Description
This is a presentation describes on the importance of training, reasons of training, general concepts of learning, understanding the process of learning in training program, Basic Learning style of Participants.
Training and Development
Context - Expectations
• Learning requires you to think independently, I want to see your thoughts and your understanding of the world; so no copying. Give me what ever little you understand that should be yours. Use references – don’t copy I want you to open up your horizon – TnD course is only a means to my ultimate goal. I would give you assignments – do them diligently; they help broaden your horizon. My reference book – – Every Trainer’s Handbook
Wishing you the best - Sachi
• •
•
•
• Devendra Agochiya
2/6/2013
© Sachidananda
2
TRAINING
Concept, Meaning and Scope
•
•
Key tool to enhance job related performance
Engendering Behavioral changes and developing life skills
Reasons for Training
Stakeholder & Responsibilities
•
On the job Training
No panacea to all problems – Sound only when if it effectively establishes the problem faced by individual or organization
Need not be consistent with the existing social values Should be at the cutting edge of fostering and promoting the values that aim to – remove barriers to progress – widen the horizon of individuals – Supportive of growth – Create new avenues of productive engagement Training itself is based on a set of values
© Sachidananda 3
• •
•
2/6/2013
TRAINING
Concept, Meaning and Scope
Reasons for Training
Stakeholder & Responsibilities
On the job Training
• Future directed - Little reference to past • Not targeted to specific behavior • More inclusive than training • Rooted in cultural ethos and social milieu • Social institutions play a major role • Relies heavily on group life of an individual
Education
• Past, present - crucial reference • Scope limited by program objective • Specific & Structured • Application and Practical Focused • Short term perspective • Impact can be monitored and assessed • Changes more perceptible
Training
2/6/2013
© Sachidananda
4
TRAINING
Concept, Meaning and Scope
• Training and Teaching
• Similarities – Interactive process based on communication between a receiver and a giver • Differences – Teaching
Reasons for Training
Stakeholder & Responsibilities
On the job Training
• Curriculum oriented • Pre-determined schedule of work
• Difference between – Teacher and Taught (enduring) – Participant and Trainer (shorter) • Trainer is expected to – Wider base of knowledge
2/6/2013 © Sachidananda 5
TRAINING
•
Concept, Meaning and Scope
Understanding Concept of Training
– – – Clearly defined parameters Empowerment of participants
• Emphasizes the application of knowledge learnt
Reasons for Training
Stakeholder & Responsibilities
Aims at building capacity to formulate the appropriate response through a process of
• • • Perception Understanding Analysis
On the job Training
–
Journey of self-awareness and self-discovery leading to growth and development
–
– – – – –
Assists removing mental blocks
Familiarizes more effective ways of using existing knowledge Both intended and unintended results Acquired knowledge… into functional behavior Increases organizational efficiency Far reaching changes!
2/6/2013
© Sachidananda
6
TRAINING
Concept, Meaning and Scope
• Pre-Service Training
– Developing new skills – Orienting New Incumbents or Entrants to the organization
Reasons for Training
Stakeholder & Responsibilities
On the job Training
• In-Service Training
– Improving the performance level – Assignment of new roles/new responsibilities – Introduction of new strategies and working methods in the organization – Advancement in Technology – Organizational Policy
• Enhancing Organization effectiveness
2/6/2013 © Sachidananda 7
TRAINING
Concept, Meaning and Scope
Reasons for Training
Stakeholder & Responsibilities
Participants
On the job Training
Funding and Donor Agencies Organizations
Stakeholders
Trainer
Trng Agency
2/6/2013
© Sachidananda
8
TRAINING
Concept, Meaning and Scope
• Participants
– – Participate and contribute to all training activities Set out personal learning objectives and direct efforts to realize them
Reasons for Training
Stakeholder & Responsibilities
–
Extend support to the training team in achieving the learning objectives and maintain learning environment
Assist co-participants in realizing their learning objectives
On the job Training
–
• Trainers
– Key Element in the delivery o the training
• Funding or Donor Agencies
– Ensure that the funds are used in accordance with the declared objectives and agreed plan of action Ensure Quality of Training
–
2/6/2013
© Sachidananda
9
TRAINING
Concept, Meaning and Scope
• Organizations
– – Assist the TA in identifying the needs of their nominees Select appropriate participants in accordance with the criteria and requirements set out by the TA Communicate expectations from their program to their nominee and the TA Keep in regular contact the training agency to secure information on the progress and performance of their nominees, especially if it’s a long term program Provide appropriate opportunities and support to their participants to facilitate transfer of training to the field situations Maintaining the performance or actions of their nominees after the training program and provide necessary data to the training agency.
