Assignment Prompt & Instructions
– ## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf
– ## Mod5ReactionPaper2.docx
– ## OGL550_Module5_FluxTransformationLens.pdf
– StrategicLeadership_HBR.pdf
– 1Balogun2001_LeadingOrganizationalChange.pdf
– Openo2016_AppreciativeInquiryOrgChange.pdf
– Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf
– Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf
**## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf**
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appreciative learning cultures: Developing competencies for global organizing
Barrett, Frank J;Peterson, Rick
Organization Development Journal; Summer 2000; 18, 2; ABI/INFORM Collection
pg. 10
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
**## Mod5ReactionPaper2.docx**
Mod 5 Reaction Paper2 (an article)
·
**Due** Sunday by 11:59pm
·
**Points** 30
**Read all the required articles on** [**the MODULE 5 Learning Materials page, then**](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) [CHOOSE ONE OF THE REQUIRED ARTICLES](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) from that page for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings, with at least
**two detailed quotes included (in boldface type to make them easier to spot)** — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.
**DETAILS: THE FIRST PART OF THE PAPER: The first 1.5** **pages (75% of your work, and of the page-space)** must be a BRIEF OUTLINE of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points are recommended for most of each page; use single-spacing.
**THEN: In the LAST HALF-PAGE (25% of the paper)** write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).
Finally, submit your work here in either MS Word format or PDF.
ADVICE: The main struggle in this assignment is usually WHAT TO LEAVE OUT, because there is PLENTY OF MATERIAL you can fill these 2 pages with (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)
**Module 5: Learning Materials**
**Readings:**
1.
**Chapter 8 in the TEXTBOOK: Morgan, G. (2006)**: Unfolding logics of change: Organizations as flux and transformation (pp. 241-287).
2.
**Barrett, F. & Peterson, R. (2000).** [Appreciative learning cultures: Developing competencies for global organizing](https://asu.instructure.com/courses/225986/files/109998124/download?wrap=1)
.
_Organization Development Journal; 18(_ 2), 10-21.
3.
**Galli, B.J. (2018).** [Change management models: A comparative analysis and concerns](https://asu.instructure.com/courses/225986/files/109998185/download?wrap=1)
. IEEE Engineering Management Review, 46(3), 124-132.
4.
**Openo, J. (2016).** [Appreciative Inquiry as a tool for leadership and driving](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)
[change in complex organizations such as libraries: A Brief literature review and discussion](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)
. PNLA Quarterly, 80(2).
5.
**Schoemaker, P.J.H., Krupp, S., & Howlander, S. (2013).** [Strategic leadership: The essential skills](https://asu.instructure.com/courses/225986/files/109998127/download?wrap=1)
.
_Harvard Business Review._
Videos:
**Please watch the following:**
[**Elation Presents-Why Change is so Hard for your BrainLinks to an external site.**](https://www.youtube.com/watch?v=OAxOY7xAIII) [https://www.youtube.com/watch?v=OAxOY7xAIII](https://www.youtube.com/watch?v=OAxOY7xAIII)
Audio:
**Please listen to the following:**
[**Adapting to change (by Fast Company, 2024).** Links to an external site.](https://www.youtube.com/watch?v=71xkBxWQGYQ) [https://www.youtube.com/watch?v=71xkBxWQGYQ](https://www.youtube.com/watch?v=71xkBxWQGYQ)
Optional Lecture (from Dr. Emily Mertz, the originator of this course):
[OGL 550_Module 5_Flux & Transformation Lens.pdf](https://asu.instructure.com/courses/225986/files/109998132/download?wrap=1)
Supplemental Reading
1.
[Job descriptions](https://asu.instructure.com/courses/225986/files/109998173/download?wrap=1)
for Organizational Development and Change positions in the Phoenix area–to give you a glimpse of skills needed and how ideas we are studying get applied in organization.
2. Balogun (2001).
[Strategic change](https://asu.instructure.com/courses/225986/files/109998194/download?wrap=1)
.
