TEAM BUILDING, TRAINING AND DEVELOPMENT

MBH402
MBA 4th Semester
QUESTION BANK

Q.1) What do you understand by Group? Also explain the characteristics of group?

Ans.) A Group is basically an assemblage of people. It can be understood as a collection of

individuals (two or more), who come together and interact with each other, so as to achieve
the objectives of the organization. These are the foundation of an organization.

Every organization is a group unto itself. A group refers to two or more people who share a
common meaning and evaluation of themselves and come together to achieve common goals.
In other words, a group is a collection of people who interact with one another; accept rights
and obligations as members and who share a common identity.

Characteristics of Groups

 Size: To form a group, it must be having at least two members. Practically, the
number of group members ranges from 15 to 20. The more the members in the group, the
more complex it is to manage.
 Goals: Every group has certain goals, that are the reasons for its existence.
 Norms: A group has certain rules, for interacting with the group members.
 Structure: It has a structure, based on the roles and positions held by the members.
 Roles: Every member of a group has certain roles and responsibilities, which are
assigned, by the group leader.
 Interaction: The interaction between the group members can occur in several ways,
i.e. face to face, telephonic, in writing or in any other manner.
 Collective Identity: A group is an aggregation of individuals, which are separately
called as members, and collectively called as a group.
Furthermore, a group climate is an emotional setting of the group, that relies on participative
spirit, coordination, trust and bonding among the members, open communication and other
similar factors.

Q.2) Explain the Types of Groups in brief?

Ans.)

 Formal Groups: Groups that are formed consciously by the management, with an

aim of serving an organizational objective. These are further classified as:
 Self-directed teams: The group of employees which are so authorised to
make decisions, on their own, as it is independent and self-governing in nature.
 Quality Circles: A number of employees classed together belonging to the
same field, who meet every week for an hour, to talk about their problems, identify the
causes and find out solutions, to take necessary steps in this regard.
 Committees: An association of people created by the management for
different matters to identify and discuss the issues of the company and arrive at a
conclusion. It can be:
 Standing Committee
 Advisory Committee
 Audit Committee
 Grievance Committee
 Adhoc Committee
 Task force: It is a temporary committee, wherein people belonging to
different fields are grouped together for the performance of the task.
 Informal Groups: The social and psychological variables operating at the workplace,
results in the formation of informal groups. The creation of these groups is spontaneous
due to the common interest, social needs, physical proximity and mutual attraction.
Apart from the two broad classifications of the group, they are also divided into the primary
groups, secondary groups, membership groups, reference groups and interest groups.

Q.3) What is Team? Explain the four stages of Team Development?

Ans.) A team is a group of individuals, all working together for a common purpose. The
individuals comprising a team ideally should have common goals, common objectives and
more or less think on the same lines. Individuals who are not compatible with each other can
never form a team. They should have similar if not the same interests, thought processes,
attitude, perception and likings.

The four stages of team development are:

Stage 1: Forming

During this stage, group members may be anxious and adopt wait-and-see attitude. They will
be formal towards each other. There would be no clear idea of goals or expectations. Besides,
they may not be sure why they are there.

This is the stage where the team needs to write its own charter or mission statement as well as
clarify goals. The most important thing here is that goals must have a personal buy-in.

By doing this the team will be able to establish boundaries as well as determine what is
expected. Team members will get to know each other doing non-conflict laden task. This
builds the commitment towards one larger goal.

Thus, during the forming stage, the team members are in process of knowing each other and
getting at ease with them.

Stage 2: Storming

During this stage, team members are eager to get going. Conflict can arise as people tend to
bring different ideas of how to accomplish goals. At this time, they notice differences rather
than similarities. This leads to some members dropping out mentally or physically.

At this stage, communication is important. Tensions will increase. So recognizing and

publicly acknowledging accomplishments also become important. It becomes important to
participate in meetings and diversity needs to be valued.

Thus, during the storming stage, the team members begin showing their actual styles. They
start getting impatient. They try to probe into each other’s area, leading to irritation and
frustration. Control becomes the key concern during this stage.
Stage 3: Norming

This stage is when people begin to recognize ways in which they are alike. They realize that
they are in this together. Hence, they tend to get more social and may forget their focus in
favour of having a good time. This is the time to help with training if applicable. It becomes
important to encourage them in order to feel comfortable with each other and with systems.
Also, the group needs to stay focused on goal.

Thus, during the norming stage, there is conflict resolution. There is greater involvement of
team members. There is a greater “we” feeling rather than “I” feeling.

