This starts with the detailed description of training and development, their methods and this also contains the training methods of supervisors. The concept of Executive Development Programme. It also deals with the concepts of Group Discussion, Conference and seminars, case studies, Role playing, business games and sensitivity training. The unit completes with the explanation of career development and the evaluation of career planning

1. UNIT 4
TRAINING AND DEVELOPMENT

2. Concept of Training and Development
Training
The act of increasing the skills of an employee for doing
a particular job, and thus it’s a process of learning a
sequence of programmed behaviour to do that particular
job.
Development
It refers broadly to the nature and direction of change
induced in employees, through the process of training
and educative process.

3. Training & Development : A Comparison
Training
 short term
 for a definite purpose.
Development
 long term educational
 for general purpose.

4. Role of Training & Development
Increase in Efficiency.
Increase in Morale of Employees.
Better Human Relations.
Reduced Supervision.
Increased Organisational Viability and
Flexibility.

5. Identifying Training Needs
Basic aim of Training
• Suitable change in the individual concerned.
• Should be related both in terms of organisation’s
demand and that of individual’s.
Various Methods for identifying Training Needs
• Organisational Analysis.
• Task Analysis.
• Man Analysis.

16. Training Methods
• On the job Training (OJT)
• Demonstration
• Job Instruction Training
• Vestibule Training
• Apprenticeship
• Coaching/Understudy
• Job Rotation
• Simulation Training
• Sensitivity Training

17. On the job Training (OJT)
• To learn by doing itself – Basic Theme
• Learns the method involved and gets
perfection over a specific task.
• On experience, job performance will be
high and become more efficient.

18. Demonstration
• Describes and displays
• More effective – mechanical operations
• Combined with lectures and group
discussions

19. Job Instruction Training (JIT)
• ‘Training through step-by-step’
• Sequential arrangement of all steps.
• What, how & when to be done
• Providing job information-Positioning the
trainees-try out work performance-
encouraging to ask questions.

20. Vestibule Training
• Learn and develop skills in the similar
situations.
• 2 parts
• Lecture method and practical exercise
(workshops)
• More freedom for experimentation.

21. Apprenticeship
• Oldest and the most commonly used
method
• More time spent on productive job
• Programme of assignments according to
pre-determined schedule
• Employees – Paid

22. Coaching / Understudy
Coaching
 Direct personal instructions and guidance
 Continuous evaluation and correction
Quick feedback
Understudy
 Assist and will be supervised.
 To develop family members/ sponsored
candidates

23. Job Rotation
• One job to another
• Broader view on system frame of
reference
• Cooperative approach to different
functions
• Confusion and affects performance

24. Simulation Training
• Duplication of orginisational situations in a
learning environment
• A single brief session
• Adapt to the situation and perceptions of
various roles
• Trainees participation is full
• Will be provided with feedbacks and self
evaluation by themselves

25. Transactional Analysis
• Social interaction b/w people- transaction
• Ego states should be studied
Parent Ego
Adult Ego
Child Ego

26. TRAINING AND DEVELOPMENT OF
SUPERVISOR

27. WHO IS SUPERVISOR ?
• A supervisor is “ a person who instructs, directs, and
controls the workers in the performance of their duties”.
• Supervisor is a KEY person in any organisation.
• Supervisor is a interlink between management and
workers.
• Supervisors may also include Owners, Managers,
Superintendents, Engineers, Foremen, Department
Heads.

28. RESPONSIBILITIES OF
SUPERVISOR
• Achieve corporate goals – Produce a quality product or
services, meet delivery schedules and minimize waste.
• Production – Effective and efficient management of
personnel, time, equipment, material for production.
• Give job instructions.
• Assign work to personnel and supervise them.
• Maintain equipment and workplace.
• Documentation.

29. ROLE OF SUPERVISOR
TRAINING TO WORKMEN
• A good supervisor always train
their people for safe operation
on machine.
• After training - Supervisor
should observe the workmen
and check workmen for his
safe and good work.
COMMUNICATION
• A good supervisor always give
TOOL BOX TALK prior to any
work.
• Supervisor also listen to
workers about their problems
and solve accordingly.

