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

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Objectives Outcomes Resources Delivery Trainees Process Group Tools Content Methods Organisatio n Facilities Figure 1. Training event as a system The main challenge of training is that there are not only many questions regarding each component of a system and theirs interrelations, but in a fact the full and correct answers are never available before the training will happen. Based on the partial information, some incorrect data, and often too many assumptions (reflecting trainer’s experience more than real environment), trainer is designing the course, being sure, that this design is not perfect. First look on the rooms (if it was not done before), then contact with the trainees (if it was not done before), weather outside, first minutes of seminar, and each following minute will bring about a lot of new and very important information. Regarding training event, we can actually know, what it is, when it has already been. Now we would like to discuss each element of a training event with the emphasis on one link only – from this element to the objective of training. For this particular paper, we make a general assumption, that this objective is to produce a change in local government officials’ practice toward more capacity in solving theirs problems. 196
1.Objectives 1.1 PROBLEM. As any conscious human action, training event may be considered as a way of solving a corresponding problem. For this way to be effective, first – the problem should exist, and the second – this problem should be of a kind, which is possible to solve through the training. If there is no problem, there is no motivation, no driving forces to put efforts in training and to implement changes after training. On the other hand – there is no information to design training. If the problem is not relevant to training (does not caused by the lack of certain skills or wrong attitudes, etc.), there may be a disappointment after a training event which was not able to produce the necessary change. Therefore, some pre-assessment of the current situation in organisation (or characteristic set of organisations) should be undertaken in one or another way, to make sure, that what is done was what is needed. 1.2 NEEDS. Needs are not the same as wants. When organisation’s leaders say, they need training, it does not necessary mean that all necessary preconditions (see 1.1) are already given. It may mean, that they just want training event, because of different reasons, but justification would always go through the necessity to improve co-operation, performance, etc. Still, the real success of the training event will depend on how much it succeeds to provide relevant respond to the real needs, whether they were expressed clearly or not. 1.3 CHANGES. Relevant training may change many things: knowledge, attitude, skills, organisation, habits, even stile of life (as in a case of Time Management). Most probable, it will change something in any case. All the changes whether needed or not should be taught out carefully at the preparation stage to ensure that training design will maximise chances for positive changes and minimise risk having changes, which are not desirable. 1.4 CRITERIA. The criteria for success should be defined at the beginning of the process together with setting objectives of the course. It is very good, when participants participate in this thinking about criteria. Trainers receive useful ‘preliminary feedback’ from the group and may better adjust a program to the needs of trainees. In the same time, trainees receive excellent introduction in one of the most important topics of management – defining criteria for success of any undertaking before first actions to implement it would take pace. When thinking about criteria, trainees also tuning in the process of training and find right settings for themselves at the very beginning of the course. 2. Resources 2.1. TIME. Optimal efficiency of any training event may be reached only when objectives that are agreed with the client comply with available resources. The most critical resource is the 197
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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
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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 and 194: Supplement 2 Local Government and P
Page 195: particular training proposals? Whic
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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