CHAPTER 6

WANT HIGHER
IMPACT CONSULTING?
Use Yourself as an Instrument of Change
Miriam Y. Lacey

The ancient Oracle at Delphi stated Know thyself.

Does this advice apply to the education of consultants?

Pepperdine University has a reputation in the organization development

(OD) world for producing first rate consultants. The masters of organization development (MOSD) curriculum emphasizes business strategy, positive change, and consulting skills in a global context. To successfully
implement changes in an organization it is important to note our conviction that every organizational change is preceded by an individual
change. As such our consulting students need to be adept at understanding the merits and difficulties inherent in implementing change on the
individual level with their clientsthat of personal growth and learning.
If we expect clients to learn and grow, to lead the way so that their respective organizations can make changes and progress, then consultants need
to learn from personal experience what it takes to grow as an individual.
The focus of this paper is on the foundational aspect of consulting skills
Preparing Better Consultants: The Role of Academia, pp. 95120
Copyright 2011 by Information Age Publishing
All rights of reproduction in any form reserved.

95

96 M. Y. LACEY

as taught at Pepperdinethat of learning to use ones self as an instrument

of change (SAI).
This chapter introduces the MSOD curriculums underlying philosophy and commitment to using the SAI. It is divided into three parts. The
first part presents defines SAI and its role in actualizing consulting excellence. The SAI development process is then outlined and discussed. Values adopted by successful students which promote the SAI process are put
forward. Barriers experienced by students to learning SAI, and the challenges faculty face when teaching SAI, round out the discussion. The second part shows an overview of Pepperdines MSOD program and the
personal growth curricular track that endures throughout the life of the
graduate program. Emphasis is placed on the first two courses which are
devoted in entirety to developing SAI capacity. These are presented in
sufficient detail to enable the reader to comprehend the basic curricular
designoverview, objectives, outcomes, and theory base and provides an
understanding of the types of activities employed to maximize the experiential learning experience Pepperdine so highly values. The third part
explains the evaluation measures used to determine teaching effectiveness. Suggestions to other universities that may be considering the inclusion of SAI in their curriculum are then offered.
As SAI is foundational to Pepperdines MSOD curriculum used to
groom consultants, sharing this curricular approach is done in the hope
that it may be of service to the consulting profession at large. It is also
hoped that this paper may act as a catalyst to generate cross-organizational dialogue among faculty about the education of consultants to ever
increase the robustness of all institutional offerings.

CONSULTING EXPERTISE UPGRADED BY

SELF AS INSTRUMENT OF CHANGE
Consultants are sought by organizations for their subject matter expertise.
Whether it be industry or product specific, or functional in its focussuch
as management, organization change, information systems, R&D, and so
forth, consultants are hired for what they know. Regardless of industry or
function, at Pepperdine it is believed that such expertise is insufficient for
implementing maximum organizational change. Consultants can increase
their effectiveness by adding an important dimension, that of complementing their expertise by using themselves as powerful instruments of
change.
To this end a significant portion of the Pepperdines MSOD curriculum
is devoted to teaching how to use oneself as an instrument of change. For
this particular dimension of consulting, it is who you are that matters, not just

Want Higher Impact Consulting? 97

what you know. This dimension is called self as instrument of change, or

SAI for short. The literature has also referred to SAI as instrumentality.

What is Self as Instrument of Change (SAI)?

SAI is the capacity to use oneself as an instrument of change while consulting with a client. It involves the ability to influence clients through
modeling an impressive commitment to learning, personal growth and
positive change. Primary to the SAI concept is the work of Rogers (1961)
on humanistic psychology, Tannenbaum (1971, 1995) on self awareness,
Au: Tannenbaum
Burke (1982, 1994) on instrumentality, Argyris (1962) on interpersonal1971 citation not
competence, and Scheins (1960) process consultation, all of whom hadfound in refs.
Au: Schein
strong influence on the creation of the MSOD curriculum at Pepperdine.
citation
More recently the curriculum has been influenced by the work of Nevis
indicates a
1969 year in (1987) on Gestalt cycle of experience, and Cooperrider, Sorensen, and
the refs.
Whitney (2000) on appreciative inquiry. The reader will notice many of
Please correct.
their concepts throughout this paper.
Knowing how your personal style affects others and how others affect
you are two necessary skills. Learning about your impact means observing
the connection between your behaviors and how people react as well as
knowing what you invoke in others by your presence. Knowing the impact
of other people on you, the emotions that arise, the energy that is created
or depleted, is all data that can be used to lead to greater degrees of self
management, composure and self-directedness. This enables one to
choose actions and behaviors that are productive and efficacious.
Attributes of SAI include an advanced level of interpersonal competence and emotional maturity. Useful in attaining these goals is the adoption of a humanistic psychology paradigm where the consultant helps the
client system reach its performance potential. Students work to become
fully functioning adults and effective consultants. Attributes we encourage
are:
authentically seeking win/win solutions with disparate stakeholders
embolden the self with curiosity for understanding people and situations
courageously address dysfunction whether it be personal, interpersonal or relationship driven
challenge tough issues with compassion and caring
provide people with data sufficient for them to make informed
choices without overt or covert manipulation

98 M. Y. LACEY

develop a participant/observer eye, with a researchers integrity to

share/report the data
know clearly whose needs are being worked
develop a personal point of view knowing what models and theories one resonates with and why
o recognize and intervene with the self when ones need for personal comfort interferes with client best interest
o

demonstrate a researchers willingness to verify or refute a point of

view
evaluation work products and situations using both single and double loop learning
adopt an approach that is constructive for growth for both client
and self

