Miller-Dixon EBTD Levels of Intervention

The Miller-Dixon EBTD model (Miller & Dixon, 1994) was created to provide a consistent set of terms for defining the types of training outcomes EBTD programs can achieve. Without a simple language to conceptually represent the possible levels of EBTD programming, a great danger exists for clients and facilitators to perceive different desired outcomes from an EBTD relationship or session. The model contains three levels, which are outlined below: Awareness Building, Functional Understanding, and Organizational Implementation. A basic premise of this model is that all three levels of programming represent equally valid training outcomes.

Awareness Building

Awareness level programming seeks to facilitate a basic, intellectual understanding of team related concepts by debriefing around issues such as leadership, communication, or trust. These programs tend to be less concerned with provoking individual behavioral change and more with fostering within the team a shared level of conceptual awareness of generic group dynamics. Such programming can be done with minimal needs assessment and often can be accomplished in a day or even less. Because these programs are more "educational" than developmental, generally the outcome will not create any significant or long-term impact on an organization. Finally, the facilitator need not have a sophisticated understanding of subtle organizational dynamics at play, nor mastery over the concepts behind organizational behavior.

Functional Understanding

Functional Understanding level programming seeks to facilitate behavioral change on an individual level by debriefing around issues specific to that team and helping participants formulate action plans to implement their new behaviors. These programs tend to focus on the transfer of learning to each individual team memberís organizational situation. It is this change on an individual level that transforms the team environment. Such programming can usually be accomplished in a single multi-day intervention with a follow-up component. Because these programs are more "developmental" than ëeducational", generally the facilitator assumes a basic awareness among the participants of the concepts behind group dynamics. Finally, the facilitator needs an understanding of the subtle interpersonal dynamics at play within the team, which is obtained through an in-depth needs assessment.

Organizational Implementation

Organizational Implementation level programming seeks to facilitate organizational change by debriefing around specific business issues or long-range organizational goals. These programs must result in concrete, importable action plans for the team that adds value to their organization. It is this change on a team level that transforms the organizational environment. Such programming typically requires multiple interventions over a period of time and may necessitate partnering with other Organizational Development (OD) consultants. Because these programs are intensely developmental in nature, generally the facilitator assumes that participants understand the functions of various group dynamics within their teams and throughout the organization. Finally, the facilitator needs a deep understanding of the context of the organizationís business environment and the organizational dynamics at play, which is continuously modified through an on-going needs assessment process.

E-mail Questions and Comments to: Todd Walther

Created by: Todd Walther
Modified by: Todd Walther & MRT
Last Modified 07 May 1998