- The Theme
- The Participants
- The Aim
- The Objectives
- The Content
- The Duration
- The Study Material
- The Language
- The Learning Group
- The Schedule
- The Validation
- The Certification
- SYSTEMATIC APPROACH TO TRAINING
- The SAT AND BEYOND…
- EXPERIENTIAL LEARNING
- FIELD VISIT
- Objectives: After reading this article, you will be able to:
- Introduction
- Where can Field Visit be used
- Criteria for selection of Field Visit
- Sequencing Field Visit in a training course
- Alternatives for scheduling the Field Visit*
- Unfilled boxes indicate use of other training methods.
- How to use Field Visits
- Prior to the Field Visit
- During the Field Visit
- After the Field Visit
- Designing a Learning Intervention using a Field Visit
- Organising a field visit
- Objective
- Performance Assessment
- TRAINING METHOD SELECTION
- THE CASE STUDY METHOD
- SKILL DEVELOPMENT EXERCISE
- ROLE PLAY
- GLOSSARY OF COMMONLY USED TRAINING TERMS
- Bibliography:
- Selected Readings:
The Theme
The Participants
The Aim
ELT aims at equipping the participants with skills relevant to the learner-centred training process through the mode of Experiential Learning; particularly in the application of identified training methodologies namely Case Study, Field Visit and Role Play; besides appropriately using Skill Development Exercises.
The Objectives
By the end of the course, participants will be able to:The Content
• The Systematic Approach to Training
• The Transitional Model of Harry Taylor (SAT and Beyond)
• The Kolb Model of Experiential Learning.
• Selection of a training method / combination of training methods.
• Application of training methodologies namely Case Study, Field Visit and Role Play.
• Application of Skill Development Exercises.
The Duration
The course will be implemented in a span of five working (0930 hrs to 1730 hrs) days.The Study Material
The following study materials have been included for immediate use and future reference by the participants:
1. Systematic Approach to Training2. SAT and Beyond…
3. Learning Community & Learning Organization
4. Experiential Learning
5. Field Visit
6. Training Method Selection
7. Case Study
8. Skill Development Exercise
9. Role Play
10. Glossary of Commonly Used Training Terms
11. Select ReadingsThe Methodology
The Language
The training course will be conducted through the medium of a mixed language of Hindi and English facilitating unhindered interaction across the board.
The Learning Group
12-16 participants and a team of 2 facilitators would form the learning group on an ELT Course.
The Schedule
A tentative schedule of the course is given below for implementation subject to local suitability:
The Validation
Course validation will be carried out through administering an “Immediate Reaction Questionnaire” and oral feedback.
The Certification
Based on consistent performance during the course, a certificate of successful participation will be given to each participant.
SYSTEMATIC APPROACH TO TRAINING
Training is a planned process that directs learning towards achieving specific outcomes, leading to achieving performance objectives. The Systematic Approach to Training infers that training is done in a planned, systematic way, and that it is directed towards improving job performance.
Organisation has to contend with many problems every day, and training is only one option they may choose to use to solve these problems.
Instead of the training option they could choose to send for work study experts, or systems analysts, or they might invest in new plant and machinery, or they may hire newly fully trained staff. The training option and the four steps in the systematic approach to training must be closely associated with real and not imaginary performance problems. Fig. 1 illustrates the relationship.
Objectives:
After reading this article, you will be able to:
• Describe the four stages in Systematic Approach to Training• Distinguish between Aim and Objective
• Clarify Performance Objective, Training Objective and Enabling Objective
• Describe elements of an Objective
• Write Objectives in behavioural terms
We can recall this concept through the following acronym:
I - IdentifiedN - Need
D - Design
I - Implement
A - AssessIdentify Training Needs
Identify Training Needs
c) Task Analysis investigates the procedures, knowledge, skills and attitudes needed to ensure satisfactory performance of a job's key tasks.
A task is an element of work leading to a specific results. Tasks are work related activities, where each task should have a clearly defined beginning and an end. Some examples of tasks:
• Interviewing a client• Writing a letter
• Formulating projects.
For systematic training to be effective in meeting performance problems, it is essential that all three types of analysis, as illustrated below in Fig. 2, are either done, or considered. Using them with a degree of discretion is equally important, recognising the contribution each can make, but balancing this against the time and costs incurred.