Reasons for Training
Stakeholder & Responsibilities
On the job Training
–
–
–
–
2/6/2013
© Sachidananda
10
TRAINING
Concept, Meaning and Scope
• Training Agency
– Provides an environment that is conducive to learning, including physical facilities Ensures effective coordination between the trainers and the support staff associated with the delivery of the program Maintains contact with the sponsoring agencies, especially in long term programs and keeps it informed on the progress and performance of the nominees Maintains consistency between what it advocates in the training program and what is practices in its own functioning Assists in the functional growth and development of the training staff Maintains the Training team; keeps pace with the developments in the field of training
Reasons for Training
Stakeholder & Responsibilities
–
On the job Training
–
–
– –
–
Appraises its work on a regular basis
2/6/2013
© Sachidananda
11
TRAINING
Concept, Meaning and Scope
• Need
• Specific Features
– – – – – – – Focus on individualized training Unpredictability of results Active Monitoring and Supervision Absence of interaction Great emphasis on practise and doing Easy transfer of Training Less Cost Effective
Reasons for Training
Stakeholder & Responsibilities
On the job Training
2/6/2013
© Sachidananda
12
THE EXTRA
• Mapping company life stage to training
• TnD as a competitive advantage
• Stages of the company growth – # of people – Location – Business Domain – (complete the list)
• TnD as a strategic differentiator with the example of – Infosys
•
2/6/2013
© Sachidananda
13
2/6/2013
© Sachidananda
14
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
• Access to
– better career – Job opportunities – Secures social status & recognition – Improves quality of life
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
• “learning is a life long pursuit” • Helps
– Establish a bond with people – Promote social interaction – Informed and meaningful conversations
2/6/2013
© Sachidananda
15
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
•
• •
Learning is a natural phenomenon
Learning as a lifelong pursuit Learning occurs through structure and unstructured activities Learning as a basis of an individual’s behavior
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
•
•
Desire for change stimulates learning
2/6/2013
© Sachidananda
16
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
• Key Attributes of Learning
– is an evolutionary process
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
– is a product of collaboration between participants
– Process is unique to an individual – Also takes place at the sub-conscious level – Has intellectual and emotional elements
– Doesn’t progress at an uniform pace
2/6/2013
© Sachidananda
17
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
•
•
Owners of unique personal experience
More concerned with short term application of training Capable and willing to take greater responsibility for their learning Possess the ability to visualize or construct reallife situations Have a well defined self image
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
•
•
•
2/6/2013
© Sachidananda
18
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
• Participant’s learning styles – attributes
– Preference to a certain type of training activities
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
– Willingness to put in extra effort for learning
– Degree of dependence on the trainer
2/6/2013
© Sachidananda
19
THE EXTRA
•
•
Learning Syles
Learning styles inventory
•
•
Refhttp://www.businessballs.c om/kolblearningstyles.htm
2/6/2013
© Sachidananda
20
2/6/2013
© Sachidananda
21
DEVELOPING AN INTERGRATED APPROACH
Need
• In training
– Learning is complex
Four ways of Participants Learning
Methods of Learning
– Multidimensional process
– Myriad factors & conditions
Factors influencing Learning
– Many players
– Learning is composite
2/6/2013
© Sachidananda
22
DEVELOPING AN INTERGRATED APPROACH
Need
• Four ways of learning
– Affirmation or Endorsement of existing learning – Building on present level of competency – Development of new knowledge and competency – Learning after going through a process of delearning
Four ways of Participants Learning
Methods of Learning
Factors influencing Learning
2/6/2013
© Sachidananda
23
DEVELOPING AN INTERGRATED APPROACH
Need
• 5 key methods of learning can be identified
– Direct input by trainers
Four ways of Participants Learning
Methods of Learning
Factors influencing Learning
– Learning through sharing within the training group
– Learning through practice and exercise – Formal or informal methods of observation – Out-of-session exchange with participants and trainers
2/6/2013
© Sachidananda
24
DEVELOPING AN INTERGRATED APPROACH
Need
Four ways of Participants Learning
Methods of Learning
Family situation and personal problems Consistency between personal and program objectives
Situation in the organization
Participant’s learning styles and skills Previous training experience of the participant
Factors influencing Learning
Personal factors
Desire for personal growth and development Incentives or benefits of learning
Self image and level of self esteem
Reason and manner of sponsorship
2/6/2013
© Sachidananda
25
DEVELOPING AN INTERGRATED APPROACH
Need
Four ways of Participants Learning
Composition of the training group
Methods of Learning
Trainer/Training team Relationship with other members of the group
Factors influencing Learning
Environmental factors
Training strategies methods and techniques General learning environment in the group
Program content or topics
2/6/2013
© Sachidananda
26
THE EXTRA
• Bloom’s Taxonomy
• Ref:
•http://en.wikipedia.org/wiki/Bl oom's_Taxonomy
2/6/2013
© Sachidananda
27
THE EXTRA
• Bloom’s Taxonomy
• Ref:
•http://www.odu.edu/educ/rov erbau/Bloom/blooms_taxonom y.htm Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? Analyzing: can the student distinguish between the different parts? Evaluating: can the student justify a stand or decision? Creating: can the student create new product or point of view? define, duplicate, list, memorize, recall, repeat, reproduce state
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
appraise, argue, defend, judge, select, support, value, evaluate
assemble, construct, create, design, develop, formulate, write.
