Different Methods of Training

A Training method can be understood as an instrument or technique that a trainer employs for
delivering training content or for facilitating the learning process, in pursuance of predetermined
learning objectives. Considered from another perspective, a training method can also be viewed as a
means of communicating with a particular group of participants or reaching out to them in the
context of a training programme with the expressed purpose of enhancing learning. It is therefore,
evident that a training method is not an end in itself, but a means to achieve certain specific
objectives.

Training methods have a lot of variations. Some are relatively low risk methods and demand little
involvement from the participants. On the other hand, there are those whose success depends on
active participation of the group. Some training methods need minimal preparations but some
others require elaborate preparatory work. Some test the level of expertise of the trainers while
others require a low level of expertise.

Functions of Training Methods

1. Assist in Creating an Appropriate Learning Environment

2. Enhance Participation and Involvement of the Group

3. Give Greater Control of the Learning Process to the Participants

4. Promote Group Interaction and Cohesion

Factors Influencing the Choice of a Training Method

Selecting a training method is all about choosing a method that is most appropriate and
relevant to one’s situation-the nature of the programme, the training objectives,
composition and level of the training group, the trainers’s experience and the expertise in
using the method, and so on. Training methods should be seen as part of the over all
training strategy or the plan of action. They should be fully integrated with the training
group. The training method that the trainer uses also reflects the training style of the
trainer.

Pressures on the Trainer in Selecting a Method

1. The co-trainers or those associated with the delivery of the programme may influence
the trainer’s decision by making strong and leading suggestions for using a particular
method
 2. As the trainer is keen to establish his/her credibility with the group, he or she may
sometimes be tempted to use a method that appears to be interesting and exciting, in
the process the actual utility of the process may be overlooked

3. The trainer may be guided by the acknowledged popularity of the method and its
extensive use by experienced and known trainers

4. The trainer may be driven by a desire to be innovative and experiment with new
methods

5. By using an innovative and modern method, the trainer may want to score a point over
his/her colleagues in the team and stand out as different

6. The trainer may have to attend few other things and hence may need a time off from the
group and hence may be constrained to use a method-Like group discussion or group
assignment-that would keep the group engaged while the trainer is away

7. The trainer may simply want to take away some pressure from himself and therefore,
use a method that would give him some time to relax or reduce his energy

1. Learning Objectives for the Sub-topic or the Module:

2. Special characteristics of the Training Group: Example age, previous training experience,
level of comprehension etc

3. Time allocated for the Sub-topic, Module or the Session

4. Level of Competence of the Trainer in Effective Use of the Method:

5. Availability of facilities and Resources Required for the Method:

6. Style Preferences of a Trainer:

7. Ease of Presentation:

8. Stage of the Programme:

Different methods of Training

1. Lecture Method

2. Case Study Method

3. Role-play method

4. Management games

5. Questioning method

6. Individual or group practical assignment methods

7. Group Discussion Method

8. Panel discussion method

9. Brainstorming

10. Field Trip

11. Demonstration Method

Lecture Method
The lecture is, by definition, a composite of words spoken by the trainer. It is thus a verbal –symbol
medium. This is the oldest method of training in which the trainer, by virtue of his knowledge and
expertise in a field, presents orally, in a direct and unilateral manner, the subject matter. It clearly
implies a one-way communication. In this method , the possibility of significant learning is greatly
diminished by the lack of interaction not only between the trainer and the participants but among
the participants as well.

1) The most obvious application is where there is a large number of participants needing
information, and where participation is not possible because of the sheer size of the group

2) The main attraction of lecturing as a method of training is its deceptive simplicity and the
control over the session and the participants it purportedly gives to a trainer

3) Usually, in a lecture, the participants are expected to listen carefully and reflect on the
subject and clear their doubts either before or after the lecture

4) Because of the live voice and manner, and the ambience generally associated with the
presentation of the lecture, the trainer can make facts come alive, making the session more
inspiring and full of variety

Why and When not to use the Lecture Methods?

1) In this method, it is assumed that the participants can by themselves, through reading
and informal discussions, bridge the gap between the contents of the lecture and the
realities at their work situation, but in the actual scenario, there is no assurance, that the
participants will be willing to invest further time and effort to build on the knowledge
transmitted by the lecture

2) There is no gurantee, that this method stimulates thinking or actively involves the
participants.

3) The whole onus for the success of the method lies on the trainer

4) The process of lecturing calls for motivation and commitment on the part of the
individual

5) It is a non-participatory, passive medium that does not allow two-way communication.

6) The lecture method also develops a sense of dependence on the trainer.

7) The very qualities of a good lecture threaten its value as a training method, aiming to
develop the potential and understanding of the participants.

8) The lack of involvement of the participant leaves the trainer without any feedback on
the assimilation of the materials and the inputs by the participants.

Enhancing the usefulness of the Lecture Method

 1) For this method to be successful and effective, a key factor is the trainer.

2) Good lecturing skills are a prerequisite for a good presentation

3) Since by its very nature, the lecture method tends to be relatively passive and
uninspiring, it needs to have a built-in participatory element in order to stand a
reasonable chance of satisfying its learning objectives

4) The trainer should not feel inhibited to use visual aids to emphasize, highlisht or
elaborate a point

5) If reading and assignments about a topic or a subject precede the lecture, the
trainer can present the facts in the context of such readings, making the lecture
learner-friendly, turning it into a understandable whole

6) Handouts could also be used, but with some care and discretion

7) The effectiveness of the lecture method also depends on its place among other
methods in the same programme

8) The length of the lecture is an important factor in its effectiveness.

Advantages
 Can reinforce trainer’s credibility and authority

 Information is concentrated & organised as desired

 Efficient; lots of information can be shared

 Can be personalised/customised easily

Disadvantages
 One-way: not effective if goal is shared responsibly

 Details get lost in the shuffle after 15-20 minutes

 Relative passivity of employees being trained

 Depends totally on trainer’s effectiveness and information

 Usually no record of key points

 Words and figures can easily be garbled

Case Study Method

The Case Study method is very popular with many trainers. It has become an accepted way of
transmitting knowledge through involvement of the participants and by generating a high level of
interest among them. It samples a real life situation in the field and allows the participants to learn
on the basis of the summary of a well documented series of events, incidents and circumstances,
centering round an organization, an individual or an issue

Objectives:
The objectives of this method vary in accordance with the learning objectives for the session or the
topic

 This method can be used to stimulate an analytical, in-depth discussion with a view to
presenting a multifaceted or an integrated perspective of the situation for better
understanding, guidance and action of the participants.