SAI Development Process

In brief the core paradigm on the process of how to develop the SAI
competency is shown below. It involves developing self awareness in order
to understand ones personal style; perceiving ones impact on others and
conducting a self assessment to determine aspects one might want to
change or modify; then engaging in the labor of personal growth to
upgrade ones impact. Making this learning process transparent to others
then allows the consultant (or person) to use ones SAI. The SAI development process is shown in Figure 6.1, with further details explained below.
The four steps of the SAI development process are presented in their
natural orderself awareness, personal style, personal growth, and transparency of the learning processand explained in greater detail below.
Self Awareness
Becoming familiar with oneself is the essential first step. Heightening
personal awareness of the plethora of ones thoughts and feelings takes
attention and effort. Students keep journals so they can track their daily
living experience and get to know themselves better. While tailored to
their individual needs and preferences, journals typically contain brief
descriptions of events (often in shorthand with just enough to remind
the writer of what transpired), with a more detailed description of the
thoughts, feelings, wants, and learnings gleaned. Journals are completely

Want Higher Impact Consulting? 99

SAI Development Process

Figure 6.1. SAI development process.

private and confidential; the raw notes are never handed in to faculty for
review. Every 2 or 3 months students prepare summaries (2-3 pages) of
their journal entries that encapsulate the evolution of their thinking and
emotional journey. These are used as a communication vehicle between
students and their peer groups as students self-monitor and discuss their
progress.
Slowly a profile of ones personal style emerges over time as students
become more self aware. Students create models of interpersonal competence and then assess themselves according to the models they personally
created. A variety of sources are used to upgrade self awareness: real-life
tasks and experiential activities are followed by class debriefs, individual
reflection time and deep conversation. Students perform singly, with partners, and in small groups of three to seven. Continual shifting of venue
and group size generates additional data for further self scrutiny.
Personal Style
Once participants become versed in self awareness, they can observe
themselves and describe their personal style. This description encompasses multiple aspects, values and paradigms that account for the
uniqueness of each individual.

100 M. Y. LACEY

Traditional psychology tells us that you are who you are by age seven;
cognitive maps are set and personality is formed. To step clear of the
increasing debate about this long held beliefabout whether or not personality is malleable, it can be more efficacious to think in terms of ones
personal style. Personal style is clearly mutable and is definitely under an
individuals control. Personal style can be changed and modified by consciously making different choices. A person can make a choice to think
and act differently. In organizational change work, this is what we ask people to do all the time.
Once new choices are made, ones personal style can change and
evolve. It is not unusual for people to be unaware they have a personal
style. They just think this is the way I am. Fortunately for those students
who arrive at Pepperdine University never having thought about it, they
are exposed to a range of options whereby they can exert more influence
on themselves and their lives through expanding the choices they make.
This they learn to do with each other and then in turn with their clients.
Awareness of personal style is the first step toward building a broad repertoire of behavior, and a consultant with a broad repertoire of behavior is
an influential (and perhaps even a powerful) person. Being truly self aware
is about knowing/observing your style and being cognizant of the consequences of your behavioractually seeing the impact you are having on
people rather than looking away. For example, if your style is aggressive
and your behavior is to shout at people, you enjoy a short-term gain as
people hop to it. But with further exploration it may be possible to see
that shouting at people may have the long term unintended consequence
of people moving away from you, rather than leaning toward you.
Personal Growth
Goals for how to maximize ones impact on others for positive change
are set at the beginning of the MSOD program. These SAI goals are chosen individually by each student according to their own self assessment of
their personal style according to what they would like to achieve. Students
self-monitor their progress at each class session in small groups. Examples of SAI goals are upgrade ability to: provide a caring confrontation
that is constructive for growth; monitor internal monologues (self talk) for
affirmation and encouragement to build self confidence; address authority issues and build capacity to speak truth to power, be present, attend
and listen fully, and so forth.
When the commitment to personal growth is truly achieved, this goal
setting process on how to improve ones personal style, endures after students graduate from the MSOD program. As alumni our graduated students commonly contract with themselves and others to continue their
personal growth journeys, making personal growth a lifelong aspiration.

Want Higher Impact Consulting? 101

Transparency of the Learning Process

Making a commitment to ones personal growth visible to others, particularly clients, enacts the SAI process. It engenders trust and relationship building as people can more fully bring their authentic selves to the
situation without worry of anothers rush to judgment or the counterfeit
presentation of persona. As consultants model the way, clients are
assisted in developing their own instrumentality, and diffusing the value
of personal growth to their employees throughout the organization.
Using SAI frees up the flow of information in personal relationships
and in organizations. Dysfunction loses its stigma of shame and embarrassment because everyone agrees they want to improve and get better. By
definition, growth implies leaving something behind and moving forward. Sometimes it is a matter of getting out of the doldrums into something better, other times it is a matter of going from good to great.
Whichever the case, energy can be released for productive (and possibly
enthusiastic) confrontation of areas slated for improvement.

