The process of training organisational skills has recently been subject of special attention. To solve this problem it is necessary to know the structure of organisational activities and its specific features. As an analysis of some sources from economic and pedagogical literature shows, we do not find, for the time being, a satisfactory answer to the above question. In anticipation, organisational activities can be denoted as a process during which objects and phenomena are, first of all, arranged, i. e. classification and arrangement of the subjects of organisation in space and time. Organisation is then understood as the resulting state of the process of organising, which may have different qualities, from a simple order to a complex system. Work instruction at the Basic Nine-Year School has good pre-requisited in our school practice for training organisational skills. The trouble is that neither syllabuses nor methodological handbooks of this subject point out in a definite and concrete way the task of training organisational skills as one of its partial educational aims. This is obviously caused by the above mentioned ignorance of the structure and features of organising. The above problems only emphasise the importance of further research into organisational activities and the training of organisational skills.