International OD
Consultants
An Organization Development Strategy for the Office of International Student
Services at Texas A&M University
Victoria Claus
John Leconte
Minyoung Moon
Melika Shirmohammadi
Lei Xie
May 2nd, 2013
“An Aggie does not lie, cheat or steal, nor tolerate those who do.”
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Table of Contents
International OD Consultants Team
Introduction of the organization
Identification of the organizational issues
Description of diagnostic methods and processes
Report of Findings
Discussion of Findings
Giving Feedback on the Findings
Recommended interventions
Proposed evaluation plan
Conclusions
References
Powerpoint Slides
Appendices
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International OD Consultants Team
Victoria Claus is a graduate student at Texas A&M University, majoring in
human resource development. Ms. Claus received a B.S. in
Communications from Hope College in 2011.
She has worked within various organizations as a human resource
development practitioner.
Ms. Claus has also presented papers at National AHRD conferences.
Her research interests are vast and through her work she hopes to gain a
wide wealth of knowledge that will assist her in her future endeavors. Ms. Claus can be
contacted at: vclaus@neo.tamu.edu.
John F. LeCounte is a Ph.D. Student at Texas A&M University, majoring in
Educational Human Resource Development. He is a combat Veteran of the
United States Army. While serving on Active duty, he earned a bachelor’s
degree from Hawaii Pacific University.
Prior to attending Texas A&M University, he was as a program manager in
Savannah GA, and was responsible for the operations of a $1.3M
Department of Labor training grant which concentrated on helping
underrepresented members of the local community transition into
meaningful careers.
Further, he founded the Annual Workforce Development Breakfast to revitalize area businesses
and nonprofits organizations commitment to workforce development and job creation. Mr.
LeCounte served three terms as President of the Society of Human Resource Management’s
(SHRM) Savannah Chapter. In addition, he furthered his education by earning graduate degrees
in Human Resources Management and Management and Leadership from Webster University.
His research interests consist of organizational development with a focus on leadership and
career development.
Mr. LeCounte can be contacted at : johnlecounte@tamu.edu
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Melika Shirmohammadi is a Ph.D. student in the human resource
development department, Texas A&M University. She received her M.A.
degree in human resource management and her B.A. degree in public
administration.
From 2005-2012, she has been a research assistant at Namira Research
Institute, focusing on quantitative research and publication. Ms.
Shirmohammadi has also been a teaching assistant at the University of
Tehran for two years.
Her current research interests include innovation in design and delivery of HRD interventions,
emotional intelligence, perceived organizational support, and work-family conflict. She has
published several conference and journal papers in these areas. Ms. Shirmohammadi can be
contacted at: melika@neo.tamu.edu
Lei Xie is a graduate student, majoring in human resource development at
Texas A&M University. Mr. Xie is a graduate of Henan University of
Technology in the People’s Republic of China, where he received his
Bachelors degree of Management at Henan University of Technology
(2012).
Mr. Xie actively participated in professional and academic activities. He
has received accolades for his superior academic achievement.
Mr. Xie can be contacted at : shirly.xie1989@hotmail.com
Minyoung Moon is a graduate student in the human resource development
department, Texas A&M University. She received her B.A. degree in
hospitality management and a minor in Spanish.
Prior to attend Texas A&M University, she was employed with LIG
Nex1, as a corporate trainer. Ms. Moon specializes in customer service,
sales, and marketing. Ms. Moon has also served as a mentor to several
employees in order to assist them to assimilate the company’s culture.
Her current research interests consist of organization behavior, cultural
differences, gender, and female executive leadership. Ms. Moon can be
contacted at: minyoung.moon@tamu.edu
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Introduction of The Organization
The center for International Student Services at Texas A&M University is a department
dedicated to working with the student population from other nations. The center works with over
4,700 students each year from over 130 nations. The ISS works with both on-campus and offcampus students. The office also operates as a liaison for students between their admissions and
enrollment with the perspective fields of study and corresponding university departments.
The center operates as an information source. The focus of the center is to assist
international students with educational issues, as well as, the everyday obstacles each will face.
All aspects of the student’s journey can be assisted by the center. From prior to arrival, to the end
of the studies, students can access assistance from the department, their website, and the
information sources they offer.
International students are provided with counseling and information in the areas of
immigration, employment, financial issues, medical insurance, and adjustment to the U.S., and
income taxes. The center has also developed information sources and trainings for everything
from visas and scholarships to banking, healthcare, and transportation information. Through
orientations and online trainings, international students can access assistance with these every
day problems.
In addition, the center is responsible for issuing the necessary paperwork to international
students. The department focuses on immigration services and advising, personal advising,
working as a liaison for international students, community and campus outreach activities. ISS
provide special programs for international students, and assisting with administration of
scholarships, grants, and loan programs that are exclusive to international students.
International Student Services also places a focus on fostering an environment where new
cultures can be promoted and developing methods in which a cultural exchange can take place
between the domestic and international student populations. The department works to achieve
this goal by promoting activities such as lectures, seminars, dinners, and information displays on
various countries. International Student Services works with more than 65 different student
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organizations. Information about such events and organizations can be accessed through their
office and their website.
Currently, there are 15 staff members working at the International Student Services. The
center is between directors, and while actively searching for someone to fill the open position,
Bill Taylor is acting as Interim Director. Kathy Mears is Assistant Director of the organization.
Eight out of the 15 staff members are working as advisors to the international students. The staff
also includes two Senior Office Assistants, an Administrative Coordinator, a Lead Office
Assistant, and an Administrative Assistant.
Changes are taking place at International Student Services. A new technological system
called the International Student Services Input System (ISSIS) is currently being tested for future
implementation. This system will allow students to submit applications, fill out online forms, and
upload any supplemental documents one will need. The system will also allow for students to
track the status of their application. The website revision and implementation should commence
this upcoming year.
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Identification of Organizational Issues
(1) Strengths
International Student Services at Texas A&M University has provided services to
students coming from other countries for several years. Its employees have developed a
detailed background knowledge on immigration regulations. They have implemented
initiatives to improve the quality of their services they offer, and continue to do so
develop further. The center has designed a new student orientation program, which has
proved to be so successful that other schools have taken and used it as a benchmark. They
have started to use social media (e.g. Facebook, Twitter) to communicate with students as
a response to the issue of having so many students that not all emails can be properly
replied to.
The future of ISS holds more changes. Their mission for the following years is to
improve the service through some new changes. These changes will be implementing
through the establishment of quick services thorough Information system, accurate
services thorough documentation of standard procedures and policy manuals, and kind
services through conducting satisfaction surveys and feedback from students
As far as teamwork and coworker support and relationship, it is surprising how all the
employees enjoy working together. Not only do the employees enjoy working together,
but they also like the nature of their work through supporting and providing services to
international students.
(1) Issues
The results of the observations, group and individual interviews, and employee
surveys not only reflected several strengths within the organization, but also some
potential opportunities for professional development.
Communication and engagement represented the most compelling outlier during
diagnostic in the OD process. Some examples are:
1. Evidence of unresolved conflicts.
2. Dissatisfaction with rewards and other professional development
opportunities.
3. Lack of honest dialougue between the leadership team and other staff
members.
4. A lack of career advancement opportunities.
Moreover, it appears that the employees have the perception that their concerns are
irrelevant to upper management. Hence, this dynamic reveals an opportunity to improve staff
member perceptions.
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Description of Diagnostic Methods and Processes
The methods utilized to conduct the organizational diagnostic process are summarized in the
table below:
Table 1. Methods of organizational diagnosis
Method
Duration
Number of
participants
Secondary data
Group Interview
2hrs
2hrs
4
Individual
Interview
Observation
1.5hrs
3
2.5hrs
-
Survey
.5 hrs
Purpose
To familiarize with practitioners with ISS
To gather general information about the system
dynamics at ISS
To gather information about the processes, the
interaction among employees, interaction
among employees and managers, employees
and clients
To diagnosis ISS based on 6 organizational
dimensions: Purposes, Relationships, Helpful
Mechanisms, Rewards, Structure, Leadership
Below each method is described in more details:

