Some Introductory Lessons on "Organizational Literacy" for Functional Literacy Workers.

Autor/in	Bhola, H. S.
Titel	Some Introductory Lessons on "Organizational Literacy" for Functional Literacy Workers.
Quelle	(1975), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Educators; Functional Literacy; Institutional Role; Institutions; Literacy Education; Organization; Organizational Climate; Organizational Development; Organizational Effectiveness; Organizations (Groups); Planning + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Funktionale Kompetenz; Organisation; Organisationsstruktur; Organisationsklima; Organisationsentwicklung; Unternehmenserfolg; Ablaufplanung; Planungsprozess
Abstract	The organization and mobilization for literacy work consist of two overlapping parts: organizational design and institution building. Organizational design, which covers both the technical and the social system, can be seen to include the following processes: analysis of the institution; invention of roles; invention of rules relating the roles into a purposeful collectivity; and creation of resources. With respect to these processes literacy organizers should: understand the relationship between policy and organization: design fresh roles which illustrate role interdependence; create rules which are flexible and which minimize organizational hierarchies and maximize organizational intelligence and role cooperation; and develop a sharpened awareness of the human aspects of resources and their management. Institution building is relevant since, unlike organizations, organizing campaigns cannot provide the sustained enthusiasm necessary in literacy work. Institution building consists of: enabling the organization to adjust with and gain support from existing institutions; developing linkages, both formal and informal, with persons in those institutions; coping with the environment according to whether it is supportive, inhibitive, or neutral; and obtaining and utilizing resources. By being aware of these factors and of the possibilities that each promises, the literacy worker can increase the probability of institutional success. (JR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01