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- 4. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 9 Evaluating and Institutionalizing Organization Development Interventions Learning Objectives • Illustrate the research design and measurement issues associated with evaluating organization development (OD) interventions. • Explain the key elements in the process of institutionalizing OD interventions. Chapter Outline and Lecture Notes This chapter focuses on the final stage of the organization development cycle—evaluation and institutionalization. Evaluation is concerned with providing feedback to practitioners and organization members about the progress and impact of interventions. Institutionalization is a process for maintaining a particular change for an appropriate period of time. It ensures that the results of successful change programs persist over time. 9-1 Evaluating Organization Development Interventions There are two types of evaluation efforts. The first involves collecting information about how well an intervention is progressing so that modifications in the implementation can take place. The second involves a determination about the impact of the intervention on the organization. To isolate the impact, the OD practitioner must find ways to rule out alternative explanations. This is not often an easy task and requires the practitioner to understand research design issues and to apply them creatively. 9-1a Implementation and Evaluation Feedback Evaluation should include during-implementation assessments and after- implementation evaluation. Evaluation focused on guiding implementation may be called implementation feedback and assessment intended to discover intervention outcomes may be called evaluation feedback. Figure 9.1 shows the two kinds of feedback fit with diagnostic and intervention stages of OD. After an invention has been in place for a period of time such as 3 months, members use implementation feedback to see how the intervention is progressing. Additional implementation feedback sessions may be used at other time periods further in the process. Once the intervention is fully implemented, evaluation feedback is used to assess overall effectiveness of the program. The evaluation feedback includes all the data from the measures used during the implementation feedback as well as additional measures.
- 5. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 9-1b Measurement Providing useful implementation and evaluation feedback involves two activities: (1) selecting the appropriate variables, and (2) designing good measures for them. 1. Selecting Appropriate Variables The variables should derive from the theory or model underlying the intervention. Historically, OD assessment has focused on attitudinal outcomes more so than performance outcomes. 2. Designing Good Measures The measures used should be operationally defined, reliable, and valid. a. Operational Definition. This means that the empirical data needed is specified along with how the data will be collected and how it will be converted to information. Table 9.1 includes several operational definitions. b. Reliability. This concerns the extent to which a measure represents the true value of the variable. It assesses accuracy of the operational definition. c. Validity. This concerns the extent to which the measure actually reflects the variable it is intended to measure. Validity can be assessed in several ways including face (or content) validity, criterion (or convergent) validity, and predictive validity. 9-1c Research Design In addition to measurement, OD practitioners must make choices about how to design the evaluation to achieve valid results. The key issue is how to design the assessment to show whether the intervention did in fact produce the observed results. This is called internal validity. The second question is whether the intervention would work similarly in other situations and this is called external validity. Practitioners have used quasi-experimental designs to assess OD interventions. Table 9.3 provides an example of a quasi-experimental design having the following three features. • Longitudinal measurement involves measuring results repeatedly over relatively long periods of time. • Comparison unit means measuring outcomes at a location with the intervention and one without any intervention. • Statistical analysis will be used to rule out the possibility that the results are caused by random error or chance. Application 9.1: Evaluating Change at Alegent Health This application describes the implementation and evaluation feedback that were developed for the Alegent Health project. It is a detailed example of how data can be used to guide current implementation and evaluate the effectiveness of an intervention.
- 6. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Get students to discuss the strengths and weaknesses of the assessment? How could it have been improved? Ask how much confidence they have in the lessons learned for this organization? 9-2 Institutionalizing Organizational Changes Recall that Lewin described change as occurring in three stages: unfreezing, moving, and refreezing. Institutionalizing interventions means to refreeze. Refreezing ensures that the change lasts. Figure 9.2 provides a framework for identifying the factors and processes that contribute to the institutionalization of OD interventions including the process of change itself. 9-2a Institutionalization Framework The model shows that two key antecedents—organization and intervention characteristics—affect different institutionalization processes operating in organizations. These processes then affect various indicators of institutionalization. 9-2b Organization Characteristics Organization characteristics include three specific dimensions which can affect intervention. • Congruence is the degree to which an intervention is perceived as being in harmony with the organization’s managerial philosophy, strategy, and structure; its current environment; and other changes. • Stability of environment and technology refers to the degree to which the organization’s environment and technology are changing. The persistence of change is favored with environments are stable. • Unionization tends to make interventional institutionalization more difficult. 9-2c Intervention Characteristics Intervention characteristics include five features that affection the institutionalization process. • Goal specificity involves the extent to which intervention goals are specific rather than broad. Specificity helps direct socializing activities to particular behaviors required to implement the intervention. • Programmability involves the degree to which the changes can be programmed or the extent to which the different intervention characteristics can be specified clearly in advance. • Level of change target at total organization, department, or small work group levels. • Internal support refers to the degree to which there is an internal support system to guide the change process.
