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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course of training. There<strong>for</strong>e, it is important to provide them special time <strong>and</strong> frame <strong>for</strong> planning<br />
actions directed to implementations of these good intentions. It is better to do at the end of any<br />
theme, or at the end of a day, sometimes twice a day. In addition to better processing the<br />
subject, trainees develop one of most important skills – to think about <strong>and</strong> to plan how to<br />
implement the change. We have signed, that after one-two exercises of this kind trainees start<br />
to feel a need to do it in certain points. On the other h<strong>and</strong>, if trainees are not enthusiastic in this<br />
planning, it shows to trainer, that something is wrong with the training.<br />
Action planning is most important not <strong>for</strong> the direct impact, but also <strong>for</strong> the multiplier effects of<br />
training. Any positive changes, which we were able to identify as the following-up effect of<br />
training, were caused not by good intentions, but by proper actions. The success of these<br />
actions became a main driving <strong>for</strong>ce <strong>for</strong> the multiplication <strong>and</strong> spreading out of the changes.<br />
9.14 TRAINERS INTERVENTIONS. The main task of trainer is to design <strong>and</strong> conduct process in a<br />
way, which would require as fewer interventions as possible. Common practice of appointing to<br />
each group of trainees a trainer or trainer’s assistant as ‘facilitator’ is not acceptable in most<br />
cases. This facilitator becoming a kind of ‘legal leader’ of ‘the one who knows all answers’ <strong>and</strong><br />
prevents the natural process of finding the way when working in groups <strong>and</strong> confirming as a<br />
new skill the positive experience. However, trainer is responsible <strong>for</strong> this ‘positive experience’ to<br />
appear. Sometimes, it may be necessary to help a bit to the group to rescue it from the<br />
frustration, but it should be done in a way, which would not allow trainees to look <strong>for</strong> the support<br />
from trainer rather than to put all ef<strong>for</strong>ts in implementing a task, themselves.<br />
10. Process design<br />
10.1 INTRODUCTION. It is also important, be<strong>for</strong>e discussing programme <strong>and</strong> methods, to allow<br />
participants to express their expectations <strong>and</strong> wishes in respect to the course. They should not<br />
feel themselves victims, but the hosts. The actual programme will look later like a compromise<br />
between different expectations of the different people in the group, rather than a conflict<br />
between organisers’ idea <strong>and</strong> each individual expectation. Still, it is necessary to explain, why<br />
the program is like it is what was the reason to include certain items <strong>and</strong> to put them in certain<br />
sequence.<br />
Most people in CEE <strong>and</strong> CIS do not know what training means. It should be also explained.<br />
Moreover, it is the best moment to express the ambition to change trainees <strong>and</strong> change their<br />
practice after they come back to their organisation. Through the training they will not just receive<br />
knowledge, they will be equipped with the ‘ready to use’ skills, they will rise their capacity do<br />
deal with their problems, but... The success of training will very much depend from the trainees<br />
themselves. The skills, like in swimming or painting, will appear only when exercising. The<br />
capacity, like in heavy athletics, will rise only in a result of utmost ef<strong>for</strong>ts. Everyone is free do<br />
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