Assignment Due 06/17/2021

In a few sentences summarize the key takeaway from chapter 3, 4 & 5 then continue to answer the following: 

1. What is our personal abyss, and according to Haldeman, what are we afraid of?

2. How have recent events placed your organization at an impasse?  Could you or your organizations have been more prepared for the impasse?  In what sense?  Which people and organizations are most likely to be unprepared and have the hardest time?

3. Think of and ask a discussion question back to your cohort group.  

Please see Chapters Below

CHAPTER THREE

Change Process and Models

William J. Rothwell, Roland L. Sullivan, Taesung Kim, Jong Gyu Park, and Wesley E. Donahue

A model for change is a simplified representation of the general steps in initiating and carrying out a change process. It is rooted in solid research and theory. Managers and consultants, when demonstrating the competencies of an OD practitioner, are well-advised to rely on a model for change as a compass to show them the direction in which to lead the change effort and change process. In this chapter, we review numerous models to guide the change process.

AN OVERVIEW OF KEY MODELS FOR ORGANIZATIONAL CHANGE The change models we share rely primarily on a normative, reeducative, and innovative approach to behavioral change. They are (1) the traditional action research model, (2) Appreciative Inquiry, and (3) an evolving view of the action research model. The Traditional Action Research Model Action research has long been the foundation for many change efforts. It is properly regarded as a philosophy, a model, and a process. Like any change model, action research is a simplified representation of the complex activities that 42

CHANGE PROCESS AND MODELS 43 should occur in a change effort if it is to be participative, engaging, and empowering for those affected by it. The model serves as a compass to consultants facilitating change. While it does not tell consultants, managers, or workers exactly what to do in a paint-by-the-numbers fashion, it provides a process whereby the consultant and client can jointly inquire and decide what change is required. It helps consultants track where they are and where they are going. While the action research model has been depicted in different ways, the depictions of it share common characteristics. Figure 3.1 illustrates a general model of action research. Action research may also be understood as a process of continuing events and actions. In a classic description, French and Bell (1990) defined this interpretation of action research as "The process of systematically collecting research data about an ongoing system relative to some objective, goal, or need of that system; feeding these data back into the system; taking actions by altering selected variables within the system based both on the data and on hypotheses; and evaluating the results of actions by collecting more data" (99). One way to think about the traditional action research model is to depict it as a necessary step in any change effort (see Figure 3.1). This traditional depiction is based on the steps originally presented in Burke (1982) and in "Essential Competencies of Internal and External OD Consultants" (McLean and Sullivan 1989). Entry j Start-Up~ I Assessment and FeedbackAdoption i Action Planning SepMotinn ~Evaluation Intervention Figure 3.1. The Traditional Action Research Model

44 PRACTICING ORGANIZATION DEVELOPMENT Although the length and depth of each step may vary across change efforts, the steps are usually present in one form or another. In long-term change efforts-as many are-each step in the model may actually turn into the whole model in miniature. For example, when it is time for action planning, the consultant may use all or some of the generic action research model phases. In other words, that step alone may call for a start-up phase, followed by assessment, action planning, and an evaluation component once or several times during the action planning process. The steps will be discussed in Part Tw'o of the book. Appreciative Inquiry (AI) Appreciative Inquiry (AI) is the most exciting development in thinking about change in recent years. In one of the last conversations with the authors, Dick Beckhard, the person who coined the phrase "managing change" in the 1950s, told the authors of this chapter that he believed AI held within it the most promising future for OD. Like the action research model, AI is a way of being, a model, conceptual framework, and a process to guide change. Originally conceptualized by Case Western Reserve professor David Cooperrider (see Cooperrider and Srivastva 1987), it has captured much attention in recent years (see, for instance, Cooperrider 1990; Cooperrider 1995; Cooperrider, Whitney, and Stavros 2008; Watkins and Mohr 2001; Watkins, Mohr, and Kelly 2011). If the action research model can be comparable to the chip inside the OD computer that drives change efforts, then the Appreciative Inquiry model can be a different-but complementary-chip. Appreciative Inquiry (AI) is an OD approach and process to change management that grows out of social constructionist thought. AI is the "cooperative co-evolutionary search for the best in people, their organizations, and the world around them" (Cooperrider et al. 2008, 3). Instead of starting out to solve problems-a typical focus of traditionally trained managers, steeped in a philosophy of Management by Exception (MBE)-AI focuses on what is going right, what is motivating, what is energizing, and what are the key strengths of a setting. Instead of asking the question, "What is going wrong and how do we solve that problem?" AI begins by asking, "What is going right and how do we leverage that strength to achieve quantum leaps in productivity improvement?" Applying AI thus requires a paradigm shift from focusing on what is going wrong to what is going right and then trying to leverage what is going right into new, higher-level visions of a positive future. AI is both a philosophy and an approach to change, often represented as a 4-D method for application: Discovery, Dream, Design, and Destiny. See the AI 4-D model in Figure 3.2. The addition of Define, the initial "contracting" phase, to the 4-D model results in the AI 5-D model (Watkins et al. 2011).

CHANGE PROCESS AND MODELS 45 Discovery "What gives life?" (the best of what is) Appreciating Destiny Dream "What will be?" "What might be?" Affirmative (how to empower, learn, (imagine what the world isTopic Choice and adjust/improvise) calling for) Sustaining Envisioning Design "How can it be?" (determining the ideal) Co-constructing Figure 3.2. AI 4-D Model THE EVOLVING VIEW OF THE ACTION RESEARCH MODEL Burke (2002, 2014) reviewed the change process. In doing so, he posited what might be regarded as the seeds for evolving the action research model. What is exciting about this new view is that it gets away from the traditional action research model, which implicitly describes any change process as functioning as a drawn out and somewhat simplistic process. Unfortunately, recent experience suggests that so many change efforts are going on at the same time in many organizations that a linear change approach no longer works. One reason is that so many concurrent change efforts lead to a crowding out effect. They burn people out and drive people crazy because it is not possible to remember all the change efforts going on at once. Against that backdrop of too many simultaneous change "projects," a single-minded project-based approach to change is no longer workable. What is needed is a new model to guide change that does not assume a beginning, middle, and end to a change effort. Instead, change efforts are continuing and are regarded from a whole systems standpoint. Burke (2014) describes the phases of change as pre-launch, launch, and post-launch. The model is written as a guide for change leaders. Change efforts are regarded as proceeding like spirals rather than circles to depict their ongoing chaotic nature-and the view that what is learned from each phase of a change effort can be rolled into subsequent phases. In this way, organizations are transformed into learning organizations that "learn" from experience, and CHANGE PROCESS AND MODELS 45 Discovery "What gives life?" (the best of what is) Appreciating Destiny Dream "What will be?" "What might be?" Affirmative (how to empower, learn, (imagine what the world isTopic Choice and adjust/improvise) calling for) Sustaining Envisioning Design "How can it be?" (determining the ideal) Co-constructing Figure 3.2. AI 4-D Model THE EVOLVING VIEW OF THE ACTION RESEARCH MODEL Burke (2002, 2014) reviewed the change process. In doing so, he posited what might be regarded as the seeds for evolving the action research model. What is exciting about this new view is that it gets away from the traditional action research model, which implicitly describes any change process as functioning as a drawn out and somewhat simplistic process. Unfortunately, recent experience suggests that so many change efforts are going on at the same time in many organizations that a linear change approach no longer works. One reason is that so many concurrent change efforts lead to a crowding out effect. They burn people out and drive people crazy because it is not possible to remember all the change efforts going on at once. Against that backdrop of too many simultaneous change "projects," a single-minded project-based approach to change is no longer workable. What is needed is a new model to guide change that does not assume a beginning, middle, and end to a change effort. Instead, change efforts are continuing and are regarded from a whole systems standpoint. Burke (2014) describes the phases of change as pre-launch, launch, and post-launch. The model is written as a guide for change leaders. Change efforts are regarded as proceeding like spirals rather than circles to depict their ongoing chaotic nature-and the view that what is learned from each phase of a change effort can be rolled into subsequent phases. In this way, organizations are transformed into learning organizations that "learn" from experience, and

46 PRACTICING ORGANIZATION DEVELOPMENT Post-Launch •Be persistent • Move people beyond comfort level • Manage avoidance mechanisms Launch • Initial activities • Deal with resistance Pre-Launch • Begin with self-examination • Examine personal disposition and decision making • Examine external environment • Establish the need for change • Provide clarity of vision and direction Figure 3.3. Action Research Model the spirals represent sequential learning curves of change. The new view of the action research model is depicted in Figure 3.3 and briefly summarized below. As Burke (2014) notes, "An interesting paradox about organization change is that we plan as if the process is linear when, in reality, it is anything but linear" (303). Pre-Launch. The pre-launch phase occurs before the change effort begins. It establishes the foundation for a successful change effort. Without it, a change effort is likely to fail-or be short-lived-as other, more pressing daily crises demand attention. Pre-launch begins effectively when leaders follow the famous advice of Socrates to "know thyself" and start with self-examination. Burke (2014) suggests considering several additional issues during the pre-launch phase: • Scanning the external environment • Establishing the need for change • Providing clarity of vision and direction Launch. The launch phase is the beginning of the change effort. It begins with communication to key stakeholders inside and outside the organization about the need for change. This is what some leaders call "making the business case," and the case for change must be made by credible people who will be

CHANGE PROCESS AND MODELS 4 7 believed. According to Burke (2014), the key to the launch phase is creating initial activities that will seize attention and deal with resistance. A major challenge in a long-term intervention is to create a sustained communication strategy about the change effort. Stakeholders must be reminded what is being changed, why it is being changed, how the change effort is proceeding, and what benefits are being realized from the change effort (Rothwell 2001). Post-Launch. Post-launch involves sustaining a change effort over time. That can be particularly frustrating. The reason is that events in a change effort, even when successful, may appear to spiral out of control. Burke (2014) recommends that CEOs follow the advice of Heifetz (1994). He has three suggestions. First, be persistent. Second, help people in the organization move beyond their comfort levels while keeping stress to a minimum. And third, be prepared to manage during the change effort the predictable "avoidance mechanisms" that can surface such as "blaming, scapegoating, and appealing to authority figures for answers" (Burke 2014, 318). NEW ACTION RESEARCH CHANGE MODEL: PERPETUAL AND INSTANTANEOUS POSITIVE CHANGE Change consulting in the twenty-first century requires a new model-a model that works in an environment of rapid, chaotic change. Many consultants and managers today are frustrated by the time required for the traditional action research model, but it should not be abandoned. The response in our practice has been to create a model that responds more adroitly to the growing complexity of the consulting world but is based on the founding principles of the OD field. We reviewed hundreds of models being used in the field. One we particularly liked was Warner Burke's. It seemed to supply a foundational framework to integrate into our traditional eight-phase model. Using his framework of pre-launch, launch, and post-launch, we came up with the model depicted in Figure 3.4. The model reflects the most current research around change agent competencies. It provides architecture to frame what change technologists do. The model is not a cookbook technique to be followed mindlessly but a change framework that drives what OD consultants do. This framework becomes a philosophical foundation that comes alive only with personal and creative application, since you (as OD consultant) are the instrument of change. Each phase of our new change model is discussed in this book. Here we will provide a brief overview of each phase. We call them phases because, unlike steps, different elements blend with others in myriad ways. As we have noted CHANGE PROCESS AND MODELS 4 7 believed. According to Burke (2014), the key to the launch phase is creating initial activities that will seize attention and deal with resistance. A major challenge in a long-term intervention is to create a sustained communication strategy about the change effort. Stakeholders must be reminded what is being changed, why it is being changed, how the change effort is proceeding, and what benefits are being realized from the change effort (Rothwell 2001). Post-Launch. Post-launch involves sustaining a change effort over time. That can be particularly frustrating. The reason is that events in a change effort, even when successful, may appear to spiral out of control. Burke (2014) recommends that CEOs follow the advice of Heifetz (1994). He has three suggestions. First, be persistent. Second, help people in the organization move beyond their comfort levels while keeping stress to a minimum. And third, be prepared to manage during the change effort the predictable "avoidance mechanisms" that can surface such as "blaming, scapegoating, and appealing to authority figures for answers" (Burke 2014, 318). NEW ACTION RESEARCH CHANGE MODEL: PERPETUAL AND INSTANTANEOUS POSITIVE CHANGE Change consulting in the twenty-first century requires a new model-a model that works in an environment of rapid, chaotic change. Many consultants and managers today are frustrated by the time required for the traditional action research model, but it should not be abandoned. The response in our practice has been to create a model that responds more adroitly to the growing complexity of the consulting world but is based on the founding principles of the OD field. We reviewed hundreds of models being used in the field. One we particularly liked was Warner Burke's. It seemed to supply a foundational framework to integrate into our traditional eight-phase model. Using his framework of pre-launch, launch, and post-launch, we came up with the model depicted in Figure 3.4. The model reflects the most current research around change agent competencies. It provides architecture to frame what change technologists do. The model is not a cookbook technique to be followed mindlessly but a change framework that drives what OD consultants do. This framework becomes a philosophical foundation that comes alive only with personal and creative application, since you (as OD consultant) are the instrument of change. Each phase of our new change model is discussed in this book. Here we will provide a brief overview of each phase. We call them phases because, unlike steps, different elements blend with others in myriad ways. As we have noted

