This workshop aims to help consultants apply concepts from organizational psychology to improve their consulting projects. It will cover key models and concepts relating to individual personality and behavior, team behavior and competency, and organizational behavior and processes. The workshop will focus on using assessments to diagnose issues, target improvement areas, and review results. An effective diagnosis is important to build long-term organizational capabilities.

1. Consulting Excellence
Dr. Jon Warner

2. Workshop aims
• By participating in this workshop you will be able to:
 Appreciate and apply the Diagnosis Based Consulting approach in
organisational development and improvement consulting projects.
 Recognise and use the key people related concepts and models that
usefully apply to individual personality, behaviour and
competency.
 Recognise and use the key people related concepts and models that
usefully apply to team behaviour and competency within an
organisation.
 Recognise and use the key people related concepts and models that
usefully apply to organisational behaviour, competency and
processes.
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3. A Theoretical
consulting framework
• Although the broad process of organisational
‘work’ can be characterised in a range of
different ways (and through a number of
models) all organisations need to adopt a
continual cycle whereby they plan what they
should be doing, target their efforts
appropriately, deliver or implement their plan
and monitor or review the results that they
achieve before re-planning again.
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4. Total Quality Foundations
• The original author of four step cyclic
improvement was Edwards Deming
• He laid the foundations for the total quality
initiatives across much of the business world.
• He characterised this cyclic journey with the
words PLAN, DO, CHECK, ACT. We prefer
to characterise this journey in ways that are
more accurately descriptive of each phase of
the improvement journey.
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5. Diagnosis Based Consulting
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6. Good instruments help with
3 of these 4 Steps
• When this four step model is applied to
questionnaires and assessments, it becomes
clear that they are extremely useful tools to help
or assist at stage 1 (diagnostic), stage 2 (target)
and stage 4 (review).
• Assessments an also provide structured
processes and frameworks in areas where there
has traditionally been little to help in the past.
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7. Diagnosis (Step 1) is the key
• The temptation to omit any diagnosis or
targeting effort can be high and an enterprise
can jump quickly into ‘deliver’ mode (with any
activity being preferable to doing nothing).
• Equally, pressures of time often precludes
any post audit effort or project review, when
important lessons for the future can be
learned.
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8. Effective diagnosis builds
long-term team benchstrength
• Proper diagnosis and focus or targeting is
fundamental to organisational development
effort in particular where the ‘bench-strength’
of people is the critical need.
• Proper diagnosis and focus or targeting is
also fundamental where strategic effort in this
area is critical to medium to long term
success.
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9. Diagnostics help
organisations to take aim
• Whether assessments are used individually
(in particular team situations) applied to a
‘vertical slice’ of employees or applied to
people across the entire enterprise, their
diagnostic capability allows the organisation
to quickly plan and prioritise and target its
effort.
• This is proverbially to plan a ‘rifle shot’ rather
than a ‘scatter gun’ approach.
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10. 3 levels of workshop focus
• The individual
• The Team
• The organisation as a whole
(Behaviour, competency and processes)
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11. A definition of Personality
Personality is:
“the consistent patterns within
an individual that affect the way
they interact with people and
situations”
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12. The Nature/Nurture debate
(An individual’s temperament)…
“is given, not acquired”.. “it is the
inborn form of the living being”
Keirsey and Bates
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13. Personality-from the ancient
Greeks to the Modern day
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14. Johari’s window
KNOWN TO UNKNOWN TO
SELF SELF
KNOWN TO PUBLIC
OTHERS KNOWLEDGE FEEDBACK
What I show you Your gift to me
UNKNOWN TO PRIVATE UNCONSCIOUS
OTHERS Mine to share Not to probe but I can
become more aware
and choose to share
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15. Jung’s psychological types theory
• According to Jung, there are 4 functions of
consciousness These are (a) Sensation, (b) Intuition,
(c) Thinking and (d) Feeling.
• Jung arranges these four functions into two pairs of
opposites. There are the two perceiving (or, non-
rational) functions of Sensation and Intuition and two
judging (or, rational) functions of Thinking and Feeling.
• Jung believed that whichever function dominates
consciousness (e.g., Thinking), its opposite (e.g.,
Feeling) will be repressed and therefore will tend to
characterise unconscious functioning.
