phd in organizational culture

Tepper School of Business

Ph.D. Program in Organizational Behavior and Theory

Interdisciplinary approach & methodological rigor.

Understanding human behavior in organizations and solving problems requires the integration of a variety of social science and related disciplines. A distinguishing feature of the Tepper School's OBT Ph.D. program is the broad interdisciplinary training it provides across an array of areas (e.g., psychology, sociology, economics, strategy, and computer and data science). Not only do OBT doctoral students interact with other students and faculty within the Tepper School of Business, through cross-registration in courses and participation in colloquia, OBT doctoral students also have opportunities to interact with students and faculty in departments such as Engineering and Public Policy, Human-Computer Interaction, Social and Decision Sciences, Psychology and a variety of departments at the University of Pittsburgh. A cornerstone of the OBT Ph.D. program is its methodological training and rigor. From computer science courses in machine learning and AI to courses in advanced statistical methods, students develop a deep understanding of analytical methods and tools.

Collaborative Culture

A small number of students are accepted into the group each year, with a total of about 10 OBT doctoral students in residence. Student-faculty relationships are close, which permits the tailoring of the program of study to fit the background and career goals of the individual.

Course of Study

Our program emphasizes preparation for careers in scholarly research, and graduates of the program usually pursue careers in academic or research institutions. During their course of study, students have the opportunity to engage with faculty in doctoral seminars and joint research, meet with visiting scholars, and interact with other faculty and students across campus. We prepare our graduates to be competitive on the academic job market by getting them involved in research from Day 1.  Program requirements include the successful completion of two research-based papers in the first and second years of the program, qualifying exams, a “minor” area requirement and a doctoral dissertation.  

Research Specializations

Diversity, inclusion, and human capital.

Diversity is at the core of many important organizational problems and many of our OBT faculty make important contributions to the growing knowledge base on diversity and its impact on individual, group, and organizational outcomes.

FACULTY RESEARCH INTERESTS

• Rosalind Chow: gender and promotion processes
• Oliver Hahl: gender, race, and cultural capital effects on supply and demand for human capital in markets (i.e., hiring and career outcomes)
• Denise Rousseau: the employment relationship, evidence-based management
• Catherine Shea: gender issues in management, advice seeking, interpersonal dynamics
• Laurie Weingart: gender and non-promotable tasks in the workplace, gender and negotiation, interdisciplinary teams
• Anita Williams Woolley: gender diversity, cognitive diversity and team collective intelligence

Ethics and Justice

Unethical and unjust behaviors are costly to organizations and society. The OBT group in the Tepper School has three members with expertise in the areas of business ethics and social justice (Aven, Chow, and Cohen). The Tepper School is also home to ethics scholar Tae Wan Kim, whose research takes philosophical perspectives on business ethics.

• Brandy Aven: relational attributes of fraud and corruption
• Rosalind Chow: perceptions of and responses to social inequality
• Taya Cohen: interpersonal misconduct, workplace deviance, moral character, guilt, shame, trust and trustworthiness
• Tae Wan Kim: artificial Intelligence ethics, future of work, business ethics

Groups and Teams

The OBT group in the Tepper School houses three scholars who are leaders in the areas of groups and teams (Argote, Weingart, and Woolley) and others whose work is directly relevant (Aven, Chow, Cohen, and Hahl). The Tepper School and Carnegie Mellon more broadly host several other faculty who work in this area (Carley, Kiesler, and Krackhardt). We regularly graduate students who conduct research on groups and teams.

• Linda Argote: learning, transactive memory and knowledge transfer within and between groups
• Brandy Aven: networked teams
• Rosalind Chow: power and status within/between groups, impacts of diversity on group functioning and performance
• Taya Cohen: cooperation and conflict within and between groups, pathways to status and leadership in groups
• Oliver Hahl: perceptions of status, authenticity and identity within/between groups
• Laurie Weingart: conflict in teams, multiparty negotiation, negotiation and group dynamics
• Anita Woolley: collective intelligence, team strategic orientation, team performance

Knowledge Transfer and Learning in a Technologically-Driven World

The OBT group in the Tepper School includes scholars whose work has been foundational to the field of organizational learning (Argote) and includes four other scholars who are substantially engaged in the growing body of work on knowledge transfer and learning (Aven, Hahl, Lee, and Woolley). Reflecting the Tepper School's focus on the intersection of business and technology, faculty research involves responses to rapid change, coordination of work distributed across time and place, organizational learning. Our work also connects to scholars working in related areas in Information Systems (Mukhopadhyay and Singh) and Economics (Epple) at the Tepper School, as well as researchers at Heinz (Krishnan), Engineering (Fuchs), and Computer Science (Carley, Dabbish, and Rose) at Carnegie Mellon, also conduct research relevant to learning.

• Linda Argote: transactive memory systems, knowledge transfer, organizational learning, the effects of technology on learning and knowledge transfer
• Brandy Aven: transactive memory systems, the effects of technology on networked systems for learning and knowledge transfer
• Oliver Hahl: learning and knowledge transfer, effect on firm performance
• Sunkee Lee: organizational learning, effect of the spatial design of workplaces and incentive systems on organizational learning, knowledge transfer, exploration vs. exploitation, learning from own and others’ experiences
• Anita Woolley: learning and collective intelligence in groups and organizations, increasing collective intelligence in human-computer systems

Networks and Organizations

Research on the formation and consequences of social networks in organizations and markets have become central to our understanding of how organizations and markets work. The OBT group in the Tepper School hosts four scholars who work on important areas related to the role of social networks in organizations (Argote, Aven, Hahl, and Shea). Researchers at Heinz (Krackhardt) and Computer Science (Carley) at Carnegie Mellon, also conduct research in areas that inform our knowledge of social networks as well as the methodologies employed to distinguish their antecedents and effects.

• Linda Argote: learning and knowledge transfer through social networks
• Brandy Aven: formation of social networks, persistence (or not) of social networks, learning and deviance within social networks, knowledge sharing in social networks
• Oliver Hahl: identity in social networks, perceptions of brokers in networks, organizational networks and individual performance
• David Krackhardt: social network analysis theories and methods, informal organizations
• Catherine Shea: social network cognition, network formation, experimental methods in social networks

Entrepreneurial and Organizational Strategy

The “Carnegie School” has long influenced research on strategy, particularly by looking at the microfoundations of strategic selection, implementation, and performance. The OBT group in the Tepper School hosts four scholars who work on important areas in firm strategy (Argote, Aven, Hahl, and Lee) that all tie back to the Carnegie School’s foundations in the Behavioral Theory of the Firm . Additionally, scholars in Economics and Marketing (Miller, Epple and Derdenger) at the Tepper School and in the Engineering and Public Policy school at Carnegie Mellon (Fuchs and Armanios) also collaborate in research with Tepper faculty and students research in areas that inform organizational theory, entrepreneurial strategy, firm strategy selection and implementation, and firm performance.

• Linda Argote: organizational learning and capability development, micro foundations of strategy and firm performance, behavioral theories of strategy
• Brandy Aven: entrepreneurial strategies, entrepreneurial teams, behavioral theories of entrepreneurship and strategy
• Oliver Hahl: identity-based strategies, categories, diversification, status and authenticity in markets, human capital management and firm performance, microfoundations of strategy and firm performance, behavioral theories of strategy
• Sunkee Lee: organization design, exploration/exploitation, incentives, spatial design, response to performance feedback, firm acquisition behavior and performance, microfoundations of strategy and firm performance, behavioral theories of strategy

P lease visit our Ph.D. Student Profiles page t o view the profiles of our current doctoral candidates.

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Organizational Culture

Organizational culture Organizational culture is embedded in the everyday working lives of all cultural members. Manifestations of cultures in organizations include formal practices (such as pay levels, structure of the HIERARCHY,JOB DESCRIPTIONS, and other written policies); informal practices (such as behavioral norms); the organizational stories employees tell to explain “how things are done around here;” RITUALS (such as Christmas parties and retirement dinners); humor (jokes about work and fellow employees); jargon (the special language of organizational initiates); and physical arrangements (including interior decor, dress norms, and architecture). Cultural manifestations also include values, sometimes referred to more abstractly as content themes. It is essential to distinguish values/content themes that are espoused by employees from values/content themes that are seen to be enacted in behavior. All of these cultural manifestations are interpreted, evaluated, and enacted in varying ways because cultural members have differing interests, experiences, responsibilities and values.

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Organizational Behavior

• Technology & Operations Management
• Program Requirements

Scholars in the doctoral program in Organizational Behavior at Harvard Business School are prepared to pursue an interdisciplinary inquiry into issues that are broadly related to the functioning of individuals within groups, at either the micro or macro level. Graduates of our program go on to become the leading researchers and thinkers in organizational behavior, shaping the field and advancing theoretical understanding in posts at schools of management or in disciplinary departments.

The Organizational Behavior program is jointly administered by the faculty of Harvard Business School and the Department of Sociology in the Faculty of Arts and Sciences, and students have the opportunity to work with faculty from both the Faculty of Arts and Sciences and Harvard Business School.

Curriculum & Coursework

Our program offers two distinct tracks, with research focused either on the micro or macro level. Students who choose to focus on micro organizational behavior take a psychological approach to the study of interpersonal relationships within organizations and groups, and the effects that groups have on individuals. In macro organizational behavior, scholars use sociological methods to examine the organizations, groups, and markets themselves, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives.

Your core disciplinary training will take place in either the psychology or sociology departments, depending on the track that you choose. You will also conduct advanced coursework in organizational behavior at HBS, and complete two MBA elective curriculum courses. Students are required to teach for one full academic term in order to gain valuable teaching experience, and to work as an apprentice to a faculty member to develop research skills. Upon completion of coursework, students prepare and present a dossier that includes a qualifying paper, at least two other research papers, and a statement outlining a plan for their dissertation. Before beginning work on the dissertation, students must pass the Organizational Behavior Exam, which presents an opportunity to synthesize academic coursework and prepare for an in-depth research project.