Stage 4: Performing

This stage is when team members are trained, competent, as well as able to do their own
problem-solving. At this time, ways need to be looked at in order to challenge them as well as
develop them. The team is mature now. The members understand their roles and
responsibilities. They would require more input in processes. The members would be self-
motivated as well as self-trained. Thus, their efforts need to be recognised. Growth has to be
encouraged. This is done by giving new challenges to the team.

Thus, teams at the stage of performing are self-controlling, practical, loyal as well as
productive. Focus is there on both performance as well as production.

Q.4) Explain the technique of Team Building?

Ans.)1.Investigate
Team building is an iterative process that requires the cooperation of everyone, and that's also
an ideal place to start. Get everyone on the same level. Use a website like Survey Monkey to
distribute an anonymous survey to find out where your team feels strongest and where it
needs help. Be clear that your intent is to build a happier, more involved team. You don't
want to inadvertently get rumors going.

2.Lay the groundwork

A strong team starts with a strong manager. It's everyone's responsibility to do good work,
but it's a manager, supervisor, or business owner who sets the tone.

3. Communicate, communicate, communicate

There is little that can destroy a team faster than gossip, and a lot of gossip is the result of
speculation. Don't let your team fall into this trap.

4. Value everyone
Happy employees equal happy customers, and one sure way to create a happy team is to
create an environment of value. Each person on your team has insight and a point of view to
contribute. Make sure they have that opportunity. Ask each person their opinion on strategies
and goals, and never downplay the response.

5. Set goals
A team needs direction. Whether that's bringing on three new clients each week, increasing
sales by 10%, or decreasing waste, every successful team has something they are working
toward.
6. Encourage, don't punish
Even the best teams and employees miss their goals sometimes. You aren't going to
strengthen your group by threatening people or embarrassing them. Sit down with everyone
and figure out what happened. Maybe the goals were too much of a stretch or perhaps
something out of your control impeded progress. Focus on what went right, address what
went wrong, and move on.

Likewise, be sure to publicly call out successes, and don't overlook the small points of
progress. Although success looks different in each situation, some possibilities are pointing
out good communication, excellent customer service, or a positive attitude in the face of a
challenge.

7.Empower your team

Give your team the tools they need to do their job well. If you're in the food service industry,
give your front of house staff the freedom to comp a customer for a mistaken order. If you
run a marketing agency, let your writers use their voices. To succeed, team building
techniques need to move from ideas to movement. The first set of ideas lays the foundation
for success, but building a team takes action.

8. Daily download
Part of building trusting work relationships is getting to know each other. Try getting your
team together once a day for five or ten minutes to share goals, milestones, or challenges.
They don't need to be work-related. Perhaps someone started taking piano lessons. Maybe a
coworker's son made the honor roll. Sharing with each other makes us more human.

9. Lunch together
As much as anything, meals are a social experience. Get together weekly for a team lunch.
The informal environment gives your team a chance to bond.

10. Volunteer
Sometimes, team building techniques do require you to get out of the workplace. That doesn't
mean you have to spend the day playing games that no one enjoys. There are plenty of
opportunities for volunteer work in any community. Help out at a soup kitchen, clean up your
local park, or engage a local nonprofit to help with a letter writing campaign.

Q.5) What do you understand by Quality Circles? Also explain the characteristic of
effective Quality Circles?

Ans.) Conceptually Quality Circles can be described as a small group of employees of the
same work area, doing similar work that meets voluntarily and regularly to identify, analyse
and resolve work related problems.
This small group with every member of the circle participating to the full carries on the
activities, utilising problem solving techniques to achieve control or improvement in the work
area and also help self and mutual development in the process.
The Quality Circle concept provides an opportunity to the circle members to use their wis-
dom, creativity and experience in bringing about improvements in the work they are engaged
in by converting the challenging problems into opportunities and it contributes to the
development of the employees and in turn benefits the organization as well. The concept
encourages the sense of belongingness in circle members and they feel that they have an
important role to play in the organization.
Characteristics of Effective Quality Circles:
1. The atmosphere should be informal, comfortable and relaxed. The members should feel
involved and interested.
2. Everyone should participate.
3. The objectives should be clear to the members.
4. The members should listen to each other.
5. The group should feel comfortable even when there are disagreements.
6. The decisions should generally be taken by a kind of consensus and voting should be
minimum.
7. When an action is required to be taken, clear assignments should be made and accepted by
all the members.
8. The leader should not dominate the group. The main idea should not be as to who controls
but how to get the job done.
9. Until a final solution is found and results are attained feedback is necessary.

Q.6) What is Team Dynamics? Also define some Roles & Responsibilities of Team
member in a team?

