goNAME-SHARAD KAPOOR REG.

NO-LVII17234 OB-RESPONSE SHEET 1

Q.4.) Define motivation. Critically evaluate contribution of Mc Gregor to motivation. Ans: Motivation is defined as a term used to refer a driving force that stimulates people to action to accomplish desired goals. It is a basic psychological process in human behavior. The term motivation has been derived from the word motive which means anything that initiates or sustains activity. As defined by Dalton E McFarland Motivation refers to the way in which urges, drives, desires, aspirations, strivings or needs direct, control or explain the behavior of human beings. MOTIVE BEHAVIOR GOAL GOAL ACTIVITY GOAL DIRECTED ACTIVITY

Douglas Mc Gregor (1960) set forth at opposite extremes two pairs of assumptions about human beings. First set of assumptions are contained in Theory X and the second set in Theory Y. He labeled Theory X and Theory Y as Traditional View of Management and Newer Attitudes in Organizational Psychology respectively.

Theory X
Inherent dislike for work Avoid responsibility Not able to direct own behavior Neither self motivated nor achievement oriented Need to be supervised and controlled

Theory Y
Work hard to achieve goals Willing to assume responsibility Capable of directing own behavior Have need to achieve Need to be provided with resources to do the task

Mc Gregors theory explains the failure of many management systems and introduces the concept of new ways of management. Theory X and Y are just assumptions. They are intuitive deductions and not based on research. No man would belong exclusively either to Theory X or Theory Y. He shares the traits of both in varying degrees under different situations. Thus Mc Gregors theories are

important tools in understanding the behavior of human beings and in designing incentives to motivate the employees. Neither of the two is applicable fully in all situations and to all types of employees. However Theory X is applicable to unskilled and uneducated operative workers whereas Theory Y is more applicable to skilled and educated employees who are mature enough and understand their responsibility. Theory Z- based on Japanese management 1) Strong bond between company and employees. 2) Group participation. 3) Mutual trust. 4) Non-Hierarchical Organization structure. 5) Human resource development. Q.3.) Define leadership. Effectiveness of leaders depend on how their leadership style inter-relates with situation in which they operate. Explain the leadership styles and type of interaction with suitable examples. Ans: Leadership is a quality of behavior of a person whereby he is able to persuade others to seek group goals enthusiastically. Leadership is the inter-personal influence exercised in a situation and directed through communication process towards the attainment of specified goals. -Robert Tannenbaum Leadership process is a function of the leader, the follower, and other situational variables. L=f (l, f, s) Three attitudinal approaches to leadership styles1) Ohio state leadership studies-The leader behavior description questionnaire (LBDQ) was used. Ohio state staff found that initiating structure and consideration were separate & distinct dimensions. 2) Michigan leadership studies-This study identified two concepts, employee orientation and production orientation. These two orientations parallel the democratic (relationship) and authoritarian (task) concepts of leadership continuum. 3) Group dynamic studies-According to C. Xartwright and Zander, goal achievement seems to coincide with the task concepts (production orientation), and group maintenance parallels the relationship concepts (employee orientation).

The leadership Grid (5 different types of leadership):

1, 9 Country Club management-Attention

to needs of people for satisfying relationships.

9, 9 Team management-Work
accomplished is from committed people.

Organization man management-Balance

the necessity with maintaining morale of people

1, 0 1 Impoverished 1 2 3 4 5 6 7 8 9 managementminimum effort to get required work done. Concern for production

9,1Authority ObedienceEfficiency results from arranging work with minimum human interference.

STYLES OF LEADERSHIP
The behavioral pattern which a leader exhibits is known as his style of leadership. Different leadership styles exist among leaders in different times and in different situations. The leadership styles in a particular situation are determined by the leaders personality experience and value system, nature of followers and nature of environment. The three important leadership styles are as follows: 1. Autocratic Leadership 2. Participative Leadership 3. Free Rein Leadership

Autocratic Leadership: It is known as authoritarian or directive style of leadership.