2/6/2013
© Sachidananda
28
TRAINING GROUP AND ITS DYNAMICS
•
Special Features of a Training Grp
Diversity in age, qualification, nature of experience of participants
Group environment has varied elements Leadership in a training program has unique and varying dimensions Varying values and behavior patters of participants Element of compulsion! Role as a member of the training group Personal learning objectives! Duration and attitude of the participants Subgroups Accessibility of the members of a training group Prior information about the training
Functional Behavior
• •
Dysfunctional Behavior
•
Types of Participants Stages of Development of a trng group
• • • • • • •
2/6/2013
© Sachidananda
29
TRAINING GROUP AND ITS DYNAMICS
Special Features of a Training Grp
• Willingness and ability to give feedback
• Intervention during a session or a Presentation • Assisting the trainer in organizing training activities • Giving support and encouragement to other participants • Helping in maintaining discipline in the group • Assisting and maintaining group harmony • Completing assignment and projects
Functional Behavior
Dysfunctional Behavior
Types of Participants Stages of Development of a trng group
2/6/2013
© Sachidananda
30
TRAINING GROUP AND ITS DYNAMICS
• During training
– – – One-upmanship Constant interruption Attempt to dominate the discussion Resisting active participation Ridiculing or embarrassing co participants Clowning with co-participants Distracting behavior Missing sessions without proper reason Later arrival to class
Special Features of a Training Grp
Functional Behavior
Dysfunctional Behavior
– –
Types of Participants Stages of Development of a trng group
– – – – •
Affecting learning environment – – Manipulating group to realize personal agenda Promoting disagreement and discord in the group
–
– – •
Creating opinion in group against program or trainer
Non-participation in training activities Refusing to respond to exigencies of the program
How do we deal with these?
2/6/2013
© Sachidananda
31
TRAINING GROUP AND ITS DYNAMICS
Special Features of a Training Grp
Functional Behavior
Types of participants
Dysfunctional Behavior
Types of Participants Stages of Development of a trng group
Self seeker
Detached Socializer Tourist
Critic
Learner
Know All
2/6/2013
© Sachidananda
32
TRAINING GROUP AND ITS DYNAMICS
Special Features of a Training Grp
Functional Behavior
Training activates are concluded Trainers clarify the doubts, queries etc Consolidation of learning Participants engage in the process of self appraisal Participants prepare for departure Emotion and feelings are expressed
Dysfunctional Behavior
Types of Participants Stages of Development of a trng group
Introduction with other participants and training team Getting familiar with the physical environment and facilities Introduced to the program
Exploring similaritie s of views and interests Process of accepting and getting accepted underway
Relationships are consolidated Roles of trainer and the participants are defined Participants get mentally settled in the program Ownership of the program is devolved to the participants
Period of intense activity in the program and learning
Heightened interactions, sharing of ideas and experiences Emergence of subgroups and leadership patterns
Sharing of expectation between participants and trainers
Concerns and anxieties are expressed
Finale End Dynamic
Consolidation
Bartering Acquisition
Preliminary
Development
Conclusion
2/6/2013
© Sachidananda
33
2/6/2013
© Sachidananda
34
2/6/2013
© Sachidananda
35
doc_443078841.pptx
This is a presentation describes on the importance of training, reasons of training, general concepts of learning, understanding the process of learning in training program, Basic Learning style of Participants.