Research & Dissertation

Examples of doctoral thesis research.

• Cross-group relations, stress, and the subsequent effect on performance
• Internal group dynamics of corporate boards of directors
• Organizational mission and its effect on commitment and effort
• Psychological tendencies and collaboration with dissimilar others

Aurora Turek

Justine Murray

Jaylon Sherrell

“ In HBS’s Organizational Behavior program I receive outstanding, rigorous training in disciplinary methods and also benefit from the myriad resources that HBS has to offer. HBS scholars are looking to apply their research to real-world problems, come up with interventions, and make a real difference. ”

Current Harvard Sociology & Psychology Faculty

• George A. Alvarez
• Mahzarin R. Banaji
• Jason Beckfield
• Lawrence D. Bobo
• Mary C. Brinton
• Joshua W. Buckholtz
• Randy L. Buckner
• Alfonso Caramazza
• Susan E. Carey
• Paul Y. Chang
• Mina Cikara
• Christina Ciocca Eller
• Christina Cross
• Fiery Cushman
• Frank Dobbin
• Samuel J. Gershman
• Daniel Gilbert
• Joshua D. Greene
• Jill M. Hooley
• Rakesh Khurana
• Alexandra Killewald
• Talia Konkle
• Max Krasnow
• Michèle Lamont
• Ellen Langer
• Joscha Legewie
• Ya-Wen Lei
• Patrick Mair
• Peter V. Marsden
• Katie A. McLaughlin
• Richard J. McNally
• Jason P. Mitchell
• Ellis Monk
• Matthew K. Nock
• Orlando Patterson
• Elizabeth A. Phelps
• Steven Pinker
• Robert J. Sampson
• Daniel L. Schacter
• Theda Skocpol
• Mario L. Small
• Jesse Snedeker
• Leah H. Somerville
• Elizabeth S. Spelke
• Tomer D. Ullman
• Adaner Usmani
• Jocelyn Viterna
• Mary C. Waters
• John R. Weisz
• Christopher Winship
• Xiang Zhou

Current HBS Faculty

• Teresa M. Amabile
• Julie Battilana
• Max H. Bazerman
• David E. Bell
• Ethan S. Bernstein
• Alison Wood Brooks
• Edward H. Chang
• Julian De Freitas
• Amy C. Edmondson
• Robin J. Ely
• Alexandra C. Feldberg
• Carolyn J. Fu
• Amit Goldenberg
• Boris Groysberg
• Ranjay Gulati
• Linda A. Hill
• Nien-he Hsieh
• Jon M. Jachimowicz
• Summer R. Jackson
• Leslie K. John
• Jillian J. Jordan
• Rakesh Khurana
• Joshua D. Margolis
• Edward McFowland III
• Kathleen L. McGinn
• Tsedal Neeley
• Michael I. Norton
• Leslie A. Perlow
• Jeffrey T. Polzer
• Ryan L. Raffaelli
• Lakshmi Ramarajan
• James W. Riley
• Clayton S. Rose
• Arthur I Segel
• Emily Truelove
• Michael L. Tushman
• Ashley V. Whillans
• Letian Zhang
• Julian J. Zlatev

Current Organizational Behavior Students

• Jennifer Abel
• Yajun Cao
• Hanne Collins
• Grace Cormier
• Megan Gorges
• Bushra Guenoun
• Elizabeth Johnson
• Caleb Kealoha
• Kai Krautter
• Justine Murray
• C. Ryann Noe
• Dominika Randle
• Elizabeth Sheprow
• Jaylon Sherrell
• Yoon Jae Shin
• Erin Shirtz
• Samantha N. Smith
• Tiffany Smith
• Channing Spencer
• Yuval Spiegler
• Emily Tedards
• Aurora Turek
• Julie Yen

Current HBS Faculty & Students by Interest

Recent placement, nicole abi-esber, 2023, elliot stoller, 2023, ariella kristal, 2022, leroy gonsalves, 2020, alicia desantola, 2019, catarina fernandes, 2019, rachel arnett, 2018, evan defilippis, 2023, hayley blunden, 2022, lumumba seegars, 2021, karen huang, 2020, stefan dimitriadis, 2019, elizabeth hansen, 2019, erin frey, 2018, jeff steiner, 2023, ahmmad brown, 2022, yanhua bird, 2020, jeffrey lees, 2020, alexandra feldberg, 2019, martha jeong, 2019.

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Program overview.

Businesses large and small increasingly recognize the critical distinction between a manager and a leader-between someone who merely assigns tasks, and someone who paints a vision and then inspires employees to work effectively toward achieving it. Organizational leadership professionals work in both for-profit and nonprofit settings, helping to clearly define and communicate organizational objectives and strategy. They ensure that business processes are as effective and efficient as possible, build trust, bolster morale, and help each employee grow professionally and contribute meaningfully to advancing an organization’s mission. Curriculum includes coursework in leadership, research, ethics, interpersonal dynamics, and a range of electives to support each student’s unique career goals-preparing graduates to apply the principles of psychology and leadership theory in a broad range of settings, to more effectively lead individuals and organizations to success.  Graduates are able to select, implement, and manage appropriate leadership methodologies to meet individual, group and organizational needs in non-profit and for-profit settings. 

Program Philosophy 

The Chicago School offers a PhD degree in Organizational Leadership. This program examines field of psychology from an organizational leadership perspective.  It is intended to develop professionals who can apply knowledge about principles of psychology and leadership to work more effectively with specific populations.  The program includes coursework in leadership, research, ethics, interpersonal dynamics, and a range of electives to support each student’s unique career goals preparing graduates to apply the principles of psychology and leadership theory in a broad range of settings, to more effectively lead individuals and organizations to success.  Graduates are able to select, implement, and manage appropriate leadership methodologies to meet individual, group and organizational needs in non-profit and for-profit settings.

Program Learning Outcomes

Upon successful completion of this program students will be able to:

Professional Practice

• Produce written documents that are well researched, cited, and organized for easy reading and understanding. Students will be able to deliver presentations targeted to business and academic audiences.
• Describe and apply effective practices within the field of Business Psychology or Organizational Leadership. 
• Explain and build upon the role that individual and group differences play in the workplace (e.g., race, gender, age, national culture, cognitive style, socio-economic status, job title/power and etc.). Students will be able to demonstrate cross-cultural competence and operate within a framework of global diversity.

Professional Behavior

• Demonstrate personal integrity and ethical behavior in professional practice.
• Form effective professional relationships based on attitudes and communication skills that foster trust, open dialogue, and collaboration, regardless of differences in background, education, position in the organization, points of view or other personal characteristics

Scholarship

• Cite the theoretical knowledge and research integral to their fields of study. Students will be able to describe the philosophies of science underpinning their field’s theoretical knowledge and research. Students will be able to apply published research to the development of new areas for scholarly study. Students will be able to design and conduct research studies. Students will be able to analyze and interpret the data produced by research.
• Analyze and evaluate the work of others, including probing for more information, searching for logic flaws, and creating alternative solutions to problems.

Admission Requirements

For information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit   https://www.thechicagoschool.edu/why-us/state-authorization/

Application to The Chicago School’s Organizational Leadership doctoral program is open to any person who has earned a master’s degree from a regionally accredited institution within the behavioral sciences, organizational discipline or other related field, and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. 

Factors and materials to be considered for admission will include: 

• Completed application and $50 application fee.  
• Generally, a graduate GPA 3.2 or higher on a 4.0 scale. 
• Official Transcripts  
• Students must submit official transcripts from all schools where a degree was earned.  
• It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications. 
• Resume/CV or Work History (e.g. employer letter, LinkedIn profile, or other document that reflects your work history)  
• Two Letters of Recommendation  
• Essay (between 500-750 words) 
• Please write a personal statement of your desire to become an organizational leadership consultant or practitioner at the doctoral level, what experiences or insights have led you to pursue a doctoral degree in this program, and how this program will support your efforts in working with richly diverse colleagues and clients. 
• Statement of Research Interests (up to 500 words) 
• Please share your research interests (regarding business psychology/organizational leadership), and why you believe this is worth studying?   
• Preferred 3 or more years of work experience prior to admission. 
• Completion of two courses below with C or better (contingent) 
• Undergraduate level Statistics course 
• Upper level undergraduate or master’s level organizational behavior or psychology 

PhD Organizational Leadership Progression Requirements

This program requires applicants to have successfully completed at least one (1) foundational course in statistics, and one (1) foundational course in psychology or organizational behavior with a grade earned of ‘C’ or better by the end of their first semester (second online term) of study.  Students who have not done so through previous coursework must successfully meet this progression requirement through one of the following options:

• A grade of “C” or higher in TCS 390 Introduction to Statistics and TCS 380 Introduction to Psychology
• A grade of “C” or higher in a comparable course at The Chicago School
• A grade of “C” or higher in a comparable course at another regionally accredited institution

Applicants accepted who have not successfully completed one (1) foundational course in statistics and one (1) course in psychology or organizational behavior will be required to register for applicable TCS courses in their first ground semester or online term. All students must meet this progression requirement by the end of their first semester (second online term) of study. Students who do not successfully fulfill this requirement will not be allowed to register in any future coursework in the program of study until this requirement is met. Extensions can be granted by the Program Chair or designee when extenuating circumstances prevent completion of the requirement in the specified timeframe.  Requests for an extension must be submitted in writing to the Program Chair for consideration.

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Articulation Agreements

The Chicago School has established agreements between The MA Psychology and the PhD Organizational Leadership program to allow qualified students to enroll in doctoral level courses while completing thier master’s degree that will then count toward the doctoral degree.  Click on this link    for details.