The autocratic leader gives orders which must be obeyed by the subordinates. He centralizes decision-making power in himself. He takes the decisions for the group without consulting the group members and simply tells the group what the members have to do.

Participative Leadership: A democratic leader is one who gives order after

consulting the group. He sees to it that policies are worked out in group discussions and

with the acceptance of the group. His decisions are not one sided because they arise from consultation with followers and participation by them.

Free Rein Leadership: A free rein leader does not lead, but leaves the group
entirely to itself. He is represented by the chairman of the board who leaves all responsibility for most of the work to his subordinates. The free rein manager avoids using power. He depends largely upon the group to establish its own goals and solve its own problems.

Interaction of styles-Jacob W. Getzels stated some managerial positions or roles are

structured by interactions. Supervision of highly structured jobs based on Theory X assumptions requires pre-determined behavior by a manager. There is no style called best style. Leadership is follower ship specific. Example1) The behavior of an advertising agency manager is derived extensively from that persons style, as innovation and creativity are encouraged. Manager moves from supervising an unstructured job to working with people on structured job. 2) People at the top of organization make more money and forget how hard it is for people at the bottom. A CEO once went to the board and asked permission to give 155 people of low salary, his own bonus. If you draw a line on your greed and your employees see it, they will be incredibly loyal and perform much better for you.

NAME-SHARAD KAPOOR REG.NO-LVII17234 OB-RESPONSE SHEET 2

Q.1.) Define learning. Compare and contrast conditioned and instrumental learning. Give an example of how a particular behavior is learned and modified in organization. Ans: Learning is defined as a behavior change in a specific situation produced by repeated experiences of situation. E.R Hilgard has defined learning as a relatively permanent change in behavior that occurs as a result of prior experience. To quote McGehel,Learning has taken place if an individual behaves, reacts and responds as a result of experience in a manner different from the way he formerly behaved. It is accompanied by acquisition of knowledge and skills which are relatively permanent. Temporary changes may be only reflexive and fail to represent any learning. Classical conditioning is defined as process in which a formerly neutral stimulus when paired with an unconditioned stimulus, become a conditioned stimulus that elicit a conditioned response. In other words the S-R connection is learned. Operant conditioning (instrumental learning) is concerned with learning that occurs as a consequence of behavior, or R-S.

Classical conditioning
Change in stimulus(unconditioned stimulus to conditioned stimulus) will elicit a particular response Strength and frequency of classically conditioned behaviors are determined by frequency of eliciting stimulus (the environmental event that precedes the behavior) Unconditioned stimulus serving as a reward is present every time

Operant conditioning (Instrumental learning)

One particular response out of many possible ones occur in a given stimulus situation. Stimulus situation serves as a cue to emit the response Strength and frequency of Operant conditioned behavior are determined by consequences ( the environment behavior that follows the behavior) The reward is presented only if organism gives correct response

Instrumental learning has much greater impact on human learning than classical learning. E.g. it is said that employees work 8 hours/day, 5 days a week in order to feed, clothe and shelter themselves and their families.

Conditioned response is instrumental in obtaining the food, clothing and shelter. The consequences of organizational behavior can change the environmental situation and greatly influence subsequent employee behaviors. Managers can analyze the consequences of organizational behavior to help accomplish the goals of prediction and control. Analysis of absenteeism behavior:

ANTECEDENT
Illness/accident Hangover Lack of transportation Traffic No day care facilities Family problems Company policies Group/personal norms Seniority/age

BEHAVIOR
Getting up late Sleeping Staying home Drinking Fishing/hunting Working at home Visiting Caring for sick child

CONSEQUENCES
Discipline programs Verbal Reprimands Written Reprimands Pay docks Lay offs Dismissals Social consequence from co-workers Escape & avoidance at working

Q.4) Define Communication. What are the barriers of communication? Ans: Communication is a process of transferring information from one entity to another. Communication is commonly defined as the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs. Communication is a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. All forms of communication require a sender, a message, and an intended recipient; however the receiver need not be present or aware of the sender's intent to communicate at the time of communication in order for the act of communication to occur. There are auditory means, such as speech, song, and tone of voice, and there are nonverbal means, such as body language, sign language, paralanguage, touch, eye contact, through media, i.e., pictures, graphics and sound, and writing.