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16. Human Temperament
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17. Cattell’s 16 Personality factors
• Reserved • Warm
• Low intelligence • High intelligence
• Affected by feelings • Emotionally stable
• Accommodating • Dominant
• Serious • Impulsive
• Expedient • Conscientious
• Shy • Bold
• Tough minded • Sensitive
• Trusting • Suspicious
• Practical • Imaginative
• Forthright • Shrewd
• Self-assured • Apprehensive
• Conservative • Radical
• Group dependent • Self-sufficient
• Uncontrolled • Controlled
• Relaxed • Tense 17

18. Trait theory-The “Big Five”
personality factors
The “Big Five”
• Extroversion
• Agreeableness
• Conscientiousness
• Emotional Stability
• Openness to experience
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19. Big Five personality
dimensions
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20. Myers Briggs assessment
dimensions
Myers Briggs dimensions
• Extraversion/introversion
• Sensing/Intuition
• Thinking/Feeling.
• Judging/Perceiving
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21. MBTI-16 types
Sensing types Intuitive types
ISTJ ISFJ INFJ INTJ
Serious quiet Quiet, friendly, Quietly forceful, Original minds
organised conscientious, meet original, concerned and ideas,
responsible obligations, patient, for others, firm organise and
introverts
practical loyal principles carry through,
sceptical
ISTP ISFP INFP INTP
Cool-onlookers, Retiring, friendly, Care about Reserved,
observing and sensitive, dislike learning, ideas and impersonal, enjoy
analysing disagreements, language. Friendly theoretical things,
curious loyal followers but absorbed logical
ESTP ESFP ENFP ENTP
Matter-of-fact, Outgoing, Warmly Quick, good at
adaptable, tolerant, easygoing, friendly, enthusiastic, many things,
blunt, don’t worry or sound common ingenious, high resourceful,
extraverts
hurry sense spirited, improvise problem solving
ESTJ ESFJ ENFJ ENTJ
Realistic, good with Warm-hearted, Responsive and Hearty, frank,
mechanical things, talkative, need responsible. decisive, public
like to organise, harmony, like Concern for what speakers,
administrators encouragement others think confident well
informed
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22. Temperament theory
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23. Personality models
-framework not pigeon hole
• Although a style, temperament or personality
type framework is useful it should always be
remembered that it is merely a framework,
not a pigeonhole.
• This is not about typecasting or “putting
people in a box”. Rather, it means you are
looking at different organising principles of
human nature, and identifying differences and
similarities.
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24. Personality assessment in a
diagnostic situation
• To be effective in our diagnosis based
consulting efforts, we need to have an
understanding of the range of different
diagnostic models available and which
is most appropriate for our particular
needs.
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25. Structure of abilities
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26. A definition of motivation
“The process that accounts for
an individual’s intensity,
direction and persistence of
effort towards attaining a goal”
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27. Maslow’s hierarchy
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28. Herzberg’s model
Traditional view
Dissatisfaction Satisfaction
Herzberg's view
Motivators
Eg achievement, responsibility, growth
No satisfaction Satisfaction
Hygiene Factors
Eg salary, supervisions, status, relationships
Dissatisfaction No dissatisfaction
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29. Expectancy Theory of Motivation
Outcomes
E-to-P P-to-O & Valences
Expectancy Expectancy
Outcome 1
+ or -
Outcome 2
Effort Performance + or -
Outcome 3
+ or -
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30. Expectancy theory and
Goal Setting
Specific
Results-oriented
Challenging Task Task
Effort Performance
Commitment
Participation
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31. Attitudes and Values
• Attitudes and values are comprised
of 3 components
– Cognition (beliefs)
– Affect (feelings)
– Behaviour
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32. Competency-definitions
• The traits, skills, knowledge and
experience that are possessed by an
individual or required for performance of
a particular task
• A blend of characteristics which have
been developed over time and which
enable an individual to perform in a
certain way and to a certain standard
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33. Management Charter Initiative
-senior manager competencies
S tr a te g ic A c h ie v e m e n t
p e r s p e c t iv e s fo c u s
Judgem ent
B u ild in g I n flu e n c in g
Team s o th e rs
S e lf
c o n f id e n c e
In fo r m a tio n
s e a rc h C o m m u n ic a tio n
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34. The ‘Janus’
competency framework
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35. 5 stage life cycle model of groups
Bruce Tuckman’s model is still relevant today
• forming
• storming
• norming
• performing
• mourning
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36. Team model implications
• The particular stage of group
development influences other processes
(e.g., cohesiveness, conformity,
production)
• Interventions must take group's stage into
account (e.g., leadership, conflict etc)
• Diagnosing the right stage becomes
critical for facilitators and group leaders
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37. Individual and group
learning models
• There are several models that have been developed
to reflect the progressive phases or stages that are
thought to be experienced when new data is
experienced or an external catalyst arises.
