Organisation and Management
Students interested in this area will concentrate on analysing organisational and management problems of educational institutions and systems (schools, corporate-training departments, national educational systems), and designing and implementing solutions for these problems. Participants will be provided with a diversity of theoretical perspectives and experience working with various strategies and instruments.
Elective courses:
- HRD Consultancy (195021 / 1995480)
- The Learning Organisation (1995450)
- Management of School Improvement (1995770)
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HRD Consultancy |
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| Dr. Paul Keursten |
Recent developments in the field of Human Resources Development have lead to a general shift in roles of HRD professionals. Instead of the role of trainer, many HRD professionals now fulfil the role of consultant on HRD to line management and employees. This course concentrates on knowledge, skills and attitudes necessary to successfully acquire, manage and realise HRD consultancy projects. The course increases students' insights into theoretical backgrounds on consultancy, but also provides an introduction to the actual working situation of internal and external HRD consultants. After attending this course, students understand and can explain: the reasons why consulting skills become more important for a growing number of HRD professionals (examples of these reasons are: ever more organisations strive to apply the concept of the learning organisation, outsourcing of the training function); the roles which consultants can fulfil (such as the expert or the coach) and different consulting styles which go along with these roles; the consultancy process; necessary knowledge and skills for consultants; the context in which consultants work (this context includes aspects such as: working with clients and building relationships with clients, dealing with resistance, drawing up contracts, ethical guidelines and professional codes of behaviour.
Study materials: Annotated reader
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The Learning Organisation |
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| Dr. Bob Witziers |
Organisations have realised that for sustainable economic growth, it is necessary to learn. The quality and speed of learning are essential conditions for economic performance. Organisations however have severe learning disabilities, caused by various factors, such as rewarding sub-optimal behaviour, fragmenting work processes, and lack of empowerment. Knowledge intensive organisations however have begun to realise that learning is integrated with organisational and individual development. The working place is more and more perceived as an authentic learning place. And the organisation is now seen as a learning organisation. Implementation of the concept of the learning organisation however is by no means easy. There are various difficulties to overcome to implement the concept of the learning organisation. Many organisations explore and introduce competence management to operationalise the concept of the learning organisation. The power of competence management is that organisational strategy, personnel management, and training and development can be effectively linked. The main objective of this course is to learn the essentials of the concept of the learning organisation, and to acquire skills to improve the degree of learning orientation of organisations. Themes that will be addressed during this course are: (a) the learning organisation as theoretical concept, (b) learning disabilities in organisations, (c) the design of the learning organisation, (d) the implementation of the learning organisation, (e) the role of the human resource professional in the learning organisation, and (f) the learning organisation and competence management.
Study materials: Annotated reader.
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Management of School Improvement |
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| Dr. Cees van Vilsteren |
Governments and other constituencies
responsible for school functioning have always tried to improve schools. One can even say
that in the contemporary situation schools are faced with an ever present pressure to
change. Moreover, schools have become more and more responsible to improve their
functioning, mainly due to changing relationships between governments and local
educational organisations.
Both developments have resulted in an increasing attention to the question of how schools
should deal with school improvement processes. This course is now aimed at giving students
insight into this question. More specifically, this implies that attention is paid to the
organisational and cultural changes needed for school improvement, strategies school can
employ to improve the school and management of the school improvement process. The focus
thereby is mainly on the improvement of students' academic achievement.
Study materials:
Dalin, P. (1998). School development: Theories and strategies. New York:
Cassell.
Other programme elements
Click on a link below to learn more about the main phases of the programme (or elements
thereof).
- Introductory Module
(2 weeks)
- Core Phase (18 weeks) - 6 Core Courses
- Specialisation Phase
(24 weeks) - 6 Specialisations
- Organisation & Management - Curriculum - Instruction - Instrumentation - Evaluation - Training Systems Design for HRD
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© University of Twente, 2002