 The case study method can help in deriving useful generalisations or principles regarding
working in the field

 In many cases, the method is used as an exercise in decision-making or problem-solving

method.

 This method can develop a knowledge of skills in the participants that will help them to deal
with a multitude of situations in their job that require regular action or intervention

 As case study is embellished with description of people and situations taken from real life
situations with which the participants are familiar and can even identify with, this method
also promotes exploration and awareness of one’s attitudes, values and patterns of job or
personal behaviour

 This method can be effective in enhancing the involvement of participants in the process of
learning

Guidelines for using this method

 In order to make effective use of this method, it is important for the trainer to first identify
the objectives of the session, assess the level of skill and comprehension among the
participants, and appraise the expertise and experience the trainer has in handling this
method with the given group.

 It is desirable that a case study should be based on genuine data and situations

 If the case deals with real situation, the trainer should be aware of the effects of the actual
outcome, in order to enable him to compare and contrast the participants’ findings and
conclusions.
 Before the case study method is introduced, it may be useful to prepare the participant’s by
exposing them to basic concepts likely to be emphasised in the case study and providing the
appropriate theoretical input

 Writing a good case study is an important aspect of the use of this method, hence preparing
a case requires good writing and communication skills

 The situations or the problems chosen for the case should be consistent with the broad
objectives of the training programme

 There are numerous sources of material for writing a case study-available documentation on
the functioning of related organisations, participants’ experiences in appropriate areas, or
through research. However, it is important for the trainer to ensure that the case is as close
to reality as possible, and relevant to the learning objectives of the group.

 In case the group is composed of individuals belonging to the same organisation, there is an
advantage in using case studies derived from the common experience of the participants,
however their involvement can introduce an element of biasness and prejudices too

 The length of the case may vary considerably, depending on the learning objectives, the
nature of the issues it seeks to focus, and the time allotted for the analysis and the
discussion

 The situation or the problems around which the case is structured should reflect objectivity

 The case is written in the past tense with identities/locations suitably camouflaged, so that
names of the organisation and concerned individuals are protected

Steps for writing a Case Study

 The good case study as the training method should have clarity on the learning objectives

 The trainer must also analyse the ability of the participants to analyse available data and
information, their experience in dealing with the issues and problem highlighted in the case,
as also their skills in the discussion

 The next step is to identify the problems or issues, the trainer wishes to deal with in the
case. It is advisable to focus on one or two situations or problems instead of all the issues
and problems which might make the participants confused

 The data should be collected in ample amount, keeping in view the approaches or actions
the trainer wish to highlight in the case. However the quality of data should also be kept in
mind

 The collected data and information must be arranged in a logical structure or scheme.

 Once all the previous steps are covered, the trainer is now ready to write the first draft
 The language of the draft should be easy, simple and comprehensible

 Once the main body is completed, the trainer may write the introductory paragraphs

 The trainer then must go over the case again to ensure that relevant details have not been
missed out

 The draft then must be revised and finalised

 The next step is to set out the tasks that the trainer expect the group to accomplish during
the discussion, this could be in the form of decisions, a range of solutions to the problems or
conclusions, depending on the learning outcomes of the session

Presentation and Discussion of the Case Study

The trainer is a key player in the exercise and therefore, it is imperative that the trainer
possess the necessary skills for conducting the sessions in which the case study is presented
and discussed. The extent to which the group is able to achieve the learning objectives
depends largely on how well the trainer conducts the discussion

 The trainer’s role is to help the participants individually and collectively in clarifying
their understanding of the people and the situations mentioned in the case. They
should be able to analyse the decisions and the actions indicated in the case and
draw inferences from them

 For carrying out the trainer’s responsibility with discretion, finesse and sagacity, a
key prerequisite is that the trainer should be fully conversant with all aspects of the
case

 It is important to adequately prepare the group for the exercise. In the traditional
way of using the method, the participants receive a printed copy of the case, well in
advance of the discussion

 Trainer’s briefing for the exercise should reflect the reality of the situation and its
importance to their respective organisations

 Together with the above, it is necessary that the trainer has a good understanding of
the training group and its dynamics

 It is also necessary for the trainer to be fully skilled in various discussion techniques
and methods, and capable of eliciting the involvement and participation of all
members of the group

 The trainer should be aware of and in contact with his personal biases and
prejudices in the areas and aspects likely to be covered by the discussion

 To increase the total participation, the trainer may consider dividing the group into
smaller sub-groups
 Advantages
 Can focus the discussion and learning experience

 Can gain a shared understanding of on-the-job problems

 Can provide “real-world” applications when customised

Limitations
 It is not always possible to get quality materials in adequate quantities for developing good
case studies, appropriate for use in a variety of training situations

 However realistic the data may be, the off-the-job training environment introduces an
artificial element, there is therefore, the risk that the participants may treat the whole
experience with a certain degree of detachment and not enter into the spirit of an activity
that can and should have a practice based outcome

 There is also a shortage of skilled trainers capable of guiding discussion of case studies in a
training group

 It is often difficult to sustain the interest and enthusiasm of the group in the discussion or to
maintain the tempo

 One of the criticisms levelled at the case studies by participants is that they are often
bombarded with a whole volume of information that utterly bewilders them

 The case study method is time consuming and can therefore, be used only under special
situations in a training programme

Role –Play Method

Role play is a method of training in which the participants are required to act out the role of
an individual in a situation or in circumstances that are relevant to the individual. The
parameters of the situation within which the exercise is conducted, is presented in the form
of a case or a particular scenario. Depending on the requirements of the role-play, the
situation is set out with multiple characters, each having its own pattern of interaction

Objectives
  Role-play is a key training method for engendering behavioural changes. The actions,
behaviour, interactions of the participants during the exercise, form the basis of self-
appraisal and feedback from others in the group

 Role-play emphasises the importance of understanding and appreciating others’

points of view, behaviour and feelings

 It is also a training tool to improve the skills of the participants in the areas of
problem solving and decision-making

 It provides a useful experience in self-expression and interpersonal communication

and enhances interpersonal effectiveness

Case Study and Role Play-A Comparison

 Case study method presents the problem for analysis and discussion, where
as the role-play locates it in a life-like, interactive setting. As a case study
focuses on discussion, it is centred more on cognitive learning, whereas a
role-play typically emphasises both cognitive aspects as well as difference
between ‘thinking’ and ‘thinking and doing’.