48 PRACTICING ORGANIZATION DEVELOPMENT Marketing Pre-Launch 1l:ansformative Launch Separation Continual Implementation and Adoption of Diverse Interventions Figure 3.4. Sullivan Rothwell Change Process Model above, change efforts are seldom sequential, so keeping the overall framework in mind is important. Marketing OD practitioners often stumble over themselves for marketing and selling. Internal change agents must also attend to marketing. Often they do not publicize their successes in their own enterprises and are thereby robbed of the credit they so richly deserve. All organizations want a present better than the past and a future better than the present. OD is all about doing just that. So the need for OD services exists. Pre-Launch Pre-launch begins when consultants clearly have clients committed to work with them. The marketing, selling, ·and entry issues are complete. It ends when the psychological and nonpsychological contract, relationship connecting, and clarification of expectations are completed. An old adage in the field says that if anything goes awry in the change effort, it can usually be traced back to mistakes made in this phase. Peter Block has had much to say about the importance of relationships in the early phases of a change effort. He says that the core competency in consulting is

CHANGE PROCESS AND MODELS 49 how to contract with clients. This is the heart of his most popular book, Flawless Consulting (Block 2011). For Block, contracting is about treating the relationship as significant and central. He believes one must continually process and reset the relationship. Modeling competency in relationship development will also help the client deal with key relationships. We intend to transfer our competence to the client system. Our research over the years has led us to believe that the ability to initiate and maintain excellent interpersonal relationships is paramount to success in the pre-launch phase and is essential to a successful engagement. Transformative Launch This phase starts the change process by assessing the situation and planning for action in order to launch a long-term, ongoing effort. Sometimes, it's a good idea to start with a striking catharsis or a euphoric liftoff! In other cases, a quiet start can be more effective as a team searches for early, quick wins in a sensitive situation. Ideally, the top team starts with itself. In either case, a flawless beginning can do much to commit the entire top team to supporting engagement and involvement of all parts of the organization. Some situations require transformative change, the dramatic shift in focus and priorities that can occur when conditions are just right. Transformative change is more than step improvement or incremental change. Freeing a caterpillar from an enclosed jar improves its situation but doesn't change its nature. In transformation, the caterpillar becomes a butterfly. For transformative changes, the launch phase should be a striking and dramatically positive jump into a brilliant future. Today, we see the change cycle requiring a process and philosophy built in for constant reaction and continual planning efforts. It is not a phase of a long-term effort, but rather an ongoing implementation of a myriad of interventions, an endless loop (or spiral) of short-cycle change. In Figure 3.4, you can see the launch phase broken out into a submodel, which we call SPAR: Scan, Plan, Act, and Re-Act. Each phase or each session within a phase may include all four elements of SPAR. That is the Chinese box phenomenon-the famous puzzle consisting of a series of progressively smaller boxes inside a large box-which may typify many change efforts. In other words, when a change effort is big enough and long-term enough, the assessment and feedback moment or experience (for instance) may itself have an entry component, a start-up component, and so forth. Scan. Diagnosis traditionally is the phrase used to describe the major function of the Scan phase. Our quantitative research over the years involving almost four thousand change agents has produced many heated arguments over whether to use assessment or diagnosis. We have been won over to the assessment side of the street because diagnosis comes more from a CHANGE PROCESS AND MODELS 49 how to contract with clients. This is the heart of his most popular book, Flawless Consulting (Block 2011). For Block, contracting is about treating the relationship as significant and central. He believes one must continually process and reset the relationship. Modeling competency in relationship development will also help the client deal with key relationships. We intend to transfer our competence to the client system. Our research over the years has led us to believe that the ability to initiate and maintain excellent interpersonal relationships is paramount to success in the pre-launch phase and is essential to a successful engagement. Transformative Launch This phase starts the change process by assessing the situation and planning for action in order to launch a long-term, ongoing effort. Sometimes, it's a good idea to start with a striking catharsis or a euphoric liftoff! In other cases, a quiet start can be more effective as a team searches for early, quick wins in a sensitive situation. Ideally, the top team starts with itself. In either case, a flawless beginning can do much to commit the entire top team to supporting engagement and involvement of all parts of the organization. Some situations require transformative change, the dramatic shift in focus and priorities that can occur when conditions are just right. Transformative change is more than step improvement or incremental change. Freeing a caterpillar from an enclosed jar improves its situation but doesn't change its nature. In transformation, the caterpillar becomes a butterfly. For transformative changes, the launch phase should be a striking and dramatically positive jump into a brilliant future. Today, we see the change cycle requiring a process and philosophy built in for constant reaction and continual planning efforts. It is not a phase of a long-term effort, but rather an ongoing implementation of a myriad of interventions, an endless loop (or spiral) of short-cycle change. In Figure 3.4, you can see the launch phase broken out into a submodel, which we call SPAR: Scan, Plan, Act, and Re-Act. Each phase or each session within a phase may include all four elements of SPAR. That is the Chinese box phenomenon-the famous puzzle consisting of a series of progressively smaller boxes inside a large box-which may typify many change efforts. In other words, when a change effort is big enough and long-term enough, the assessment and feedback moment or experience (for instance) may itself have an entry component, a start-up component, and so forth. Scan. Diagnosis traditionally is the phrase used to describe the major function of the Scan phase. Our quantitative research over the years involving almost four thousand change agents has produced many heated arguments over whether to use assessment or diagnosis. We have been won over to the assessment side of the street because diagnosis comes more from a

50 PRACTICING ORGANIZATION DEVELOPMENT medical model looking for something sick. Assessment is typically known as a classification of someone or something regarding its worth. When a change process is positive, conversations are energizing. The process entropies when conversations are about problems, negativity, and blamestorming. This is the phase where valid information is central. Common sense and classic research agree. Too often we see people in organizations jump right into the end-state planning without generating an accurate picture of where they are now and a clear view of a desired destiny. Asking the right questions is key. David Cooperrider (founder of Appreciative Inquiry, which depends heavily on crafting the right questions) says that he spent days of intense concentration determining the exact questions he would use in breakout groups while he facilitated leaders of all the major world religions in a summit. Asking the right questions has much to do with where the client system lands in the next phase of planning. Usually we like to co-create scanning questions with the client. They know better than we do what is important. Often they need help rephrasing questions that could elicit negative, and perhaps unhelpful, responses. In sum, the scan phase is about helping the client system get a comprehensive view from individuals or small groups about where they are and wish to be. Creating a system-wide synthesis and common-ground intelligence base comes in the next phase. Plan. There is a wide assortment of techriiques and methods that can be used to plan what you will act on. What approach should you use? It all depends. It may depend on the scope of the effort, the style of leadership, or the nature of the data-collection methodology. Here are some practical tips for the Plan phase: • Feed back the data in a distilled manner • Spend some time validating the data collected • Do allow the system to disturb itself • Be sensitive in confrontation • Work together to create compelling propositions • Ensure that clients are able to freely choose their plan • Anticipate and name the resistance that may arise • Create a simple, elegant master plan format Act. Acting the plan is the heart and soul of what we do in OD, where the interventions we have planned with clients are carried out. The Act phase is where we get the results and where we add value. When we do it well, performance improves. If we have done all previous phases and subphases competently, success should spontaneously occur.

CHANGE PROCESS AND MODELS 51 Chris Argyris (2004) offers a clear, simple, and profound statement around "Act." He writes, "In order to act, human beings diagnose problems, invent solutions, and evaluate the effectiveness of what they have produced" (p. 2). These are indeed the same steps we are describing in SPAR. A key competency of an OD practitioner is to facilitate client conversation to help these effective change actions happen. Argyris continues by noting that "productive reasoning (1) produces valid knowledge, (2) creates informed choices, and (3) makes personal reasoning transparent in order for the claims to be tested robustly. The core of productive reasoning is that the parties involved are vigilant about striving to avoid unknowingly deceiving themselves and others" (2004, 3). The following are some practical tips for the Act phase: • Increase the quality of the conversation • Facilitate high-performing relationships • Establish a climate of trust and openness • Empower all to "act" through engagement • Ensure that the people in the organization are prepared to support the action • Engage the leaders • Help internal change agents Re-Act. The Re-Act phase occurs in more than one way. Planning renewal is a must. Re-action is necessary as the organization responds to the implementation of the plan. The action plan always evolves differently than you might have expected, so your plan must be updated and adjusted. Reaction feeds corrective action. Now is also the time to extract the learning from the previous three phases and to be prepared for the next cycle of SPAR. The following section highlights issues related to this phase: • Obtain information on which to base reaction • Deal with challenges • Avoid slippage to old ways • Celebrate success • Apply lessons learned Every year or so, depending on how much people in an organization thirst for positive change, the change effort may start back at the launch phase when a deep dive transformation lift is needed. For one of our clients, the largest financial system in South Africa, launching transformative change has become a way of life. They are known to do a dozen summits per year. The summits

5 2 PRACTICING ORGANIZATION DEVELOPMENT are designed where the system boundaries are open to customers and events in the larger culture. That keeps them close to their customers and has made them one of the most loved brands in Africa. So we see that the SPAR model can be a cycle within a cycle-a Chinese box within a box-an endless loop of response to the ongoing change in today's organizations. Leaving the SPAR model, we come back to our larger change frame and conclude. Separation When we search the literature, we find little on consultant separation or closure. Yet we know from our learning on the dynamics of small groups that saying good-bye and endings are very important. Separation is already treated in this book, so we only wish to add one story. We know of a well-known and respected OD consultant who establishes up-front ground rules for separation. One key ground rule is this: Either the consultant or the client can call a separation meeting at any time. The clients and the consultant commit to a full-day session offsite in an environment free from distractions. At that time they can process the engagement with openness, trusting that a mutual decision about how and when to separate will evolve. A heart-to-heart conversation will start movement for additional external help or a termination that can be settled on in a manner that is agreeable to everyone. ORGANIZATION DEVELOPMENT EFFECTIVENESS MODEL Given all the insightful approaches and their relentless applications to practices, it is interesting to realize that a recent argument by IBM that organizational change strategies fail about 60 percent does not differ from Druckman and Bjork's (1991) assertion over 20 years ago. While reminded again of the complex and difficult nature of change efforts, we felt compelled to present another model that would help increase the success rate of the efforts. The new model's approach is threefold: (a) building on well-rounded wisdom, (b) incorporating constructive feedback, and (c) learning from other disciplines, particularly innovation diffusion research. The new model, illustrated in Figure 3.5, offers additional and complementary considerations to the existing models for more effective organization development and change. The OD Effectiveness Model emphasizes the individual's approach to change and the crucial role of interpersonal and technological communication networks. Many change models take a normative/reeducative approach to

• Sustaining and revitalizing the change • Evaluating the effort • Continuing to view the present with an eye to the future • Developing an operational effectiveness roadmap • Establishing communication plans and roles • Establishing feedback systems • Viewing the present • Appraising goals, capabilities, and cultures • Sharing knowledge about the change • Understanding communication • Maintaining the momentum while being flexible practices and structures • Managing distortive communications and resistance • Envisioning the future • Reviewing the change options and top leaders' commitment • Identifying scenarios with potential benefits and costs Figure 3.5. Organization Development Effectiveness Model"'

