Today a number of organisations are increasingly recognising the need for introducing organisational development initiatives in their enterprises to improve their functioning. Organizational development can be defined as a planned process of introducing change in an organization’s culture through the use of behavioural science technology, theory and research. To develop an organizational module, the management by objective (MBO) technique was used. This approach uses strategically planned objectives to impact managerial performance and effectiveness. The intervention developed using this technique has been divided into a 12 step module uniquely addressing to different dimensions of organisational development which impact work functioning. The first day of the training begins with two ice breaking exercises to introduce participants to each other and build familiarity. Next, an individual counselling session was kept to address the key issue and concerns of the employees. The last session of the day was Johari window - an interactive fun activity to gain insights about one’s potential and other’s perspectives about oneself; such activities tend to keep participants interested. For day two, the follow was to develop friendships and team work. The mine field activity and seek a peak activity aimed at enhancing interpersonal relationships by promoting helping behaviour in work place. This was followed by the back of the napkin game which promotes of the box thinking and collaborative effort. The last session of the day was a panel discussion to help employees gain a holistic understanding of organisational issues after hearing different expert opinions on it. Finally, the third day of the module started with a collective problem solving activity, followed by a conflict resolution exercise to teach employees manage work disputes. To ensure smooth flow of work, it is important that different departments/groups within the organisation synergies with each other; for this reason team role development exercise was employed. The module was ended with a final relaxation exercise after a tiring day of training.

The present study was conducted to find out the role of self-concept, classroom environment and parental involvement in the academic achievement of Boys and Girls in Secondary Schools. The sample for the study was collected from various schools of Kozhikode district in the state of Kerala. Sample consists of 600 secondary school students who pursue education in Malayalam and English medium schools of which 314 are boys and 286 are girls. Different standardized tools were used to measure the self-concept, classroom environment and parental involvement; and the score of annual examination was taken as the indicator of academic achievement. Mean standard deviation, t-test, z-test and stepwise regression analysis were used for analyzing data. The study revealed that all the three variables significantly predict the academic achievement of the boys and girls. After classroom environment which is the highest predictor for both the groups, self-concept plays more important role in the prediction for boys whereas parental involvement plays more important role in the prediction for girls.

Curriculum development is a need in all educational institutions. At all level some common stages were adopted by many curriculum developers to develop curricula. Here in this paper an attempt has been made to overview some of the stages and provide innovative suggestions which could be useful for developing curricula. In all the stages, adequate steps were provided to enable the curriculum developers to strategize learning experiences in order to achieve the needs of the learner. It is possible for the curriculum developers to make the education system work through given curriculum. Since it is a systematic process, the developers ought to involve some key stakeholders from the grassroots. Involving teachers, parents and learners in the process may be useful to give adequate inputs to develop effective programme.