Fig 2
Plan and Design Training
Once we have identified training needs, we can plan and design appropriate training. Some problems and needs may fall within existing training provision. Others require special attention. A training intervention takes account of the full extent of training needed to help people to improve their performance. We can plan these for groups or for individuals, and they can vary in duration from a few days to a year or more. All training interventions should have one feature in common, which is that they have not been completed until satisfactory performance has been attained.
This stage of the systematic approach to training is concerned with planning the best use of available training resources and using them to design training activities. These have to be planned within constraints such as budgets, operational demands, facilities, availability of personnel and so on.
Implement Training
Within the systematic approach to training, this is the stage where people undertake learning activities. This requires the active, wholehearted participation of the trainee, supported by skilled facilitation. The degree to which the trainee is willing to participate in training activities depends on such factors as whether:
- During implementation this motivation is maintained or increased
- The design of learning events is realistic within the context of the organisation
- Clearly defined objectives are used to direct learning activities
- The trainers possess sufficient technical and instructional skills
The success of the implementation stage relies on these and many other factors. It is the often fragile process by which learning is organised and the means by which performance problems are resolved.
Assess Results
Assessment needs to answer three basic questions:
1. Did the training achieve what it tried to achieve?2. Did the training improve performance or solve the problem?
3. Was the training worthwhile?
Aims and Objectives
A – Attainable
R – Realistic
T – Time specific
Examples of Performance Statements
- The Trainee will be able to type
- The Assistants will be able to list the principles of noting and drafting.
- The Junior Analyst will be able to draw an organisation chart.
- The Senior Analyst will be able to carry out method study in an organisation.
- The Trainee will be able to process data for generating different charts using MS Excel.
- The Income Tax Inspectors will be able to list modes of tax recovery.
- The Krishi Prajukti Sahayak will be able to explain the procedure of identification of beneficiaries for various agricultural development programmes
- The Dealing Assistant will be able to demonstrate the procedure for posting leave in the account.
A statement of the conditions under which it is being done. This enables the learning event and assessment to include conditions needed for effective transfer to job performance. It includes
a) The range of learning to be covered.b) The tools, equipment and clothing to be used.
c) The performance aids and manuals that cannot be used.
d) The environmental conditions.
e) Any special, physical demands.
Examples of Condition Statements
• The Assistants will be able to run Ms-Office software.• He will be able to shoot a target with his AK47 gun.
A statement of the minimum standards of performance a trainee must attain. This enables us to check accurately if the trainee has achieved the objective. Standards will be classified as ones of
a) Speedb) Accuracy
Examples of Speed Standards
• The trainee will be able to type 30 words per minute.• The trainee will be able to open one service book in not more than one hour’s time.
• The trainee will be able to prepare pay bill using computer in one day.
Examples of Accuracy Standards
- The trainee will be able to type 30 words per minute without error.
- The trainee will be able to hit the target with 2 errors per 100 attempts.
Accept |
Conduct |
Find |
Manage |
Relate |
Treat |
Adapt |
Connect |
Fit |
Mark |
Remain |
Troubleshoot |
Adjust |
Construct |
Fix |
Match |
Remove |
Turn |
Administer |
Contrast |
Follow |
Measure |
Renovate |
Type |
Adopt |
Convert |
Form |
Meet |
Repair |
Unlock |
Align |
Cook |
Formulate |
Mention |
Repeat |
Untangle |
Allow |
Copy |
Free |
Mix |
Replace |
Use |
Alter |
Correct |
Freeze |
Moderate |
Reply |
Utilise |
Analyse |
Correlate |
Generalise |
Modify |
Report |
Validate |
Answer |
Create |
Get |
Mount |
Resist |
Ventilate |
Apply |
Cut |
Give |
Name |
Resolve |
Verify |
Appraise |
Decide |
Go |
Negotiate |
Respond |
|
Arrange |
Define |
Grade |
Obtain |
Restate |
|
assemble |
Demonstrate |
Greet |
Open |
Review |
|
Assert |
Describe |
Group |
Operate |
Revise |
|
Assess |
Design |
Hand |
Order |
Rework |
|
