Practicing Organization Development (A guide for Consultants) - Part 18 pdf

does “prepare leadership for the truth” mean? Similarly, many generic items
only appear in one section of the list. For example, the item “build trusting
relationships” only appears in the marketing section but could easily appear
in other stages of the change process. The current list may therefore be con-
strained in its description of OD competencies. Third, Sullivan’s efforts have
been qualitative and consensus building in purpose. He has been trying to
get the field to develop and agree on the skills and knowledge necessary to
practice OD. As a result, the list hasn’t been subjected to any sort of quanti-
tative testing—a requirement of any good competency modeling effort (Roth-
well & Lindholm, 1999). We don’t know, for example, whether contracting
skills are any more or less important than implementation skills in success-
ful OD practice.
The time seems right, therefore, to apply a more quantitative approach to
determine whether any structure exists within the list and to explore the rela-
tive importance of various competencies.
STUDY METHODOLOGY
To approach the purpose of this study—to explore the structure and utility of
the competency list generated by Sullivan and his colleagues—the following
methodology was applied.
First, the items were reviewed by the authors for use in a survey format. The
items were screened for vocabulary (jargon), clarity, assumptions, and bias
(Emory, 1980; Sudman & Bradburn, 1983). In particular, several items were
“double barreled” and had to be split into two or more questions. For example,
one of the original items in the list was “identify the formal and informal power
in the client organization in order to gain further commitment and mobilize
people in a common direction.” This item was broken up into several items,
including “identify formal power” and “confirm commitment of resources.” On
the other hand, many items were considered redundant and eliminated. The
final number of items used in this study was 141.
Second, the questionnaire was designed. The survey was organized into sec-
tions similar to the most recent version of the OD competencies and roughly

paralleled the action research process. The survey contained nine sections.
The first two sections, marketing and start-up, roughly correspond to
the entry and contracting phase of the general planned change model. The
marketing section contained eighteen items and the start-up section contained
thirteen items. The third section was titled diagnosis and feedback and con-
tained twenty-three items. The action/intervention planning section contained
sixteen items. The fifth section, intervention, contained seven items. The next
two sections, evaluation and adoption, contained thirteen and nine items,
COMPETENCIES OF OD PRACTITIONERS 141
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respectively, and correspond to the evaluation and institutionalization processes
of planned change. The eighth section was titled separation and contained five
items. The final section presented thirty-seven items under the heading of “other
competencies” and represented a list of new items suggested by experts and
other contributors to Sullivan’s list of competencies.
Respondents were asked whether the competency was essential to success
in OD today and, if so, the importance of the item to successful OD practice.
The response format for the first question was “yes/no,” while the importance
scale ranged from 1 (not at all critical) to 5 (absolutely critical). The intent in
the importance scale was to encourage the respondent to make discriminations
between competency items that were “nice to have” versus “had to have” for
success. The data analyzed here are the importance ratings of the 141 items.
Third, the survey was placed on the web and invitations to complete the sur-
vey were sent out to OD professionals. This occurred in a variety of formal and
informal ways. For example, personal invitations were made during national
and international presentations by the authors, the national OD Network invited
people through its website home page, and an announcement and invitation
were included in several issues of the OD Institute’s monthly newsletter. In
addition, electronic invitations were sent to Internet listservs operated by the
OD Network, the OD Institute, the Appreciative Inquiry Consortia, ASTD,

