an eye to objectivity, the authors have also attempted to identify inhibiting factors that might hinder the process of unlearning while using AI as an intervention. While adding to existing literature, this paper is also expected to contribute meaningfully by sensitizing practising managers about this technique and logically establishing its efficacy, along with awareness creation of possible challenges that might arise during intervention. This in turn can have significant implications for longterm organizational change initiatives and OD practices.

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