54 PRACTICING ORGANIZATION DEVELOPMENT individuals' behavior change, as mentioned earlier in this chapter, when people are empirical/rational and act on self-interest (Duck 2001). In other words, these models imply authority-driven, top-down approaches to managing change when individuals seek for trustworthy communications to help with their independent and voluntary change decisions (Smollan 2013; Zhou 2008). This new model, therefore, complements the existing change models by emphasizing the importance of the change process on the individual's side as well as the organization's side. What follows is a summary of the phases. Inquiring Living systems, whether organizations or individuals, are continuously changing and challenged with the impetus to view and appraise the present in pursuit of a better future. Previous change models have relied mainly on either of two representative approaches to understanding the present: (a) examining data that represent value-neutral reality and (b) engaging in communications that disclose people's perceived reality. Considering that objective/subjective goals, capabilities, and cultures coexist in an organization, the present needs to be viewed using the two approaches simultaneously and interpreted from both perspectives of initiators and adopters of change. Again, there is no "one best way" to manage change. . Unless an organization is in a complete dysfunction, issues or opportunities identified from the appraisal cannot be let go without being addressed. A seminal activity, before coming up with a strategy to address these, is to inquire into how the organization's communication practices and structures look like. The comprehensive understanding of decision-making practices, formal/informal communication networks, and information technology systems should be a key to establishing robust strategies for any changes to come. Success of change efforts depends on whether and how well these are inquired and explored. Strategizing As a next step in change efforts beyond inquiring, a desirable future is envisioned for change efforts, and the options that could drive the present to or beyond the future are reviewed. This process is called strategizing. Referring to the future as if it is something concrete is misleading. Rather, the future is really an organic moving target. A caveat, therefore, is that envisioning the future is an activity that should involve recursive redefinitions aided by the feedback systems in place. As a story unfolds and people engage, it constantly changes. 54 PRACTICING ORGANIZATION DEVELOPMENT individuals' behavior change, as mentioned earlier in this chapter, when people are empirical/rational and act on self-interest (Duck 2001). In other words, these models imply authority-driven, top-down approaches to managing change when individuals seek for trustworthy communications to help with their independent and voluntary change decisions (Smollan 2013; Zhou 2008). This new model, therefore, complements the existing change models by emphasizing the importance of the change process on the individual's side as well as the organization's side. What follows is a summary of the phases. Inquiring Living systems, whether organizations or individuals, are continuously changing and challenged with the impetus to view and appraise the present in pursuit of a better future. Previous change models have relied mainly on either of two representative approaches to understanding the present: (a) examining data that represent value-neutral reality and (b) engaging in communications that disclose people's perceived reality. Considering that objective/subjective goals, capabilities, and cultures coexist in an organization, the present needs to be viewed using the two approaches simultaneously and interpreted from both perspectives of initiators and adopters of change. Again, there is no "one best way" to manage change. . Unless an organization is in a complete dysfunction, issues or opportunities identified from the appraisal cannot be let go without being addressed. A seminal activity, before coming up with a strategy to address these, is to inquire into how the organization's communication practices and structures look like. The comprehensive understanding of decision-making practices, formal/informal communication networks, and information technology systems should be a key to establishing robust strategies for any changes to come. Success of change efforts depends on whether and how well these are inquired and explored. Strategizing As a next step in change efforts beyond inquiring, a desirable future is envisioned for change efforts, and the options that could drive the present to or beyond the future are reviewed. This process is called strategizing. Referring to the future as if it is something concrete is misleading. Rather, the future is really an organic moving target. A caveat, therefore, is that envisioning the future is an activity that should involve recursive redefinitions aided by the feedback systems in place. As a story unfolds and people engage, it constantly changes.

CHANGE PROCESS AND MODEL5 5 5 In reviewing change options, multiple aspects should be assessed, including the attributes of each option, its fitness with the target groups and individuals, their readiness for change, and the organizational communication network. Top leaders' commitment should also be discussed as they are the primary change agent and cheerleader who would accept of the premise that change must happen at all levels and that it is part of their job. It is a desired practice to put change options into scenarios with potential benefits and costs. Scenarios with potential crises, plausible possibilities, and predicted communication patterns and responses among the target people will help make a sound decision about change options and plan on solutions. Planning Once selected, the change options need to be crafted into the form of organizational change initiatives-a visionary implementation plan with anticipated consequences. A major consideration in this phase, in addition to planning the time frame and resources, is to design a communication scheme consisting of two core components: (a) framing messages to help people pay more attention to certain facets of the change initiative and shape perspectives, and (b) formulating communication networks to engage messengers and technologies in communicating the initiative in the framed manner. For example, information and messages need to be framed in an understandable, advantageous, and compatible way; executives, middle managers, opinion leaders, target individuals, and even potential resisters, along with communication technologies, need to be assigned to a proper role. The communication scheme should also continue to be revisited throughout the change process. Undesirable consequences, such as instability of the organization and members' resistance to change, may arise before, during, and after implementation of a change initiative and should be discussed in this phase and on-the-go. Since it is impossible to anticipate all the possibilities, the importance of having the feedback systems work is emphasized here again. The feedback systems will help vibrant communications and appropriate/timely adjustments take place along the way, while enabling a substantive evaluation at the end. Doing Once the implementation plan is in full swing, the change initiative transforms from an organization's blueprint to vivid reality that members and related stakeholders face, respond to, and co-create. In this phase, effective knowledge sharing should occur to help the target adopters be informed of and interested in the proposed change (Rogers 2003). As planned, the capacity, effectiveness, and efficiency of communication

56 PRACTICING ORGANIZATION DEVELOPMENT technologies should be harnessed for informing people; the communicators should fulfill their assigned job in influencing them. Especially, the impact and contribution of formal/informal opinion leaders must be vitalized because they are those who can move people's minds. Knowing is one thing, and doing is another. Once the change is welcomed by early adopters, it is more likely to appeal to a broader audience (Centola 2013) through the interactions that the communication networks, opinion leaders, and already-adopters have with not-yet others. As diffusing, the change initiative continues to develop in a certain way hopefully similar to or possibly different from what was originally planned. Required of change leaders, therefore, is to maintain the momentum and keep approximating the anticipated outcome by being flexible and creative rather than trying to stick to the predetermined details. Meantime, negative reactions to and evolving characteristics of the change initiative need to be monitored and discussed by the relentlessly working feedback systems. A poorly managed process might result in not only the initiative's failure but also the organization's failure. Revitalizing In the midst of change, living systems keep self-organizing and sense-making. Even after making a change decision, they engage in the activities to try it, to confirm or revoke it, and to revitalize the change to inspire whole new possibilities. This phase consists of three major components: (a) helping sustain the change, (b) evaluating the effort, and (c) inspiring people to keep renewing and transforming. While the efforts to offer reinforcements and foster an organizational ecology conducive to change are being made, the evaluation of the change initiative should be conducted according to the established plan. In particular, top leaders.are encouraged to celebrate the new practice and to keep engaging in the constructive feedback, as well as to champion the final phase of a thorough evaluation about the processes, consequences, and lessons learned; all with an eye to the future. If formative evaluations have been conducted to get ongoing feedback as things unfold (Ashley 2009) and proactively used for modification of the strategies throughout the process, this phase would be more robust and rewarding with its outcomes. A follow-through evaluation is also recommended to see if continuous improvements are being made in the organization with its people, strategy, process, and structure, and if there is another change opportunity. As one innovative product is not an end to change, just an end to a phase of the change cycle that keeps going on, specific change initiatives may come to a certain conclusion, yet change in organizations is constant and must continue.

CHANGE PROCESS AND MODELS 57 SUMMARY A model for change serves as a compass to guide managers and consultants as they lead or facilitate change efforts. These models are best understood as simplified representations of the general steps in initiating and carrying out a change process. This chapter reviewed numerous models for change ... some old, some evolving. The traditional action research was the first model examined in this chapter. It was used as a foundation for many change efforts. It is properly regarded as both a model and a process. A typical way to view it is that change is managed as a project and encompasses eight key steps. A second model examined in this chapter was Appreciative Inquiry (AI). AI is a philosophy and an approach to change. It "invites us to choose consciously to seek out and inquire into that which is generative and life-enriching, both in our own lives and in the lives of others, and to explore our hopes and dreams for the future" (Watkins and Mohr 2001, 58). A new view of action research was a third model examined in this chapter. It is in response to recent research that indicates that the old linear models are not working. It reinvents the traditional action research model based on the assumption that change efforts should not be managed as projects but instead as a process. The final section of the chapter reviewed a new change model. A large section of this book is based on the evolving view of action research. The reader will therefore find chapters in the rest of the book that address these methods in more detail. Discussion Questions 1. What criticisms might you expect to hear from operating managers about the traditional action research model, and how might you answer them? 2. Why is Appreciative Inquiry often regarded as a revolutionary approach to change? 3. How are Burke's pre-launch, launch, and post-launch unique and different from other approaches to change? 4. What is the difference between incremental and transformational change? 5. How does action research compare to Appreciative Inquiry? Resources Change management models: www.scrumalliance.org/community /articles/2014/ march/ change-management-models

5 8 PRACTICING ORGANIZATION DEVELOPMENT Kotter's 8-Step Change Model: www.mindtools.com/pages/article/newPPM_82.htm Kurt Lewin 3-Phase Change Model: www.change-management-consultant.com/kurtlewin.html References Argyris, C. 2004. Reasons and Rationalizations: The Limits to Organizational Knowledge. New York: Oxford University Press. Ashley, S. R. 2009. "Innovation Diffusion: Implications for Evaluation." New Directions for Evaluation 124: 35-45. Block, P. 2011. Flawless Consulting: A Guide to Getting Your Expertise Used. 3rd ed. San Francisco: Pfeiffer. Burke, W. W. 1982. Organization Development: Principles and Practices. Boston: Little, Brown. Burke, W. W. 2002. Organization Change: Theory and Practice. Thousand Oaks, CA: Sage. Burke, W.W. 2014. Organization Change: Theory and Practice. 4th ed. Thousand Oaks, CA: Sage. Centola, D. M. 2013. "Homophily, Networks, and Critical Mass: Solving the Start-Up Problem in Large Group Collective Action." Rationality and Society 25 (1): 3-40. Cooperrider, D. L. 1990. "Positive Image, Positive Action: The Affirmative Basis of Organizing." In Appreciative Management and Leadership, edited by S. Srivastva and D. L. Cooperrider, 91-125. San Francisco: Jossey-Bass. Cooperrider, D. L. 1995. Introduction to Appreciative Inquiry: Organization Development. 5th ed. Upper Saddle River, NJ: Prentice-Hall. Cooperrider, D. L., and S. Srivastva. 1987. "Appreciative Inquiry in Organizational Life." In Research in Organizational Change and Development, Vol. 1, edited by R. W. Woodman and W. A. Pasmore, 129-169. Greenwich, CT: JAI Press. Cooperrider, D. L., D. Whitney, and J.M. Stavros. 2008. Appreciative Inquiry Handbook: For Leaders ofChange. 2nd ed. Brunswick, OH: Crown Custom. Druckman, D., and R. A. Bjork. 1991. In the Mind's Eye: Enhancing Human Performance. Washington, DC: National Academies Press. Duck, J. D. 2001. The Change Monster: The Human Forces That Fuel or Foil Corporate Transformation and Change. New York: Crown Business. French, W. L., and C. H. Bell. 1990. Organization Development: Behavioral Science Interventions for Organization Improvement. 4th ed. Englewood Cliffs, NJ: Prentice-Hall. Heifetz, R. 1994. Leadership Without Easy Answers. Cambridge, MA: Belknap Press. McLean, G., and R. Sullivan. 1989. Essential Competencies ofInternal and External OD Consultants. Unpublished manuscript. Rogers, E. M. 2003. Diffusion ofInnovations. 5th ed. New York: Free Press. Rothwell, W. J. 2001. The Manager and Change Leader. Alexandria, VA: The American Society for Training and Development.

CHANGE PROCESS AND MODELS 59 Smollan, R. K. 2013. "Trust in Change Managers: The Role of Affect." Journal of Organizational Change Management 26 (4): 725-747. Watkins, J.M., and B. J. Mohr. 2001. Appreciative Inquiry: Change at the Speed of Imagination. San Francisco: Pfeiffer. Watkins, J.M., B. J. Mohr, and R. Kelly. 2011. Appreciative Inquiry: Change at the Speed ofimagination. 2nd ed. Hoboken, NJ: John Wiley & Sons. Zhou, Y. 2008. "Voluntary Adopters versus Forced Adopters: Integrating the Diffusion of Innovation Theory and the Technology Acceptance Model to Study Intra-Organizational Adoption." New Media & Society 10 (3): 475-496.

CHAPTER FOUR Organization Development and Transformation What It Takes Linda Ackerman Anderson My OD practice in "planned change" evolved significantly over a 37-year career as an internal and external practitioner. It started with meeting facilitation, event design, organization assessment, and performance systems, and evolved to focus solely on large-scale strategic change consulting. I realized that my understanding of organizational change had to expand in order to achieve outcomes and business benefits at scale that, heretofore, my colleagues and I were not able to attain. Was the shortcoming in the way we were practicing OD, or was it that the nature of the changes we were attempting to guide was different, more complex, and unable to be "planned" or controlled as we had been taught? It was both. This recognition gave rise to the identification of a unique type of change-transformation-that was far more complex than our OD practices were originally designed to serve. Transformation is defined below, and its unique requirements outlined. OD is now optimally positioned to take on the challenge of consulting to transformational change as a primary focus of our practice. Note: All figures in this chapter are from Beyond Change Management, Copyright© 2010 by Dean Anderson and Linda Ackerman Anderson or The Change Leader's Roadmap © 2010 by Linda Ackerman Anderson and Dean Anderson, with permission of the publisher, John Wiley & Sons. 60

ORGANIZATION DEVELOPMENT AND TRANSFORMATION 61 This chapter starts with a description of how transformation came to be named. Then, considerations are offered for how the field of OD might expand its approaches to large-scale change to better serve organizational results. To ground this discussion, conscious change leadership is introduced, the method Dean Anderson and I have co-developed over the past 35 years to guide consultants, leaders, and senior executives through successful transformation. My opinions about the practice of OD are based largely on my observations of the practitioners within my client systems and are not reflective of the written guidance of the field. HOW ORGANIZATION TRANSFORMATION EMERGED Until the mid-1990s, OD, quality (process improvement), and project management were the primary fields addressing change in organizations. During that time, transformational change became more prevalent, and it is my opinion that none were able to adequately address its complexities. Executives, wanting more help with project implementation and overcoming people's resistance, gave rise to the field of change management. Over the past decade, this field has grown, establishing standards and practices through the Association of Change Management Professionals. However, this field is also not designed to handle the complexities of transformation. What's missing? Will OD evolve itself to fill the gap? Let's look at history for some clues. In the early 1980s, a group of OD practitioners gathered at a regional OD network conference to explore some emerging questions and patterns we were seeing about change in the organizations we served. John Adams, Harrison Owen, Linda Nelson, Frank Burns, Laury DeBivort, myself, and others started a conversation that resulted in the conclusion that there was a "new" type of change afoot that was very different than what we were used to seeing. We shared common challenges: We couldn't plan for everything that was happening or needed as things were emerging and shifting by the day; change was underway without a clear picture of an end state; leaders were unsettled and without clear plans; people were deeply affected by how much disruption the change was causing them; and there were cultural barriers to making progress. These dynamics of change were nothing like the theory we had learned and practiced of "unfreeze, change, and refreeze." We sponsored a symposium to gather other organizational consultants who also recognized these unique dynamics to attempt to define transformation and how to approach it. We sent out 50 invitations, and 170 people showed up! This was the first of many annual gatherings over the next two decades, and the field of organization transformation (OT) was born.