- 7. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. • Sponsorship concerns the presence of a powerful sponsor who can initiate, allocate, and legitimize the resources for the intervention. 9-2d Institutionalization Processes Institutionalization processes include five processes which directly affect the degree to which OD interventions are institutionalized. • Socialization concerns the transmission of information about beliefs, preferences, norms, and values with respect to the intervention. • Commitment binds people to behaviors associated with the intervention. • Reward allocation involves linking rewards to the new behaviors required by an intervention. • Diffusion refers to the process of transferring changes from one system to another. • Sensing and calibration involves detecting deviations from desired intervention behaviors and taking corrective action. 9-2e Indicators of Institutionalization Indicators of institutionalization reveal the extent of an intervention’s persistence. • Knowledge is the extent to which the organization members have knowledge of the behaviors associated with the intervention. • Performance is the degree to which the intervention behaviors are actually performed. • Preference involves the degree to which organization members privately accept the organizational changes. • Normative consensus focuses on the extent to which people agree about the appropriateness of the organizational changes. • Value consensus is concerned with social consensus on values relevant to the organizational changes. Application 9.2: Institutionalizing Structural Change at Hewlett-Packard HP is one of the premier companies in the U.S. and has implemented several major large- scale changes. The application helps students to see that change can occur at many different levels and that institutionalizing change is a difficult undertaking. It describes how culture and reward systems can play a strong role in both supporting and constraining change. Summary This chapter explores the final two stages of planned change—evaluating interventions and institutionalizing them. Evaluation was discussed in terms of two kinds of necessary feedback: implementation feedback, concerned with whether the intervention is being implemented as intended, and evaluation feedback, indicating whether the intervention is producing expected results. Evaluation of interventions also involves decisions about measurement and research design. Measurement issues focus on selecting variables and
- 8. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. designing good measures. Research design focuses on setting up the conditions for making valid assessments of an intervention’s effects. OD interventions are institutionalized when the change program persists and becomes part of the organization’s normal functioning.
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- 10. propellers, and Jack clambered aboard so that the pilot could let go, they trundled over the ground, and took to the air without any difficulty. Both felt relieved now that they had a chance to fly once more. First of all it was their policy to mount to a high level, where they could hope to pass unnoticed over the numerous towns and villages that still lay in the route to the fighting front beyond the border. Of course everything looked strange to them below. They could make out roads, and lines of rails over which laden trains were passing back and forth; but though Tom had a map of Western Germany with him he could not recognize a thing. They were heading right, at any rate, and if allowed to proceed a certain distance would surely strike their objective, the line where the rival armies lay in their trenches. Jack had also managed to stop the tiny leak in their tank before they arose, which would help them greatly in conserving their store of fuel. Neither of them knew how many miles they must fly before reaching a friendly zone. It might be fifty, and it might only be fifteen; but as long as a drop of gasolene remained in their tank they meant to push steadily on. Fortune was again kind to them, for in time they realized that they were nearing the scene of warfare. The dense clouds of smoke in the distance told them this, in the first place, and later on they occasionally caught the dull concussion of the big guns that rocked the earth every time they were discharged. Now came the most critical time of all for the two young aviators. If their arrival on the scene of action chanced to be noticed in time, a flock of eager Fokker pilots would rise to intercept them. It would be hard indeed if, after surmounting all the difficulties that had beset their way thus far, they should be shot down when in sight of their goal. Tom exercised due vigilance. At the same time he found himself gripped in a constant state of anxiety the nearer they drew to the