Ans.) Team dynamics are the unconscious, psychological forces that influence the direction
of a team’s behaviour and performance.  They are like undercurrents in the sea, which can
carry boats in a different direction to the one they intend to sail.
Team dynamics are created by the nature of the team’s work, the personalities within the
team, their working relationships with other people, and the environment in which the team
works.
Team dynamics can be good - for example, when they improve overall team performance
and/or get the best out of individual team members.  They can also be bad - for example,
when they cause unproductive conflict, demotivation, and prevent the team from achieving its
goals.

Roles and Responsibilities of Team Members in a Team:

Roles and Responsibilities of Team Members
Teams are usually selected or authorized by the Quality Council. A team normally consists of
Team leader, Facilitator, Recorder, Timekeeper and Members. Each and every member have
their own responsibilities. They play their role for the welfare of the team. Some of the roles
and responsibilities of team members are briefly explained below.

1. Role and Responsibilities of Team leader

A team leader is selected by the quality council, sponsor or the team itself.
1. Team leader ensures smooth and effective operations of the team.
2. He ensures that all members participate during the meetings and he prevents members
from dominating the proceedings unnecessarily.
3. He serves as a mediator between the team and the Quality Council.
4. He implements the changes recommended by the team.
5. He prepares the agenda of all meetings and ensure necessary resources are available for the
meeting.
6. Team leader ensures that team decisions are taken by consensus rather than unilaterally.

2. Role and Responsibilities of Facilitator

Facilitator is not a member of the team. Yet his role in the team is indispensable.

1. Facilitator supports the leader for facilitating the team during initial stages of the team.
2. He focuses on team process.
3. He acts as resource to the team
4. He provides feed back to the team concerning the effectiveness of the team process.

3. Role and Responsibilities of Team Recorder

1. Team recorder is selected by the team leader or by the team and may be rotated on a
periodic basis.
2. He documents the main ideas of the team’s discussion.
3. He presents the documents for the team to review during the meeting and distribute them
as ‘minutes of the meeting‘ afterwards.
4. He participates as a team member.

4. Role and Responsibilities of Time keeper

1. Time keeper is selected by the leader or by the team and may be rotated on a periodic
basis.
2. He monitors the time to maintain the schedule as per agenda.
3. He participates as a team member.

5. Role and Responsibilities of Individual Member

1. Team member is selected by the leader, sponsor, or quality council (or) is a member of a
natural work team.
2. He should actively, participate in meetings and shares knowledge, expertise, ideas and
information.
3. He should respect others’ contribution.
4. He should listen carefully and ask questions.
5. He should be enthusiastic.
6. He should work for consensus on decisions.
7. He should be committed to team objectives.
8. He should carry out assignments between meetings such as collecting data, observing
processes, charting data and writing reports.
Q.7) What do you understand by Leadership? Explain the Model of Team Leadership?

Ans.) A simple definition is that leadership is the art of motivating a group of people to act
toward achieving a common goal. In a business setting, this can mean directing workers and
colleagues with a strategy to meet the company's needs.

Team Leadership Models:

Team leadership models can help you think through how you may need to change your
leadership approach for different stages of a team’s development. Teams are one of the most
important situations in which leaders need to adapt different styles. There are numerous
leadership theories each focused on a different situation or contingency, they help leaders
think through how decisions are made or how to adapt a style dependent on an individual’s
confidence and competence. Few consider style applied to teams.

Team Leadership Model – Focus on leading teams with style

Our approach brings together a team stages view with possible leadership styles for each
stage. There are a wide range of team stage models  and they all broadly follow a team from
inception through to performing well.

Here we will use the following stages:

 Creating a new team

 Developing a team
 Performing and achieving results with a team
 Sustaining team performance

Different stages of team development are likely to require different styles of leadership. In
the following section we will consider a team leadership model with four styles for each of
the stages of team development:
 Steering
 Supporting
 Stimulating
 Synergising

Alongside this model for teams we have also developed a really helpful model for
determining where your focus as a leader needs to be. We explain this in our article: leading
teams: where’s your focus?

A Team Leadership Model: Styles and stages:

STAGE: Creating a team – a new team tends to want clarity and direction. Questions about
what the team is trying to do, and how individuals fit in to the team mean that leaders need to
provide clear direction. Teams tend to form more quickly when there is a clear purpose and
goal to achieve. In this context a leader will often need to provide a directive approach.

STYLE: Steering – starting a team tends to require a steering style, one where the leader
provides direction without being overly directive.

STAGE: Developing a team – moving a team from start-up to where it is developing into a

team is one of the most important and most difficult of the stages. It is all too easy for a group
of people to remain as a loose group and never really begin to function as an effective team.

STYLE: Supporting – helping a team come together needs a supporting style of leadership.

A leader supports individuals to recognise each others strengths and how they can
complement each other. Where differences begin to surface a leader supports the team in
resolving any tensions.