Training and Development
Context - Expectations
• Learning requires you to think independently, I want to see your thoughts and your understanding of the world; so no copying. Give me what ever little you understand that should be yours. Use references – don’t copy I want you to open up your horizon – TnD course is only a means to my ultimate goal. I would give you assignments – do them diligently; they help broaden your horizon. My reference book – – Every Trainer’s Handbook
Wishing you the best - Sachi
• •
•
•
• Devendra Agochiya
2/6/2013
© Sachidananda
2
TRAINING
Concept, Meaning and Scope
•
•
Key tool to enhance job related performance
Engendering Behavioral changes and developing life skills
Reasons for Training
Stakeholder & Responsibilities
•
On the job Training
No panacea to all problems – Sound only when if it effectively establishes the problem faced by individual or organization
Need not be consistent with the existing social values Should be at the cutting edge of fostering and promoting the values that aim to – remove barriers to progress – widen the horizon of individuals – Supportive of growth – Create new avenues of productive engagement Training itself is based on a set of values
© Sachidananda 3
• •
•
2/6/2013
TRAINING
Concept, Meaning and Scope
Reasons for Training
Stakeholder & Responsibilities
On the job Training
• Future directed - Little reference to past • Not targeted to specific behavior • More inclusive than training • Rooted in cultural ethos and social milieu • Social institutions play a major role • Relies heavily on group life of an individual
Education
• Past, present - crucial reference • Scope limited by program objective • Specific & Structured • Application and Practical Focused • Short term perspective • Impact can be monitored and assessed • Changes more perceptible
Training
2/6/2013
© Sachidananda
4
TRAINING
Concept, Meaning and Scope
• Training and Teaching
• Similarities – Interactive process based on communication between a receiver and a giver • Differences – Teaching
Reasons for Training
Stakeholder & Responsibilities
On the job Training
• Curriculum oriented • Pre-determined schedule of work
• Difference between – Teacher and Taught (enduring) – Participant and Trainer (shorter) • Trainer is expected to – Wider base of knowledge
2/6/2013 © Sachidananda 5
TRAINING
•
Concept, Meaning and Scope
Understanding Concept of Training
– – – Clearly defined parameters Empowerment of participants
• Emphasizes the application of knowledge learnt
Reasons for Training
Stakeholder & Responsibilities
Aims at building capacity to formulate the appropriate response through a process of
• • • Perception Understanding Analysis
On the job Training
–
Journey of self-awareness and self-discovery leading to growth and development
–
– – – – –
Assists removing mental blocks
Familiarizes more effective ways of using existing knowledge Both intended and unintended results Acquired knowledge… into functional behavior Increases organizational efficiency Far reaching changes!
2/6/2013
© Sachidananda
6
TRAINING
Concept, Meaning and Scope
• Pre-Service Training
– Developing new skills – Orienting New Incumbents or Entrants to the organization
Reasons for Training
Stakeholder & Responsibilities
On the job Training
• In-Service Training
– Improving the performance level – Assignment of new roles/new responsibilities – Introduction of new strategies and working methods in the organization – Advancement in Technology – Organizational Policy
• Enhancing Organization effectiveness
2/6/2013 © Sachidananda 7
TRAINING
Concept, Meaning and Scope
Reasons for Training
Stakeholder & Responsibilities
Participants
On the job Training
Funding and Donor Agencies Organizations
Stakeholders
Trainer
Trng Agency
2/6/2013
© Sachidananda
8
TRAINING
Concept, Meaning and Scope
• Participants
– – Participate and contribute to all training activities Set out personal learning objectives and direct efforts to realize them
Reasons for Training
Stakeholder & Responsibilities
–
Extend support to the training team in achieving the learning objectives and maintain learning environment
Assist co-participants in realizing their learning objectives
On the job Training
–
• Trainers
– Key Element in the delivery o the training
• Funding or Donor Agencies
– Ensure that the funds are used in accordance with the declared objectives and agreed plan of action Ensure Quality of Training
–
2/6/2013
© Sachidananda
9
TRAINING
Concept, Meaning and Scope
• Organizations
– – Assist the TA in identifying the needs of their nominees Select appropriate participants in accordance with the criteria and requirements set out by the TA Communicate expectations from their program to their nominee and the TA Keep in regular contact the training agency to secure information on the progress and performance of their nominees, especially if it’s a long term program Provide appropriate opportunities and support to their participants to facilitate transfer of training to the field situations Maintaining the performance or actions of their nominees after the training program and provide necessary data to the training agency.
