The Professional Clinical Doctorate:
The taught Phases of Adizes methodology:   Phase I - III

NOTE:  Also see information regarding AGS regular on-site sessions In Santa Barbara, including live seminars.

  Each Clinical Program track (Diagnosis, Design, or Teleology) requires students to learn specific key Phases of the Adizes Methodology. Each Phase of the Adizes methodology requires on-site classes, with corresponding labs and internships.

  In some cases "Primers" for underlying Phases will be required in addition to the key Phase work of the Specialization.

The Diagnosis Specialization requires Phase I, II, III only.

The Design Specialization requires Phase I,II, III, and V. Requires Phase IV and VI Primers.

The Teleology Specialization requires Phase IV, VIII, IX, and XI; and requires Phase I, II, III, V and VI Primers.

 Course descriptions for the on-site classes, primers, online labs, and internships:

For the Lecturer's Program, and Phase I, II, and III, see below.
For Phase IV, V, and VI, click here
For Phase VIII, IX, and XI, click here Course descriptions for the Lecturer's Program, Phase I, II, III, online labs and internships

Lecturer's Program (1 unit)

Prior to proceeding with training in the intervention techniques of the methodology, it is necessary not only to have a functional knowledge of the theoretical aspects of the methodology, but also to be able to present the Phases to others. This course provides that capability by teaching the students how to effectively present the material to achieve the most effective interventions for organizational transformation. It also serves as the cornerstone for all future training by thoroughly educating students into the theory which underlies the methodology.  Only through teaching do students fully begin to comprehend all the dimensions to the methodology and really know the material themselves.

The 2 day program is designed to teach people how to lecture the material embodied in the theory underlying the Adizes methodology, how to organize a lecture so that there is "take-home value" for the audience every 15 minutes, which topics are suitable for which audiences, and how to field questions from the audience pertaining to the methodology.

The program is composed of lecture, question and answer sessions and oral examinations in which each student presents a concept of the methodology and is then critiqued by other members of the class. Videotapes are made of each students' presentation for their own review.

Learning Objectives:

1. Students will learn effective lecture and presentation methods for teaching others how to obtain effective interventions for organizational transformation.
2. Students will develop effective question-answering skills for responding to a variety of spontaneous audience-generated questions.
3. Students will enhance their understanding of the Adizes methodology for effective learning communication.

Phase O - "Phase zero" is considered the Conceptual  Foundations of the Adizes methodology. This is taught in the online class, or tested in a formal Certification Exam, either of which is required as a pre-requisite to any further learning in the Clinical Programs.

Phase I-III Primer (4 units)

This is an overview course (Phase I, II, and III described below) in which students gain the theoretical knowledge of the Diagnosis phase of the methodology in order to understand the foundational work performed with clients.  They also gain knowledge of multiple approaches to team building and group problem solving, what makes teamwork effective, and how to promote functional conflict. Students also learn how to create responsibility for change in the organization which will be taking responsibility on its own.

This course also includes significant content on managing conflict.  Individuals learn the skills for leading organizations and the top management in identifying, analyzing and solving functional problems of organizational transformation without a "witch hunt" and without personal attribution of fault. Concepts, rules, preparation, room set-up, and all the minor details essential to the success of managing problem solving teams and arriving at consensus are taught and reviewed.  

Learning Objectives:

1. Students will learn the basics for symbergetic organizational diagnosis (but should not to conduct one independently following the Primer course).
2. Students will learn effective techniques for obtaining the active involvement of a company's managerial team in the organizational transformation process.
3. Students are introduced to team building and team facilitation techniques for group sessions.
4. Students will acquire insight into how to guide groups into becoming effective management problem-solving teams.
5. Students learn how to obtain the authority from the organizational power structure to solve organizational problems.
6. Students learn how to enlist the support of top management to identify, analyze, and solve functional organizational problems.

Phase I – Syndag (3 units)

Syndag is an acronym for synergetic organizational diagnosis, which reflects that the diagnosis is conducted as a team process requiring the active involvement of the company's managerial team. This is the first phase of organizational intervention with the Adizes methodology. Participants learn how to conduct such a participative holistic diagnosis. 