Assist |
Determine |
Handcuff |
Organise |
Roll |
|
Associate |
Develop |
Handle |
Originate |
Run |
|
Attach |
Devise |
Haul |
Override |
Schedule |
|
Bake |
Diagnose |
Heal |
Package |
Select |
|
Balance |
Diagram |
Help |
Perform |
Sell |
|
Bend |
Differentiate |
Hide |
Pick |
Serve |
|
Boil |
Direct |
Identify |
Pin |
Set |
|
Bore |
Discuss |
Illustrate |
Place |
Shape |
|
Build |
Disinfect |
Indicate |
Plan |
Sit |
|
Calculate |
Dismantle |
Infer |
Plot |
Site |
|
Calibrate |
Dismiss |
Inspect |
Position |
Sketch |
|
Call |
Dispense |
Install |
Position |
Solve |
|
Cast |
Distinguish |
Instil |
Post |
Sort |
|
Categorise |
Divide |
Instruct |
Practise |
Specify |
|
Change |
Draw |
Insure |
Predict |
Split |
|
Check |
Dress |
Interpret |
Prepare |
Stand |
|
Choose |
elevate |
Involve |
Press |
Start |
|
Cite |
Employ |
Isolate |
Print |
Sterilize |
|
Classify |
Ensure |
Issue |
Propose |
Store |
|
Clean |
Enumerate |
Itemize |
Punctuate |
Straighten |
|
Cleanse |
Equate |
Judge |
Question |
Supervise |
|
Climb |
Establish |
Label |
Quote |
Switch |
|
Collect |
Estimate |
Level |
Raise |
Synthesize |
|
Combine |
Evacuate |
Light |
Rank |
Take |
|
Compare |
Examine |
Lighten |
Rate |
Talk |
|
Compensate |
Execute |
List |
Realise |
Tell |
|
Compile |
Explain |
Listen |
Rebuild |
Trace |
|
Complete |
Expose |
Load |
Recall |
Transcribe |
|
Compose |
Express |
Loosen |
Receive |
Transfer |
|
Compute |
File |
Maintain |
Recondition |
Translate |
|
Conclude |
finalise |
Make |
Record |
Transport |
The SAT AND BEYOND…
The Systematic Training Cycle
Transitional Model of Harry Taylor- An Alternative Model
- A stable environment and a clear set of goals
- A high degree of employee identification with the goals of the organisation
- The major requirement from employees being compliance with routine rather than commitment to flexibility
- Outcomes, which can, and need, to be measured.
- The model must account for the plurality of interests of the various stakeholders in the organisations and their interaction with each other;
- The model should recognize the different types of learning required within organisations at different levels and at different times, varying at one end of the spectrum from highly specific and programmed skill learning to the other end of the spectrum – the highly unstructured, attitudinal, ‘learning to learn’ kind of learning;
- The model should recognise learning as a total organisational process, not merely a functional specialism.
LEARNING COMMUNITY & LEARNING ORGANIZATION
Objectives:
Learning Community
Communities of Practices
- They are peer-to-peer collaborative networks
- They are driven by the willing participation of their members
- They are focused on learning and building capacity
- They are engaged in sharing knowledge, developing expertise, and solving problems.
- They have a desire to share work-related knowledge.
- They have a passion for learning.
- people are developing (greater motivation, flexibility of employees, people are more creative, improved social interaction),
- better working teams and groups (knowledge & experience sharing, mutual dependence),
- benefiting organizations (greater work productivity, more qualitative products/ services/ procedures, competitive advantage, profit)
Action learning
- Work based ( Learning through work/ Learning by doing)
- Iterative through experientially based cycles involving both practice and knowledge
- Value critical self reflection and group reflection by practitioners attempting to resolve experiences in their workplace.
- Seek to change organizational circumstances by transforming participant’s understandings of these circumstances.
- Working on a ‘real life’ problem
- Being encouraged to question what is happening
- Trying out suggested solutions (doing things differently)
- Stepping back and reflecting on what is happening and why
- Sharing the experience with those who are also learning by doing.
Learning to learn
- Mumford, A. (ed.) (1997), Action Learning at Work, Gower Publishing, Aldershot, U.K
- John-Steiner, V. (2000) Creative Collaboration. New York: Oxford University Press
EXPERIENTIAL LEARNING
Objectives: After reading this article, you will be able to:
- Describe ‘The Kolb Model of Experiential Learning’ as a cycle, emphasizing four major, different and sequential learning abilities;
- Relate learning abilities to learning activities at different stages;
- Explain trainer-role at each stage of the learning cycle and
- State learner resistance in progressing through the learning cycle
THE PREMISE
- What should any training – be it Management Development or Trainer Training – if it were to generate learning through learner’s own experience – have as its starting point?
