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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1.Objectives<br />
1.1 PROBLEM. As any conscious human action, training event may be considered as a way of<br />
solving a corresponding problem. For this way to be effective, first – the problem should exist,<br />
<strong>and</strong> the second – this problem should be of a kind, which is possible to solve through the<br />
training. If there is no problem, there is no motivation, no driving <strong>for</strong>ces to put ef<strong>for</strong>ts in training<br />
<strong>and</strong> to implement changes after training. On the other h<strong>and</strong> – there is no in<strong>for</strong>mation to design<br />
training. If the problem is not relevant to training (does not caused by the lack of certain skills<br />
or wrong attitudes, etc.), there may be a disappointment after a training event which was not<br />
able to produce the necessary change. There<strong>for</strong>e, some pre-assessment of the current<br />
situation in organisation (or characteristic set of organisations) should be undertaken in one or<br />
another way, to make sure, that what is done was what is needed.<br />
1.2 NEEDS. Needs are not the same as wants. When organisation’s leaders say, they need<br />
training, it does not necessary mean that all necessary preconditions (see 1.1) are already<br />
given. It may mean, that they just want training event, because of different reasons, but<br />
justification would always go through the necessity to improve co-operation, per<strong>for</strong>mance, etc.<br />
Still, the real success of the training event will depend on how much it succeeds to provide<br />
relevant respond to the real needs, whether they were expressed clearly or not.<br />
1.3 CHANGES. Relevant training may change many things: knowledge, attitude, skills,<br />
organisation, habits, even stile of life (as in a case of Time Management). Most probable, it<br />
will change something in any case. All the changes whether needed or not should be taught<br />
out carefully at the preparation stage to ensure that training design will maximise chances <strong>for</strong><br />
positive changes <strong>and</strong> minimise risk having changes, which are not desirable.<br />
1.4 CRITERIA. The criteria <strong>for</strong> success should be defined at the beginning of the process together<br />
with setting objectives of the course. It is very good, when participants participate in this<br />
thinking about criteria. Trainers receive useful ‘preliminary feedback’ from the group <strong>and</strong> may<br />
better adjust a program to the needs of trainees. In the same time, trainees receive excellent<br />
introduction in one of the most important topics of management – defining criteria <strong>for</strong> success<br />
of any undertaking be<strong>for</strong>e first actions to implement it would take pace. When thinking about<br />
criteria, trainees also tuning in the process of training <strong>and</strong> find right settings <strong>for</strong> themselves at<br />
the very beginning of the course.<br />
2. Resources<br />
2.1. TIME. Optimal efficiency of any training event may be reached only when objectives that<br />
are agreed with the client comply with available resources. The most critical resource is the<br />
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