Carmen’s alarm jarred her awake at 6 a.m.  She remembers a time when she woke up each morning with renewed energy and enthusiasm, eager to take on the many tasks ahead of her.  Today, like so many other mornings in the last year, she has to drag herself out of bed.  Within an hour, she will be at her desk in a small office, overflowing with file folders, located down the hall from the Acute Care Unit (ACU) at Saint Theresa Hospital in Queens, NY.  This would likely be the fifth day in a row that she would work a 14-hour day, slogging through heaps of paper work, heading off conflicts and dust-ups, and even pitching in to ease her staff’s patient overload.  Beyond fatigue, she was beginning to feel overpowered and beaten by the ACU’s problems. About Carmen Carmen Ortega was proud to have fulfilled her immigrant parents’ dream that she graduate from college and become a successful professional.  She loved nursing, a field she has worked in for eight years.  Most of the eight years she worked in Brooklyn General’s surgery unit, progressively assuming more responsibility, and gaining the respect of her coworkers and superiors.  For a thirty-year old, Carmen has lived up to her reputation as a fast-track professional making the most of a burgeoning, competitive health care industry. She jumped at the opportunity to apply for the ACU Nursing Supervisor position at Saint Theresa. Although currently one of the oldest, least modern, and most in-demand hospitals in New York City, the institution and its staff are greatly admired for its persistence in meeting trauma and inner-city health care challenges.  Saint Theresa was built in the early 1900s to care for immigrants and remains a valued resource for Queens’ multi-ethnic community.  Although the facility has seen better days, the organization’s human capital and reputation clearly make it an attractive target for a corporate take-over.  It’s no secret that Saint Theresa’s board has been looking for ways “to save our venerable institution,” and is expected to deliver on short- and long-term plans that include construction of a cutting edge facility with state-of-the-art medical and health care technology—exciting, hopeful prospects in Carmen’s opinion. Rumors fly that a Swiss-based multinational company will buy Saint Theresa as part of that transformation.  Carmen’s former nursing school prof and mentor, Michaela Robinson, now Director of Nursing at Saint Theresa, actively encouraged Carmen to take the ACU supervisor job.  Michaela candidly described the demands of the job, as well as Saint Theresa’s and the ACU’s need to deal with the organization’s behavioral, structural, and technological problems, adding that she believed Carmen was up to the task, and had every confidence that she would contribute to an improved future.  Ambitious, self-directed, and drawn to a worthy cause, Carmen was honored by Michaela’s confidence and stood ready to embrace what lay ahead. About ACU But when Carmen bega ...

1. Carmen’s alarm jarred her awake at 6 a.m. She remembers a
time when she woke up each morning with renewed energy and
enthusiasm, eager to take on the many tasks ahead of her.
Today, like so many other mornings in the last year, she has to
drag herself out of bed. Within an hour, she will be at her desk
in a small office, overflowing with file folders, located down
the hall from the Acute Care Unit (ACU) at Saint Theresa
Hospital in Queens, NY. This would likely be the fifth day in a
row that she would work a 14-hour day, slogging through heaps
of paper work, heading off conflicts and dust-ups, and even
pitching in to ease her staff’s patient overload. Beyond fatigue,
she was beginning to feel overpowered and beaten by the ACU’s
problems.
About Carmen
Carmen Ortega was proud to have fulfilled her immigrant
parents’ dream that she graduate from college and become a
successful professional. She loved nursing, a field she has
worked in for eight years. Most of the eight years she worked
in Brooklyn General’s surgery unit, progressively assuming
more responsibility, and gaining the respect of her coworkers
and superiors. For a thirty-year old, Carmen has lived up to her
reputation as a fast-track professional making the most of a
burgeoning, competitive health care industry. She jumped at the
opportunity to apply for the ACU Nursing Supervisor position
at Saint Theresa. Although currently one of the oldest, least
modern, and most in-demand hospitals in New York City, the
institution and its staff are greatly admired for its persistence in
meeting trauma and inner-city health care challenges. Saint
Theresa was built in the early 1900s to care for immigrants and
remains a valued resource for Queens’ multi-ethnic community.
Although the facility has seen better days, the organization’s
human capital and reputation clearly make it an attractive target

2. for a corporate take-over. It’s no secret that Saint Theresa’s
board has been looking for ways “to save our venerable
institution,” and is expected to deliver on short- and long-term
plans that include construction of a cutting edge facility with
state-of-the-art medical and health care technology—exciting,
hopeful prospects in Carmen’s opinion. Rumors fly that a
Swiss-based multinational company will buy Saint Theresa as
part of that transformation. Carmen’s former nursing school
prof and mentor, Michaela Robinson, now Director of Nursing
at Saint Theresa, actively encouraged Carmen to take the ACU
supervisor job. Michaela candidly described the demands of the
job, as well as Saint Theresa’s and the ACU’s need to deal with
the organization’s behavioral, structural, and technological
problems, adding that she believed Carmen was up to the task,
and had every confidence that she would contribute to an
improved future. Ambitious, self-directed, and drawn to a
worthy cause, Carmen was honored by Michaela’s confidence
and stood ready to embrace what lay ahead.
About ACU
But when Carmen began her new supervisory role in the ACU,
she quickly confronted a deeper reality—the reality of managing
within a changing, unstable, severely understaffed
organization. Ten registered nurses (RNs) and five nurse aids
struggle to deliver competent, efficient, and compassionate care
to ACU patients and their grief-stricken families, despite the
out-of-date, cramped facility, and gross inconveniences—poorly
located nurse stations, lack of file storage, aging computer
terminals to name but a few. Only leaked recently, Carmen’s
predecessor, Crystal, was fired for falsifying time sheets and
patient records. Three RNs quit shortly before Carmen started
as ACU’s Nursing Supervisor. Recognizing the dire need to
replace the nurses, Carmen was astonished when Saint
Theresa’s new CEO, Roman Garvey (“you may call me Dr.
Garvey”) a European-trained West African with an MD and