Secondary data
1. ISS website
In this section, we focused on the website design of ISS from 10 categories. The
catagories are: technical design, aesthetics, organization, ease of site navigation, use of graphics,
sounds and videos, content, currency, availability of further information, and advanced design.
We chose to use John Hopkins and UT- Austin International Student Services websites as
comparisons. Nationally, these two schools ranked in the top 10 for the website design.
The website design attracts Internet surfers, and provides them detailed information about
the organization. The design of the website should be more intuative, and should be a resource to
assist users in finding information as quickly as possible. A well designed website provides users
with a great first impression. Having a great first impression will increase the websites frequency
of use, and will also provide feedback to the website master. By incorporating these suggestions,
the website efficieny and the user experience will be greatly enhanced.
The web design of ISS of TAMU was out of date, and was rarely, if ever, updated. What
was updated was only the information of the departmental events, that ISS holds. The website is
also unattractive and not eyecatching. Comparing the ISS website of TAMU to the website
design of UT-Austin and John Hopkins, the two others provide users with a strong first
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impression. Each utilizes more bold pictures from the activities the department had organized.
Additionally, a welcome letter greets students, giving international students a feeling of home.
From their home page, there is a list of updated events, that are more versatile and colorful than
our university.
Objectively, this part uses Web Design Evaluation scale to evaluate the website design of
ISS’s. The result of the website design evaluation shows the design of ISS’s website lacks
pictures and fails to utilize color. The information and events updated should also be more
relevant. However, there are also many merits. TAMU’s website uses a technical design, the
page download speed is reasonable, and website users can easily find the contact information of
the ISS office, as well as other office contacts from other related department. Additionally, the
organization of the page and the layout are easy to distinguish and strait forward, although
unattractive. TAMU’s website is functional but not fancy, thus leaving plenty of room for
improvement.
2. Facebook and twitter pages
Compared to the design of the website’s homepage, ISS’s Facebook and Twitter
maintenance far more advanced. In this part, we will use three evaluation factors to evaluate the
Twitter and Facebook pages for ISS. The factors used will be: the number of Twitter followers,
messages received or posted from students, and the frequency events were updated. Also, as we
used previously, we chose to examine for camparison the Facebook and Twitter pages of UTAustin and John Hopkins University.
First we compare the number of “like”s on Facebook. TAMU had 2257, UT-Austin had
214 and John Hopkins had 0 (they do not have one specific Facebook home page). From this
perspective, we can precieve Texas A&M University’s students to be more active on Facebook
than the other two universities. Then, by comparing the frequency of updates, we can discern that
Texas A&M University is updating their event photos more regularly as well as updating event
dates and announcements. More importantly, more students left positive feedback under the
event at Texas A&M than students of US-Austin. On the basis of this factors, Texas A&M
University is earning higher international students’ favors on Facebook and Twitter, than UTAustin and John Hopkins University.
3. Satisfaction Survey in 2008
In Fall 2008, the international students of Texas A&M participated in a survey to provide
input about the satisfaction level with the services offered by International Students in the A&M
Programs office. The questionnaire consisted of three sections asking about three departments
considered in the survey, those departments were: International Student Services (ISS), Study
Abroad Programs Office (SAPO), and Sponsored Student Pro- grams Office (SSP). For these
services, the report summarized the views and outlooks of 1256 respondents. This represented
responses from 28 percent of the 4,484 international students enrolled in Fall 2008.
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From the satisfaction survey there are many more non-sponsored international students
enrolled in 2008 and 78 percent of them are graduate students or professional students.
Overall, international students who ever used ISS services feel satisfied from various
perspectives such as website, drop-off, consultation Wednesdays, phone, email and etc. It also
revealed issues. Of the services which ISS provides, some were never used. Most of the
international students never utilized consultation Wednesdays and international hostel. However,
according to the students who used those services, they were spoken highly of. This may
represent an issue relating to building access for students and spreading the word to students
about those services and their quality. Also, according to the satisfaction survey conducted in
2008, results show 27 percent to 33 percent are satisfied with ISS. Students are especially
satisfied in the categories of ISS Health Insurance Verification and ISS Perceived Social
Interaction. Most students agree that ISS provided high quality services.
However, there are several categories call for improvement. 55 percent of respondents
choose “Don’t know” in regards to The Scholarships and Grants provided by ISS. Meanwhile,
respondents feedback provided relevant recommendations for new ISS services. 58 percent
students recommend providing a seminar on finding job exclusively for international students,
and 46 percent of students would like a seminar on Aggie traditions. Other recommendations
included finding temporary housing, a visit to a Texas ranch, trips to rodeos, dinners in U.S.
homes, and seminar regarding presentation skills.
4. ISS Handouts
ISS Handouts provide guideline and comprehensive information. For example, there are
handouts about F1 visas, OPT, CPT, H1B sponsorship and all necessary information. From this
perspective, ISS helps international students comprehend basic knowledge about visas while also
providing an information resource for international students use for further reference. From the
material and layout, we can assertain the staff in ISS puts a lot of effort in designing these tools.
The staff tried to organize all the necessary information in one or two pages without missing
important items or suggestions. All the handouts are placed in the slot on the front wall where tt
is easy for students to reach. All in all, ISS does well in designing all handouts that make their
services clear and efficient.