_Management Quarterly No. 10._
3. Rocchigiani, M. & Herbel, D (2014).
[Organizational analysis and development](https://asu.instructure.com/courses/225986/files/109998136/download?wrap=1)
. Rome, IT: Food and Agricultural Ministry of the United Nations.
4. Austin, J. (2015).
[Leading effective change: A primer for the HR professional.](https://asu.instructure.com/courses/225986/files/109998131/download?wrap=1)
Society for Human Resources Management (SHRM).
5. Peace Corps.
[Empowering people & strengthening organizations through](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)
[asset-based approaches](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)
. Module 2 of An NGO training guide for Peace Corps volunteers
_._
6. Socconini, L. (2020 May 4).
[Agile project management with SCRUMLinks to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/). Lean Six Sigma Institute
[Links to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/)
**## OGL550_Module5_FluxTransformationLens.pdf**
Copyright © 2020 Arizona Board of Regents.
OGL 550
Organizations as
Flux & Change
Morgan Ch. 8
Copyright © 2020 Arizona Board of Regents.
Organizations as Flux & Transformation
• Sees organizations not as a “thing” (object), but rather as an ongoing process
(e.g., organizing, communicating, relating)
• They cannot be understood in isolation, must be understood as part of the ebb and
flow of the whole environment
• They have a capacity to self- organize, change, and self-renew, guided by their
institutional identity (e.g., purpose, culture, relationships)
• Similar to ideas of Heraclitus, who saw the universe as a constant stage of flux, and
embodying elements of both permanence and change.
Copyright © 2020 Arizona Board of Regents.
Key Aspects of Flux & Transformation Lens
• Order can naturally emerge out of chaos
• Organizations have a natural capacity to self-renew
• Organizational life is not governed by linear, reductionist rules of cause and effect
• Tensions are a source for emergence, e.g., innovation & new ways of doing things
• Formal organizational structures (teams, hierarchies) represent just one of many
dimensions of organizational life
• Four logics of organizational change:
• Autopoiesis
• Chaos & complexity
• Mutual causality
• Dialectical change
Copyright © 2020 Arizona Board of Regents.
Autopoiesis
• Logic: Organization is a self producing system
• Sees change originating in the environment
• Autopiesis systems are closed loops—energy recirculates
• Morgan refers an organization as a self referential system that strives to shape itself in its own image
• Maturana and Varela believe living systems to be characterized by:
• Autonomy
• circularity
• Self-reference.
• These three features allow the system to self-create or self-renew.
• The aim of autopoietic systems is to produce themselves.
Thus, their own organization and identity is paramount.
Copyright © 2020 Arizona Board of Regents.
Autopoiesis
• As organizations assert their identities, leaders can initiate transformation in the social
ecology to which they belong, e.g., creating conditions that will allow them to evolve along with their
operating environment
• Organizations are always attempting to achieve ‘self-referential closure… enacting their
environments as extensions of their own identity.’
• Many problems that organizations encounter are a result of their attempt to maintain a particular
identity that’s not adaptive with their operating environment
• Explanations of organizational evolution, change, and development must include internal and
external factors that create patterns over time
Copyright © 2020 Arizona Board of Regents.
Chaos & Complexity
• View that complex, non-linear systems (e.g., organizations, the human body) are
characterized by multiple systems of interaction that are both ordered and chaotic.
• Chaos and complexity are parts of the same interconnected (evolving) pattern
• Random disturbances can produce unpredictable events and relationships.
• Eventually, however, coherent order always emerges out of the randomness and
surface chaos.
Copyright © 2020 Arizona Board of Regents.
Chaos & Complexity
Complexity theory suggests that organizational change should be guided by:
1. Rethinking what we mean by ‘organization’ – especially in terms of hierarchy and
control. Order does not have to be imposed, it can emerge organically if
organizational structures and identity are adaptive.
2. Organizational learning, and how to lead and manage changing contexts
3. Learning how to use small changes to create large effects
4. Living with continuous transformation and emergent order as a natural state of affairs
5. Being open to new metaphors and mental models that can facilitate processes of self-
organization.