 The case study has the ‘there and then’ rather than the ‘here and now’
emphasis as in the role-play. The scenario is much more live and dynamic in
the role-play method

 The case study emphasises facts and situations and deals with the analysis
and responses of the participants, but the role-playing stresses the
importance of their behaviour, reactions and feelings

 The case study is based on facts and circumstances, given in the narrative
and these cannot be changed, on the other hand, despite the given scripts
and the framework of the roles, the route that a role-play takes is not so
predictable. There could be constant changes in the situations as the events
unfold and interaction intensifies

 The trainer has greater control on the process and contents in a case study
than in role play. The level and nature of skills required to handle the
exercise are far more complex in a role-play than in a case study

When to use Role-play

In the role-play, the participants interact with field situations and get the opportunity to take
action or behave in a manner that they consider appropriate. Role-play can provide a
meaningful learning experience in situations in which the participants are able to enact their
respective roles as close to the real –life situation as possible. Of course, they need to keep
in view the limits and constraints of the rules and procedures and the framework set out for
the conduct of the exercise.

Outcomes of a role-play are often the most satisfactory when it is preceded by some
prior input in the training programme, either through lectures or exercises and methods.
The role play is thus used as an opportunity for the participants to put into practice some of
the acquired knowledge and skills.

In a role play, the participants actually engage in actual behaviour, confronting problems
and interacting with other individuals associated with the situation

Essential Elements in Role-play

 In the role play, the participants should get firsthand experience of the situations
that they face on the job or in real-life

 The role-play should be able to promote interaction among different players, within
the framework of the objectives for the exercise

 Although roles are defined through scripts, there is scope for the participants to
evolve and develop their respective roles

 The whole group has to be briefed about the role-play, the rules governing it and
other do’s and don’ts for the role-players

 The trainer has to effectively monitor the role-play through observation, ensuring
that there are no major deviations from the objectives of the exercise

 For the discussion, following the exercise, the group needs to be suitably briefed. If
there are no proper guidelines for discussion, it will lack focus.

 Participants should be cautioned not to allow their personal prejudices and biases to
get the better of them while playing the role.

 It is always useful to appoint separate observers for the process and contents of the
play

 The various skills required in the role-play method also cover coping skills of the
participants and patterns of communication in the sub-groups and the larger group

 It is suggested that some specific participants should be assigned as ‘particulars’

observers so that observation is comprehensive and important points are not missed

 It will be useful to prepare observation sheets for the observers listing important
guidelines.
 Types of Role-play
 Simple Role play

 Multiple Role-plays

 Reverse Role Play

 Spontaneous Role Play

Simple Role play-This is the simplest form of role-play. The role-playing group
performs before a group or an audience that acts as the observer and at the end,
analyses and evaluates the exercise. This procedure is quite useful for the
demonstrations, developing sensitivity to the feelings and behaviour of others,
intensive training and use of small groups. This method also helps in training in
observation, as all participants other than than the role-players are involved in the
observation.

Multiple Role-plays- When the role-play is to involve the whole or a large part
of the group, multiple role-playing may be adopted. In this exercise, the group is
divided into convenient role-playing groups, and the various sub-groups play the
roles simultaneously, working on the same situation. Generally this type role-play is
structured and is staged after proper preparations that may include written scripts
and instructions. After a specified time, the role-play is terminated and the
discussion begins.

Reverse Role-play-Reverse role play is used when two participants have

reached what appears to be an intractable situation in their discussions. They are
asked by the trainer to exchange roles. This move serves to bring home to each
participant the need for understanding and respecting the other person’s point of
view.

Spontaneous Role-play-As a variation of the role-play, the participants can be

encouraged to perform spontaneous play. The trainer can use this as a sub-
methodology. For eg, while giving a lecture or leading a discussion in the group, the
trainer can use spontaneous role-play to emphasise a point or to demonstrate a
certain specific situation.

Planning Role-play: Some guidelines

The nature and extent of participations for the exercise depend on the type of role-
play designed for the group
 Identifying the problem-The first step in Role-play method is to identify
the problems or issues that the trainer wish to highlight in the situation for the role-
play. These should be appropriate to the module or the topic for which activity is
designed. The situation should be of a challenging nature; it should interest the
participants and be of concern to them. They should be in a position to relate it to
their job situation and perceive both the short and long-term benefits of the
exercise. Otherwise they may not take interest in the exercise and their involvement
might remain superficial and distant. It is, therefore, important that the trainer have
a fairly good knowledge of the background of the participants and their work
responsibilities. The trainer might choose a situation that:

 Highlights issues related to the functioning of an agency/organisation, including

conflicts;

 Deals with differences of perception of a problem or an issue between two or more

units/departments;

 Emphasises the importance of intra-organisational coordination or inter-agency co-

operation;

 Focuses on issues related to leadership and boss-subordinate interactions and

underscores the significance of taking on board all the factors and circumstances
while arriving at a decision or solving a problem; and

 Demonstrates the interaction of various groups or agencies in relation to issues

concerning their work functioning.

Role play can also be developed to meet specific needs of an organisation, if the
entire group is constituted of participants from one organisation.

Developing Structure for the Role-play

 The first decision has to be taken on the extent of involvement of the group
members. A role-play can be acted by one sub group of the participants or
by the entire group

 In using any of the variations of role play, it is important to have specific

objectives.