Degree Completion Requirements

• Successful completion of 60 credit hours of coursework
• Successful completion of dissertation
• Successful completion of Competency Examination
• Attendance at two residences that are three and a half day each (online students only)

The following policies are located under  Academic Policies and Procedures   : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Residency Requirements (Online Students Only)

Online students are engaged in two brief residencies (roughly three and a half days each) at one of our campuses-providing an opportunity for face-to-face interaction and networking with fellow students from around the globe who bring a wealth of diverse leadership experiences and perspectives.  At the first residency, students meet with their cohorts and faculty members and engage in focused seminars.  At the second residency, students participate in their competency exam.

Field Experience Requirements 

Students must have access to an organizational environment that will be available for use in research and reference for course work. 

Ethical Guidelines

Students are expected to engage in all graduate work, including but not limited to course work, research, and scholarship, with a high degree of integrity and professionalism. It is essential that students approach professional working relationships, collegial relationships, and client/partner-contact with respect. Further, students are expected to adhere to the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct as well as the “evolving universal code of ethics” (Gauthier, 2005).  Students who choose to seek employment in the field of psychology shall not work beyond their level of competence and shall not use titles governed by credentialing statutes and/or regulations unless authorized by the relevant jurisdictional authority. Students who fail to comply with ethical and professional behavior guidelines are subject to department remediation and/or referral to Student Community Standards for disciplinary action and possible dismissal.

Competency Examination

Every student is required to pass a Competency Examination (CE). The aim of this assessment exercise is to evaluate the student’s knowledge of theory, research, and practice. This is also an opportunity to assess the student’s ability to demonstrate this knowledge and skill in simulations in order to judge his or her abilities as a future organizational leader. The Comprehensive Examination is taken at the end of the student’s second year in the doctoral program

Dissertation

Completion of the dissertation is an essential aspect of a students’ academic experience and professional education. It provides the school the opportunity to evaluate the student’s ability to apply Organizational Leadership theory and research and to think critically and creatively about an issue in the field.

The dissertation should clearly and concisely demonstrate the student’s command of the research in a specific area of Organizational Leadership. In the dissertation, the student will critically evaluate and synthesize relevant research and theory in the topic chosen for study. The student’s dissertation Committee is responsible for determining the appropriateness and acceptability of the dissertation proposal and for final approval of the dissertation.

The Curriculum

Intensive course work that balances theory and practice culminates in completion of the competency exam and the dissertation. Students entering post-master’s must complete 60 graduate semester hours of study:

Required Core: 54 credit hours

Electives: 6 credit hours

Program Total

Ph.D. Organizational Leadership: 60 credit hours

Required Core

• IO 519 - Statistics and Lab (4 credit hours)
• PB 400 - Professional Development Seminar (3 credit hours)
• PB 455 - Research Methods (3 credit hours)
• OL 539 - Personality and Life Span in the Workplace (3 credit hours)
• OL 549 - Systems Theory (3 credit hours)
• OL 551 - Group and Team Leadership (3 credit hours)
• OL 554 - Management Philosophy and Practice (3 credit hours)
• OL 556 - Emerging Theories of Leadership (3 credit hours)
• OL 560 - Ethical and Cultural Considerations (3 credit hours)
• OL 573 - Organizational Diagnosis and Cultural Dynamics (3 credit hours)
• OL 576 - Strategic Change Management (3 credit hours)
• OL 580 - Residency I (auto half time) (0 credit hours)
• OL 620 - Competency Examination (3 credit hours)(course fee $12)
• OL 621 - Qualitative Research Methods (3 credit hours)
• OL 631 - Dissertation Maintenance I (3 credit hours)(auto full time)
• OL 632 - Dissertation Maintenance II (3 credit hours)(auto full time)
• OL 633 - Dissertation Maintenance III (3 credit hours)(auto full time)
• OL 705 - Leadership Self-Development (2 credit hours)(course fee $177)

Students choose one of the following:

• OL 623 - Advanced Qualitative Research Methods (3 credit hours)
• PB 528 - Advanced Statistics (3 credit hours)

Choose six hours of elective courses:

• OL 634 - Virtual and Global Leadership (3 credit hours)
• OL 637 - Team Interventions (3 credit hours)
• OL 640 - Governance in Non-profit (3 credit hours)
• OL 641 - Supervising and Coaching Employees (3 credit hours)
• OL 642 - Strategic Human Resources Effectiveness (3 credit hours)
• OL 643 - Social Entrepreneurship (3 credit hours)
• OL 644 - Leadership Ethics (3 credit hours)
• OL 645 - Diversity (3 credit hours)
• OL 646 - The Role of Technology in Organizations (3 credit hours)
• OL 647 - Public Policy Leadership (3 credit hours)
• OL 650 - Envisioning the New Health and Human Service Organization (3 credit hours)
• OL 651 - Community Building and Social Transformation in Health and Human Service Organization (3 credit hours)
• OL 652 - Ethical, Practical, and Economic Challenges in Health and Human Service Organization (3 credit hours)
• OL 653 - Advanced Consulting Skills (3 credit hours)
• OL 654 - Business Development for Consulting Psychologists (3 credit hours)
• OL 655 - Large Group Methods (3 credit hours)
• OL 657 - Professional Coaching (3 credit hours)
• OL 658 - Group Facilitation (3 credit hours)
• OL 670 - Special Topics I (1 credit hour)
• OL 671 - Special Topics II (2 credit hours)
• OL 672 - Special Topics III (3 credit hours)(course fee)
• OL 675 - Independent Study I (1 credit hour)
• OL 676 - Independent Study II (2 credit hours)
• OL 677 - Independent Study III (3 credit hours)

Students may also select elective courses from the Ph.D. Business Psychology    elective pool.

Extension Courses

• OL 953 - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time
• OL 954 - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
• OL 958A - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
• OL 958B - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
• OL 959A - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time
• OL 959B - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time

Research Project Extension Courses - Semester Based Program Versions (Doctoral Level)

These courses are used in accordance with the Research Project Courses policy.  Students in Semester Based doctoral programs may use only these courses as extensions for dissertations, theses, advanced applied projects, advanced research projects, and applied research projects. RPX courses may not be repeated, substituted, or combined with term-based research project extension courses.

• RPX 501 - Research Project Extension 1 (3 credit hours) (Auto full-time)
• RPX 502 - Research Project Extension 2 (3 credit hours) (Auto full-time)
• RPX 5031 - Research Project Extension 3 (Summer 1) (1.5 credit hours) (auto full-time)
• RPX 5032 - Research Project Extension 3 (Summer 2) (1.5 credit hours) (auto full-time)
• RPX 504 - Research Project Extension 4 (3 credit hours) (Auto full-time)
• RPX 505 - Research Project Extension 5 (3 credit hours) (Auto full-time)
• RPX 5061 - Research Project Extension 6 (Summer 1) (1.5 credit hours) (auto full-time)
• RPX 5062 - Research Project Extension 6 (Summer 2) (1.5 credit hours) (auto full-time)

Research Project Extension 7, 8, 9, and External IRB require the written approval of the department prior to enrollment.

• RPX 507 - Research Project Extension 7 (3 credit hours) (Auto full-time)
• RPX 508 - Research Project Extension 8 (3 credit hours) (Auto full-time)
• RPX 5091 - Research Project Extension 9 (Summer 1) (1.5 credit hours) (auto full-time)
• RPX 5092 - Research Project Extension 9 (Summer 2) (1.5 credit hours) (auto full-time)
• RPX 510 - Research Project Extension External IRB (1 credit hour) (auto full-time)

Research Project Extension Courses - Term Based Program Versions (Doctoral Level)

These courses are used in accordance with the Research Project Courses policy.  Students in Term Based doctoral programs may use only these courses as extensions for dissertations, theses, advanced applied projects, advanced research projects, and applied research projects. RPX courses may not be repeated, substituted, or combined with semester based research project extension courses.

• RPX 551 - Research Project Extension 1 (1.5 credit hours) (auto full-time)
• RPX 552 - Research Project Extension 2 (1.5 credit hours) (auto full-time)
• RPX 553 - Research Project Extension 3 (1.5 credit hours) (auto full-time)
• RPX 554 - Research Project Extension 4 (1.5 credit hours) (auto full-time)
• RPX 555 - Research Project Extension 5 (1.5 credit hours) (auto full-time)
• RPX 556 - Research Project Extension 6 (1.5 credit hours) (auto full-time)
• RPX 557 - Research Project Extension 7 (1.5 credit hours) (auto full-time)
• RPX 558 - Research Project Extension 8 (1.5 credit hours) (auto full-time)
• RPX 559 - Research Project Extension 9 (1.5 credit hours) (auto full-time)
• RPX 560 - Research Project Extension 10 (1.5 credit hours) (auto full-time)
• RPX 561 - Research Project Extension 11 (1.5 credit hours) (auto full-time)
• RPX 562 - Research Project Extension 12 (1.5 credit hours) (auto full-time)

Research Project Extension 13 through 18, and External IRB A and B require the written approval of the department prior to enrollment.

• RPX 563 - Research Project Extension 13 (1.5 credit hours) (auto full-time)
• RPX 564 - Research Project Extension 14 (1.5 credit hours) (auto full-time)
• RPX 565 - Research Project Extension 15 (1.5 credit hours) (auto full-time)
• RPX 566 - Research Project Extension 16 (1.5 credit hours) (auto full-time)
• RPX 567 - Research Project Extension 17 (1.5 credit hours) (auto full-time)
• RPX 568 - Research Project Extension 18 (1.5 credit hours) (auto full-time)
• RPX 569 - Research Project Extension External IRB A (0.5 credit hour) (auto full-time)
• RPX 570 - Research Project Extension External IRB B (0.5 credit hour) (auto full-time)

Organizational Behavior

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You will choose between two tracks with research focused on either micro-organizational behavior, with a psychological approach to how interpersonal relationships within organizations and groups impact individuals, or on macro-organizational behavior that uses sociological methods to examine organizations, groups, and markets.

