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The professionalization of organizat...

Tierney, Erika Lise.

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The professionalization of organization development (OD): Essential competencies for OD practitioners.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The professionalization of organization development (OD): Essential competencies for OD practitioners./
作者:	Tierney, Erika Lise.
面頁冊數:	121 p.
附註:	Advisers: Shari L. Peterson; Gary W. Leske.
Contained By:	Dissertation Abstracts International63-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052802
ISBN:	0493677305

The professionalization of organization development (OD): Essential competencies for OD practitioners.
Tierney, Erika Lise.

The professionalization of organization development (OD): Essential competencies for OD practitioners. - 121 p.

Advisers: Shari L. Peterson; Gary W. Leske.

Thesis (Ph.D.)--University of Minnesota, 2002.

The purpose of this study was to identify and validate essential competencies for OD practitioners to provide a basis for guided professional development. Three competency lists existed but were not yet operationalized. This study extracted competencies from those lists that grouped competencies, skills, attitudes, and values. The validated competency list provided by this study can encourage and sustain OD practitioner competence, as well as develop, enhance, or revise curricular materials used in OD educational and professional development programs.

ISBN: 0493677305Subjects--Topical Terms:

626632
Education, Adult and Continuing.

The professionalization of organization development (OD): Essential competencies for OD practitioners.
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245 1 0 $a The professionalization of organization development (OD): Essential competencies for OD practitioners.
300 $a 121 p.
500 $a Advisers: Shari L. Peterson; Gary W. Leske.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1680.
502 $a Thesis (Ph.D.)--University of Minnesota, 2002.
520 $a The purpose of this study was to identify and validate essential competencies for OD practitioners to provide a basis for guided professional development. Three competency lists existed but were not yet operationalized. This study extracted competencies from those lists that grouped competencies, skills, attitudes, and values. The validated competency list provided by this study can encourage and sustain OD practitioner competence, as well as develop, enhance, or revise curricular materials used in OD educational and professional development programs.
520 $a The research questions examined in this study were: (1) What are the essential competencies for organization development practitioners? How are they rated according to level of importance? (2) What are the differences in importance ratings, if any, between respondents based on professional status (academician/practitioner), highest degree attained, and years of OD experience? (3) What phases of the <italic>action research model</italic> emerge as most important to OD practice? Are there differences between those phases?
520 $a This study was divided into two parts. Part 1 used the <italic>Delphi technique</italic> to extract a compilation of three existing lists of items, the results of which were incorporated into a refined list of competencies to create a survey. Part 2 validated the list of competencies that emerged from Part 1 and rated those competencies according to their importance within phases of the action research model.
520 $a Of the 237 items labeled by Delphi participants, 164 were identified as competencies, 74 as behaviors, and 6 as attitudes. Competencies in the General phase were rated most important. There were no differences found in participant ratings of importance based on highest degree attained or years of OD experience. While there were significant differences in importance ratings between phases of the action research model, those differences yielded no practical value.
520 $a When they are engaged in professional development activities, OD practitioners may find that the group of 22 competencies from this study are more simple to work with than the original, unspecified list of 237. Additionally, practitioners may now allocate their resources toward developing competencies in the action research model phases that appeared more critical than others (i.e. General, Start-up, Assessment and Feedback).
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