30. ROLE OF SUPERVISOR
ENCOURAGE POSITIVE
BEHAVIOUR
• Motivate the workmen
• Always focus on behaviour of
workmen
• Praise the employee
• Always work in team
JOB ANALYSIS
• Supervisor should always do
Job Safety Analysis with the
help of manager, safety
professionals and display JSA
on each machine.
• Display Dos and Don’ts on each
machine or procedure after
analysing.

31. ROLE OF SUPERVISOR
INSPECTION
• Condition of machine
• Work place condition
• Unsafe Act / Unsafe Condition
• Hazard at work place
• Violation of Safety Rule
• Violation of Legal Requirement
RECORD KEEPING
• Always keep record of
• Training documents
• Tool Box Talk
• Work-Permit
• Inspection / Audit Report

32. MANAGEMENT DEVELOPMENT

33. MEANING
• It is an educational process utilizing a systematic and
organized procedure by which managerial personnel
learn conceptual and theoretical knowledge for general
purpose.
• It is mainly designed to induce behavioral changes in
individuals by cultivating their mental and inherent
qualities through the acquisition, understanding and use
of knowledge, insights and skills as they are needed for
effective management.
• The management process consists of:
– Assessing the company’s strategic needs
– Appraising managers current performance
– Developing the managers( and future managers)

34. NATURE OF MANAGEMENT DEVELOPMENT
• Organized process of learning
• A long term process
• On going exercise rather than ‘Oneshot’ affair
• Aims at preparing managers for better
performance
• It is nothing but guided self development

35. PRINCIPLES OF MANAGEMENT DEVELOPMENT
• Principle of individual difference
• Provision of incentive
• Provision of applying the content of training
on the job
• Active participation of trainer and trainee
• Feedback about the trainee’s progress in the
training and development programme should
be shared with him/her

36. OBJECTIVES OF MANAGEMENT DEVELOPMENT
• Tobring current performance of the managerial
personnel up to the highest attainable level
• Toensure availability of qualified managerial
manpower
• Toensure managerial capabilities
• Toaid in encouraging and achieving self
development and self confidence
• Toprovide opportunities for managers to update
their knowledge and skill

37. IMPORTANCE OF MANAGEMENT DEVELOPMENT
• Management developmental efforts are required:
– Due to rapid changes in technology
– Tounderstand the behavior of people in changing
socio cultural environment
– Tomeet the needs of the customer
– Tounderstand the social responsibility of business
– Tohave harmony and peace in the organization
– Toimpart knowledge on the latest management
principles, techniques and practices

38. Management
Development
On-the-job methods
•Coaching
•Understudy
•Job Rotation
•Planned work Assignment
•Internship
Off-the-job methods
• Lecture/Seminar
• Simulation exercise
• Behavior modeling
• Sensitivity training
• Transactional analysis

39. 1. On-the-job Management Development Methods
Management development takes place on the job.It is
learning by doing in the context of real work
environment.

40. a) COACHING
• It is actively guiding managers by their
experienced immediate supervisors.The coach
gives the guidance through direction, advice,
criticism and suggestions.
• If the coaching is done by someone other than
the immediate supervisors, it is called
mentoring.

41. Advantages
• This methods provides oppurtunities for interaction between
the coach and the learner.
• There is rapid feedback of the performance
• Learners are self motivated
Disadvantages
•Heavy reliance is placed on the abilities of the
coach.This may limit the scope for development.
•Managers may be unwilling or unable to coach

42. b) Understudy Assignments
• Trainee managers are given staff posts under an experienced
manager with”Assistant to” title
• Trainee get the chance to learn the job under outstanding
managers
Advantages
• The understudy managers gain valuable knowledge and
experience
• They become important source for filling up vacants posts in
future.
Disadvantages
• The trainee may be unable tomake major decisions
• The chances for errors are high

43. c)Job Rotation
(ii)
(iii)
• It involves shifting managers from position to position.It
can be:
(i) Planned Rotation: Managers spend two or three months on
a job and are then moved on.They learn several different
jobs.
Situational Rotation: Shifting is done to meet work
schedules or to make the job challenging to the manager
Line and staff Rotation: Managers can be shifted between
line staff positions.