Examples of projects students have worked on include exploring issues related to diversity and inclusion in both professional and academic settings, researching the psychology of persuasion and political depolarization, and examining the ways in which workplace dynamics are shaped by gender and power.

Graduates have accepted positions at such prestigious institutions as University of Southern California, Wharton School of the University of Pennsylvania, and MIT. Others have gone on to careers in organizations such as the Federal Reserve Bank, National Committee for Quality Assurance, and The Bridgespan Group.

Students in organizational behavior are enrolled in and receive their degree from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (GSAS) and work with faculty from both the Faculty of Arts and Sciences and  Harvard Business School  (HBS). Harvard Griffin GSAS has offered PhD programs in collaboration with HBS since 1916. In addition to organizational behavior, Harvard Griffin GSAS and HBS collaborate on the programs in Business Economics , Business Administration , and Health Policy (Management Track) . 

Areas of Study

Micro-organizational track | Sociology track | Unspecified

Students in organizational behavior specialize in micro-organizational behavior or sociology, receiving core disciplinary training in either psychology or sociology and gain knowledge of existing research and theory about organizations through advanced coursework in organizational behavior. The sociology track deals with the macro aspects of organizational behavior, focusing primarily on organizational processes and structures and on organizations in relation to their environments. Students also become familiar with some of the more micro issues emphasized within the micro-organizational behavior track, which is for students who wish to concentrate on the psychological aspects of organizational behavior. The primary focus is on the psychology of individuals as they engage in decision-making, interpersonal relations, and small group activities. Students also become familiar with some of the more macro issues emphasized within the sociology track.

Additional information on the graduate program is available from the Department of Organizational Behavior , and requirements for the degree are detailed in Policies .

Admissions Requirements

Please review admissions requirements and other information before applying. You can find degree program specific admissions requirements below and access additional guidance on applying from the Department of Organizational Behavior .

Academic Background

Applicants with bachelor’s degrees in the social sciences, engineering, sciences, and business are encouraged to apply.

Standardized Tests

GRE General or GMAT: Required iBT TOEFL preferred minimum score: 100 IELTS preferred minimum score: 7.5

Theses & Dissertations

Theses & Dissertations for Organizational Behavior

See list of Organizational Behavior faculty

APPLICATION DEADLINE

Questions about the program.

Organizational Behavior

Phd in psychology.

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• Institute for Research on Social Issues
• Health Psychology & Prevention Science Institute

Claremont Evaluation Center

• Kravis Leadership Institute
• METRICS Lab

Doctoral research in Organizational Behavior prepares graduates to implement organizational theory and research in order to achieve organizational effectiveness and improve individual work life.

Program Highlights

• All Organizational Behavior research graduate students are encouraged to gain practical experience through projects, internships, or jobs, often at CGU’s research centers and affiliates, such as the Claremont Evaluation Center or the Health Psychology and Prevention Science Institute.
• All Organizational Behavior research students who request financial aid receive fellowships. DBOS also regularly hires students for paid teaching assistantships.
• DBOS offers a certificate program and professional development workshops in Evaluation & Applied Methods for those seeking continuing education.

Program at a Glance

UNITS 72 units

*Actual completion times will vary and may be higher, depending on full- or part-time course registration, units transferred, and time to complete other degree requirements.

COURSES BEGIN Fall | Spring

DIVISION Division of Behavioral & Organizational Sciences

DEGREE AWARDED PhD in Psychology

Featured Courses

Doctoral seminar exploring organizational change processes, including problem diagnosis, development of alternative interventions, change management, and more.

Explores bivariate and multivariate correlation and regression with an emphasis on applications of multiple regression to data analysis.

Topics covered in this course will include theories of organizational structure, organizations as systems and cultures, decision making, intergroup conflict and negotiation, and impacts of information technology on modern organizations.

Surveys contemporary research methods in psychology, focusing on research conceptualization, design, and measurement and the logic of minimizing the number of viable alternative explanations for a set of findings.

Doctoral seminar covering core areas of organizational behavior, including such topics as organizational structure, roles, technology, communication, effectiveness, job design, and more.

Introduces different types of qualitative research methods and how they can be utilized in the study of organizations, with a primary emphasis on their utilization in research and consulting settings.

Organizational Behavior Core Courses (16 units) Doctoral Seminar in Organizational Behavior (4 units) Doctoral Seminar in Organizational Theory (4 units) Doctoral Seminar in Organizational Development & Change (4 units) Advanced Topics in Organizational Behavior (4 units)

Organizational Behavior & Related Electives (32 units) Students are often encouraged to take elective courses in the School of Educational Studies, the Drucker School of Management, the Division of Politics & Economics, the Center for Information Systems & Technology, the School of Arts & Humanities, and the Institute of Mathematical Sciences.

Statistics & Methodology (20 units) Research Methods (4 units) Directed Research Seminar: Organizational Behavior (two 2-unit courses) Intermediate Statistics (2 units) Analysis of Variance (ANOVA) (2 units) Applied Multiple Regression (2 units) Categorical Data Analysis (2 units) PSYCH 315 Sequence: 4 additional units of Advanced Methodology

Field/Teaching Experience (4 units) Supervised Teaching Seminar (4 units) or Field Placement (4 units)

Transdisciplinary Core Course (4 units) All PhD students are required to enroll in a transdisciplinary core course from the “TNDY” course sequence during their first three semesters at Claremont Graduate University.

Portfolio In addition to 72 units of coursework, all students must complete a portfolio that represents a cohesive set of experiences balancing training in their area of specialization.

PhD Completion

• PhD qualifying exam
• Dissertation proposal
• Dissertation and oral defense

In the Field Opportunities Under the supervision of professionals with expertise in your particular areas of interest, you can participate in fieldwork, research, and paid internships at a range of corporations and organizations, including:

• Southern California Edison Company • Kaiser Permanente • Orange County Rapid Transit District • Riverside County Department of Mental Health • Claremont Evaluation Center • Institute for Research on Social Issues

Michelle Bligh

Interim Executive Vice President & Provost Professor of Organizational Behavior

Research Interests

Leadership, Organizational Culture, Charismatic Leadership

William Crano

Stuart Oskamp Chair of Psychology

Social Influence, Effects of persuasive information on drug addiction and HIV/AIDS, Minority and majority relationships to health information

Stewart I. Donaldson

Distinguished University Professor Executive Director, Claremont Evaluation Center Executive Director, The Evaluators' Institute (TEI)

Positive Organizational Psychology, Health/Well-Being & Positive Functioning Across Cultures, Program Design & Re-Design, Culturally Responsive Theory-Driven Measurement & Evaluation

Affiliated with

The Evaluators’ Institute

Cindi Gilliland

Professor of Practice in Organizational Psychology

Social Innovation, Resilience & Well-Being, Diversity and Inclusion

Stephen Gilliland

University Professor

Organizational Justice, Employee Attitudes and Motivation, Leadership

M. Gloria González-Morales

Associate Professor of Psychology Director, Center for Academic & Faculty Excellence

Work stress; work-life issues; workplace victimization and incivility; relational practices and cultures; diversity; positive organizational interventions to enhance well-being and performance.

Michael Hogg

Professor of Social Psychology

Self and Social Identity; Intergroup Relations and Group Processes; Influence and Leadership; Uncertainty, Radicalization and Extremism

Jean Lipman-Blumen

Professor of Organizational Behavior Former Thornton F. Bradshaw Professor of Public Policy

Achieving styles, Crisis management, Gender roles, Leadership, Organizational behavior

Jeanne Nakamura

Associate Professor Co-director, Quality of Life Research Center

Engagement, Mentoring, Positive Aging

Quality of Life Research Center

Becky Reichard

Full Professor

Development of those not typically represented in leadership roles (e.g., women, BIPOC, LGBTQ+), Psychological mechanisms underlying the process of leader development (e.g., feedback, goal striving, self-views, implicit theories, leader development readiness), Development of leadership through experiences outside of the work context (e.g., global, sports, volunteering, crisis)

Paul J. Zak

Professor of Economic Sciences, Psychology & Management Director, Center for Neuroeconomics Studies

Neuroeconomics, Neuroscience of Narratives, Neuromanagement

Claremont McKenna College

Jennifer Feitosa

Culture, Diversity, Organizational Psychology, Statistics, Teams, Teamwork, Workplace Issues and Trends

Allen Omoto

Pitzer College

Social psychology; volunteerism and prosocial action; environmental concerns; lesbian, gay, bisexual, and transgender issues; sense of community; civic engagement and civil society

Ronald Riggio

Human resources management, innovation, leadership, Non-verbal communication, organizational psychology

Where You Can Find Our Alumni

Centre For Addiction & Mental Health

Vanderbilt University

Graduate Fellow

Lanterman Development Center

Chair of Psychology

The Advocacy and Learning Associates

CEO and Owner

University of Georgia

Executive Director and Professor

Davidson Consulting Ltd.

Evaluation and Organizational Consultant

Delaware Division of Alcohol and Drug Services

Deputy Director

Loma Linda University

Associate Professor of Nursing and Psychology

U.S. Department of State

Foreign Affairs Officer

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Regina Burch

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PhD in Organizational Behavior

Organizational behavior.

Our Organizational Behavior (OB) PhD Program prepares you to conduct high-impact research on a broad range of topics critical to businesses and managers. Since 2018, our students have secured job placements at many top research schools.

Our faculty have expertise in a wide range of research areas such as leadership (including ethical leadership), emotions, team dynamics, decision-making, motivation, power and influence, negotiations, employee well-being, creativity, voice, and cross-cultural issues. They use cutting-edge methodological approaches including lab experiments, experience sampling, meta-analyses and qualitative interviews.