Group Interview
Our team conducted an interview with 3 members of ISS in which we asked questions
about their organization. Each employee was given a chance to answer questions. The interview
was recorded and transcribed to be used for further analysis. The group interview lasted 2 hours.
Please see appendix for the transcribed interview.

Individual Interview
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In addition to the group interviews, 3 individual interviews were conducted. Three of the
group members talked to employees individually while asking questions and taking delligent
notes. The total of the individual interviews lasted 1.5 hours. A sample of one the individual
interviews are provided in the appendices.

Observation
Group members conducted the following observations in order to familiarize the
consulting organization with International Student Services.
1. Observation at the ISS Lobby
A group of three members of the group visited the ISS lobby and met with staff.
One of the staff provided introductions to the group members to meet other staff
members provide a tour of the office. The group members found the opportunity to talk
and chat with employees briefly in order to introduce ourselves and let them know us.
Group members also observed the front desk as this is a vital component for delivering
service. The members observed interaction of the two students referring to front desk and
the employees. One group member visited the office in another day and asked questions
to experience how the ISS employees answer student questions.
2. Observation at the ISS events
One group member participated in one of the ISS’s dinner in an American’s home
while another member participated in a workshop held by ISS.
3. Observation at the staff meeting
We were invited to attend one employee meeting. The group members
participated in the staff meeting and took notes of the interactions among employees.

Surveys
To collect data we used the Organizational Diagnosis Questionnaire (ODQ) by
Robert C. Preziosi. Twelve staff employees in the ISS completed the questionnaire during their
staff meeting. The questionnaire included 35 choice questions and two open-ended questions.
Organizational dimensions examined using this tool include: purposes, relationships, helpful
mechanisms, rewards, structure, and leadership.

Methods of data analysis
The group interview was recorded and transcribed. Group members went through the
transcribed text and analyzed common themes. The data from the completed questionnaires was
entered into SPSS and analyzed using descriptive statistics.
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Report of Findings
Organizational Dimensions
7
6
5
4
3
2
1
0
Mean
Purpose
Structure
4.95
4.62
Leadership Relationships
4.92
5.33
Rewards
4.4
Helpfulmech Attitudetowa
anisms
rdchange
5.2
5.72
This table shows the scores from each dimension of the organizational diagnosis survey. Scores
below 4 indicate a problem with organizational functioning. The closer the score is to 7, the less
of an issue the problem poses. Scores above 4 indicate the lack of a problem. A score of 7
indicates optimum functioning. As shown, the scores are all above four. The highest score is for
the “attitude toward change”, followed by relationships and helpful mechanisms. The lowest
score is the score for rewards dimension.
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Purposes
7
6
5
4
3
2
1
0
Communication
I am personally in
between
The goals of this
agreement with colleagues and a
organization are
the stated goals of
leader in the
clearly stated.
my work unit.
organization is
good.
Mean
5.08

5.58
4.08
The priorities of
this organization
were understood
by its employees.
I have enough
input in deciding
my work-unit
goals.
4.92
5.08
Purpose: “What business are we in?”
This organization has a clear goal, as norms and employees’ high commitment to
their jobs are positively influenced to achieve the goals.
The communication between colleagues and leaders can be improved.
The well-developed and frequent communication between colleagues will help to
prioritize the tasks.
The survey shows the highest in agreement with the stated goals of the work unit, and
the lowest in communication between colleagues and a leader in the organization.
Overall survey scored for “Purpose” is higher than 4. This means that ISS is
succeeding at setting goals and employee commitment to achieve them.
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Structure
7
6
5
4
3
2
1
0
The division of
labor of this
organization is
flexible.
Mean
5

The division of
The manner in
labor in this
which work tasks
organization is
are divided is a
intended to help it
logical one.
reach its goals.
5.25
4.58
The organization
introduces change
I think the work
(e.g. job
environment is
responsibilities,
very competitive.
time and
procedures) on
regular basis.
3.42
4.83
Structure: “How do we divide up the work?”
The structure of the ISS has been very well-organized. This organization has good
HRD practices in recruiting employees, evaluating and training and development.
However, employees feel that the work environment is not as competitive. It may
influence the employees’ job satisfaction and career advancement.
The survey shows the highest in the flexibility on labor division, and the lowest in
environment competitive.
Overall survey scored for “Structure” is higher than 4, excluding environment
competitiveness. It means that ISS is succeeding at dividing tasks and employees'
understanding of conducting them.
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Leadership
7
6
5
4
3
2
1
0
My immediate
supervisor is
supportive of my
efforts.
Mean

5.42
This organization’s
I understand my
It is clear to me
The leadership leadership efforts
boss’s efforts to
whenever my boss
norms of this
result in the
influence me and
is attempting to
organization’s
the other
organization help
guide my work
its progress.
fulfillment of its
members of the
efforts.
purposes.
work unit.
4.58
5.25
4.5
4.83
Leadership: “Do leaders take care of overall organization and are they aware of
the areas for the improvement?”
Overall leadership dimintions depict that the leadership of the director and
supervisors encourage staff to perform well and to create the collaborative working
environment. Leaders could closely monitor employees’ performances and encourage
them throughout tasks with proper guidelines.
The survey shows the highest in the support from direct supervisors, and the lowest in
corporation with upper managers about task guidance.
Overall survey scored for “leadership” is higher than 4. This means that leadership in
ISS is a positive factor for employees.
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Relationships
7
6
5
4
3
2
1
0
I can always talk
My relationships
There is no
My relationship
I have established
with someone at with members of
evidence of
with my supervisor
the relationships
work if I have a my work group are
unresolved conflict
is a harmonious
that I need to do
work-related
friendly as well as
in this
one.
my job properly.
problem.
professional.
organization.
Mean
5.33

5.5
6.25
5.67
3.92
Relationship: “How do we manage conflict among colleagues? With procedures?”
Through our results of the survey, as well as our observation of their relationship, ISS
assured us that they have a supportive relationship.
The survey shows the highest in the individual relationship among the employees,
and the lowest in unresolved conflict existence. Low scores in unresolved conflict
existence means ISS is doing succeeding in terms of solving conflicts and follow ups.
Overall survey scored for “Relationships” is higher than 5. ISS are comprised of good
relationships among employees at work.
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Rewards
6
5
4
3
2
1
0
My job offers me
the opportunity to
grow as a person.
I am happy with
the existing work
environment.
The opportunity
for promotion
exists in this
organization.
The salary that I
receive is
commensurate
with the job I
perform.
If given a chance, I
would like to
change a lot of
things at the
workplace.
5.42
4.58
3.67
3.08
5.25
Mean