STAGE: Performing and achieving results – When teams are clear on their purpose and
work well together they begin to perform.

STYLE: Stimulating – the leader can now help individuals to develop their strengths for the
benefit of the team. The leader prompts, encourages and challenges individuals to excel and
stimulates the team to improve what they do.

STAGE: Sustaining team performance – it is hard enough to reach the point where a  team
is really performing, but performance in the short term whilst valuable is not sufficent. Team
need to be able to sustain their performance.

STYLE: Synergising –  for a team to achieve sustained performance leaders need to be

synergistic. They need to bring together ideas, individuals, opportunities and situations so 
that they combine in ways that mean they deliver more than if they were apart.

Q.8) What is Training and Development? Explain some importance of Training and
Development?
Ans.) Training and development refer to educational activities within a company created to
enhance the knowledge and skills of employees while providing information and instruction
on how to better perform specific tasks.

Importance of training and development

• Offers optimum utilization of Human resources

• Enhances skill development

• Increases productivity

• Improves organizational culture

• Improve quality and safety

• Increase profitability

• Improves the company's morale and corporate image

Q.9) What is the objective of Training & Development?

Ans.) (i) To provide job related knowledge to the workers.

(ii) To impart skills among the workers systematically so that they may learn quickly.

(iii) To bring about change in the attitudes of the workers towards fellow workers, supervisor

and the organization.

(iv) To improve the productivity of the workers and the organization.

(v) To reduce the number of accidents by providing safety training to the workers,

(vi) To make the workers handle materials, machines and equipment efficiently and thus to

check wastage of time and resources.

(vii) To prepare workers for promotion to higher jobs by imparting them advanced skills.

Q.10) Why employees need Training?

Ans.) The need for training of employees arises due to the following factors:

(i) Higher Productivity:

It is essential to increase productivity and reduce cost of production for meeting competition

in the market. Effective training can help increase productivity of workers by imparting the

required skills.

(ii) Quality Improvement:

The customers have become quality conscious and their requirement keep on changing. To

satisfy the customers, quality of products must be continuously improved through training of

workers.

(iii) Reduction of Learning Time:

Systematic training through trained instructors is essential to reduce the training period. If the

workers learn through trial and error, they will take a longer time and even may not be able to

learn right methods of doing work.

(iv) Industrial Safety:

Trained workers can handle the machines safely. They also know the use of various safety

devices in the factory. Thus, they are less prone to industrial accidents.

(iv) Reduction of Turnover and Absenteeism:

Training creates a feeling of confidence in the minds of the workers. It gives them a security

at the workplace. As a result, labour turnover and absenteeism rates are reduced.

(vi) Technology Update:

Technology is changing at a fast pace. The workers must learn new techniques to make use of

advance technology. Thus, training should be treated as a continuous process to update the

employees in the new methods and procedures.

(vii) Effective Management:

Training can be used as an effective tool of planning and control. It develops skills among

workers and prepares them for handling present and future jobs. It helps in reducing the costs

of supervision, wastages and industrial accidents. It also helps increase productivity and

quality which are the cherished goals of any modern organization.

Q.11) What is the Differences between Training & Development?

Training is a short-term reactive process meant for operatives and process while development
is designed continuous pro-active process meant for executives. In training employees' aim is
to develop additional skills and in development, it is to develop a total personality.

In training, the initiative is taken by the management with the objective of meeting the
present need of an employee. In development, initiative is taken by the individual with the
objective to meet the future need of an employee.
Q.12) Explain the Types of Training?
 Ans.)

1. Induction or Orientation Training: Introducing a new employee to the

organization’s environment comprising of a day to day functioning, products, services, rules
and regulations are termed as Induction or orientation training. The purpose of such training
is to reduce the nervousness of a new joinee, by making him accustom to the working
environment.It is also called as an orientation training, which means giving a fair idea to the
new employee about, what he is supposed to do in the organization.
2. Job Training: This training is job specific and is given to the employee who has to
perform that job. Under this training, the information about the machine, the process of
production, methods to be used, the safety measures to be undertaken, etc. are
explained.Through this training, the employee develops the confidence and the necessary
skills, that enables him to perform his job effectively and efficiently.
3. Safety Training: The safety training is given to the employees so as to minimize the
number of accidents caused due to the handling of machines or other equipment. Under this
training, the employees are given the safety instructions on the usage of machinery and the
other dangerous devices.
4. Apprenticeship Training: Under this training, the worker earns while learning. This
training is generally given to the technical staff, craftsmen, plumber, etc. who are required to
work under the superior for a relatively longer period, until he gains the expertise in that
particular field.
5. Internship Training: Under this type, the educational or vocational institutes have an
arrangement with the industrial institutes to provide practical knowledge to its
students.Sometimes, the companies also offer the pre-placement offers to the trainees on the
basis of their performance during their internship program.
6. Refresher Training or Retraining: As the name implies, the retraining or refresher training
is given to the old employees with the purpose of improving their efficiencies. They are
introduced to the new methods and technologies that would result in the increased
productivity and reduces the monotony in their daily work.
7. Promotional Training: This training is given to the potential employees, who can be
promoted to the senior position in the organization. The promotional training is given in
 advance so that employee gets accustomed to the new roles and responsibilities and do not
get nervous at the time of promotion.
8. Remedial Training: This training is given in order to overcome the shortcomings in
the behaviour and performance of old employees. Due to the invention of technology, the
employees may resist to accept the change and cause a disturbance in the organization.
Therefore, such training is given to make them understand the importance of change and its
necessity in the operations of business. This training is generally given by the psychological
expert.