Values Promote Personal Growth and SAI

Students who have been the most successful at learning and adopting
the SAI concept and who have been able to use it to best advantage in
their consulting practices have explored, and in most part adopted, the
following values to guide their personal conduct.
Mindset
Embrace the philosophy that change and growth are worthwhile and
will enrich the life experience. This is best done through learning how to
learn, learning how to grow, and learning how to change. For organizational consulting it is built on the belief that every organizational change
requires an individual change on part of the members. Learning and
growth encourages positive energy as people (managers and workers
alike) reach toward a desired future. Adopting a learning and growth orientation also avoids the pitfalls incumbent when people are told they
have done something wrong and need to change which only creates discouragement and shame.
Discipline
Mental and emotional intelligence are needed in order for consultants
to be fully functioning adults who are grounded and centered. Persistent
inquiry, emotional composure, physical stamina (drawing on reserves
through an act of personal will), running a clean ship (being aware of
ones true motives and keeping ego driven/self serving actions in check),

102 M. Y. LACEY

integrating the best interests of stakeholders, making decisions transparent, and so on, are attributes required in good measure.
Labor
One cannot be lazy. Perhaps your clients can, but not you. Students
invest the time needed for processing their experience inside and outside
of the classroom. They pay attention to how they feel and what they think
of a situation, and to what they want. They assess the appropriateness of
their experience, and when not aligned with their diagnosis (of themselves), perform the necessary work (labor) to manage, control or alter the
attribute to correspond with what they believe to be appropriate for the
situation. Frequently this means doing the labor to adjust their thinking
process and emotional state to develop further levels of self knowledge
and emotional maturity. This requires time, effort, and much hard work.
Self Care
Students develop a point of view over time about how to care for themselves, to refresh and reenergize themselves to avoid burnout. The nature
of consulting necessitates that the clients needs be worked on and
addressed. In an effort to do well, it becomes all too easy for the consultant to push ones own needs (for rest, reflection, learning, time with
loved ones, etc.) aside in service of the client. Seeing ourselves as a key
asset requiring proper management and investment is important as we
commence on a path of ongoing elevation of self knowledge and technical expertise. Boundaries need to be watched and managed to allow time
for holistic rejuvenation of the body, mind, heart, and spirit. With a
regime of self care, consultants can enjoy long careers and long term relationships that are sustainable.
Behavioral Repertoire
Looking at yourself and determining how best to increase your behavioral repertoire takes hard work. But the effort pays off in increases to creativity, flexibility, and the ability to influence others. Laziness breeds the
saying thats the way I am along with the expectation that everybody
else will accommodate you. Your personality is the way it is, but your
behavior is completely under your control. For example, you can choose
to include people, or choose to exclude them. You can choose to be controlling, structured, or flexible and receptive. You can choose to ask questions, or keep silent. You can choose to share decision making, or make
them all by yourself. Personal style is more concrete and less amorphous
than personality. Personal style is completely under an individuals own
control if s/he is willing to do the work (labor discussed supra) required to
change or modify it.

Want Higher Impact Consulting? 103

Practice
Conscientious repetition and experimentation of ones behavioral repertoire serves to let the consultant observe and correct aspects of personal
style. Students check progress, make adjustments, observe effects, and
experiment again. They spin the wheel of experimentation, gathering
the data one needs to decide whether or not to adopt a new behavior, or to
continue adjusting the behavior until one achieves the result one wishes.
Obtain Feedback
It is necessary to be self critical in order to provide feedback to yourself. While it is important to calibrate with others, one must develop the
ability to observe and assess yourself:
Develop the third eye of the participant observer to see the
impact of ones actions on others.
Ask others for their perceptions and opinions. Make it easy for people to tell you the truth by making the situation comfortable. Trust
that you will accept the feedback with grace and composure, and
avoid defensiveness increases the chances of obtaining data. This
data can then confirm or refute your own point of view and open
the door to new data.
Calibrate your perceptions and self assessments with others.
Discern
Upgrade self awareness so as to appropriately apportion responsibility
for what shows up in a situation. For instance, determining ones own contribution to a project, or ones contribution to a misunderstanding or an
event, can lead one to ascertain which portions are, My stuff, your stuff,
or our stuff. Self monitor to detect personal blind spots and defensive
routines. Collaborate with others to expand your world view and increase
accountability (yours and others). Selectively choose what to share and
what to act on according to your role, relevance to the situation, and
expected efficaciousness.

Barriers to SAI Development

As students delve into the development of their instrumentality, there
are a few things that regularly surface as problematic to their progress.
These are: engaging in impression management, being married to an
expert role, confusion over whose needs are being worked, and exercising
defensive routines.

104 M. Y. LACEY

Impression Management
This is the process through which people try to control the impressions
other people form of them. It is a goal-directed attempt to influence peoples perceptions (consciously or unconsciously) by regulating and controlling information. Students may fake looking good; they build on the
authentic self and exaggerate their skill, experience and talents. They
pretend they have no problems in life or foibles. For example, one might
sell ones way into a job or relationship. It is based on the notion that if
one presents oneself as a self confident capable person, one is more likely
to receive respect and love. The dilemma here is what people are shown is
counterfeit, so if they appreciate you or like you, there is always the nagging self doubt that they do not know the real you, and if they did, they
would not really like you.
This stance is driven by fears of not being enough as one actually is,
and by lack of self awareness and self acceptance. Typical expressions are
include I can do that really well, You didnt hurt me, I have no problems, and I have it all together. The antidote to this tendency is self
awareness and commitment to personal growth, which enables the student to more fully accept their imperfections. While fears and self doubts
are recognized they no longer interfere or stall the learning process to
become more capable all the time. While I value the good opinion of my
fellows, what they think of me is really none of my business. To be
grounded and centered I must know who I am.

