FRONT COVER -- RESEARCH IN ORGANIZATIONAL CHANGE AND DEVELOPMENT -- COPYRIGHT PAGE -- CONTENTS -- LIST OF CONTRIBUTORS -- PREFACE -- THE ROLE OF COERCIVE PERSUASION IN EDUCATION AND LEARNING: SUBJUGATION OR ANIMATION? -- AUTOBIOGRAPHICAL OVERVIEW - LEARNING TO BE AN EXPERIMENTAL SOCIAL PSYCHOLOGIST -- POSTDOCTORAL WORK AT WALTER REED ARMY INSTITUTE OF RESEARCH (1953-1956) - LEARNING ABOUT REAL SOCIAL INFLUENCE (COERCIVE PERSUASION) -- MIT SLOAN SCHOOL OF MANAGEMENT, 1956-2005 -- A MAJOR NEW INSIGHT FROM THE T-GROUP -- A FURTHER INSIGHT FROM CONSULTING EXPERIENCES -- EXPERIENTIAL LEARNING AS THE KEY TO ANIMATION -- MY FINAL CLASS IN MANAGING CHANGE -- TRADITIONAL TEACHING VERSUS EXPERIENTIAL LEARNING -- THE EVOLUTION OF EXPERIENTIAL LEARNING INTO ORGANIZATION DEVELOPMENT -- CONCLUSIONS -- REFERENCES -- CO-CREATING THE CLASSROOM EXPERIENCE TO TRANSFORM LEARNING AND CHANGE LIVES -- RESEARCH BACKGROUND -- SETTING THE STAGE: PROFILING THE "DIRECTIVE" PERSPECTIVE -- CLASSROOM CO-CREATION: SOME HYPOTHESES -- GENERAL IMPLICATIONS FOR LEADERS: WHAT CAN HETS TEACH US? -- IMPLICATIONS FOR DEVELOPING HELS FOR CONSULTANTS AND COACHES -- IMPLICATIONS FOR DEVELOPING HELS FOR MANAGEMENT EDUCATORS -- LIMITATIONS AND FUTURE DIRECTIONS -- CONCLUSION -- NOTES -- ACKNOWLEDGMENTS -- REFERENCES -- THE DIALOGIC MINDSET IN ORGANIZATION DEVELOPMENT -- BASIC DIFFERENCES BETWEEN DIAGNOSTIC AND DIALOGIC OD -- CONTRIBUTIONS TO A DIALOGIC MINDSET -- COMPLEXITY PERSPECTIVES -- INTERPRETIVE PERSPECTIVES -- THE DIALOGIC MINDSET -- THE CORE PROCESSES OF ORGANIZATIONAL CHANGE IN DIALOGIC OD -- SUGGESTIONS FOR FUTURE RESEARCH -- CONCLUSION -- REFERENCES -- CONNECTING ORGANIZATIONAL CHANGE CONTENT WITH CHANGE STRATEGY: HAS THEORY BECOME PRACTICE? -- THEORETICAL FRAMEWORK AND HYPOTHESES -- METHODS -- DISCUSSION -- CONCLUSION -- ACKNOWLEDGMENT -- REFERENCES -- APPENDIX A: CODING SHEET.

APPENDIX B: CODING MAP -- DYNAMIC CAPABILITY SEEN THROUGH A DUALITY-PARADOX LENS: A CASE OF RADICAL INNOVATION AT MICROSOFT -- PURPOSE AND APPROACH -- CONCEPTUAL FOUNDATIONS -- TYPES OF ORGANIZATION LEARNING -- PROJECT SENDAK (CASE, PART 1): A RADICAL INNOVATION PROJECT AT MICROSOFT -- DUALITY CONFLICT - NOT WELL MANAGED (CASE, PART 2) -- ORGANIZATIONAL DUALITIES -- VARIETIES OF OL -- COLLABORATION AND CONFLICT MANAGEMENT -- TYPES OF ACTION, THINKING, AND LEARNING STYLES -- RECAP OF PROPOSITIONS -- SOME PRACTICAL IMPLICATIONS -- CONCLUSION -- NOTES -- ACKNOWLEDGMENTS -- REFERENCES -- APPENDIX -- SYSTEM-WIDE CHANGE IN CANCER CARE: EXPLORING SENSEMAKING, SENSEGIVING, AND CONSENT -- INTRODUCTION -- SYMBOLISM, SENSEMAKING, AND SENSEGIVING -- SYSTEM-WIDE CHANGE THROUGH ACTION RESEARCH -- A NEW REGIONAL STRATEGY FOR MANAGING CANCER CARE -- DISCUSSION: DISCURSIVE DIVERGENCE AND PLATFORM PLURIVOCALITY -- CONCLUSION: THE TURN TO DIALOGUE IN ORGANIZATIONAL DEVELOPMENT -- NOTE -- REFERENCES -- CHANGING LEADERSHIP DYNAMICS AT AGILITY-CRITICAL INTERFACES: ACTION RESEARCH AS A 25-YEAR LONGITUDINAL STUDY -- INTRODUCTION -- THE RESEARCH SETTING -- EVOLUTION OF THE PRACTITIONER'S RESEARCH QUESTION -- TOWARD A FULL-PROCESS APPROACH OF LEADERSHIP DYNAMICS AT INTERFACES -- ACTION RESEARCH AS METHODOLOGY -- AR1: THE REDESIGN PROJECT -- AR2: THE BUILDING ON STRENGTH PROJECT -- AR3: THE WORK STRESS PROJECT -- INTERMEZZO: EMERGENT CHANGE -- AR4: THE STAR-ROLE PROJECT -- RESULTS: THREE SETS OF INTERACTION RULES -- DISCUSSION -- CONCLUSION -- NOTES -- ACKNOWLEDGMENTS -- REFERENCES -- APPENDIX -- THRIVING TEAMS AND CHANGE AGILITY: LEVERAGING A COLLECTIVE STATE TO CREATE ORGANIZATION AGILITY -- INTRODUCTION -- METHODS -- FINDINGS -- IMPLICATIONS -- STUDY LIMITATIONS -- FUTURE RESEARCH -- CONCLUSION -- REFERENCES -- ACCELERATING GLOBAL HYBRID TEAM EFFECTIVENESS -- INTRODUCTION.

METHODS -- FINDINGS -- IMPLICATIONS -- CONCLUSION -- REFERENCES -- ABOUT THE CONTRIBUTORS.