Alpha, beta, and gamma change in modelling‐based organization development

Porras, Jerry I.; Singh, Jitendra V.

doi:10.1002/job.4030070104

Cited by 8 publications

(7 citation statements)

References 35 publications

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“…Volume 24, Number 2 / 2011 DOI: 10.1002/piq and, again, is in line with previous research (Birkenbach, 1986;Porras & Singh, 1986;Randolph & Elloy, 1989;Rogers & Thornton, 2003).…”

Section: Assessment Of Gamma Changesupporting

confidence: 91%

“…As can be seen in Table 3, the use of either approach alone suggests the presence of gamma change for at least 20% of participants for each of the six dimensions. Comparison of profile dispersions was found to yield fewer conclusions of gamma change than comparison of profile shapes, a finding consistent with prior studies (Porras & Singh, 1986;Randolph & Elloy, 1989;Rogers & Thornton, 2003). In accordance with the suggestions of Terborg et al (1980), an overall conclusion of gamma change was made only for those individuals for whom both methods indicated its presence.…”

Section: Assessment Of Gamma Changesupporting

confidence: 85%

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An investigation of alpha, beta, and gamma change in developmental assessment center participants

Brodersen

Thornton

2011

Perf. Improvement Qrtly

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Despite widespread application of developmental assessment centers (DACs), little is known about the impact of the process on participants' understanding of the assessed performance dimensions. This study explores this issue by applying Golembiewski, Billingsley, and Yeager's (1976) tripartite model of change to assess the presence of alpha, beta, and gamma change in DAC participants. Using the method outlined by Terborg, Howard, and Maxwell (1980), we investigate the nature and type of change occurring in a sample of mid‐level managers following a DAC. Evidence for all three types of change was found across the six dimensions targeted by the DAC. Results suggest DACs may not only be an effective means to facilitate perceived performance improvement (alpha change), they may also succeed in facilitating new insight in participants regarding the dimensions on which they are assessed (beta and gamma change).

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“…Volume 24, Number 2 / 2011 DOI: 10.1002/piq and, again, is in line with previous research (Birkenbach, 1986;Porras & Singh, 1986;Randolph & Elloy, 1989;Rogers & Thornton, 2003).…”

Section: Assessment Of Gamma Changesupporting

confidence: 91%

Section: Assessment Of Gamma Changesupporting

confidence: 85%

An investigation of alpha, beta, and gamma change in developmental assessment center participants

Brodersen

Thornton

2011

Perf. Improvement Qrtly

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“…It was reassuring to understand that the participants in this study had significant tools available in the way of video, YouTube, case studies and reports to support and assist in creating a realistic learning environment. Utilising these tools helps to create a teaching environment where students are able to participate in discussions, provide feedback and relate to real life scenarios where they can apply double-loop learning, leading to a deeper understanding and gamma change (Argyris 2006;Porras & Singh, 1986). Business students who have developed CSR skills will be positioned to look at alternatives, question situations and seek solutions that have philosophical and ethical foundations.…”

Section: Discussionmentioning

confidence: 99%

“…Gamma A (core values changed) and Gamma B (reinstatement of the new concept) replace one paradigm with another to bare new actions, behaviours and understanding that reframe and change governing variables (Porras & Silvers 1991). Gamma change is directly related to Argyris' (1997Argyris' ( , 1983 double-loop learning (Porras & Silvers 1991, Porras & Singh 1986. Moving from Gamma A to Gamma B is generalised by a conscious shift in paradigms through adaptation, adoption and embedding of new constructs (Argyris 1983, Porras & Silvers 1991 and developed from reflection, critique and questioning.…”

Section: Applied Learning Of Csrmentioning

confidence: 99%

The Complexity of Teaching an Emerging Paradigm

Stewart¹,

Gapp²

2013

Journal of Business Ethics Education

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This paper sought to understand the current teaching approaches and course offerings of Corporate Social Responsibility (CSR) within the context of management education in Australian and British university business offerings. Identified in this qualitative research are the complexities and challenges of teaching CSR, its current relevance within management programs and how, by improved teaching and integration, CSR would increase its relevance to the field of management. In specific terms, whilst there are challenges, there are indications of growth in CSR courses within management programs. There appears little difference between CSR offered as a stand alone course or embedded into other courses. Given the findings, CSR is positioned as a holistic entity with a combination of offerings preferable. Finally, the inclusion of research activities that create connection between organisations, educators, students and the courses in business schools was identified, with research informing practice and in return practice informing teaching.

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“…They did not directly test the mean pre/then difference score, but discussed the possibility of a response shift as an explanation for the results. A significant mean pre/then difference score was found only in the experimental conditions of the Porras and Singh (1986) study, and in the Sprangers and Hoogstraten (in press, Study 2) experiment. In both studies, the researchers concluded that a response shift had taken place .…”

Section: No-treatment Control Conditionmentioning

confidence: 98%

Subject bias and the retrospective pretest in retrospect

Sprangers

1989

Bull. Psychon. Soc.

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(Pieter Koele, Sponsor) Studies employing designs including a thentest were reviewed to examine to what extent they demonstrated a response shift, while controlling for subject bias by including a placebo control condition. A computer search was executed to detect articles that included the Howard, Ralph, et al. (1979) article in their reference list. Of 24 studies, 16 did not warrant any statement about the occurrence of a response-shift bias, relative to a subject bias, because they lacked a placebo control condition. Support for the subject bias hypothesis, relative to the response-shift hypothesis, was found in one of eight studies that did include a placebo control condition. With respect to these results, three supplementary considerations were taken into account. It was concluded that subject bias has not proved to be an unqualified alternative explanation of the response-shift interpretation in the reported studies.The research design most frequently employed to evaluate training effectiveness is the two-group pretestposttest design (Campbell & Stanley, 1966, Design 4) . Cronbach and Furby (1970)noted that for pretest and posttest scores to be comparable, a common metric must exist for the two sets of scores. In using self-report instruments, Howard, Ralph, et al. (1979)found that a response shift-a change in internal standard from pretest to posttest-renders pretest and posttest scores incompatible. To obtain selfreport measures of pretest and posttest levels of functioning with respect to the same internal standard, Howard, Ralph, et al. (1979) administered a retrospective pretest-a thentest-at the time of posttesting. Subjects were asked to report how they then perceived themselves to have been prior to the intervention. A significant mean difference between pre-and thenscores in the experimental condition would indicate a response shift . Since a response shift is dependent on the treatment, it should occur in the experimental and not in the control condition. If a response shift is demonstrated, a valid estimate of a treatment effect is given by the mean difference between post-and thenscores (Howard, Ralph, et al. , 1979). However, designs including a thentest may be more susceptible to subject bias resulting from subjects' perception of the demand characteristics of the experimental situation (Orne, 1969) than Design 4 of Campbell and Stanley (1966). Since the thentest is administered at the same time as the posttest, subjects may, in an attempt to indicate favorable results, adjust their thenscores in a downward direction. Consequently, a mean pre/then difference score may not reflect a shift in internal standard, but may represent subject bias instead.

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Alpha, beta, and gamma change in modelling‐based organization development

Cited by 8 publications

References 35 publications

An investigation of alpha, beta, and gamma change in developmental assessment center participants

An investigation of alpha, beta, and gamma change in developmental assessment center participants

The Complexity of Teaching an Emerging Paradigm

Subject bias and the retrospective pretest in retrospect

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