The process involves:

Sender Message Visual/oral/written Recipient

Barriers of Communication I) Physical barriers:

A) The competing stimulus- e.g. loud music, traffic noise, crows cawing.

B) Environmental stress- High temperature and humidity, Poor ventilation, strong glare. C) Subjective stress- Sleeplessness, ill health, mood variations. D) Ignorance of the medium- Use of medium with which the receiver is not familiar would turn the medium itself into barrier e.g. oral, written, audio, visual, audio-visual etc.

II) Limitations of Senders capacity- Sender is often unable to put across his
message in a language and form understandable to receiver because of wrong medium or uses medium in a confusing manner. Limitations of receivers capacity- It depends on his span of attention, his intelligence level, his understanding level of the subject and his memory.

III) Psychological barriers- A frame of reference consisting of standards and

values are formed by our childhood experiences, heredity and environment. We tend to listen attentively and interpret those messages which give a boost to our self image and reject or misinterpret which threaten our image. This is communication selectivity. Barrier of allness It is the attitude of people with closed minds. They assume they know everything about a subject and are not prepared to believe that they can be mistaken. Either/Or Orientation- We interpret messages in extremely negative or positive ways, wrong or right, black or white terms. Snap reactions- The listener responds speedily to the communicators message pronouncing it favorable or unfavorable even before communication is complete. Tendency to evaluate- Premature evaluation and judging tendency is a serious barrier. Resistances to change- New ideas that do not support our own views are resisted outright. Defensiveness-Even if we are convinced we are wrong we refuse to admit it. Fear- Emotions of nervousness, anxiety and tension is most constricting resulting in tunnel vision.

IV) Linguistic & cultural barriers-Senders success is determined in the way in

which he handles written and spoken words. Words are Symbols. Language is ambiguous.

V) Mechanical barriersThese are raised by channels employed for interpersonal group or mass communication. E.g. wrong placement of speakers, smeared ink in news paper, too small font size in magazine. Other barriers are Personal expertise, Rules and Regulation Arrogance, Timing, Respect and confidentiality.

NAME-SHARAD KAPOOR REG.NO-LVII17234 HRD-RESPONSE SHEET 1

Q.4.) How do you design and conduct a specific training programme? Ans: Designing a training programme- First decide the objectives taking note of program content required, methodology, level of participants and duration. Seven essential steps1. Moderate level of content- In this trainer has time to design activities that introduce, present, apply and reflect upon what is being learned 2. Variety of learning approaches to keep interest alive 3. Opportunities for group participation. 4. Utilization of participants knowledge or skill in a particular subject. 5. Recycling of earlier learned concepts and skills. 6. Real life problem solving. 7. Allowance for re-entry planning- Transferring learning into course of job. Tips to design training programme: Assess participants Define the objective Match objectives with training needs Set general learning goals Specify Objectives Design Training activities Determine training methodology and location for training Sequence training activities Start detailed planning Revise design details Evaluate total result

Three major ingredients of design are: 1) Purpose- It specifies the need. 2) Method-Used to implement worker training and development program isa) On the job training b) Planned program c) Productivity measurement technique and feedback on performance. d) Quality circle program.

