Hello friends,
I am looking for a lot of creative ideas and suggestions on how to make a training program more effective. For example, we currently use role plays, case studies, and stories, but I believe there must be more techniques that can create that awe-inspiring effect while effectively delivering the main message. For instance, I recently came across the website www.marastar.com, where they utilize one-minute cartoon videos to convey very important messages.
In addition to these methods, are there any more strategies that can be employed? Please help me.
Warm regards,
Megha
From India, Ghaziabad
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I am looking for a lot of creative ideas and suggestions on how to make a training program more effective. For example, we currently use role plays, case studies, and stories, but I believe there must be more techniques that can create that awe-inspiring effect while effectively delivering the main message. For instance, I recently came across the website www.marastar.com, where they utilize one-minute cartoon videos to convey very important messages.
In addition to these methods, are there any more strategies that can be employed? Please help me.
Warm regards,
Megha
From India, Ghaziabad
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In addition to role plays, case studies, and stories, you can consider the fishbowl method, group discussion, open forum, sensitivity training, management games, simulation exercises, wilderness training, in-basket training, incident process (problem-solving), project-based approaches, videos, etc.
Regards,
LEO LINGHAM
From India, Mumbai
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270Regards,
LEO LINGHAM
From India, Mumbai
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HI leo thanks for the reply. If you don’t mind can you help me to understand what is in-basket training and senstivity training. please, it will be a great help regards megha
From India, Ghaziabad
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From India, Ghaziabad
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The In-Basket Method
The in-basket method, which is a combination of case study and role-playing, is a simulation, paper-and-pencil exercise. It involves having a trainee assume the role of a manager in an organization confronted with a stack of memos, notes, letters, problems, etc. in his or her "in-basket" that require action. After reading and studying the background information on the organization and the role that he or she is to assume, the trainee starts looking through the "in-basket" for the first time. The amount of information contained in the background description and the "in-basket" items is typically quite limited. So is the time available for making decisions.
The in-basket exercise is usually used to teach such topics as policy-making, decision-making, use of time, establishment of priorities, delegation, and coordination. In handling the role, some trainees tend to spend time on trivial, unimportant problems; others arrange the work to be done and the decisions to be made in terms of priorities and spend most of their limited time on crucial matters. Some trainees make decisions quite rapidly without considering all the ramifications; others are more cautious and deliberate. Some try to do everything themselves; others delegate the work.
The trainee is observed by the instructor and a group of observers (usually other trainees). After the exercise is completed, they critique the trainee's handling of the role and managerial performance.
The "in-basket" exercise involves only one role-playing person. It involves no interpersonal interaction. Therefore, the areas of learning involve the administrative aspects rather than the human relations aspects of management. It is similar to role-playing in that:
1. It involves hands-on activities that are realistic and life-like;
2. It permits trainees to learn from their own behavior;
3. It allows trainees to learn about themselves and the consequences of their behavior; and
4. It can bring self-realization which will prompt or motivate trainees to want to change.
SENSITIVITY TRAINING
Sensitivity training involves such groupings as -- T groups (T for training), encounter groups, laboratory training groups, and human awareness groups are all names usually associated with what is known as sensitivity training. Unlike training methods that serve to teach more or less predetermined content, sensitivity training attempts to teach people about themselves and why and how they relate to, interact with, impact on, and are impacted upon by others. Essentially, this is accomplished by having trainees observe and analyze their own, actual, "here and now" behavior in groups.
It would be impossible to describe precisely all of the ways in which sensitivity training is conducted, since the style, content, and goals of sensitivity training depend so much upon the particular leader who conducts it. This discussion, therefore, will provide only a general description of the nature and process of sensitivity training.
What Is a T Group?
A T group consists of interdependent individuals who are committed to a shared examination of the behavior and interrelationships of themselves and others. This occurs in a seemingly unstructured setting which requires people to become more aware of and sensitive to one another's feelings and behavior. The learning situation appears to be unstructured because there is no formal lesson plan and the instructors do not teach in the traditional sense. Instead, they help people learn about themselves. Exactly what is learned is largely determined by the group members themselves, although the instructors provide some guidance. The focus of attention is not on abstractions, but on real, "here and now" behavior.
