The Interconnection between OD/IO and Training

Who is responsible for fixing problems within organizations? It depends. If the problem is a knowledge or skill problem, it is likely to fall within the sphere of training professionals. If it has to do with people and their interactions, it is probably going to be handled by an OD or IO practitioner. In agile and adaptive organizations managers, team leaders, and even employees are also charged with improving the organization’s operational capabilities. However, direct responsibility for remedying organizations’ woes rests mostly with organization development, industrial organization psychology, and training professionals.

There are many potential causes of organization ineffectiveness. These include lack of skills, unsupportive culture, inadequate technology, ineffective leadership, suboptimal systems and processes, faulty strategies, lack of cohesion, and goal alignment among the workforce, are just a few.

12 Possible Causes of Organization Dysfunction or Ineffectiveness

1. LACK OF KNOWLEDGE OR SKILLS
2. SUBOPTIMAL SYSTEMS / PROCESSES
3. INEFFECTIVE LEADERSHIP
4. INAPPROPRIATE STRATEGIES
5. INADEQUATE TECHNOLOGY
6. LACK OF COHESION & TEAMWORK
7. UNSUPPORTIVE CULTURE
8. INEFFECTIVE GOAL ALIGNMENT
9. DISCORDANT ATTITUDES / BELIEFS
10. DEEP STRUCTURE
11. REWARD SYSTEMS AND ACCOUNTABILITY
12. POLICIES AND PROCEDURES

Approaches to “Fixing” Organizations’ Problems

OD/IO and training professionals take the same approach to fixing things. They begin with a holistic diagnosis to uncover root causes of problems. OD consultants call their initial investigations “organization diagnoses.” Training professionals refer to their investigations as “training needs analyses.” The difference between the two diagnostic approaches is that trainers look mostly at the knowledge and skill gaps of employees and leaders (items 1 and 2 in the list), whereas OD/IO consultants consider sociotechnical issues affecting organization effectiveness (items 3-12 in the list).

The Training Approach. Trainers conduct independent research and use subject matter experts to help them understand the core skills and knowledge (competencies) needed to perform the various tasks associated with a job or the steps in a process. Trainers then apply instructional design methodologies to design and develop programs or instructional media to improve employees’ soft or hard skills. Hard skills refer to the skills someone needs to perform a job and soft skills refer to skills need to relate effectively with others. 

Typical training solutions include workshops, webinars, training videos, eLearning programs, experiential learning activities, case studies, online simulations, handouts, and many other types of activities to enhance skills and impart knowledge. Once training programs are designed and developed, they are taught or facilitated by trainers, who may or may not be experts or possess experience in the subject matter being taught. Remediation strategies are created to refresh and reinforce lessons. Assessments of the training’s effectiveness are conducted at different intervals after the training is completed.

22 Common Training Delivery Methods

1. WORKSHOPS
2. LECTURES, CLASSROOM
3. 2.     WEBINARS
4. CONFERENCES
5. eLEARNING, ONLINE LEARNING
6. SEMINARS
7. VIRTUAL REALITY
8. APPRENTISHIPS
9. ON-THE-JOB TRAINING
10. MENTORSHIPS
11. CASE STUDIES
12. INTERNSHIPS
13. EXPERIENTIAL LEARNING
14. ASSESSMENT CENTERS
15. PODCASTS
16. VIDEOS
17. HANDOUTS, INFOGRAPHICS
18. ANIMATIONS
19. SOCIAL LEARNING
20. SIMULATIONS
21. JOB AIDS
22. PERFORMANCE SUPPORT SYSTEMS

 The OD/IO Approach. OD/IO practitioners take a different approach to identifying problems. OD diagnoses consider knowledge and skills but focus primarily on people’s interactions and relationships as well as how well these social systems are integrated with the technical work environment. This is referred to as sociotechnical system theory. Technical systems, or the technical work environment, do not simply refer to technology, but also include processes, policies, procedures, and rules. Sociotechnical analyses are typically outside the purview of training needs analyses.

After an initial diagnosis, the next step in an OD/IO project is to establish an internal team to assist in the determination of next steps. This team, which I call the “Planning and Implementation Team” (PIT), is responsible for planning, gaining support, implementing, and assessing the effectiveness of their interventions. The PIT is the structure used to transfer knowledge and skills to the organization so they can operate independently in the future. Training professionals do not utilize PITs.

OD interventions require significant input and involvement from the organization and are different than the methods used in training. OD/IO practitioners facilitate interactions in safe environments that allow participants to learn through discourse or experiential learning. They are process experts. Gervase Bushe and Robert Marshak lists 40 interventions used by Dialogic OD practitioners. Several are listed below.