Thus, different kinds of training are imparted to the employees depending on their job
position and the skills required to perform a particular kind of a task.

Q.13) Explain the Steps , Process , and Stages of Training?

Ans.) A training is not a one sort affair; rather it is a step-by-step process that will completed
only after successful completion of given sequential activities.
Step # 1. Identifying Training Needs:
Training need is a difference between standard performance and actual performance. Hence,
it tries to bridge the gap between standard performance and actual performance. The gap
clearly underlines the need for training of employees. Hence, under this phase, the gap is
identified in order to assess the training needs.
Step # 2. Establish Specific Objectives:
After the identification of training needs, the most crucial task is to determine the objectives
of training. Hence, the primary purpose of training should focus to bridge the gap between
standard performance and actual performance. This can be done through setting training
objectives. Thus, basic objective of training is to bring proper match between man and the
job.
Step # 3. Select Appropriate Methods:
Training methods are desired means of attaining training objectives. After the determination
of training needs and specification of objectives, an appropriate training method is to be
identified and selected to achieve the stated objectives. There are number of training methods
available but their suitability is judged as per the need of organizational training needs.
Step # 4. Implement Programs:
After the selection of an appropriate method, the actual functioning takes place. Under this
step, the prepared plans and programs are implemented to get the desired output. Under it,
employees are trained to develop for better performance of organizational activities.
Step # 5. Evaluate Program:
It consists of an evaluation of various aspects of training in order to know whether the
training program was effective. In other words, it refers to the training utility in terms of
effect of training on employees’ performance.
 Step # 6. Feedback:
Finally, a feedback mechanism is created in order to identify the weak areas in the training
program and improve the same in future. For this purpose, information relating to class room,
food, lodging etc., are obtained from participants. The obtained information, then, evaluated,
and analyzed in order to mark weak areas of training programs and for future improvements.

Q.14) Explain the Methods of Training?

Ans.) Training method refers to a way or technique for improving knowledge and skills of an
employee for doing assigned jobs perfectively.

There are different types of the Training method.

1. On-the-job training or internal training

2. Off-the-job training or external training

The classification of the different types of Training method is shown following chart and
explained below;
On-the-job training or internal training
 These methods are generally applied in the workplace while employees are actually working.

This form helps particularly to develop the occupational skills necessary to manage an
organization, to fully understand the organization’s products and services and how they are
developed and carried out.

Following are the on-the-job methods.

1. Apprenticeship programs.
2. Job instruction training (JIT).
3. Planned progression.
4. Job rotation.
5. Creation of assistant – to positions.
6. Temporary promotions.
7. Committees and junior boards.
8. Coaching.
Apprenticeship programs

People seeking to enter the skilled trades to become, for example, plumbers, electricians,
Ironworkers are often required to undergo apprenticeship training before they are accepted to
journeyman status.

Typically this apprenticeship period is from two to five years. During this period, the trainee
is paid less than a qualified worker.

These programs put the trainee under the guidance of a master worker.

Job instruction training (JIT)

JIT consists of four basic steps;

1. preparing the trainees by telling them about the job and overcoming their
uncertainties;
2. presenting the instruction, giving essential information in a clear manner;
3. having the trainees try out the job to demonstrate their understanding; and
4. placing the workers into the job, on their own, with a designated resource person, who
is ready to provide the required assistance.

Planned progression

It is a technique that gives employees a clear idea of their path of development. They know
where they stand and where they are going.

They must know the requirements for advancement and the means of achieving it.

Job rotation

It involves periodically moving people from one job to another.

The purpose of job rotation is to broaden the knowledge of managers or potential managers.
It also increases their experiences. Trainees learn about the different enterprise functions by
rotating into different positions.