Three distinguishing features of the T groups are as follows:
1. It is a learning laboratory.
2. It focuses on learning how to learn.
3. It does so via a "here and now" emphasis on immediate ideas, feelings, and reactions.
A learning laboratory
Not a laboratory in the usual sense, the T group is a laboratory in that it offers the opportunity for inquiry and exploration of behavior and permits experimentation with new forms of behavior. Characterized by some as a miniature society, the T group is oriented toward creating a "psychologically safe" atmosphere which is conducive to learning through exploration and experimentation with behavior. That which is learned is largely determined by what takes place among the group members. However, the instructor usually provides guidance. This guidance is usually of a nature that facilitates learning by getting trainees to pursue particular trains of thought which will lead to increased understanding of themselves and others. The goal of the T group is not to make people change. The T group is a laboratory that aims at creating a group that will provide feedback to its members in a supportive way and will thereby permit them to discover whether new behavior will yield more of what they desire from interpersonal and intergroup relationships.
The so-called real world denies this. Most people are only remotely aware of their daily behavior, its effectiveness, and how it is perceived by and impacts on others. The T group encourages its members to level with each other to discover these things, which the real world largely fails to do. The T group experience encourages its members to experiment with new forms of behavior. Thus, for example, a person who is meek and timid might try a more aggressive role in a T group to discover from the eventual feedback how this new behavior affects others and whether he or she is more or less satisfied with it and its consequences.
Learning how to learn
Learning how to learn may at first seem nonsensical. After all, haven't we all been to school for many years? However, in this, we have learned to learn in a particular way.
Primarily, for most of us, that way involves learning those things we have been told from a lecture or a book. In far too many cases, it almost seems that learning was equated with memorizing.
Learning how to learn from a T group experience means essentially three things.
First, it means that T group participants learn that they, and not necessarily some authority figure or teacher, can provide real answers to all kinds of questions. The inductive nature of the experiences encourages participants to search for meaning from their own experiences and arrive at their own conclusions, which can be just as valid and meaningful as conclusions made by some authority.
Second, learning in a T group setting helps participants to learn to tolerate and live with ambiguity. A T group situation, for most people, is highly ambiguous. Typical reactions to it are, "What are we doing just sitting here talking aimlessly? Why doesn't the instructor teach us something?" To most people, it is not clear what they are going to learn in such a setting. Learning how to tolerate ambiguity, to see and examine their own behavior in this kind of a setting, and then finally to make some sense out of what has occurred are some of the ways in which T groups help people learn how to learn.
Third, T groups teach their members to learn from one another and to appreciate the potential contributions others can make to their learning. Contrary to traditional education, which holds that the instructor is the only one who can teach, T groups operate primarily on the basis of lateral learning—that is, learning from one's peers. Thus, the instructor's role in a T group setting is played, from time to time, by whomever provides meaningful information for the group's learning. Thus, in a T group, trainees help each other learn and also learn to value the help others can provide.
The here-and-now emphasis
The subject matter for discussion in a T group is not theories or principles or concepts or ideas that have been formulated and written down. Instead, the focus of the T-group discussion is on that which is actually happening in the present.
This provides an example of what an instructor might say as he or she starts a group session. This illustrates the kind of framework in which the here-and-now discussion takes place.
This group will meet for many hours and serve as a kind of laboratory where each individual can increase his understanding of the forces which influence individual behavior and the performance of groups and organizations. The data for learning will be our own behavior, feelings, and reactions. We begin with no definite structure or organization, no agreed-upon procedures, and no specific agenda. It will be up to us to fill the vacuum created by the lack of these familiar elements and to study our group as we evolve. My role will be to help the group to learn from its own experience, but not to act as a traditional chairman nor to suggest how we should organize, what our procedure should be, or exactly what our agenda will include. With these few comments, I think we are ready to begin in whatever way you feel will be most helpful.