Expert Role
Consultants commonly worry about wanting to add value. This anxiety
tends to lock them into an expert role where they feel responsible to know
what is best to do. Of course every consultant has an expert role to play
whether it be industry knowledge or a unique skillbut if one is married
to this role, it prevents one from being able to augment technical expertise with using oneself as an instrument of change. Adding SAI to the consultants bag of tricks demands a loosening of the rigid expert
consultant role and a shift in role from expert to cocreator to facilitator to
collaborator, and away from telling, informing, and commanding compliance. SAI helps move the consultant away from condescension and breeding dependence to build capability in the client.
The antidote focuses on taking stock of ones personal stylemonitoring intent and reviewing behavioral choices can assist consultants in
developing the flexibility to move in and out of roles as the client and situation warrants.

Want Higher Impact Consulting? 105

Controlling Through Helping

Not uncommon in helping professions is the espoused intent of serving the needs of someone else. On closer inspection (and greater self
awareness) it can be discovered that the helping attempt is really a misguided effort to control another person (or outcome) masked as helping.
Whether it be the filtering of information, pressing for decisions without
fully informing the client of all viable options, or manipulating the situation for the consultants desired outcome, it is a case of the consultant
working their stuff and not addressing the needs of the client. Such an
approach breeds client dependency through enabling (clients, friends,
colleagues, family, etc.) their dysfunction.
It is based on the prevalent notion that if a consultant helps someone
get what they want then the client will feel obligated to hire, respect or
love the consultant in return. Typical expressions are, Let me help you.
I know a better way. If I can only get him/her to (think this way, or do
that thing), I know what is best. The antidote to this issue is ensuring
focus on building client capability instead of maintaining client dependency. Assume clients are fully functioning adults who may not do things
your waybecause they want to feel competent and do things their own
way. Commit to personal growth to act as guide and steward, and surrender surreptitious actions to rob others of self determination. An anonymous quote by a South African authoress during apartheid is apt here: If
you have come to help you are wasting your time. But is somehow your
liberation is bound up with mine, then come, and we will work together.

Defensive Routines
One can engage in behaviors to protect the self from embarrassment.
Behaviors typically are to advocate a point of view without encouraging
any questions, save face at all costs, maintain personal control through
making decisions unilaterally, and blame others to avoid ones own emotional experience. Typical expressions are This is how we will do it! If
you werent so resistant to change you could see why this is best. I am
doing everything I am supposed to do, what about you?
The antidote is to make ones commitment to personal growth transparent to others serves to break down the rigidity and toxicity of protective behaviors. Personal growth removes the stigma that there is
something wrong with a person, because everyone is a work in progress,
and everyone is in the same boat. Making the learning process transparent by collaborating for mutual benefit can help dilute the need to defend
and protect the self and spur growth.

106 M. Y. LACEY
Table 6.1.
Barrier
Antidote
Self Awareness

Barriers and Antidotes to SAI Development

Impression
Management

Expert Role

Control Others
Through Helping

Defensive
Routines

Personal Style
Personal Growth
Making the
Learning
Transparent

X
X
X

Challenges to Teaching SAI

Teaching SAI is difficult and not for the faint of heart. Faculty need to
strive to embody the core paradigm, development process and values.
Further they need to be vigilant to the possibility of one or more of the
barriers arising which would impede their ability to model SAI for students in the classroom.
Student Preparedness
A lengthy application process prescreens students for interest and aptitude for OD consulting and the SAI component. Personal in-depth interviews are conducted with each student. Faculty assemble to discuss the
experience, aptitude and possible fit between applicant interests/needs
and program offerings. If appropriate the applicant is accepted.
Further faculty assessment occurs during the first week of class to
ensure that the fit is correct. Students who are found to be ill prepared for
the rigor and intensity of the sessions are counseled out of the program
and given feedback about how they could best prepare themselves to
return in successive years. Such students need to reapply for future admittance and compete for available spots with the new applicants.
Faculty Selection
It can be challenging to find faculty with the skill and experience, as
well as the energy, interest and time to dedicate to the MSOD programs
requirements. A few things have assisted us in locating faculty willing to
preserve, enhance, sustain and innovate in the program.
Do they Walk the talk? Prospective faculty engage in a trial
period to assess their faculty-program-university fit. Faculty need to
model the SAI approach to consultation with students and faculty

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alikewilling to make their own personal growth process transparent and welcoming collaboration with others.
Is their executive function well developed? Faculty demonstrates
the ability to shift from one task to another easily, and from one
level of critical analysis to another seamlessly; shows ability to regulate and moderate emotional composure and self management;
discerns appropriate disclosure according to relevant roles.
Can they build and sustain relationships with inquisitive students?
MSOD students, while growing their SAI capacity, typically question most things/ideas, routinely challenge authority, and want to
change the world (and want to change it now!). Developing oneself
as an instrument of change is often an inelegant process and many
missteps occur along the way as students test and experiment with
new paradigms and behaviors to reach their SAI goal. Constructing
productive relationships with a complex and varied student body
can be challenging, and sometimes even a bewildering process as
both faculty and students feel their way.
Intensive Work Demands
Class sessions are eight days long and meet mornings, afternoons and
most evenings. Physically there is little down time for rest during a session. Mentally and emotionally there is great demand for attention and
presence. Both faculty and students find the educational work requirements intense.
Faculty requirements: The ambiguity of experiential learning
demands that the professor address that which is emerging-in-realtime in the classroom. One has to be on at all times. This devotion to educating consultants takes time away from home, office, clients, and so forth.
Student requirements: The ambiguity of experiential learning
requires the student be present (physically, mentally, and emotionally) during all sessions. The strength of the class and its budding community spirit depend on each persons ability to be a
part of, and fully engaged in the classroom experience. This means
students must power down their communication devices and let go
of work and family obligations back home. Trying to be a working
professional, a family member, and a mature learner all at the same
time is not for the faint of heart or careless. Heretofore unneeded
levels of self-management, project planning, and scheduling are
now required.

