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Validity Matters

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Validity Matters

Assessments like the M.O.S.T. are only as good as the research that guides their development. If you are new to the world of assessment research, validity calls for an exhaustive process that checks to make sure something works properly. On the other hand, reliability is tested to make sure an assessment measures skills or characteristics consistently so that you can depend on it, just like a trusty alarm clock.  In this section we provide an overview of the multifaceted, peer-reviewed research findings that support the validity and reliability of the M.O.S.T.

 

The first step was to make sure that this assessment aligns well with our original vision, developed by Dr. Bill Brendel: to produce an assessment that helps people identify and develop their OD career in the most personally meaningful, practical, economical manner. This would require an evidence-based assessment capable of determining how an individual's strengths and interests align with actual careers and other aspects that define the field of OD including education models, and research. 

Did you know?

The MOST is the only OD competency assessment tested for content and construct validity, including comparative analysis of the field of OD, independent qualitative analysis with experts, and psychometric testing.

Organization Development is a dynamic field of practice that uses caring and collaborative change frameworks and interventions to generate sustainable and flexible improvements to well-being, performance, and prosperity in human systems.

Comparative Analysis

What is an "OD Career?" To answer this question, Dr. Brendel first engaged in a two-year study that included a comparative analysis of over 500 OD job descriptions, an examination of course offerings at 144 OD and OD-related graduate schools, an evaluation of 40 operational definitions of OD, and an assessment of 31 OD competency study publications. His research, which culminated in an article titled Charting a Meaningful OD Career Course was only the first step in a greater research effort to ensure that his assessment would suitable for OD educators, practitioners, and departments.

 

This first step in defining the field earned him two awards by his peers at the OD Network: the 2021 Evolving the Field of OD Award and the 2023 Article of the Year Award. Later he would use this knowledge to produce The History and Evolution of OD, a book focused on the way this field evolved through the lens of articles published in the OD Review. From this knowledge, Dr. Brendel created a universal career definition of Organization Development. Organization Development is a dynamic field of practice that uses caring and collaborative change frameworks and interventions to generate sustainable and flexible improvements to well-being, performance, and prosperity in human systems.

Comparative Analysis
Evolution of OD Model

Evolution of OD Models

Before introducing a standard assessment to the field of OD, we would need to take a closer look at all previously published OD competency models to answer a few critical questions. First, would we have to create an entirely new OD competency model, or could we simply save time and build an assessment off of an existing competency model?

 

To answer this question, we would first need to understand how well existing competency models align with each other, identifying patterns including similarities and gaps. We would also need to understand how well these models stand up to discoveries made in our comparative analysis. For instance, do these models adequately take into account how widely actual OD careers vary in terms of career identity, impact, approach, and mastery? Finally, how rigorously were these models tested? 

Figure 1. A Few OD Competency Models

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Competency Research

Figure 2. OD Competency Research (1979 - 2022)

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Competency Research

Early interest in the development of OD competency models aligned with research and practice pertaining to organizational behavior, group dynamics, process consultation, organizational design, and consulting activities including Action Learning, data-based interventions, and continuous improvement (Warwick & Donovan, 1979; Varney, 1980; Cullen et al., 1981; Shepard & Raia 1981; Carey & Varney 1983; Spehn 1985). Building upon these earlier models, OD competency studies in the 1990’s added characteristics of practice that aimed to improve organizational culture, diversity, equity, ethics, and change management (Eisen et al. 1990; Bushe & Gibbs, 1990; Marshall & Eubanks, 1990; Eubanks et al., 1990; McLean & Sullivan 1992; O’Driscoll et al. 1993; Worley & Varney, 1998). 

Throughout the 2000’s competency models increasingly focused on DE&I as well as the facilitation of learning and development through dialogic processes (Sullivan et al., 2001; Worley & Feyerherm, 2003; Jamieson & Worley, 2008; Worley et al., 2010; Eggers & Church; 2015; Minahan, 2018; Cheung-Judge, 2020; Brendel, 2022). Consistent throughout the evolution of these competency models is the concept of Use of Self or the intentional alignment and embodiment of one’s core values as its own OD intervention in client systems.