In this unstructured situation, some members may try to take charge or monopolize the discussion. Others may remain passive. Others may criticize those who remain passive, challenging them to say something or complaining that they are not contributing or are acting superior. Others may be critical of those who try to dominate the group. Still, others may try to get the instructor to take a more commanding role and be more directive. No matter what role a person plays, he or she also observes and reacts to the behavior of others. These perceptions and reactions are given as feedback and become the focus for discussion and further exploration. This is so unlike what most people are accustomed to that some degree of frustration is often experienced. Moreover, the self-examination of one's behavior, or its evaluation by others, is threatening.
Assumptions Underlying Sensitivity Training
The principal assumptions underlying sensitivity training are as follows:
1. A substantial number of group members, when confronted with others' behaviors and feelings in an atmosphere of psychological safety, can produce articulate and constructive feedback.
2. A significant number of the group members can agree on the major aspects of a particular individual's behavior exhibited in the group situation. Certainly, a complete consensus is not to be expected, but neither must the feedback go off in all directions. A certain degree of communality is necessary if the feedback is to be helpful for the individual.
3. Feedback is relatively complete and deals with significant aspects of the individual's behavior.
4. The behavior emitted in the group
From India, Mumbai
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The in-basket method, which is a combination of case study and role-playing, is a simulation, paper-and-pencil exercise. It involves having a trainee assume the role of a manager in an organization confronted with a stack of memos, notes, letters, problems, etc. in his or her "in-basket" that require action. After reading and studying the background information on the organization and the role that he or she is to assume, the trainee starts looking through the "in-basket" for the first time. The amount of information contained in the background description and the "in-basket" items is typically quite limited. So is the time available for making decisions.
The in-basket exercise is usually used to teach such topics as policy-making, decision-making, use of time, establishment of priorities, delegation, and coordination. In handling the role, some trainees tend to spend time on trivial, unimportant problems; others arrange the work to be done and the decisions to be made in terms of priorities and spend most of their limited time on crucial matters. Some trainees make decisions quite rapidly without considering all the ramifications; others are more cautious and deliberate. Some try to do everything themselves; others delegate the work.
The trainee is observed by the instructor and a group of observers (usually other trainees). After the exercise is completed, they critique the trainee's handling of the role and managerial performance.
The "in-basket" exercise involves only one role-playing person. It involves no interpersonal interaction. Therefore, the areas of learning involve the administrative aspects rather than the human relations aspects of management. It is similar to role-playing in that:
1. It involves hands-on activities that are realistic and life-like;
2. It permits trainees to learn from their own behavior;
3. It allows trainees to learn about themselves and the consequences of their behavior; and
4. It can bring self-realization which will prompt or motivate trainees to want to change.
SENSITIVITY TRAINING
Sensitivity training involves such groupings as -- T groups (T for training), encounter groups, laboratory training groups, and human awareness groups are all names usually associated with what is known as sensitivity training. Unlike training methods that serve to teach more or less predetermined content, sensitivity training attempts to teach people about themselves and why and how they relate to, interact with, impact on, and are impacted upon by others. Essentially, this is accomplished by having trainees observe and analyze their own, actual, "here and now" behavior in groups.
It would be impossible to describe precisely all of the ways in which sensitivity training is conducted, since the style, content, and goals of sensitivity training depend so much upon the particular leader who conducts it. This discussion, therefore, will provide only a general description of the nature and process of sensitivity training.
What Is a T Group?
A T group consists of interdependent individuals who are committed to a shared examination of the behavior and interrelationships of themselves and others. This occurs in a seemingly unstructured setting which requires people to become more aware of and sensitive to one another's feelings and behavior. The learning situation appears to be unstructured because there is no formal lesson plan and the instructors do not teach in the traditional sense. Instead, they help people learn about themselves. Exactly what is learned is largely determined by the group members themselves, although the instructors provide some guidance. The focus of attention is not on abstractions, but on real, "here and now" behavior.