Pepperdine University’s MSOD program, and the Association for Quality and
Participation. Email invitations were sent to key OD leaders.
Three hundred sixty-four people responded to the survey. The demographics
of the respondents are shown in Table 5.1. The modal respondent was Ameri-
can, came from the private sector, and had a master’s degree. The sample rep-
resented a broad range of OD experience.
Fourth, descriptive statistics were calculated for each item. Then the analy-
sis proceeded along two parallel tracks. The first track was an analysis of the
142 PRACTICING ORGANIZATION DEVELOPMENT, 2ND EDITION
Table 5.1. Sample Demographics
Experience % Education % Sector % Nationality %
0–5 years 20 College 17 Private 73 U.S. 82
graduate
6–10 years 29 Master’s 62 Government 10 Canada 6
11–15years 20 Doctorate 18 Non-profit 12 Europe 4
>16 years 31 Other 3 Education 5 Other 8
*N = 364
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items within a section of the survey, and the second track was an analysis of all
the items together. In the first analysis, items within a section, such as market-
ing or adoption, were factor analyzed to determine whether items possessed
any underlying structure. Clusters of items measuring a similar concept were
created and labeled. As part of this process, items that did not correlate with
other items in the section were identified. That is, a factor analysis includes
information about items that either do not correlate well with other items or
that are too generic and therefore correlate with too many items to be useful.
For example, the item “build trusting relationships” in the marketing section,
while no doubt important, was consistently a part of almost every cluster and
therefore provided little discriminating information.
In the second analysis, all 141 items were submitted to a single factor analy-

sis so that the items from one section could correlate with items in another sec-
tion. As with the first analysis path, clusters of items measuring similar concepts
were created and labeled, and any items that did not correlate with other items
or correlated with too many items were identified.
In the final step, the two sets of clusters were compared. Where there was
similarity between the two sets, a cluster was retained using as many com-
mon items as possible. Where unique clusters showed up in either set, the
authors conferred and chose the clusters that seemed to best represent a broad
scope of OD competencies. Based on this final set of clusters, the research
questions concerning structure and utility of the list of competencies were
addressed.
The process of labeling a set of items to represent an underlying competency
is neither scientific nor quantitative. It is, in fact, quite subjective, and the
authors toyed with different labels in an attempt to convey the essence of
the items within a cluster. This was easy in some cases and much more diffi-
cult in others. In the first sectional analysis, we tried to use labels that acknowl-
edged the phase of the process they represented. Thus, clusters from the
diagnosis section were given labels with diagnosis in mind. In the pooled item
analysis, we had more free reign to provide labels reflecting nuances in the mix
of items representing the competency. In the end, we chose labels that we
thought were fair, but recognize that we should be cautious in believing that
our labels are the “right” ones.
For the statistically minded reader, several assumptions were made about the
data, including the ratio of sample size to the total number of items and
whether generically worded items referred to a particular section of the survey.
Any definitive OD competency study will have to substantially increase the sam-
ple size relative to the number of items. However, the exploratory nature of this
study supports a more relaxed set of assumptions. We hope the data presented
here can improve the efficiency of any future study. A complete output of this
analysis is available from the authors.

COMPETENCIES OF OD PRACTITIONERS 143
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RESULTS
Descriptive Statistics
The descriptive statistics from the survey displayed a very consistent pattern.
Almost all of the items were rated very high (4) or absolutely critical (5). The
range was from 3.5 to 4.9, with only 11 of 141 items having a mean below 4.0
and 51 items having means of 4.5 or higher. Despite the intent to steer respon-
dents away from very high scores, nearly all of the distributions are skewed.
This is not very helpful, and future studies need to take this into account. In
other words, respondents were unable or unwilling to effectively discriminate
between the items in terms of their importance. At some level, all of the OD
practitioners in this sample are saying “all of these are really important.” It is
Sullivan’s belief that only high rates have survived because the list has been
scrubbed and revised by so many practitioners over the years.
Section-by-Section Analysis
In the first analysis, all items within a section were submitted together, but
separate from other items and sections in the survey. The analysis produced
thirty-two competency clusters using 116 of 141 items. The final results are
shown in Table 5.2.
Pooled-Item Analysis
Table 5.3 describes the final competency clusters from the second analysis,
where all items in the survey were submitted together. In this analysis, items
from any section of the survey could correlate and form a cluster with
items from any other section. The table identifies the name and the number
of items in the cluster. In this analysis, thirty-three clusters were produced using
115 out of 141 items.
The first fifteen clusters all contained multiple items and ranged in size from
two to thirteen items. Three of the clusters contained two items, while the
remaining clusters contained between three and thirteen items. The last eigh-