- The responsibility for learning vests in the learner. But then that’s a very broad and omnibus statement. What do we mean by this responsibility?
- Is it a singular responsibility – very clearly stated? Or, does it have multiple dimensions?
- When we say “Learner Centred Approach” – what exactly is our perception?
- Is it just allowing the learner to participate in some activity and feel happy?
- Or, is it respecting the principles of adult learning or even something more?
THE KOLB MODEL OF EXPERIENTIAL LEARNING
Learning Abilities
Learning Activities
Learning Styles
Trainer Roles
- The Kolb Model of Experiential Learning is particularly suitable for trainer training as it emphasizes on the work experience to be the criterion for strengthening learner’s ability for continued learning towards improving the performance.
- The responsibility for setting the context of training is a joint responsibility of the trainer and the learner. The responsibility for framing the content lies with the learner and learner alone. And the trainer should shoulder the total responsibility for the process.
- The Kolb model recognizes four learning abilities for learning from experience – Direct Experience, Reflecting on Experience, Generalisation about Experience and Testing out new Experience. Learning from experience requires strengthening all four learning abilities.
- Honey and Mumford have extended the Kolb Cycle to propound four learning styles namely: Activists, Reflectors, Theorists and Pragmatists
- The progress for a learner in continuing to learn from experience is dependent upon the effective learning at each previous and successive stage of the cycle.
- The learning activities at the different stages of the learning cycle are: Involvement, Developing Data, Making Connections and Practice.
- The trainer performs different roles at different stages of the learning cycle with a view to helping the learner move from one stage to the other. The roles are: Structurer, Focuser, Guide and Coach.
- In the experiential learning cycle, the responsibility for learner readiness to maximise opportunity for learning is a shared responsibility of the learner, learner’s manager and the trainer.
- It is possible that the adult learner may resist by ignoring, denying, avoiding and rationalizing, the acquisition of learning from experience at a particular stage of the learning cycle.
- To progress the learner through the learning cycle the trainer should be: (i) confident to begin, (ii) process aware, (iii) guiding conceptualisation (and not doing it) and (iv) managing practice of new experience by the learner for transfer of learning
- Learning Theory and Training Process – Handout for Indian Task Force Training, IDPM, University of Manchester, UK.
- Design of Training, Trainer Training – The Manchester Model – By Dr Pete Mann, University of Manchester, UK
- Learning Style Questionnaire of Honey and Mumford – Styles: General Descriptions – Handout for Indian Task Force Training, IDPM, University of Manchester, UK.
FIELD VISIT
Objectives: After reading this article, you will be able to:
- Describe the purpose and use of field visit as a training method,
- Identify steps for planning and conducting a field visit, and
- State advantages and disadvantages of choosing field visit as a training method.
Introduction
Where can Field Visit be used
- To establish familiarity with work culture, work practices, work conditions, constraints etc in organisations.
- To assure the practicality of new ideas. This in turn can generate thoughts on the aspects to be considered for implementation of these ideas. These ideas could be useful to both the trainees and the host organisations.
- To secure first hand information from experienced people about the job, organisation etc.
- To Develop skills for managing uncertainties.
- To Challenge pre-conceived views/perceptions.
- By host organisation for problem solving.
- To sensitise learners to the ground realities as existing especially, when using Field Visit for training in the areas of health, education, rural development etc.
- In rural areas Field Visits could be used to generate a sense of caring for the poor, ownership by them to solutions possible, develop their decision- making skills, co-operative spirit etc. The potential is enormous.
Criteria for selection of Field Visit
- Whether learning through Field Visit is likely to be the most effective method in the area in which training is being imparted? Even if certain gaps exist, can it be filled by using other methods before, after, alongside Field Visit? Especially to capture the potential of the method to provide real experience to the learners.
- What are the other methods being used in the training and what are the likely implications of using a Field Visit in combination/concurrently with these other methods in a training course?
- When to use the Field Visit in a training course and the implications of the decision?
- Capabilities of the trainer(s) to use the method effectively and if other methods are to be combined, then trainer(s)' skills in using those methods in combination.
- General considerations like availability/convenience of host organisation, safety, climatic conditions etc.
Sequencing Field Visit in a training course
Alternatives for scheduling the Field Visit*
Unfilled boxes indicate use of other training methods.
