Organization Development and Change Facilitation in School Settings

Theoretical and Empirical Foundations

Authored by: Robert J. Illback

Handbook of Research in School Consultation

Print publication date:  April  2014
Online publication date:  April  2014

Print ISBN: 9780415501200
eBook ISBN: 9780203133170
Adobe ISBN: 9781136478444

10.4324/9780203133170.ch11

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Abstract

School consultants conduct their work in complex social systems. They have been encouraged to both conceptualize problems from organizational perspectives (Illback & Maher, 1984) and become active in facilitating planned organizational and systems-level change (Shriberg, 2007; Zins & Illback, 1995). Historical antecedents for such involvement are long-standing (Bardon & Bennett, 1974; Gallessich, 1973; Sarason, 1971) and cut across diverse lines of school consultation practice and research, including program evaluation, team-building, education and training, supervisory practices, conflict management, administrative-level consultation and coaching, and information systems design (Borgelt & Conoley, 1999; Huebner, Gilligan, & Cobb, 2002; Illback & Fields, 1992; Illback, Maher, & Zins, 1999; Rosenfield & Gravois, 1999; Sheridan, Napolitano, & Swearer, 2002). The continuing interest in work at this level is demonstrated by several recent examples of systems-level activities and strategies employed by school consultants (e.g., George, White, & Schlaffer, 2007; Meyers, Meyers, Graybill, Proctor, & Huddleston, 2012; Roach, Kratochwill, & Frank, 2009).

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