Through your coursework and research alongside innovative, supportive and passionate faculty, you will learn the necessary skills to become a high-quality researcher and faculty member at a top research university.

While direct research experience is not required, familiarity with academic research in organizational behavior or psychology is a plus to ensure you are prepared for the rigors of conducting research.

We do not narrow our search to students who graduated from a “top” university or have achieved a specific score on a standardized test. We take a holistic approach. We aim to admit students who demonstrate passion for exploring organizational questions and the motivation to put in the work to learn the complex skills and methodological approaches needed to become a high-quality scholar.

We have found the most successful students are self-directed, enjoy problem-solving and are unafraid – if not excited – about digging into some of the most complex challenges facing organizations.

We look for students who are friendly, collaborative and seek a welcoming and intellectually stimulating academic environment.

We welcome potential applicants from all experiences and backgrounds. The UNC Kenan-Flagler OB PhD Program prides itself on a diverse and inclusive student body. Our thriving and collaborative culture (both with faculty and between students) is a focal point to our department. Join us!

Typical course schedule by year

During the first two years of the PhD Program, you will focus on coursework that develops the tools you need to produce high-quality research. Sample classes include:

• Introduction to Organizational Behavior
• Introduction to Social Psychology
• Research Methods
• Dependent Variables
• Groups and Teams
• Interpersonal Processes
• Negotiation, Conflict and Diversity

After the second year, you are required to successfully complete comprehensive exams which covers all of the OB and leadership courses you take in the first two years of the PhD Program.

• Complete a third-year paper
• Full-time research
• Dissertation and oral defense are expected prior to the end of your fifth year.
• Prepare for the job market

We encourage you to attend bi-weekly brown bag lunches organized by PhD students as well as our field’s annual conference – The Academy of Management.

We believe the best scholars are crafted through impactful mentoring relationships. When you begin the program, you will be assigned to one (or two) faculty members with overlapping research interests. These advising relationships are aimed at being both professionally and personally productive for you. From day one you will begin working on research projects (whether self-directed or ongoing faculty projects) alongside these faculty members as they seek to teach you the skills you need to conduct high-quality work and develop your own research identity.

If you ask a UNC Kenan-Flagler OB student the classic question “Who do you work with?” be prepared for a long answer involving multiple faculty. We encourage our students to work with several faculty members to take advantage of the diverse skill sets, theoretical perspectives and research approaches they offer. These collaborations happen informally as you progress and grow within the program and give you flexibility and breadth of resources as you pursue your research passions.

As part of our larger mission to make academia an inclusive place where people of all identities and life experiences can thrive, we view it as a moral imperative to foster a diverse PhD student body that represents the next generation of scholars.

Ensuring that all feel welcome to pursue a doctoral degree is not only the right thing to do – it also is important for producing better science. Identities and life experiences shape the questions that we ask about the world and the knowledge that we produce.

We believe that our understanding of organizational behavior is incomplete if our scholarly community does not reflect the rich diversity of identities, experiences and perspectives that are found in the broader population. Inviting people of all walks of life to enter into our intellectual community can therefore result in better scholarship because it opens the door for new questions to be asked and new truths to be uncovered.

We strive to be a community where every student feels supported in their scholarly journey. We encourage all interested individuals to apply to the program, especially those who belong to historically underrepresented populations. We look forward to learning from you and welcoming you!

View our current Organizational Behavior PhD students .

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Phd in organizational leadership.

48 credit hours

Program Length

as few as 27 months

Accreditation

Regionally Accredited by SACSCOC

Empower Change with Your PhD in Organizational Leadership  

Columbia International University’s PhD in Organizational Leadership will foster your growth and development as an exceptional leader by honing your knowledge, skills and vision to drive meaningful change in today’s dynamic organizational landscape. CIU’s 27 month program is designed to equip you with a deep understanding of leadership theories, research methodologies and practical applications. By immersing yourself in this rigorous academic journey, you will gain the expertise needed to tackle the complex challenges faced by organizations across various industries. 

As a student in CIU’s program, you will have the opportunity to learn from distinguished faculty members who are both accomplished scholars and experienced practitioners in the field of organizational leadership. Their mentorship and guidance will enable you to develop a comprehensive skill set and a nuanced understanding of effective leadership strategies. We believe in the power of research to transform organizations and shape the future of leadership. In CIU’s PhD program, you will have the flexibility to explore your research interests and contribute to the advancement of the field. Whether your passion lies in leadership development, diversity and inclusion, organizational culture or other areas of study, you will have the resources and support necessary to pursue groundbreaking research that makes a tangible impact. 

At Columbia International University, we value diversity and foster a multicultural learning environment. You will join a vibrant community of scholars and fellow students who bring unique perspectives and experiences to the table. Through engaging discussions, collaborative projects and cross-cultural interactions, you will broaden your horizons and enhance your ability to lead effectively in diverse settings. Our program also emphasizes the importance of networking and professional connections with fellow students. These connections will not only enrich your academic experience but also open doors to potential career opportunities and collaborations. 

By pursuing a PhD in Organizational Leadership at Columbia International University, you are embarking on a transformative journey that will empower you to make a significant impact in the realm of leadership. We invite you to join our community of scholars and practitioners, where you will gain the skills, knowledge and connections necessary to excel as a leader in today’s fast-paced and evolving organizations. 

Are you ready to unlock your full leadership potential? Discover the endless possibilities that await you in Columbia International University’s PhD in Organizational Leadership program.   

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• Undergraduate

Alumnus Darryl Wilkerson

Why Choose Columbia International University

Ethical Perspective : In pursuing a PhD in Organizational Leadership at CIU, you will benefit from a learning environment that integrates faith, ethics and values into the study of leadership. Our faculty and curriculum will guide you in exploring how eternal principles inform and enhance your understanding of leadership, enabling you to approach organizational challenges with integrity, compassion and a servant-leadership mindset. 

Expert Faculty : Our faculty members are not only accomplished scholars but also experienced practitioners in the field of organizational leadership. With a wealth of real-world experience, they bring a unique blend of academic rigor and practical insights to the classroom. Their mentorship, guidance and commitment to your success will help you develop the essential leadership competencies and critical thinking skills required to excel in today’s complex organizational environments. 

Rigorous Curriculum : CIU’s PhD program in Organizational Leadership features a rigorous and comprehensive curriculum that prepares you to tackle the multifaceted challenges of leadership in the 21st century. Through a blend of foundational courses and research-focused modules, you will gain a deep understanding of leadership theories, research methodologies and practical applications. Our curriculum is designed to equip you with the knowledge and skills necessary to contribute to the scholarly body of organizational leadership literature and make a significant impact in your chosen field. 

Research Opportunities : As a student, you will have access to state-of-the-art resources, research centers and academic networks that facilitate in-depth exploration and scholarly inquiry. Our faculty members will provide guidance and support as you develop your own research agenda. Whether you aim to contribute to theoretical advancements or address practical challenges within organizations, CIU’s program will empower you to conduct meaningful research and generate insights that can drive positive change. 

Collaborative Learning Environment : At Columbia International University, we foster a collaborative and supportive learning environment. As a PhD student in Organizational Leadership, you will have the opportunity to engage with a diverse community of scholars and practitioners who share your passion for leadership. Through discussions and peer feedback, you will refine your ideas, broaden your perspectives and benefit from the collective wisdom of your peers. These interactions will not only enrich your academic experience but also forge lifelong connections with fellow leaders and potential research collaborators. 

Flexibility and Personalization : We understand that every student has unique interests and career aspirations. Our program offers flexibility and customization, allowing you to tailor your studies to align with your specific research interests and professional goals within the field of organizational leadership. Whether you wish to specialize in areas such as leadership development, organizational culture, change management or other domains, our faculty will work closely with you to create a program of study that suits your individual needs. 

Global Perspective : In an increasingly interconnected world, leaders must possess a global mindset. Columbia International University celebrates diversity and promotes a global perspective within the PhD program in Organizational Leadership. You will have the opportunity to engage with a diverse student body, representing various cultural backgrounds and perspectives. This exposure to different worldviews and cross-cultural interactions will enhance your intercultural competency, broaden your understanding of leadership in a global context and prepare you to navigate the complexities of leading diverse teams and organizations. 

By choosing Columbia International University for your PhD in Organizational Leadership, you will join an academic community dedicated to nurturing exceptional leaders who are grounded in faith, equipped with expertise and prepared to make a positive impact in the world of organizations. With our distinctive Christian perspective, expert faculty, rigorous curriculum, research opportunities, collaborative learning environment, flexibility and global perspective, CIU provides an ideal platform for your academic and professional growth in the field of organizational leadership.   

Overall Benefits of this Degree

Earning a PhD in Organizational Leadership from Columbia International University offers a multitude of benefits and opens diverse career opportunities. 

Advanced Leadership Expertise : The program equips you with an advanced understanding of leadership theories, research methodologies and practical applications. You will gain a deep knowledge of effective leadership strategies, organizational dynamics and change management techniques. This expertise will enhance your ability to lead with confidence, make informed decisions and drive positive change within organizations. 

Research and Consulting Opportunities : A PhD in Organizational Leadership paves the way for research and consulting careers. You can pursue academic positions as a professor, researcher or scholar, conducting cutting-edge research and contributing to the field’s knowledge base. Additionally, you can offer consulting services to organizations seeking expertise in leadership development, organizational culture or change management. These opportunities allow you to have a direct impact on organizations, contribute to the advancement of knowledge, and shape the future of leadership practice. 

Thought Leadership and Publication : With a PhD in Organizational Leadership, you have the platform and credibility to become a thought leader in the field. You can contribute to the scholarly community through publications in academic journals, books and conference presentations. Your research findings, theories and practical insights can influence the discourse surrounding leadership and make a lasting impact on the field’s development. 