3) Conduction of Training Programme Tips

A) Preparing yourself mentally: Preparation of materials and activities in advance. Familiarize with participants. Be comfortable with course contents. Flexible with lesser plans and designs. Vary location and event. Watch others train the same program. B) Arranging physical environment C) Greeting participants and establishing friendly relationships D) Acquiring best from first 30 minutes of training E) Reviewing the agenda: Content outline Description of all training activities designed Schedule Requests you will make to participants House keeping information (eating arrangements) Getting feedback Control at time and pace Making smooth transition from one topic to other Q.3.) What are the developmental dimensions of personnel function? Ans: Personnel management is management of human resources in an organization and it is basically concerned with creation of harmonious working relations among its participants and bringing about their utmost individual development. Edwin B. Flippo enumerated three functions of personnel management: a) Operative functions b) Managerial functions c) Organization development

Operative functions-An operative is one who has no authority over other but has
been given a specific task or duty to perform under managerial supervision. These functions are known as service functions and are concerned with activities like Procurement Development Compensation Integration Maintenance Separation

Managerial functions- Luther Gullick describes these functions as follows:

a) Planning- It is determination in advance of a personnel program that will

contribute to goals established for enterprise. Its features are research and planning. b) Organizing -It involves identification and grouping the activities to be performed and dividing them among the individuals and creating authority and responsibility and relationship among them. c) Directing- It means issuing orders and instructions and providing guidance and motivation to subordinates. d) Controlling- It means regulating the activities of personnel in accordance with personnel plans.

Organizational Development- It is a complex educational plan intended to change

the beliefs, attitudes, values and structure of organizations so that they can better adapt to new technologies, markets and challenges and rate to change itself.

Following are the Development functions:

Functional areas of Personnel management:

NAME-SHARAD KAPOOR REG.NO-LVII17234 HRD-RESPONSE SHEET 2

Q.1.) What are cross cultural issues in HRD and how do you manage such issues? Ans: Culture of a country is important determinant of behavior of people and not being sensitive to these differences can often result in misunderstandings and embarrassments and even in loss of efficiency. The cultural values have a major influence on the way people relate to each other and what they aspire for in a job. Activities like hiring; promoting, rewarding and dismissal will be determined by the practices of the host country and are based on value system peculiar to that countrys culture. Recognizing cultural differences is a constant challenge for the expatriates and their family for the cultural environment. Traits and characteristics that an expatriate must have are technical and managerial skills, cross cultural abilities, cultural empathy, adaptability, diplomacy, language ability, positive attitude, emotional stability and maturity, effectiveness and coping skills.

Cross-cultural challenges:
1) Communication-

2) Cross culture variances: Relationship between different hierarchical departments Way of sharing information among the units

 Process of hiring Attitude- Indians are good at technical thinking and very resourceful but makes mistakes

MANAGING CROSS CULTURAL ISSUES

HR should have a better understanding about diversity in work place, women diversity, organizational culture and restructuring, legal systems, negative attitudes and behaviors. An effective expatriate employee must adapt to the host country. Well designed cultural awareness training program is beneficial to encourage an appreciation of the hostcountrys culture. These programs vary according to country of assignment, duration, purpose of transfer and provider of such programs. Hofstede described India high on power-distance dimension. He ranked India as weak on uncertainty-avoidance dimension, dominant on the collectivism dimension and masculine dimension. High power distance is one of the major styles of management in India. It is the responsibility of HR Manager to protect and develop an organizational culture, which encourages diversity at workplace. Q.3.) How do you plan & implement career development programme in your organization? Ans: A career may be defined as a sequence of position, roles or jobs held by one person over a relatively long time-span. Career development is a dynamic and not a static element of an individuals life. Career development programme help in achievement of career objectives. Career Anchors are the basic attitudinal characteristics that guide people through out their careers. They act as a foundation of basics with deep roots of conviction, the ability to do something well and mental preparedness for pursuing a path.

PLANNING & IMPLEMENTING A CAREER DEVELOPMENT PROGRAMME IN OUR INSTITUTE

Individual assessment Need analysis Organizational assessment Opportunity analysis

Need opportunity alignment Career Counseling

Career planning- It involves Career progress education and Career counseling with prior need analysis. Career development- It involves both the individual and organization working together for progress. We believe our success is directly related to success of our employees. We offer our employee an environment for structured career planning with an opportunity to move both horizontally and vertically in any technology domain within the organization. Reward giving is based on individuals contribution towards attaining his individual objectives, unit objectives and organizational objectives.

