UNLEASHING ORGANIZATIONAL POTENTIAL:
METHODS AND SKILLS FOR CULTURE CHANGE
MBA FOR EXECUTIVES
Term Seven
2009-2010
UNLEASHING ORGANIZATIONAL POTENTIAL:
METHODS AND SKILLS FOR CULTURE CHANGE
Term Seven, 2009-2010
FACULTY
Professor Ryan Quinn
COURSE RATIONALE AND OVERVIEW
Unleashing Organizational Potential (UOP) is designed to introduce methods and skills that a
person can use to unleash an organization’s potential by transforming that organization’s culture.
An organization’s potential is unleashed when its cultural repertoire and assumptions enable,
excite, empower and direct its members and its constituents in productive ways. This course will
help you learn how to create such a culture by introducing you to different ways to understand
and intervene in an organization’s culture and to help you begin developing the skills needed to
do so effectively. When you complete this course, you will have:
1. Developed a deeper understanding of what organizational culture is;
2. Learned different methods for cultural intervention;
3. Identified ways in which these methods could be applied in your own organization or in
an organization you are familiar with;
4. Identified some of the skills that you, personally, need for successful interventions; and
5. Begun developing those skills.
Course Topics. The three methods for large-scale culture change that we learn about in this class
are (1) Process Intervention, (2) The Competing Values Framework, and (3) Appreciative
Inquiry. Each of these intervention methods involve critical decisions about whether and when to
engage in change, collecting data, diagnosing the current culture, facilitation, setting goals and
making plans, implementation, sustainability/institutionalization, and leadership. And each of
these stages of the change process requires different but overlapping skills. The table on the
following page, “Course Framework: Process, Methods, and Skills,” is designed to illustrate the
topics we will cover. The intervention process can be found in the far left column. This process is
also the outline for our course, as each day in class will cover a separate stage in the process. The
table identifies just a few of the intervention skills that are likely to be useful at each stage, in
each method. This list of skills should be useful to students in determining which skills they
would like to focus on developing during the class and afterwards.
Pedagogical Approach. UOP will use a variety of teaching techniques to strive to accomplish
our learning objectives. These include case discussions, experiential exercises, reflections, and
role playing.
My goal is to create the most powerful learning experiences possible every day we are together.
Please join me in this endeavor. Prepare before class, be present in class, and engage your
colleagues vigorously.
Some classes require participation beyond reading. Please read the assignments carefully and
come prepared, not only to maximize your own learning, but also to maximize others’ as well.
Course Framework: Process, Methods, and Skills
METHODS
Process Process Consultation Competing Values Appreciative Inquiry
Deciding whether, Problem definition, organizational design, inquiry, identification of relevant
when, and how to stakeholders, articulation and persuasion, identification of coalitions, earning
intervene trust…
Data and Conceptual Basic data collection Creating unconditionally
Diagnosis understanding, setting and statistical analysis, positive questions,
norms, active listening, articulation and designing large-group
identification of legitimation… meetings, setting norms,
participation and interviewing, allowing
Facilitation Setting norms, active
influence patterns, negativity without feeding
listening, surfacing and
surfacing and managing it, active listening...
managing conflict,
conflict…
identifying social
patterns, speaking truth
to power…
Setting goals and Purpose-finding, setting norms, active listening, Managing a rhythm
planning identification of social patterns, surfacing and between small- and large-
managing conflict, speaking truth to power, group work, maintaining a
allowing emergent processes… possibility stance,
guarding against "sacred
cows"…
Implementation Planning, design, establishing feedback systems, Allowing emergent
allowing emergent processes, symbolic change, providing
leadership… support…
Institutionalization Eliciting internal voices and knowledge, integrative problem-solving,
experimentation, externally-focused learning, behavioral change, formalization,
collaboration, results-focus, support...
Leadership Integrity, purposefulness, role modeling, perspective-taking, behavioral change,
self-awareness, optimism, humility, curiosity, improvisation…
REQUIRED MATERIALS
Required course materials include:
1) Diagnosing and Changing Organizational Culture: Based on the Competing Values
Framework (1998) by Kim S. Cameron and Robert E. Quinn. Reading, MA: Addison-
Wesley.
2) Appreciative Inquiry Handbook: The First in a Series of AI Workbooks for Leaders of
Change (2003) by David L. Cooperrider, Diana Whitney, and Jacqueline M. Stavros
(Editors). San Francisco: Berrett-Koehler; and
3) Readings and cases included in the Unleashing Organizational Potential course packet.
All required course materials are available at the Darden Bookstore.
Course Outline
Term VII, 2008
UNLEASHING ORGANIZATIONAL POTENTIAL
Day Topics Materials
Nov. 20, 2009 Why culture? 1. "Defining Organizational Culture" and "Uncovering the Levers of Culture" from
When culture? Organizational Culture and Leadership, pp. 3-27 (in the course pack)
Block 4 2. "An Introduction to Changing Organizational Culture," "The Organizational
Culture Assessment Instrument," and "The Competing Values Framework"
(chapters 1 - 3) from Diagnosing and Changing Organizational Culture
3. "Appreciative Inquiry Process: How it Works" from Appreciative Inquiry
Handbook, pp. 27-42
Nov. 21, 2009 Diagnosis 1. "Deciphering Culture for Insiders" from Organizational Culture and Leadership,
pp. 147-168 (course pack)
Blocks 1-2 2. "Discovery: What Gives Life?" and "Dream: What Might Be?" from
Appreciative Inquiry Handbook, pp. 85-140
3. "Constructing an Organizational Culture Profile," and "Using the Framework to
Diagnose and Change Organizational Culture" (chapters 4 & 5) from Diagnosing
and Changing Organizational Culture
Dec. 18, 2009 Planning and 1. "Introducing, Defining, and Planning an Appreciative Inquiry Initiative" from
Process Appreciative Inquiry Handbook, pp. 43-84
Blocks 1 & 2 2. "The Leader's Role in Midlife, Mature, and Declining Organizations" from
Organizational Culture and Leadership, pp. 313-333
3. "Appendix C: Hints For Initiating Organizational Culture Change in Each
Quadrant" from Diagnosing and Changing Organizational Culture
Dec. 19, 2009 Implementation 1. Children's Hospital and Clinics (A) (HBS-9-302-050)
Block 1 and 2. "Design: How Can It Be" and "Destiny: What Will Be?" from Appreciative
Sustainability Inquiry Handbook, pp. 141-210
Jan. 14, 2010 Faciliation 1. Case reading distributed during previous on-grounds residence
Blocks 5 & 6 2. "Individual Change as a Key to Culture Change" (chapter 6) from Diagnosing
and Changing Organizational Culture
Jan. 15, 2010 Leadership 1. Moments of Greatness: Entering the Fundamental State of Leadership (HBR
R0507F)
Blocks 1 & 2 2. "Lift: A Positive Influence and a Psychological State" from Lift: Becoming a
Positive Force in Any Situation (http://www.leadingwithlift.com/liftbook.html)
Jan. 16, 2010 Wrap-up
Block 1