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MSOD CURRICULUM
Pepperdines MSOD program1 has earned an international reputation as
the premier graduate program in the field and as an innovator of experiential learning. Designed for the experienced professional, the MSOD
program prepares leaders in the art and science of managing strategic
change. Students tap deep into their own self-awareness as a means to
effect positive and meaningful change in the organization.
Program Overview
With its unique 8 day cohort format, students come from all parts of
the world, range in age from 28 to 50 years old (average age is 37 years)
and vary in levels of expertise from novice to seasoned. Typically students
come from OD/HR/training/staff functions, external consultants, and
business owner/executive/line managers. Learners customize the curriculum to suit their own needs for knowledge through the use of learning
contracts and learning groups.
A Truly Global Experience
The MSOD program is the only graduate OD program in the world
that spends more than 30% of class time in international locations. Going
beyond simulations or simple company visits, students work directly with
local managers in real settings on real issues. As OD becomes increasingly
global and cross-cultural, graduates are well-prepared to help organizations develop their international capabilities. Our program attracts people who aspire to make the world a better place and to become the best
practitioners they can by learning to:
become principled advocates of stewardship for each other, our
environment, and society
see change as valuable only in the context of a meaningful goal, be
it personal, social, or economic
infuse change with a concern for organization productivity, quality,
and learning
know that a full life requires centeredness developed through intellectual, social, spiritual, and emotional sophistication
pursue authenticity, compassion, moral courage, and integrity
through continuous discovery of self
take responsibility for their own learning and for contributing to
the learning of others
leverage mixed learning modalities to create powerful insights and
superior results

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Incoming Students
When students first arrive in the program they typically come knowing they have strong points and weak points in their interpersonal competence, and usually believe that what they currently need are
consulting skills. Mostly they dont come to us knowing that who they are
and what their character is like is a significant part of the consulting skills
equation. The application process screens prospective students for their
interest and receptivity to personal growth and life-long learning. Having a disposition toward developing a commitment to ones own personal growth is a prerequisite for acceptance in the program. It is a
requirement we hold as important as their academic background and
work experience. The quest for personal growth frees up students and
faculty to be honest and not hide mistakes. With egos more or less out
of the way, (or at least in check), there is room for rich dialogue and
deep conversation about tough issues. Such frank discussion facilitates
using the self as an instrument of change to ultimately address organization performance issues for greater levels for quality, productivity and
innovation.

Self as Instrument in the Curriculum: Introduction of the

Personal Growth Track
Pepperdine has embraced personal growth and the use of oneself as an
instrument of change in consulting as foundational in its MSOD program.
Each of the 8-day sessions, which are conducted over 24 months, represents a complete semester of workwith commensurate student assignments of preparatory readings, papers, applications, and so on, and each
session contains the component of developing oneself as an instrument of
change (SAI).
The most reliable method for teaching SAI is an emphasis on self
awareness and personal growth. Engendering a commitment to ones
own personal growth, as well as the personal growth of others, is an
integral component of the curriculum and has a specialized track that
runs throughout the life of the program. This track is firmly established during the first two sessions (described below in Tables 6.2 and
6.3), which are devoted in entirety to personal growth and the concomitant development of oneself as an instrument of change (SAI). Students
set goals and self-monitor their SAI progress. They also work in small
learning groups which act as a resource to share SAI ideas, offer support, challenge patterns, and leverage individual accountability.

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Course Description of Session 1Foundations of Organization Development

(Cohort in residence for 8 days at a retreat center)

5. Understand the linkage of individual change and organization development.

4. Demonstrate the human relations skills needed to develop effective relationships rapidly.

3. Become aware of personal style, versed in self-assessment and engaged in the pursuit of interpersonal competence.

2. Obtain an appreciation of the role that personal growth plays in the dynamics of consulting, and engender a lifelong commitment to personal growth and the learning of others.

1. Have a conceptual understanding of organization development; its history and values; levels of change and conditions necessary for positive change.

At the conclusion of this course, the student should:

Session 1 Course Objectives and Student Outcomes

(Table continues on next page)

This course establishes the foundations of organization development; the fundamental principles, values, and aspirations of positive change efforts. It
introduces the hallmark of the Pepperdine Masters of Science Degree in Organization Development, that of understanding the role of personal growth
in strategic change and in the dynamics of consulting. It initiates the personal growth track that continues throughout the program. Developing oneself
as an instrument of change is based on ever maturing levels of emotional intelligence and interpersonal competence. Such capabilities form the
benchmark methods students use to develop a commitment to learning. Our value-based curriculum demands a commitment to learningthat is, a
commitment to ones own personal learning as well as a commitment to the learning of others. This foundation provides a base upon which the
practitioner then learns the additional theory and skills to make substantive professional contributions to the implementation of strategic change
change toward higher performance levels regarding individual, interpersonal, group, and organization effectiveness.

Table 6.2.

