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

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kind of training impact depends from emergent qualities of the whole system of training event, combined from the several essential interrelating components. These components are: 1. OBJECTIVES (What is the reason for training? Who orders it? Why? Which problems are to be solved in a course of training? What are clients needs? What kind of changes should be reached as a following up effect of training? Which criteria for the success of training were set up? Is it multi-criteria task? If so, how priorities are set up? What is the risk in a case of failure?) 2. RESOURCES (Time frame? Length of the course? Financial limitations? Training materials available? Trainers available? Technical facilities available: rooms, equipment etc.? Logistic facilities for trainees and trainers? ) 3. TRAINEES (Who are they? Why do they come for training? How are they motivated? Do they have problems? Which internal or environmental barriers do prevent them from the more successful practice? What do they already know? How experienced are they? What do they expect from training?) 4. GROUP (Is the group big or small? Is it homogeneous in term of the main occupation or similar positions of trainees? Are they all from the same country? Are they all from the same local government, same department, or council? Is it accidental or consciously designed mix? What is the proportion of men and women? Variation of age? Political engagements? Which kind of conflicts may arise from the composition of a group?) 5. CONTENT (Which main combination of topics is delivering to meet the objectives of the course? In which proportion, an attention is paid to each topic or sub-topic? Which topics are obligatory? Which issues are usable for finding in a course of training realistic decisions of trainees’ practical problems? Does trainer have enough freedom in term of re-designing the course? Is there any hidden agenda under the officially announced programme?) 6. ORGANISATION (How the course is organised in term of place, timing, combination with other activities, opening/closing ceremonies, possible distortions from the outside of the process, etc.? By whom the course is authorised or recognised? Does it comply with any pertinent official regulations or requirements?) 7. FACILITIES (Are there as many rooms as necessary for working in-groups? Are these rooms big or small, light or dark, calm or noisy? How are they equipped? Do the furniture fit to this 194
particular training proposals? Which technical means, e.g. video camera, TV-set, music, flipcharts; overhead projector, etc. are available?). 8. METHODS (Which methods are to be employed in this case? How much of own trainees’ information and experience from their working environment may be used for processing? Which kind of new experience is to be created in a course of training? What kind of issues may be discussed in the groups? How many groups may be created? What should be processed individually? ) 9. TOOLS (Which instruments will trainer use? Brainstorming? Discussions? Case Studies? Inventories? Aids? Handouts? Games? Demonstration? Simulation? Questions and Answers? Action Planning? Humour? Why these ones? How are they balanced?) 10.PROCESS DESIGN (How the topics taught or touched upon are combined in a process chain? How the beginning of a course is organised and trainees got involved in the process? How midterm responses from trainees are organised on each step and how the results are influencing following steps? How conclusions will come to trainees’ minds? When the dissatisfaction of themselves and discomfort of trainees are rising and when mastered by positive experience? What is the dynamic of utmost efforts and relaxation?) 11.DELIVERY (Is trainer keeping control over the process? What kind of control is used? How participants are involved? Do they always keep attention? How participants are get relaxed? Do they respect trainer? Do they trust him? Is he able to re-design process quickly enough in a necessity? Is he able to respond to trainees’ request by relevant practical examples and clear explanations? What is the speed of the process? Who or what determines it?) 12.OUTCOME (How participants have been altered in a course of training? What do they understand differently? Which attitudes and pre-adjustments have been changed? Which new skills have appeared? Are they ready to use them in practice? What will happen now differently in working environment? Are they willing to get more training in a future? Would they like to get more training from the same school/trainer?) There may be much more questions along any item in the list. All the components of training are complex. Moreover, the training process itself is a most complex entity, which may be born as a child, developed in a right or wrong way, be sound or not, and die in a due time or earlier, or would be successfully finished later, but collapsed at a deadline. The components of training are interrelated in a way, which build the system in a classical term of the world: any component influences each other and it is under the influence of all others. It may be illustrated by Figure 1. 195
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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
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excellent performance, and 2) ‘re
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of ‘concepts’ only. Some organi
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well is a kind of mental disease. T
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do something is definitely on the s
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equired level, or not. It does not
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• Team keeps in its hands all nec
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Scott and Jaffe give a very good de
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Business Process Reengineering It m
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• Focusing on developing around p
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In a world without chaos, the survi
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The behaviour of an organism depend
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• Systems Thinking - a way of thi
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• Justifying Concepts (involves
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Only proper selection of members fo
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present IQM concept as a “set of
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The minimum specifications of place
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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 and 160: checkpoints, turning points, bifurc
Page 161 and 162: Literature 1. Beach L.R. (1997) The
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: Supplement 2 Local Government and P
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
Page 211 and 212: Third - the cases should not be too
Page 213 and 214: course of training. Therefore, it i
Page 215 and 216: entertainment. Normal process of tr
Page 217 and 218: Nevertheless, sometimes trainer can
Page 219 and 220: SUPPLEMENT 3 FORMS AND QUESTIONNAIR
Page 221 and 222: ___________________________________
Page 223 and 224: Organization of Control 1. What is
Page 225 and 226: Interaction and Cooperation 1.What
Page 227 and 228: Problem Diagnosis 1. What is the or
Page 229: 7. Which goal should be set now as
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