Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. THE ROLE OF THE EXTERNAL CONSULTANT IN FACILITATING ENTERPRISE DEVELOPMENT A thesis presented in partial fulfilment of the requirements for the degree of PhD in Human Resource Management at Massey University Claire Massey 1999 Acknowledgements Thanks to my thesis supervisors, Associate Professor Frank Sligo and Professor Judy McGregor who provided thoughtful guidance through the early stages of this study, and prompt and insightful comments once I was able to commit my thinking to paper. Their combined efforts contributed to making my experience not only valuable but also enjoyable . The Massey University Research Fund provided the necessary funds for the research, and this made it possible for the study to be undertaken. The Massey University Ethics Committee approved the methodology. Despite this support, much of the burden of an academic undertaking doctoral study falls upon the department of which he or she is a member. I would like to thank Professor Tony Vitalis for offering the tangible assistance of the Department of Management Systems. Professor Vitalis was also an encouraging colleague throughout the study, and one of many who offered their encouragement and advice. My thanks to them all. The study could not have been undertaken without the support of the three organisational consultants who in the terminology of the study became the "research partners". Dave Gaynor of FR Developments, Jo Innes of Partners in Performance and Lise Stewart of The Training Company allowed me to intrude upon their professional lives for more than two years, and throughout this time they remained interested in the research and committed to its completion. Through these individuals I would also like to extend my thanks to the clients who agreed to participate in the study. And lastly, to the person this study has had the most significant impact upon. My husband Jonathan remained committed throughout, not only to supporting my goals, but also to positivistic research. I could not have asked for a better sounding board. ll Abstract Today's organisations are faced with increasingly difficult choices about appropriate development strategies and structures. At the same time they are supported by a growing literature on management and organisational performance. Judging by the recent average growth in the revenues of the major international consulting firms (which was 34% in the period between 1 998 and 1 999 according to Kennedy Information, 1 999), it appears that it is increasingly likely for organisations to call in external consultants to assist the organisation's managers to select appropriate development strategies from the range of available choices. It may be argued that this situation means that consultants are caught in the grip of two opposing forces: There is the possibility of providing clients with a better outcome than ever before, based on the advances of management thinking that have occurred over the course of this century. At the same time, clients' beliefs that continual advancements in organisational success are possible are putting pressure on the consulting industry to achieve "quick fixes". Whilst striving to perform effectively, consultants are being driven towards providing formulaic responses to complex organisational problems. One of the possible consequences is that they may not be making full use of the available knowledge about organisations, management and the practice of consulting. A further difficulty is that although the literature on the practice of consulting is rich, the theoretical knowledge base for consultants is still regarded as being incomplete. This situation provided the context for the study, in which the researcher sought to ' - describe the roles that can be taken by a consultant during an assignment, and to explore the relationship between roles and subsequent organisational outcomes. Against this background the researcher identified an initial point of interest: the organisation that is engaged upon a search for organisational improvement. The term used to describe this was enterprise development (ED), which was defmed as a situation in which an organisation's managers employ a consultant to undertake a set of activities with the objective of achieving a positive organisational