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Objectives

To have a conceptual
understanding of
organization development;
its history and values; levels
of change and conditions
necessary for positive
change
To understand the linkage
of individual change and
organization development
See how personal style and
character creates the
possibility to use SAI

Individuals describe and assess

personal style and receive
coaching to become powerful
instruments of change in
organizations

Day

Duration

Overview

1. Personal Style Orientation

Activity

To provide opportunities for

generating behavioral data
for SAI analysis
To obtain an appreciation of
the role personal growth
plays in the dynamics of
consulting
To engender a lifelong
commitment to personal
growth and the learning of
others

Small groups meet in a forest

setting to experience group
dynamics and explore impact of
roles and norms on behavior
and group performance

2 Day

2. Team Skills Orientation

To become aware of personal

style, versed in self-assessment
and engaged in the pursuit of
interpersonal competence
To demonstrate the human
relations skills needed to
develop effective relationships
rapidly

Small groups meet in Personal

Development Labs (PDLs) to
heighten awareness of personal
style; practice the requisite skills to
increase understanding of ones
impact on others and vice versa;
reduce blind areas

3 Days

3. Personal Style and

Interpersonal Competence

(Table continues on next page)

To reflect on responsible
choices to improve/modify
personal style attributes for
greater use of SAI: what to
increase, decrease, eliminate
or augment
To understand how ones
character affects those
around you and informs all
relationships

Individuals employ family

culture attributes as a
springboard for awareness of
origins of personal style
preferences and how it impacts
SAI

Day

4. Culture Foundations

Self as Instrument of Change (SAI) Instructional Design of Session 1 (Domestic Setting)

112

Continued

Individuals create
personalized models of
interpersonal competence;
can describe and assess own
personal style
Develop a self-critical eye to
monitor ones SAI progress
Instill commitment to ones
own personal growth and
that of others

Client centered consulting

and concepts
Humanistic psychology
Organization theory
Organization development

Theory
base

Day

Duration

Outcomes

1. Personal Style Orientation

Activity

Group dynamics
Ethics and values
Interpersonal competence
Norms and roles
Conflict management
Collaborative approaches

Self-assessment and
team feedback of personal
stretch goal achievement
Greater comfort interacting
within teams
Enhanced awareness
of personal projections
and defenses for increased
autonomy
Ease of moving from
leadership to followership
positions

2 Day

2. Team Skills Orientation

Day

4. Culture Foundations

Emotional intelligence
Organization behavior
Inquiry and advocacy
Defensive routines
Discussing the undiscussable
Appreciative Inquiry
Self-esteem & accountability

Family of origin
Learning theory and
rational-emotive theory
Practiced verses espoused
values in contrasting cultural
dimensions of family,
national and organization
cultures

Skills developed to successfully

Individual understanding of
seek out and provide feedback
how one became who they
Can develop diverse
are, and the role that
relationships rapidly
character plays in consulting
Individuals can make
through SAI
observations, share information, Developing ones own
and obtain data to confirm or
theory-based point of view
refute their points of view
know when your own issues
Students versed to self assess and
prevent accurate diagnosis
monitor progress
and create biases
Gauge sharing as to amount,
Initial conceptualization of
depth and type of information
learning contract goals

3 Days

3. Personal Style and

Interpersonal Competence

Self as Instrument of Change (SAI) Instructional Design of Session 1 (Domestic Setting)

Table 6.2.

113

Course Description of Session 2 Organization Development Practitioner as Global Citizen

(Cohort in residence for 8 days in France)

5. Produce a model of cross-cultural entry and relationship that can be used and modified in future international sessions.

4. Develop a basic understanding of strategy and change theory and how they relate to individual learning.

(Table continues on next page)

3. Act with courage considering ethics, values, feedback, and consequences to promote healthy relationships and productive organizations.

2. Surface ones personal assumptions, articulate cultural filters, and continually examine systems through multiple perspectives to maximize personal
growth.

1. Demonstrate a conceptual understanding of the social sciences, such as psychology, sociology, economics, and anthropology, at a level appropriate to
become a critical reflective practitioner.

At the conclusion of this course, the student should:

Session 1 Course Objectives and Student Outcomes

This course extends the fundamental principles and skills of organization development, learned and practiced in MSOD 60la, by utilizing an unfamiliar
environment to leverage your understanding of the self as an instrument of change. This is accomplished by adding a dimension to your development
model: an understanding of how your self-perception has been shaped by your native culture. OD practitioners now, and most certainly in the future,
must have a clear sense of who they are in their own cultural context and be flexible enough to understand and use themselves in an unfamiliar one.
Paired with knowledge in the behavioral sciences, the OD practitioner possesses the competence to be a global citizen. Such a competence allows the
practitioner to make substantive contributions to individual, group, and organization effectiveness. This course introduces the student to the social
sciences in preparation for being a global citizen.
Basic principles of anthropology, sociology, political science, economics, and psychology are explored as foundational theories to organization
development. Topics include culture of origin and cross-cultural awareness, dynamics of conducting research in a non-native land, and working with
local experts. A focus on the student's personal and professional growth will occur through the formation of a learning contract and the creation of an
individualized model of cultural entry useful to transverse across countries and disparate organization cultures.

Table 6.3.

114

Continued

Anthropological methods
and concepts
Humanistic psychology

Sociological
researchmethods
Ethics and values

* The contribution of C. G. Worley to Session 2 chart is acknowledged.