A Deeper look at the GCF & OD App

Two of the more recent models (Minahan, 2018; Cheung-Judge, 2020), draw substantially from earlier models, with the exception of competencies focused on Meaningful Work, Developing Balanced Performance Measures, and in the case of the OD Global Competency Framework (Minahan, 2018), Designing and Facilitating Learning. To assist with a deeper analysis of whether these two models might suffice for a new assessment, we drew from Cady & Shoup (2015) who call for a more comprehensive approach to crafting effective competency statements that clearly distinguish the OD profession, which are ostensibly absent from these two models. Well-crafted competencies should include a theoretically grounded and cohesive description of specific knowledge, skills and abilities including related actions, targets, performance indicators, and timing if possible (Cady & Shoup, 2015).  

Extended Analysis

The OD Network Global Competency Framework (GCF) organizes its competency statements into five different capability areas: Systems Change Expert, Efficient Designer, Business Advisor, Credible Strategist, and Informed Consultant. On first inspection, many of the competencies listed in these areas reflect the nature of OD activity, however, rather than integrating 16 different common OD practices across theoretical dimensions of these five areas, the GFC simply lists them within a single competency statement under the label, “Lifelong Learner and Practitioner” under the Informed Consultant label as follows: Appropriately applies knowledge of both classic and emerging theories of OD to Appreciative inquiry, Change and transformation, Conflict management, Culture change Equity, diversity and inclusion, Mergers and acquisitions, Motivation theory, Organization behavior, Organization design, Process consulting, Science of decision-making, Strategic planning and execution, Systems theory, Talent management, and Team development. (https://www.odnetwork.org/page/informed-consultant)

Although this is both a valuable and useful contribution to the field of OD, by Cady and Shoup’s (2015) standards, this single competency statement appears too broad, because each of the 16 different practices therein contain their own unique set of competencies. Though likely not the intention of its creators, the wording of this competency also implies that an OD practitioner must master all or most of these areas. Cheung-Judge (2020) rectifies this in her model by categorizing many of the same practices as “Specializations”, however they too appear as a non-descriptive list, lacking specificity called for Cady and Shoup (2016). Both models also list knowledge of OD theory separately from OD skills and abilities. This too is problematic because without understanding the OD theories that skills and abilities are anchored to, it is difficult to claim that one is practicing OD as a fully integrated profession. For instance, in the GCF, Strategic Planning practice is not theoretically integrated with the “Credible Strategist” capability area. The same is true for the separation of Systems Thinking, which is listed separately from the “Systems Change Expert” capability area. The theory to practice bridge is also critical in understanding how these practices relate to each other, which as our analysis shows is critical to distinguishing OD practice from other practices such as management consulting practices, business analyst practices, and I/O psychology practices.

Brendel’s (2022) model rectifies each of these issues by both fully describing these specialization areas and integrating them within their respective Sociotechnical Theory domains (Social, Technical, and Influence) discussed in detail in the following section. The SCM also includes full descriptions of competencies brought forth in earlier models but are missing from the GCF (2016) and Cheung-Judge’s (2020) models. Brendel (2022) also directly states that to be considered an OD practitioner, an individual is not required to master all skills, but rather may choose to master one or multiple practices; however, to present oneself as a bona fide OD professional, an individual must master at least one practice or application in all three domains (Social, Technical, and Influence) and recognize their theoretical ties. This is critical because, for instance if an individual were to simply practice Strategic Planning and Execution (Technical Domain) without integrating practices or applications from Social and Influence domains, they are ostensibly not practicing OD. Unless an individual integrates at least one Social competency (e.g., DE&I) and one Influence competency (e.g., Dialogic Inquiry), they are simply performing a management function. Failing to link OD theory with practice stands to confuse emerging practitioners who compare OD to adjacent professions, many of which now include OD as a sub-competency, including the Society for Human Resource Management (2022), the Society for Industrial and Organizational Psychology (see website, 2017), and the Association for Talent Development (see website, 2020).