outcome of some kind. The implicit research question was whether external consultants have a role to play in ED, and if so, whether there are ways to maximise the positive outcomes of their involvement . The researcher selected action research as the most appropriate methodology for working on client assignments, which also provided an opportunity for those participating in the study to gain from the process. As a starting point the researcher and the consultant "research partners" developed an initial proposition; "that it is possible to identify the factors that influence consultancy outcomes by engaging in participatory research with individual consultants". This proposition was developed over the course of three research cycles, and a diagrammatic presentation of these cycles in relationship to the research question can be found in Chapter 1 (page 3 1 ). lll In the first research cycle, the researcher worked alongside each of the three research partners on a single client assignment. They developed the "intervention proftle" (lP) as a way of assessing the assignment ' s potential for an effective outcome. At the end of the research cycle the researcher and the research partners concluded "that assessing a particular client assignment with the help of the IP will assist a consultant to make choices about appropriate intervention strategies". In the second research cycle the researcher and the research partners developed the IP further, formulating a list of intervention "conditions" that may exist for each of the intervention profiles, and applying this extended framework to a client assignment . They concluded that applying the framework effectively is limited by the consultant' s capability. At this point they developed the second proposition; "that a tool for assessing consultants' strengths and weaknesses will assist them to plan a programme of professional development that will improve their practice of organisational consulting". In the third research cycle the researcher and the research partners focused on the consultant ' s capability. Working through the "consulting approaches assessment" (CAA), a tool designed specifically for this study, the research partners identified their own approach to the practice of consulting. They concluded with a fmal proposition: "given that the way consultants approach the consulting process is one of the critical success factors, a consulting development programme that assists consultants to develop an intervention profile, assess intervention conditions and develop intervention strategies in the context of their own consulting approach will improve their practice of organisational consulting". The evidence of the six cases undertaken in this study suggests that there is more than one role that consultants can take with a client organisation that can contribute to ED. It is also clear that there are ways of maximising the positive outcomes of consultancy interventions. Here the study makes two specific contributions to the knowledge on organisational consulting that currently exists. Firstly, the IP and the CAA are additions to the literature, which allow practising consultants to apply the extensive literature on management and organisation to client assignments. Secondly, the researcher presents a model for organisational consulting which explicitly identifies the three different levels that consultants need to consider when undertaking client interventions (conceptualisation, strategy and practice), and categorises the existing body of knowledge on consultancy in terms of these levels. These contributions have fundamental implications for the training and development of organisational consultants, and their application has the potential to improve their value to the organisations that employ them. lV CONTENTS ACKNOWLEDGEMENTS .................................................................................... i ABSTRACT ....................................................................................................... iii CHAPTER 1: SETTING THE SCENE ................................................................. 