They may rotate through;

(1) non-supervisory work,

(2) observation assignments,
(3) various managerial training positions, and
(4) middle-level assistant positions

Such movement prevents stagnation.

Other reasons for rotating people include compensating for a labor shortage, safety and
preventing fatigue.

Creation of assistant – to positions

Assistant-to positions are frequently created to broaden the viewpoints of trainees by

allowing them to work closely with experienced managers who can give special attention to
the development needs of trainees. Managers can give selected assignments to test the
judgment of trainees.

This approach can be very effective when superiors are also qualified trainers who can guide
and develop trainees until they are ready to assume full responsibilities as managers.

Temporary promotions

Individuals are frequently appointed as acting managers when, for example, the permanent
manager is on vacation, is ill or is making an extended business trip or even when a position
is vacant.

When the acting manager makes decisions and assumes full responsibility, the experience can
be valuable. In this way, managerial people can be trained up well.

Committees and junior boards

These give trainees opportunities to interact with experienced managers.

The trainees become acquainted with a variety of issues that concern the whole organization.
They learn about the relationships among different departments and the problems created by
the interaction of these organizational units.

Trainees may be given the opportunity to submit reports and proposals to the committee or
the board and to demonstrate their analytical and conceptual abilities.

Coaching

On-the-job training is a never-ending process.

A good example of on the job training is athletic coaching. To be effective, which is the
responsibility of every line manager, must be done in a climate of confidence and trust
between the superior and the trainees.

Patience and wisdom are required of superiors who must be able to delegate authority and
give recognition and praise for jobs well done.

Effective coaching will develop the strengths and potentials of subordinates and help them
overcome their weakness.

Coaching requires time, but if done well, it will save time and money and will prevent costly
mistakes by subordinates; thus, in the long run, it will benefit all – superior, the subordinates,
and the enterprise.

Off-the-job training or external training

Off-the-job training is sometimes necessary to get people away from the work environment to
a place where the frustrations and buzz of work are eliminated.

Training is generally given in the form of lectures, discussions, case studies, and
demonstrations. This enables the trainee to study theoretical information or be exposed to
new and innovative ideas.

Lectures

The lecture is one of the oldest forms of training, second to demonstrate. In the early days,
knowledge was transferred through demonstrations.

Lecture may be printed or oral. It is the best used to create an understanding of a topic or to
influence attitudes through education or training about a topic.

The lecture is merely telling someone about something. There are variations of a lecture
format.

Straight lecture

It is an extensive presentation of information, which the trainee attempts to absorb. The

lecture is typically thought of in terms of a person (trainer) speaking to a group about a topic.

It is a short version of a lecture. It has the same features as the lecture but usually lasts less
than twenty minutes if done orally.

During a straight lecture, the trainee does little except listen, observe and perhaps take notes.
It is useful when a large number of people must be given a specified set of information. The
oral lecture should not contain too many learning points unless the printed text accompanies
the lecture.

Trainees will forget information provided orally. Short lectures are usually better.
 Longer lectures can be effective if the length is due to examples and clarifying explanations.
A major concern about the straight lecture method is the inability to identify and correct
misunderstandings.

Discussion method

The discussion method uses a lecture to provide trainees with information that is supported,
reinforced and expanded on through interactions both among the trainees and between the
trainer and trainees.

It provides a two-way flow of communication. Knowledge is communicated from the trainer

to the trainees. Quick feedback is ensured.

A better understanding is possible. Questioning can be done by both the trainer and the
trainees.

Demonstrations

A demonstration is a visual display of how to do something or how something works. To be

effective, a demonstration should, at a minimum, be accompanied by a lecture and preferably
by a discussion.

Demonstrations;

1. Break the tasks to be performed into smaller and easily learned parts;
2. Sequentially organize the parts of the tasks;
3. Complete each of the following steps for each part of the task;
4. Tell the trainees what trainer will be doing so they understand what he will be
showing them;
5. It serves to focus on trainee’s attention on the critical aspects of the task;
Lectures, Discussions, and Demonstrations: An Analysis

Lectures, discussions, and demonstrations provide a high degree of trainer control over the
training process and content. However, as the training becomes more interactive, control
shifts more to the trainees.

Trainee questions or answers to questions shape the content of what is covered. The group
dynamics help to shape the process used by the trainer in presenting the information.

As the objectives for knowledge acquisition increases, the amount of two way interaction
required for learning must also increase. A disadvantage is that it decreases trainer control
over what is learned and increases the time required for learning.

The lecture is the most useful when trainees lack declarative knowledge or show attitudes that
conflict with the training objectives. The printed or video lecture is more effective because
they can be studied in more depth and retained to refresh learning over time.

