New Patterns of Management.

T-Group Theory and Laboratory Method

Quality improvement is an issue that is addressed by teams, not individuals; yet many workers do not posses the skills necessary to work effectively in teams. Experiential-learning methods such as games, simulations, and instrumentation are particularly appropriate for team learning. The authors offer a detailed explanation of how to select games, simulations, and instruments that are particularly appropriate for quality-improvement training. They suggest that the first step in selection is determining the role of the team itself—to improve steadily, at a rate of 5 to 15 percent annually (a “continuous-improvement team”) or to achieve a breakthrough improvement of 50 to 90 percent ( a “quality-breakthrough team”). The kinds of activities and training topics that are appropriate for team building with both kinds of teams are discussed. Subsequently, the authors suggest how to conduct activities, covering the four major phases of preparing, introducing, experiencing, and debriefing. The authors conclude with a pictorial representation of their own model for using activities, which is based on these four phases. Quality improvement, like most other issues in today’s organizations, is addressed by teams, not individuals. Yet many workers—especially those in the U.S., who were brought up in a culture that rewards individuality—lack the necessary skills to resolve issues effectively in a team setting. As Rogers (Myers, 1989) states, “For 16 years of schooling, students are told, ‘Keep to yourself. Do your own work.’ Now, for the first time . . . trainees are told, ‘Here’s the problem. The four of you must solve it together.’” Consequently, for the practitioner of human resource development (HRD), the challenge of implementing a quality program in an organization frequently involves changing not only the culture of that organization but also the culture of learning itself. The practitioner must begin to think in terms of “learning teams” whose members have the potential to think and act collectively to solve an organization’s quality problems. Learning must be viewed as a collaborative experience—a team experience—rather than an individualistic one. Team learning, according to Senge (1990), is the process of aligning and developing the capacity of team members to create the results that those members truly desire. Experiential-learning methods such as games, simulations, and instrumentation are particularly appropriate for team learning. A wide variety of experiential tools are available in many formats, and practitioners involved with quality-improvement programs must become knowledgeable about these tools. Orginially published in The 1995 Annual, Volume 1: Training by J. William Pfeiffer (Ed.), San Diego, CA: Pfeiffer & Company.

/pdf/the-concept-of-structure-in-experiential-learning-2y8a4ggs4k.pdf

The concept of structure in experiential learning

The purpose of this study is to compile, clarify, and critique the literature on consultation in human resource development and to develop a new model of consultation based on the analysis and the synthesis of the literature. A history and definition of consulting is provided in addition to an outline of the consultative process and procedures and a review of various perspectives of consulting. Three key perspectives are critiqued and compared as to their similarities and differences. The results of this comparison show that although each approach is unique, all three are similar in nature. A new dynamic consulting model is then developed which encompasses a broad range of perspectives.

/pdf/a-critique-of-consultation-theories-and-development-of-a-new-19zqn25kv1.pdf

A Critique of Consultation Theories and Development of a New Model of Consultation

OD practitioners are faced with the dilemma of using their diagnostic skills to create high-quality change plans, yet the clients must be involved to increase the likelihood of the change plans being implemented. Sys tems Improvement Research (SIR) resolves the dilemma by establishing a team composed of inside workers and outside consultants who jointly collect data and make plans for change. The development of SIR, its theoretical bases, and several field experiences with the approach are described.

Hedley G. Dimock

Papers

The Use of Systems-Improvement Research in Developing a Change Strategy for Human-Service Organizations