Theoretical Confirmation

Theoretical Confirmation

The next step was to conduct an extensive review of theory informing OD practice, to ensure that applications listed in a new competency model align with the theoretical origins of OD. As illustrated in this figure, each competency category in the MOST assessment bridges theory with practice. This analysis supports Dr. Brendel's (2022) theoretical assertion that nine competency categories may be most succinctly categorized through Sociotechnical Systems Theory (Cherns, 1976; Emery, 1959; Emery, Foster, & Woollard, 1978; Parker &Wall, 1998; Trist & Bamforth, 1951).

 

Critical themes emerged, confirming what OD theorists as early as Kurt Lewin, have suggested for some time: the healthy development of organizations takes place at the intersection of social systems and technical systems. For instance, by facilitating dialogue, an OD practitioner can influence dynamics at the intersection of an organization's strategy (technical), and culture (social). Dr. Brendel proposed that as long as a practitioner is engaging in a combination of all three domains (social, technical, and influence) in line with the career definition above, they may be said to be practicing OD. 

Figure 3. Theoretical Confirmation of OD Practice

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A New OD Framework

A New OD Competency Framework

To produce a competency model that is grounded in theory, practice, inclusive of all previous competency models, and easy to use, the MOST uses three competency domains (Social, Technical, and Influence) with three competency clusters per domain. However, OD is not being practiced unless one category in all three domains is being utilized.

 

This appeared to solve a problem the field of OD has struggled with for a long time and most competency models failed to address adequately: OD is not a one size fits all practice. If you've been around the field long enough, you know their are a wide variety of ways to practice. Dr. Brendel's model not only makes it possible to understand how OD is currently practiced and taught, but also imagine new combinations to OD practice.

Within each competency category, three competency clusters exist, describing actual OD practices including context, behaviors, conditions, and outcomes. 

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Figure 4. MOST Competency Domains & Categories

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4 Phase Validation Study

4-Phase Validation Study

Figure 5. Study Phases, Purposes, Methods, and Samples

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This exciting development still required validation by current experts in the field. Dr. Brendel recruited Dr. Yu-Ling Chang to help lead a 4 phase validation process. This involved a multi-phases and mixed-methods process guided by the American Psychological Association (APA) Principles for the Validation and Use of Personnel Selection Procedures (Tippins et al., 2018) and a collection of scholarly literature for the development, evaluation, and use of psychological measures in organizational research (Cole et al., 2012; Ellen et al., 2022; Hinkin, 1998; Porath et al., 2012; Shockley et al., 2016; Wright et al., 2017). Following those guidelines, the study involved four distinct phases with mixed research methods outlined in Figure 5.

Item Creaton & Validity Testing

Phase 1: Item Creation & Content Validity

The first phase of validation concentrated on validating assessment items created by Dr. Brendel. For an independent critique of these items, 8 renowned OD subject matter experts - many of whom are OD Network lifetime achievement award winners - where invited to examine each item in relationship with their respective competency categories.

We first asked the 8 participants  to answer the content validity survey in which they evaluated how well the 45 items reflected the definitions of their correspondent measuring constructs on the scale from 1 to 5 (1 = Needs Improvement; 2 = Fair; 3 = Good; 4 = Very Good; 5 = Excellent) and provided suggestions for item improvement in open-ended questions. After reviewing the survey responses, we then interviewed the participants for further clarifications and discussed the best practices for item refinement.

Pilot Study & Item Refinement

Figure 6. Pilot study statistics, Cronbach’s Alphas, and Correlations (N = 28)

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Phase 2: Pilot Study & Item Refinement

To further evaluate the items for potential improvements, we piloted the assessment after the initial items were developed and conducted exploratory data analysis as well as reliability test. The participants in the pilot study were 28 individuals recruited from OpenSourceOD.com website (Sample 2). The sample size that fell within 20 to 65 was considered adequate for a pilot study as recommended by Hinkin (1998).