IMPLEMENTING CAREER DEVELOPMENT PROGRAM IN OUR ORGANIZATION Exploration Establishment

Developmental tasks Identifying skills, interests, fit between self and work Helping, learning, following directions Apprentice Advancement growth, security, develop life style

Maintenance
Hold on to accomplishment and update skills

Disengagement
Retirement planning, change in balance between work and non-work

Activities

Making independent contribution Colleague

Training, sponsoring, Phasing out of work policy making

Relationship to other employees Age Years on job

Mentor

Sponsor

Less than 30yrs Less than 2yrs

30-45 2-10yrs

45-60 More than 10yrs

61+ More than 10yrs

NAME-SHARAD KAPOOR REG.NO-LVII17234 MANPOWER PLANNING TRAINING -RESPONSE SHEET 1

Q.2.) Explain Job analysis, Job Description and Job Specification. Explain the steps involved in Job analysis. Ans: Job analysis is a detailed and systematic study of jobs to know the nature and characteristics of people to be employed of each job. It is a process of discovering and identifying the pertinent information relating to the nature of a specific job. It is the determination of the tasks which comprise the job and of the skills, knowledge, abilities and attitudes required of the worker for successful performance of the job. The process of job analysis is essentially one of data collection and then analyzing that data. The data may be classified as: Job Identification Nature of the job Operations involved in doing the job Materials and equipments to be used in doing the job Personal attributes required to do the job. E.g. education, training, physical strength, mental capabilities etc. Job Relationship

Job Description- Job Description is an organized factual statement of job contents in

the form of duties and responsibilities of a specific job. The preparation of job description is necessary before the vacancy is advertised. It tells in brief the nature and type of the job. It emphasizes the job requirements. Job description document discloses what is to be done, how it is to be done and why it is to be done.

Contents:
Job identification Job summary Duties performed Job duties and responsibilities Supervision given and received Relation with other jobs Machines, tools and materials Working conditions Hazards

Job Specification- According to Flippo, Job Specification is a document which states

the minimum acceptable human qualities (in terms of skill, education, experience, special aptitudes etc) necessary to perform a job properly. It sets forth requirement sought in a person who is to be selected to perform a particular job. Job Specification translates the job descriptions into human qualifications and sometimes level of performance required for successful performance of the job. They relate to the following: Physical characteristics Psychological characteristics. (special aptitude) Personal characteristics or traits of temperament Responsibilities Other features e.g. Age, sex, education, experiences and language ability Job analysis is a multi-purpose analysis. Its sources are as follows: Questionnaire Written narratives Observations Interviews

STEPS INVOLVED IN JOB ANALYSIS

1. Organize and plan for the program. The company must determine who will be in charge of the program and must assign responsibilities. A schedule should be made and a budget estimated. 2. Obtain current job design information. The job analyst should next obtain organization charts, current position descriptions and job specifications. 3. Conduct needs research. The job analyst should investigate to determine which organization, managers, or staff people require job analysis or output from job analysis. 4. Establish priorities in the jobs to be analyzed. 5. Collect job data. Collect data about the selected jobs as they are currently being performed using systematic techniques. 6. Redesign the jobs, if necessary. 7. Prepare job descriptions and job classifications. Job information collected must be processed to prepare the job descriptions. 8. Developing job specifications. This step involves conversion of the job descriptions in terms of human qualifications, traits of temperament, physical and psychological attributes required for successful performance of the job.

Q.3.) What are the major selection devices used in typical selection process? Explain. Ans: Selection Process is system of functions and devices adopted in a given company to ascertain whether candidates specification are matched with job specification and requirement or not.

Elements in selection:
Organizational objectives Job design & job description Job specifications Competency modeling Recruitment policy Selection

Selection devices used in a typical selection process-A series of methods or

stages by which different types of information can be secured are called selection devices. They are: Job Analysis-Every organization should finalize the job descriptions and job specification and the employee specification. Recruitment-It is the process of searching for prospective employees and stimulating them to apply for jobs in an organization Application form/ application blank-It is used as a device to screen the candidates at preliminary level. Many companies formulate their own application forms depending on required information. Some companies may ask the applicant to apply on white paper giving his details.