Personal Growth and Fulfillment : Pursuing a PhD in Organizational Leadership is not only a professional endeavor but also a personal journey of growth and self-discovery. The program challenges you to think critically, expand your intellectual horizons and refine your leadership philosophy. It provides a platform for personal development, enhancing your communication skills, critical thinking abilities and capacity for empathy. This personal growth enriches all aspects of your life, equipping you to be a more effective leader in both professional and personal contexts. 

CIU’s PhD in Organizational Leadership offers advanced leadership expertise, diverse career opportunities, research and consulting prospects, thought leadership potential and the ability to drive organizational transformation. It is a transformative journey that prepares you to make a significant impact on organizations and society.   

What Will I Study?

Our journey into the realm of effective organizational leadership begins with an analysis of the biblical, historical, and contemporary leadership model of Steward Leadership. Steward leaders understand how to transform themselves, others and the organizations they lead. This course will provide a framework for leaders to utilize as they lead their organizations with excellence.

This course explores theories informing effective leadership including motivation, decision-making, organizational change, and organizational systems. Further, this course examines the relationship dynamics which occur in organizations between leaders and followers.

This course examines practical principles guiding effective organizational team-building. Principles for building a leadership team, evaluating team performance, avoiding common problems many teams experience, and managing group dynamics, including promoting necessary conflict are discussed.

This course examines the principles of effective board governance. These principles include discussion about the fiduciary, strategic and generative leadership roles of board members. This course will serve as a guide for organizational leaders who work with boards as well as those serving as board members. Specifically, this course will explain in detail what works and why.

This course is designed to introduce students to descriptive and inferential statistics and how these statistics are employed in conducting research studies. Emphasis in this course will be placed upon helping students gain an understanding of the basic principles of statistics and how these principles apply to real life settings.

This course equips students with the research tools required to design the study of a doctoral dissertation. It prepares students to select a topic, review literature, design a study, and collect data, analyze and interpret data, and report and evaluate research.

This course is designed to equip students to analyze and interpret data, report and evaluate research. Simply put, students will learn how to organize data and then interpret that data in order to make sense from the findings via an understanding of what dissertation results actually mean.

In this course, students will create a problem statement. This problem statement will guide their research as they collect data and complete a dissertation. The problem statement will be clear, concise and practical.

In this course, students will build on the work done in LDR 9940 to complete the first draft of the dissertation proposal. Students will work with their advisors to produce their papers.

In this course, the students will revise and edit the proposals to become dissertation documents.

In this course, students will complete and successfully defend doctoral dissertation proposals.

In this course, candidates will initiate, conduct and complete their research. Students will then complete a draft of the final two chapters of their dissertations.

In this course, candidates will complete the writing of their doctoral dissertations.

In this course, candidates will defend and post for public access doctoral dissertations.

This course serves as a guide for leading organizational change from ideation to implementation. A model for strategic planning will be introduced. Practical tools and techniques for leading specific steps in the strategic planning process will be explained, and leaders will be equipped to effectively guide the entire deliberative and collaborative strategic planning process.

This course examines best practices of exemplary leaders when they are functioning at their best. The focus of the course will be on actions and behaviors of effective leaders. The fundamentals of outstanding leadership will be explored in detail. This course will provide a field guide for leaders committed to becoming the best that they can be.

This course explores the importance of institutional advancement for all organizations. Principles of finance will be discussed in detail, and students will gain a practical understanding of the fundamentals of each of the primary reports essential to providing effective fiduciary leadership for organizations.

This course examines best practice in creating and leading effective organizations. Most workers do not work alone. Most work for organizations. These organizations must be led, and this course prepares these leaders to achieve results.

Admission Requirements

• Completed application
• Official transcripts for highest earned graduate degree
• Academic writing sample (Master’s thesis or graduate research paper)
• CV or Resume that demonstrates 3–5 years of leadership experience
• Minimum cumulative 3.0 GPA

Accreditation and Accolades

Career Path Opportunities 

• Chief Executive Officer (CEO) 
• Chief Organizational Officer (COO) 
• Organizational Development Consultant 
• Leadership Development Specialist 
• Change Management Consultant 
• Human Resources Director 
• Director of Organizational Effectiveness 
• Nonprofit Executive Director 
• Leadership Coach or Mentor 
• Higher Education Administrator 
• Researcher or Professor in Organizational Leadership 
• Talent Management Consultant 
• Diversity and Inclusion Specialist 
• Strategic Planning Consultant 
• Executive Leadership Trainer   

A PhD in Organizational Leadership is highly regarded in various professional settings. This degree is extremely versatile and applicable to every type of organizational setting. Alumni work in all sectors as organizational leaders, including business (both for-profit and non-profit), healthcare, ministry, government, military, and education (public, private, and higher education). Many of our alumni hold high positions of leadership in their organizations, including CEO, President, and other C Suite positions. 

This degree has content course assignments that can meet a person at their individual organization setting, and each student's dissertation topic is catered to the individual's area of interest and expertise.

The program is designed to be completed in 27 months. In extenuating circumstances, a student may petition for additional time to complete the program of study.

Yes, our program is designed to accommodate the needs of working professionals, making it feasible to pursue the PhD program while continuing to work full-time. This flexibility enables you to apply your newly acquired knowledge and skills directly to your professional context, creating a synergistic learning experience.

Please check the Tuition and Fees page for the most up-to-date information. There are certain discounts and benefits given for military status and to employees and family members of our partner organizations. Our financial aid counselors will help you determine the best way to finance this important investment in your future career earnings. For more detailed information, check our Financial Aid page and select the option for online students here.

Students should plan around 15-20 hours of study per week. A typical week would be completing an initial content discussion post by Wednesday night. 2 content response posts are due on Saturday night.

Most courses end with a capstone project. While taking courses, we have woven the writing of the dissertation step by step into the program of study to ensure that students graduate early and on time. 

You may also be interested in

PhD Program

Management of organizations.

Students in the Management of Organizations (MORS) PhD program are trained in one of two tracks: a macro track and a micro track.

Macro students are trained to become academics active in areas including social networks, innovation, economic sociology, organizational culture, and entrepreneurship. Research by faculty and students in the macro track has a strong quantitative focus and uses computational social science to make inferences based on large-scale data.

Macro Curriculum Current Macro students Selected Dissertations & Placements Faculty

Micro students are trained to become academics active in areas including judgment and decision-making, status and power, organizational culture, gender, ethics, diversity, negotiations, and nonverbal interaction. Research by faculty and students in the micro track is primarily empirical, often using field and laboratory studies and experiments to collect and analyze data.

Micro Curriculum Faculty Current Micro students Selected Dissertations & Placements

Next: Macro

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Ph.D. in Organizational Behavior

Program information.

The doctoral program in organizational behavior (OB) prepares students for success in research universities as faculty members specializing in organizational behavior. The field of OB seeks to develop knowledge of how individuals and groups think, feel and behave in organizational settings and to apply that knowledge to foster effective management of individuals in work settings. Its origins include psychology, sociology, and anthropology. 

Key research areas within the discipline include employee well-being, work design, teams, decision-making, ethics, emotions, leadership, careers, individual differences, motivation, creativity and innovation, organizational change, culture, and cross-cultural differences. 

Application deadlines

Priority: December 15, 2023

Final: January 10, 2024

• Application requirements

Key research areas within the discipline include employee well-being, work design, teams, decision-making, ethics, emotions, leadership, careers, individual differences, motivation, creativity and innovation, organizational change, culture, and cross-cultural differences.

Part of our mission is to develop effective teachers. To that end, all doctoral students are required to teach at least two sections as independent instructors. The school and university prepare and reward doctoral students for excellence in teaching through various programs and awards.

Program details

Organizational behavior core courses.

A graduate course in economics: BE 701: Business Economics OR BE 917: Advanced Managerial Economics OR ECON 700: Survey of Microeconomics Note: BE 917: Business Economics, is preferred. Students coming into the program directly from an undergraduate degree may consider substituting BE 701: Business Economics, or ECON 700: Survey of Microeconomics. In the event a student has taken a graduate economics course prior to enrolling as a KU doctoral student, she/he may waive the requirement and substitute either an elective doctoral content course or a statistics/research methods course for this requirement.

MGMT 905: Management Research Methods

MGMT 916: Major Management Theories

MGMT 953: Seminar in Organizational Behavior I

MGMT 954: Seminar in Organizational Behavior II

MGMT 956: Seminar in Strategic Management I OR MGMT 957: Seminar in Strategic Management II

MGMT 950: Seminar in Human Resource Management I OR MGMT 951: Seminar in Human Resource Management II

MGMT 998: Independent Study

MGMT 955: Special Topics in Organizational Behavior (offered when 3 or more students in years 1 & 2 of the program)

Statistics/Research Methods Courses

At least four courses with advisor approval

At least two or more courses with advisor approval

More information:

View a detailed list of courses in the Academic Catalog .

• Comprehensive exams
• Dissertation proposal
• Dissertation defense

Some students can complete the program in four years.

Program faculty

• Assistant Professor
• Management and Entrepreneurship academic area

• Associate Professor

Organizational behavior doctoral students

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Department of Management and Human Resources PhD Specialization in Organizational Behavior

The primary goal of the Management and Human Resources PhD program is to develop top-class researchers in the field of management, with specializations in the areas of entrepreneurship, human resource management, international business, organizational behavior and strategic management. The specialization in Organizational Behavior (OB) is devoted to understanding individuals and groups within an organizational context. OB focuses on attributes, processes, behaviors, and outcomes within and between individual, interpersonal, group, and organizational levels of analysis. Major topics include: Individual characteristics and processes (e.g., personality, motivation, emotions); Interpersonal processes (e.g., trust, social exchange, networks); Group/team characteristics and processes (e.g., diversity, cohesion, conflict); organizational processes and practices (e.g., leadership, work design, socialization); Contextual influences (e.g., culture, climate); and the influence of all of the above on individual, interpersonal, group, and organizational outcomes (e.g., performance, creativity, stress, turnover).