Theory
base

A list of propositions that

Applied research methods &
show insights on a number
concepts
of aspects of the new culture Greater personal comfort
A number of artifacts that
interacting within the host
represent the culture
culture
Self-assessment and team
Enhanced awareness of
feedback of stretch goal
personal projections and
achievement
defenses for increased
autonomy

Outcomes

Small groups do field research on

local economy and management
practices

2 Days

3. Economic Orientation

Participants collaborate to
develop processes and models
of cultural entry

Day

4. Cultural Entry

Economics & Sociology

Group dynamics
Org communication

Organization theory
Model building
Learning theory

Formal presentations to local

Individualized and practical
national professionals/executives
frameworks to smooth entry
regarding feasible host country
into various cultures
business and benchmark
Raised awareness of the
opportunities
similarities and differences
A personal view of group
between country and
dynamics and behaviors that
organizational culture
helped or hindered the teams
performance

To develop research and

To apply research skills to excise To integrate learnings from
diagnostic skills
sociological & economic patterns
prior experiences
To understand basic
To heighten interaction with the To articulate ones personal
sociotype and stereotype
host culture to develop
assumptions and cultural
concepts
confidence and resourcefulness
filters
To consider values, ethics,
in finding local resources
To develop a process for
and personal choices when in
continually examining
a different culture
systems through multiple
perspectives

To develop participantobserver skills

To learn about the concept
of culture
To explore everyday aspects
of the host country

Objectives

Small groups empirically test

propositions about the host
culture

1 Day

Small groups do fieldwork to

identify and collect unfamiliar
cultural attributes

Day

Duration

2. Hypothesis Testing

Overview

1. Cultural Orientation

Activity

Self as Instrument of Change (SAI) Instructional Design of Session 2 (International setting)*

Table 6.3.

Want Higher Impact Consulting? 115

PROGRAM SUCCESS
Evaluation measures that enable Pepperdine to ascertain the MSOD program is effective are described below. Current student evaluations and
criticisms (both solicited and unsolicited) give prompt feedback about the
impact of program offerings which are used to upgrade and improve the
educational experience. Alumni forms a strong long grey line of practitioners that enjoy disparate careers, and respond to requests for curriculum redesign input.
Student Feedback Contributes to the Program
Information regarding the programs effectiveness is actively sought.
Indications that we are having the intended effect are found in student
evaluations. These are conducted at the end of each session (see Table
6.4) and provide evidence the two sessions focused on SAI are successful.
Student comments are used to revise and innovate the curriculum. Six
years of evaluations show an average session effectiveness score of 4.75 for
the first session (held domestically) and 4.56 for the second session (held
in France). These scores out of a possible 5.00 indicate students agree, or
strongly agree, that the sessions were effective.
Over 800 MSOD Alumni Have a Worldwide Reach
Alumni live and work domestically and abroad: Australia, Bulgaria, Canada, China, Europe, Hong Kong, India, New Zealand, Philippines, Russia,
Singapore, South America, United States, and so on. They can be found in
Table 6.4.

Student Evaluations Over Six Years

Class

Eta

Theta

Iota

Kappa

Lambda

Mu

Average

Year

2004

2005

2006

2007

2008

2009

Size

n = 30

n= 31

n = 33

n = 33

n = 33

n = 26

4.82

4.68

4.63

4.81

4.74

4.83

4.75

n = 30

n= 31

n = 33

n = 33

n = 26

4.68

4.79

4.36

4.34

4.64

4.56

Session 1
was
effective
Size
Session 2
was
effective

Total n = 372 (5 = strongly agree, 4 = agreed, 3 = neither agreed/nor disagreed,

2 = disagreed, or 1= strongly disagreed)

116 M. Y. LACEY

large for profit enterprises and government systems, Nongovernment organizations (NGOs) and small nonprofits. They enjoy careers as independent
consultants as well as internal consultants. Graduates sponsor and conduct
their own full range alumni conference on average every 2 years. They contribute to the program through their financial donations and sponsored
scholarships. MSOD alumni are productive, writing more than 25 books, 75
articles, and making over 1,000 conference presentations.
A few unsolicited letters sent in by alumni are shown below in Table
6.5. Another way that alumni contribute to the programs success is they
are our best ambassadors and recruiters. The majority of new applicants
come to us as a direct result of having worked with our alumni, been
inspired by them, and want some of that secret sauce that makes a Pepperdine MSOD graduate unique. This secret sauce is SAI.
Suggestions for Other Universities That Wish to Adopt this
Approach
Based on the Pepperdine experience there are a number of guiding
questions that are useful in program planning and adoption.
What to Look For When Making Faculty Selection? Do You have
Trouble Getting Faculty?
Pepperdine first looks for faculty who value the use of self as instrument in consulting. Faculty is screened for their SAI skill maturity, or
their demonstrated aptitude. They are oriented to SAI in a deliberate
assessment process: faculty attend sessions as guests, going through much
of the same ground as incoming students. They are expected to observe
and look for ways to integrate their talents into the curriculum by augmenting or replacing offerings in the future. Interactions with faculty and
students are used to determine fit.
Is There an Instructor Learning Curve?
While faculty come to us with a fund of knowledge in their discipline
(such as OB, OD, OT, strategy) much of the curriculum itself, particularly
that of SAI, is learned tacitly through hands on practice and integration
on site during sessions. Seeking faculty with individual attributes of
humility, courage and confidence, which are required of faculty in our
MSOD, is unique and difficult to find. Faculty attend a personal development lab as a participant among students to verify that this work of SAI
is for them. We have found that potential faculty do not universally wish
to learn and teach SAI, so finding faculty who have an interest in SAI is
essential. They must also, as the students do, demonstrate a commitment
to their own learning and to that of others.

Want Higher Impact Consulting? 117

Table 6.5.