Initial screening/ written examination- It measures candidates ability in arithmetic, aptitude, reasoning, knowledge etc. Preliminary interviews- It is useful in process of eliminating undesirable and unsuitable candidates. If the information provided by the candidate is below the job specification, he/she may be eliminated depending on availability of number of suitable candidates. Physical examination- Medical examination is important in some jobs which require clear vision, perfect hearing, tolerance of hard working conditions, etc. Group discussion- It is used to judge the candidates skill and ability to analyze and find alternative solutions for a problem. Tests: Knowledge tests Aptitude tests Judgments test Interest and personality test Dexterity tests Situational tests

Final interview- It is a face to face organizational and appraisal method of evaluating an applicant. Interviewer matches the candidate information to job requirements. Types of interviews are: Informal interview Formal interview Planned interview Patterned interviews Non directive interview Depth interview Stress interview Group interview Panel interview Checking references-These are treated as routine and casually or even omitted in some organizations. Job offer- After selection, the organization sends appointment letter stating the conditions of employment to successful candidates.

NAME-SHARAD KAPOOR REG.NO-LVII17234 MANPOWER PLANNING TRAINING -RESPONSE SHEET 2

Q.1.) How does training differ from development and education? What is the role of training and development in learning? Ans: The term training denotes a systematic procedure of transferring technical know-how to employees so as to increase their knowledge and skills for doing particular jobs. Training is the act of increasing the knowledge and skills of an employee for doing a particular job. It involves the development of skills that are usually necessary to perform a specific job. Development is a long term educational process utilizing a systematic and organized procedure by which managerial personnel learn conceptual and conceptual and theoretical knowledge for general purposes. Development is where the objective is to acquire a set of capabilities which will equip a person to do a job sometime in the predictable future which is not within his present ability, that person is said to undergo process of development. Education may be defined as a process by means of which knowledge, learning, understanding, physical capacity and mental outlook of the employees are improved so as to bring about their better adjustment with the working environment.

Training

Development

Education

By non-managers

Managers

By schools and colleges

Technical mechanical operations Specific job related information Short-term

Theoretical conceptual ideas General knowledge Long term

Theory based Knowledge Increases general knowledge and understanding of employee Short term

Role of Training and Development in Learning:

Training is a learning experience. 10 rules of learning are: Trainer should know the capacities of learners (audience). Points presented at the beginning and end of message are better remembered than in the middle. Mention not only what to do but also what not to do. Rate of forgetting tends to be very rapid immediately after learning. Repetition is important. Repetition of identical materials is often effective. Knowledge of results leads to increase in learning. Learning is aided by active practice rather than passive reception. Message is more easily learned and accepted if it does not interfere with earlier habits. Belongingness and Satisfaction are necessary in training and learning process. Learning something now can interfere with remembering something learned earlier. Training efforts must follow learning oriented guidelines: Modeling Motivation Reinforcement Feedback Spaced practice Whole learning Active practice Applicability of Training Environment Areas of training Knowledge Technical skills Social skills Techniques

Q.2.) How will you evaluate the effectiveness of training programmes? If there are short-comings in training, what steps will you take to overcome these? Ans: Training Evaluation is defined as The assessment of the total value of a training system, training course or programme in social as well as financial terms. Hamblin suggested five levels at which evaluation of training can take place: 1. Reactions-Trainees reaction of overall usefulness of the training. 2. Learning-Quality of content learned, time taken to learn and learners ability to use or apply the content learned. 3. Job behavior-Extent to which the trainee has applied his learning to his job. 4. Organization-Change in organization in the form of increase productivity, quality, morale, sales turnover etc. 5. Ultimate value- Effect of program on company goals and individual goals.

