Organizational change and development.

Martins, Luis L.

doi:10.1037/12171-020

Cited by 9 publications

(7 citation statements)

References 189 publications

(312 reference statements)

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“…There is a lot of research on the different types of change. Authors discuss whether change should be considered as episodic or continuous [ 32 ], exceptional or natural [ 33 ], but when it comes to the assessment of change, most researchers focus on aspects of the discrete context that influence or shape the change process in a hindering or facilitating way [ 34 , 35 ]. As the change process is very complex and only partly observable, it still remains as a kind of black box .…”

Section: The Main Categories and Subcategories Of The Modelmentioning

confidence: 99%

The Context, Process, and Outcome Evaluation Model for Organisational Health Interventions

Fridrich

Jenny

Bauer

2015

BioMed Research International

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To facilitate evaluation of complex, organisational health interventions (OHIs), this paper aims at developing a context, process, and outcome (CPO) evaluation model. It builds on previous model developments in the field and advances them by clearly defining and relating generic evaluation categories for OHIs. Context is defined as the underlying frame that influences and is influenced by an OHI. It is further differentiated into the omnibus and discrete contexts. Process is differentiated into the implementation process, as the time-limited enactment of the original intervention plan, and the change process of individual and collective dynamics triggered by the implementation process. These processes lead to proximate, intermediate, and distal outcomes, as all results of the change process that are meaningful for various stakeholders. Research questions that might guide the evaluation of an OHI according to the CPO categories and a list of concrete themes/indicators and methods/sources applied within the evaluation of an OHI project at a hospital in Switzerland illustrate the model's applicability in structuring evaluations of complex OHIs. In conclusion, the model supplies a common language and a shared mental model for improving communication between researchers and company members and will improve the comparability and aggregation of evaluation study results.

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Section: The Main Categories and Subcategories Of The Modelmentioning

confidence: 99%

The Context, Process, and Outcome Evaluation Model for Organisational Health Interventions

Fridrich

Jenny

Bauer

2015

BioMed Research International

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“…According to Martins (2011), the predominant models on the management of organizational change remain rooted in Lewin's (1951Lewin's ( )(1951 three-stage model of "unfreezing-changing-refreezing". Although useful when organizations are stable, the model has been criticized for not taking into account the complex and continuing dynamics of change (Dawson, 1994).…”

Section: Intervention Process Evaluation: the Need To Develop Theoretmentioning

confidence: 99%

Process evaluation for organizational stress and well-being interventions: Implications for theory, method, and practice.

Biron

Karanika‐Murray

2014

International Journal of Stress Management

129

116

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Although the body of evidence showing the effects of psychosocial risks on employees' health is substantial, effective and sustainable stress prevention remains a thorny and complex issue. Most studies have focused on evaluating the effects of organizational interventions, and the results are mixed. Researchers find the evaluation of such actions methodologically challenging whereas practitioners often find the development and implementation of such actions a complicated matter. One of the reasons for this mixed impact is the lack of attention to contextual and process issues, namely how, when, and why interventions have their effects on outcomes such as mental health, well-being, and organizational performance. This paper aims to help researchers and practitioners to improve the development, implementation, and evaluation of organizational initiatives designed to reduce exposure to stress, to promote well-being, and healthy organizations. We review recent developments in the literature on process evaluation and propose examples of broader theoretical frameworks that could be used to improve this area. We articulate the essential elements for developing and bridging gaps between theory, methods, and practice.Throughout, we provide recommendations for the content, process and reporting of research on IPE.Keywords: intervention process evaluation, context, organizational interventions, well-being, occupational stress INTERVENTION PROCESS EVALUATION 3Process evaluation for organizational stress and well-being interventions: Implications for theory, method, and practice Because of their focus on reducing or eliminating the stressful and harmful aspects in the workplace, organizational-level interventions have been thought to be more effective compared to individual-level initiatives which attempt to modify individuals' ability to cope with stress (Semmer, 2011). Several reviews (Briner & Reynolds, 1999;Graveling, Crawford, Cowie, Amati, & Vohra, 2008;Parkes & Sparkes, 1998;Richardson & Rothstein, 2008; Van der Klink, Blonk, Schene, & Van Dijk, 2001) have concluded that there is not sufficient empirical evidence to draw conclusions on the effectiveness of organizational-level interventions, and that the research designs that have been used are too varied or not considered sufficiently strong. This is worrying given the pervasiveness and costs of workrelated stress and the considerable resources that organizations invested to manage it. In 2010 an observation was made that "at present little real progress is being made in [stress] intervention research [and] we do not need 'more of the same'" (Cox et al., 2010, p. 217). The implementation of interventions at the organizational level is considerably more complex and requiring more extensive resources than interventions at the individual level. Nevertheless, and despite calls for the importance of understanding intervention implementation coming from a range of areas such as organizational studies (e.g. Langley, 2009;Pettigrew, Woodman, & Cameron, 2001) and ...

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“…Therefore, he suggests that in addition to choosing research topics that are personally interesting to them, organizational learning researchers should consider if and how their work could add synergistically to the content of other works already in the literature. Another route would be to look for synergies with somewhat related topics, such as information overload in organizations (Edmunds and Morris, 2000; Stephens et al , 2017) or organizational change (Kunisch et al , 2017; Martins, 2011; Oreg et al , 2018).…”

Section: Making a Difference Through Organizational Learningmentioning

confidence: 99%

Editorial

Nguyen

Huber

2019

TLO

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Making a difference through organizational learning Organizational learning: an ongoing journey Organizational learning theory has gained currency since the 1950s, thanks in part to the debate between economists and behaviorists (Schulz, 2002), when behaviorists such as March, Simon and Cyert, who were dissatisfied with the classic economics models of the firms, developed the behavioral theory of the firm (Cyert and March, 1963). Research on organizational learning has increased considerably since the late 1980s, evolving into a diverse literature with uneven development of different idea clusters (Schulz, 2002). Organizational learning becomes a meta-theory that is comprehensive (Berta et al., 2015) and yet also displays significant fragmentation and lack of integration (Schulz, 2002), which is because of the lack of consensus on what it means by the term (Crossan et al., 1999; Huber, 1991). However, organizational learning research provides a rich basis for theory building and has strategic implications for managers concerning development of appropriate organizational capabilities and competitive advantages, successful market performance and design of organizational structure and culture (Argote, 2013). The field of organizational learning is still growing, and there is now ample literature on the subject. We are pleased to add the papers in this special issue, "Making a difference through organizational learning" to this literature. In this editorial, we explain what we mean by making a difference through organizational learning and what has been suggested by papers in this special issue to make such differences occur.

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Organizational change and development.

Cited by 9 publications

References 189 publications

The Context, Process, and Outcome Evaluation Model for Organisational Health Interventions

The Context, Process, and Outcome Evaluation Model for Organisational Health Interventions

Process evaluation for organizational stress and well-being interventions: Implications for theory, method, and practice.

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