Copyright © 2020 Arizona Board of Regents.
Mutual Causality
Individuals are able to influence system dynamics through examining the interaction of
positive and negative feedback loops, and shaping these as necessary.
Change and causation is not one way. A can influence B at the same time B influences A.
Change does not unfold in a linear fashion but via circular patterns (loops, not lines).
Outcomes cannot be predicted in complex, nonlinear systems. For example, when you
pour creamer into your coffee, it will never travel exactly the same path in the cup.
However, we can understand underlying patterns and principles, e.g., fluid dynamics to
describe likely trajectories. This enable us to develop plans based on understanding of
these underlying principles.
Copyright © 2020 Arizona Board of Regents.
Dialectical Change
• We cannot fully understand something without knowing its opposite, e.g., you cannot
truly know the meaning of ‘hot’ unless you understand what ‘cold’ means
Dialectical Principle #1 –
• Whenever one person attempts to control another, a process of resistance undermines
that attempt
• The act of control itself sets up consequences that work against its effectiveness.
• It accounts for processes of self generated change, whereby phenomena change
themselves as a result of tension with the opposite to create balance
Copyright © 2020 Arizona Board of Regents.
Dialectical Change
Principle #2
• Negations of negations retain something from that form, leading to an evolution in
patterns of control
• Explains how change may become developmental, in the sense that each negation
rejects a previous form, yet also retains something from that form
Principle #3
• Changes in quantity lead to changes in quality.
• Accounts for processes of revolutionary change, whereby one form of social
organization gives way to another
Copyright © 2020 Arizona Board of Regents.
Strengths & Limitations of Flux /Change Metaphor
Strengths
• Offers new insights into the nature and source of change
• This expanded understanding gives us more options for management and leadership
(e.g., how to structure organizations for self-organizing teams)
• Offers to leaders and managers a powerful new perspective on their role in facilitating
emergent change.
Limitations
• Individuals that find comfort in controlling, organizing, and predicting system change
may struggle with the concept of "powerless power”
• The orderliness of change only becomes apparent with hindsight
– OGL 550��Organizations as Flux & Change��Morgan Ch. 8
– Organizations as Flux & Transformation
– Key Aspects of Flux & Transformation Lens
– Autopoiesis
– Autopoiesis
– Chaos & Complexity
– Chaos & Complexity
– Mutual Causality
– Dialectical Change
– Dialectical Change
– Strengths & Limitations of Flux /Change Metaphor
**StrategicLeadership_HBR.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategicleadership-hbr-pdf-10366905)
**1Balogun2001_LeadingOrganizationalChange.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1balogun2001-leadingorganizationalchange-pdf-10366899)
**Openo2016_AppreciativeInquiryOrgChange.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/openo2016-appreciativeinquiryorgchange-pdf-10366907)
**Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/galli2018-fivemodelsofchange-comparativeanalysisconcerns-pdf-10366909)
**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)
**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)
**## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf**
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appreciative learning cultures: Developing competencies for global organizing
Barrett, Frank J;Peterson, Rick
Organization Development Journal; Summer 2000; 18, 2; ABI/INFORM Collection
pg. 10
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
**## Mod5ReactionPaper2.docx**
Mod 5 Reaction Paper2 (an article)
·
**Due** Sunday by 11:59pm
·
**Points** 30
**Read all the required articles on** [**the MODULE 5 Learning Materials page, then**](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) [CHOOSE ONE OF THE REQUIRED ARTICLES](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) from that page for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings, with at least
**two detailed quotes included (in boldface type to make them easier to spot)** — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.
**DETAILS: THE FIRST PART OF THE PAPER: The first 1.5** **pages (75% of your work, and of the page-space)** must be a BRIEF OUTLINE of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points are recommended for most of each page; use single-spacing.
**THEN: In the LAST HALF-PAGE (25% of the paper)** write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).
Finally, submit your work here in either MS Word format or PDF.