Three distinguishing features of the T groups are as follows:
1. It is a learning laboratory.
2. It focuses on learning how to learn.
3. It does so via a "here and now" emphasis on immediate ideas, feelings, and reactions.
A learning laboratory
Not a laboratory in the usual sense, the T group is a laboratory in that it offers the opportunity for inquiry and exploration of behavior and permits experimentation with new forms of behavior. Characterized by some as a miniature society, the T group is oriented toward creating a "psychologically safe" atmosphere which is conducive to learning through exploration and experimentation with behavior. That which is learned is largely determined by what takes place among the group members. However, the instructor usually provides guidance. This guidance is usually of a nature that facilitates learning by getting trainees to pursue particular trains of thought which will lead to increased understanding of themselves and others. The goal of the T group is not to make people change. The T group is a laboratory that aims at creating a group that will provide feedback to its members in a supportive way and will thereby permit them to discover whether new behavior will yield more of what they desire from interpersonal and intergroup relationships.
The so-called real world denies this. Most people are only remotely aware of their daily behavior, its effectiveness, and how it is perceived by and impacts on others. The T group encourages its members to level with each other to discover these things, which the real world largely fails to do. The T group experience encourages its members to experiment with new forms of behavior. Thus, for example, a person who is meek and timid might try a more aggressive role in a T group to discover from the eventual feedback how this new behavior affects others and whether he or she is more or less satisfied with it and its consequences.
Learning how to learn
Learning how to learn may at first seem nonsensical. After all, haven't we all been to school for many years? However, in this, we have learned to learn in a particular way.
Primarily, for most of us, that way involves learning those things we have been told from a lecture or a book. In far too many cases, it almost seems that learning was equated with memorizing.
Learning how to learn from a T group experience means essentially three things.
First, it means that T group participants learn that they, and not necessarily some authority figure or teacher, can provide real answers to all kinds of questions. The inductive nature of the experiences encourages participants to search for meaning from their own experiences and arrive at their own conclusions, which can be just as valid and meaningful as conclusions made by some authority.
Second, learning in a T group setting helps participants to learn to tolerate and live with ambiguity. A T group situation, for most people, is highly ambiguous. Typical reactions to it are, "What are we doing just sitting here talking aimlessly? Why doesn't the instructor teach us something?" To most people, it is not clear what they are going to learn in such a setting. Learning how to tolerate ambiguity, to see and examine their own behavior in this kind of a setting, and then finally to make some sense out of what has occurred are some of the ways in which T groups help people learn how to learn.
Third, T groups teach their members to learn from one another and to appreciate the potential contributions others can make to their learning. Contrary to traditional education, which holds that the instructor is the only one who can teach, T groups operate primarily on the basis of lateral learning—that is, learning from one's peers. Thus, the instructor's role in a T group setting is played, from time to time, by whomever provides meaningful information for the group's learning. Thus, in a T group, trainees help each other learn and also learn to value the help others can provide.
The here-and-now emphasis
The subject matter for discussion in a T group is not theories or principles or concepts or ideas that have been formulated and written down. Instead, the focus of the T-group discussion is on that which is actually happening in the present.
This provides an example of what an instructor might say as he or she starts a group session. This illustrates the kind of framework in which the here-and-now discussion takes place.
This group will meet for many hours and serve as a kind of laboratory where each individual can increase his understanding of the forces which influence individual behavior and the performance of groups and organizations. The data for learning will be our own behavior, feelings, and reactions. We begin with no definite structure or organization, no agreed-upon procedures, and no specific agenda. It will be up to us to fill the vacuum created by the lack of these familiar elements and to study our group as we evolve. My role will be to help the group to learn from its own experience, but not to act as a traditional chairman nor to suggest how we should organize, what our procedure should be, or exactly what our agenda will include. With these few comments, I think we are ready to begin in whatever way you feel will be most helpful.