44. Advantages
• Managers can broaden their experience and become familiar with
variety of jobs
• Specialists managers can be developed as generalists
• Boredom and monotony in jobs are reduced
• Managers evaluation is facilitated
Disadvantages
oRotated managers have little knowledge when shifted to new
tasks.Productivity may suffer.
oCosts of rotation may be high

45. d) Planned work Assignments
(i)
(ii)
(iii)
• They give managers oppurtunity to gain experience and develop
ability.The assignments can be:
• Heading a task force: To solve specific problems Committee
membership: Toparticipatr in decision making
• Special project assignment: To learn project management

46. Advantages
• Interpersonal skills of managers get developed
• Team work is facilitated through participative management
• Managers with high potential can be identified
Disadvantages
•Managers may be affected by disadvantages associated with
committees

47. e)Internship
• It combines classroom-oriented theoretical knowledge with
practical experience
• Managers are interned in organizations for a specified period
to work as employees to gain experience.

48. 2. Off-the-job Management development Methods
• Most management development takes place off the
job.Managers are removed from the stresses and demands of
the workplace.They can focus on learning experience.
• The methods widely used are:

49. a)Lecture/Seminar
• Lectures are oral communication of information to managers
by instructors
• Participants get oppurtunity to acquire knowledge and
develop their conceptual, analytical and technical skills

50. Advantages
• Lectures can cover large group of audience simultaneously at
low cost.
• Large amount of information can be covered in short time.
Disadvantages
• Lectures lack active involvement of learners
• There is no feedback from learners

51. (b)Simulation
31
A mock-up of a real thing
A case study not to analyze but to be experienced
by the trainee
 Asked to be themselves, not to act
 Decisions have a real effect in the simulation
Followed by a critique of what went on during
the exercise

52. c) Behaviour Modeling
• This method combines role play with modeling.It involves the following
steps:
(i) Model study : Participants watch film or video of model
persons behaving effectively in problem
situation
(ii)
performance.
(iii)
Reinforcement:Trainers positively reinforce the participants
by providing feedback about a trainee
Skill Transfer: Participants transfer the new skills on the job
• Role Playing
 Creating a more realistic situation
 Usually one of human problems and conflicts
 Closely approximate a real situation
 Enhances their sensitivity, growth and development

53. • Advantages
(i)This method emphasizes effective
management practises through imitation of
role models.
• Disadvantages
(ii) It is time consuming.

54. (d)Sensitivity Training
34
• According to Chris Argyris “ it is a group
experience to provide maximum possible
opportunity for the individuals to expose their
behavior, give and receive
feedback, experiment with new behavior and
develop awareness of self and of others”
 Changed attitude
 Interpersonal competence
 Organizational improvement

55. Advantages
• Increased listening and observation skills
• Increased tolerance for individual differences
• Increased openness and trust with others
• Improved conflict resolution skills
•Increased
• anxiety levels of weaker individuals
•Doubt about transfer of skills to jobs

56. e)Transactional Analysis
This method views interactions between individuals and
between groups as transactions. It holds that an individuals
personally consists of three ego states.
• The parent: Ego state of authority, superiority, controlling
• The adult : Ego state of objectivity and rationality
• The child : Ego state of impulses and emotion
The parent and child ego states feel and react directly. The
adult state thinks before acting.

57. • Advantages
i)TAdevelops skills in interpersonal relationships.Managers can
understand others better.
ii)The quality of communication is improved between individuals
and groups.
iii)Managers can understand and improve their managerial style.
• Disadvantages
i)Hard evidence is lacking about the effectiveness of TA
ii)The skills acquired may not be transferred to job

58. GROUP DISCUSSION

59. What is a GD?
Ritika Dhameja 5
9
• Group Discussion is a modern method of assessing
students personality
• Group Discussion is a process where exchange of
ideas and opinions take place
• A topic is discussed by a group

60. Definition of Group Discussion
• “It is a process of examining or
considering something in detail in a
group.”
• It is a process of incorporating
(include, encompass, involve) views
of different team members to reach
a common goal.”

