“The illiterate of the 21st century will not be those who

cannot read or write, but those who cannot learn,

unlearn and relearn.”

 - Alvin Toffler
Training
Experiences
Presented By:

Pranjali -- pg-04-042
Hemlata -- pg-04-026
 Organizational Training
The purpose of Organizational training
is to develop the skills and knowledge
of people so they can perform their
roles effectively and efficiently.
 Scope of OT
 Organizational Training includes training to -

 Support the organization’s strategic business objectives

 Meet the tactical training needs that are common across projects
and support groups

 An organizational training program involves the following -

 Identifying the training needed by the organization

 Obtaining and providing training to address those needs
 Establishing and maintaining training capability
 Establishing and maintaining training records
 Assessing training effectiveness
T-groups
Meaning…
 “T” stands for Training; also called “L-groups”
(Learning), “D-groups” (Development), Encounter
groups, Sensitivity training or Laboratory learning

 A T-Group is a powerful learning laboratory where

individuals gain insights into the meaning and
consequences of their own behavior, the meaning and
consequences of others’ behaviors and the dynamics
& processes of group behavior.
 The T-group was a great training innovation which
provided the base for what we now know as team
building.

 This was a new method that would help leaders and

managers create a more humanistic, people serving
system and allow leaders and managers to see how
their behavior actually affected others.
About T-groups…
 The T-group provides participants with an opportunity to learn
about themselves, their impact on others and  how to function
more effectively in group and interpersonal situations.

 It facilitates this learning by bringing together a small group of

people for the express purpose of studying their own behavior
when they interact within a small group.

 A T-Group is not a group discussion or a problem solving

group.

 This is an essentially a unstructured, agenda-less group session

for about 10 to 12 members and a professional “trainer” who
acts as a catalyst and facilitator for the group.
 Usually conducted at a location away from the workplace.

 The participant has the opportunity to become a more

authentic self in relation to others through self disclosure and

receiving feedback from others.

 One of the tools used is the Johari Window model which

looks at this process.
Objectives…
 Increase your understanding of group development and dynamics

 Gaining a better understanding of the underlying social processes at

work within a group (looking under the tip of the iceberg)

 Increase your skill in facilitating group effectiveness

 Increase interpersonal skills

 Experiment with changes in your behavior

 Increase your awareness of your own feelings in the moment; and
offer you the opportunity to accept responsibility for your feelings.

 Increase your understanding of the impact of your behavior on

others

 Increase your sensitivity to others' feelings

 Increase your ability to give and receive feedback.

 Increase your ability to learn from your own and a group's

experience

 Increase your ability to manage and utilize conflict

Method…
 Unfreezing habitual responses to situations -- facilitated by the
participant's own desire to explore new ways of behaving and the
trainer staying non-directive, silent, and providing little structure
or task agenda

 Self generated and chosen change by the participant -- experiment

with new behaviors   

 Reinforce new behavior by positive feedback, supportive

environment, participants own assessment of whether what is
happening is closer to what she/he intends and trust development
Benefits to Participant…
 Participant may notice that their feelings and judgments about
others’ behavior is not always shared by others

 The participant may begin to try on new behavior

 Participants begin to ask for feedback from the group about how
their behavior is impacting others

 Participants may find that they are really rather independent and
have a relatively low level of anxiety about what is happening in the
group. In fact their leadership may be a part of what helps the group
develop.
“Behavior Modeling
is the minimal form of logical abstraction
that fits nicely into how the human mind
thinks and allows for one to understand
complex systems and essentially increasing
one’s own ability to solve difficult puzzles.”

                                  – Daniel Stephen Rule

 Behavior Modeling
 It is a training technique designed to improve interpersonal
competence.

 It is known to be an excellent way to make first-line

supervisors more effective and to improve organizational
performance.

 Based on Albert Bandura’s Social Learning Theory, also

called Observational learning.
 Social Learning Theory
 This theory emphasizes the importance of observing and modeling
the behaviors, attitudes, and emotional reactions of others.

 Learning by observation involves four separate processes:

1. Attention
2. Retention
3. Production
4. Motivation

 Example: Television commercials

Drinking a certain beverage or using a particular hair shampoo will
make us popular and win the admiration of attractive people.
1. Attention:
Participants cannot learn unless they pay attention to what's
happening around them.

2. Retention:
In order to reproduce the modeled behavior, the participant
must code or structure the information in an easily
remembered form.

3. Production (Motor reproduction)

The participant must be able to reproduce the model’s
behavior.

4. Motivation:
The participant will perform the act only if he has some
motivation or reason to do so. The presence of positive
reinforcements or punishment becomes most important in this
process.
Problem-solving Model
 A simple problem solving model is a part of most

behavior modeling training programs.