Seminars and conferences

Conference programs may be used in internal or external training.

During conference programs, managers or potential managers are exposed to the ideas of
speakers who are experts in their fields. A careful selection of topics and speakers will
increase the effectiveness of this training device.

Conferences can be made more successful by including discussions. Two-way

communications allow participants to ask for clarification of specific topics that are
particularly relevant to them.

Reading, television and video instructions

Another approach to training and development is the planned reading of relevant and current
management literature. This is essentially self-development.

A manager may be aided by the training department, which offer develops a reading list of
valuable books. This learning experience can be enhanced through discussion of articles and
books with other managers and the superior.

Management and other topics are featured in television programs. Moreover, videotapes on a
variety of subjects are available for the usage in the university or company classrooms.

Business simulation

Any training activity that explicitly places the trainee in an artificial environment that closely
mirrors actual working conditions can be considered a simulation.

Training games and simulations are designed to reproduce or simulate processes, events, and
circumstances that occur in the trainee’s job.

Trainees can experience these events in a controlled setting where they Can develop their
skills or discover concepts that will improve their performance. Simulation activities include
case exercises,

equipment simulators, experiential exercises, complex computer modeling, role play, and
vestibule training.

Cases presentation

Case studies attempt to simulate decision-making situations that trainees might find on the

job. The trainee is usually presented with a written history, key elements and the problem of a
real or imaginary organization or subunit. A series of questions usually appears at the end of
the case.

Typically, trainees are given time to digest the information individually. If time permits, they
are also allowed to collect additional relevant information and integrate it into their solutions.

Once individuals arrive at their solutions, they may meet in small groups to discuss the
different diagnoses, alternatives, and solutions generated.
Then the trainees meet with the trainer, who facilitates and directs further discussions. The
trainer should convey that no single solution is right or wrong, but many solutions are
possible. The learning objective is to get trainees to apply known concepts and principles and
discover new ones.

Equipment simulators

Equipment simulators are mechanical devices that require the trainee to use the same
procedures, movements, or decision process, they would use with equipment back on the job.

Simulators train airline pilots, air traffic controllers, taxi drivers, etc. it is important that
simulators be designed to replicate, as closely as possible, the physical aspects of the
equipment operating environment trainees will find on their job site.

Business games

Business Games are simulations that attempt to represent the way industry, company, and a
subunit of a company function. They are based on a set of relationships, rules, and principles
derived from theory or research.

However, they can also reflect the actual operations of a given department in a specific
company.

Trainees are provided with information describing a situation and are asked to make
decisions about what to do. The system then provides feedback about the impact of their
decisions and they are asked to make other decisions.

This process continues until some predetermined set of the organization exists or a specified
number of trials are completed.,

For example, if the focus is on the financial state of a company, the game might end when the
company reached a specified profitability level or when the company must declare
bankruptcy.

Experimental exercise

Experimental exercises are usually short, structured learning experiences where individuals
learn by doing.

For example, an experimental exercise could be used to create a conflict situation where
employees have to experience a conflict personally and work out its resolution.

After completing the exercise, the trainer typically discusses what happened and introduces
the theoretical concepts to help explain the members’ behavior during the exercise.

Role-playing

Role-playing is a training technique in which trainees act out roles or parts in a realistic
management situation.
 The aim is to develop trainees’ skills in areas like leadership and delegating. It is an
enactment or simulation of a scenario in which each participant is given a part to act out.

Behavior modeling

Behavior modeling uses the tendency for people to observe others learn how to do something
new. This technique is most frequently used in combination with some other techniques. The
modeled behavior is typically videotaped and then watched by the trainees.

Computer modeling

Complex computer modeling simulates the work environment by programming a computer to

imitate some of the realities of the job. It is widely used by airlines in the training of pilots.

The computer simulates the number of critical job dimensions and allows learning to take
place without the risk or high costs that would be incurred if a mistake were made in a real
life-flying situation.

An error during a simulation offers an opportunity to learn through one’s mistakes. A similar
error under real-life conditions might cost a number of lives and the loss of a multimillion-
dollar aircraft.

Vestibule training

In vestibule training, employees learn their jobs with the requirement they will be using but
the training is conducted away from the actual workplace. While expensive, vestibule training
allows employees to get a full feel for doing tasks without real-world pressures. It minimized
the problem of transferring learning to the job since vestibule training uses the same
equipment the trainee will use on the job.

Sensitivity Training (T-groups)

Sensitivity training, also called T-group, is basically a technique for management

development. It is concerned with the real problems existing within the group itself. It is not
an imagined problem existing outside the organization. It is not a program of teaching skills
or improving the understanding of participants.