62 PRACTICING ORGANIZATION DEVEWPMENT Perhaps describing OT as a field was a naive misnomer. Many of our OD colleagues immediately reacted and a debate ensued. Was it OD or OT? Which do you do? Which is better, right, and more important? While heated at the time, these questions were off the mark. We realize now that OD is a practice performed by both internal and external practitioners, and transformation is a type of change, one that OD practitioners (and change consultants from other fields) can and should be able to support, since I see it as the most prevalent type of change in our organizations today. The conferences and the debate led me to publish an article (Ackerman 1986) to define transformational change by contrasting it with two other types of organizational change-developmental and transitional change. These definitions are explored in the next section. Defining transformation began a several-decade journey of determining how to lead it, consult to it, and support it to succeed. This work continues today. THREE TYPES OF CHANGE The following descriptions define the three types of change. OD practitioners can and should be positioned and capable of consulting to all of these types, start to finish. Developmental Change Developmental change represents the improvement of an existing skill, process, performance standard, or condition that for some reason does not meet current or future needs. Metaphorically, they are enhancements "within the box" of what is already known or practiced (see Figure 4.1). Such improvements are often logical adjustments to current ways of working with the goal to do "better than" or "more of" what is already being done. The key focus is to strengthen or correct what exists in the organization, thus ensuring better numbers, improved performance, reduced cost from mistakes, and greater satisfaction. Developmental change is best designed to motivate people to grow and stretch to attain new and meaningful performance levels. Developmental change is the simplest of the three types. The focus of the new state-its content-is a prescribed enhancement of the old state, rather than a radical or experimental solution requiring profound change. The impact on people is relatively mild, usually calling for new knowledge or skills. It is the least threatening type as most people understand the need to improve over time. Traditional project management and training approaches suffice, as the variables are predictable and can be managed against time and budget. Developmental change applies to individuals, groups, or the whole organization and

--ORGANIZATION DEVEWPMENT AND TRANSFORMATION 63 Developmental Change Improvement of what is; new state is a prescribed enhancement of the old state. Transitional Change Design and implementation of a desired new state that solves an old state problem; requires Tr~;slti~~'@ew State / State management of the transition ----.,I process to dismantle the old state II while putting in place the new ' state; managed timetable. Transformational Change REEMERGENCE ~~A Success Plateau ,. ,, " / ,' -wake-up/I / Call~/ / ,. I I ,," " I Birth Death or Mindset Shifts Market requirements force fundamental changes in strategy, operations, and worldview: (1) New state is unknown-it emerges from visioning, trial and error discovery, and learnings; (2) New state requires fundamental shift in mindset, organizing principles, behavior, and/or culture, as well as organizational changes, all designed to support new business directions. Critical mass of organization must operate from new mindset and behavior for transformation to succeed and new business model or direction to be sustained. Figure 4.1. Three Types of Change Source: From D. Anderson and L. Ackerman Anderson, Beyond Change Management: How to Achieve Breakthrough Results Through Conscious Change Leadership, 2nd ed. (San Francisco: Pfeiffer, 2010), 53. is evident in changes such as training (both technical and personal), increasing sales or production, process or quality improvement, or team building. Transitional Change Transitional change is more complex. It is triggered by the need to respond to more significant shifts in environmental forces or marketplace requirements for success. Rather than simply improve what is, transitional change replaces what is with something different. It begins when leaders recognize a problem or see an opportunity not being pursued. Therefore, something in the existing operation

64 PRACTICING ORGANIZATION DEVELOPMENT must change or be created to better serve current and/or future demands. The process of addressing transitional change involves an assessment of the need and opportunity against current reality, and then the design of a better future state to satisfy new requirements. To achieve the new state, the organization must simultaneously dismantle and emotionally let go of old ways of operating while the new state is put into place. This process, while tricky, can be managed against a fairly rigorous budget and timeline since the solution is clearly defined in advance. Project management is usually effective for transitional change, especially when the people impacted by the change are engaged in it and are committed and supported to make it happen. OD and change management help in addressing these human dynamics. Along with acquiring new knowledge and skills, people can be supported to change or develop new behaviors and practices. Significant problems occur, however, if executives view their organization's transitional changes as purely technical, operational, or structural and do not provide adequate OD and change management support to the people affected, especially when people are overworked. We must note that William Bridges's (2004) well-known work on transitions is different from the transitional change to which we refer. Bridges's work addresses understanding how people go through change psychologically and emotionally and how to help people get through their personal process in effective ways (in other words, make the emotional "transition"). Since all organizational change, regardless of type, impacts people, Bridges's work can be used in all types. The variable that affects the people strategies is the degree and depth of the impact. Prosci's ADKAR model (Hiatt 2006) supports all types of change as well. Examples of transitional change include reorganizations; simple mergers or consolidations; new technology that does not require major changes in culture, behavior, or mindset; and the creation of new products, services, systems, processes, policies, or procedures that simply replace old ones. Transformational Change Transformation is one of the most challenging yet potentially rewarding undertakings for leaders. It holds the greatest possibility for breakthrough results. The transformational process is triggered by a profound shift in worldview, with leaders realizing that the organization cannot continue to function or produce what the future demands and must undergo a radical shift to meet the requirements of its changing marketplace. It begins with the overt recognition that the status quo must fundamentally change. The first challenge in transformation is that the future state is largely uncertain at the beginning. It is known that something very different must be done,

ORGANIZATION DEVELOPMENT AND TRANSFORMATION 65 but it is unclear about exactly what that needs to be. For example, it may be known that the organization wants to be fully digitized, but it is unclear what that entails. Therefore, both the future state design and the process to figure it out and implement it are often emergent. Things are discovered along the way that could never have been known without first launching the journey. No plan stays in place for long. Through responding quickly to what shows up, clarity emerges. As events proceed, leaders (and practitioners) must have acute awareness of what they are trying to accomplish, how they are trying to get there, how they respond to what shows up, and how to make adjustments. Therefore, the change process is nonlinear, with numerous course corrections. These requirements are generally not comfortable for leaders, and less so for middle management and the workforce waiting for direction and clarity. Figure 4.2 shows the journey, emphasizing the need for active and continuous course correction of both the outcome and the change process. I I I I I I\ I Course Correction ctuaJ Change:Process I Learning I I Wake-Up Calls: Feedback telling you to learn and course correct Figure 4.2. The Journey of Transformation Source: From D. Anderson and L. Ackerman Anderson, Beyond Change Management: How to Achieve Breakthrough Results Through Conscious Change Leadership, 2nd ed. (San Francisco: Pfeiffer, 2010), 66.

66 PRACTICING ORGANIZATION DEVELOPMENT To complete the picture, while addressing a radical change in the way the organization works, transformation also triggers profound human dynamics. Beyond managing the uncertainty, it requires a shift in people's awareness, mindsets, ways of relating across boundaries, and culture that significantly alters how they see the marketplace, what their customers need from them, their work, their peers, and themselves. Leaders must lead differently, managers must manage differently, and the workforce must operate differently. How? The process needs to make the expectation for deep personal change up front. The need for personal change must be integrated into the plan and be supported over the life of the effort. Given these dynamics, you can appreciate why even the best application of project management or change management, alone or in tandem, does not suffice. Leading this process is not about minimizing variance from the plan; it is about maximizing intelligent adjustments to it as rapidly as possible. Since leaders do not have all the answers they are accustomed to having, and they need to support rapid course correction, they must lead in new ways. And, without answers from leaders, or seeing things change so often, people are typically more uncertain and afraid. If the workforce is accustomed to being told what to do and how, they will not like being "kept in the dark," feeling yanked around, or thinking leadership is not telling them the whole truth. Succeeding at transformation requires engaging the people who must make changes in the field or on the ground in the challenge of finding the best solutions and ways of working. Early and ongoing stakeholder engagement, especially in identifying potential course corrections, is key to every transformational strategy. It is one of the central cultural shifts that can drive successful transformation and produce breakthrough results. It is the best strategy for leaders to demonstrate their seriousness about the transformation being owned by the organization and therefore, sustainable. The people dynamics are so significant that without leaders overtly addressing them, the transformation will fail. Leading developmental change is comparatively easy. Leading transitional change is more demanding, but manageable. Leading transformational change requires leaders to develop themselves, from the inside out. They need to walk the talk of what they are asking of the organization. This development is core to the change process and must be a part of the OD practitioner's required services. Leaders have brought the organization to its current reality with their existing set of skills, strategies, and mindsets. Transformation demands a change in all of these, so that leaders can actually guide the organization through the complexities of change with the inspiration and capability to succeed in its new reality. You can determine whether your change effort is transformational by answering three questions: 1. Does the change require your organization's strategy, structure, systems, operations, products, services, or technology to change radically to meet the needs of customers and the marketplace?

ORGANIZATION DEVELOPMENT AND TRANSFORMATION 6 7 2. Does your organization need to begin its change process before the destination is fully known and defined? 3. Is the scope of the change so significant that it requires the organization's culture and people's behaviors and mindsets to shift fundamentally in order to implement the changes successfully and sustain the benefits of the new state? If the answer is "yes" to any two of these questions, then you are likely undergoing transformation. If the answer is "yes" to all three, then you are definitely facing transformation. REQUIREMENTS FOR TRANSFORMATION TO SUCCEED Transformation is the dominant type of change in organizations today. Change management, project management, and others each have valuable practices to contribute, but all are partial, and most are set up to compete or function in piecemeal fashion on major initiatives. None provide the entire breadth and depth of what is needed in an integrated way. OD can step into this void. The following describes key requirements for success. Take a Conscious Approach to Change Leadership For the past 30 years, we have been developing the approach of conscious change leadership. This type of leadership is essential to support successful transformation, outlining the awareness, knowledge, methods, and skills OD needs to serve leaders in transformational journeys. This approach is both the practice of consciously designing the process of change and a personal way of being. Leaders who embody conscious change leadership are actively aware of both the organizational dynamics they are dealing with, and their internal states that are impacting the status of the change and the people involved. Simply said, it entails simultaneous attention to the external factors at play in the organization undergoing the change and the inner factors of the leader's mindset and reactions. Leaders engage in personal development to produce the highest outcomes from the change, keeping the best interests of the organization and stakeholders in mind. Conscious change leaders demonstrate an advanced level of ego development in how they think and operate. William Torbert, in Action Inquiry (2004), has articulated a hierarchy of adult stages of ego development that indicate predictive impacts on leaders' ability to be successful in complex circumstances, which is true of transformation. Based on Torbert's work and our 30 years of observation, transformational efforts succeed or fail in direct proportion to the level of ego development of the leaders. The more self-aware-conscious-the

68 PRACTICING ORGANIZATION DEVELOPMENT leaders are, the more they can see beyond their traditional worldviews and "get perspective on their perspectives." They have the ability to objectively assess if what they are seeing and doing is working. If not, they proactively consider what else they, and their stakeholders, might generate that will work better in their current circumstances. The conscious change leadership of transformation requires a greater depth and breadth cif perspective to see how best to address its complexity and volatile demands. It requires leaders to be willing and able to adapt their mindsets, behavior, and subsequent decisions. Contrast taking a conscious approach with taking a reactive approach. The reactive approach refers to leaders who operate on autopilot, simply doing what they have always done as if the transformational playing field is the same as "running the business." Reactive leaders orient only to their external reality and approach it as they always have, applying habitual methods without awareness of the fact that a different approach might be needed. Conscious leaders understand that their "mindset is causative," that how they see the world heavily influences what they see in the world. They can better identify when they are stuck "in the box" rather than "getting out of the box." They know their internal reality is at play, so they consciously innovate, learn, and course correct. They see people and change process dynamics that reactive leaders miss. Consequently, they can proactively plan and mitigate those dynamics rather than be blindsided by them. Their awareness gives them far greater insight into how to design and implement transformational change processes that effectively address people's needs so they engage in and commit to change, rather than resist it. Conscious leaders set their change efforts up for success from the beginning; reactive leaders never take this time, typically being too busy or moving too fast. Conscious leaders stay involved and give the attention required on a regular basis, separate from running operations. Reactive leaders "bless and delegate to a project team" and disappear until things go awry. Taking a conscious approach requires providing leaders with significant selfawareness training, development, and coaching. In the book Beyond Change Management (Anderson and Ackerman Anderson 2010), the nuances and power of taking a conscious approach are described and explored. Leaders must learn to move beyond their head-level understanding of how to lead change and fully engage in the personal development work to discover how they need to think, act, and relate differently for the transformation to succeed. This personal work must be built into the change strategy for the transformation. Take a Process Approach and Use a Process Methodology The next requirement for transformation to succeed is to take a process approach and use a change process methodology to guide the transformational