3. MBA, hired to increase the institution’s efficiency and
profitability, announced plans to “rightsize” staff and freeze
new and replacement positions.
Back in the ACU trenches, nurses and aids scurry from one
crises to another, lacking backup support, quick access to
needed records, and feeling the pinch of specialized skill sets
that walked out the door when co-workers quit. ACU staff
absenteeism is at an all-time high. Productivity and morale are
at an all-time low. Patient satisfaction ratings are barely
average. Most patients don’t bother to fill out the survey cards
in their discharge packets. Not only is job turnover up and job
satisfaction down, the ACU’s reputation for “shady” hiring,
playing favorites, and “not walking the talk” made recruiting
top-notch candidates very difficult. While the apparent loyalty
of the semi-skilled nurse aids is a relief, frustrated, overworked
RNs continue to ask (in some cases, angrily) for one-on-one
meetings with Carmen. RN’s complaints cover the gamut—long
hours, confining work space, lack of proper work stations,
“buggy” electronic medical records software, ineffectual job
appraisal system, and unmet promises for adequate training and
career development. Trust in upper and middle management has
eroded.
Last week, a few doctors grumbled during a staff meeting
(passed on to Carmen via Michaela) that ACU patient
medication errors were up and the unit’s senior nurse tended to
“drop the ball” when it came to following orders. Dr. Aazim Al-
Jahari, who heads the Ethics and Quality Control Task Force,
was dumb-founded and exasperated by the news. Helen
Connors, the senior nurse in question, has worked at Saint
Theresa her entire career. She burst into tears when Carmen
asked about the doctor’s “observations.” To top it off, Graciela
Rojas, hired a year ago—and among the hardest working,
clearly gifted care givers, and most affable and skilled
communicators on the ACU nursing staff—suddenly left work a

4. few days ago citing a family emergency. Rumors quickly
spread that Graciela’s departure suspiciously overlapped with
increased investigations by federal agents of Queens’ hospital
employees. Carmen wonders how Saint Theresa will be able to
live up to its mission and vision, which emphasize
compassionate, high-quality patient care, clinical excellence,
and the importance to be the hospital of choice for professionals
in social medicine and urban health care.
The Challenge—Learning to Lead Change
Carmen’s boss, Michaela Robinson, is deeply concerned about
ACU’s ever-worsening situation, and has requested a study and
status report be done within 30 days. The report will identify
and explain ACU’s problems and causes, systems affected,
alternative measures, and make recommendations. Clearly,
Carmen’s work is cut out for her.
It’s no surprise that Carmen had to drag herself out of bed this
morning!
Organizational Development and Transformation
Case Study: Diagnosis, Intervention and Evaluation
Purpose:
· To examine and understand OD diagnosis, intervention,
and evaluation, including data collection methods, key
organizational and individual change problems, issues,
challenges, opportunities, and interpersonal, structural,
technological, and behavioral approaches and strategies.
Course Outcomes:
· Identify and diagnose organizational problems and
opportunities in order to improve performance
· Research and identify appropriate interventions,
strategies for implementation, and methods for evaluation to

5. resolve organizational problems and take advantage of
opportunities
Introduction to Case Study Assignments
The case method is not only the most relevant and practical way
to learn managerial skills, it’s exciting and fun....Cases will
help you sharpen your analytical skills, since you must produce
quantitative and qualitative evidence to support your
recommendations....You will learn from rigorous discussion and
controversy....The rewards for these responsibilities are a series
of highly exciting, practically oriented educational experiences
that bring out a wide range of topics and viewpoints.
John S. Hammond, Learning by the Case Method, Harvard
Business School.
Case studies present an invaluable tool to learn about and hone
knowledge, skills, and abilities necessary for successful
organization development. Specifically, this assignment will
focus on two key OD steps—first, diagnostics, and second,
intervention and evaluation—requiring a theoretical and
practical understanding of organization change as required in
the text and outside resources.
Read and follow all the Instructions carefully. Keep in mind the
paper must clearly demonstrate your ability to apply what you
have learned about OD diagnostics and intervention and
evaluation in this course to date. Demonstrate critical thinking,
as described under higher thinking levels in Bloom’s Taxonomy
(search via Google). Strive to be original along with applying
data, information, and ideas from the required reading and
outside research. Use American Psychological Association
(APA) format for in-text citations and the bibliography.
Instructions
1) Review the assignment purpose above and the Research
and Writing Grading Rubric at the end of these instructions and
under Course Content before proceeding.
2) Read carefully the Case Study, Leading Change at Saint

