Systematic Approach to Getting Things Done

Systematic Approach to Getting Things Done:

This approach was developed by Coverdale Training. They derived it by observing what successful groups of people did when they were engaged in tasks. It is very simple but not always easy.

This will help your working groups succeed. You work through the stages below in the order they appear.

The systematic approach.

Systematic Approach to Getting Things Done

Systematic Approach to Getting Things Done


What? How? Why?
Aims Clarify by discussion the purpose and objective of the task. Ask what will we have if our task is successful. It might be a plan. It usually helps to agree what you are trying to do and why before starting work.
Information Collect or generate information that will help to achieve the aims. Information can be facts or ideas, experiences and feelings. You will be more effective if the information relates to the task in hand.
What has to be done Decide, in the light of the information you have what you need to do to achieve your aim. This will move the process towards action.
Plan Decide who will do what and when to achieve your aims. Make the actions clear and concrete. Without a plan action does not happen.
Act Put the plan into effect. So something happens “in the world” to achieve your aim.
Review Look at how your plans have worked in practice. If all is well, then celebrate. If more needs to be done, revisit the systematic approach. Always take time to learn what you have done that has worked and think about how to improve it for next time. This is how to improve the task outcome and your effectiveness in working together.

You will be unlikely to get beyond the plan stage at a meeting. Action will happen afterwards. Reviewing is always helpful.

Systematic Approach to Getting Things Done

Systematic Approaches to Training and Development

Benefit of Systematic Approaches to Training
Many of us assume that we already have good training for ourselves and our employees After all, we answer our employees’ questions as they have them. We send our employees to a course once in a while. Sure, our approach to training isn’t intentional, that is, planned and focused. But our employees seem to be doing their jobs without have any real problems.

Unfortunately, we don’t know what we don’t know. It may be that our employees could be performing much better than we realize if they had better skills. It might be that we supervisors could get back a lot of time that otherwise is spent answering our employees’ questions. We might retain our employees much longer, as well. Addressing this possibility isn’t a “what if” question, it’s a primary responsibility of a supervisor.

Adopting a systematic approach to training helps ensure that supervisors are getting the most out of themselves and their employees. A systematic approach to training includes taking the time to analyze what results the organization needs from its employees, if employees are accomplishing those results, and what training and development approaches are needed by employees to better accomplish those results. A systematic approach includes evaluating approaches before, during and after training to ensure employees truly benefited from the training in terms of enhanced results to the organization.

Effective training and development includes using sound principles of performance management and good, basic training techniques.

Basic Overview of Some Systematic Approaches to Training
The following manuals outline systematic training processes. A systems approach ensures a comprehensive training process that remains focused on the needs of the organization. The process typically includes the phases:

1. Analyze the organization’s needs and identify training goals which, when reached, will equip learner’s with knowledge and skills to meet the organization’s needs. Usually this phase also includes identifying when training should occur and who should attend as learners.

2. Design a training system that learners and trainers can implement to meet the learning goals; typically includes identifying learning objectives (which culminate in reaching the learning goals), needed facilities, necessary funding, course content, lessons and sequence of lessons.

3. Develop a training “package” of resources and materials, including, e.g., developing audio-visuals, graphics, manuals, etc.

4. Implement the training package, including delivering the training, support group feedback, clarifying training materials, administering tests and conducting the final evaluation. This phase can include administrative activities, such as copying, scheduling facilities, taking attendance data, billing learners, etc.

5. Evaluate training, including before, during and after implementation of training.

In a systematic approach to training, each phase of the process produces results needed by the next phase. For example, the training analysis phase produces learning goals that are used by the next phase, training design. Training design (often called instructional design) references the goals to design methods and materials from which learners can reach the goals and objectives. Typically, each phase provides ongoing evaluation feedback to other phases in order to improve the overall systems process.

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