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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follow or not trainer’s orders, but he/she could not expect to acquire a good result without doing<br />
everything which is necessary <strong>for</strong> that, <strong>and</strong> in no case he has a right to trouble others to do what<br />
they agree to do. Sometimes (it depends from the topic) it is also worth to advice trainees that<br />
the training may be not always pleasant, but it will be useful. Good practical example of the<br />
training is the best way to complete the warming up <strong>and</strong> tuning in stage. For instance,<br />
Nominated Group Technique works very well (of course, if the object <strong>for</strong> discussion is<br />
interesting, challenging <strong>and</strong> relevant to the audience).<br />
10.2 SEQUENCE. As in any live process, the sequence of the topics <strong>and</strong> activities has a crucial<br />
sense <strong>for</strong> training event. It is possible to teach communication skills after problem solving or<br />
otherwise, but it is not possible to teach negotiation skills be<strong>for</strong>e the problem solving <strong>and</strong><br />
communication skills are given. Time management has no sense be<strong>for</strong>e the goal setting skill is<br />
developed enough. Persuasive speaking has no keys, if the rational behaviour is not<br />
understood yet. It is possible to process several topics during one training event, but the topics<br />
should be relevant one to another <strong>and</strong> to be placed in certain sequence. Additional topics that<br />
may be required by client organisation make training process more fragmental <strong>and</strong> less<br />
effective.<br />
When the logic sequence allows a choice, the topic <strong>for</strong> the first session should be one of the<br />
most difficult. It should require more attention <strong>and</strong> concentration from participant to make right<br />
‘settings’ from the beginning <strong>and</strong> to tune them into a right mood. Too easy beginning of the<br />
course may produce certain expectation <strong>for</strong> the rest of the event, which would create a kind of<br />
barrier to the execution of more difficult tasks.<br />
10.3 BALANCE. The best training events we know were always balanced in terms of the topics<br />
(more theoretical, more practical, more general, more specific), activities (hard work, easy<br />
exercise, working in teams, individual tasks, energisers, recreation, etc.). Keeping these<br />
balances allows keeping attention of trainees <strong>and</strong> their commitment to training without breaks<br />
<strong>and</strong> loosing control over the process. Optimal training design should take in account realistic<br />
assumptions of the time <strong>and</strong> ef<strong>for</strong>ts, which this given group would agree to contribute to the<br />
hard work <strong>and</strong> of the time it would agree to, spend <strong>for</strong> games, etc. In general, a good balance<br />
allows maximising the results of event.<br />
10.4 EMOTIONAL SWING. Participants can not be always happy in a course of training. The<br />
driving <strong>for</strong>ce <strong>for</strong> change is the feeling of dissatisfaction with the current state of things (in<br />
respect to trainee – his ability to deal with the certain situation). If trainees are not really<br />
disappointed with what they are, how they do <strong>and</strong> what they do at their job – what is the reason<br />
to change something? Of course, positive emotions are important <strong>and</strong> they should finally prevail<br />
at the event. However, objectives of training are usually not the same as objectives <strong>for</strong><br />
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