- 11. battlelines. Planes were in sight, many of them, and the sausage-shaped observation balloons swayed to and fro in double lines well back of the front. Tom endeavored to pick his way along carefully. He had Jack using the glass and searching the heavens to make out the identity of every machine in sight. As before, it turned out that the nimble Nieuports were the ones doing “ceiling work,” while far below a German, defended by a flock of aviatiks, was pushing forward, evidently intending to take a look at what the French were doing. The strain was soon over. Down came several of the guard planes, after recognizing one of their own machines in the clumsy Caudron. Tom saw that the entire trio had the familiar Indian head painted on the body of the machines, showing that they were Americans. They knew of the absence of the two young airmen and were delighted to see them turn up after they had been given over as lost. And so in due time Tom made as neat a landing in his own field as any veteran could have done, amid the cheers of scores and scores of pilots, mechanicians and French soldiers, who came running like mad when they saw who was dropping from the skies. Although utterly exhausted and almost frozen after their bitter experience, Tom and Jack could not retreat until they had shaken hands with dozens of the noisy throng that surrounded them. After that they were at least no longer cold, for their fingers had been squeezed, and hearty slaps laid on their backs by the excited aviators. When later on they told their story, modestly enough, to be sure, and Tom held up the precious paper which he had recovered in such a miraculous fashion, they received a perfect ovation from the crowd. Then, one day later on, the boys discovered to their great astonishment, and delight as well, that they had been cited in the Orders of the Day, each being awarded the coveted Croix de Guerre,
- 12. and Tom being advanced to the grade of corporal in the French service, which for one so young was a very high honor indeed. Of course, Tom took advantage of the first opportunity that arose to write a long account of their adventure and send it home, also enclosing the precious paper, after taking a copy of it to hold in case the original was lost in the mails. It may be said in passing that in due time Mr. Raymond received this letter with its welcome enclosure, and never ceased to marvel at the remarkable manner in which his son had recovered the lost document. After they had recovered from their strenuous journey the two young aviators were more than ever anxious for continued service. The taste of peril had sharpened their appetites, it seemed, and made them eager to meet with further exciting experiences in their chosen work. All the members of the famous escadrille were very fond of the boys, and each seemed to deem it a privilege to coach them in the thousand and one problems that daily confront a war aviator. Jack sometimes was seen to muse, as though his thoughts had taken a backward flight. Tom imagined he might be thinking of those at home, and once even exhibited more or less sympathy for his chum, when, to his surprise, and also amusement, Jack unblushingly admitted that the one he was thinking of chanced to be pretty little Bessie Gleason. “It’s a queer thing, Tom,” he remarked, when the other chuckled, “but somehow I find myself wondering whether I’ll ever run across that girl and her stern guardian again. Since you played in such great luck and pounced on Adolph Tuessig in such a remarkable way, perhaps, who knows, I may find myself face to face with Bessie one of these days. Anyhow, I hope so.” “You never can tell,” was all Tom would say in reply; and yet, if you read the second volume of this series, entitled “The Air Service Boys Over the Enemy’s Lines; or, The German Spy’s Secret,” you will find that not only did Jack have his wish realized, but that a fresh and
- 13. most astonishing array of thrilling happenings overtook the two chums while they were still “flying for France.” THE END.
- 14. Up-to-date Juveniles at the popular price of 50c. each AIR SERVICE BOYS FLYING FOR FRANCE By Chas. A. Beach or The Young Heroes of the Lafayette Escadrille. AIR SERVICE BOYS OVER THE ENEMY’S LINES By Chas. A. Beach or The German Spy’s Secret. AIR SERVICE BOYS OVER THE RHINE By Chas. A. Beach or Fighting Above the Clouds. ANDY AT YALE By Roy Eliot Stokes or The Great Quadrangle Mystery. ARMY BOYS IN FRANCE By Homer Randall or From Training Camp to Trenches. ARMY BOYS IN THE FRENCH TRENCHES By Homer Randall or Hand to Hand Fights with the Enemy. ARMY BOYS ON THE FIRING LINE By Homer Randall or Holding Back the German Drive. BERT WILSON AT THE WHEEL By J. W. Duffield BERT WILSON’S FADEAWAY BALL By J. W. Duffield BERT WILSON WIRELESS OPERATOR By J. W. Duffield BERT WILSON MARATHON WINNER By J. W. Duffield BERT WILSON AT PANAMA By J. W. Duffield BERT WILSON’S TWIN CYLINDER RACER By J. W. Duffield BERT WILSON ON THE GRIDIRON By J. W. Duffield BERT WILSON IN THE ROCKIES By J. W. Duffield
- 15. BOB SPENCER, THE LIFE SAVER By Captain Taylor Armitage or Guarding the Coast for Uncle Sam. DAVE FEARLESS AFTER A SUNKEN TREASURE By R. Rockwood or The Rival Ocean Divers. DAVE FEARLESS ON A FLOATING ISLAND By R. Rockwood or The Cruise of the Treasure Ship. DAVE FEARLESS AND THE CAVE OF MYSTERY By R. Rockwood or Adrift on the Pacific. HIRAM, THE YOUNG FARMER By Burbank L. Todd or Making the Soil Pay. JOE STRONG, THE BOY WIZARD By Vance Barnum or Mysteries of Magic Exposed. JOE STRONG ON THE TRAPEZE By Vance Barnum or The Daring Feats of a Young Circus Performer. JOE STRONG, THE BOY-FISH By Vance Barnum or The Marvelous Doings of a Boy-Fish. JOE STRONG ON THE HIGH WIRE By Vance Barnum or A Motorcycle of the Air. JOE STRONG AND HIS WINGS OF STEEL By Vance Barnum or A Young Acrobat in the Clouds. NAVY BOYS AFTER A SUBMARINE By Halsey Davidson or Protecting the Giant Convoy. NAVY BOYS CHASING A SEA RAIDER By Halsey Davidson or Landing a Million Dollar Prize. NAVY BOYS BEHIND THE BIG GUNS By Halsey Davidson or Sinking the German U-Boats.
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- 17. TRANSCRIBER’S NOTES: Obvious typographical errors have been corrected. Inconsistencies in hyphenation have been standardized. Archaic or variant spelling has been retained.
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