From Experts to Explorers: Reclaiming the Transformative Spirit of OD

When was the last time you scrolled through your LinkedIn feed without spotting yet another invitation to attend an expert panel with groundbreaking insights about Organization Development (OD)? These events, while often packed with brilliant speakers, compelling ideas, and even a little Q&A, tend to follow a well-worn script: top-down wisdom with little space for true dialogue—rarely does the “expert” risk being transformed themselves. I’ll admit, I’ve caught myself playing the role, slipping into "sage mode", repeating polished concepts borrowed from others. But doesn’t that run the risk of undermining the essence of OD, which is inherently about generating conditions for transformative vs. informative learning?

Intellectual Gymnastics

William James once observed that some people have an “intellectual respectability” so rigid it uproots the prospect of dialogue entirely:

“We can’t converse about certain subjects at all, can’t let our minds play over them, can’t even mention them in their presence” (James, 1914, p. 37).

In other words, the over-polished "thought-leader" approach often has a bad habit of stifling the open, exploratory, and community-driven spirit that OD is all about. OD isn’t about “knowing more” or performing clever intellectual maneuvers. For me, it's about creating healthy holding environments — a balance of supports and challenges - conducive to unveiling wisdom and insights already within (and between) us!

That may sound mystical, but think about it... what would it be like to set social hierarchy aside, at least for a moment, in service to community-based discovery.

Transformative Learning

Since much of OD practice includes a process of facilitating transformative learning , you might consider one of Paulo Freire's central concepts - transformative learning does not entail a “banking” approach where information is deposited into passive participants (like empty receptacles), but a form of genuine praxis, or Conscientization , (a critical consciousness) where learners engage in a cycle of reflection and action, awakening to new insights within themselves and their contexts. Freire suggests that

“Those who authentically commit themselves to the people must re-examine themselves constantly. ?This conversion is so radical as not to allow for ambivalent behaviour… ?Conversion to the people requires a profound rebirth. ?Those who undergo it must take on a new form of existence; they can no longer remain as they were.”

Isn't that what T-Groups are for?

If all this talk about learning to re-examine ourselves in social contexts that do not allow us to 'remain as we were' brings up visions of T-Groups or Group Relations Conferences , you're on the right track. I've learned a lot of valuable lessons from participating in these experiences, though something always felt a little off; an imbalance where the challenges overshadowed supports. Too often I witnessed moral injury, negligent facilitation, and even cruelty. Many of my close friends and well-known colleagues still reflect on lingering psychological wounds that remain unresolved even decades later! A great deal of emotional willingness toward self-examination is helpful in these contexts, but given the leap for newbies (and even seasoned professionals), I started to wonder if we might be able to create a different experiential learning option; at least one more congruent with my own moral and educational philosophy. This is why I created OD Immersives ,

OD Immersives

An OD Immersive is a two-hour, hands-on learning event where participants, rather than listening to experts or being thrown into the fire, step into the role of a central character—often an OD consultant, coach, or leader—based on real case studies. In these sessions, a small group of participants explores what it feels like to take on the character’s challenges by sharing what they might think, feel, or do in each scenario. Acting as "one mind" weighing and debating perspectives present in each scene, the group reflects openly on their assumptions, attachments, and anxieties, working together to explore different ways to respond.

Guided by gifted facilitators, who do very little talking themselves, OD Immersives have a "living room vibe" that emphasizes slowing down, observing and thinking aloud when the spirit moves you, and inviting participants to deepen their awareness without searching for the “right answer.” Instead, we kick our shoes off and practice pausing, reflecting, validating, and challenging each other. This blend often reveals insights that clever or fast-paced thinking might easily overlook. Yes, participants leave with richer self-understanding and critical reflection skills they can use to approach real-world challenges - but so do the facilitators themselves.

If you'd like to learn more about OD Immersives, the best thing to do - far better than reading this piece - is to experience one for yourself. Check out our 2024 - 2025 OD Immersive Calendar and RSVP today! https://www.opensourceod.com/odimmersivescalendar

What do you think?

I would love to hear what YOU think! What if higher education stopped treating students as passive recipients of expertise and instead cultivated transformative learning spaces where professors (like facilitators in OD Immersives) are equally vulnerable to being changed by the dialogue? How would this shift impact the very nature of teaching and learning about OD? And ultimately, why do so many of us still prioritize intellectual performance over community-driven discovery and self-awareness?