Rewards: “Do we receive appropriate compensation for the work we have done?”
The results show that the employee feels loyal to their job, but they do not receive
enough salary or rewards compared to the work what they have done.
The survey shows the highest in the opportunities at ISS, and the lowest in the salary.
Also, the employees would like to have more promotion opportunities at ISS.
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Helpful mechanisms
7
6
5
4
3
2
1
0
My immediate
supervisor has
I have the
ideas that are
information that I
helpful to my work need to do a job
group, as well as
well.
myself.
Mean
5.33

This organization
has adequate
mechanisms for
binding itself
together.
5.58
4.42
Other work units This organization’s
are helpful to my
planning and
work unit
control efforts are
helpful to its
whenever
assistance is
growth and
requested.
development.
5.83
4.83
Helpful Mechanism: “Are we adequately using technology?”
ISS has an advanced technology system to operate many services for its customers. It
is another helpful mechanism to support this organization.
Now, they are in a process of building updated ISS web service that gives the
student’s prospected waiting time (or Queque) when they ask for services.
The survey shows the highest in helpful relationships among the work units, and the
lowest in having adequate mechanisms for binding the organization together.
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Attitude toward change
6.2
6
5.8
5.6
5.4
5.2
5
I think the
organization needs
This organization
This organization
to have rewards or Occasionally, I like
introduces enough
is not resistant to
incentives for
to change things
new policies and
change.
employees to
about my job.
procedures.
motivate my high
performance.
Mean
5.42