ORGANIZATION DEVELOPMENT AND TRANSFORMATION 69 journey with all of its unpredictable dynamics. A process approach plans for and adjusts to the action required to get the organization-and its people-from where they are to where they need to go. Because the specifics of the future state are unclear until they emerge during the process, leaders must rely on shaping a process that enables them to observe, assess, learn, and course correct continuously and rapidly. As leaders expand their awareness, they see and understand change process dynamics they previously missed. This is true of both the change plan and the desired outcome. Taking a process approach requires a conscious leader and a conscious OD practitioner to be in full alignment. Most change models are dashboard and toolkit-based. They have myriad tools that generate data about the current status of change that gets fed into a project dashboard. Leaders are given periodic status reports, such as the balanced scorecard "Red-Amber-Green" status where green is positive and red is negative. While the snapshot is momentarily useful, leaders need to take time to understand and use the data to consciously course correct the process. It is my experience that executive time is typically not spent to explore data to realign strategy and action. For conscious leaders, data are most useful when they drive new insight and action in the change process, whereas reactive leaders put the data first and then assume others will fix it. Conscious leaders design a comprehensive flow of activity to handle both the tangible organizational changes as well as the human dynamics at play. Reactive leaders orient to isolated events and checklists, reacting against things going wrong. Conscious leaders understand where the effort is in its process and drive it at a strategic level. Reactive leaders bounce from event to event, trying to mitigate red issues rather than proactively design a process that minimizes their occurrence from the beginning. Transformation requires a process methodology as its guidance system, one that integrates the organizational changes with the people changes and enables rapid course correction. Many organizations use project management, Six Sigma, and change management to generate separate and distinct plans. Transformation requires one integrated plan. A process model fit for transformation is Being First's nine-phase Change Leader's Roadmap (CLR; Ackerman Anderson and Anderson 2010) shown in Figure 4.3. Figure 4.4 shows the CLR model at its next level of detail, the activity level (Ackerman Anderson and Anderson 2010). As the activities show, the CLR is robust, addressing launch, case for change, the creation of a change strategy, and the design and implementation of organizational changes as well as the human dynamics and culture change from start to finish. It supports taking a conscious approach and enables leaders to generate breakthrough results. More detail on the Change Leader's Roadmap is available in a book by the same title (Ackerman Anderson and Anderson 2010).

70 PRACTICING ORGANIZATION DEVELOPMENT III; ASSESS THE SITUATION 'J:o DETfuOONE DESIGN' ' REQUIREM~TS" Figure 4.3. The Change Leader's Roadmap (CLR) Source: From L. Ackerman Anderson and D. Anderson, The Change Leader's Roadmap: How to Navigate Your Organization's Transformation, 2nd ed. (San Francisco: Pfeiffer, 2010), 23. Align on Vision and Design Requirements for the Future State The next requirement is to align the vision and design requirements for the future state. While the specifics of the desired solution for the organization and its people may not be clear at the outset, the "aha" that triggers the change typically includes information that is essential to figure out what that future needs to be in reality. Getting leaders aligned to what they are trying to accomplish, and what their vision is for their new state is an essential step during launch. They must articulate the factors and principles that are guiding their decision to transform, their design requirements for what the future needs to produce or accommodate, and even their boundary conditions for what cannot change. Given that leaders do not yet have all the information or insight to determine a tangible outcome, they can begin to model a more conscious leadership style

VI. PLAN AND ORGANIZE FOR IMPLEMENTATION Activity V.A Analyze Impacts of Desired State v. ANALYZE THE IMPACT Activity IX.C Dismantle Temporary ..___ ~ IX. LEARN AND COURSE CORRECT VIII. CELEBRATE AND INTEGRATE THE NEW STATE Activity VIII.A Implement the Change VII. IMPLEMENT THE CHANGE Activity I.C Activity I.B Assess and Build Create Case for Organization's Readiness Change and Determine and Capacity Change Infrastr~ Activity IX.B Learn from Your Change Process and Establish Best Practices for Change I. PREPARE TO LEAD THE CHANGE Jnitial Desired Outcomes ----Activity l.F Build Infrastructure and Activity I.E Conditions to SupportClarify Overall Change Effort Change Strategy -Activity II.A Activity Il.B Build Organizational Increase Organization's CREATE ORGANIZATIONAL II. Understanding of Case for Capability to Change VISION, COMMITMENT, Change, Vision, and AND CAPABILITY ~y Activity Ill.A ASSESS THE SITUATION TO III. Assess the Situation to DETERMINE DESIGN Determine Design REQUIREMENTS Requirements-IV. DESIGN THE DESIRED STATE Activity IV.A Design Desired State Figure 4.4. The Change Leader's Roadmap Activity Level Source: From L. Ackerman Anderson and D. Anderson, The Change Leader's Roadmap: How to Navigate Your Organization's Iransformation, 2nd ed. (San Francisco: ~ Pfeiffer, 2010), 2 7.

72 PRACTICING ORGANIZATION DEVELOPMENT by sponsoring a highly engaging visioning process, one that gathers the best thinking of their key stakeholders for what is possible, what the future holds that is compelling and exciting. This type of early engagement is a core strategy for generating breakthrough results because stakeholders will begin to own the change from the outset. Leaders will need to consider the input, but are not obligated to follow it. However, just asking stakeholders and giving genuine consideration to their ideas generates greater energy for the transformation, as Appreciative Inquiry (AI) practices have demonstrated (see Chapter Six on AI). It can also accelerate the creation of the actual future state design and enable rapid course correction. Note how different this strategy is from hiring an external expert to produce a design solution for you, not with you. Launch with a Dynamic Change Strategy Transformation requires a dynamic change strategy. Most change efforts begin with a project plan. Transformation begins with the creation of a strategy that then guides the planning process over the life of the effort. A change strategy aligns the leaders about how to lead the effort, enabling an agile process, good governance and decision-making, and a scope that integrates the organizational, behavioral, and cultural changes required. It declares the use of early engagement, inspiring communications, adequate resources and capacity, and realistic pacing. Chapter Eighteen introduces the SOAR framework and its 5-1 approach as a way to engage stakeholders into a strategic conversation to create a strategy and/or strategic plan. Set the Expectation for Rapid Course Correction The change strategy also enables the expectation for rapid course correction. The need to stay acutely aware of what is showing up in the organization as it changes is critical to the transformation's success. Many organizations have norms in place that inhibit risk-taking and mistakes, such as "Kill the messenger of bad news!" Transformation is dependent on getting smarter by the day, and incorporating changes to the outcome, the change process, and leadership as required. Leaders must establish and model course correction to demonstrate how important it is that all stakeholders be on the lookout for what is happening that supports the future state, what is still needed, and what is blocking it. There needs to be an overt process for establishing and accomplishing course correction-a strategy, way of engaging stakeholders, process of surfacing potential indicators of course correction, ways to address the data, make changes, and communicate how things have shifted. Once the organization believes that course correction is a good thing, this process can enliven the transformation significantly.

ORGANIZATION DEVELOPMENT AND TRANSFORMATION 73 Ensure Early and Ongoing Stakeholder Engagement The case has already been made for the benefit of engaging stakeholders in the change process from launch. When seeking new information for what the future needs to be and how the process can work most effectively, those undergoing the change will likely have a lot to say if they feel safe to speak. They live in the "trenches" and have a keen eye for the reality on the front lines. They may even have a good sense for strategy and design requirements. Your resistors may be the very people who have valuable ideas you have not considered. In the conscious leadership approach, their input is treated as "friendly data" and given attention. Engagement goes far beyond calling people into a large hall and informing them via an extensive slide deck about what is about to occur. Good engagement is task-driven, where any action in your change process may be designed to engage appropriate stakeholders. Obvious tasks for high engagement include making the case for change and visioning, generating design requirements, solution design, impact analysis and resolution, and input on course corrections. Attend to Mindset, Behavior, and Culture Perhaps the most important requirement of successful transformation is to overtly attend to leadership and employee mindset, behavior, and culture. Transformation means a shift in worldview, seeing through new eyes. Leadership development is essential to address how to alter leaders' mindsets and behavior in the context of the business' needs. This work starts with the executives and typically cascades to the managers and workforce depending on the nature of the transformation affecting them. If leaders do not change their mindsets, and do not walk the talk they are asking of the organization, the transformation will not sustain. There is more on leadership development for leading transformation in Chapter Six. Mindset is to the individual as culture is to the organization. A strategy to change culture is also required, one that assesses which aspects of the current culture already support the desired future, which block it, and what may need to be created to better serve it. Leaders must design their desired culture and consciously clarify how it serves the specific needs of the future they aspire to create. Every initiative within the transformation, even technology, impacts culture. The integrated change plan must identify the indicators in the current organization that inhibit the future-including leadership norms. Then, it must clarify how to recreate, reinforce, and reward new indicators or norms so that both leaders and stakeholders learn to act in ways that contribute to the adoption and sustainment of the future. A typical desired cultural indicator is the willingness of leaders to share information across boundaries instead of working in silos. While making organizational changes takes a significant amount

7 4 PRACTICING ORGANIZATION DEVELOPMENT of time, culture change-which is people-dependent-takes longer. Again, sustainment strategies must account for this, following go-live. Ensure Adequate Capacity for Change One of the biggest factors that inhibits transformation is the lack of adequate capacity for change. Many leaders assume that change work can happen on top of people's already excessive workloads. However, change takes time, attention, and resources. Space must be made on people's calendars to participate, input, learn, and adjust to what is being asked of them. If the organization is already experiencing change fatigue (a clear symptom of this issue), conscious leadership attention needs to be given to how to generate adequate capacity for the transformation. This is not a nice-to-have; it is a must, and a clear indicator of taking a conscious approach. Align with the Rest of the Organization Lastly, it is critical to align the transformational outcomes with the rest of the organization. A transformation in a portion of the organization must be designed so that it can achieve its outcomes in the context of what is best for the larger organization. The change process and scope will inevitably interact with what is not changing around it. In a conscious approach, the interface needs to be raised, addressed appropriately by senior leadership, and conditions set up in advance to ensure that the transformation can make its contribution to the larger organization. Secondly, the outcome of the transformation must be aligned with the rest of the organization, or its scope increased to address additional changes. We often see the need to change the reward system, talent management strategies, shared services, and supply chain. Any aspect of the organization may come under scrutiny when it becomes evident that it is blocking the possibility of the transformation happening or sustaining. Many large organizations run in functional or business unit silos, even if they share infrastructure and protocols. It may become obvious that the prime cultural shift required is to dismantle the silo orientation and create a cross-boundary, collaborative way of leading and working. The conscious leadership approach does what is best for the overall organization, not just a piece of it. IMPLICATIONS FOR THE ORGANIZATION DEVELOPMENT PRACTITIONER There are many opportunities for OD practitioners to support projects as well as create services for enterprise-level transformational change efforts.

