"Organizational Development Training in the Unitized, Differentiated Staffing, Elementary School." DSP Progress Report No. 2: Organizational Training.

Autor/inn/en	Arends, Richard I.; Essig, Don M.
Institution	Eugene School District 4J, OR.
Titel	"Organizational Development Training in the Unitized, Differentiated Staffing, Elementary School." DSP Progress Report No. 2: Organizational Training.
Quelle	(1972), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communication Skills; Conflict Resolution; Decision Making Skills; Differentiated Staffs; Educational Games; Educational Programs; Elementary Schools; Experiential Learning; Experimental Schools; Feedback; Followup Studies; Group Dynamics; Humanization; Interpersonal Relationship; Leadership Training; Management Teams; Organizational Change; Problem Solving; Teacher Participation; Training Objectives; Oregon + Suchen Sie Ihr Suchwort? Kommunikationsstil; Conflict solving; Konfliktlösung; Konfliktregelung; Educational game; Lernspiel; Elementary school; Grundschule; Volksschule; Experiental learning; Erfahrungsorientiertes Lernen; Pilot school; Model school; Modellschule; Follow-up studies; Kontaktstudium; Gruppendynamik; Humanisierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Führungslehre; Organisationswandel; Problemlösen; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This report is the second in a series describing the background, theory, and progress of the Differentiated Staffing Project in the Eugene, Oregon, School District. The report discusses the Organizational Development Training Program, its rationale, its activities, and its relationship to the Unitized Project. It describes the main ideas of OD Training and the procedures used by the DSP coordinators to link this training component to the DS Project. The major emphasis of Organizational Development Training is on improving the "self-changing ability of school organizations," i.e., giving school systems a capacity for "organizational self-renewal." The program helps groups to develop clear communication, build trust and increase understanding, involve more people in the decisionmaking process, create open problem solving climates, increase group effectiveness, and uncover conflict. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC