Organizational Development: A Manual for Managers and ... - FPDL
Organizational Development: A Manual for Managers and ... - FPDL
Organizational Development: A Manual for Managers and ... - FPDL
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particular training proposals? Which technical means, e.g. video camera, TV-set, music,<br />
flipcharts; overhead projector, etc. are available?).<br />
8. METHODS (Which methods are to be employed in this case? How much of own trainees’<br />
in<strong>for</strong>mation <strong>and</strong> experience from their working environment may be used <strong>for</strong> processing? Which<br />
kind of new experience is to be created in a course of training? What kind of issues may be<br />
discussed in the groups? How many groups may be created? What should be processed<br />
individually? )<br />
9. TOOLS (Which instruments will trainer use? Brainstorming? Discussions? Case Studies?<br />
Inventories? Aids? H<strong>and</strong>outs? Games? Demonstration? Simulation? Questions <strong>and</strong> Answers?<br />
Action Planning? Humour? Why these ones? How are they balanced?)<br />
10.PROCESS DESIGN (How the topics taught or touched upon are combined in a process chain?<br />
How the beginning of a course is organised <strong>and</strong> trainees got involved in the process? How<br />
midterm responses from trainees are organised on each step <strong>and</strong> how the results are<br />
influencing following steps? How conclusions will come to trainees’ minds? When the<br />
dissatisfaction of themselves <strong>and</strong> discom<strong>for</strong>t of trainees are rising <strong>and</strong> when mastered by<br />
positive experience? What is the dynamic of utmost ef<strong>for</strong>ts <strong>and</strong> relaxation?)<br />
11.DELIVERY (Is trainer keeping control over the process? What kind of control is used? How<br />
participants are involved? Do they always keep attention? How participants are get relaxed? Do<br />
they respect trainer? Do they trust him? Is he able to re-design process quickly enough in a<br />
necessity? Is he able to respond to trainees’ request by relevant practical examples <strong>and</strong> clear<br />
explanations? What is the speed of the process? Who or what determines it?)<br />
12.OUTCOME (How participants have been altered in a course of training? What do they<br />
underst<strong>and</strong> differently? Which attitudes <strong>and</strong> pre-adjustments have been changed? Which new<br />
skills have appeared? Are they ready to use them in practice? What will happen now differently<br />
in working environment? Are they willing to get more training in a future? Would they like to get<br />
more training from the same school/trainer?)<br />
There may be much more questions along any item in the list. All the components of training are<br />
complex. Moreover, the training process itself is a most complex entity, which may be born as a<br />
child, developed in a right or wrong way, be sound or not, <strong>and</strong> die in a due time or earlier, or would<br />
be successfully finished later, but collapsed at a deadline. The components of training are<br />
interrelated in a way, which build the system in a classical term of the world: any component<br />
influences each other <strong>and</strong> it is under the influence of all others. It may be illustrated by Figure 1.<br />
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