Unsolicited Student Comments

This letter is long overdue. I am writing to thank you and the MSOD faculty for providing
a very intense, yet immensely valuable educational experience. Helping others grow and
learn is a great challenge in and of itself. Yet, I cannot think of a greater contribution one
can make than assisting others to recognize and better understand their own motivations,
behavior and approach to others so that they can be an instrument of constructive change.
Even if those benefits did not exist (thank goodness they do). The program is extremely
well-organized and provides students with so many layers of professional and personal
growth opportunities.
Charlotte Landram 2010
Hello! I just had to write to tell you I am off to Dubai, UAE on May 28 for my first assignment with my new job!! I am so excited!!! I will be working with a team of consultants to do
professional development work with teachers regarding educational pedagogy. What an
amazing opportunity, I feel like the last two years have prepared me for an opportunity
such as this. I had tears in my eyes the other day as I was looking at the gifts we received at
the end of PDL, reading my journal from session one and hearing such a scared, fear
driven woman, gosh how far things have come. I would NEVER have considered this kind
of work in my wildest dreams two years ago. The work you do for your students, its beyond
amazing. I am not the same person anymore, and now can go and do work in the world
that means something and I can walk proud! Just wanted to thank you. I feel like I was
made for this.
Bettina Mihai 2009
Firstly I would comment on the MSOD Program generally. There is something unique
about how the program is set up. Weve often talked about Ed Scheins simple offering that
OD Is about helping. It is this essential quality that has been woven into the successive
programs.There is also a sense of obligation developed through the program through the
long grey line with a deep appreciation of those who have gone before. More than anything I felt loved during my two years of the program. The Faculty has created a unique
blend of professional and personal care for their students. It provided me with opportunity to do academic and practical field work in the knowledge that there were hands hovering to catch me if I fell. This together with an outward looking program delivery in
China, Mexico and France has meant that MSOD students are imbued with rich and challenging experiences in significantly different cultures. This creates a unique container in
which to develop as a global OD practitioner in terms of helping others. As I reflect on
my relationship with the MSOD Faculty I am struck by how it is a meeting of equals
between them and the MSOD students. More than anything the Faculty is INTERESTED
and not just INTERESTING.
David Nicolson 2008

118 M. Y. LACEY

What Challenges are There to Retaining Faculty?

Endemic in the faculty role in MSOD at Pepperdine is burnout. Faculty assist each other in making reminders that self care is important
and necessary in order to maintain the pace of the intensive sessions.
This work seems to appeal to people who are hard working and self sacrificing. Attention must be paid to quality of life and family relations in
order to be rejuvenated and present for attending students educational needs. The challenge for us tends to be with finding qualified faculty. Once found, faculty stay for the joy of working with students, the
pedagogy of the OD and SAI work itself, and their relationships with
their MSOD colleagues.
How Important is Faculty Teamwork?
Faculty cohesion is also necessary for the success of the program. Modeling authentic interactions and addressing relationship challenges for
the students is essential. Being productive members of a high performance team is also made visible to students in the hope that they will
aspire to follow suit, and thus increase their SAI capabilities, and in turn
become productive team members and leaders.
What Other Resources are Needed?
Time to do the work. Simple exposure to SAI concepts is insufficient to
engender commitment or develop skill. Practice, practice and more practice is required and never stops. It is important to create the cultural
island where such practice can be supported and thrive.
Place to do the work. The ability to create an atmosphere that exists
beyond (and away from) the demands of everyday work and life in order
to promote a climate of reflection, experimentation and feedback.
Stamina to do the work. The health of heart, spirit and body to go the
distance; to address tough issues, to communicate deeply with others
about what is important at work and in life. Is SAI appropriate for consulting programs that do not focus on OD?
The use of SAI in consulting is a professional choice. Consultants who
use SAI tend to be more likeable and approachable than the strict subject
matter experts. They enjoy their work because they bring their whole
selves to the task. Extreme subject matter experts who offer a hard to find
knowledge base are often not held to the same interpersonal standards
and level of emotional maturity by clients, as their expertise makes their
interpersonal ineptness tolerable. When given a choice, we believe that
clients seek out and prefer consultants who are authentic human beings
seeking to better themselves both personally and professionally to a
clumsy, bull-in-a-china-shop consulting style.

Want Higher Impact Consulting? 119

SUMMARY
As a consultant when you are aware of your personal style, you can chose
to modify it through discipline and labor so as to develop yourself as a
powerful instrument of change. Through self-awareness, you recognize
how your personal style in large measure determines how others perceive
youas a person and as a consultant. Once known you can assess and
choose to change/modify according to the impact you have on others.
This is personal growthyou upgrade your personal style to maximize
your ability to use yourself as an instrument of change.
This growth has three key results for consultants: (a) It helps the consultant get better and better; by being self aware, both strengths and
weaknesses can be routinely addressed, (b) The improved consulting skill
level amplifies consultant impact on the client, (c) The consultant can
inspire the client to increase his/her own self awareness, build on
strengths and address their particular shortcomings, and (d) Demonstrating growth and making ones learning process visible to others encourages others to follow suit and pursue their own personal growth needs.
Organizationally, once a client makes their process of learning visible to
their organizations, then additional members can more freely commit to
personal growth and learning too. This is the foundation of organizational change and development.
Opportunities to make judicious choices about what portions of learning to make transparent to the client abound. Consultants make responsible and appropriate selections according to the relevant role at the time.
Consultants can be subject matter experts, an extra pair of hands, a project manager, an intervention designer and facilitator, a coach, a mediator, a teacher, and so on. When making choices about learning
transparency, of utmost importance are the needs of the client and the
client system and what will benefit them, remembering also that the consultant needs to take care of him/herself in a sustainable fashion to avoid
burn out.
It takes courage to make your learning and growing process visible to
others. Yet this courage pays off by inspiring others to follow suit. Consultants and clients see their life and work journey turn into one of discovery,
judgment is replaced with curiosity, and new whelms of imagination and
innovation can occur.

NOTE
1.

Pepperdine University Graziadio School of Business and Management

2009 Catalogue.

120 M. Y. LACEY

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