5.58
5.75
This organization
has the ability to
change.
5.75
6.08
Attitude toward Change: “Are we willing to make assessments?”
The attitude toward change is the most highest of all the categories. The organization
is very open to change.
The employees also feel that ISS are willing to adapt to the changes without
resistance.
Therefore, the organization development can be achieved by well-developed HRD
interventions with the active support of ISS employees.
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Results from the two open-ended questions in the survey are summarized in the two figures
below:
•
Employees answer to the question: Please list the top three things you like the most about
ISS.
Colleauges
Work
Three things you like
the most
Serving
students
Changing
environemnt
Employees listed different qualities that they like about the organization. The team members read
all their answers several times together and decided on that the employee answers can be
categorized into four groups. The employees expressed that they loved their work and their coworkers. They also mentioned that they like the nature of their job: serving students. Most of the
responses to this question reflected a positive attitude toward the changing environment within
ISS.
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•
Employees answer to the question: Please list the top three things you would like to
change about ISS.
Low employee
engagmenet
Flexabile work
hours
Leadership
Three things that you
would like to change
Location
Communication
Rewards
Employees listed different qualities that they like to change about the organization. After reading
the employee responses, the team categorized the answers into the above six themes. Some of the
employees were dissatisfied with the unavailability of flexible work hours. Part of their
comments also addressed issues related to location of the ISS office and the office settlements.
Employees mentioned that there is limited access to development and promotion and
performance rewards are not satisfactory. They had issues with communication and leadership in
the organization.
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Giving Feedback on the Findings
We met with the ISS Team at one of their weekly staff meetings and reported the results
of our findings, then asked for their comments. The session lasted for 30 minutes and some
employees reflected in the results.
Discussion of Findings
Results from the survey highlights four areas for improvement: competitive work
environment, unresolved conflicts, opportunities for promotion, and salary to commensurate the
job performed. Results from the open-ended questions highlight six areas for improvement: low
employee engagement, communication, leadership, flexible work-hours, location of the office,
and rewards. As can be seen some of the results from both sources, there is confirmation and
overlap with each other.
The observations and the conversations with employees also confirmed the results from
the survey and the employee comments. However, the observations of the two staff meetings
highlighted which of the areas are more critical. We came to conclude that the issues related to
the communication and employee engagement can be underlying reasons for the other issues. For
example at one staff meeting when the results of our analysis were reported to all employees,
they agreed that they have issues with flexible work hours, but in the aspect that the availability
of the Flexi-work hour was not communicated to them well. Or one employee acknowledged that
regarding rewards and compensation, they know that there is less to be done about it in a public
institution but they are looking for recognition and more open communication from the
management team. Other comments from individual talks with employees confirmed the
conclusion that maybe addressing the issues related to employee engagement and
communication can solve the other issues within the workplace.
The ISS can use the positive attitude toward change and employee commitment to
providing service to student and the positive professional and friendly relationship among
coworkers to address the weaknesses and improve them.
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Recommended interventions
Dialogue Sessions
We are pleased to suggest that International Student Services (ISS) consider dialogue
sessions as an organization development (OD) intervention.
In order to capture the most effective context, it’s important for everyone to understand
that dialogue sessions as an OD intervention is simply the use of words moving conversations
through an interaction to a place where new meaning is uncovered during an activity in which
participants work together as a team in search of common ground (Gerard & Ellinor, 1999).
In a dialogue, by contrast, the atmosphere is more exploratory, where staff members and
management of ISS dedicate the time needed express uncertainties as well as deeply held beliefs,
and where both parties listen to, understand and gain insight.
The teamwork of dialogue moves the conversation away from a win or lose situation. At
least for the duration of the dialogue, be open-minded, and establish a working relationship in
order to break new ground (McLean, 2006). However, objections may still be raised with
disagreement based on non-negotiable convictions, but the tone is much different. That goal is
changed from controlling the discussion to growing; from silencing to knowing; from telling to
asking. Questions are employed as tools for probing to obtain a better understanding, while new
possibilities are considered throughout the session(s).
In dialogue, new implications of a principled position may be discovered which will
cause the position to be re-examined for rationality. Thus, this dialogue will send the ISS Team
and individuals for deeper understanding of their perceptions to explore their positions and
implications more carefully.
Dialogue Session
Phase A. Pass this sheet around, each person reading one paragraph.
In the Dialogue process "meaning" evolves collectively through mutual understanding
and acceptance of diverse points of view.
To master the Dialogue process requires learning a variety of communication skills
including a tolerance of paradox (or opposing views), the suspension of judgment and empathic
listening. It also requires making the entire thought process visible, including tacit assumptions.
In this process, instead of imposing our views on others, we invite others to add new dimensions
to what we are thinking. We also learn to listen to the voice of the heart--our own and others-and strive to find ways to make that voice articulate (Graham & Kormanik, 2004).
The purpose of Dialogue is neither to agree not to determine who is right. Rather, the
purpose is to discover the richness of diverse perceptions that create a shared meaning that
emerges from a group through inquiry and reflection. The meaning that evolves is dynamic as it
23
moves through many diverse phases. If others contradict, the challenge is to learn from what they
have said.
Guidelines for Dialogue
1. Implemention is your option. Listen with the expectation of learning; that is, assume that the
speaker has something new and of value to contribute to your comprehension and then stretch
your mind to find out what that is.
2. Through communication complex issues can be resolved. Seek to comprehend the many
facets of meaning that emerge from the group. Appreciate how the diversity of perceptions
enriches the quality of the dialogue. In your responses do not problem solve, argue, and analyze,
rescue, nit-pick or give advice. Rather, try to understand how the diverse views connect with
each other.
3. Active listening is the paramount. Listen for the "voice of the heart" as well as the mind-yours and others'. Tune into the language, rhythms and sounds. Listen as you would to hear the
themes played by various instruments in an orchestra and how they relate to each other. That's
what makes the music. In Dialogue, that's what makes the collective meaning.
4. Be open-minded. Stand back and respond, rather than reacting automatically or defensively.
Balance advocacy (making a statement) with inquiry (seeking clarifications and understanding).
In advocating do not impose your opinion, rather simply offer it as such. In inquiry seek
clarification and a deeper level of understanding, not the exposure of weakness.
5. Communicate your reasoning process, i.e. talk about your assumptions and how you arrived
at what you believe. Seek out the data on which assumptions are based, your own and others.
Bring tacit (hidden) assumptions to the surface of consciousness.
6. Suspend, rather than identify with, your judgments. Hold these away from your core self, to
be witnessed or observed by yourself and made visible to others.
Confidentiality
Don't speak afterwards about what's said in the dialogue by attributing it to anyone, even
if you don't name the person. Instead, simply talk about what you are thinking/inquiring about as
a result of having been in today's session.
If you speak to anyone from this group about what they said, follow the same genuine inquiry
you practice here.
Turn taking
Overriding idea: Keep focused on listening well. If you're thinking about whether you'll
get to talk next, you won't listen well. Ditto, if you're holding on tight to what you want to
say. So take a numbered card when you feel that you'd like a turn, but keep listening. When your
turn comes, show your card, and pause. See if you have something to follow what's being said,
even if it's not the thought you had wanted to say. You can pass.
24
Another idea: Relax, your questions will be answered in due time. If the question relates
directly to someone, they can pick it up when they next take a turn. This differs from usual
conversations, but think of questions as inquiries that you're putting into a shared space.
Final idea: Try to make the turn-taking administer itself so the facilitator can listen well
and participate undistracted. When you finish speaking (or if you decide to pass), put your card
on the stack of used cards so the person with the next card knows that they can begin. The
facilitator's role becomes simply to recharge the unused stack of cards when needed and gently
remind people to follow the guidelines.
Phase B. Check-in
Go around the circle with each person saying one thought that’s at the front for you as we go into
the session.
Phase C. Turn-taking dialogue about the topic at hand for the time available minus 5+
minutes
Phase D. Check-out
Go around the circle with each person saying one thought that you’re taking away to chew on
after this session.
25
Team building
The survey shows that ISS has a healthy relationship among their staff. In order to
continuously sustain this supportive relationship, some regular basis team building interventions
are recommended for ISS. The primary objective of team building activities is to increase the
effectiveness of work teams (Buller & Bell 1986). This effectiveness can be improved by solving
potential problems and building interpersonal relations in the team. Altogether, this will lead the
organization to be more engaging among colleagues and make their workplace more pleasant.
Most importantly, this will positively influence on the individual’s job satisfaction further.
According to McLean (2006), team building has been a core intervention for OD and
continues to be widely used. Salas, Rozell, Mullen, & Driskell (1999) also agree that team
building, also called team development or group development, is an extremely popular and
common intervention in organizations to increase performances. Hence, a team building is
evidently one of the common tools used by organizations, and they believed that this influences
their team performance substantively.
In his book, McLean claims the objectives of team building are as follows:
1. Establish and/or clarify goals and objectives.
2. Determine and/or clarify roles and responsibilities.
3. Establish and/or clarify policies and procedures.
4. Improve interpersonal relation.
Beckhard (1969) contends that all of the objectives can be accomplished while the team
is doing its work. However, the objectives should be addressed in the order of priorities listed on
the above. This procedure will help to develop team’s goals and objectives, and clarify its roles
and responsibilities, and determine its policies and procedures. By doing this objectives defining,
the team members can get to know each other better and develop relationships eventually
(objective 4).
Team building Activities
Our group will suggest some practical activities to achieve a team building for ISS. These
activities are recommended based on scholarly sources from the Human Resource Development
field. When we select the following activities, we considered the number of employees, the
willingness of sharing atmosphere, and the availability of times to conduct team building
activities at ISS. Based on our observation, we suggest ISS to conduct one of the following
activities with different themes at each time during the ISS’s staff meeting on Wednesdays. Each
activity will take about 10-15 minutes to process.
26
Activity Objectives
 To develop better mutual relationships between colleagues
 To explore the perceptions teams or work groups have of each other
 To develop plans for improving the relationships
Activity
Ice breaking
Fishbowls
Mirroring
Process
Process
Supervisors have worksheets that they use for
team members to complete and then share their
answers with a partner, who then introduces the
partner to the group. Some exemplary questions
are “What did you do last weekend?” “What was
the most successful experience while helping the
students?”; some can be more symbolic “If you
were a tree, what kind of tree would you be?” “If
you have to choose the country that represent you
for the most, what country would it be?”.
A subset of the team is selected to sit in a circle,
with the rest of the team sitting around this
subgroup. For example, five people sit inside and
others sit outside for observing inner circle’s
discussion. ISS staff can bring any topics that
they want to share with other colleagues whether
it is work related or not. When the inner group
discusses the matter, the outer circle can take
notes and then provide feedback accordingly
afterwards. Then repeat this activity vice versa.
Outer circle is take role as only an active listener
and cannot participate in the discussion. This
activity requires to everyone readdresses the
topic, and make conclusions of their own using
evidence from the entire discussion.
Divide into groups. Fulfill questions as
completely and honestly as possible. These
questions can be like “What qualities or attributes
best describe our group?”, “What qualities or
attributes best describe the other group?”, “How
do we think the other group will describe us?”.
After completing questions, get together and
share the results thoroughly. Those from the other
27
Image
group can ask questions for clarification only.
They cannot justify, accuse, defend, or make any
other kind of statement. Then each group analyzes
and review reasons for differences to solve
problems and reduce any misunderstandings.
Then, groups get together again and share what
they think and draw agreeable solutions.
The above activities are easy to conduct, and they do not require much time, energy, and
money. As a team building is a never ending process, it is important to continuously redefine a
team’s objectives and build relationships. The process of building a team spirit with the same
goals and visions will occur as long as a team is continuing to meet (McLean, 2006). The main
purpose is to improve understanding of the other groups and maintain a healthy relationship with
others.
Throughout our surveys, interviews, and observations of ISS, our team believes that ISS
is very open to adapt to changes and willing to try new things for their improvement. This
already is a great team building for them. Along with this deliberate atmosphere, ISS will be able
to keep maintain their healthy relationship among the staff by applying aforementioned activities.
Moreover, these activities will be fun and helpful for the team to have more open communication
that will impact on their work and job satisfaction.
28
Multirater Feedback (360 Degree)
Multirater or 360-Degree feedback is, “the process of receiving perceptions of ones
performance from a variety of sources, typically supervisor(s), peers, direct reports, self, and
even customers,” (McLean, Sytsma, & Kerwin-Ryberg, 1995). This process can be enacted by
means of interview or surveys, or a combination of both. For the purpose of using this
intervention for International Student Services, the use of surveys would be preferred to provide
employees anonymity. This anonymity would allow for staff members to communicate in a more
honest manner, while also allowing workers peace of mind that repercussions would not be
taken.
Multirater feedback can assist organizations in the following areas (Appraisal- Smart,
2004):