ADVICE: The main struggle in this assignment is usually WHAT TO LEAVE OUT, because there is PLENTY OF MATERIAL you can fill these 2 pages with (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)
**Module 5: Learning Materials**
**Readings:**
1.
**Chapter 8 in the TEXTBOOK: Morgan, G. (2006)**: Unfolding logics of change: Organizations as flux and transformation (pp. 241-287).
2.
**Barrett, F. & Peterson, R. (2000).** [Appreciative learning cultures: Developing competencies for global organizing](https://asu.instructure.com/courses/225986/files/109998124/download?wrap=1)
.
_Organization Development Journal; 18(_ 2), 10-21.
3.
**Galli, B.J. (2018).** [Change management models: A comparative analysis and concerns](https://asu.instructure.com/courses/225986/files/109998185/download?wrap=1)
. IEEE Engineering Management Review, 46(3), 124-132.
4.
**Openo, J. (2016).** [Appreciative Inquiry as a tool for leadership and driving](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)
[change in complex organizations such as libraries: A Brief literature review and discussion](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)
. PNLA Quarterly, 80(2).
5.
**Schoemaker, P.J.H., Krupp, S., & Howlander, S. (2013).** [Strategic leadership: The essential skills](https://asu.instructure.com/courses/225986/files/109998127/download?wrap=1)
.
_Harvard Business Review._
Videos:
**Please watch the following:**
[**Elation Presents-Why Change is so Hard for your BrainLinks to an external site.**](https://www.youtube.com/watch?v=OAxOY7xAIII) [https://www.youtube.com/watch?v=OAxOY7xAIII](https://www.youtube.com/watch?v=OAxOY7xAIII)
Audio:
**Please listen to the following:**
[**Adapting to change (by Fast Company, 2024).** Links to an external site.](https://www.youtube.com/watch?v=71xkBxWQGYQ) [https://www.youtube.com/watch?v=71xkBxWQGYQ](https://www.youtube.com/watch?v=71xkBxWQGYQ)
Optional Lecture (from Dr. Emily Mertz, the originator of this course):
[OGL 550_Module 5_Flux & Transformation Lens.pdf](https://asu.instructure.com/courses/225986/files/109998132/download?wrap=1)
Supplemental Reading
1.
[Job descriptions](https://asu.instructure.com/courses/225986/files/109998173/download?wrap=1)
for Organizational Development and Change positions in the Phoenix area–to give you a glimpse of skills needed and how ideas we are studying get applied in organization.
2. Balogun (2001).
[Strategic change](https://asu.instructure.com/courses/225986/files/109998194/download?wrap=1)
.
_Management Quarterly No. 10._
3. Rocchigiani, M. & Herbel, D (2014).
[Organizational analysis and development](https://asu.instructure.com/courses/225986/files/109998136/download?wrap=1)
. Rome, IT: Food and Agricultural Ministry of the United Nations.
4. Austin, J. (2015).
[Leading effective change: A primer for the HR professional.](https://asu.instructure.com/courses/225986/files/109998131/download?wrap=1)
Society for Human Resources Management (SHRM).
5. Peace Corps.
[Empowering people & strengthening organizations through](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)
[asset-based approaches](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)
. Module 2 of An NGO training guide for Peace Corps volunteers
_._
6. Socconini, L. (2020 May 4).
[Agile project management with SCRUMLinks to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/). Lean Six Sigma Institute
[Links to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/)
**## OGL550_Module5_FluxTransformationLens.pdf**
Copyright © 2020 Arizona Board of Regents.
OGL 550
Organizations as
Flux & Change
Morgan Ch. 8
Copyright © 2020 Arizona Board of Regents.
Organizations as Flux & Transformation
• Sees organizations not as a “thing” (object), but rather as an ongoing process
(e.g., organizing, communicating, relating)
• They cannot be understood in isolation, must be understood as part of the ebb and
flow of the whole environment
• They have a capacity to self- organize, change, and self-renew, guided by their
institutional identity (e.g., purpose, culture, relationships)
• Similar to ideas of Heraclitus, who saw the universe as a constant stage of flux, and
embodying elements of both permanence and change.