Common Dialogic OD Interventions

• Complex Responsive Processes of Relating
• Conference Model
• Coordinated Management of Meaning
• Cycle of Resolution
• Dynamic Facilitation
• Engaging Emergence
• Future Search
• Intergroup Dialogue
• Moments of Impact
• Narrative Mediation
• Open Space Technology
• Participative Design
• Polarity Management
• Preferred Futuring
• Reflexive Inquiry
• REAL model
• Real Time Strategic Change
• Re-Description
• Search Conference
• Six Conversations
• Social Labs
• Solution Focused Dialogue
• Systemic Sustainability
• Whole Scale Change
• Work Out
• World Café

 Summary

As noted, both trainers and OD/IO practitioners have similar corporate purposes, to improve organization effectiveness and efficiency. Both are essential. In fact, many if not all OD projects incorporate some type of training in them. For example, leadership development is commonly thought of as a “training” program. It is not uncommon to find some type of leadership development intervention in an OD/IO project.

Even so, I contend the two disciplines are different and require different competencies. Most trainers haven’t studied organizational theories, group theories, action research, appreciative inquiry, diagnostic OD, systems theory, social theories, etc. They have a solid background in L&D theories, but OD theories are typically outside of their educational background. On the other hand, I doubt many OD practitioners understand eLearning theories. ADDIE, SAM, Learner-Centered Design, Multimodality, Game-Reward Systems, eLearning theories, etc. The intricacies of learning management systems, SCORM, xAPI, and microlearning are beyond their expertise as well. The point is that these are two distinct disciplines. Practitioners of both may know a bit about the other but, typically, are not experts outside their domains.

Overlap. Despite obvious differences in competencies and theoretical foundations, OD/IO practitioners and training professionals often tread into each other’s turf. Consider the following lists. Place a checkmark next to those that fall within the OD/IO domain and an “X” next to those that are within the Training domain.

___ ___ Organizational Change/Transitions

___ ___ Organizational Processes

___ ___ Organizational Structures

___ ___ Organizational Culture

___ ___ Cross-functional Collaboration

___ ___ Organizational Design

___ ___ Team Effectiveness

___ ___ Organization Harmony

___ ___ Group Norms

___ ___ Employee Commitment/Engagement

___ ___ Competency Development

___ ___ Individual Performance Planning

___ ___ Succession Planning

___ ___ Delegation

___ ___ Leadership

___ ___ Accountability Mechanisms

___ ___ Onboarding

___ ___ Diversity, Equity, Inclusion

___ ___ Performance Management

___ ___ Coaching, Mentoring

Now, think about the knowledge, skills, and theoretical background needed to do the items listed? Is your combination of checkmarks and Xs still valid?

The following table lists some common situations found in organizations and suggests which approach to use to resolve the root causes. The list is far from comprehensive.

Try OD/IO First When:

Employee engagement is low, attitudes and morale are poor, productivity is low, turnover is high

Missed deadlines, confusion regarding responsibilities, lack of accountability

Little trust, organization fiefdoms, bickering, blame, excuse making

Significant internal, unhealthy competition, cross-function dysfunction

Excessive costs, lack of innovation or creativity

Ineffective teams, lack of cohesion, poor or no cooperation, inconsistent collaboration

Try Training First When:

High error rates, unacceptable scrap, wastage, rework, poor or uneven quality

Newer employees aren’t performing up to standard

Need to improve or develop job competencies/skills

Implementation of new system or process within team or entire organization

Ineffective people skills: communication, problem-solving, delegation, etc.

Specific teaming skills: e.g., decision-making, consensus-building, problem-solving

Combination of OD and Training When:

Leadership Development, Supervisory Skills, Team Leadership

Poor cross-functional collaboration or cooperation

Poor product quality

Inefficient processes

When trying to decide what to do, remember Benjamin Bloom’s learning domains: psychomotor (skills), cognitive (knowledge), and affective (attitudes and beliefs). Training is great for the first two. OD is more effective for the latter.

Conclusion

Both OD & L&D seek to improve core competencies and attain competitive advantage for their organizations. They approach things differently, applying different expertise, but may use some of the processes of the other. I firmly believe that unless one is a learned and skilled practitioner of both disciplines, a person should not attempt to do what the other does.

The OD & Change Leadership Group is partnering with the Peter Drucker Graduate School of Management to present a Certificate Program in OD and Change Leadership. It focuses on the practical application of OD and IO theories and training methods in work situations from the viewpoint of an internal or external consultant.

The next iteration of this online program starts on April 26th and is 100% online. Please visit www.ODandChangeLeadership.com. You can learn all you need to know about the program at that site.

Thank you,

Alan Landers

President, CEO the OD and Change Leadership Group