- Have opportunities been provided for collection, analysis of data, finalisation of the report etc during the Field Visit? This would be necessary for achievement of the objectives set.
- Are any reports or projects etc required to be submitted by the trainees and if so are they individual work or group work?. Further, are the reports etc required to be presented in plenary?
- Will it be necessary to follow up the Field Visit with some theoretical classes?
- How is the intense experience of the Field Visit proposed to be sustained during the rest of the course?
- Can it be ensured by including highly participative methods during the later stages of the course?
- Whether or not there would be too much and too frequent change in the training environment?
- The uncertainty of the methods that need be used along side the Field Visit to draw out the learning points. This is because the outcomes of the Field Visit as it progresses itself would be quite unpredictable. Suitable training methods then will need to be used instantaneously to tap the potential for learning of these opportunities.
How to use Field Visits
Prior to the Field Visit
- Have a long term Institutional and individual networking to ensure co-operation from the host organisation/hosts.
- Use class room sessions for planning and preparation by the trainees for the activities to be undertaken during the Field Visit by them. Ensure preparation of questionnaires, checklists etc
- Prepare the trainees for their field role by providing opportunities for filling the existing gaps in knowledge and skills relating to the Field Visit. Trainees would be required to visualise and thereafter ensuring participation by the persons in the host organisation. etc. The shifts required would be to:-
- Address the issues relating to the trainees working in groups, effectiveness of different groupings vis-a vis the practicality, learning possibilities etc.
- Obtain reports feedback from organisers and trainees of the previous Field Visits if any to the same place. This will help in understanding the behaviour of the villagers or select communities and help overcome the blocks in the interest of learning. A discussion or interactive session with past trainers /trainees etc could also be arranged.
During the Field Visit
- Organise periodic reviews
- Encourage notes on data and the process both, with a view to improve it.
- encourage flexibility with the check list prepared to suit the ground realities.
- Be very observant if accompanying the group, if not monitor the activities very closely.
After the Field Visit
- Ensure processing of information and report writing where necessary.
- Draw out learning points
- Allow trainees to share the experience during the Field Visit to help them come out
- Thank all the persons and organisation involved with the trip.
- Ground realities of the learning environment increase trust in the learning tremendously. As Learning is in near job related situations more effective transfer of learning is also ensured as compared to other methods.
- This method can contribute equally towards learning by trainees and the host organisation thus benefiting both.
- Scope for unintended learning is very high and can be tapped for further learning
- Trainee participation and involvement is of very high degree. Helps in Group Building.
- Very High demand on trainer on planning and preparation.
- Logistics and arrangements if not done properly can hamper achievement of desired objectives.
- There is a lot of dependence on external factors including host Organisations etc. Uncertainty is very high. Physical conditions may cause inconvenience (rain, heat, health of participants). Very High trainer skills are required to convert these uncertain situations into the rare learning opportunities that they are.
- Expensive ( time and cost) as compared to other methods.
Designing a Learning Intervention using a Field Visit
- Relevance of field visit (can it be done by other means) to the course
- Location of the place (should not take 30-45 minutes of travel) otherwise, participants are subject to fatigue.
- Should be of practical value to the participants/related to their work place/job/role.
- Size of the group should be upto a maximum of 20-25. Otherwise, scope for each member to learn is less. Even the group should be divided into ‘teams’ of 4-5 for effective involvement.
- Should have enough number of facilitators.
- Identify/shortlist locations (at least 2) which are eligible for ‘field visits’.
- Contact the concerned and do a ‘Reconnaissance’ to inform them what you want your participants to be told and also be convinced of the competency of the concerned and the “nature” of the example being shown.
Organising a field visit
- briefing participants (where, why, what is to be learnt)
- logistics(transport, food, water and other items)
- maintaining time (break activities and allot time)
- expected behaviour of participants during the field visit
- materials to be carried (charts, pens, or other material)
- who all to meet
- involve participants as Group leaders
- allot tasks to members in each group:-
Objective
Performance Assessment
TRAINING METHOD SELECTION
What is a Training Method?
Factors influencing Selection
- Direct Experience
- Reflecting on experience
- Generalization about experience and
- Implementing new experience.
- A training method is a mechanism or a device that a trainer employs for delivering content of a subject or for facilitating the learning process with a view to achieving the pre-set learning objectives.
- The type of intervention most suitable to meet learning needs and for delivering learning contents has to be decided upon simultaneously maintaining variety, achieving appropriate balance of active and passive methods and providing enough time for personal reflection by the learner.