In this unstructured situation, some members may try to take charge or monopolize the discussion. Others may remain passive. Others may criticize those who remain passive, challenging them to say something or complaining that they are not contributing or are acting superior. Others may be critical of those who try to dominate the group. Still, others may try to get the instructor to take a more commanding role and be more directive. No matter what role a person plays, he or she also observes and reacts to the behavior of others. These perceptions and reactions are given as feedback and become the focus for discussion and further exploration. This is so unlike what most people are accustomed to that some degree of frustration is often experienced. Moreover, the self-examination of one's behavior, or its evaluation by others, is threatening.
Assumptions Underlying Sensitivity Training
The principal assumptions underlying sensitivity training are as follows:
1. A substantial number of group members, when confronted with others' behaviors and feelings in an atmosphere of psychological safety, can produce articulate and constructive feedback.
2. A significant number of the group members can agree on the major aspects of a particular individual's behavior exhibited in the group situation. Certainly, a complete consensus is not to be expected, but neither must the feedback go off in all directions. A certain degree of communality is necessary if the feedback is to be helpful for the individual.
3. Feedback is relatively complete and deals with significant aspects of the individual's behavior.
4. The behavior emitted in the group
From India, Mumbai
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Thanks to Leo for his comprehensive posting – there's plenty there to sink your teeth into! Allow me also to suggest accelerated learning as an approach that complements all Leo has suggested. Visit www.alcenter.com for more details.
Best wishes,
Martin
From United Kingdom,
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Best wishes,
Martin
From United Kingdom,
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Dear Megha,
For your understanding, e-learning and online training can be an effective measure to cut down training costs and synergize the business processes in a conducive manner. E-learning services are of utmost importance to big organizations with more than a workforce of 2000 employees, where mobility costs are ever-increasing. An estimate shows that the mobility cost stipulated is 20% of the total training cost.
E-learning services comprise providing e-learning solutions like LMS (Learning Management System), which allows you to administer the training activities of the trainees online. E-learning content services comprise WBTs (Web-Based Tutorials) and CBTs (Computer-Based Tutorials), which are again very useful.
Keep in touch for any further queries at vivekp@gc-solutions.net.
Regards,
Vivek
011-51708289/90
9899194337
http://www.gc-solutions.net
From India, Delhi
Acknowledge(0)Amend(0)
For your understanding, e-learning and online training can be an effective measure to cut down training costs and synergize the business processes in a conducive manner. E-learning services are of utmost importance to big organizations with more than a workforce of 2000 employees, where mobility costs are ever-increasing. An estimate shows that the mobility cost stipulated is 20% of the total training cost.
E-learning services comprise providing e-learning solutions like LMS (Learning Management System), which allows you to administer the training activities of the trainees online. E-learning content services comprise WBTs (Web-Based Tutorials) and CBTs (Computer-Based Tutorials), which are again very useful.
Keep in touch for any further queries at vivekp@gc-solutions.net.
Regards,
Vivek
011-51708289/90
9899194337
http://www.gc-solutions.net
From India, Delhi
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What Vivek says is true in many respects.
Let me suggest a word of caution - do not sacrifice effective training for cheap training. eLearning, in my experience, is not the panacea for training delivery; it is not appropriate in every case. Many companies have eliminated their capability to run instructor-led training in-house when they replaced instructors with eLearning for all training. Later, they found that eLearning couldn't replace all instructors all the time. Consequently, they had a costly time bringing back the instructors or even had to turn to expensive external providers to rectify some of the training initially done through eLearning. In these cases, the eLearning effort turned out to be a near-total waste of time and resources, resulting in a poor return on investment.
Best wishes,
Martin
From United Kingdom,
Acknowledge(0)Amend(0)
Let me suggest a word of caution - do not sacrifice effective training for cheap training. eLearning, in my experience, is not the panacea for training delivery; it is not appropriate in every case. Many companies have eliminated their capability to run instructor-led training in-house when they replaced instructors with eLearning for all training. Later, they found that eLearning couldn't replace all instructors all the time. Consequently, they had a costly time bringing back the instructors or even had to turn to expensive external providers to rectify some of the training initially done through eLearning. In these cases, the eLearning effort turned out to be a near-total waste of time and resources, resulting in a poor return on investment.
Best wishes,
Martin
From United Kingdom,
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