1 IN SEARCH OF EXCELLENCE ? Strategies for managers ? The consulting industry ? The development of management thinking ? The emergence of management consultants ? The consultant ' s legacy- a mixed blessing? ? The consultant ' s dilemma ? The researcher' s experience ? Enterprise development ? Research questions ? PLANNING TIIE RESEARCH ? The philosophy of research design ? Drawing upon the literature ? Synthesising the factors ? The initial research strategy ? Action research ? Implications of action research ? Research methods ? SUMMARY ? Presenting fmdings CHAPTER 2: PERSPECTIVES ON ORGANISATIONAL CONSULTING ........ 33 THEME 1 : TilE CONTEXT FOR ORGANISATIONAL CONSULTING ? Theoretical frameworks ? Consulting approaches and tools ? Organisational processes ? The context of organisational consulting: A summary of the literature ? THEME 2: TIIE PRACTICE OF ORGANISATIONAL CONSULTING ? Models of the consulting process ? Intervention tasks & functions ? Consultancy roles ? Consultancy skills ? Clients and the client system ? The practice of organisational consulting: A summary of the literature ? THEME 3 : TIIE OUTCOMES OF ORGANISATIONAL CONSULTING ? Success factors ? Different perspectives on success ? The outcomes of organisational consulting : A summary of the literature ? CATEGORISING 'WHAT IS KNOWN' ? Conclusions from categorising literature CHAPTER 3: ?ESEARCH DESIGN AND EXECUTION ................................... 87 ENGAGING IN RESEARCH ?J'Jew paradigm research ? PREPARING TO RESEARCH ? The philosophy of research design ? Drawing upon the literature ? Synthesising the factors ? Action research ? The initial research strategy ? DESIGNING ACTION RESEARCH ? Writing about action research ? Research questions ? Research methods ? AN EARLY RESEARCH CYCLE ? Preparing for fieldwork ? In the field ? Reflecting on the research design ? MODIFYING TilE RESEARCH PLAN ? A model for learning ? The initial proposition CHAPTER 4: CASES IN ORGANISATIONAL CONSULTING ...................... 129 THE RESEARCH PARTNERS ? The researcher ? Working with consultants ? Identifying a point of common interest ? Selecting the assignments ? THE CLIENT ASSIGNMENTS ? Assignment 1 : Ormond Stock Associates ? Assignment 2: McKenna & Associates ? Assignment 3 : Student Finance Section ? Assignment 4: TeamTalk ? Assignment 5 : Disability Support ? Assignment 6: Health and Fertility Foundation ?. THE FIRST PROPOSillON V vi CHAPTER 5: THE FIRST RESEARCH CYCLE- A FOCUS ON THE INTERVENTION CONTEXT ........................................................................ 165 THE RESEARCH PAR1NERS IN ACTION ? The client ? The client system ? The project ? The consultant ? THE RESEARCH PAR1NERS' EXPERIENCES ? The client ? The client system ? The project ? The consultant ? A summary of the research partners ' experiences ? THE RESEARCH PAR1NERS' LEARNING ? The consultants ? The researcher ? The research team ? THE FIRST PRESENTATION CHAPTER 6: THE SECOND RESEARCH CYCLE- A FOCUS ON IMPROVING INTERVENTION PRACTICE .................................................... 197 THE RESEARCH PAR1NERS IN ACTION ? TeamTalk ? Disability Support ? Health and Fertility Foundation ? THE RESEARCH PAR1NERS' EXPERIENCES ? TeamTalk ? Disability Support ? Health and Fertility Foundation ? THE RESEARCH PAR1NERS' LEARNING ? The consultants ? The researcher ? The research team ? THE SECOND PRESENTATION CHAPTER 7: THE THIRD RESEARCH CYCLE - A FOCUS ON PROFESSIONAL DEVELOPMENT .............................................................. 221 THE RESEARCH PAR1NERS IN ACTION ? Dave ? Lise ? Jo ? THE RESEARCH PARTNERS' EXPERIENCES ? Dave ? Lise ? Jo ? THE RESEARCH PARTNERS' LEARNING ? The consultants ? The researcher ? The research team ? THE THIRD PRESENTATION CHAPTER 8: FACILITATING ENTERPRISE DEVELOPMENT .................... 247 PROGRESSIVE FOCUSING ? LEARNING FROM THE RESEARCH CYCLES ? Research cycle 1: Describing the intervention context ? Research cycle 2: Improving intervention practice ? Research cycle 3 : Developing external consultants ? WORKING WITH THE LITERATURE ? ADDRESSING THE RESEARCH OBJECTIVES ? The consultant ' s dilemma ? Research objective 1 ? Research objective 2 ? Research objective 3 ? Research objective 4 ? SYNTHESISING THE RESEARCH ? Research challenges ? Improving the process of ED ? FINAL REFLECTIONS ? Consultants & their impacts on the client system ? Alternative approaches to the topic of study ? Implications for better practice ? Directions for future research REFERENCES ............................................................................................... 