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Many approaches to planned organizational change in postsecondary institutions follow a top-down, prescriptive approach. In doing so, they often create a negative dynamic that fosters resistance among change participants and stakeholders. Experience shows that effective change-that which is particularly designed to address accreditor concerns-is best realized through an approach to learning based on assessment and diagnosis conducted by change participants themselves. In enabling that process, individuals gain identity and ownership with change interventions from the outset and thereby establish a more stable foundation for on-going change to occur. In The Organizational Learning Inventory (OLI): Using a Diagnostic Instrument to Assess and Promote Organizational Learning in Institutions of Higher Education, Grosse and DiBella offer educational administrators and faculty an easy-to-learn yet powerful methodology, as well as the compelling case study of a hypothetical midwestern American college facing challenges as it seeks accreditation or re-accreditation for its academic programs. Written for Presidents, Provosts, Accreditation Liaison Officers, Boards of Trustees, faculty, and others involved in institutional and program accreditation, this tool and case study provide a proven methodology, a real-life scenario, and useful procedural suggestions. With over two decades in the higher education field in roles as a full-time faculty member, an academic dean, and a dean of academic development and training, Grosse brings leadership experience on regional and specialized accreditation teams at four institutions as well as seasoned insight to readers. DiBella is Professor of Strategic Leadership at National Defense University in Washington, DC. He has conducted field research in Asia, Europe, and Latin America and consulted with a wide range of organizations. He has taught at Boston College, Boston University, the College of William & Mary, and Worcester Polytechnic Inst
Many approaches to planned organizational change in postsecondary institutions follow a top-down, prescriptive approach. In doing so, they often create a negative dynamic that fosters resistance among change participants and stakeholders. Experience shows that effective change-that which is particularly designed to address accreditor concerns-is best realized through an approach to learning based on assessment and diagnosis conducted by change participants themselves. In enabling that process, individuals gain identity and ownership with change interventions from the outset and thereby establish a more stable foundation for on-going change to occur. In The Organizational Learning Inventory (OLI): Using a Diagnostic Instrument to Assess and Promote Organizational Learning in Institutions of Higher Education, Grosse and DiBella offer educational administrators and faculty an easy-to-learn yet powerful methodology, as well as the compelling case study of a hypothetical midwestern American college facing challenges as it seeks accreditation or re-accreditation for its academic programs. Written for Presidents, Provosts, Accreditation Liaison Officers, Boards of Trustees, faculty, and others involved in institutional and program accreditation, this tool and case study provide a proven methodology, a real-life scenario, and useful procedural suggestions. With over two decades in the higher education field in roles as a full-time faculty member, an academic dean, and a dean of academic development and training, Grosse brings leadership experience on regional and specialized accreditation teams at four institutions as well as seasoned insight to readers. DiBella is Professor of Strategic Leadership at National Defense University in Washington, DC. He has conducted field research in Asia, Europe, and Latin America and consulted with a wide range of organizations. He has taught at Boston College, Boston University, the College of William & Mary, and Worcester Polytechnic Inst
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