 Most Role-plays are conducted for specific periods of time, hence time is a
very important factor in role play
  Role-plays may be highly structured, with well defined roles; conversely
they may allow the participants a great deal of flexibility in acting out the
roles.

 The trainer may decide to arrange for backup guidance for the role-players,
in the form of support or reference groups, to enable them to fully
understand the role and play it more realistically

 The structure of the role-play determines the physical arrangements for the
exercise

Assigning role-plays to the participants: Some considerations

 In setting up the situation, it is important to give an overview to establish
who is going to be involved and how.

 If the training team takes up the task of assigning roles, it should be done on
the basis of some knowledge of the background and personality of the
participants.

 Experimentation may not be good, if it affects the outcomes as lot of time

and energy is invested in the exercise

 If there are differences in status and position among the participants, it may
create a problem of attitude or demeanour and this effect interaction
among various role players. If the participants belong to the same
organization, the problem can become more complicated but it can be
tackled with the assistance of those responsible for organising the training
programme.

 The trainer may opt for role inversion in assigning the roles. Those who are
more vocal may be given a low key role and vice versa.

 The presence of both men and women in a role-play is probably more an

asset than a problem

Developing Materials for the Exercise

Generally the materials would constitute the following

 Introduction to the Exercise Setting the Scene

 Setting Out Operating Rules and Norms

 Role Briefs

 Observers’ Sheet
  Making Physical Arrangements for the Exercise

Commencement of the Role-play

Setting the Climate for the Exercise- Some specific tasks that the trainer may be
expected to carry out to establish a proper environment for the exercise is outlined below:

 It is a good strategy to precede the exercise by a brief presentation, dealing with the issues
and the problems that form the basis of the role-play.

 It is extremely helpful if at the very outset, the trainer specifies the reasons behind using this
training method for the topic under discussion.

 It is likely that some members of the training group would not have participated in a role-
play earlier, hence it would be useful if the trainer provides a brief introduction to the
method, explaining its broad objectives, the process and its various aspects

 The trainer then should move on to brief the group on the exercises that he/she has
designed for it. The trainer should outline the broad parameters. Underscore its training
value in terms of learning objectives and relevance to their work, explain the norms and
standards under which the exercise will be conducted and the role players would operate.
Encourge the participants to ask questions and express their concerns and misgivings about
the exercise. Let the participants seek clarifications on their role and contribution and clear
their doubts. This will help them shed some of their inhibitions and nervousness.

 While stressing the need for working together as a group to ensure the success of the
exercise, the trainer should highlight the significance of individual contributions.

 The trainer must explain the purpose and procedure for the feedback and how it would be
used during the discussion session, following the completion of the main activity.

 The trainer must help to develop the interpersonal group communication skills of the
participants and help the participants in expressing their views in a clear and succinct
manner.

 The role-play is also an effective means of changing attitudes through the influence of peers
in the group.

 It is also a valuable means of obtaining feedback for the training team on verbal skills,
motivation level and personal traits of the participants and characteristics of the group.

Briefing the Role-players

 In a group role-playing situation, the whole group needs to be briefed on the
objectives of the role-play, the general situation and the group atmosphere
  After the trainer has informed the participants whether they are to be players or the
observers and announced the composition of the sub-groups, the next step is to
brief each role-player or sub-group on the role, Role instructions can be given to the
participants in the form of printed sheets

 For some role-play design, a very effective way of role briefing is to designate
support individuals or groups of people who can function as coaches during the
caucusing sessions

 The trainer should brief the individuals/ sub-groups and the observers separately

 Each participant is assigned a specific role in the context of the total exercise and
should get a brief specially relating to the role and the particular set of
circumstances to be enacted

 In briefing the role-players, the trainer should not make the mistake of assuming
that people know how to get into their roles

 It is important that the trainer should be thoroughly familiar with all role-play
materials before attempting to use them with the group

Directing Action-Guidelines for the Trainer

 eThe material with the trainer should state the purpose or possible goals of the role-
play, including the training outcomes and behavioural objectives

 The trainer’s notes should also have statements about the length of time required to
conduct and process the role-play, the degree of skills needed by the participants to
engage in and process the role-play

 If it is found that the players are deviating substantially from the role instructions or
the script, then the trainer must intervene, to correct the same

 It is important that the trainer must be aware of what is likely to happen in the role-
play and have a sense of relative importance of situations and events that are likely
to unfold as the activity progresses

 The trainer must use tact and sensitivity in dealing with role-players as they work
through the problem situations

 The trainer must keep the participants interested and involved in the exercise at all
times

 While the role playing is in progress, the trainer should be able to modulate the
intensity of the event
  The notes may also contain suggestions for facilitating the discussion after the role
play has been acted out

Conducting the Feedback Session and Closing the Exercise

 The feedback session is a crucial part of the entire exercise. It is, therefore,
necessary to have structured discussion within an agreed format

 Depending on the role-play design with the help of the observers, the trainer may
consider interviewing the role players at the end of the activity to know about the
dynamics behind their actions and interrelationships in the role-play.

 The trainer should plan the discussion in a way that the threat perception is
reduced. The feedback needs to be constructive, otherwise it will become counter-
productive

 Preparation of the participants for the analysis of their actions and behaviour is a
key task for a trainer

 The feedback session sometimes can be a rough ride for the trainer. It can produce
unexpectedly unpleasant situations. The discussion can become acrimonious and,
sometimes, even bitter

 The trainer must have the enterprise to bring out the key learning points after
analysing the group interactions and actions of the role-players and the sub-groups.

 After analysis and discussion, the role play may be conducted. However, before the
participants leave the room it is important to debrief them to ensure that they come
out of the roles that they had played. This is necessary to enable them to start their
normal work in the group

Limitations of the Role-play Method

 To a considerable extent, the success and effectiveness of the method depends on the way

the participants play their role

 People could also feel threatened when they perceive that their actions and behaviour are
under observation or scrutiny, and are destined to be discussed at a later stage, and they
may become cautious and guarded, curbing spontaneity of action

 Some participants may feel that they may look foolish before the group, playing someone
else. It is the responsibility of the trainer to allay these fears and address the concerns of the
participants and provide an atmosphere that is mutually supportive rather than critical
  The principal drawback with the method is that it is open to criticism for lack of realism.

