學校組織發展을 위한 問題의 診斷과 解決技法

A Study on the Problem Diagnosis and Solving Technique for Organizational Development in Schools

  We define a problem as a discrepancy between the situation and the target of organization. The diagnostic phase in organizational development is the most critical element in OD process. To be really effective, planned interventions, like medical prescriptions, must be based upon the sound analysis of relevant data. OD strategies and interventions that seem to be ineffective or produce inconsequential results are generally the result of superficial diagnoses of the issues affection performance.   Organizational diagnosis involves the careful analysis of information and data concerning the culture, processes, structure, and other essential elements of the organization. It is aimed at discovering areas for improvement. It is an attempt to relate a wide variety of variables to organizational outputs and to identify causal relationships. Its ultimate goal is to predict the impact of particular events on the productivity of the organization and the satisfaction of its members. Sound diagnosis, then, provides the basis for identifying and assigning priorities to problems, issues, and opportunities. It is an essential first step to improving organizational performance.   The purposes to be served by information gathering will understandably affect the client"s reaction to a request for information. Developing the capacity for self-diagnosis is a common goal in organization development, and to this end OD consultants employ two important methods of diagnosis that have the added benefit of teaching clients how to do it themselves.   Organizational consultants should not waste time and money trying to bring about a state of affairs that already exists or to undertake a change that overstretches the resources and skills of either themselves of their clients. Careful consultants build their intervention designs to match their diagnosis so that they can accurately predict the immediate effects of their design components as well as the cumulative effects of the sequenced components. Schools, like individuals, are best able to learn new skills when the right conditions of readiness exist within and around the organization. Some actions require the client to have a certain body of knowledge, a certain level of ability, a certain amount of encouragement from superiors, and the presence of other internal and external conditions if the action is to have a good chance of success.   For the consultant, diagnosis of context serves two purposes: it provides base-line or pretest information against which later outcome or posttest information can be compared, and it provides diagnostic information that the consultant can use in designing entry and first consulting steps. During the course of an intervention, consulting diagnose the readiness of a principal to be confronted by staff, the readiness of small group to attempt serious problem solving, the readiness of school staff to join together in making decisions for the whole school, and so on.   Although an OD project may include only the professional staff of a school, or even a subpart of it, it may also reach out to nonprofessional staff, students, parents, community organizations, and so on.   Ploblem solving can serve as a vehicle for effectively determining and coordinating the functions that people perform in school organizations. Major problems for the school organizations involve determining how to devide the tasks that need to be carried out while at the same time maintaining the collaboration needed among all the work efforts. Effective problem-solving demands attention to three kinds of questions: Where are we now (the situation)? Where do we want to be (the target)? How can we get there (the path)?   Effective problem-solving involves seven rather detailed stages: (1) identifying the problem, (2) analyzing the problem, (3) generating multiple solutions, (4) designing plans for action, (