Reasons for Training
Stakeholder & Responsibilities
On the job Training
–
–
–
–
2/6/2013
© Sachidananda
10
TRAINING
Concept, Meaning and Scope
• Training Agency
– Provides an environment that is conducive to learning, including physical facilities Ensures effective coordination between the trainers and the support staff associated with the delivery of the program Maintains contact with the sponsoring agencies, especially in long term programs and keeps it informed on the progress and performance of the nominees Maintains consistency between what it advocates in the training program and what is practices in its own functioning Assists in the functional growth and development of the training staff Maintains the Training team; keeps pace with the developments in the field of training
Reasons for Training
Stakeholder & Responsibilities
–
On the job Training
–
–
– –
–
Appraises its work on a regular basis
2/6/2013
© Sachidananda
11
TRAINING
Concept, Meaning and Scope
• Need
• Specific Features
– – – – – – – Focus on individualized training Unpredictability of results Active Monitoring and Supervision Absence of interaction Great emphasis on practise and doing Easy transfer of Training Less Cost Effective
Reasons for Training
Stakeholder & Responsibilities
On the job Training
2/6/2013
© Sachidananda
12
THE EXTRA
• Mapping company life stage to training
• TnD as a competitive advantage
• Stages of the company growth – # of people – Location – Business Domain – (complete the list)
• TnD as a strategic differentiator with the example of – Infosys
•
2/6/2013
© Sachidananda
13
2/6/2013
© Sachidananda
14
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
• Access to
– better career – Job opportunities – Secures social status & recognition – Improves quality of life
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
• “learning is a life long pursuit” • Helps
– Establish a bond with people – Promote social interaction – Informed and meaningful conversations
2/6/2013
© Sachidananda
15
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
•
• •
Learning is a natural phenomenon
Learning as a lifelong pursuit Learning occurs through structure and unstructured activities Learning as a basis of an individual’s behavior
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
•
•
Desire for change stimulates learning
2/6/2013
© Sachidananda
16
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
• Key Attributes of Learning
– is an evolutionary process
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
– is a product of collaboration between participants
– Process is unique to an individual – Also takes place at the sub-conscious level – Has intellectual and emotional elements
– Doesn’t progress at an uniform pace
2/6/2013
© Sachidananda
17
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
•
•
Owners of unique personal experience
More concerned with short term application of training Capable and willing to take greater responsibility for their learning Possess the ability to visualize or construct reallife situations Have a well defined self image
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
•
•
•
2/6/2013
© Sachidananda
18
LEARNING PROCESS IN A TRAINING PROGRAM
Learning in the present day world
• Participant’s learning styles – attributes
– Preference to a certain type of training activities
General Concept of Learning Understanding the process of Learning in a Trng Prg Features of Adult Learners Basic Learning style of Participants
– Willingness to put in extra effort for learning
– Degree of dependence on the trainer
2/6/2013
© Sachidananda
19
THE EXTRA
•
•
Learning Syles
Learning styles inventory
•
•
Refhttp://www.businessballs.c om/kolblearningstyles.htm
2/6/2013
© Sachidananda
20
2/6/2013
© Sachidananda
21
DEVELOPING AN INTERGRATED APPROACH
Need
• In training
– Learning is complex
Four ways of Participants Learning
Methods of Learning
– Multidimensional process
– Myriad factors & conditions
Factors influencing Learning
– Many players
– Learning is composite
2/6/2013
© Sachidananda
22
DEVELOPING AN INTERGRATED APPROACH
Need
• Four ways of learning
– Affirmation or Endorsement of existing learning – Building on present level of competency – Development of new knowledge and competency – Learning after going through a process of delearning
Four ways of Participants Learning
Methods of Learning
Factors influencing Learning
2/6/2013
© Sachidananda
23
DEVELOPING AN INTERGRATED APPROACH
Need
• 5 key methods of learning can be identified
– Direct input by trainers
Four ways of Participants Learning
Methods of Learning
Factors influencing Learning
– Learning through sharing within the training group
– Learning through practice and exercise – Formal or informal methods of observation – Out-of-session exchange with participants and trainers
2/6/2013
© Sachidananda
24
DEVELOPING AN INTERGRATED APPROACH
Need
Four ways of Participants Learning
Methods of Learning
Family situation and personal problems Consistency between personal and program objectives