 As personalities play an important part in the exercise, in many ways the actual dynamics
and inter-relationships of the training group are likely to affect the behaviour of the role-
players and the sub-groups

 Not many trainers have the required skills in writing a role-play and conducting it

 One obvious disadvantage of this method is that the artificiality or the superficiality of the
situations depicted in the role-play scenarios can allow the participants to discount the
value of their learning because of the over simplification of the situation

 Participants often lose themselves in a role and engage in inadvertent self-disclosure,

exposure and ventilation.

 Roles in this method sometimes reinforce stereotypes and caricature people’s behaviour

Management Games
A Management game is a training method that deals with certain specific aspects of business
or administration. It is simulated exercise representing as closely as possible, the constraints
and pressures of the day-to-day work environment of the participants.

Most games concentrate on general management principles, such as planning, decision-

making and effective utilisation of organisational resources. Other games are built around
specific business areas such as production, marketing, financial, management of human
resource, aim at developing corresponding skills and competencies in the participants.

Objectives
Business games can be used for
 orienting the participants and familiarising them with the functional dynamics of an
organisation

 reinforcing the learning accruing from an earlier discussion on various aspects of

management principles, concepts and methods of working that are being discussed in the
training, to the real life environment

 it is a functional linkage between theory and practice, through a simulated environment.

The games can be used in conjunction with other training techniques, including
structured experiences, instruments, lectures and audio-visuals. Business games aim to
enhance the participants’ understanding of:

 typical organisational problems;

  inter-relatedness of the functions and the parts of an organisation and its relation to
the environment;

 the problems of organisation policy and decision-making; and

 the problems of working in a team

Design and Methodology of Organising the Games

 The first decision that the trainer has to take is regarding the nature of the game and
this by itself is related to the objectives that the trainer has in mind for the exercise.

 The trainer should also decide what the sequence and the flow of the course of
action would be and plan for a balance between the cognitive and experiential
learning.

 It is also necessary that the trainer should make himself fully familiar with the
various components of the game and know how the game works, the sequence of
events and decisions that are likely to unfold and how it responds to the
participant’s actions

 Games may be extremely simple or complex, and having considerable depth.

Depending on the nature of the game, it may last for a few hours or continue for
days

 The design of the game may facilitate the provision of a role for each participant
representing an individual decision-making unit, however, in most cases, group
decision-making is the rule.

 The core around which a business game is constructed is a model of a business

environment

 The time available to the teams for making decisions is normally related to the
complexity of the game and the nature of problems they are expected to deal with.

 After becoming familiar with the details of the game, the trainer should decide on
the time schedule

 Materials must be collected or prepared. The layout of the room and other physical
arrangements must be attended to.

 The terms and language used for the exercise should be the same as used in the
training programme

Operating the game

Introduction and briefing-
  This part should never be hurried through, as lot depends on how well the
participants assimilate the game and its dynamics

 The trainer must tell the participants that their job is to learn the rules and
procedures of the game just as they would learn to operate within any social or
organisational structure

 The introduction to the game should also give a brief explanation of why this
particular game was selected, what its objectives are, and how it is related to other
theories, models, or methodologies presented in the overall training design

 It can be helpful to explain that it is natural to feel somewhat intimidated or

overwhelmed by the rules and processes at the beginning of the game, but as the
participants get into the actual play, some things will become more obvious.

Conducting the Game

 In this method the trainer has to work a lot harder than in a game than in a lecture
or case study exercise

 Of all training techniques, a game generates the greatest involvement and

enjoyment amongst the participants

 The trainer must ensure that the participants understand the game properly before
it gets underway

 The trainer also fully understand the game and be familiar with its various aspects,
situations and constraints

 As the participants may be confused and apprehensive at first, they may try to find
reasons for their lack of expertise. Many will find fault with the game on the trainer’s
instructions, hence the trainer should not get upset or irritated by this

 While the participants are playing the game, the trainer’s role depends on its nature.
In some games the trainer may be required to serve as referee or arbiter, in some
the trainer may be expected to answer questions about the rules of the game,
procedures, next steps and so on

 Each team comes up with various decisions which is reported to the trainer. It is the
trainer’s task to critique them and provide them with prompt feedback

 Each enactment provides an opportunity for the participants to experiment with

new techniques, utilise and apply new information and learn from the insights and
feedback provided by others
  In some games, strategies and consequences provide the basis for learning. In
others, the teams will be required to generate periodic reports on different aspects
and plans

 One of the task for the trainer is to oversee what is happening during the game in
order to determine how to improve it during the next round or session and to
prepare for the processing discussion that will follow

 The trainer must maintain the momentum by feeding back results on his/her
appraisal quickly

Evaluating the game

 It is the evaluation of the game that is crucial to the programme. Once the exercise
is over, the participants are keen to find out just how their actions and decisions
were perceived by other teams and their impact on the game

 An evaluation session might usefully begin by giving opportunity to the participants

to share their reactions to the experience and their feelings about what happened in
their groups, etc. ,keep this sharing focussed

 Each team may be invited to review the final results of its work in the light of the
policies and objectives it had set for itself

 Where ever possible, comparisons must be made with real-life situations as the
issues come to the fore in the discussion. Some may consider the game as an
oversimplification

 Another area of discussion will be the patterns of behaviour within the teams-
difficulties in establishing a working organisation and in reaching a coordinated
decision at the right time, as also problems concerning delegation and responsibility

 The evaluation may also bring to the fore the connections between the
interpersonal dynamics and the tasks and structures of the game

 Finally, they should be asked to state what they learnt or unlearnt from the
experience and how the details of the game process were different from what they
expected

 What must be avoided in this type of evaluation is to make comparisons between

the performances of different teams

Questioning Method
 Questioning is probably used most frequently by trainers, however, it isn’t learned
quickly. The art of questioning takes lots of preparation and practice.

Discussions through questioning between the facilitator and participants and those
among participants are a useful experience because the learners can take a more
active role, help to determine more of the content to be discussed, and utilise more
of their senses.