Copyright © 2020 Arizona Board of Regents.
Key Aspects of Flux & Transformation Lens
• Order can naturally emerge out of chaos
• Organizations have a natural capacity to self-renew
• Organizational life is not governed by linear, reductionist rules of cause and effect
• Tensions are a source for emergence, e.g., innovation & new ways of doing things
• Formal organizational structures (teams, hierarchies) represent just one of many
dimensions of organizational life
• Four logics of organizational change:
• Autopoiesis
• Chaos & complexity
• Mutual causality
• Dialectical change
Copyright © 2020 Arizona Board of Regents.
Autopoiesis
• Logic: Organization is a self producing system
• Sees change originating in the environment
• Autopiesis systems are closed loops—energy recirculates
• Morgan refers an organization as a self referential system that strives to shape itself in its own image
• Maturana and Varela believe living systems to be characterized by:
• Autonomy
• circularity
• Self-reference.
• These three features allow the system to self-create or self-renew.
• The aim of autopoietic systems is to produce themselves.
Thus, their own organization and identity is paramount.
Copyright © 2020 Arizona Board of Regents.
Autopoiesis
• As organizations assert their identities, leaders can initiate transformation in the social
ecology to which they belong, e.g., creating conditions that will allow them to evolve along with their
operating environment
• Organizations are always attempting to achieve ‘self-referential closure… enacting their
environments as extensions of their own identity.’
• Many problems that organizations encounter are a result of their attempt to maintain a particular
identity that’s not adaptive with their operating environment
• Explanations of organizational evolution, change, and development must include internal and
external factors that create patterns over time
Copyright © 2020 Arizona Board of Regents.
Chaos & Complexity
• View that complex, non-linear systems (e.g., organizations, the human body) are
characterized by multiple systems of interaction that are both ordered and chaotic.
• Chaos and complexity are parts of the same interconnected (evolving) pattern
• Random disturbances can produce unpredictable events and relationships.
• Eventually, however, coherent order always emerges out of the randomness and
surface chaos.
Copyright © 2020 Arizona Board of Regents.
Chaos & Complexity
Complexity theory suggests that organizational change should be guided by:
1. Rethinking what we mean by ‘organization’ – especially in terms of hierarchy and
control. Order does not have to be imposed, it can emerge organically if
organizational structures and identity are adaptive.
2. Organizational learning, and how to lead and manage changing contexts
3. Learning how to use small changes to create large effects
4. Living with continuous transformation and emergent order as a natural state of affairs
5. Being open to new metaphors and mental models that can facilitate processes of self-
organization.
Copyright © 2020 Arizona Board of Regents.
Mutual Causality
Individuals are able to influence system dynamics through examining the interaction of
positive and negative feedback loops, and shaping these as necessary.
Change and causation is not one way. A can influence B at the same time B influences A.
Change does not unfold in a linear fashion but via circular patterns (loops, not lines).
Outcomes cannot be predicted in complex, nonlinear systems. For example, when you
pour creamer into your coffee, it will never travel exactly the same path in the cup.
However, we can understand underlying patterns and principles, e.g., fluid dynamics to
describe likely trajectories. This enable us to develop plans based on understanding of
these underlying principles.
Copyright © 2020 Arizona Board of Regents.
Dialectical Change
• We cannot fully understand something without knowing its opposite, e.g., you cannot
truly know the meaning of ‘hot’ unless you understand what ‘cold’ means
Dialectical Principle #1 –
• Whenever one person attempts to control another, a process of resistance undermines
that attempt
• The act of control itself sets up consequences that work against its effectiveness.
• It accounts for processes of self generated change, whereby phenomena change
themselves as a result of tension with the opposite to create balance
Copyright © 2020 Arizona Board of Regents.
Dialectical Change
Principle #2
• Negations of negations retain something from that form, leading to an evolution in
patterns of control
• Explains how change may become developmental, in the sense that each negation
rejects a previous form, yet also retains something from that form
Principle #3
• Changes in quantity lead to changes in quality.