10 Reasons to Choose to Study at OSU

• High Productivity: Our program was ranked #4 in the 2021 TAMUGA management research productivity ranking ( http://www.tamugarankings.com/rankings/2021-2/ ).
• Strong Student-Faculty Ratio: Our PhD program, with 13 faculty members specializing in Organizational Behavior/Human Resources (OB/HR) and a selective cohort of 5-7 doctoral students, ensures personalized attention and mentorship. This structure offers students abundant opportunities to collaborate with a diverse faculty, each contributing unique expertise and skills.
• Benjamin Campbell, Associate Editor at Strategic Entrepreneurship Journal
• Tracy Dumas, Senior Editor at Organization Science
• Jia (Jasmine) Hu, Associate Editor at Journal of Applied Psychology
• Kaifeng Jiang, Associate Editor at Personnel Psychology
• Howard Klein, Editor-in-chief at Human Resource Management
• Tanya Menon, Associate Editor at Management Science
• Raymond Noe, Former Associate Editor at Journal of Organizational Behavior
• Bennett Tepper, Former Associate Editor at Academy of Management Journal
• Steffanie Wilk, Former Senior Editor at Organization Science
• Editorial Board Representation: Our OB/HR faculty members serve on the editorial boards of numerous top-tier outlets, including Academy of Management Journal (2 faculty), Journal of Applied Psychology (3 faculty), Organizational Behavior and Human Decision Processes (4 faculty), Personnel Psychology (2 faculty), and Journal of Management (4 faculty).
• Five of our esteemed faculty members - Jasmine Hu, Timothy Judge, Howard Klein, Raymond Noe, and Bennett Tepper - have been honored as Fellows of the Academy of Management and/or the Society for Industrial/Organizational Psychology. Each of these distinguished scholars has amassed nearly or over 10,000 citations on Google Scholar.
• Three of our faculty members - Timothy Judge, Howard Klein, and Raymond Noe - hold high rankings on the list of "Most-cited Authors in Popular Industrial-Organizational (I-O) Psychology Textbooks," as per the study by Aguinis et al., 2017.
• Jasmine Hu, Kaifeng Jiang, Timothy Judge, Raymond Noe, Bennet Tepper were recognized as “ World’s Top 2% of the most-cited scholars and scientists ” (2022) 
• Timothy Judge holds the distinction of being the most highly cited academic in the field of business and management among those whose first publication appeared between 1990 and 1999 according to a recent study by Dr. Harzing.
• Jasmine Hu, Timothy Judge, and Bennett Tepper have been recognized as among the most productive and most-cited leadership scholars, as noted in studies by Arici et al., 2021, and Zhao and Li, 2019.
• Our faculty have frequently earned prestigious recognitions such as the 'Best Paper' award (most recently won by Kathleen Keeler in Academy of Management Review in 2021), and the 'Best Reviewer' award (most recently bestowed upon Hun Lee in Journal of Applied Psychology in 2022).
• Our faculty have utilized their expertise to author textbooks in the OB/HR field (e.g., Timothy Judge and Raymond Noe).
• Two of our faculty members, Jasmine Hu and Robert Lount, have been recognized as "Best 40 Under 40 Business School Professors" by Poets and Quants.
• Successful Alumni: Our recent OB/HR alumni hold tenure-track positions at research-intensive institutions, including Sarah Doyle (University of Arizona), Hee Man Park (Penn State University), Seunghoo Chung (Hong Kong Polytechnic University), Carrie Zhang (Wayne State University), and Yuhan Zhan (Florida International University).
• The Fisher Leadership Initiative ( FLI ): With Tim Judge as the executive director, FLI provides additional resources and opportunities for conducting research.
• Networking Opportunities: Our faculty, highly esteemed and well-connected within the field, can assist students in expanding their professional networks. We organize social and professional gatherings on a regular basis.
• Vibrant Location: Columbus is frequently acclaimed as one of the most livable cities in the United States, particularly favored by Millennials and Young Professionals. It is celebrated for its diverse business landscape, dynamic neighborhoods, and an exciting fusion of arts, culture, and culinary delights  (Sources:  Far & Wide , Forbes , NYTimes ,  CommercialCafe ,  ExperienceColumbus ).
• Affordable Living and Strong Financial Support: Residing in Columbus is relatively cost-effective, with the cost of living being lower than the national average. OSU offers a competitive financial support package for PhD students. Furthermore, we have increased the PhD student stipend in 2023, further enhancing the financial benefits of our program.

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Ph.D. in Education: Human and Organizational Learning Concentration

Human and Organizational Learning (HOL) research and scholarship takes a cross-disciplinary approach to the study and application of leadership, learning, culture, and change at the individual, organizational, and societal levels. Our goal is to prepare graduates for a wide range of human and organizational learning related research positions. Our diverse student body typically represents educational or professional backgrounds in psychology, sociology, business, the humanities, education, or the sciences.

The program of study will enable Ph.D. students to (a) conduct cross-disciplinary research on complex organizational/societal topics, and (b) develop theories and models to guide global, equitable, and sustainable organizational practices. These objectives will be met by fostering an environment of cross-disciplinary collaboration, critical thinking, and a global mindset.

Our inaugural Human and Organizational Learning Concentration will be dedicated to understanding the changing nature of working in an environment of rapid sociocultural and technological changes. Examples of research questions addressed by this team will include:

• How do institutional environments, informal learning ecosystems, and emerging lifelong learning patterns foster innovation in global and indigenous workforce development models and framework?
• What are the emerging learning, leadership, and change strategies in an environment driven by rapid socio-cultural and technological changes such as artificial intelligence, data analytics, virtual work, and networked organizations to foster sustainable economic and organizational models?
• How can neuroscience and emerging findings from evolutionary biology contribute to our understanding of learning and development in organizations?
• How can emerging evidence from the quantum realm inform new leadership, organizational, and institutional models and frameworks?
• What are the implications of the changing nature of work on effective organizational structures and change processes, and on social equity and inclusion?  

Requirements

• Degree: Master’s degree in psychology, sociology, business, education, the sciences, or related fields.
• Transcripts: Official transcripts from every institution attended whether or not a degree was completed; graduate and undergraduate.
• Recommendations: Three (3) letters of recommendation, with one preferred from a professor in the applicant’s Master’s degree program.
• Statement of Purpose: An essay of 1200 words or less, through which the applicant clearly identifies the purpose in undertaking cross-disciplinary graduate study in human and organizational learning (HOL) that includes: (a) rationale for seeking a Ph.D.; (b) articulation of research interests aligned with the research questions described above; and (c) how the applicant’s background and related qualifications prepared them for this work and a research intensive career.
• Curriculum Vitae
• Writing Sample: Applicants are required to submit a current writing sample. The sample should reflect the applicant’s abilities to articulate complex ideas and to utilize evidence in support of the arguments provided. The writing sample should also provide evidence of the applicant’s research skills and engagement with scholarship.
• Interview: An interview is required. Applicants should be prepared to discuss the alignment of their research interests with those of the research questions provided above. Additional materials may be required of applicants as a result of the interview.

Please note: The GRE is not required.

*Additional application requirements may exist for international applicants

The application deadline for Fall 2024 has passed. For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

Apply Now          

Required courses in Educational Foundations (12 credits)

SEHD 8200 Foundations of Education I SEHD 8201 Foundations of Education II SEHD 8100 Special Topics (taken twice for a total of 6 credits)

Human and Organizational Learning Concentration Requirements (24 credits)

15 credits of doctoral-level Human and Organizational Learning (HOL) courses and 9 credits of additional concentration credits. Course selections are determined by the focus of the concentration and the specific interests of the student.

Research Methods (12 credits)

12 credits of doctoral-level research methods coursework, selected in consultation with advisor. At least one course must be in quantitative research methods and one in qualitative research methods.

Dissertation (12 credits)

SEHD 8999 Dissertation Research (taken for at least 12 credits)

Additional Requirements

• Successful completion of second-year research project.
• Successful completion of the comprehensive examination.
• Oral defense of both the dissertation proposal and the dissertation.

Total = 60 Credits

Request information.

Learn more about the Doctorate in Education: Human Organizational Learning Concentration located on campus. Complete the form linked below or contact the GSEHD Admissions Team at 202-994-9283.

Request Information          

PhD in Organizational Leadership

Doctor of philosophy in organizational leadership.

The Doctor of Philosophy in Organizational Leadership (Ph.D.) has been developed to prepare followers of Christ for active participation across a wide range of professions including business, ministry, government, and education. The degree can be completed 100% online or in combination with on-campus classes.

Working individuals will be prepared in this program to identify and understand the opportunities and complexities of leading with the purpose of creating transformative organizations and communities from a Christian perspective. Emphasizing the role of followers within the leadership process brings a unique perspective to the program. Students will be prepared to lead with a focus on the following:

• Leadership philosophy and practice
• Analyzing organizational change and culture
• Team performance and engagement
• Human Services
• Coaching and Teaching
• Conducting field/social research

Quick Facts

• Accredited with SACSCOC, TRACS, and ABHE
• Transfer in up to 9 approved credit hours
• 48-hour doctoral degree program
• 97% of graduates reported that a Luther Rice education improved the quality of their ministry experience
• The degree can be completed 100% online
• 2 core courses require one-week-long modules (attend online via Zoom or on-campus)
• Tuition is $627 per credit hour

Program Introduction Video

Course listings.

