The best way to teach Organizational Design using OrgCon is to support the student through the learning process. Students learn best by doing.

With OrgCon, students are better able to understand concepts and retain information. OrgCon data inputs help them understand and remember the key factors affecting organizational design; the input questions direct them to the main characteristics of organizational determinant factors. The analysis helps them ease apart the influence of each factor. Scenario analyses and comparison help them understand relationships between factors and situational variations.

The instructor, with light lecturing in a learning-by-doing atmosphere, can direct students through the basics of Organizational Design. It is suggested that OrgCon be used in conjunction with readings from a reference textbook and under the guidance of the instructor. By toying intelligently with OrgCon , the student will learn easily. The instructor directs the student to explore new ideas and relations and to stretch organizational concepts.

The student learns theory and concepts by inference while doing case analyses using OrgCon . OrgCon is a theory-based tool that provides the framework and guides the student. The instructor gains the freedom to concentrate on special issues and to coach the student through subtleties of complex situations.

Some examples for approaches to teaching:

• The classic approach to teaching Organizational Design is to lecture and conduct discussions of Organizational Design books and journal articles to explain ideas, concepts and applications. This teaching approach is deductive
• Another approach is to review cases to illustrate situations and develop theory. The instructor explains concepts and terminology and through case analyses and discussion infers underlying concepts. This is sometimes called, the "pure case" approach where there may not be a text or articles, but only cases to analyze and then to generalize from. This teaching approach is inductive
• With OrgCon, the instructor maintains an easier version of the first classic teaching approach cited above with case analysis and discussion in class