• Accounts for processes of revolutionary change, whereby one form of social
organization gives way to another
Copyright © 2020 Arizona Board of Regents.
Strengths & Limitations of Flux /Change Metaphor
Strengths
• Offers new insights into the nature and source of change
• This expanded understanding gives us more options for management and leadership
(e.g., how to structure organizations for self-organizing teams)
• Offers to leaders and managers a powerful new perspective on their role in facilitating
emergent change.
Limitations
• Individuals that find comfort in controlling, organizing, and predicting system change
may struggle with the concept of "powerless power”
• The orderliness of change only becomes apparent with hindsight
– OGL 550��Organizations as Flux & Change��Morgan Ch. 8
– Organizations as Flux & Transformation
– Key Aspects of Flux & Transformation Lens
– Autopoiesis
– Autopoiesis
– Chaos & Complexity
– Chaos & Complexity
– Mutual Causality
– Dialectical Change
– Dialectical Change
– Strengths & Limitations of Flux /Change Metaphor
**StrategicLeadership_HBR.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategicleadership-hbr-pdf-10366905)
**1Balogun2001_LeadingOrganizationalChange.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1balogun2001-leadingorganizationalchange-pdf-10366899)
**Openo2016_AppreciativeInquiryOrgChange.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/openo2016-appreciativeinquiryorgchange-pdf-10366907)
**Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/galli2018-fivemodelsofchange-comparativeanalysisconcerns-pdf-10366909)
**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)
**## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf**
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appreciative learning cultures: Developing competencies for global organizing
Barrett, Frank J;Peterson, Rick
Organization Development Journal; Summer 2000; 18, 2; ABI/INFORM Collection
pg. 10
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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**## Mod5ReactionPaper2.docx**
Mod 5 Reaction Paper2 (an article)
·
**Due** Sunday by 11:59pm
·
**Points** 30
**Read all the required articles on** [**the MODULE 5 Learning Materials page, then**](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) [CHOOSE ONE OF THE REQUIRED ARTICLES](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) from that page for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings, with at least
**two detailed quotes included (in boldface type to make them easier to spot)** — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.
**DETAILS: THE FIRST PART OF THE PAPER: The first 1.5** **pages (75% of your work, and of the page-space)** must be a BRIEF OUTLINE of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points are recommended for most of each page; use single-spacing.
**THEN: In the LAST HALF-PAGE (25% of the paper)** write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).
Finally, submit your work here in either MS Word format or PDF.
ADVICE: The main struggle in this assignment is usually WHAT TO LEAVE OUT, because there is PLENTY OF MATERIAL you can fill these 2 pages with (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)
**Module 5: Learning Materials**
**Readings:**
1.
**Chapter 8 in the TEXTBOOK: Morgan, G. (2006)**: Unfolding logics of change: Organizations as flux and transformation (pp. 241-287).
2.
**Barrett, F. & Peterson, R. (2000).** [Appreciative learning cultures: Developing competencies for global organizing](https://asu.instructure.com/courses/225986/files/109998124/download?wrap=1)
.
_Organization Development Journal; 18(_ 2), 10-21.
3.
**Galli, B.J. (2018).** [Change management models: A comparative analysis and concerns](https://asu.instructure.com/courses/225986/files/109998185/download?wrap=1)
. IEEE Engineering Management Review, 46(3), 124-132.
4.
**Openo, J. (2016).** [Appreciative Inquiry as a tool for leadership and driving](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)
[change in complex organizations such as libraries: A Brief literature review and discussion](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)
. PNLA Quarterly, 80(2).
5.
**Schoemaker, P.J.H., Krupp, S., & Howlander, S. (2013).** [Strategic leadership: The essential skills](https://asu.instructure.com/courses/225986/files/109998127/download?wrap=1)
.