61. How is it conducted?
Ritika Dhameja 6
1
• A typical GD comprises of a small group of candidates
i.e. 5 to 10 students
• Students sit in a circular or C shape arrangement
• Each group is then given a topic for discussion
• Students are given a paper and pen & 2 minutes to think
before they start discussing
• A GD should last not more than 15-20 minutes

62. Types of GD
Ritika Dhameja 6
2
• Factual Topics
• Abstract Topics
• Controversial Topics
• Case Study based

63. Why a Group Discussion?
( Purpose of Group Discussions)
• Group discussions are often used for
selecting candidates after the written test
for employment.
• They also provide us with an avenue to
train ourselves in various interpersonal
skills.
• Used to solve problems and finding
solutions.

64. Advantages of Group Discussion
• It helps to generate new ideas.
• It helps to understand a subject deeply.
• It improves your ability to think critically.
• It helps in solving a particular problem.
• It helps the group to make a particular
decision.
• It improves your listening skills.
• It increases your confidence in speaking.

65. Advantages of Group Discussion
• It can change your attitude.
• It gives an opportunity to hear other
person’s opinion.
• It enables a participant to put across his
view point.
• It can change your opinion and show you
things from a different perspective.

66. Contd.
• Stimulation of thinking in a new way.
• Expansion of knowledge.
• Understanding of your strengths and
weaknesses.
• Your true personality is revealed and qualities of
leadership crystallize.
• Provides chance to expose
• Language skills are improved.
•It enhances Academic
Knowledge.

67. Contd.
•Leadership skills are
adjudged.
• People handling skills.
• Team work
• General knowledge is tested and increased.

68. Types of Group Discussion
• Structured group discussion
• Unstructured group discussion
• Role play
• Group discussion with a nominated
leader
• On the basis of topic
• Controversial topics group discussion
• Abstract topic group discussion
• Case study topic group discussion

69. Structured Group Discussion
Now-a-days most of the selectors stick to
structured form of Group Discussion.
Structured Group Discussion is a style where
topic is thrown to the candidates by the selectors.

70. Unstructured Group Discussion
• In unstructured Group Discussion
candidates themselves have to decide the
topic with mutual consent.
• Unstructured Group Discussion is
rarely being used today.

71. Chairman type of Group Discussion
• Normally a Group Discussion is of
egalitarian (advocating equal rights for all)
nature, where all candidates are treated
equally.
• The idea is to find a natural leader in the
group.

72. Chairman type of Group Discussion
• But in the chairman type of Group
Discussion a candidate is nominated as
the chairperson.
• The chairperson of the group can also
be elected by the members of the
group.

73. Role Play
• In this type of Group Discussion candidates are
given a problematic situation.
• Each candidate in the group is then assigned a
specific role or character to play.
• They need to solve the problem.
• For example, a situation could be given where in
a spacecraft is wrecked on the moon with nine
people ( or as many people as there are group
members ) stranded (stuck).
• All nine people are described usually by
occupation.

74. Role Play
• There is a small spacecraft available which can
carry back only one person to safety.
• Each person is assigned the role of one of
those nine stranded persons and has to
persuade the rest of the group as to why he
should be the one allowed to return to the earth
in the smaller spacecraft and act according to
their characters.

75. Prerequisites of a Group Discussion
• Topic given by panelists
• Planning and preparation
• Knowledge with self-confidence
• Communication skills/ power of
speech
• Presentation
• Body Language and personal
appearance
• Be calm and cool

76. Contd.
• Extensive knowledge related to
state, country and globe.
• Areas are politics, sports, science &
trade commerce, Industry and
Technology, MNC, etc.
• Analyze the social, economical issues
logistically .
• Listening skills
• Co-operation

77. Evaluation during Group
Discussion
• Interpersonal skills
• Problem solving skills
• Communication skills
• Leadership skills
• Persuasive skills

78. •Interpersonal skills
Ability to remain cool
Ability to remain objective
Ability to be a team player
Emotional maturity
•Problem solving skills
Creativity
Ability to come up with divergent
and innovative solution

79. •Communication Skills
Listening Skills
Fluency
Language
Phonetic Ability
Overall Impression
• Persuasive skills
Ability to persuade others without
hurting them.

80. • Leadership skills
Initiative
Team spirit
Endurance
Decision Making
Overall Impression

81. •Personality
• Appearance
• Temperament
• Posture and Gesture
• Mental state
• Knowledge
• Depth
• Analytical ability
• Organization of ideas

82. Salient features of G.D
• Topic may be given to judge your public
speaking talent.
• Discussion revolves around a specific
subject.
• The observer does not interfere once he
announces the topic.
• Maintain cordiality and free expression
of thought and opinion.