ORGANIZATION DEVELOPMENT AND TRANSFORMATION 75 Figure 4.5. Conscious Change Leader Accountability Model Source: From D. Anderson and L. Ackerman Anderson, Beyond Change Management: How to Achieve Breakthrough Results Through Conscious Change Leadership, 2nd ed. (San Francisco: Pfeiffer, 2010), 5. A consolidated way to summarize what goes into an integrated strategy for transformation is shown in Figure 4.5, the Conscious Change Leader Accountability Model (Anderson and Ackerman Anderson 2010, 5). The model names the areas requiring conscious attention when consulting on, or leading, transformational projects. It is adapted from the AQAL Model by Ken Wilber, author of A Theory of Everything (Wilber 2000). The left-hand quadrants on the front face describe internal people dynamics at the individual and collective levels-mindset at the individual level and culture for the collective. The right-hand quadrants depict external dynamicsbehavior for the individual (what people are doing and how they are going about their work), and systems for the collective. "Systems" is a broad label that refers to all organizational elements that we can see, work with, and change, such as structure, business processes, work practices, strategy, plans, IT, training, and so on. When consulting on transformation, all of the quadrants must be accounted for, integrating the internal people dynamics and the external organizational requirements. Most leaders only think and care about the external quadrants. Project management is designed for the external quadrants. Both the internal and the external are essential to transformation, which is why an integrated strategy and process plan are essential. The right-side face of the cube lists the levels of the system that may need attention: individual, relationship, team, organization, and marketplace. Marketplace includes customers, vendors, regulators, and so on. When the transformation has been scoped, you will know which of these levels needs attention. Many OD practitioners work at the individual, relationship, or team levels. Large-scale change work involves all levels. The top face of the model refers to the process of change, which infers the need to handle all elements in the model, as well as those that show up along the

7 6 PRACTICING ORGANIZATION DEVELOPMENT way. The Change Leader's Roadmap is the process methodology that enables the leader and consultant to think about and incorporate all aspects of the model. The Conscious Change Leader Accountability Model also helps describe the set of competencies that consulting on successful transformation requires. The first of these is conscious process design, which is the competency for taking the conscious process approach described above. The design of the transformational strategy and plan, both of which are processes, must take into account what has gone before, what is happening now, what is near-term, and what is likely to be needed in the future. Staying on top of the change process is critical, going much beyond managing to the plan. Each step in the process will need to be consciously designed to produce its optimal impact. Most OD practitioners have been trained in meeting and event design. That is a great foundation for up-leveling these same skills to design large-scale multilevel change processes. The second competency is systems thinking-taking into account all of the distinct elements of a situation that interact to impact the collective whole (Senge 2006). This is not new to OD, but combined with conscious process design, accounting for both the internal and external dynamics inherent in transformation, and addressing all levels of the system transforming, it takes on a whole new magnitude. OD practitioners can hone their systems thinking skills in the context of supporting transformation. SUMMARY Transformational change is everywhere and needs competent support. Imagine working at the large-system scale and helping to deliver lasting breakthrough results. Imagine working in close partnership with other change resources in your organization to do this, as all have value to contribute to transformational change. Take a conscious leadership approach; use a process methodology that integrates both the content of the change and the people and cultural dimensions of it. Set up the expectation for leadership to transform themselves to be able to transform their organizations. And, support them to engage the organization in the compelling challenge to generate breakthrough results. There is huge gratification in bringing the conscious change leadership approach to our organizations so that they can excel at the inevitable transformational journey. Discussion Questions 1. What types of change are you consulting on? Are any of these changes transformational? 2. How well do your clients understand the unique requirements of transformational change and how to lead them?

ORGANIZATION DEVELOPMENT AND TRANSFORMATION 77 3. How could you get better positioned to consult on large-scale change efforts from their launch, especially those that are transformational? 4. What large-system change methodologies do you or can you use? How well do they address the requirements of transformational change? 5. How well are you positioned to provide executive coaching to leaders who aspire to lead their change efforts in conscious ways? Resource To access the following resources from Being First, Inc., please go to: www.beingfirst . com/practicing-od-chp4-resources/ Articles "A Candid Message to Senior Leaders: Ten Ways to Dramatically Increase the Success of Your Change Efforts" "Awake at the Wheel: Moving Beyond Change Management to Conscious Change Leadership" "Which Will Be Most Successful for Your Current Change Effort: A Change Process Approach or a Change Tool Approach?" "Why Leading Transformation Requires a Shift in Leadership Mindset" Overview of the Change Leader's Roadmap Model presented by Linda Ackerman Anderson References Ackerman, L. 1986. "Development, Transition, or Transformation: The Question of Change in Organizations." OD Practitioner 18 (4): 1-8. Ackerman Anderson, L., and D. Anderson. 2010. The Change Leader's Roadmap: How to Navigate Your Organization's Transformation. 2nd ed. San Francisco: Pfeiffer. Anderson, D., and L. Ackerman Anderson. 2010. Beyond Change Management: How to Achieve Breakthrough Results Through Conscious Change Leadership. 2nd ed. San Francisco: Pfeiffer. Bridges, W. 2004. Managing Transitions: Making the Most ofChange. 2nd ed. Cambridge, MA: Da Capo Press. Hiatt, J. M. 2006. ADKAR: A Model for Change in Business, Government, and Our Community. Houston: Brown Book Shop. Senge, P. M. 2006. The Fifth Discipline: The Art & Practice ofthe Leaming Organization. New York: Doubleday. Torbert, W. R. 2004. Action Inquiry: The Secret ofTimely and Transforming Leadership. San Francisco: Berrett-Koehler. Wilber, K. 2000. A Theory ofEverything. Boston: Shambala. ORGANIZATION DEVELOPMENT AND TRANSFORMATION 77 3. How could you get better positioned to consult on large-scale change efforts from their launch, especially those that are transformational? 4. What large-system change methodologies do you or can you use? How well do they address the requirements of transformational change? 5. How well are you positioned to provide executive coaching to leaders who aspire to lead their change efforts in conscious ways? Resource To access the following resources from Being First, Inc., please go to: www.beingfirst . com/practicing-od-chp4-resources/ Articles "A Candid Message to Senior Leaders: Ten Ways to Dramatically Increase the Success of Your Change Efforts" "Awake at the Wheel: Moving Beyond Change Management to Conscious Change Leadership" "Which Will Be Most Successful for Your Current Change Effort: A Change Process Approach or a Change Tool Approach?" "Why Leading Transformation Requires a Shift in Leadership Mindset" Overview of the Change Leader's Roadmap Model presented by Linda Ackerman Anderson References Ackerman, L. 1986. "Development, Transition, or Transformation: The Question of Change in Organizations." OD Practitioner 18 (4): 1-8. Ackerman Anderson, L., and D. Anderson. 2010. The Change Leader's Roadmap: How to Navigate Your Organization's Transformation. 2nd ed. San Francisco: Pfeiffer. Anderson, D., and L. Ackerman Anderson. 2010. Beyond Change Management: How to Achieve Breakthrough Results Through Conscious Change Leadership. 2nd ed. San Francisco: Pfeiffer. Bridges, W. 2004. Managing Transitions: Making the Most ofChange. 2nd ed. Cambridge, MA: Da Capo Press. Hiatt, J. M. 2006. ADKAR: A Model for Change in Business, Government, and Our Community. Houston: Brown Book Shop. Senge, P. M. 2006. The Fifth Discipline: The Art & Practice ofthe Leaming Organization. New York: Doubleday. Torbert, W. R. 2004. Action Inquiry: The Secret ofTimely and Transforming Leadership. San Francisco: Berrett-Koehler. Wilber, K. 2000. A Theory ofEverything. Boston: Shambala.

CHAPTER FIVE Transformational Leadership Development Jacqueline M. Stavros and Jane Seiling While the idea of transformational leadership has a rich and well researched history, few leaders are familiar with the term, few organizations are developing trans{ ormational leaders, and very few leaders have any idea how to be a transformational leader. -Warrick 2011, 11 There is a huge need for revolutionary transformation change in organizations of all types-yet, unfortunately, Warrick's statement above is most definitely true. Among scholars, organization development (OD) practitioners, and knowledgeable organizational leaders, fortunately, there has been an expansion of interest in transformational leadership behaviors and their role in group and organizational performance beyond individual and small-group dynamics and their role in organizational change behaviors. Krishnan (2012, 551) quotes Burns (1978), noting that transformational leadership "occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality" (20). Krishnan notes these efforts result in "transforming effects on both leaders and followers" (551). Of interest are the transforming effects experienced by parties engaged in these transformational relationships-especially during change. It has become evident that newer OD practices are perceived as important in engaging strategic issues and interpersonal matters (Van Nistelrooij and Sminia 2010). Transformation leadership behaviors are recognized as having a central role in achieving the transforming effect in these processes. Learning and practicing transformational leadership is important for today's leaders. A question of importance is: How do my leadership abilities become a transforming factor during change? 78

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 79 It is relevant that the focus moves to the development of those leaders charged with leading change. This chapter starts with defining transformational leadership and two key components: (1) self-awareness and mindfulness and (2) what transformation means in a dynamic environment. Then, we provide a leadership self-assessment process to discover how one can best aspire to understand and lead one's self and others effectively. UNDERSTANDING TRANSFORMATIONAL LEADERSHIP Transformational leadership is defined by Mitchell et al. (2014, 2) as "a style of leadership that transforms followers to rise above their self-interest and challenges them to move beyond their current assumptions (Bass and Riggio 2006; Pieterse et al. 2010)." They encourage followers to move beyond their own self-interest and to transform their "perspective from [solely their] own goals to group or collective goals" (Effelsberg, Solga, and Gurt 2014, 131). Relevant to the transforming effect of focusing on others instead of total self-interest is the need for organizational members to be willing to engage in self-sacrificing, group-oriented behavior of their own that benefits their organization (Effelsberg et al. 2014). Research in OD has identified a mixture of personality traits, experiences, knowledge, consulting skills, relational skills, competencies, and so on, important to leading change (Burke 2008). In addition, the psychological aspects of leading change (influencing skills, intrapersonal skills, and interpersonal skills) and building competency skills (abilities in managing the consulting process, general consultation skills, and knowledge of OD theory) are necessary. The sense of obligation to "do no harm" during leadership efforts and OD consulting activities is also important. This obligation calls the OD person to focus first on self as an instrument-to first look at oneself from the standpoint of change and development in order to effectively lead. TRANSFORMATIONAL LEADERSHIP DEVELOPMENT-TWO COMPONENTS This section emphasizes the importance of transformational leadership development (TFLD) through initiation of a self-focus (Taylor 2010) on seeking self-awareness and the practice of mindfulness. Assessment of self begins with becoming more aware of issues and changes essential to leading self and others. Baumeister's (2005) comprehensive review of literature by psychology researchers concludes that self-awareness is "anticipating how others perceive

80 PRACTICING ORGANIZATION DEVELOPMENT you, evaluating yourself and your actions according to collective beliefs and values, and caring about how others evaluate you" (7). Hall (2004) notes two components of self-awareness: "The internal (recognizing one's own inner state) and the external (recognizing one's impact on others)" (155). Mindfulness is also a significant part of the process. Without being mindful of self-and seeking the input of respected others-it is difficult to believe the need for change brought forward by concerned others. "Fundamental organizational change is difficult," state Reger, Mullane, Gustafson, and DeMarie (1994, 31). This is assumed as an appropriate statement because of the long list of failed change efforts-even when touted as successful. Perhaps the number of successes would have grown if change leaders had started with a dedication to self-change-transformation of self involves a dedication to transformational leadership development-change of self. Self-Awareness Leader self-awareness and purposeful development are essential to knowing thyself in order to effectively lead others (Taylor 2010). Although it is not clear how to define, detect, and measure self-awareness, scholars and leaders are becoming more aware of the need to better understand their personal strengths and identify where expanded development is needed (Hies, Margeson, and Nahrgang 2005; Taylor 2010). Being "other-oriented" is a key element of transformational leadership (Quinn and Quinn 2009). A key to this recognition is transformational leadership development (TFLD). TFLD is reliant on relatedness and the development and exchange of trust during the change process. Self-awareness has been a topic of research and interest for decades, ultimately identifying it as fundamental to psychological functioning-and the emergence of social relations and personal well-being (Miller 2003). The ideal place to expand self-awareness and approach its rewards is in the process of TFLD. According to Krishnan (2012), "Transformational leadership is a mutually stimulating and engaging relationship between leaders and followers," (550). He also notes, "According to Burns (1978), transformational leadership 'occurs when one or more persons engage with others in such a way that leaders and followers raise one another in such a higher level of motivation and morality' (20), and results in a transforming effect on both leaders and followers" (251, emphasis added). This engagement with others in the process of learning through awareness will be evident in the transforming effect experienced through the process of development offered later in this chapter. Mindfulness Weick and Sutcliffe's (2001) writings on mindfulness (as related to aircraft carriers) suggest "a preoccupation with updating" (44), that can be adapted to the

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 81 practitioner's need for updating personal understandings and skills in preparation for planning and leading change. According to Weick and Sutcliffe, one must reexamine discarded information by refining, differentiating, updating, and replacing misinformation with information that is relevant to the situation. They define mindfulness as "The combination of ongoing scrutiny of existing expectations, continuous refinement and differentiation of expectations based on newer experiences, willingness and capability to invent new expectations that make sense of unprecedented events, a more nuanced appreciation of context and ways to deal with it, and identification of new dimensions of context that improve foresight and current function" (Weick and Sutcliffe 2001, 42). Weick and Sutcliffe's definition verifies Langer's (1997) suggestion that "When we are mindful, we implicitly or explicitly: (1) View a situation from several perspectives, (2) See information presented in the situation as novel, and (3) Attend to the context in which we perceive the information, and eventually create new categories through which this information may be understood" (111). In the following section, we pay attention to the mindfulness that the OD practitioner commits to when examining and reworking self prior to leading change. This includes attention to the practitioner's values, vision, and mission pertaining to work and how they impact client performance as an OD practitioner. The self-assessment process is discussed regarding how it supports the growth of the OD practitioner's ability to lead and the expansion of their practices of "leading with" and influencing others during change. Unless noted, the terms "leader" and "practitioner" are interchangeable for this writing. TRANSFORMATION IN ADYNAMIC ENVIRONMENT Dynamic environments are not unusual; it is often part of the normal environment of working in fast-paced, growth-oriented, and innovative organizations. Dynamic environments benefit from the presence of transformational leaders for many reasons. For example, dynamic relationships are benefactors of transformational leaders throwing themselves into strong relationships with organizational members who then respond with active and responsive engagement. There are also transformational leaders who provide opportunities to be together in an appreciative paradigm of beneficial relatedness (Stavros and Torres 2005). These efforts create dynamic environments of possibility for the present and the future. It is this environment that designs the usual and unusual context within which people work productively. Note the following example of a dynamic environment as it relates to performance. Weick and Sutcliffe (2001) studied people on aircraft carriers. This group was chosen because the dynamic nature of their work requires them to operate at