Those who complete this course will know how to lead a group of top executives or workers (up to 20 people) in a process at the end of which the whole group reaches a consensus regarding what problems the organization has, how to solve them, where the organization is on the lifecycle and what to do about it. There will be agreement, mutual respect and trust, and team building as a result of the process.

Learning Objectives:

1. Students will learn the basic techniques for synergistic organizational diagnosis
2. Students will learn effective techniques for obtaining the active involvement of a company's managerial team in the organizational transformation process.
3. Students learn how to conduct participative holistic organizational diagnoses.
4. Students learn how to obtain consensus among a company's management team regarding an organizational diagnosis.

Phase I Internship (7 units)

The internship is a divided into three parts.  The pre-internship (part A) is intended to give students the opportunity to observe live client sessions related to each phase in which they are enrolled prior to attending the on-site training. Following the on-site program, students are expected to assist in performing that phase on a client (part B) and then lead the facilitation of a phase with a client under supervision (part C).  During the internship, a Syndag is practiced on an actual client which may take anywhere from 2-5 days depending on the number of participants and the size and complexity of the organization. Students will also participate in at least one pre-Syndag interview of senior management as a variation on conducting a Syndag.  The minimum requirements are: Part A – 5 days minimum; Parts B & C, the post-internship experience, - 15 days minimum.

Learning Objectives:

1. Students will develop their abilities to apply a Syndag on an actual client.
2. Students will learn to evaluate their effectiveness in facilitating an organizational diagnosis.
3. Students will acquire increased competence in implementing organizational transformation intervention techniques.

Phase I – Online Lab Supervision (2 units)

Students must be in contact with the internship instructor on a bi-weekly basis at a minimum and must post assignments within required timeframes given.  Beyond the instructors conveyance of information during the on-line lab supervision, the purpose of the on-line participation is for sharing and discussion of professional questions, innovations, successes and problems.

Learning Objectives:

1. Students will increase their sophistication and expertise in conducting a Syndag for an organization.
2. Students will increase their competence in preparing a diagnostic report.
3. Students will increase their ability to integrate, review and feedback into the learning of the diagnostic method.

Phase II – Synerteams  (3 units)

Concepts, rules, preparation, room set-up, and all the minor details essential to the success of managing problem solving teams and arriving at consensus are taught and reviewed.  The work for this course is highly experiential and involves work in small groups in order to practice the facilitation of managing teams. Students will learn to lead teams in problem solving sessions and to harness destructive conflict and make it constructive.

The most difficult problems in organizations require cooperation between several individuals and required teamwork does not easily occur in organizations.  The Integrators training course is designed to teach participants to provide managers with the special skills and hands-on experience to those individuals who will be working with problem-solving teams.

Those students who complete this phase will know how to lead teams in problem solving sessions where the solution will be implemented promptly, with the full support of the organization and as a product of increased mutual respect and trust in the team. They will learn to harness destructive conflict and make it constructive.

Typical skills developed in this course include:

 - What it takes to make a good decision
 - How to predict if a decision will be implemented
 - When and how to compose a team to solve a problem
 - When not to use a team to solve a problem
 - Why conflict occurs in groups and how to make constructive use of it
 - The difference between decision-making, taking and accepting
 - How the Adizes process for problem-solving enables resolution of tough issues in an effective and participatory way
 - How to correctly define the mandate of a team
 - Types of teams and tasks
 - How to assign team roles correctly
 - The roles of the Administrator, Integrator, Implementor, Observer and Resources
 - Typical mistakes in team problem solving
 - When can membership change in a team
 - When to change and when not to change a task
 - Which problems to solve with a team and which not to
 - The difference between teamwork and managing by committee

Learning Objectives:

1. Students will be introduced to team building and team facilitation techniques for group sessions.
2. Students will acquire insight into how to guide groups into becoming effective management problem-solving teams.