- The choice of method would normally lie with the training method where the benefits significantly outweigh the costs.
- The training method to be selected to cater to four different levels of learning requirements should not only have appropriate potential but would also be making varying demands on the trainer.
- The trainer should not only be able to withstand various pressures but should also be capable of juxtaposing the intrinsic training value of the method and the task of achieving learning objectives.
- Before the selection of a method or a combination of methods is made, it is essential that the learning objectives are pre set and analyzed.
- The selection of a training method should respond appropriately to different subject areas, which have different specific features.
- Appropriateness and availability of right amount of time is very crucial to selection of a training method.
- The training method may have to be different for different learner groups even while attempting to achieve the same set of learning objectives.
- Training methods appropriately addressing the different learning styles of the learners help learning to become effective.
- It is necessary to consider the availability of different learning principles in a particular method while choosing it for providing a particular learning solution.
- Handout on “Designing and Implementing Training” – Indian Task Force Training, IDPM, University of Manchester, UK.
- Chapter on “Training Methods and Techniques” – Every Trainer’s Handbook by Shri Devendra Agochiya.
- Part Two – Design of Trainer Training – Learning Activities, Trainer Training the Manchester Model by Dr Pete Mann with Subas K.C., IDPM, University of Manchester, UK.
- Chapter 3, Teaching and Training Methods – An Introductory Course in Teaching and Training Methods for Management Development, International Labour Office, Geneva.
THE CASE STUDY METHOD
Objective of the case study method:-
- Qualitative and quantitative analytical skills, including problem identification skills, data handling skills and critical thinking skills.
- Decision making skills, including generating different alternatives, selecting decision criteria, evaluating alternatives, choosing the best one, and formulating congruent action and implementation plans.
- Application skills, using various tools, techniques and theories.
- Oral communication skills, including speaking, listening and debating skills.
- Time management skills, dealing with individual preparation, small group discussion and class discussion.
- Interpersonal or social skills, dealing with peers, solving conflicts and practicing the art of compromise, in small or large groups.
- Creative skills, looking for and finding solutions geared to the unique circumstances of each case.
- Written communication skills, involving regular and effective note-taking, case reports and case examinations.
Selecting a Case
What makes a good Case Study?
- What is the situation?
- What are the possibilities for action?
- What are the consequences of each?
- What action, then, should be taken?
- What general principles and concepts seem to follow from this analysis?
- obtain information;
- clarify a point;
- confirm a point;
- draw attention to related points;
- encourage debate;
- resolve a debate;
- change the direction of the discussion;
- suggest a hypothesis;
- stimulate abstract thought; and,
- begin a summation.
- emphasize that it is important to stay on a topic, or that it is time to move on to another;
- clarify previous questions—learners may not answer right away because they did not understand what was being asked the first time;
- refer trainees to a particular exhibit in the case;
- focus attention back on the case and away from a dispute that is going nowhere;
- pay attention to and honor a good point made by a trainee;
- diffuse tension or conflict through humor where appropriate;
- remove a comment put on the board during a brainstorming session that learners (and you!) recognize as no longer relevant or accurate; and
- push trainees to support their claims with empirical evidence (from the case, other class material, life experience, etc.) and/or with logic and reasoned argumentation.
The role of Case Leader or Facilitator
- The case leader should make a thorough study of the case before the commencement of the session.
- He should try to create a free and supportive climate for discussion.
- There should be adequate rapport between the case leader and the group.
- There must be participation by all the members of the course.
- Only one point should be discussed at a time. The group members focus their attention on the point under discussion.
- All relevant factors must be discussed one after another, taking care to exclude extraneous factors, which takes the discussion off the track.
- The direction given by the case leader to shape the progress of the discussion depends on the level of trainees and the nature of the case. In the case of junior levels or a problem-finding case, he can guide the discussion and enable the trainees to identify the problem. In the case of senior levels or a problem-stated case, the trainer plays a sub role and allows trainees to come up with solutions. He can bring up facts of the case to light in case the trainees are not able to spot on their own. He thus supplements the resources of the group.
- He builds up discussion of the case based on the trainees’ contribution. He does not project his views and predisposition into the discussion.
- He allows free discussion of the case, and without surrendering his position as a Facilitator member, becomes part of the group in discussion.