82 PRACTICING ORGANIZATION DEVEWPMENT a very high level of performance. In a constant state of high complexity and a high need for precision, carriers offer a unique environment for the study of change. The study concluded that this combination of complexity and precision required a high level of mindfulness. First, Weick and Sutcliffe (2001) found that people working on aircraft carriers are "preoccupied with failure" (47, italics in text); the workers focused on working to avoid failure while always accomplishing their goal(s). For practitioners leading change, preoccupation with identifying what needs to be done (and not done) to lead a successful change is essential. To avoid failure, preoccupation is an attribute the OD practitioner sorely needs. Second, people on carriers are "reluctant to simplify," while taking nothing for granted (47, italics in text). OD practitioners know that to simplify can be a barrier to accomplishment of change. Simplification can lower the level of belief in need for change and lessen the intensity of purpose by the participants to move toward accomplishment of the targeted change. Third, people on carriers "maintain continuous sensitivity to operation" (47, italics in text). They have an ongoing concern with the normal and the unexpected. Practitioners pay attention to process and know that development of a flexible process encourages a focus on the goal while knowing outcomes are unpredictable. Change is significant to growth and survival for the organization. Practitioner efforts for continual mindfulness are a top priority in order to maintain sensitivity to the interventions needed to accomplish change. Fourth, the people on carriers have a "commitment to resilience" (48, italics in text). Resilience is defined as the ability to demonstrate both strength and flexibility in the face of change (Barrett 2004). Practitioners strive for resilience, recognizing that there will be times the process appears out of control and that good and bad surprises will occur. Comfort with chaos, disorder, and uncertainty is important. Resilience is key to psychological fitness to lead others (Seligman 2011). And fifth, people on carriers "maintain deference to expertise" (48, italics in text). Listening to and acknowledging those with a deep knowledge of technologies, people, and potential organizational capacities are important to a successful change process (while being merged with the avoidance of failure). The act of giving these potential hidden contributors a "voice of expertise" can influence them and others to expand their support and contribute extra efforts for change. This section emphasized the importance of transformational leadership, recognizing self-awareness and mindfulness as essential to knowing thyself to effectively lead others through change using relatedness and development of trust. The remaining part of this chapter provides a leadership selfassessment process to discover how one can aspire to lead change effectively for transformation.

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 83 CREATING SELF-AWARENESS The OD practitioner's ability to create meaning (the creation of understanding mindfulness around a particular change process) and get things done are filtered through choices made by people doing something the leader/practitioner may have requested or discussed. These choices include (1) which decisions are to be made, (2) the choice to make decisions happen-or not, and (3) the generation of personal responsibility and accountability to and with others regarding "what we have to do together to make things work." Quinn (1996) offers a set of questions about how to empower oneself for generating personal deep change and change in others. As practitioners, we (the authors) often use an adaptation of these questions to support leaders in becoming mindful of personal development needs, specifically about leading change: 1. How can I become aware of my own sense of meaning and task-alignment? 2. How can I become aware of my own sense of impact, influence, and power? 3. How can I become aware of my own sense of competence and confidence to rally efforts toward change in others? 4. How can I become aware of my own sense of self-determination and choice? (228, adapted) Quinn's original questions used the verb increase; we changed it to "become aware of" to make the question more reflective. Taking the time to write out the answers to these questions, specifically for yourself, can "shift the responsibility for our own empowerment from someone else to ourselves" (Quinn 1996, 228), ultimately increasing task-alignment, impact competence, and confidence, as well as efforts toward change, self-determination, and choice. Warner Burke (2008) believes there are as many diverse definitions of leadership as there are of love. One's personal definition of leadership, he adds, will probably depend on past experiences with and/or observations of leaders and whom one is talking to at the moment of definition. Burke offers the following explanation (not definition) of leadership: "Power is the capacity to influence others; leadership is the exercise of that capacity." He adds, "[L]eadership [is] the act of making something happen that would not otherwise occur" (228). Our challenge to this definition is: Leaders cannot make things happen. What a leader can do is rally a group of stakeholders around a shared vision (direction), provide leadership and resources attuned to a purpose (mission), and demonstrate a presence of personal values and motivation (inspiration) to get things done. Warren Bennis (1991) said it well, "A leader creates meaning. You start with a vision. You build Trust. And you create meaning" (5).

84 PRACTICING ORGANIZATION DEVELOPMENT The ability and opportunity to rally a group requires being aware of one's personal direction-setting capabilities-your believed-in vision, which, according to Boyatzis and Akrivou (2006, 625), is based on the ideal self ("a core mechanism for self-regulation and intrinsic motivation") as an envisioned self in the future. KNOW THYSELF The most basic competence of the change leader and/or practitioner is identifying his or her ability to know thyself before leading others. Knowledge of the processes for change is located in the head. Self-awareness of one's role and capabilities in addressing the emotions involved with loss, concern for the member, and authentic caring for the people involved in the change is located in the heart. In order to legitimately and authentically lead, a leader must start first with looking at his or her self. At the end of the day, the leader should consider three questions: 1. Why would anyone want me to lead him or her? 2. How well did I lead today? 3. How can I lead better tomorrow? As noted by Hesselbein (2002, 4), "Just as leaders are responsible for understanding their organization's strengths and preparing for its future, we must assess our personal strengths and take responsibility for planning our own development." This requires the leader to do the hard assessment and retrospective thinking required to make necessary personal changes. They must step back and examine their basic understandings regarding their own values, vision (direction), and mission (purpose), and how they might impact their ability to lead others. Leaders of change must understand their leadership style, including their personal strengths, weaknesses, and aspirations, and then be willing to make changes to develop their personal model for leadership further. To take steps to improve their leadership style continually shows others that being mindful of personal development is ongoing-especially as it pertains to leading others. While emphasizing personal development and change, every leader can build trust, confidence, and rapport with those he or she serves in his organization. Achievement of transformational personal change, as described in this chapter, involves deep thinking and reflection, interviews, and writing about it to bring clarity. The process first starts with focusing on the self as the foundation for change; the journey begins with identifying your values. Second, you will write your vision and mission statements. You should identify your vision and mission in

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 85 all four domains of life-self, work, home, and community-to create alignment among them. Third, you will identify your leadership competencies and leadership style-being honest and forthright with yourself. Once you have identified your values, vision, mission, and leadership competencies and style, you will have conversations with trusted advisors. The role of your advisors is to offer guiding information for learning and growth. You must be open to their feedback and insights. Reflect deeply on the feedback of your trusted advisors. This takes the form of a contemplative, honest, and forthright written leadership self-assessment. Last, in the same assessment, identify a continuation of development that moves through specific areas of need for improvement, making commitments that stretch to strengthen one's leadership in years to come. If there are no stretches to strengthen, you will have fallen short of the opportunity for transformational leadership development. THE SELF-ASSESSMENT PROCESS Transformation is change that can be seen, in this case, in a person's leadership behavior. Change is a departure from the status quo. Thus, significant transformational change by a leader can transform the nature of the organization and its members (Palmer, Dunford, and Akin 2009). As noted above, for personal and organization transformation to happen, leaders must first examine themselves. Self-assessment requires time, dedication, and a willingness to learn about yourself from others. And, it is a futile effort unless there is a willingness to believe what has been heard and a desire exists to act on the assessment by taking steps toward change. The following expands on the above described components of the self-assessment process. Values While Meglino and Ravlin (1998, 354) characterized values as "oughtness" (how one ought to behave), Feather (2003, 34) conceived of values as "general beliefs about desirable ways of behaving or about desirable general goals." Identifying your values provides the foundation for writing your vision and mission statements. Values identification helps to answer the following questions: • What do I want to live and work by each and every day? • How do I want to treat others? • What do I stand for? • What do I care about? • How do I show I care about others?

86 PRACTICING ORGANIZATION DEVELOPMENT Values are only "good intentions" unless you take the time to reflect on their impact on your actions each day-especially when making key decisions. Satisfaction with decisions comes with deciding while being mindful of your core values. In identifying your values, you should be able to locate your top ten-to-fifteen values without much thought or hesitation. Then, narrow the listing down to five or six core values. It is in reflection on why you have selected these values that you identify what is important to you and where to focus in the future. A Values Exercise is posted on this book's website. Table 5.1 offers an example of a leader's value set. Later in this chapter, we present how her values connect to her vision and mission, plus the values, vision, and mission of her boss and organization. She feels her values are based on her history and experiences so these are also provided. Her values Table 5.1. Values Listing Her History Family Integrity RespectfulKindness Energy Humor, Health, and Humility I grew up in a family of six in Detroit. We lived a simple life. There was plenty of love, a lot of sibling rivalry, and lessons learned while growing up. We lived in a flat above Grandma near a large automotive plant and next to a Union 76 gas station until my parents had enough money to move to the suburbs so we could attend public schools. Now my family and extended family provide unconditional love and support. In my values, "family" includes close friends. For a family to be strong, it includes connection and belonging, feelings of acceptance and feeling like my presence matters to those I care about. Integrity provides the basis for living. Each of us has a purpose in life. We need to model our purpose through being genuine and honest in our relations with self and others to gain trust and respect. Living with integrity makes it easy to sleep at night! I strive to see a "sense of worth" in people and situations. In doing so, I strive to use consideration and kindness no matter how tough or frustrating the situation may get. This allows me to be honest with people and help them grow. I value the energy that I awaken with each morning and the opportunity to renew it when I go to sleep at night. In order to live my values and take care of my family and career, I need a balance of physical, emotional, mental, and spiritual energy. If you find your passion and define your vision based on what you are passionate about, energy is fueled. You need energy to go after your dreams! I live my life trying to make sure that I have a full energy source. Mental health (along with the field that I work in) requires that I live with the presence of ambiguity and uncertainty. My life never fails to give ample opportunities to encounter ambiguity. Laughter is healthy, and I use it to diffuse situations. I try to bring humor and laughter into my life every day.

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 87 are balded. The additional information is her description of the meanings of her values. In this case, her organization's values are teamwork, integrity, excellence, respect, and sustainability. There is a connection between the core values of "integrity" and "respect," plus, although not an exact word connection, the values of "teamwork" and "family" connect. She sees an alignment of her values with her organization's values. Ideally, there should be an opportunity for the leader to share her values with others in her organization and to have them do the same. The result can be a significant increase in respect, communication, patience, understanding-and accountability, over time. Vision Leading scholars and practitioners have stated that vision is a key differentiating factor when comparing leaders to managers (Buckingham 2005; Kotter 1996). Vision is based on a person's values. We study values because they enable one's vision to happen-how we create our futures and they also impact the futures of those we lead in our organizations. The following questions should be considered in preparation for writing your vision: • Think of a future you feel strongly about. What do you want your "ideal self" to be experiencing in this future? What is your vision as it relates to that future? • What is your organization's vision? Is there alignment? • Do you act as a symbol of your vision? • How does your vision reflect your values? • How could you communicate this vision to others? Having a vision is about providing the power to take action toward reaching that future. Leaders use this mental image as power (energy) to fulfill their leadership roles and responsibilities and to inspire others. According to Kotter, "The direction setting aspect of leadership does not produce plans; it creates a vision and strategies ... it is ... simply a description of something (an organization, a corporate culture, a business, a technology or an activity) in the future, often the distant future, in terms of the essence of what it should become" (1990, 36). The impact of a powerful vision provides a clear direction that motivates movement forward. This view is also supported by Tichy and Devanna (1986), "The vision is the ideal to strive for. It releases the energy needed to motivate the organization to action. It provides an overarching framework to guide day-to-day decisions and priorities and provides the parameters for playful opportunism" (123).