Employee Self-Insight
Employee Development and Coaching/Counseling
Leadership Development
Learning Needs Analysis
Team Building and Development
Organizational Change Interventions
Career Development
Succession Planning
Completing Performance Appraisals
Student Feedback within University Service Organizations
A major theme in the office of International Student Services at Texas A&M University
is a desire higher levels of employee engagement, more effective leadership, effective
communication in the workplace, and a system of rewards for high functioning employees.
Through the means of 360-Degree/ Multirater Feedback, employees, within all levels of the
organization would have an outlet to describe their frustrations and provide insight into the
positives and negatives each employee brings to the organization.
While the 360-degree feedback system can include various dimensions of work, such as
leadership, communication, and teamwork, the Multirater feedback should include the following
areas of appraisal under each subset; developmental, performance, comparison, frequency,
quality and extent. Ideally, within large organizations, these components of the survey would be
developed departmentally, however, for use in International Student Services, one survey should
suffice.
Steps in developing the 360- Degree/Multirater Feedback Survey(Brusman, 2012):
 Development of core-competencies for each position.
29









Selection of a survey system that reflects organizational values.
Organizational members then must select a team for providing feedback. Each recipient
will choose his or her raters.
Administer the survey to reviewers.
Collect the survey results.
The intervention will be scored and the data will be interpreted.
Design Planning Guide to include:
o A clear, written statement of the specific developmental goal
o The standards to be used for measuring when the target has been reached
o The change strategies that will be incorporated into the plan
o The action steps and learning techniques that correspond to each change strategy
o The people who will be resources in the implementation or monitoring of the plan
Administer results of the survey to the recipient by means of a coach or counselor.
Develop an action plan both individually and organizationally.
Re-administer survey after 6-12 months to measure amount of change that has taken
place.
Completion of the 360-degree feedback does not mean the results should not go directly
to the employees for interpretation. Rather a supervisor, or other organizational member who is
experienced in coaching or counseling staff should present the results to each team member.
These coaches/counselors will assist in emphasizing the positive and generating solutions to the
negative feedback. The goal of this intervention is not to focus on what is being done wrong, but
rather on how employees can improve for the future.
The last step in the process will call for all organizational employees at International
Student Services to come together and develop an action plan to move forward. While still
remaining anonymous, key issues and common themes that were present in the surveys should
be address and collectively the members of the organization will develop methods for
improvement.
30
Proposed Evaluation Plan
Evaluation is a critical step in the OD process, appearing in almost all the process models
(French, 1989). Evaluation provides the evidence on which to base decisions about maintaining,
institutionalizing, and expanding successful programs, and modifying or abandoning
unsuccessful ones (Weiss, 1972). It is important to determine whether unforeseen problems arose
as a consequence of the three interventions. Without appropriate evaluation there is no way that
an organization may be sure of a trouble-free intervention.
The overall purpose of the evaluation plan is to measure the extent to which objectives
and goals of the OD interventions are met. The evaluation plan is designed to inform and provide
evidence to stakeholders about progress being made in ISS. The evaluation plan will be carried
out through the use of assessment of intervention.
This evaluation plan is guided by what stakeholders want to know, within the limits of
resources available to conduct evaluation and data already collected. The evaluation plan will be
refined and improved as ISS gain experience in conducting the OD interventions.
As the plan is implemented, the intent is to identify and secure outcomes of the
implementation of the OD interventions, using evaluation data to support applications for new or
continued improving employees’ performance. An important outcome of the evaluation plan is to
contribute to the evidence base of successful interventions addressing.
Here are some guidelines for evaluating results:
1. Use a control group if it is practical.
2. Allow time for results to be achieved.
3. Measure both before and after the program if it is practical.
4. Repeat the measurement at appropriate times.
5. Consider cost versus benefit.
6. Be satisfied with evidence if proof is not possible.
Finally, the results of the evaluation plan of OD interventions as Dialogue, Team
building, and Multirater feedback (360 degree) will be collected and analyzed. An evaluation
report will be written by international OD consultants.
31
Evaluation Plan
International Student Services
Purpose of the Evaluation:
The overall purpose of the evaluation plan is to measure the extent to which objectives
and goals of the OD interventions are met. The evaluation plan is designed to inform and provide
evidence to stakeholders about progress being made in ISS at Texas A&M University. The
evaluation plan will be carried out through the use of assessment of interventions and activities
that support the plan.
Members of Evaluation Team:
International OD Consultants
Key Evaluation Questions:
1. What did you find most useful in the OD interventions?
2. Is there anything in this program that could be improved?
3. Has the OD intervention helps develop mutual relationships between colleagues?
4. Did you make a detailed plan to improve the relationship between colleagues?
5. Did you obtain a better understanding from your colleagues?
Information Sources:
1.
2.
Existing documents, reports and evaluation materials, such as survey and questionnaires
Key Stakeholders
Major Evaluation Methods:
1.
2.
3.
Review of documents, reports and survey
Interviews with the key stakeholders, described above
Review of preliminary findings with participants?
32
Evaluation Reporting:
The report will include a review of _____________ and themes drawn from _________.
Additional summaries will be posted or sent to ______________________ for comment.
The evaluation team will involve the following people in identifying implications and
drafting recommendations:
The final report will be sent to __________________________________ by _____[date].
Time Line:
Action Steps
Target Dates to Complete
Review of literature
Approval of evaluation plan by sponsors
Development of interview questions with sponsors
Scheduling of interviews
Conduct of interviews
Analysis of data
Preparation of report
Review of findings with evaluation team
Presentation of final report
Prepared by International OD Consultants
May 2nd , 2013
33
Conclusions
34
References
Appraisal- Smart. (2004). 360-degree feedback appraisals. Retrieved from
http://www.appraisal-smart.com/360-Degree-Feedback-Appraisal-FAQs.htm
Brusman, M. (2012). Multi-rater 360-degree feedback . Retrieved from
http://www.workingresources.com/professionaleffectivenessarticles/article.nhtml?uid=10021
Buller, P. F., & Bell Jr, C. H. (1986). Effects of team building and goal setting on
productivity: A field experiment. Academy of Management Journal, 305-328.
Koehler Pub.
De Sitter, L.U., den Hertog, J.F., Dankbaar, B. (1997) "From complex organizations with
simple jobs to simple organizations with complex jobs", Human Relations, Vol.50 No.5 pp497534
French, W. (1989) A checklist for organizing and implementing an OD effort. In W.
French, C. Bell & R. Zawacki (Eds.), Organization Development: Theory, Practice & Research,
3rd ed. (522-532). Homewood, IL: Irwin Publishing.
Gerard, G., Ellinor, L. (1999) "Dialogue: something old, something new; dialogue
contrasted with discussion; the building blocks of dialogue: a living technology; behaviors that
support dialogue”.
Graham, P., & Kormanik, M. (2004). Bridging the conference gap: a challenge to
enhance the research - practice dialogue. Human Resource Development International, 7(3), 391393.
McLean, G. N. (2006). Organization development: Principles, processes, performance.
Berrett-Koehler Publishers.
McLean, G.N., Sytsma, M., & Kerwin-Ryberg, K. (1995, March). Using 360- degree
feedback to evaluate management development: New data, new insights. In E. F. Holton III
(Ed.), Academy of Human Resource Development 1995 conference proceedings (Section 4-4).
Austin, TX: Academy of Human Resource Development.
Performance An Integration. Small Group Research, 30(3), 309-329.
Preziosi, R. C. (1980). ORGANISATIONAL DIAGNOSIS QUESTIONNAIRE (ODQ). The
1980 Annual Handbook for Group Facilitators. San Diego, Calif.: University Associates.
Salas, E., Rozell, D., Mullen, B., & Driskell, J. E. (1999). The Effect of Team Building
on Texas A&M University. (2008). International student services: Texas a&m university.
Retrieved from http://iss.tamu.edu/
35
Weiss, C. (1972). Evaluating action programs. Englewood Cliffs, NJ: Prentice Hall.
36
Appendix A. Proposal
International OD Consulting Services
ORGANIZATION DEVELOPMENT CONSULTING
AGREEMENT
INTERNATIONAL STUDENT SERVICES
Texas A&M University
MISSION: To provide OD Consulting to International Student Services of Texas A&M
University. Our strategic approach has the potential to increase your organization's relevance and
viability.