_Harvard Business Review._
Videos:
**Please watch the following:**
[**Elation Presents-Why Change is so Hard for your BrainLinks to an external site.**](https://www.youtube.com/watch?v=OAxOY7xAIII) [https://www.youtube.com/watch?v=OAxOY7xAIII](https://www.youtube.com/watch?v=OAxOY7xAIII)
Audio:
**Please listen to the following:**
[**Adapting to change (by Fast Company, 2024).** Links to an external site.](https://www.youtube.com/watch?v=71xkBxWQGYQ) [https://www.youtube.com/watch?v=71xkBxWQGYQ](https://www.youtube.com/watch?v=71xkBxWQGYQ)
Optional Lecture (from Dr. Emily Mertz, the originator of this course):
[OGL 550_Module 5_Flux & Transformation Lens.pdf](https://asu.instructure.com/courses/225986/files/109998132/download?wrap=1)
Supplemental Reading
1.
[Job descriptions](https://asu.instructure.com/courses/225986/files/109998173/download?wrap=1)
for Organizational Development and Change positions in the Phoenix area–to give you a glimpse of skills needed and how ideas we are studying get applied in organization.
2. Balogun (2001).
[Strategic change](https://asu.instructure.com/courses/225986/files/109998194/download?wrap=1)
.
_Management Quarterly No. 10._
3. Rocchigiani, M. & Herbel, D (2014).
[Organizational analysis and development](https://asu.instructure.com/courses/225986/files/109998136/download?wrap=1)
. Rome, IT: Food and Agricultural Ministry of the United Nations.
4. Austin, J. (2015).
[Leading effective change: A primer for the HR professional.](https://asu.instructure.com/courses/225986/files/109998131/download?wrap=1)
Society for Human Resources Management (SHRM).
5. Peace Corps.
[Empowering people & strengthening organizations through](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)
[asset-based approaches](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)
. Module 2 of An NGO training guide for Peace Corps volunteers
_._
6. Socconini, L. (2020 May 4).
[Agile project management with SCRUMLinks to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/). Lean Six Sigma Institute
[Links to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/)
**## OGL550_Module5_FluxTransformationLens.pdf**
Copyright © 2020 Arizona Board of Regents.
OGL 550
Organizations as
Flux & Change
Morgan Ch. 8
Copyright © 2020 Arizona Board of Regents.
Organizations as Flux & Transformation
• Sees organizations not as a “thing” (object), but rather as an ongoing process
(e.g., organizing, communicating, relating)
• They cannot be understood in isolation, must be understood as part of the ebb and
flow of the whole environment
• They have a capacity to self- organize, change, and self-renew, guided by their
institutional identity (e.g., purpose, culture, relationships)
• Similar to ideas of Heraclitus, who saw the universe as a constant stage of flux, and
embodying elements of both permanence and change.
Copyright © 2020 Arizona Board of Regents.
Key Aspects of Flux & Transformation Lens
• Order can naturally emerge out of chaos
• Organizations have a natural capacity to self-renew
• Organizational life is not governed by linear, reductionist rules of cause and effect
• Tensions are a source for emergence, e.g., innovation & new ways of doing things
• Formal organizational structures (teams, hierarchies) represent just one of many
dimensions of organizational life
• Four logics of organizational change:
• Autopoiesis
• Chaos & complexity
• Mutual causality
• Dialectical change
Copyright © 2020 Arizona Board of Regents.
Autopoiesis
• Logic: Organization is a self producing system
• Sees change originating in the environment
• Autopiesis systems are closed loops—energy recirculates
• Morgan refers an organization as a self referential system that strives to shape itself in its own image
• Maturana and Varela believe living systems to be characterized by:
• Autonomy
• circularity
• Self-reference.
• These three features allow the system to self-create or self-renew.
• The aim of autopoietic systems is to produce themselves.
Thus, their own organization and identity is paramount.
Copyright © 2020 Arizona Board of Regents.
Autopoiesis
• As organizations assert their identities, leaders can initiate transformation in the social
ecology to which they belong, e.g., creating conditions that will allow them to evolve along with their
operating environment
• Organizations are always attempting to achieve ‘self-referential closure… enacting their
environments as extensions of their own identity.’