• Lewin
• Kolb
• Honey and Mumford
• Hermann
• Warner
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38. Kolb’s learning model
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39. Hermann’s brain
dominance model
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40. The Effective Learning Cycle
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41. Belbin Team Roles
– Co-ordinator.
– Driver/Shaper.
– Finisher.
– Implementer.
– Monitor-Evaluator.
– Originator/Innovator.
– Resource Investigator.
– Supporter.
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42. Margerison and McCann
Team wheel
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43. Margerison and McCann
work preferences
Creator-Innovators
Explorer-Promoters
Assessor-Developers
Thruster-Organizers
Concluder-Producers
Controller-Inspectors
Upholder-Maintainers
Reporter-Advisers
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44. MTRi type categories
• Coach ESFJ/ENFJ
• Crusader ISFP/INFP
• Explorer ENTP/ENFP
• Innovator INTJ/INFJ
• Sculptor ESFP/ESTP
• Curator ISFJ/ISTJ
• Conductor ESTJ/ENTJ
• Scientist ISTP/INTP
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45. Types of team
• problem solving team
• Self-managed work
teams
• Cross-functional
teams
• virtual team
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46. Leadership v management
High leadership/ High leadership/
Low management High management
Direction
Low leadership/ Low leadership/
Low management High management
Control
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47. A definition of leadership
“leadership is the ability to
influence and develop
individuals and teams to achieve
goals that contribute to a
worthwhile purpose”
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48. The role of Power in the
leadership equation
• Expert power
• Informational power
• Referent power
• Legitimate power
• Reward power
• Connection power
• Coercive power
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49. Leadership traits
• Honesty and integrity
• Intelligence
• Self-confidence
• Emotional maturity
• Stress tolerance
• Task-relevant knowledge
• Ambition and high energy
• The desire to lead
• High levels of self monitoring
• Emotional intelligence
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50. Leaders as coaches
C o a c h in g
In s t r u c tin g M e n to r in g
“ P u m p ” o r p u s h it in “ D r a g ” o r p u ll it o u t
-A d e fin e d , fo c u s e d -F o c u s is o n th e
o u t p u t is n e e d e d p e r s o n n o t th e ta s k
-T im e is s h o r t -T im e is n o t a p r o b le m
T e c h n ic a l -O fte n c o m p le x
-S im p le o r -D e e p le a r n in g a t tim e s
s t r a ig h tf o r w a r d
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51. Situational leadership
The situational
leadership
model tries to
match
leadership
style with
follower
readiness
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52. Dimensions of
organisational culture
• Innovation and risk
• Attention to detail
• Outcome orientation
• People orientation
• Team orientation
• Aggressiveness and
• Stability
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53. Examples of different
organisational cultures
1 Apple Macintosh A Individuality,
pioneering,
creativity, style
conscious
2 Disney Corporation
B Creativity and
imagination, no
cynicism, nurturing
3 Philip Morris wholesome values
(tobacco company) C Freedom of choice,
initiative, hard work
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54. A Communication Model
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55. Assessment Reliability
• Test -Retest Reliability - if I take the same
measure on two occasions will my scores be
the same?
• This can be contaminated by many things
such as mood, motivation, test instructions,
alertness, emotional disturbances, illness etc
• A good measure will give close results on
different occasions
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56. The Test/Re-Test Coefficient
• To find the test/re-test coefficient, we
give the same instrument to a group of
people on two separate occasions and
see how close their scores are.
• The numerical method of comparing
these is to calculate the degree of
correlation between the two sets of
scores.
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57. Assessment Validity
• Face Validity - does it LOOK LIKE it
measures what we want it to?
• Content Validity - does it measure
what we want it to?
• Predictive Validity- does the test
predict performance on a task?
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58. Consulting Excellence
-issues summary
• Attitudes • Team roles
• Behaviour • Norms
• Personality • Power
• Motivation and • Leadership
performance • Change
• Competencies • Culture
• Influence and • Coaching
Communication performance
• Learning • Organisational
• Values systems
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