To lead the strategic planning process to determine International Student Service’s Goals.

To identify the Goals that the International Student Services should use to determine
priorities.

To identify priorities that the International Student Services should focus on to achieve
goals.

To lead priority projects that the International Student Services does not have time to
complete.

To analyze Performance Improvement Opportunities for International Student Services.
International OD Consulting recognizes that International Student Services (ISS) is growing in
size and complexity may not have the resources or the time to adequately plan for the future.
Many auxiliary organizations at Texas A&M University spend their time meeting the demands
of day to day operations.
37
Please consider accepting this rare opportunity to have your organization assessed and provided
comprehensive solutions to organizational issues. We are confident that our systematic
approaches will increase the effectiveness of International Student Services.
International Student Services is in a pivotal position will benefit from International OD
Consulting Services who has broad theory and practical experiences in human resource
development principles with an emphasis on innovative OD interventions.
Our teams experience was achieved with several combined years in higher education research
and design, public sector management, and international relations. Each experience included
roles and responsibilities expanding beyond project management, HR practitioner, lead
researcher, and senior advisor.
International OD Consulting Services is proposing a consultation visit to determine if the needs
of International Student Services can be meet by the consulting services of International Student
Services.
FINANCIAL: The consultation visit would be at no-charge with any further work to be
negotiated.
STATUS: International OD Consulting Services is available to meet at your convenience.
INTERNATIONAL OD CONSULTING SERVICES
Minyoung Moon
E-mail : minyoung.moon@tamu.edu
Cell Phone: 979.595.7955
John LeCounte
Email : johnlecounte@tamu.edu
Cell Phone : 912.695.3627
INTERNATIONAL STUDENT SERVICES
Director or Designee
Name:
E-mail:
Office Phone:
___________________________________________
Signature
Date
38
INTERNATIONAL OD CONSULTING SERVICES
___________________________________________
Signature
Date
39
Appendix B. Entry (Kick-Off Meeting with ISS)
First Kick-Off Meeting with ISS
Bill Taylor (Associate Director), Emily Yates (International Student
Attendee (ISS)
Advisor II)
John LeCounte, Minyoung Moon
Attendee (ISC)
February 22nd/
ISS
Date/Time
Place
3pm-3:45pm
Meeting Content
We, the International OD Consulting Services (ISC), made the first courtesy call to Bill
Taylor, the associate Director, and Emily Yates, the International Student Advisor II, at
International Student Services (ISS) on February 22nd, 2013. The meeting was held in Mr.
Taylor’s office, and they were very welcoming, appreciative, and enthusiastic of their
organization being the focus of our consulting project. Subsequent to the meeting between
International OD Consulting Services and International Student Services an agreement was
signed by both parties. The agreement outlined our commitment to providing comprehensive
consulting services, in addition to biographical information of the consulting team.
Mr. Taylor, the interim director, is who was appointed in October, 2012. Moreover, he
has nearly 16 years of experience as a member of the administrative staff for Texas A&M
University’s International Student Services office. During the meeting, Mr. Taylor shared
concerns of customer service deficiencies and was very optimistic of this opportunity to improve
their services for International students’ needs and wants.
Ms. Yates has been an advisor and staff member at ISS for the past 3 years, and is
currently responsible for conducting customer satisfaction-related surveys or international
students. During our meeting, she acknowledged inadequate empirical data practice(s), and
requested assistance with customer service and climate surveys. In addition, Ms. Yates considers
their current website to be inefficient and would welcome website upgrade suggestions, and
career development initiatives that their office could independently implement, and would
supplement services provided at the career center that doesn’t specifically address the needs of
international students.
To diagnose organization, ISC will conduct the interview on February 26th, 2013 at ISS.
Mr. Taylor and Ms. Yates will be ISC’s interviewees.
Action
Topic