279 AUTHOR INDEX ............................................................................................ 301 APPENDICES ................................................................................................ 307 Vll Vlll List of Figures FIGURE 1. 1 THE GROWTH OF CONSULTING REVENUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 FIGURE 1 . 2 FOUR ELEMENTS OF THE RESEARCH DESIGN PROCESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 FIGURE 1 . 3 FACTORS INFLUENCING THE RESEARCHER'S APPROACH TO RESEARCH . . . . . . . . . 2 1 FIGURE 1 .4 BURRELL AND MORGAN' S SUBJECTIVE-OBJECTIVE DIMENSION . . . . . . . . . . . . . . . . . . . 23 FIGURE 1 . 5 SYNTHESISING THE PARAMETERS TO PROVIDE GUIDING PRINCIPLES FOR THE RESEARCH ENGAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 FIGURE 1 .6 THE ACTION RESEARCH CYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 FIGURE 1. 7 THE RESEARCH PLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 FIGURE 2. 1 USING THE PRACTISING CONSULTANT AS A MEANS OF IDENTIFYING THE SCOPE OF THE LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 FIGURE 2.2 A THEMATIC STRUCTURE FOR THE LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 FIGURE 2 .3 0RGANISA TIONAL CONSULTING AND ITS MAIN THEORETICAL BASES . . . . . . . . . . . . 38 FIGURE 2.4 THE LINK BETWEEN THEORY AND SELECTED CONSULTING APPROACHES . . . . . . . 40 FIGURE 2.5 THE CONSULTING LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 FIGURE 3 . 1 BURRELL AND MORGAN' S SUBJECTIVE-OBJECTIVE DIMENSION . . . . . . . . . . . . . . . . . . . 96 FIGURE 3 .2 PARADIGMS FOR THE ANALYSIS OF SOCIAL THEORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 FIGURE 3 .3 PARAMETERS FOR THE RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1 FIGURE 3 .4 SYNTHESISING THE FACTORS TO PROVIDE GUIDING PRINCIPLES FOR THE RESEARCH ENGAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 02 FIGURE 3 .5 THE ACTION RESEARCH CYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 06 FIGURE 3 .6 CONSECUTIVE CYCLES OF ACTION RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 FIGURE 3 . 7 THE COGNillVEI ACTION OR WORK/BEING CYCLE OF NEW PARADIGM RESEARCHERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 2 FIGURE 3 . 8 THE RESEARCH MATRIX- CONSTRUCTS AND LEVELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 7 FIGURE 3 .9 THE MULTI-METHOD MATRIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 8 FIGURE 3 . 10 MODEL OF COOPERATIVE INQUIRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 25 FIGURE 3 . 1 1 THE STUDY'S MULTIPLE LEARNING CYCLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 26 FIGURE 4. 1 ASSIGNMENT TIMELINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 38 FIGURE 4.2 THE STRUCTURE OF 0RMOND STOCK ASSOCIATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 40 FIGURE 4 .3 THE STRUCTURE OF MCKENNA & ASSOCIATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 45 FIGURE 4.4 THE STRUCTURE OF STUDENT FINANCE SECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 49 FIGURE 4.5 THE STRUCTURE OF TEAMTALK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 52 lX FIGURE 4.6 THE S1RUCTURE OF DISABILITY SUPPORT SERVICES ................................. 157 FIGURE 4. 7 THE S1RUCTURE OF THE HEALTH AND FERTILITY FOUNDATION ................. 161 FIGURE 5.1 THE INTERVENTION CONTEXT FRAMEWORK .............................................. 167 FIGURE 5.2 CHARACTERISTICS OF AN IDEAL CLIENT ACCORDING TO THE RESEARCH PARTNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 79 FIGURE 5.3 CHARACTERISTICS OF AN IDEAL CLIENT SYSTEM ACCORDING TO THE RESEARCH PARTNERS ................................................................................................. 181 FIGURE 5.4 CHARACTERISTICS OF AN IDEAL PROJECT ACCORDING TO THE RESEARCH PARTNERS .................................................................................................................. 183 FIGURE 5.5 CHARACTERISTICS OF AN IDEAL CONSULTANT ACCORDING TO THE RESEARCH PARTNERS .................................................................................................................. 185 FIGURE 5. 6 CHARACTERISTICS OF IDEAL ASSIGNMENTS ............................................... 188 FIGURE 5. 