Download Ph.D. course listings (PDF)

Potential Careers

• Executive Leadership
• Organizational Strategist
• Social Science Researcher
• For-Profit and Non-Profit Leadership

Admissions Requirements

• Ph.D. applicants must possess a Master's degree, of at least 30 credit hours, from an institution with accreditation recognized by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education. Unaccredited graduate degrees may be considered but will be evaluated according to the criteria outlined in the Luther Rice catalog. 
• The minimum cumulative GPA in approved graduate-level work is a 3.0 (on 4.0 scale).
• Submission of a five-page research paper adhering to the Graduate Committee guidelines (available from the Admissions Office).
• Other general admissions requirements.

Frequently Asked Questions

• Are the courses designed for 8 weeks, 16 weeks, or longer?  The PhD courses are 15 weeks in Spring and Fall, 11 weeks in Summer.
• Is the PhD program self-paced for each student?  Each course has a syllabus detailing exactly what and when assignments are due. The student can schedule their time during the week and semester to meet the due dates. Generally, there is no particular time you need to be online or engaged (except for the 2 one-week modules attended on-campus or via Zoom).
• Are Discussion Boards required for each course?  It depends on the course. However, we do utilize a discussion board as a way to activley interact with the professor and other students.
• What is the timeframe to complete the entire program?  Some current students are on track to complete the program in 3 years. To be safe, we suggest anywhere between 3 to 5 years depending on the student's course load.
• Are textbooks included in the cost of tuition for each course, or do they need to be purchased separtely?  Textbooks are purchased separately. However, when comparing our tuition and fees to other schools, we intentionally priced ourselves as one of the most affordable (on purpose for the sake of the student, certainly not because of quality).
• Is there the possiblity of transferring credits into the program?  Yes, we will transfer in up to 9 credit hours of approved work from another institution.
• Could some coursework and assignments completed during the program be utilized for content towards the dissertation?  Yes. This we believe is one fo the main selling points of the program. The committee structured the program so that the student does not have to wait until the end of the program to begin thinking about the dissertation. Instead, many of the upfront courses are structured in such a way that the content and coursework are meant to inform the dissertation planning process.

Contact the Enrollment Team for more details on these requirements at 770-484-1204 ext. 5758 or  [email protected] .

Program Coordinator

Dr. Rusty Ricketson

[email protected]

770-484-1204 ext. 5616

If you have any questions, please feel free to contact Dr. Ricketson personally anytime, or you can reach the Enrollment Team at [email protected] or 770-484-1204.

May 5, 2021

Westrum’s Organizational Model in Technology Organizations

This post was adapted from Chapter 3 of Accelerate: the Science of Lean Software and DevOps: Building and Scaling High Performing Technology Organizations by Nicole Forsgren, PhD, Jez Humble, and Gene Kim.

It is practically a truism in DevOps circles that culture is of huge importance. However, culture is intangible; there exist many definitions and models of culture. Our challenge was to find a model of culture that was well-defined in the scientific literature, could be measured effectively, and would have predictive power in our domain. Not only did we achieve these objectives, we also discovered that it is possible to influence and improve culture by implementing DevOps practices.

Modeling and Measuring Culture

There are many approaches to modeling culture in the literature. You can choose to look at national culture—for example, what country one belongs to. You may also talk about what organizational cultural values are enacted that influence the way teams behave. And even within organizational culture, there are several ways to define and model “culture.”

According to Edgar H. Schein , organizational culture can exist at three levels in organizations: basic assumptions, values, and artifacts. At the first level, basic assumptions are formed over time as members of a group or organization make sense of relationships, events, and activities. These interpretations are the least “visible” of the levels—and are the things that we just “know,” and may find difficult to articulate, after we have been long enough in a team.

The second level of organizational culture are values, which are more “visible” to group members as these collective values and norms can be discussed and even debated by those who are aware of them. Values provide a lens through which group members view and interpret the relationships, events, and activities around them. According to a paper by Pratima Bansal , values also influence group interactions and activities by establishing social norms, which shape the actions of group members and provide contextual rules. These are quite often the “culture” we think of when we talk about the culture of a team and an organization.

The third level of organizational culture is the most visible and can be observed in artifacts. These artifacts can include written mission statements or creeds, technology, formal procedures, or even heroes and rituals, as Andrew Pettigrew states in his paper “Studying Organizational Cultures”.

Westrum’s Organizational Typology

Based on discussions in DevOps circles and the importance of “organizational culture” at the second level, we decided to select a model defined by sociologist Ron Westrum. Westrum had been researching human factors in system safety, particularly in the context of accidents in technological domains that were highly complex and risky, such as aviation and healthcare. In 1988, he developed a typology of organizational cultures :

• Pathological (power-oriented) organizations are characterized by large amounts of fear and threat. People often hoard information or withhold it for political reasons, or distort it to make themselves look better.
• Bureaucratic (rule-oriented) organizations protect departments. Those in the department want to maintain their “turf,” insist on their own rules, and generally do things by the book— their book.
• Generative (performance-oriented) organizations focus on the mission. How do we accomplish our goal? Everything is subordinated to good performance, to doing what we are supposed to do.

Westrum’s further insight was that the organizational culture predicts the way information flows through an organization. Westrum provides three characteristics of good information:

• It provides answers to the questions that the receiver needs answered.
• It is timely.
• It is presented in such a way that it can be effectively used by the receiver.

Good information flow is critical to the safe and effective operation of high-tempo and high-consequence environments, including technology organizations. 

An additional insight from Westrum was that this definition of organizational culture predicts performance outcomes. 

What the Research Shows

Culture enables information processing through three mechanisms, According to Westrum in his 2014 paper . First, in organizations with a generative culture, people collaborate more effectively and there is a higher level of trust both across the organization and up and down the hierarchy. Second, “generative culture emphasizes the mission, an emphasis that allows people involved to put aside their personal issues and also the departmental issues that are so evident in bureaucratic organizations. The mission is primary. And third, generativity encourages a ‘level playing field,’ in which hierarchy plays less of a role.”

We should emphasize that bureaucracy is not necessarily bad. As Mark Schwartz points out in The Art of Business Value , the goal of bureaucracy is to “ensure fairness by applying rules to administrative behavior. The rules would be the same for all cases—no one would receive preferential or discriminatory treatment. Not only that, but the rules would represent the best products of the accumulated knowledge of the organization: Formulated by bureaucrats who were experts in their fields, the rules would impose efficient structures and processes while guaranteeing fairness and eliminating arbitrariness.”

Westrum’s description of a rule-oriented culture is perhaps best thought of as one where following the rules is considered more important than achieving the mission—and we have worked with teams in the US Federal Government we would have no issue describing as generative, as well as startups that are clearly pathological.

What Does Westrum Organizational Culture Predict?

Westrum’s theory posits that organizations with better information flow function more effectively. According to Westrum, this type of organizational culture has several important prerequisites, which means that it is a good proxy for the characteristics described by these prerequisites.

First, a good culture requires trust and cooperation between people across the organization, so it reflects the level of collaboration and trust inside the organization.

Second, better organizational culture can indicate higher quality decision-making. In a team with this type of culture, not only is better information available for making decisions, but those decisions are more easily reversed if they turn out to be wrong because the team is more likely to be open and transparent rather than closed and hierarchical.

Finally, teams with these cultural norms are likely to do a better job with their people, since problems are more rapidly discovered and addressed.

We hypothesized that culture would predict both software delivery performance and organizational performance. We also predicted that it would lead to higher levels of job satisfaction. Both of these hypotheses proved to be true. We show these relationships in the figure below.

Consequences of Westrum’s Theory for Technology Organizations

For modern organizations that hope to thrive in the face of increasingly rapid technological and economic change, both resilience and the ability to innovate through responding to this change are essential. Our research into the application of Westrum’s theory to technology shows that these two characteristics are connected. Initially developed to predict safety outcomes, our research shows it also predicts both software delivery and organizational performance. This makes sense, because safety outcomes are performance outcomes in a healthcare setting. By extending this to technology, we expected this type of organizational culture to positively impact software delivery and organizational performance. This mirrors research performed by Google into how to create high-performing teams.

Google wanted to discover if there were any common factors among its best-performing teams. They started a two-year research project to investigate what made Google teams effective, conducting “200+ interviews with  .  .  .  employees and [looking] at more than 250 attributes of 180+ active Google teams.” They expected to find a combination of individual traits and skills that would be key ingredients of high-performing teams. What they found instead was that “who is on a team matters less than how the team members interact, structure their work, and view their contributions.” In other words, it all comes down to team dynamics.

How organizations deal with failures or accidents is particularly instructive. Pathological organizations look for a “throat to choke”: Investigations aim to find the person or persons “responsible” for the problem, and then punish or blame them. But in complex adaptive systems, accidents are almost never the fault of a single person who saw clearly what was going to happen and then ran toward it or failed to act to prevent it. Rather, accidents typically emerge from a complex interplay of contributing factors. Failure in complex systems is, like other types of behavior in such systems, emergent, according to Charles Perrow in his book Normal Accidents .

Thus, accident investigations that stop at “human error” are not just bad but dangerous. Human error should, instead, be the start of the investigation. Our goal should be to discover how we could improve information flow so that people have better or more timely information, or to find better tools to help prevent catastrophic failures following apparently mundane operations.

How Do We Change Culture?

John Shook, describing his experiences transforming the culture of the teams at the Fremont, California, car manufacturing plant that was the genesis of the Lean manufacturing movement in the US, wrote , “what my  .  .  .  experience taught me that was so powerful was that the way to change culture is not to first change how people think, but instead to start by changing how people behave—what they do.”

Thus we hypothesize that, following the theory developed by the Lean and Agile movements, implementing the practices of these movements can have an effect on culture. We set out to look at both technical and management practices, and to measure their impact on culture. Our research shows that Lean management, along with a set of other technical practices known collectively as continuous delivery , do in fact impact culture, as shown below.

You can act your way to a better culture by implementing these practices in technology organizations, just as you can in manufacturing. 

IT Revolution

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