 

The participants in the pilot study were approximately 71% female, and approximately 29% were between 25-34 years old, and 25% were between 35-44 years old. Regarding the participants’ profession, 18% were Internal OD Consultant, 14% were External OD Consultant, General Management, and OD Professor/Researcher. Other participants’ professions include Talent Development (11%), Human Resource Generalist (7%), Management Consultant (7%), Executive Coaching (4%). Nevertheless, 43% respondents’ tenure were less than 4 years and 21% had no training or education in OD. As for the perceived familiarity with OD, only 11% claimed that they were unfamiliar with OD. Others were somewhat familiar, familiar, or very familiar with OD.

Nomologica Validity

Phase 3: Nomological Validity

Nomological validity is a concept that might sound complex at first glance, but it can be broken down into simpler, everyday language to make it more understandable. At its core, nomological validity refers to the degree to which a concept fits within a larger theoretical framework or system of relationships. Think of it as checking if a new piece fits perfectly into an already existing puzzle. The "puzzle" in this case is a network of theories and relationships that have been previously established through research and observation.

To determine nomological validity, we followed these steps:

  1. Identify a Theoretical Framework: First, we pinpointed the broader theory and set of relationships that their  or our measure is supposed to fit into. This is like picking out the puzzle you are trying to complete.

  2. Specify Expected Relationships: We then clearly defined how we expected concepts to relate to other concepts within the SCM framework. This is akin to studying the picture on the puzzle box to understand where the new piece should go and how it should connect with the pieces already in place.

  3. Empirical Testing: Next, we collected data and used statistical methods to test whether the expected relationships actually hold true. This is similar to trying to fit the puzzle piece into its expected spot and seeing if it connects as anticipated.

  4. Evaluate Fit: Finally, we assessed how well our concept integrates with the existing theoretical framework based on the empirical evidence. This is like stepping back and looking at the puzzle to see if the new piece contributes to the overall picture as intended.

We found that the Cronbach alpha values, which measure how well our items worked together, were between .71 and .81. This is a good sign, showing that our scales are reliable after we made some tweaks.

 

Figure 7. Single-factor and Second-order Confirmatory Factor Analysis (CFA) Results with Sample 3 (N = 1,104)

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Our study looks at the SCM model, which covers a broad range of skills in three main areas: Social, Technical, and Influence. Within these areas, we explore nine specific skills: Culture, Psychology, Humanity, Strategy, Design, Performance, Leading & Managing Change, Consulting & Partnering, and Facilitating Learning & Innovation. To see if our model makes sense and fits well with these skills, we used a statistical method called confirmatory factor analysis (CFA). We did this CFA in two steps: first, we looked at each of the nine skills separately, and then we looked at how they grouped under the three main areas.

Figure 7 shows the results of these CFAs. The numbers we got (like CFI and RMSEA) meet the standards experts suggest for a good model fit, which means our model lines up well with the real-world data. This supports our idea that the SCM model accurately represents the skills in the areas of Social, Technical, and Influence.

 

Lastly, when we talk about "factor loadings," we're saying that each skill area significantly explains the items or questions we designed to measure it. This is another good sign that our model is on the right track. In summary, our analysis shows that our SCM model is both reliable and valid for measuring the skills it's supposed to, according to the guidelines set by experts in the field.

Convergent & Dicrminant Validity

Phase 4: Convergent & Discriminant Validity

Convergent Validity

Think of convergent validity as the process of checking if two different tests that are supposed to measure the same thing actually end up giving you similar results. Imagine you have two different kitchen scales at home. You're skeptical about whether they're accurate, so you decide to test them by weighing a bag of flour on both.

 

If both scales give you a similar reading, you'd say they have good convergent validity because they converge, or agree, on the measurement of the weight of the flour. In research, when two different methods or tests measure the same concept (like intelligence or satisfaction) and produce similar results, they are considered to have high convergent validity. It's like saying, "Yes, these two tools are indeed measuring the same thing because they're giving us similar answers."

 

We discovered significant positive correlations, which demonstrate that skills within each set really do move together, indicating good convergent validity. It means our theory that these skills should be related is supported by the data.

