Organizational Development: A Manual for Managers and ... - FPDL

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When the course was a success or viewed as such, and participants returned to their work places, the emotions of those who took part may spread and reach the trainer in the first 2-3 weeks after the event. It is pleasant, of course, if emotions are positive, but still does not say too much. It is too early to make any serious conclusions. 2-3 weeks of euphoria is common. Then the flame may burn out and nothing of the intended changes actually takes place. To get feedback after 1-2 months makes much more sense, also because it is time to start designing the next intervention. As witnessed by our experience, arranging the next training workshop after two months is a bit too early; after four months is definitely too late. The optimum is usually somewhere around three months. Some clients want it much sooner, after three weeks; they want another dose of training to achieve euphoria, instead of doing the hard job and getting euphoria from their own results. We call such clients ‘course-o-holics’ and seek not to allow them to misuse this way of getting to positive emotions Real development of an organization is such a captivating exercise that people in the organization may be so busy and exited with it, than they forget about trainers and consultants and do not ask for the next course until a year or more. However, organizational development may still go on at full speed. That is a success, as a physician is successful if former patients remember him well, but do not need him any longer. Here is another paradox of organizational development training. What to do? Let’s look for new clients – there are a lot of them around who need us. 160
Literature 1. Beach L.R. (1997) The Psychology of Decision Making: People in Organizations, Thousand Oaks, London, New Delhi: SAGE Publications. 2. Beckford J., (2002) Quality, London and N.Y.: Routledge. 3. Beer S. (1981) Brain of the Firm. Toronto: John Wiley & Sons. 4. Billsberry J. (1996) The Effective Manager: Perspectives and Illustrations, London: SAGE. 5. Bridges W. (2000) The Character of Organizations. Using Personality Type in Organization Development, Paolo Alto, CA: Davies-Black Publishing. 6. Brinkerhoff R.O., Apking A.M. (2001) High – Impact Learning. Strategies for Leveraging Business Results from Training. New Perspectives in Organizational Learning, Performance, and Change. Cambridge: Perseus Publishing. 7. Brody R., (2000) Effectively Managing Human Service Organizations, London: SAGE. 8. Brown S.A. (2000) Customer Relationship Management: A Strategic Imperative in the World of E-business, Ontario: John Willey & Sons. 9. Burgoyne J., Reynolds M. (Ed.) (1997) Management Learning. Integrating Perspectives in Theory and Practice, London: SAGE. 10. Carlaw P., Vasudha K.D. (1999) The Big Book of Customer Service Training Games, N.Y.: McGraw-Hill. 11. Childre D., Cryer B. (1999) From Chaos to Coherence: advancing emotional and organizational intelligence through inner quality management, Oxford: Buttterworth-Heinemann. 12. Carter S. (1999) Renaissance Management. The rebirth of energy and innovation in people and organizations, London: Kogan Page. 13. Clegg S.R. (1990) Modern Organizations. Organization Studies in the Postmodern World, Lodon: SAGE. 14. Cooke S., Slack N. (1991) Making Management Decisions, 2nd ed., Hertfordshire: Prentice Hall International (UK). 15. Cole D.W. (1989) Professional Suicide – Or Organizational Murder, Cleveland: ODI. 16. De Geus A. (2004) The Living Company. Growth, Learning and Longevity in Business, Stockholm School of Economics in Saint Petersburg. 17. Gazaryan A. (1990) Substructures and Information, In: Philosophical & Sociological Thought (No.5), Kiev: Academy of Sciences of Ukraine (in Russian and Ukrainian). 18. Gazaryan A. (1994) Synergetics and Control, In: Nonlinear Phenomena in Complex Systems, Minsk: Academy of Sciences of Belarus. 161
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FPDL- Partners for Local Developmen
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Table of Contents Pages Preface and
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Chapter 2.4 Internal Relations Mana
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scientists (psychologists, sociolog
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Part I. Key Aspects of Organization
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non-linear, such systems permanentl
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Coherence comes directly from both
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Substructures Interrelations betwee
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Self-emerging order Synergetics hel
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conscious) activity as separate fro
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• A healthy organization defines
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Chapter 1.2 Basic Modes of Behaviou
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This dynamic response of the struct
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One can find very different names f
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Picture 4. Potential goals and traj
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Thus, the zone of rational behaviou
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Innovative behaviour For human orga
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director when placed in a different
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The art of management lies in the a
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example, under a middle-controller,
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uying expanding memory of computers
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Chapter 1.4 Structure and Procedure
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adhocracy usually involves project
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managers, who sincerely believed th
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A few months ago, the Klaipeda Coun