Types
Structured: The facilitator prepares a list of questions to be discussed based on defined
objectives for holding this discussion. The content is more carefully controlled by the nature of the
questions asked

Free Form: this type is used when participants need to air their feelings and opinions. The
facilitator needs to announce the purposes of this kind of discussion, explain ground rules and
carefully monitor the process. Here the participants take more control of the content and the
discussion

Role of questioning skills

 Helps the trainer to determine what participants already know about a topic so you can
focus on what they don’t know, and need to learn

 Invite participation and involvement in the group process

 Provide trainer with the feedback about how the experience is being received

Skills associated with Questioning process

 Asking questions of the participants

 Handling their answers to the questions of the trainer

 Responding to the participant’s questions

Asking Questions
  Types of Questions-Questions can be ‘closed’ or ‘open’

 Phrasing Questions

 Guidelines for Phrasing Questions

 Directing Questions

Handling Answers to Questions

Some ways to handle answers that will maintain a high level of participation are:

 Use positive reinforcement for correct answers

 Acknowledge the effort of the respondent, regardless of whether the answer was
right or wrong

 Minimise potential embarrassment for wrong or incomplete answers

Responding to Questions

 There are three acceptable ways to respond to questions. They are;

 The trainer should provide the answer himself

 Redirect the question back to the person

 Defer the question

Individual or Group Practical Assignments Method

In training programmes where development of skills in the participants is the key objective,
individual or group assignments constitute a significant part of the training strategy. Assignments
constitute a highly active form of learning. The main focus, though, in practical assignments is on
development of skills and competencies in the participants. These skills could either be physical or
mental skills. A participant may, for instance, learn how to run a machine or how to prepare a tool.
For developing mental skills, the participants may be given exercises like planning a project or a
survey, or preparing an action plan for the organisation. The nature of assignments may vary from a
simple to a more complex one, like planning and conducting a survey. Sometimes, the exercise may
include practical work.

Trainer’s Role
 In using this training method in a training programme, the trainer can follow two
approaches. Either he may decide to provide comprehensive instructions to the participants,
necessary for carrying out the task or else the participants may receive very little input
before taking up the assignment

 The briefing in this method should also focus on mutual objectives, planning cooperation
and working in a team, reinforcing each other’s efforts

 The method presupposes the trainer’s trust in the capacity and initiative of the participants
to carry out the task without the trainer’s direct and substantive intervention

Advantages of the method

 The participants have a lot of opportunities to display initiative and creativity.

 The learning activity is devised to enable the participants to control their own learning
process, to learn at their own pace

 There is an element of ‘experience’ in practical assignments. They are closer to reality

although the environment is risk free and non threatening

 There is a great deal of involvement among the participants in their own learning and all
their senses are called into play, as a result, the motivational level in the assignment is
generally very high

 It is also good method to assess the performance of the participants, provide feedback on a
number of personal attributes of the participants such as attitude to work and range of skills

 This method also provides a useful basis for developing performance tests to appraise how
much the participants have assimilated through prior learning activities in the training
programme

Writing Assignments
 Individual or group assignments can also take the form of written assignments on a
particular topic or on issues related to a training area. In this form, they aim to enhance the
cognitive learning of the participants, help them consider the topic or issues from different
standpoints, or develop their skills in systematic thinking and in presenting their thoughts in
a succinct manner

Group Discussion Method

This is a popular method with most trainers because of its adaptability and wider application. It can
be used as a standalone method or in combination with other training methods. It can take the form
of the whole group sitting together and discussing a topic or the larger group can be divided into
sub-groups or syndicates

Objectives of Group Discussion

 Produce a range of options or solutions, addressing a particular problem or an issue

 Generate a pile of ideas by examining issues in greater depth, looking at different

dimensions of these issues

 This method broadens the outlook of the participants through cross fertilisation and
exposure to new and different experiences and ideas and enrich their understanding of the
issues under discussion

 This method helps in developing the interpersonal group communication skills and helps in
expressing their views in a clear and succinct manner

 It is also an effective means of changing attitudes through the influence of peers in the group

 It is also a valuable means of obtaining feedback for the training team on verbal skills,
motivation level and personal traits of the participants and characteristics of the group

Guidelines for Organising Group Discussions

Setting up the Groups
 Group discussions can be both exciting and lively or uncomfortable and deadly. It is
important that the discussions are held in syndicates. Most people feel more comfortable
participating in discussion in small groups

 In setting up simultaneous groups, the trainer has three broad options. All the groups may
be given similar tasks or assignments. The group may also be given tasks that are
 complementary-for instance, aspects of an issue or sub-topics of a bigger topic. The third
possibility is that the groups are given different unrelated tasks, for later sharing in the
plenary

 Trainer’s next task is to set out specifically and explicitly the intended outcomes from the
exercise

 The composition of the groups also needs attention. Each group should be properly balanced
if the dynamics are to be correct, with the right proportion and combination of strong
contributors, shy, introverts, logical thinkers, analysts and happy followers

 The group should select its own discussion leader but once this has been done, the trainer’s
task is to brief the leader on his role to lead the group to the desired objectives

Planning a Group Discussion

 It is necessary that the group discussion should be planned in a proper way for maximum
productivity and for realising the learning outcomes

 The trainer may give specific guidelines for the discussion or the group may be left free to
decide on the way it wants to discuss the topic or the issues

 Open-ended and carefully worded questions can generate an interesting discussion with
most individual participants.

 The trainer also have the option of either establishing the procedures and ground rules for
the conduct of the exercise or leaving this task to the group to decide

 Good group discussions do not just happen. The trainer must either build a climate that
allows the participant to be comfortable enough to participate, or the topic must be so
compelling that they cannot remain silent and are fired by an urge to share and contribute

 The sub-groups should also receive guidelines for preparing the report for presentation in
the plenary.