What we found

In our SCM, we theorize that certain skills should naturally relate to each other. For example, we expect Culture, Psychology, and Humanity to go hand-in-hand, just as Strategy, Design, and Performance should, and the same for Leading & Managing Change, Consulting & Partnering, and Facilitating Learning & Innovation. To prove this point (which we call convergent validity), we looked for and found strong positive connections between these related skill sets.
 

  • Culture is closely linked with Psychology (r = .83, p < .001) and Humanity (r = .88, p < .001).

  • Strategy strongly correlates with Design (r = .94, p <.001) and Performance (r = .85, p <.001).

  • Leading & Managing Change has a significant positive relationship with Consulting & Partnering (r = .86, p <.001) and Facilitating Learning & Innovation (r = .82, p < .001).

What we found

Our findings back up the idea that these domains don't overlap more than they should. Specifically:

  • Social competency doesn't significantly overlap with Technical (r = .06, p > .05) or Influence (r = .02, p > .05) competencies.

  • Technical competency is distinct from Influence (r = .21, p > .05).
     

These results mean that each competency domain is unique and doesn't just measure the same thing as another domain, supporting our model's assumption of discriminant validity.

Discriminant Validity

Discriminant validity, on the other hand, is about showing that two tools that are supposed to measure different things actually do produce different results. Going back to our kitchen analogy, imagine now you have a thermometer and a kitchen scale. You wouldn't use a thermometer to weigh your flour, nor would you use a scale to measure the temperature of your oven. If you conducted a test to see if these two tools gave you different kinds of measurements (one for temperature and one for weight), and they did, you'd say they have good discriminant validity. They discriminate, or differentiate, between two distinct concepts. In research terms, if you have two measures that are supposed to assess different traits (like happiness and intelligence), and the results show that they indeed capture different constructs, they are said to have high discriminant validity. It's a way of confirming that "Yes, these tools are not mistakenly measuring the same thing; they're accurately capturing different concepts."

Addressing Limitations

Of course, no study is perfect. One of the big challenges with the M.O.S.T. assessment is keeping it up to date. OD is a field that's always changing, so the competencies that are important today might evolve. To stay relevant, we'll need to regularly update the assessment based on feedback from people in the field and new research.

Practical & Theoretical Significance

Practical & Theoretical Significance

The M.O.S.T. Assessment fills a very big gap in Organizational Development (OD) as it is the first of its kind to offer an evidence based and scientifically backed approach to understanding and developing OD competencies in line with real careers. This assessment is a big step forward because it's based on solid research and theory, and it looks at the field of OD through a an easy to understand framework, including three key competency domains: Social, Technical, and Influence skills. Here's how the M.O.S.T. assessment is already changing things up in the field of OD.

What It Means for OD Practice

The M.O.S.T. assessment is a game-changer for people working in OD. It's different from older models because it can be customized based on what an organization needs. This means:
 

  • Organizations can use it to see how their current skills match up with where they want to be in the future. This helps them figure out what kind of training or development their employees need to get there.

  • OD departments can use it to create job descriptions that attract the right kind of talent, matching people's strengths and interests with the organization's needs.

  • Graduate programs in OD can use the assessment to show off what makes their courses special and to make smart decisions about marketing and curriculum design. They can also tailor their programs to help students build valuable skills through team projects and discussions.

  • It's also great for setting up credentialing programs and matching new OD professionals with experienced mentors.

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Advancing OD Theory

The M.O.S.T. assessment isn't just a practical tool; it also pushes forward the theory behind OD competencies. By basing the assessment on sociotechnical systems theory, it helps us understand the complex and changing nature of OD work today. This could lead to new insights into how different skills (like Social, Technical, and Influence) work together in different settings.

Future Research Opportunities

The M.O.S.T. Assessment also opens up a lot of new paths for research in OD. It introduces a validated way to measure career competencies, which is a big deal. Researchers can use this as a starting point to look into how OD skills change over time or differ across industries and cultures. They can also use it to test the assessment further. Basically, there's a lot more to learn about OD competencies, and the M.O.S.T. assessment gives researchers a solid foundation to build on.

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