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But some survived. One can find now
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When it finds itself in a zone of d
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Recognition of a signal from anothe
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The sequence of artificial signals
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Communication barriers The process
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Chapter 1.6 Interaction and Coopera
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Picture 10. The games we play. The
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eginning, but as they become accust
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Win А +110, -50 +100, +50 +70, -60
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aggression can make the trajectory
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Chapter 1.7 Landscape for Developme
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Landscape If the factors that creat
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Chapter 1.8 Key Functions of an Org
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Providing quality services is much
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Customers in general can be classif
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Chapter 2.1 Problem Solving Indeed,
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esources to cure these consequences
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some managers, seeking opportunitie
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or involved in the implementation p
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However, usually this does not help
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Chapter 2.2 External Relations Mana
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them. They do not need any particul
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ecognized yet - others may be recog
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Any organization has specific capab
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CRM ensures a better understanding
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customer needs. Thus, ‘product my
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Internal failure costs include wast
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The second barrier of this kind is
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o ISO 9004:2000 provides guidelines
Page 109 and 110: excellent performance, and 2) ‘re
Page 111 and 112: of ‘concepts’ only. Some organi
Page 113 and 114: well is a kind of mental disease. T
Page 115 and 116: do something is definitely on the s
Page 117 and 118: equired level, or not. It does not
Page 119 and 120: • Team keeps in its hands all nec
Page 121 and 122: Scott and Jaffe give a very good de
Page 123 and 124: Business Process Reengineering It m
Page 125 and 126: • Focusing on developing around p
Page 127 and 128: In a world without chaos, the survi
Page 129 and 130: The behaviour of an organism depend
Page 131 and 132: • Systems Thinking - a way of thi
Page 133 and 134: • Justifying Concepts (involves
Page 135 and 136: Only proper selection of members fo
Page 137 and 138: present IQM concept as a “set of
Page 139 and 140: The minimum specifications of place
Page 141 and 142: action by its hypothesis that a cer
Page 143 and 144: follow and control it every moment
Page 145 and 146: Thus, the whole strategic managemen
Page 147 and 148: whole must do it, if it is a self-o
Page 149 and 150: The challenge lies in the fact that
Page 151 and 152: But these changes would not happen
Page 153 and 154: Picture 24. What training can addre
Page 155 and 156: neighbours. But he will never know
Page 157 and 158: Training design and delivery Traini
Page 159: checkpoints, turning points, bifurc
Page 163 and 164: 38. Horovitz J. (2004) Service Stra
Page 165 and 166: SUPPLEMENT 1 Open Society Institute
Page 167 and 168: Part 1 Introductory theoretical fra
Page 169 and 170: A specific pro and contra managemen
Page 171 and 172: Examination of the legislative docu
Page 173 and 174: other department or not provided at
Page 175 and 176: Auditing procedure Diagram 5 Auditi
Page 177 and 178: Answers to this question will vary
Page 179 and 180: • What is the underlying principl
Page 181 and 182: odies have a different direct manag
Page 183 and 184: First of all, during the interviews
Page 185 and 186: • Please name your direct chief(s
Page 187 and 188: All descriptions must be agreed wit
Page 189 and 190: We leave issues related only with t
Page 191 and 192: Draft audit report After the interv
Page 193 and 194: Supplement 2 Local Government and P
Page 195 and 196: particular training proposals? Whic
Page 197 and 198: 1.Objectives 1.1 PROBLEM. As any co
Page 199 and 200: espect of capacity, may come throug
Page 201 and 202: communication. The resonance with t
Page 203 and 204: For example, the objective of the c
Page 205 and 206: co-operate will be frustrated and g
Page 207 and 208: 9. Tools 9.1 WARMING UP AND TUNING
Page 209 and 210: Then trainees may agree to believe
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Third - the cases should not be too
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course of training. Therefore, it i
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entertainment. Normal process of tr
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Nevertheless, sometimes trainer can
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SUPPLEMENT 3 FORMS AND QUESTIONNAIR
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___________________________________
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Organization of Control 1. What is
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Interaction and Cooperation 1.What
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Problem Diagnosis 1. What is the or
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7. Which goal should be set now as
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