• Many problems that organizations encounter are a result of their attempt to maintain a particular
identity that’s not adaptive with their operating environment
• Explanations of organizational evolution, change, and development must include internal and
external factors that create patterns over time
Copyright © 2020 Arizona Board of Regents.
Chaos & Complexity
• View that complex, non-linear systems (e.g., organizations, the human body) are
characterized by multiple systems of interaction that are both ordered and chaotic.
• Chaos and complexity are parts of the same interconnected (evolving) pattern
• Random disturbances can produce unpredictable events and relationships.
• Eventually, however, coherent order always emerges out of the randomness and
surface chaos.
Copyright © 2020 Arizona Board of Regents.
Chaos & Complexity
Complexity theory suggests that organizational change should be guided by:
1. Rethinking what we mean by ‘organization’ – especially in terms of hierarchy and
control. Order does not have to be imposed, it can emerge organically if
organizational structures and identity are adaptive.
2. Organizational learning, and how to lead and manage changing contexts
3. Learning how to use small changes to create large effects
4. Living with continuous transformation and emergent order as a natural state of affairs
5. Being open to new metaphors and mental models that can facilitate processes of self-
organization.
Copyright © 2020 Arizona Board of Regents.
Mutual Causality
Individuals are able to influence system dynamics through examining the interaction of
positive and negative feedback loops, and shaping these as necessary.
Change and causation is not one way. A can influence B at the same time B influences A.
Change does not unfold in a linear fashion but via circular patterns (loops, not lines).
Outcomes cannot be predicted in complex, nonlinear systems. For example, when you
pour creamer into your coffee, it will never travel exactly the same path in the cup.
However, we can understand underlying patterns and principles, e.g., fluid dynamics to
describe likely trajectories. This enable us to develop plans based on understanding of
these underlying principles.
Copyright © 2020 Arizona Board of Regents.
Dialectical Change
• We cannot fully understand something without knowing its opposite, e.g., you cannot
truly know the meaning of ‘hot’ unless you understand what ‘cold’ means
Dialectical Principle #1 –
• Whenever one person attempts to control another, a process of resistance undermines
that attempt
• The act of control itself sets up consequences that work against its effectiveness.
• It accounts for processes of self generated change, whereby phenomena change
themselves as a result of tension with the opposite to create balance
Copyright © 2020 Arizona Board of Regents.
Dialectical Change
Principle #2
• Negations of negations retain something from that form, leading to an evolution in
patterns of control
• Explains how change may become developmental, in the sense that each negation
rejects a previous form, yet also retains something from that form
Principle #3
• Changes in quantity lead to changes in quality.
• Accounts for processes of revolutionary change, whereby one form of social
organization gives way to another
Copyright © 2020 Arizona Board of Regents.
Strengths & Limitations of Flux /Change Metaphor
Strengths
• Offers new insights into the nature and source of change
• This expanded understanding gives us more options for management and leadership
(e.g., how to structure organizations for self-organizing teams)
• Offers to leaders and managers a powerful new perspective on their role in facilitating
emergent change.
Limitations
• Individuals that find comfort in controlling, organizing, and predicting system change
may struggle with the concept of "powerless power”
• The orderliness of change only becomes apparent with hindsight
– OGL 550��Organizations as Flux & Change��Morgan Ch. 8
– Organizations as Flux & Transformation
– Key Aspects of Flux & Transformation Lens
– Autopoiesis
– Autopoiesis
– Chaos & Complexity
– Chaos & Complexity
– Mutual Causality
– Dialectical Change
– Dialectical Change
– Strengths & Limitations of Flux /Change Metaphor
**StrategicLeadership_HBR.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategicleadership-hbr-pdf-10366905)
**1Balogun2001_LeadingOrganizationalChange.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1balogun2001-leadingorganizationalchange-pdf-10366899)
**Openo2016_AppreciativeInquiryOrgChange.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/openo2016-appreciativeinquiryorgchange-pdf-10366907)
**Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/galli2018-fivemodelsofchange-comparativeanalysisconcerns-pdf-10366909)
**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)
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