6. Theresa Hospital.
3) Review the meaning and purpose of OD intervention and
the evaluation process to underscore understanding.
4) Identify three key issues/problems and challenges—
including causes—facing Saint Theresa Hospital. Analyze and
assess the case following the steps outlined in the diagnostic
process below.
Three-step Diagnostic Process:
1. Identify at least two data collection tools/methods you
would use to best gather information necessary to analyze the
case. These can be interviews, surveys, focus groups,
quantitative data, direct observation, and so forth. What are the
advantages and potential disadvantages of each type of
information-gathering method used in this particular case?
2. Based on the diagnostic tools/methods you selected,
what key OD findings—that is, issues, problems, challenges,
and opportunities and—do you see that need to be addressed?
You must identify at least three key findings.
3. Next, group each issue, challenge, opportunity, and
problem according to the most appropriate diagnostic model
(e.g., research OD systems approach, Four Frames Model, Six-
Box Diagnostic Model, differentiation-and-integration,
sociotechnical-systems, force-field analysis). Outside research
on diagnostic models will be particularly important to
supplement and fill in required reading gaps.
5) Identify specific, appropriate interventions and evaluation
approaches for each of the issues/problems you have identified
in the Case Study, Leading Change at Saint Theresa Hospital.
You are expected to go beyond what is presented in the required
readings by researching outside sources for information about
the intervention strategies and evaluation processes you select.
Be specific about the
a. target and content of the intervention (i.e., problem to be
addressed)

7. b. challenges you will face implementing the intervention
c. method of evaluation in each intervention, including the
performance criteria you will use to do the evaluation (i.e., what
you would specifically measure); for example, turnover rates,
job knowledge tests, absenteeism, production standards, or
customer complaints.
6) Integrate and present in bold font at least eight OD
concepts, methods, strategies, or practices in your analysis.
Demonstrate through context and/or endnotes your
understanding of the terms’ definition.
7) Seek and draw from data, information, and ideas from at
least four required course readings and at least four credible,
authoritative, relevant outside for a total of at least eight
references. Your references should show a mix of scholarly and
applied/practical sources, largely drawn from UMUC’s
Information Library System (ILS), and including classic
writings. Cite the required readings and outside research
sources within the paper’s body using APA in-text formatting.
Include a bibliography with complete source information at the
end of the paper. You are expected to paraphrase, using quotes
only when the source’s verbatim statements uniquely enhance
meaning and understanding. Deductions will be taken when
quotes are overused and found to be unnecessary.
See examples below, and in Formatting and Citation Samples
under Course Content:
In-text citation:
(Casey, 2002, p.50).
Reference citation:
Casey, C. (2002). Critical Analysis of Organizations: Theory,
practice, revitalization. London: Sage.
8) Determine what significant learning and understanding you
gained from your research and analysis. Identify and evaluate
at least three value-add take-aways you learned from your
organization change analysis, and how you envision applying
them to your job or career.
9) Use the headings and subheadings. Expository content is

8. expected to follow each heading and subheading. Copy and
paste the relevant parts, adding other headings as your findings,
ideas, and assertions dictate. Use examples and cite support
sources as outlined above. Review instructions above to ensure
all requirements for each section are met.
I. Title page [your name, the course name,
assignment, the name of the case study, the date, and
instructor’s name]
II. Brief description of OD Diagnosis and
Intervention and evaluation
III. Data Collection Methods
Method 1
· Advantages
· Potential disadvantages
Method 2
· Advantages
· Potential disadvantages
Method 3 [optional but encouraged for outstanding papers]
· Advantages
· Potential disadvantages
IV. Key OD findings [problems, challenges,
opportunities, and issues]
Finding 1
Finding 2
Finding 3
Finding 4 [optional but encouraged for outstanding papers]
V. OD Diagnostic Models
Model 1: [name, brief description]
· finding(s) for which strategy is appropriate and why]
Model 2: [name, brief description]
· [finding(s) for which strategy is appropriate and why]
Model 3: [name, brief description]
· [finding(s) for which strategy is appropriate and why]
VI. Appropriate Interventions
Intervention 1
· Problem [to be addressed]

9. · Expected implementation challenges
· Intervention evaluation method
Intervention 2
· Problem [to be addressed]
· Expected implementation challenges
· Intervention evaluation method
Intervention 3
· Problem [to be addressed]
· Expected implementation challenges
· Intervention evaluation method
VII. Significant learning
VIII. Bibliography
10) Use Microsoft Word for your text documents. Use the
following title: _[your last name]_Case Study Analysis_465.
Try to be concise and keep your paper at four to five pages in
length (plus cover page and bibliography), but rest assured that
substance is more important than length. Again, APA reference
format is required.
11) Submit the paper as an attachment in your Assignment
Folder by the due date.