In this program, an attempt is made to change the attitude and behavior of people in the
group. It is used in building team efforts. This is done by introspection, self-criticism, and
open arguments and through free and frank discussion so that one comes to know how others
feel about him and his behavior.

Computer-based training

Many companies are implementing computer-based training as an alternative to classroom

training to accomplish the goal. Some of the reasons for this shift are demonstrated in the
following beliefs, many companies hold about CBT:

 Reduces trainee learning time

 Reduces the cost of training
 Provides instructional consistency
 Affords privacy of learning
 Allows the trainee to master learning
 In a safe method for learning hazardous tasks
 Increases access to training.

Q.15) What is Intergroup Dynamics?

Ans.) Intergroup dynamics refers to the behavioral and psychological relationship between
two or more groups. This includes perceptions, attitudes, opinions, and behaviors towards
one’s own group, as well as those towards another group. In some cases, intergroup dynamics
is pro social, positive, and beneficial (for example, when multiple research teams work
together to accomplish a task or goal). In other cases, intergroup dynamics can create
conflict. For example, a related study found initially positive dynamics between a clinical
institution and its external authorities dramatically changed to a 'hot' and intractable conflict
when authorities interfered with its embedded clinical model. Similarly, underlying the 1999
Columbine High School shooting in Littleton, Colorado, United States, intergroup dynamics
played a significant role in Eric Harris’ and Dylan Klebold’s decision to kill a teacher and 14
students, including themselves

Q.16) What is difference between Group and Team?

Ans.)
BASIS FOR
GROUP TEAM
COMPARISON

Meaning A collection of individuals who A group of persons having collective

work together in completing a identity joined together, to accomplish
task. a goal.

Leadership Only one leader More than one

Members Independent Interdependent

Process Discuss, Decide and Delegate. Discuss, Decide and Do.

Work Products Individual Collective

 BASIS FOR
GROUP TEAM
COMPARISON

Focus on Accomplishing individual goals. Accomplishing team goals.

Accountability Individually Either individually or mutually

The difference between group and team in the workplace can be drawn clearly on the
following grounds:

1. There is only one head in a group. A team can have more than one head.
2. The group members do not share responsibility, but team members share the
responsibility.
3. The group focuses on achieving the individual goals. Conversely, the team members
focus on achieving the team goals.
4. The group produces individual work products. As opposed to, the team who produces
collective work products.
5. The process of a group is to discuss the problem, then decide and finally delegate the
tasks to individual members. On the other hand, a team discusses the problem, then
decide the way of solving it and finally do it collectively.
6. The group members are independent. Unlike a group, the team members are
interdependent.

Q.17) Write Short Note on:

 Self-managed team

 Contingency Theory of Leadership

 Situational Leadership

 Transformational leadership

Ans.) Contingency Theory of Leadership

Contingency Theory of Leadership is a very special kind of approach which states that the
success of a leader does not only depend on his abilities.
There are many other factors relating to the work environment, company culture and employees
which impact a manager’s success in the process of leadership.
Hence, his success is contingent on his roles.  This model is given by Fiedler.
That is why, many times, it is called as ‘Fiedler Contingency Model of Leadership’.

Situational Leadership

Situational Leadership is flexible. It adapts to the existing work environment and the needs of
the organization. Situational Leadership is not based on a specific skill of the leader; instead,
he or she modifies the style of management to suit the requirements of the organization.
One of the keys to Situational Leadership is adaptability. Leaders must be able to move from
one leadership style to another to meet the changing needs of an organization and its
employees. These leaders must have the insight to understand when to change their
management style and what leadership strategy fits each new paradigm.

Transformational leadership

Transformational leadership is a leadership style in which leaders encourage, inspire and

motivate employees to innovate and create change that will help grow and shape the future
success of the company. This is accomplished by setting an example at the executive level
through a strong sense of corporate culture, employee ownership and independence in the
workplace.

Transformational leaders inspire and motivate their workforce without micromanaging —

they trust trained employees to take authority over decisions in their assigned jobs. It’s a
management style that’s designed to give employees more room to be creative, look to the
future and find new solutions to old problems. Employees on the leadership track will also be
prepared to become transformational leaders themselves through mentorship and training.

Self-managed team

Individual team members may have the opportunity to use their skills and experience outside
their specified remit (or job title) within an organisation. Since team roles within self-
managed teams are much more fluid than in hierarchical teams, team members may have
increased discretion over their work, which can lead to greater motivation and improved
performance. Team members may also have greater freedom to complement each other’s
skills. Finally, team leaders can act more strategically, resulting in fewer surprises and
purposeful team development, since they are freed from some of the management tasks
required of team leaders in hierarchical teams.