 It is a Straightforward approach

 The three phases of Problem solving:

Problem Problem
Implementation
Identification Solving
The problem solving approach consists of five behavioral
skills:

1. Behavior Description – ability to describe the behavior of self &

others without generalising or drawing inferences out of
observation.

2. Justification – ability to explain the impact of an observed behavior

on the individual or the organization.

3. Active listening – ability to reflect both content & feelings of

another’s communication.

4. Participative problem solving – ability to involve others

meaningfully to solve work related problem

5. Positive reinforcement – ability to compliment others sincerely

Life and
Career
Planning
 Life & Career Planning
Interventions
 The process of helping employees choose an
occupational /organizational career path and think
through & analyze their lives.

 One of the aspects of an OD program aims to help

individuals analyze his/her life and set their work-life
goals.
Steps in an OD Career Intervention
plan
 List life goals: career, professional, relationship, etc…

 Reality test each goal

 List “Peak Experiences”

 Compare goals to peak experiences - look for in-congruencies

 Work out plan of how to get the participant from where they
are to where they want to be.
 Some Contributions
 Focus on contributions of Edgar Schein, Herbert
Shepard and Raymond Weil.
 These are some of the approaches to help an
individual:
 Career Anchors
 Life goals exercise
 Collage & the letters
Career anchors…
 “The pattern of self-perceived talents, motives and
values” that serves “to guide, constrain, stabilize &
integrate the person’s career” and that tends to
“remain stable throughout the person’s career.”

 Useful individually and in voluntary group

discussions in career development workshops.
 The entire career may be organised around the following
five career anchors :

1. Technical/functional competence -- providing challenging work

around those skills which a person is good at

2. Managerial competence -- to achieve a responsible position in

general management

3. Creativity -- to encourage entrepreneurial effort

4. Security/stability -- guarantee continued employment, stable future.

5. Autonomy -- to determine ones own working patterns, lifestyle

 Life Goals Exercises…
I First Phase
A. Draw a horizontal line whose length represents the totality of your
experience and future expectations
B. Indicate where you are now
C. Prepare a life inventory of important happenings for you, including:

1. Any peak experiences

2. Things you do well
3. Things you do poorly
4. Values (power, money,..) you want to achieve
5. Things you would like to start doing now
6. Things you would like to stop doing

II. Second Phase

A. Take 20 min to write your obituary
B. Form pairs. Take 20 min to write a eulogy (tribute) for your partner
C. Discussions in subgroups
Collage and the Letters…
 Participants work in small groups. They are asked to --

1. Make a collage – representation of their lives out of art

materials, old magazines, etc…

2. Write two letters under two situations:

• Imagining you have died 10 years from now – a letter from one
of your best friends to another friend
• Imagining you have been killed in an accident – write a similar
letter
Coaching
&
Mentoring
 Difference…
 Coaching usually grows out of team – building and
intergroup interventions.

 In an organisation, coaching by an employee’s immediate

superior usually focuses on job performance.

 Mentoring is usually much broader and focuses on general

career and personal development.

 The Mentor’ role is usually filled by someone other than the

immediate superior and mostly by a person of higher rank
from outside the employee’s dept.
 Mentoring is…

 A one-to-one informal and supportive partnership

between a more experienced person and a new
colleague.
(Warwick University)

 A process where one person (the mentor) offers help,

guidance, advice and support to facilitate learning or
development of another person (the mentee).
 What does a mentor do?
 Mentoring is about supporting the employee (mentoree), encouraging
them, helping them to keep going, and deal with obstacles or problems.

 Smiling, encouraging, being optimistic about the development program

or processes being undergone by the employee.

 Helping the employee feel good about what they have already
achieved.

 Giving informal feedback on their work as they develop their teaching

or research.

 Making learning ‘more possible’

 Mentoring, coaching, counseling
and consulting skills can be
enhanced significantly by T-group
experiences.
Instrumented
Training
Overview…
 These are the self diagnostic surveys which are used in HR
training and in laboratory training settings.

 Can also be used for team building

 The instruments used for this purpose must be reliable and

valid.

 Eg: MBTI, Leadership Grid

 Instrumented training can be used for both – Self diagnosis

and Joint diagnosis
 Workshops focusing on diagnosed styles can be a springboard
for developing more effective leadership and team behaviors.

 Some of the disadvantages might be --

 Using results to label/stereotype others

 Distorting responses so that the scores produce results
assumed to be “socially acceptable”
 Focusing on the analysis of behavior rather than on
addressing and solving more fundamental issues
facing the team
 Fostering over dependence on the trainer/consultant
These three tools which we learnt are useful to know
the problems faced by human and social processes in
the organization.
T-Groups helps to solve problems which are more
specific to leadership, inter-personal and group skills.
Behavior modeling helps increase effectiveness in
interpersonal situations
Life &career planning help in individual examination
of personal career and life plans and discussion of
these with the group.
Instrumented training is useful adjuncts for team
building.
Relevance to
OD
THANK YOU !!