Situation in the organization
Participant’s learning styles and skills Previous training experience of the participant
Factors influencing Learning
Personal factors
Desire for personal growth and development Incentives or benefits of learning
Self image and level of self esteem
Reason and manner of sponsorship
2/6/2013
© Sachidananda
25
DEVELOPING AN INTERGRATED APPROACH
Need
Four ways of Participants Learning
Composition of the training group
Methods of Learning
Trainer/Training team Relationship with other members of the group
Factors influencing Learning
Environmental factors
Training strategies methods and techniques General learning environment in the group
Program content or topics
2/6/2013
© Sachidananda
26
THE EXTRA
• Bloom’s Taxonomy
• Ref:
•http://en.wikipedia.org/wiki/Bl oom's_Taxonomy
2/6/2013
© Sachidananda
27
THE EXTRA
• Bloom’s Taxonomy
• Ref:
•http://www.odu.edu/educ/rov erbau/Bloom/blooms_taxonom y.htm Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? Analyzing: can the student distinguish between the different parts? Evaluating: can the student justify a stand or decision? Creating: can the student create new product or point of view? define, duplicate, list, memorize, recall, repeat, reproduce state
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
appraise, argue, defend, judge, select, support, value, evaluate
assemble, construct, create, design, develop, formulate, write.
2/6/2013
© Sachidananda
28
TRAINING GROUP AND ITS DYNAMICS
•
Special Features of a Training Grp
Diversity in age, qualification, nature of experience of participants
Group environment has varied elements Leadership in a training program has unique and varying dimensions Varying values and behavior patters of participants Element of compulsion! Role as a member of the training group Personal learning objectives! Duration and attitude of the participants Subgroups Accessibility of the members of a training group Prior information about the training
Functional Behavior
• •
Dysfunctional Behavior
•
Types of Participants Stages of Development of a trng group
• • • • • • •
2/6/2013
© Sachidananda
29
TRAINING GROUP AND ITS DYNAMICS
Special Features of a Training Grp
• Willingness and ability to give feedback
• Intervention during a session or a Presentation • Assisting the trainer in organizing training activities • Giving support and encouragement to other participants • Helping in maintaining discipline in the group • Assisting and maintaining group harmony • Completing assignment and projects
Functional Behavior
Dysfunctional Behavior
Types of Participants Stages of Development of a trng group
2/6/2013
© Sachidananda
30
TRAINING GROUP AND ITS DYNAMICS
• During training
– – – One-upmanship Constant interruption Attempt to dominate the discussion Resisting active participation Ridiculing or embarrassing co participants Clowning with co-participants Distracting behavior Missing sessions without proper reason Later arrival to class
Special Features of a Training Grp
Functional Behavior
Dysfunctional Behavior
– –
Types of Participants Stages of Development of a trng group
– – – – •
Affecting learning environment – – Manipulating group to realize personal agenda Promoting disagreement and discord in the group
–
– – •
Creating opinion in group against program or trainer
Non-participation in training activities Refusing to respond to exigencies of the program
How do we deal with these?
2/6/2013
© Sachidananda
31
TRAINING GROUP AND ITS DYNAMICS
Special Features of a Training Grp
Functional Behavior
Types of participants
Dysfunctional Behavior
Types of Participants Stages of Development of a trng group
Self seeker
Detached Socializer Tourist
Critic
Learner
Know All
2/6/2013
© Sachidananda
32
TRAINING GROUP AND ITS DYNAMICS
Special Features of a Training Grp
Functional Behavior
Training activates are concluded Trainers clarify the doubts, queries etc Consolidation of learning Participants engage in the process of self appraisal Participants prepare for departure Emotion and feelings are expressed
Dysfunctional Behavior
Types of Participants Stages of Development of a trng group
Introduction with other participants and training team Getting familiar with the physical environment and facilities Introduced to the program
Exploring similaritie s of views and interests Process of accepting and getting accepted underway
Relationships are consolidated Roles of trainer and the participants are defined Participants get mentally settled in the program Ownership of the program is devolved to the participants
Period of intense activity in the program and learning
Heightened interactions, sharing of ideas and experiences Emergence of subgroups and leadership patterns
Sharing of expectation between participants and trainers
Concerns and anxieties are expressed
Finale End Dynamic
Consolidation
Bartering Acquisition
Preliminary
Development
Conclusion
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