88 PRACTICING ORGANIZATION DEVELOPMENT At work, leadership is about aligning people, which includes getting the people behind an organization's vision (Kotter 2002; Kotter and Cohen 2002). The way the leader-change agent communicates the vision serves as a symbol of the authenticity of the vision. The leader is the central advocate for the vision. Leaders must also work diligently to ensure that the stakeholders know where this vision is going and how it affects them. This includes asking for their insights and engaging them in dialogue about the vision so the vision is real to them. People (and organizations) can have multiple visions that overlap. For example, a leader can have both a personal and professional vision-and, as noted, they must be aligned to achieve the two visions successfully. Within an organization, different divisions that make different products may have different visions, but the overriding vision is the vision of the parent company-the dominant vision that must be shared and adhered to. In an organization, visioning is a process of creating and communicating the direction of the organization as it impacts every stakeholder, especially the employees and customers. A process of education, training, questioning, and communicating must be used to bring the vision to life for each organizational member. The vision statement found in the strategic plan, a website, or on the wall must find a way into the behavior, attitudes, purpose, and heart of the people as well as to the goals, strategies, and tasks to be achieved for the organization. Returning to our example, the leader who presented her values above, her organization's vision is "To take a leadership role in preparing our students to be life-long learners while making a difference in a global environment." The president's vision is "To create a more humane and sustainable world community by developing global learners and leaders." There is alignment of the president's vision with the organization's shared vision. Her vision is "To strive for authentic simplicity and engage in learningful relationships with a meaningful and sustainable purpose." Like her values, her vision aligns with the president's and with the organization's vision. There is a shared direction. As noted, a person can have visions for different parts of his or her life, but a person's dominant vision can change or adjust other visions at any given time. Be aware of the connections between them. Having a meaningful personal vision provides "the ideal to strive for." It also provides a basis for action and provides the motivation for creating and committing to one's direction. Being mindful of one's vision is crucial for it to have an impact on one's work and life. Identification and communication of a set of core values and a vision (both personally and organizationally) is a strong start. Yet, a vision is only effective if purposeful action is taken reflecting the meaning of the vision. The next step is to identify one's personal mission that stimulates action. 88 PRACTICING ORGANIZATION DEVELOPMENT At work, leadership is about aligning people, which includes getting the people behind an organization's vision (Kotter 2002; Kotter and Cohen 2002). The way the leader-change agent communicates the vision serves as a symbol of the authenticity of the vision. The leader is the central advocate for the vision. Leaders must also work diligently to ensure that the stakeholders know where this vision is going and how it affects them. This includes asking for their insights and engaging them in dialogue about the vision so the vision is real to them. People (and organizations) can have multiple visions that overlap. For example, a leader can have both a personal and professional vision-and, as noted, they must be aligned to achieve the two visions successfully. Within an organization, different divisions that make different products may have different visions, but the overriding vision is the vision of the parent company-the dominant vision that must be shared and adhered to. In an organization, visioning is a process of creating and communicating the direction of the organization as it impacts every stakeholder, especially the employees and customers. A process of education, training, questioning, and communicating must be used to bring the vision to life for each organizational member. The vision statement found in the strategic plan, a website, or on the wall must find a way into the behavior, attitudes, purpose, and heart of the people as well as to the goals, strategies, and tasks to be achieved for the organization. Returning to our example, the leader who presented her values above, her organization's vision is "To take a leadership role in preparing our students to be life-long learners while making a difference in a global environment." The president's vision is "To create a more humane and sustainable world community by developing global learners and leaders." There is alignment of the president's vision with the organization's shared vision. Her vision is "To strive for authentic simplicity and engage in learningful relationships with a meaningful and sustainable purpose." Like her values, her vision aligns with the president's and with the organization's vision. There is a shared direction. As noted, a person can have visions for different parts of his or her life, but a person's dominant vision can change or adjust other visions at any given time. Be aware of the connections between them. Having a meaningful personal vision provides "the ideal to strive for." It also provides a basis for action and provides the motivation for creating and committing to one's direction. Being mindful of one's vision is crucial for it to have an impact on one's work and life. Identification and communication of a set of core values and a vision (both personally and organizationally) is a strong start. Yet, a vision is only effective if purposeful action is taken reflecting the meaning of the vision. The next step is to identify one's personal mission that stimulates action.

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 8 9 Mission Mission is purpose. It is what you do each and every day to live by your values. Also, a mission statement will support taking you where you want to go, to reaching your vision. A mission statement helps you to focus on what should be done. It can energize the highest and most creative energies to attain set goals. This suggests the benefits of writing a good personal and professional mission statement. Mission statements, like vision statements, take time to write and require deep reflection to achieve connection across one's values, vision, and mission. Consider the following example as a place to start in writing a personal mission statement. My mission is (use action verbs) for what: ____ (principle or cause) to/with or for (whom) _____ The question to be considered: What is the guiding purpose that pulls you closer to realizing your vision? Continuing with the above leader illustration, the organization's mission is "Developing leaders through innovative and agile programs that focus on the sustainability and entrepreneurial issues for organizations." We define sustainability as including the whole system to collectively consider human, financial, and environmental capital as it relates to profit that can result in a better world for this generation and generations to come. The president's mission is "Developing and delivering distinctive and innovative management programs that maximize students' potential." The organization's member wrote a mission that is simple yet significant to the organization's and president's mission. Because she is a faculty member that serves students, her mission is "Facilitating learning and serving with others to create a sustainable future for the students, myself, and my organization." There is alignment of her mission to both the president's and the organization's mission. As noted above, the mission statements for both the leader and his or her organization are at the center of the process of knowing what you, as the leader of change, should be doing today as a leader of change. There are practical implications for writing a meaningful personal mission statement. Being fully engaged is essential to commitment to one's mission and the quest to fulfill goals. In order to go beyond just writing the words to design what Quinn (1996) calls "rules of operation," one must be able to closely identify with and be continually mindful of the behaviors and actions that are reflected in the written statements. Because change, for our purposes, includes hearing challenges, resistance, and agreements, writing your mission statement can be a challenging activity-especially as it relates to personal change. Yet, according to Quinn, "Knowledge accumulates, assumptions are made, values formulate, competencies develop, and rules of operation are established" (1996, 9). Importantly, a person's rules-of-operation are best based on written vision and mission

90 PRACTICING ORGANIZATION DEVELOPMENT statements that gain full commitment by a determined writer. Next, you will think about leadership competencies. Many of your competencies have been influenced and made possible the formation of your values, vision, mission, and the ability to lead effectively. Transformational Leadership Competencies It is no mystery that a leader's competencies will manifest themselves in demonstrated actions. The areas in which a leader is strong will receive more attention and show through-whether or not they are beneficial competencies. A study by Stavros (1998) shows that outstanding capabilities of a leader come to the surface as the leader functions with organizational members. Skills, such as oral communications, networking, self-confidence, initiative, and attention to detail, may be the hallmark of a particular leader's activities. Also in Stavros' studies of leaders, the ability to take the initiative in creating a new vision, communicating the vision to others, giving attention to detail, presenting feedback, and having the confidence to move forward demonstrates the essence of effective leadership skills. These are noted as the competencies required in an organization for leadership of transformational change to happen. For identifying your leadership core competencies, Table 5.2, based on Boyatzis (1998), provides terms and definitions. Taylor (2006) notes that the key to self-development is the real selfbeing identified through the accurate knowledge the person has of self and then through gaining input from others that adds to self-knowledge. "This is because the individual and others have unique insights into the individual's real self, making their joint observations a more complete assessment than either assessment would be alone" (644). Therefore, after identifying leadership competencies, these competencies can also be used in an interview process with three to four of your trusted advisors. These are people you respect and admire, people who have known you for a good while, and people you have worked with in the past. Trusted advisors also may include a personal acquaintance such as a family member or close friend whom you request to be honest as well as people who genuinely want the best for you. Prior to your conversations with your trusted advisors, you will ask them to identify your core values. Then, you will share your values, vision, and mission and compare their perceptions with yours. This conversation will help you best understand your trusted advisors' perceptions of you and your leadership style and whether your actions reflect their understanding of your values, vision, and mission. The goal is to learn what they believe are your leadership competencies and then compare their list with yours. Seek trusted advisors who are willing to give straightforward answers regarding what leadership competencies they see you demonstrate in your personal and work environment and to be honest about where improvement is needed. The openness of the trusted advisors will

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 91 Table 5.2. Leadership Competencies to Effectively Lead Change Competency Competency Define Efficiency Orientation The ability to perceive input/output relationships and the concern for increasing the efficiency of action. Planning The ability to define goals/objectives, strategy, tactics, and resources to be used to meet the purpose (mission). Initiative The ability to take action to accomplish something and to do so before being asked, forced, or provoked into it. Attention to Detail The ability to seek order and predictability by reducing uncertainty. Flexibility The ability to adapt to changing circumstance, or alter one's behavior to fit the situation better. Networking The ability to build relationships, whether they are one-to-one relations, a coalition, an alliance, or a complex set of relationships among a group of people. Self-Confidence The ability to consistently display decisiveness or presence. Group Management The ability to stimulate members of a group to work together effectively. Developing Others The ability to stimulate someone to develop his abilities or improve his performance toward an objective. Oral Communication The ability to explain, describe, or tell something to others through a personal presentation. Pattern Recognition The ability to identify a pattern in an assortment of unorganized or seemingly random data or information. Social Objectivity The ability to perceive another person's beliefs, emotions, and perspectives, particularly when they are different from the observer's own beliefs, emotions, and perspectives. Source: Adapted from Boyatzis (1998) and (2007). support future development efforts. It is helpful to rank these competencies listed as outstanding, above average, average, or needs improvement. Writing Your Leadership Self-Assessment An important step in the journey to awareness is to write your findings regarding each step in this journey. Write it down. Don't miss anything, and make it a comprehensive journey of leadership development. The findings include putting your values, vision, and mission at the beginning and writing a narrative that is a personal message to yourself and then comparing it to the organization's values, vision, and mission. The following are some questions to consider: 1. Why is the journey occurring (including why you are doing the assessment)? What do you hope to accomplish? Does it matter?

92 PRACTICING ORGANIZATION DEVELOPMENT 2. What have you done in the past in developing leadership capacity? How do you expect to accomplish growth through this effort? 3. What are your values, vision, and mission statements? It could include why you chose the five values. Write comments from your trusted advisors perceptions of your values, vision, and mission. What is the true reality identified? Is it yours, theirs, or something new? 4. What is the outcome of the assessment? How do you expect to use these results? Write a report and commentary on your interviews regarding your leadership competencies and the evidence provided to support these competencies (the matrix). What competencies surprised you? Which ones do you need to further develop? What are your thoughts on what was said about your leadership competencies? (This is the larger part of your report.) 5. What will you do as a result of what was learned? What must you be mindful of regarding performance as a leader? Write a commitment describing how you will specifically use the information from the interviews and the collected materials from the process. What specifically will you do in the next weeks and months to achieve your vision and mission? How will you expand your leadership capabilities for your performance as a transformational leader? 6. Make a commitment to developing yourself in identified areas and how often you will revisit the materials to stay on track. Stay focused on your values, vision, and mission and their alignment with your work and your organization. The goal in writing this self-assessment is to make sense of the possibilities that can and do arise from the learnings achieved from the assessment. The final question above is linked to the essence of this learning process. SUMMARY This chapter provides the materials to support a leader's developmental journey, whether they are active OD practitioners or organizational leaders. Effective transformational leadership development [equires a self-organized assessment process. We acknowledge there are many ways to move through deep, personal transformational change. Living an effective life requires us to listen to the messages of "shoulds" offered by experiences, thinking, reflections, and personal learnings (Buckingham and Clifton 2001). It also requires us to be mindful of how to successfully utilize those messages. According to Sethi (2009, p. 7), "Mindfulness at work is a key leadership competency, and leaders now more than ever need to live and lead mindfully, coach others to be mindful, and create a mindful organization."

TRANSFORMATIONAL LEADERSHIP DEVELOPMENT 9 3 Transformational leaders can transform organizations because, by knowing themselves and their organizations, visionary leadership can be the outcome, while also resulting in "new ways of thinking about strategy, structure, and people, as well as about change innovations, and having an entrepreneurial perspective" (Warrick 2011, 13). This is a leadership style that can be learned and nurtured through mindfulness and self-awareness. Discussion Questions 1. How can transformational leadership help transform organizations? 2. What OD competencies help to strengthen a transformational leader? 3. Do your personal values, vision, and mission align with your organization's values, vision, and mission? If so, how and why? If not, what can be done? 4. How can you as a transformational leader stay aware of internal and external factors of your organization and its environment before and during an organization's transformation? Resources Center for Creative Leadership Development: www.ccl.org Brian Tracy's Leadership Blog on successful leadership: www.briantracy.com/blog/ leadership-success/great-leadership-leadership-traits-types-of-leadership/ "How Good Are Your Leadership Skills?" assessment by Mindtools: www.mindtools .com/pages/article/newLDR_50.htm The Frances Hesselbein Leadership Institute, formerly the Drucker Foundation:www .hesselbeininstitute.org References Barrett, F. 2004. "Coaching for Resilience." Organization Development Journal 22 (1): 93-96. Bass, B. M., and R. E. Riggio. 2006. Transformational Leadership. Mahwah, NJ: Lawrence Erlbaum Associates. Baumeister, R. F. 2005. The Cultural Animal: Human Nature, Meaning, and Social Life. New York: Oxford University Press. Bennis, W. 1991. "Creative Leadership." Executive Excellence (August): 5-6. Boyatzis, R. E. 1998. Transforming Qualitative Information: Thematic Analysis and Code Development. Thousand Oaks, CA: Sage. Boyatzis, R. E. 2007. "ORBH450: Executive Leadership Notes for Class 1." Executive Doctorate in Management Program. Case Western Reserve University, Cleveland, Ohio (August 21). Boyatzis, R. E., and K. Akrivou. 2006. "The Ideal Self as the Driver of Intentional Change." Journal ofManagement 25 (4): 624-642.

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