 The places that are allotted for the syndicate groups to meet should be comfortable to get
the maximum participation and provide an environment that is conductive to participation

Dynamics of a Discussion Group

 A few individuals who are more articulate and can communicate well can dominate the
discussion and succeed in imposing their views of the entire group. However there are some
who do not participate as they are not interested or are too lousy to take part in the
discussion, they are happy to go along with the approach of other dominating, This defeats
the very purpose of using this method.

 The group may not fully perceive the objectives and meaning of the deliberations or
comprehend the issues that need to be focussed upon, therefore the task may not be
carried out on the desired lines
  The group may be so overwhelmed by the desire to complete the task in double quick time
and to achieve results, that the group process that is central to this method, may get ignored
or sidelined.

 A group discussion can turn into an endless debate unless it is properly organised and
controlled

Role of the discussion leader

 The discussion leader’s main task is to ensure that the objectives of the discussion, set out
earlier, are met and the exercise provides a meaningful and fulfilling experience for the
members of the group

 The leader’s role is to stimulate the members, ensure that the focus of the discussion
remains on the issues or the topic and encourage participants by more members of the
group.

 The leader should not control the discussion but guide it in such a way that it remains on
course. The ownership of the process and the contents should be devolved to the group

 As discussed, in any discussion group, some members are inclined to control or dominate
the discussion. The leader must skilfully restrain the more aggressive and dominant
elements

 The leader should make certain that the discussion stays on course and the focus remains on
the agreed agenda

 It is a huge help to the group if the discussion leader, periodically highlights and summarises
key points of discussion

 The group may also require the assistance of the discussion leader in the preparation of the
group report

Preparation of the Group Reports

 Group reports are prepared in accordance with the objectives for which the
discussion was set

 The trainer should provide the guidelines to the groups for preparing the group
reports. If the reports are prepared in an agreed format, it facilitates presentation
and consolidation

 In most cases, the group reports are not expected to be in the form of a narrative,
explaining the process of discussion. They are developed along the core points,
bringing about the main substance of the discussion
  However, if the objectives of setting up discussion groups are aimed at promoting
interpersonal communication among the participants and encourage them to open
up and share, reports will focus on these aspects

Presentation and Consolidation of Group Reports

If group discussion has been held in the sub-groups or syndicates, the next step
should be to ask these sub-groups to present their report to the total group. The
trainer should set of a procedure for presentation and discussion of these reports to
make it interesting, less time consuming, and productive. In cases where the sub-
groups have discussed the same topic or issues, it is desirable that each group is
asked to display the key points on a flip chart, this can be followed by brief
presentation.

Limitations of the method

 If the group is large, all the members may not get the opportunity to participate and
contribute to the discussion

 If the task is not clearly defined, the discussion may lack focus, and as a result, it may
be unproductive

 Difficulties can arise if the leader is unskilled in guiding the discussion and/or not
familiar with the topic or issues

 Some members may dominate and, in a way, hijack the discussion

 As this is a group task, some members may take it easy and not feel constrained to
participate

Panel Discussion Method

A panel discussion represents a variation on the structured discussion format. Sometimes, it is also
referred to as colloquium or symposium. This format is used to present, before the participants,
view and opinions on a specific topic or issue through a panel experts or specialists.

Suitability of the Method

Generally this method is most appropriate if the outcome is related to development of participants’
knowledge on a specific issue or topic, or the objective is to expose them to wide range of views and
opinions of different experts or specialists in the area

Selection of the panellists

The next step is to select the panellists, who are experienced and well versed with the topic. This is
an important decision, The trainer may be keen to bring in the high-level experts or well-known
specialists in the area or the field. It is however important taht the level of the panellists should be
consistent with the requirements of the group, its level and standards. Sometimes the high
credentials of the panellists and their lack of rapport with the participants can create mental block
and barriers in effective two-way communication

Contents of the presentation

It is recommended that the training team should decide on the sub-topics and assign them to the
panelists, keeping in view areas of their special expertise. It is useful to know in advance the key
points of their presentations. The trainer must make sure that the presentations are within the
parameters of the topic and consistent with the learning objectives, To the extent possible;
overlapping should be avoided

Physical Arrangements
The physical arrangements for the sessions are also significant. The panellists are generally seated,
facing the group, with the moderator of the discussion seated in the middle

Role of the moderator

The moderator has a key role in the panel discussion. He must ensure that the presentations lead to
the realisation of the learning objectives. Although he is not responsible for the contents, he has to
control the process, including the discussion. The moderator should also be in a position to stimulate
the group for participation. He should not hesitate to intervene if the exercise is not going according
to the desired lines. It is important that the role of the moderator should be clear to the panellists
and the group to avoid any misunderstanding between the panellists and the moderator
Limitations
 One major problem with many panels is that they tend to be so structured that the
learner participation is minimal

 The control of the contents and the process rests heavily with the panellists or the
moderator

 If the panellists are not effective communicators, the session can be boring and dull

 Group participation though is minimal, the trainer can, however, enhance the
involvement of the group by providing for a question-answer session at the end of
the presentations.

 If the sub-topics or the contents overlap beyond reasonable limits, the presentations
can be very boring for the audience and, possibly even a waste of time

Brainstorming Method
Brainstorming is a specialized form of discussion method that can be used in a
training situation. Many trainers believe that brainstorming means a random and
structured way of generating ideas and solutions. This obviously is not true.
Brainstorming is certainly not a straightforward method of decision-making or
problem solving. At the heart of this method is the principle that as ideas or
solutions are proposed, comments and evaluations are suspended until the time this
step is completed and the group is ready to move onto the next step of analysis. It is
also based on the premise that it is not good to shoot down an idea or proposal
without properly considering its merits and demerits in an unbiased manner.
Another principle this method is based on is the principle of synergy. It is possible to
generate more ideas collectively than the sum of the ideas that would be produced
individually.