Levels of evaluation:
Reaction level-Delegates thinking about the training Immediate level-Delegates learning from the course Intermediate level-Effect of training on job performance Ultimate level-Effect of training on organizational performance

Shortcomings in Training
Lack of audience participation Trainees may feel embarrassed

Methods to overcome

Ensure feeling of oneness Divide them into groups for group discussions activities etc. Trainees may get wrong impression of real Make them realize that decision in training work situation situation may be sometimes different from those which have to be made on-the spot in live situation If trainee fails in a project, they develop Before the starting of the project trainees feeling of hatred towards trainer are given a message that there is no win and lose result, it is altogether a learning process Trainees are often easily offended to the act Disapproval should be done in a positive of disapproval of their project work way and should be seen as a means of

Trainee may reject the learning if they feel that outcome of their decision is unrealistic Trainee loses motivation if learning is distasteful to him

improving Decision making should be encouraged without the fear of result Interests and need of trainee should be taken into consideration

NAME-SHARAD KAPOOR REG.NO-LVII17234 TRAINING METHODOLOGY -RESPONSE SHEET 1

Q.1.) How do adults learn? How is Andragogy different from Pedagogy? What is the role of appropriate climate settings in desired training outcomes? Ans: Adult is one who has achieved a self concept of being in charge of his or her own life, of being responsible for his or her own decisions and living with consequences. Adult learner connects between new information and what he already knows and values them. Adults learn through experience. They get to know things, learn things and use

learning as a change. Adult learners are mature and experienced. They are capable of making their own decisions. Adult learners are capable of taking their responsibilities. Their needs from training and education are so different that there is more immediacy and perceived relevance to their everyday lives than there is with children.

ANDRAGOGY
The art and science of helping adults learn. Non formal, Non organized, Loosely structured approach. Experiential learning techniques like discussion methods, problem solving exercise, experiential sharing, and simulation. exercise etc. should be emphasized They themselves decide what, when and how they should learn. Motivated by both extrinsic and intrinsic motivators. Process based

PEDAGOGY
The art and science of teaching children. Controlled and structured methodology of teaching Subject centered orientation to learning. Method used is transmission techniques.

They learn when told by authority figure. Motivated by extrinsic pressures or rewards. Content based.

Climate settings It implies developing learning oriented climate.

Self Respect of participants should be taken care of Active participation of participants is necessary rather than passive listener. Participants should be supportive Trainers must develop trust on them Importance of humor and fun in learning is proved Human touch induces learning Result oriented approach is conducive for learning Q.3.) Explain an in-basket exercise. What are expected learning outcomes? What is modus operandi of using an in-basket exercise? Ans: The in-basket exercise is a management stimulation designed to provide skill practice in problem solving and decision making. It is composed of a set of 15-20 items, more or less inter-related, which have to be acted upon in a relatively short time frame under considerable pressure. It is very flexible method and can be used in any training situation. The trainee is presented with a situation where he must take over for a manager who is absent. He is provided with an in-basket full of materials with which he must deal. These materials may be phone calls, meetings, complaints to handle, orders to make and other demands. It is used to assess the managerial ability, ability to take on the spot decision, assessing understanding of organizational process, and to identify a trainee with his/her own ability.

Learning Outcomes:
Participants learn the inter-relation of items awaiting action and to respect the importance and urgency of problems. Trainees learn to take logical action in a short period of time. They come to know that it is too easy to over-emphasize, under-emphasize or over-look various elements which relate to the decision making process. The importance of utilizing staff on day to day problems is realized. Effective time management skills are developed. New managers may be expected to learn about the kinds of problems they are quite certain to encounter, as well as how to go about solving them.

Modus Operandi:
1. Two trays namely in-tray and out-tray are placed on the executive table. The intray contains sheet of paper in which there are highlighted problems which require immediate decision whereas the out-tray is empty. 2. The trainee sits on the chair and is asked to dispose the papers after analyzing them as a regular manager would have done. He is supposed to give his comments and views on the paper, sign it and place it in out-tray. 3. This entire process should be complete in an hour. 4. No one can be reached for advice or to give oral instructions. 5. It contains situations like long period absenteeism, stealing, supervisor misbehavior, no water on the plant due to mere negligence.