teen clusters contained between one and four items, with thirteen of these clus-
ters only containing one or two items. In comparison, only eight clusters in the
first analysis had one or two items. Thus, the distribution of cluster sizes is more
skewed in the second analysis. Many competency clusters in Table 5.3 closely
resemble those from the section-by-section analysis. As a result, and in the
interest of space, we proceed to a comparison of the two analyses.
Comparison of the Two Analyses
Table 5.4 presents a comparison of the clusters generated by each of the analy-
ses. The table presents the two or more cluster name(s) and the number of
items for each cluster where the cluster labels were similar. It then presents the
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COMPETENCIES OF OD PRACTITIONERS 145
Table 5.2. Section-by-Section Results
Competency Label # of items
Marketing Ability to describe OD processes 7
Quickly assess opportunities for change 4
Clarify outcomes and resources 3
Develop relationships 2
Make good client choices 1
Start-Up Set the conditions for change 4
Address power 3
Build cooperative relationships 3
Clarify roles 2
Diagnosis/Feedback Research methods 6
Keep the information flowing 5
Clarify data needs 4
Keeping an open mind re: data 3
Relevance 1
Action Planning Creating an implementation plan – I 4

Creating an implementation plan – II 3
Facilitate the action planning process 3
Obtain commitment from leadership 2
Intervention Adjust implementation 4
Transfer ownership of the change 3
Evaluation Ability to evaluate change 5
Use evaluation data to adjust change 4
Adoption Manage adoption and institutionalization 9
Separation Manage the separation 5
Other Competencies Master self 8
Be available to multiple stakeholders 7
Ability to work with large scale clients 4
Manage diversity 3
Be current in theory and technology 4
Maintain a flexible focus 2
Possess broad facilitation skills 2
Be comfortable with ambiguity 2
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146 PRACTICING ORGANIZATION DEVELOPMENT, 2ND EDITION
Table 5.3. Pooled-Item Analysis Results
Competency Label # of items
Self-mastery 13
Ability to evaluate change 6
Clarify data needs 4
Manage the transition and sustain momentum 8
Keep information flowing 7
Integrate theory and practice 6
Ability to work with large systems 6
Manage the separation 3
Participatively create a good action plan 6

Apply research methods appropriately 4
Manage diversity 4
Imagination skills 2
Focus on relevant issues 5
Clarify roles 2
Address power 2
Clarify outcomes 1
Keep an open mind regarding data 2
Stay current with technology 2
Apply effective interpersonal skills 3
Set appropriate expectations 4
Let data drive action 3
Manage ownership of change 3
Be mindful of process 2
Think systemically 3
Comfort with ambiguity 3
Action plan with results in mind 1
Involve leadership 2
Be credible 2
Be a quick study 2
Monitor the environment 1
Network your services 1
Make good client choices 1
Get leadership commitment 1
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Table 5.4. Comparison of Competency Clusters
Sectional Analysis Pooled Items Analysis
Final
Competence Name Competence Name # of items
Competency

Representative Items
(# of items)
(# of items) in common Label
Self-mastery (8) Self-mastery (13) 8 Self-mastery
Be aware of how one’s biases influence interaction
Clarify personal values
Clarify personal boundaries
Manage personal biases
Manage personal defensiveness
Recognize when personal feelings have been aroused
Remain physically healthy while under stress
Resolve ethical issues with integrity
Avoid getting personal needs met at the expense of the client
Ability to evaluate Ability to evaluate 4 Ability to
Choose appropriate evaluation methods
change (5)
change (6)
evaluate
Determine level of evaluation
change
Ensure evaluation method is valid
Ensure evaluation method is reliable
Ensure evaluation method is practical
Clarify data Clarify data
2 Clarify data
Determine an appropriate data collection process
needs (4)
needs (4)
needs
Determine the types of data needed