Objectives of the Method

 Generating a wide range of solutions or options in solving a problem, addressing an
issue/situation or in taking decision, thus stimulating creativity in the group

 Developing a positive attitude among the participants by encouraging them to listen

carefully to others, suspend judgement and outright rejection of their ideas, and refrain
from negative comments without going into their merits and demerits

 Encouraging shy and reluctant participants to share their ideas and views without fear of
getting an immediate negative reaction from other colleagues
  Promoting attitudes that will help the participants work more effectively in groups

Steps in Brainstorming
Generation of Ideas-The starting point is to generate a large number of ideas within a short
span of time. Thus, there is a comparatively greater emphasis on quantity and encouraging members
to think and be creative in generating new ideas, proposals or options. Quality or merit is assessed
later, lest it should inhibit or even stifle the process of generation of ideas. It is the task of the
discussion leader to ensure that this basic principle is not violated. No discussion should be
permitted, except to clarify a thought or statement. It is likely that some ideas put forward by the
members may be totally outlandish and irrelevant. But sometimes, a sound solution may emerge.
These ideas may be further worked upon by the group and refined to make them more relevant, in
line with the criteria set out by the group and acceptable to it.

Amending Ideas-The discussion leader can intervene if the ideas expressed need to be
amended through elaboration, editing or consolidation. He also has the task to assist those who are
not in a position to articulate their views. He should avoid any analysis at this stage. Leaders should
also ensure that ideas expressed earlier should not be opposed or repudiated

Posting All the Ideas on a Flip Chart- It will be helpful to post all the ideas generated
through this exercise on a flip chart. This will reinforce the contributions of those who have
contributed earlier and serve as a point of reference and an encouragement for those who follow

Analysing Ideas- Once all the ideas are posted, the discussion leader should proceed to
analyse them, going in chronological order. In this step all the factors which could have any bearing
on the final decision of the group, should be duly considered

Action Planning- At this stage the group outlines the stage to complement the decision

Preparing and Using Training Support Materials- Training support materials are
usually used in combination or in support of other training methods. The main objective for using
these materials is to enrich the presentation or promote the learning process. Training support
materials are resources which if properly used, assist a trainer in accomplishing specific training
objectives.
 Training support materials may be of different types and
forms. These can be classified into two broad categories

 Audio-visual materials

 Printed materials

Field Trip Method

A field trip is a carefully planned and organised visit to an organisation or a field project for a group
of participants, appropriate to the learning objectives of the training programme that they are
attending. It is not just an observation visit or a “tour” but a training activity designed to enhance
learning. The objective is to provide a first-hand opportunity to the participants to observe and study
certain aspects of functioning of an organisation, relating it to practice. It provides an understanding
of the activities, the working procedures or the management processes of an organisation,
depending on the objectives set out for a trip. It enables the participant to interact with a real field
setting or situation, leading to direct learning. It can either stimulate or reinforce classroom learning
or inputs, through visual stimulus

Organising a Field Trip

 Before the trip is undertaken, the training team should consider its justification and rationale

 As this a time-consuming activity, the benefits need to be carefully determined. It should be

organised if it assists in the process of learning and furthers the programme objectives

 The timing of the visit is of crucial importance to the training programme. If the learning
outcomes from the trip or benefits accruing out of it are to be related to certain specific
topics or modules of the programme, the visit has to be organised close to the classroom
activity.

 In deciding the time of the trip, the convenience of the visiting organisation should also be
considered. Sometimes, the trip is organised at a time when appropriate officials of the
organisation, who are best equipped to provide the required information and details on its
work, are committed elsewhere

 If the training team is convinced of the desirability and the relevance of the trip, the next trip
will be to set out its objectives

 To facilitate this, the group should be asked to prepare questions and identify areas around
which information must be sought during the trip

 The participants should be provided with proper information on the organisation to be

visited, especially on the aspects relevant to the learning objectives.

 Preferably, the larger group should be divided into smaller, more functional sub-groups.
Each sub-group should be given a specific task within the overall assignments for the group
 to study in a more intense manner. It should prepare a set of questions to which answers
should be provided by the officials of the organization

 It is also important that after field trip is over, there should be thorough discussion on the
benefits accruing out of the exercise and learning points emerging

Demonstration Method
A demonstration is an illustrated presentation that requires a trainer to demonstrate to the
participants how to do a thing. He carries out a task or a process through a series of actions
or steps to enable the participants to observe and understand the procedure, principle or
phenomenon. To reinforce the presentation, one or two participants may be asked to carry
out the same activity under his guidance. It may be visual, practical presentation
accompanied by a discussion.

This method will suit a wide range of objectives with specific procedure, skill or reflex
behaviour

Advantages
 Demonstration has verbal as well as visual components. Therefore, by
watching carefully, the participants have the opportunity of learning key
points

 The trainer can stimulate participants’ interest by including such elements as

well appeal to their learning faculties. If properly presented, the
demonstration can also motivate people

 The trainer can control the pace and easily alter it to meet the needs of the
group. The demonstration can be repeated if necessary

 It enables the trainer to relate the principles and theories to real world
situations.

Disadvantages
 Required equipment for this method may not always be available or may be too
sophisticated to be used in a real life situation, eg., a Magnetic Resonance Imager(MRI), or a
tunnelling electron microscope

 A demonstration must be properly prepared and organised carefully

 If it is a large group, it may be difficult for all to observe the demonstration

Characteristics of a Quality Demonstration

 Relevant information should be provided to the participants prior to the
demonstration, including its purpose

 The demonstration should be carried out slowly so that the participants do not miss
any key points

 It must be ensured that the trainer should talk to the participants or the group and
not to the object or equipment in front of him

 The demonstration should be visible to all members of the group

 The trainer must communicate with the participants, periodically should ask them
whether they are following the demonstration or the presentation. The trainer must
teach them not only to observe but also to think. The trainer also should watch out
for non-verbal clues from the participants for a feedback on how well the
demonstration is being received by the participants

 The trainer must summarise the activities of the session

 The trainer should evaluate the exercise

Preparing for a Demonstration

 The demonstration should be kept short and simple with a few key points as
possible

 It must be ensured that the steps are not only logical but also appear to be logical to
the participants

 The trainer should start from basic concepts and build on this to include difficult
steps that the participants must understand and follow

 The objectives must be double checked and before the demonstration is started, the
objectives must be clarified enabling the participants to know and focus

 The trainer should plan the introduction carefully. He must use question to check if
the participants are fully familiar with all the concepts, the skills, and the context,
well before the demonstration begins