學校 組織發展訓練設計 및 專門家訓練

A Designing Training for School Organizational Development and OD Specialist Training

  Organizational training offers a set of action steps by which a school district or some part of it can begin to move toward improved ways of accomplishing tasks. Organizational training improves the ability of members of a school organization to change themselves.   What attempts there have been to improve group processes in schools have centered on taining individuals to be more compedent participants in groups. Two educational strategies have been most emphasized : one stressing cognitive change, the other affective change. The cognitive change strategy appears to be ineffective for changing school organizations. It is based on the assumption that knowledge about social psychology and administrative science will lead to changes in the group behavior of individuals, which in turn will help to improve the function of the staff to which they belong.   An affective change strategy provides an arena where a participant can explore the empact his behavior has on others, experience the forces affecting a group"s commitment to a decision, its cohesiveness, level of trust, and openness. He also can experience power, status, influnence, and leadership styles firsthand ; learn to express and deal with his feeling ; try out new behaviors ; learn to appreciate and accept human differences ; and explore the assumptions and theories he has about human behavior.   The design for training event can be devided into macroaspects and microaspects. Macroaspects include the overall structure and outline, the sequence of parts, and the general forms through which the activities flow. An example of macrostructure for organizational training is the three stage sequence : (1) improving communication skills, (2) changing norms, and (3) changing the organization"s structure.   On the other hand, microaspects refer to the specific activities played out during any limited period such as a day or week of training.