Determine the amount of data needed
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Table 5.4. Comparison of Competency Clusters
Sectional Analysis Pooled Items Analysis
Final
Competence Name Competence Name # of items
Competency
Representative Items
(# of items)
(# of items) in common Label
Manage adoption Manage the
4 Manage
Help manage impact to related systems
and institutionali- transition and
transition and Use information to correct negative change
zation (9)
sustain
institutionali- Transfer change skills to internal consultant so learning is
momentum (8)
zation
continuous
Maintain/increase change momentum
Mobilize additional internal resources to support continued
change
Determine the parts of the organization that warrant a
special focus of attention
Ensure that learning will continue
Stay current in Integrate theory 4 Integr
ate theory Present the theoretical foundations of change
theory and

and practice (6)
and practice
Articulate an initial change process to use
technology (4) Be current in
Stay current in Integrate research with theory and pr
actice
technology (2)
technology
Communicate implications of systems theory
Utilize a solid conceptual framework based on research
Use the latest technology effectively
Use the Internet effectively
Ability to work Ability to work 4 Ability to w
ork Facilitate large group (70–2,000) interventions
with large-scale with large
with large
Apply the skills of international OD effectively
clients (4)
systems (6)
systems
Function effectively as an internal consultant
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Sectional Analysis Pooled Items Analysis
Final
Competence Name Competence Name # of items Competency
Representative Items
(# of items)
(# of items) in common Label
Demonstrate ability to conduct transorganizational
development

Demonstrate ability to conduct community development
Consider creative alternatives (?)
Create an
Participatively 5 Participatively
Co-create an implementation plan that is (1) concrete, (2)
implementation create a good
create a good simple, (3) clear, (4) measurable, (5) r
ewarded, and
plan – I (4)
implementation
implementation (6) logically sequences activities
plan (6)
plan
Create an
implementation
plan – II (3)
Understand
Apply research 4 Understand
Utilize appropriate mix of methods to ensure (1) efficiency,
research
methods
research
(2) objectivity, and (3) validity
methods (6)
appropriately (4)
methods
Utilize appropriate mix of data collection technology
Use statistical methods when appropriate
Manage diversity Manage diversity 3 Manage
Facilitate a participative decision-making process

(3)
(4)
diversity
Be aware of the influences of cultural dynamics on
interactions with others
Interpret cross-cultural influences in a helpful manner
Handle diversity and diverse situations skillfully
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Table 5.4. Comparison of Competency Clusters
Sectional Analysis Pooled Items Analysis
Final
Competence Name Competence Name # of items
Competency
Representative Items
(# of items)
(# of items) in common Label
Clarify roles (2) Clarify roles (2) 2 Clarify r
oles
Clarify the role of consultant
Clarify the role of client
Address power (3) Address power (2) 2 Addr
ess power Identify formal power
Identify informal power
Deal effectively with resistance
Keep an open Be patient (2) 2 Keep an open
Suspend judgment while gathering data
mind (3)
mind
Suppress hurtful comments during data gathering
Transfer ownership Manage client 3 Manage client

Reduce dependency on consultant
of change (3) ownership of
ownership of Instill responsibility for followthr
ough
change (3)
change
Involve participants so they begin to own the process
Be comfortable Be comfortable 2 Be comfortable
Perform effectively in an atmosphere of ambiguity
with ambiguity (2) with ambiguity (3)
with ambiguity Perform effectively in the midst of chaos
Manage the Manage the
2 Manage the
Be sure customers and stakeholders are satisfied with the
separation (5) separation (3)
separation
intervention’s results
Leave the client satisfied
Plan for post-consultation contact
Recognize when separation is desirable
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