Confirmatory and Exploratory Analysis of the Questionnaire to Evaluate the Disposition towards Organizational Change (CEDCO)

Mónica García-Rubiano; Carlos Forero-Aponte; Miguel Á. Mañas-Rodríguez; Pedro A. Díaz-Fúnez; Rubén Trigueros; José M. Aguilar-Parra

doi:10.3390/su12166543

Confirmatory and Exploratory Analysis of the Questionnaire to Evaluate the Disposition towards Organizational Change (CEDCO)

Sustainability ◽

10.3390/su12166543 ◽

2020 ◽

Vol 12 (16) ◽

pp. 6543

Author(s):

Mónica García-Rubiano ◽

Carlos Forero-Aponte ◽

Miguel Á. Mañas-Rodríguez ◽

Pedro A. Díaz-Fúnez ◽

Rubén Trigueros ◽

...

Keyword(s):

Organizational Change ◽

Mathematical Models ◽

Exploratory Analysis ◽

Individual Group ◽

Need To Evaluate ◽

Levels Of Evaluation

This article shows the results of two processes that corresponded to exploratory and confirmatory analyses of the Questionnaire to Evaluate the Disposition towards Organizational Change (CEDCO). The overall sample consisted of 1554 people. The first process considered 489 participants, and provided evidence of the multidimensionality of the test on three levels. The second process involved a sample of 1065 people, and provided evidence for appropriate fit values for the model that were consistent with the initial proposal for the test on three levels of evaluation: individual, group, and organizational. The results suggest the need to evaluate the practice using other mathematical models to address the biases that exist in some item distributions.

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Holding Leaders Accountable During the 360° Feedback Process

Industrial and Organizational Psychology ◽

10.1017/iop.2016.90 ◽

2016 ◽

Vol 9 (4) ◽

pp. 811-813

Author(s):

Stephen F. Young ◽

William A. Gentry ◽

Phillip W. Braddy

Keyword(s):

Organizational Change ◽

Performance Improvement ◽

Design Feature ◽

Feedback Process ◽

Individual Group ◽

Critical Design ◽

Creative Leadership ◽

360 Feedback

We agree with Bracken, Rose, and Church (2016) and others that a critical design feature of any 360° feedback process is accountability, where the goal is “creation of sustainable individual, group, and/or organizational change in behaviors valued by the organization” (p. 764). Though we acknowledge the important roles that the organization and raters play in holding leaders accountable for their development, the goal of our commentary is to expand on how the leader's boss and other key individuals can serve as powerful sources of accountability in the 360° feedback process and throughout a leader's development journey. We also want to note that although the Center for Creative Leadership (CCL) encourages leaders to share what they have learned from their 360° feedback with their bosses and other accountability partners (e.g., peers), it is the leader's choice as to whether he or she shares key feedback with others. This practice ensures confidentiality of the data, helping leaders trust the process and increasing the likelihood that individuals accept difficult feedback and use it for performance improvement (Fleenor, Taylor, & Chappelow, 2008; King & Santana, 2010).

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Business: Conceptualizations of Organizational Change Viewed Through the Lens of Power: A Tutorial for the Speech-Language Pathologist/Audiologist Administrator

Perspectives on Administration and Supervision ◽

10.1044/aas21.1.9 ◽

2011 ◽

Vol 21 (1) ◽

pp. 9-17

Author(s):

Patrick R. Walden

Keyword(s):

Organizational Change ◽

Health Care Organizations ◽

Social Power ◽

Social Systems ◽

Front Line ◽

Organization Level ◽

Speech Language Pathologist ◽

Constant State ◽

Theories Of Change ◽

Or Organization

Both educational and health care organizations are in a constant state of change, whether triggered by national, regional, local, or organization-level policy. The speech-language pathologist/audiologist-administrator who aids in the planning and implementation of these changes, however, may not be familiar with the expansive literature on change in organizations. Further, how organizational change is planned and implemented is likely affected by leaders' and administrators' personal conceptualizations of social power, which may affect how front line clinicians experience organizational change processes. The purpose of this article, therefore, is to introduce the speech-language pathologist/audiologist-administrator to a research-based classification system for theories of change and to review the concept of power in social systems. Two prominent approaches to change in organizations are reviewed and then discussed as they relate to one another as well as to social conceptualizations of power.

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