NAME-SHARAD KAPOOR REG.NO-LVII17234 TRAINING METHODOLOGY-RESPONSE SHEET 2

Q.2.) Discuss analytically distance learning, its characteristics, advantages and the factors in favor of its use due to new learning strategies. Ans: Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically "on site" in a traditional classroom or campus. It has

been described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both." Distance learning is the process of creating an educational experience of equal quality for the learner to best suit their needs outside the classroom.It requires no face to face interaction between learner and those organizing learning. Communication takes place by post, e-mail, fax, telephone etc. With the recent trend of technological advance, distance learning is becoming more recognized for its potential in providing individualized attention and communication with students internationally. Distance learning courses have helped people to develop a dynamic personality for themselves as they help them to engage in multiple activities. For those who cannot afford to attend regular classes distance learning courses have come as blessings.

Characteristics:
This method should not be viewed as replacement of traditional methods of training. The characteristics of residential face to face, group methods are difficult to duplicate in any system of individual study. Though effective they fall short of training and re-training. It can provide some basic training and can be used as part of well planned comprehensive training scheme.

Advantages:
The thing that restricts something are relaxed e.g. location, inflexible schedules, cost and style Specifically designed materials delivered through diagram text, audio, video or computer components Completely integrated course material No starting and finishing dates Cost effective training It provides high quality reliable materials to reach large audience Ideal for training managers Provides training materials on-site or home study They can be used by trainers and line managers Program can be used by one or two managers with regular tutorial and review Group exercises and discussion can be incorporated when large numbers require training New Technology is about media, creation and delivering of learning materials. E.g. Study books, linear or passive video, computer output in the form of graphics, sound, Interactive video, etc. Trainer has newer techniques through which many training programs can be addressed.

They provide: Low cost Offers alternative method of study Provides greater stability in terms of time, style and location of training Uniformly high concept presentation Ensuring adequate level of preparation Q.4.) Explain the Role Play method. As a trainer where will you like to use this method and what terminal objectives would the method achieve? Ans: Role playing as defined by J.L.Moreno (1923) is one of trainers primary techniques to provide participation, involvement and action learning. It allows the acting out of real life situations in a protected or risk free locale. It helps people to act in different way and understand why people behave differently. Role playing in the training situation allows the receipt to get adequately objective feedback about ones performance so that one can learn from what others see, hear and feel. In this, people are presented roles in the form of case or script of a situation, and then they act out the roles. Subsequently how the roles were handled by the role players is discussed. Merits of Role Playing are as follows: When one is asked to put oneself in someone elses place and play the role of that person, it generally increases awareness of the others problems. The process helps the participants to appreciate that the behavior often is a consequence not only of their personalities but also of the situation, and helps them to identify some of their own faults. The trainee can broaden his experience by trying different approaches. By evaluating the different ways of handling the same situation, he is able to see the strengths and weaknesses of the approaches. Role playing is more than an experience because it permits observation, discussion and emphasis that are not a part of experience. As a trainer, I would use role play where there is need of Leadership skills Management development. Communication skills Improving interpersonal relationship Team building Empathizing with others role

Terminal objectives:
To identify with others. To disclose ones attitude towards others. Learning can be induced by doing, through imitation and through observation, feedback, analysis and conceptualization.

 Provides ways of handling real life situation. Use of non-verbal actions helps trainee to pay closer attention to non-verbal cues and better interpersonal behavior. To develop practical skills. To change attitudes. To learn certain principles e.g. legal agreement not to do something or talk about something. To prepare employee realistically for some discouraging experiences they may encounter on the job. It enables a person to become aware of their short comings in dealing with others. It changes the attitudinal dimensions of people practicing the role play. It highlights the fact that good human relations require skills like acquiring expert knowledge in any game.