- As the case leader is aware of the objectives of the case, during discussion session he keeps the objectives in mind while participating and guiding the discussions.
- Instead of agreeing or disagreeing with the views expressed by trainees, the case leader can pose questions in such a way that the trainees among themselves may agree or disagree.
- The case leader gives a final summary outlining the findings of the group, keeping in mind the training objectives of the case and laying necessary stress on them.
Active Listening
Debriefing
- be sure to ask a specific question – or set of questions – designed to elicit the kind of information you seek, and
- feedback that information to them either during the next class session or as a handout for the next class session.
- It has been said that ‘wisdom cannot be told’. The case study helps one to learn administrative wisdom.
- The case method is an intensely participative method of learning.
- There is immediate feedback from fellow trainees with regard to the comments and observations made by the trainees.
- The method presents a sample of real life in slow motion.
- The case method condenses in a series of incidents; a shorter period of time opportunities for decision making which otherwise takes years. One can afford to make mistakes, which are costly in real life.
- It improves skills of problem solving, decision-making and communication.
- The method makes the trainees aware of the fact that there is a limitation in individual thinking as against group thinking and helps in developing an attitude of consulting people rather than following one’s own line of thought only.
- The case discussion also helps the formation of correct interpersonal relationships and carries conviction with the participants that there is no single right solution to any problem, as there is nothing absolutely right or absolutely wrong in the field of human behaviour in general and public administration in particular.
- It is difficult to produce good cases, as case writing is a time-consuming process.
- Where case method is the only method of instruction, a large number of cases will be required serially to illustrate all the principles of administration to be covered in a particular area. Preparation of such large number of cases is a particularly difficult task.
- No picture of a past situation, however, realistic, is identical with what is expected to portray. The case writers’ interpretations of facts will be different from the facts themselves as felt and experienced by the administrators concerned in the real life situation.
SKILL DEVELOPMENT EXERCISE
- State the need for a skill development exercise with a view to accelerating the learning process; and
- Assess the demand on a trainer attempting to devise an appropriate skill development exercise
Introduction
It is thus apparent that though “Skill Development Exercise” is not a
training method in itself, but can be very effective supplement or an extension
to a method.
Individual exercises
Group Exercises
Preparation of exercise material
ROLE PLAY
Objectives:
What it is?
- provide a dynamic way of exploring problems;
- involve participants actively;
- give opportunities for participants to practise newly learned skills,. Observe and practise different ways of responding to situations;
- allow people to make mistakes in a risk-free environment, without fear of failure and embarrassment.
When to use a Role Play
- Where the need is to practise effective communication and inter-personal skills. Examples of these situations are negotiation, performance appraisal and disciplinary interviews.
- As an opportunity for the trainer to involve trainees intensively in the learning process.
- As an opportunity to practise approaches to forthcoming real life situations.
- As an opportunity to replay a situation that was not successfully handled in the past in order to extract lessons for the future.
- Where a change of attitude is desirable, trainees can come to appreciate the viewpoint of another person or as a member of that group.
How to Choose a role play
- Watch the action and to gauge the effectiveness of the participants behaviour, in order to be able to feed back what was observed. Some conclusions about the effectiveness of what was observed should form part of the review session.
- Remain uninvolved in order to see things that the players may not.
- Raise the learning points for the participants and the rest of the group. A structured observation sheet is good method of ensuring that the observer is looking for the relevant things.
How to conduct Role Plays?
- Determine the purpose of the role play and appropriateness to objectives
- If the role play has written, established roles, study and confirm suitability for trainee group, etc. (as in case study preparation)
- If the role play is not a prepared one, take the following steps:
- Develop a situation (realistic, not contrived) description
- Define the problem or issues in the situation that the role players have to deal with.
- Determine the number of role players needed and whether or not you want to use observers
- Develop the specific roles for each role person. (This may be briefly written – as a short sentence or two or as long as a few paragraphs) What should the person be like? What characteristics and background should he or she have? How does the person feel about the other person(s)? the situation? The problem?
- Determine how you want to stage the role play, e.g. one role play enactment observed by the total group? Simultaneous enactment (“concurrent” role plays”) with everyone participating in the same role play at the same time? Take time into consideration.
- Develop a set of process questions or discussion guide for the post role play processing.
- Describe the purpose for the role play.
- Describe the situation briefly and clearly, even if prepared written roles are used.