7 POSSIBLE COMBINATIONS OF INTERVENTION ELEMENTS ............................ 195 FIGURE 5.8 THE FIRST RESEARCH CYCLE .................................................................... 196 FIGURE 6. 1 CHARACTERISTICS OF IDEAL ASSIGNMENTS ............................................... 199 FIGURE 6.2 POSSIBLE COMBINATIONS OF INTERVENTION VARIABLES ........................... 208 FIGURE 6.3 SKILLS AND KNOWLEDGE OF EFFECTIVE CONSULTANTS ............................. 219 FIGURE 6.4 THE SECOND RESEARCH CYCLE ................................................................ 220 FIGURE 7.1 AN OVERVIEW OF THE CONSULTING APPROACHES ASSESSMENT ................. 223 FIGURE 7.2 DA VE' S APPROACH TO ORGANISATION STRUCTURES ................................. 227 FIGURE 7.3 DAVE' S APPROACH TO THE CONSULTING PROCESS ..................................... 228 FIGURE 7.4 LISE' S IDEAL ORGANISATION STRUCTURE ................................................. 230 FIGURE 7.5 LISE' S EXPERIENCE OF ORGANISATION STRUCTURES ................................. 231 FIGURE 7.6 LISE'S CONCEPTUALISATION OF THE CONSULTING PROCESS ....................... 232 FIGURE 7.7 JO'S IDEAL ORGANISATION STRUCTURE ..................................................... 233 FIGURE 7.8 ]O'S CONCEPTUALISATION OF THE CONSULTING PROCESS .......................... 234 FIGURE 7.9 DAVE'S METAPHOR FOR CONSULTING ....................................................... 236 FIGURE 7.10 LlSE' S METAPHOR FOR CONSULTING ....................................................... 237 FIGURE 7.11 JO'S MODEL FOR CONSULTING ................................................................ 238 FIGURE 7.12 THE IMPORTANCE OF THE MODEL OF CHANGE IN FORMING PERSPECTIVES ON ORGANISATIONAL CONSULTING .................................................................................. 242 FIGURE 7.13 THE THIRD RESEARCH CYCLE .................................................................. 244 FIGURE 8.1 STUDY TIMELINE ...................................................................................... 249 FIGURE8.2 MODEL OF COOPERATIVE INQUIRY ........................................................... 250 FIGURE 8.3 THE STUDY'S MULTIPLE LEARNING CYCLES ............................................... 252 Xl xii FIGURE 8.4 CHARACTERISTICS OF IDEAL ASSIGNMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 FIGURE 8.5 POSSIBLE COMBINATIONS OF INTERVENTION ELEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 FIGURE 8.6 INTERVENTION PROFILES AND POSSIBLE INTERVENTION CONDITIONS . . . . . . . . 256 FIGURE8.7 SKILLS AND KNOWLEDGE OF EFFECTIVE CONSULTANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 FIGURE 8.8 THE IMPORTANCE OF THE MODEL OF CHANGE IN FORMING PERSPECTIVES ON ORGANISATIONAL CONSULTING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 FIGURE 8. 9 THE COMPLETED RESEARCH CYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 FIGURE 8.10 DIFFERENT DIMENSIONS OF ORGANISATIONAL CONSULTING ACCORDING TO OD AND MANAGEMENT SCIENCE . . . . .. . . . . . .. . .. . . . . . . . .. . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 FIGURE 8.11 EVALUATING THE CONSULTING PROCESS . . . . . .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 FIGURE 8.12 A MODEL FOR ORGANISATIONAL CONSULTANTS . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 Xlll Xl1 List of Appendices - ?----4-??---.;,e.....--;::; ???-... , .. :::l!??;:Q"' APPENDIX A: INFORMATION PACK FOR CONSULTANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309 APPENDIX B : CONSENT FORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 APPENDIX C: INFORMATION PACK FOR CLIENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 APPENDIX D: DATA COLLECTION FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 APPENDIX E: DATA COLLECTION PACK FOR CONSULTANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 APPENDIX F: DATA COLLECTION PACK FOR CLIENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 APPENDIX G: THE RESEARCH PARTNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 APPENDIX H: A RESOURCE FOR THE CONSULTANT INTERVIEWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 APPENDIX 1: CONSULTING APPROACHES ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 APPENDIX 1: CONSULTING APPROACHES RESOURCE MATERIAL.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383 XV