Prepare Survey Questioners by 2/24
Conduct Interviews with ISS on 2/26
Select the diagnose tools
Review ISS’s training manual for the employees
40
Appendix C. Group Interview questions
1.
Would you please introduce yourself briefly and tell us about your roles and
responsibilities in the ISS?
2.
In what areas do you see the ISS (department, unit, team) as having particular
strengths? Why do you see these as strengths?
3.
In what areas do you see the ISS (department, unit, team) as having particular
needs for change, growth, and improvement? Why do you see these as areas to develop?
4.
What specific recommendations for change, growth, and improvement would you
make to the organization (department, unit, team)?
5. What else would you like me to hear about ISS (department, unit, team)?
Extra/follow-up questions:
6. Think about something that you really liked that happened (or is happening) in your
organization. Can you tell me a story about that time?
7. Can you share other examples with me?
8. How do the ideal ISS look like to you? If you wanted to make any changes to make
this organization an ideal place what are the things you would change?
41
Appendix D. Individual Interview Questions
1. Meet and Greet
2. What specific recommendations for change, growth, and improvement would
You make to the organization (department, unit, team)?
3. What are the strengths of ISS?
4. Think about something that you really liked that happened (or is happening) in your
organization. Can you tell me a story about that time?
42
Appendix E. Sample of Individual Interview
Interview Report
Interview Notes Approved By: _________________________
Person Interviewed: Joy He
Interviewer: Lei Xie
Date: 02/23/13
Primary Purpose:
Preliminary Interview of ISS Employee
Summary of Interview:
This interview was an informal interview. The interviewer asked information about ISS by
chatting with one of the ISS employees. Whole interview lasted for thirty minutes. Interviewees
addressed several questions that the difficulties, which ISS faced recently. Interviewee expressed
her positive attitudes toward her workouts and their working environment; she also tried to
analysis the reason behind the difficulties, and gave suggestions for improvement under my
assistance. During the whole interview, interviewer and interviewee based on an opencommunication climate, corporately achieved the objective that the interviewer made before.
Open Items:
N/A
Detailed Notes:
Whole interview happened in one informal context, which helps interviewees release her unease
feeling talking about her workplace. She expressed her huge concern about ISS’s statue quo. She
commits their work efficiency is comparably low in web maintaining. Because there is no
technique specialists take charge for the web maintain. What they took care of being solely web
material update; that is to say, nobody covers the web design, which can make a huge
contribution in attracting students. Despite their poor working environment, their coworkers built
an intimacy relationship and share the same organization culture. She showed her commitment to
ISS while I interview her. She said that no matter who has a birthday, other coworkers would
celebrate his or her birthday together. Argues were barely being seen in the work place, they
built a great intimacy environment. However, lack of manpower is a problem that they were
facing in the late few years. Because of more and more international students were coming from
all around the globe, the ISS should be added more manpower to help international students. The
university hasn’t paid much attention on ISS, so the direct result there is no funding for ISS to
provide activities for international students. That’s also one reason why after international
student check-in, no international student heard a thing from ISS. All in all, this interview went
smoothly and interviewee provided much useful information for later analysis.
43
Appendix F. Survey Questionnaires
Survey questionnaires
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
The goals of this organization are clearly stated.
The division of labor of this organization is flexible.
My immediate supervisor is supportive of my efforts.
My relationship with my supervisor is a harmonious one.
My job offers me the opportunity to grow as a person.
My immediate supervisor has ideas that are helpful to my work
group, as well as myself.
This organization is not resistant to change.
I am personally in agreement with the stated goals of my work unit.
The division of labor in this organization is intended to help it reach
its goals.
The leadership norms of this organization help its progress.
I can always talk with someone at work if I have a work-related
problem.
I am happy with the existing work environment.
I have the information that I need to do a job well.
This organization introduces enough new policies and procedures.
Communication between colleagues and a leader in the
organization is good.
The manner in which work tasks are divided is a logical one.
This organization’s leadership efforts result in the organization’s
fulfillment of its purposes.
My relationships with members of my work group are friendly as
well as professional.
The opportunity for promotion exists in this organization.
This organization has adequate mechanisms for binding itself
together.
I think the organization needs to have rewards or incentives for
employees to motivate my high performance.
The priorities of this organization were understood by its
44
Disagree strongly
Disagree
Disagree slightly
Neutral
Agree slightly
Statements
Agree
Agree strongly
Organizational Diagnosis Questionnaire
Directions: Do not put your name anywhere on this questionnaire. Please answer all thirty-five questions.
Be open and honest. For each of the thirty-five statements, mark “x” to indicate your thinking. We ensure
that we will maintain the confidentiality of your opinion.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Disagree strongly
Disagree
Disagree slightly
Neutral
Agree slightly
Agree
Agree strongly
Statements
employees.
I think the work environment is very competitive.
It is clear to me whenever my boss is attempting to guide my work
efforts.
I have established the relationships that I need to do my job
properly.
The salary that I receive is commensurate with the job I perform.
Other work units are helpful to my work unit whenever assistance is
requested.
Occasionally, I like to change things about my job.
I have enough input in deciding my work-unit goals.
The organization introduces change (e.g. job responsibilities, time
and procedures) on regular basis.
I understand my boss’s efforts to influence me and the other
members of the work unit.
There is no evidence of unresolved conflict in this organization.
If given a chance, I would like to change a lot of things at the
workplace.
This organization’s planning and control efforts are helpful to its
growth and development.
This organization has the ability to change.
Additional comments you would like to add in response to any of the above questions.
Please describe three things you like the most in the ISS and three things you think the ISS
can improve in the two columns below.
Three things you like the most
Three things that you would like to change
1.
1.
2.
2.
3.
3.
45
Your work experience in the ISS ………………… months
Thank you for completing this questionnaire.
Please fold the questionnaire in half.
46