Phase II Internship (5 units)

The internship is a divided into three parts.  The pre-internship (part A) is intended to give students the opportunity to observe live client sessions related to each phase in which they are enrolled prior to attending the on-site training. Following the on-site program, students are expected to assist in performing that phase on a client (part B) and then lead the facilitation of a phase with a client under supervision (part C).  Group dynamics and management of conflict are critical during this phase. Students are required to participate in multiple client sessions which may be as short as ½ day in duration:  part A – 4 days minimum for preparation and live client facilitation; part B & C - 12 days minimum.

Learning Objectives:

1. Students increase their competence in building effective intra-organization management problem solving teams.
2. Students acquire increased conflict management skills
3. Students increase their competence in performing organizational therapy tasks.

Phase II – Online Lab Supervision (2 units)

Students must be in contact with the internship instructor on a bi-weekly basis at a minimum and must post assignments within required timeframes given.  Beyond the instructors conveyance of information during the on-line lab supervision, the purpose of the on-line participation is for sharing and discussion of professional questions, innovations, successes and problems.

Learning Objectives:

1. Students will enhance their knowledge of how to compose and train teams needed to solve organizational transformation problems. identified in the diagnosis.
2. Students increase their competence in being team integrators and in leading discussions toward consensus.
3. Students learn how to teach managers in organizations improved problem solving skills.
4. Students will increase their ability to lead teams to agreed upon solution strategies for organizational change.
 

Phase III - POC Implementation Follow Up (1 unit)

This course focuses on managing conflict.  Participants learn how to provide leadership upward, to activate the higher-ups in the organizational hierarchy, and to get the authority needed to solve problems that a particular manager is responsible for. Participants learn how to enlist the support of top management to whom they would not usually have access. In this course, individuals learn how to have organizations  identify, analyze and solve functional problems without a witch hunt, without personal attribution of fault.

Techniques covered in the course include:

 - How to enlist support of top management
 - How to manage a top executive team
 - How to schedule agendas correctly
 - How to keep the energy of change flowing
 - How to maintain support for organizational transformation
 - How to overcome dependency on the facilitator and empower the client to take
   responsibility for change
 - How to deal with transference during the organizational transformation process
 - Exercises and case studies

Learning Objectives:

1. Students learn how to provide leadership upward and to activate the higher rings of the organizational hierarchy.
2. Students learn how to obtain the authority from the organizational power structure to solve organizational problems.
3. Students learn how to enlist the support of top management to identify, analyze and solve functional organizational problems.

Phase III Internship (5 units)

The Phase III internship is practiced off-site at  the students' own client locations. During this internship period, students are expected to be in contact with their instructor consistently and assistance will be provided both in how to prescribe the "managing committee" component of the therapy as well as how to conduct POC sessions.  Group dynamics and management of conflict are critical during this phase. 

The actual course content is determined by each student and their needs. Some students will find they need additional assistance in fielding client questions, handling group conflict, keeping the process moving, identifying "capi," managing resistance, promoting continuance of the practice of the methodology, or any number of other possible issues that arise in the course of a the facilitation of phase III.  The instructor is available throughout the internship to be of assistance in any of these areas.

Learning Objectives:

1. Students increase their competence to prescribe the managing committee component of organizational therapy.
2. Students increase their sophistication in managing conflict within an organizational diagnosis group session.
3. Students increase their sophistication in managing resistance.

Phase III – Online Lab Supervision (2 units)

Students must be in contact with the internship instructor on a bi-weekly basis at a minimum and must post assignments within required timeframes given.  Beyond the instructors conveyance of information during the on-line lab supervision, the purpose of the on-line participation is for sharing and discussion of professional questions, innovations, successes and problems.

Learning Objectives:

1. Students will share their experiences across cultures, company size, and stage of organizational lifecycle to mutually enhance each class member's body of knowledge.
2. Students will share their successes, "failures" and questions that arise in the process of observing and/or facilitating the course material in a client setting in order to learn from the experiences of others and shorten their own learning curve.

         Click here for Phase IV, V, VI             Click here for Phase VIII, IX, XI

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