- Unless everyone is participating, select the role players.(a volunteer who gives a “bad” performance could lose face before his/her peers) Take care in assigning roles (e.g. do not chose people who might over identify with problem, etc.)
- Brief the actors. Allow enough time to understand/read roles. Tell role players to make up facts or information not covered in roles or that they forget but which seems necessary. Do not try to “stump” other actors. Do not “overact”.
- Assign tasks; structure what the audience or observers should look for.
- Set the scene. Help relieve tension/anxiety of actors by smiling, physical contact, checking for readiness.
- Start the action. When several groups are involved, all should begin at the same time.
- Stay out of the line of vision of the role players. Quietly observe.
- Coach only if absolutely essential – if role player has difficulty getting started, breaks, role, etc. (unless you are using a “stop action” role play procedure where you have explained beforehand that you will be interrupting the role play at various points to discuss or add information or switch roles).
- Cut the role play. Try not to be too abrupt. Don’t continue too long; often the role play will arrive at a natural end point. Just a few minutes of interaction can provide data for a long discussion, so don’t over-load the audience.
- Thank the role players, using real names. This removes them from their roles and provides a bridge to the discussion to follow. This action is known as derolling.
- Generally, allow role players to comment first. If an adversarial situation existed for the role play, allow the protagonist – the “hero”, person in the “hot seat,” person to whom the issue is presented and who has the responsibility for problem solving – to go first; then the antagonist.
- Open discussion to audience and/or observers. Try to trace the way situation and interaction developed; why the role players behaved as they did; how the interaction might have gone differently (to achieve a better outcome).
- Encourage audience/observers to describe their own feelings as certain events occurred, rather than only analysing and dissecting the behaviour of the role players.
- Summarise major issues. Tie to role play purpose. (Do not evaluate the acting ability of the role players or get stuck in their interpretation of their roles. Rather, stay focussed on what the role play contributes to the understanding of the problem they were demonstrating and/or attempting to solve).
- What other situations could this technique be helpful with?
- When is it desirable not to use anticipatory practice role playing?
- What are the key points to remember if I’m trying to show someone else how to use this technique?
- Can I use the technique on my own, alone? How?
- Choose a situation (industry, environment, problem) with which you are familiar.
- Consider carefully what lessons you wish to draw and construct the characters and situations accordingly.
- Keep the language simple and appropriate to your audience.
- Do not tie down the players so tightly that there is no room to improvise, to react to what is said or done, or to interpret events in different ways.
- Keep briefing as short as you can but give enough detail of the characters to make them recognisable, credible and with some depth in a given context of position, age, etc.
- Always try to build in a difference - of opinion, of character, of attitude, etc. – to enliven the play and make the players confront the problems described.
- Try to avoid confusion over male and female roles and be careful with the awkward language associated with that problem( she/he, his/hers/their, him/her/them). Take care with names.
- Enables learner to express hidden feelings.
- Enables learner to discuss private issues and problems.
- Enables learner to empathise with others and understand their motivations.
- Gives practice in various types of behaviour.
- Portrays generalised social problems and dynamics of group interaction, formal and informal.
- Gives life and immediacy to academic descriptive material (history, English, economics, geography).
- Provides opportunity for non-articulate learners and emphasizes importance of non-verbal, emotional responses.
- Motivational and effective because it involves activity.
- Provides rapid feedback for both learner and facilitator.
- Is learner-centred and addresses itself to the needs and concerns of the trainee; the group can control content and pace.
- Close gap between training and real life situations.
- Change attitudes.
- Permits training in the control of feelings and emotions.
- Facilitator loses control over what is learnt and the order in which it is learnt.
- Simplifications can mislead.
- Uses a large amount of time.
- Uses other resources – people, space, special items.
- Depends on the quality of facilitator and learner.
- Impact may trigger off withdrawal or defence symptoms.
- May be seen as too entertaining or frivolous.
- May dominate learning to the exclusion of solid theory and facts.
- May depend on what learners already know.
- Turner, David – ROLE PLAYS A Sourcebook of Activities for Trainers, Via Books Private Limited (1999)
- Morris and Sashkin, Orgnisation Behaviour in Action: Skill Building Exercise, West Publishing, 1978.
- Engel, Horbert M. – Handbook of Creative Learning Exercises (Gulf Publishing, 1973)
- Ments, Morry van - The Effective Use of Role Play (Revised Edition), Kogan Page, London,1994
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