83. Important points in group discussion
• Be assertive: An assertive person is direct,
honest, careful about not hurting others
‘self-respect’.
• A patient listener: listening to another
person is one way of showing appreciation.
• Right language : Words can make friends
& right words at the right time give the
best results.

84. Important points in group discussion
• Be analytical and fact-oriented : It is
necessary to make relevant points which
can be supported with facts and analyzed
logically.

85. Accept criticism
• If any member of the group criticizes or
disapproves a point, it is unwise to get
upset or react sharply.
• In case the criticism is flimsy
(unsubstantial), the same can be
pointed out politely.
• Maximize participation ; one must
try to contribute fully, vigorously
(energetically ) & steadily throughout
the discussion.

86. Accept criticism
• Show leadership ability: A group
discussion also evaluates your
leadership qualities.
• Accept someone's point of view
• Praise the argument
• Express your argument with few facts,
cases, newspapers publications etc.
• Express without hurting others
feelings.

87. • Suggestions
• Never try to bluff (pretend to have
knowledge).
• Practice group discussion with friends on
different subjects.

88. Body Language in Group discussion
• Your attire should be formal and
professional.
• Do not wear flashy and bright colors, too
much of jewelry or heavy make-up.
• Be natural. Do not put on an accent or try
to pose what you are not.
• While sitting on the chair do not slouch.
• Maintain a straight and comfortable
position.

89. Body Language in Group discussion
• Avoid crossing arms as well as legs while
seated.
• Avoid distracting habits like biting nails,
clicking pens, etc.
• Avoid aggressive and dominating gestures
like pointing fingers at fellow participants,
raising the voice, etc.
• Understand the difference between
assertive and aggressive behavior.

90. Contd.
• Do not stare at anybody.
• Maintain soft eye contact with as many
people as you can.
• Do not look down or up while speaking.
• Do not be conscious of the evaluators, if
any.
• Forget that you are being evaluated,
otherwise this will make you conscious of
your actions and will adversely affect your
behavior.

91. Conclusion
• Conclusion is as important as introduction.
• In some cases, the facilitator asks non
speaker to conclude.
• Make sure you remember all important
points discussed.

92. Some Do’s
• Listen to the subject carefully
• Put down your thoughts on a paper
• Initiate the discussion if you know the
subject well
• Listen to others if you don’t know the
subject
• Support your point with some facts and
figures
• Make short contribution of 25-30 seconds
3-4 times

93. Some Do’s
• Give others a chance to speak
• Speak politely and pleasantly.
• Respect contribution from other members.
• Disagree politely and agree with what is
right.
• Summarize the discussion if the group has
not reached a conclusion.

94. Some Don’ts
• Initiate the discussion if you do not have sufficient knowledge about the
given topic.
• Over speak, intervene and snatch other’s chance to speak.
• Argue and shout during the GD
• Look at the evaluators or a particular group member
• Talk irrelevant things and distract the discussion
• Pose negative body gestures like touching the nose, leaning back on the
chair, knocking the table with a pen etc.

95. Some Dont’s
• Mention erratic statistics (Lacking consistency or
uniformity).
• Display low self confidence with shaky voice and
trembling hands.
• Try to dominate the discussion
• Put others in an embarrassing situation by asking
them to speak if they don’t want.

96. CONFERENCE AND SEMINARS

97. Conference
• ‘Conference is a gathering of a particular set of individuals
invited to consult with, discuss or present information on a
particular topic for the purpose of bettering relations and
information between the organization or market the individual
represent’.

98. TYPES
• Academic conference
• Business Conference.
• Peace Conference.
• Settlement Conference.
• Parent-Teacher Conference.
• News Conference.
9
8

99. CONDUCTING A CONFERENCE
9
9
 Attendees.
 Date and Time
 Conference content.
 Budget.
 Conference support.
 Extra curricular activities.
 Venue / Facilities.

100. VIDEO
CONFERENCING
1
0

101. VIDEO CONFERENCING
Videoconferencing is the conduct of a
videoconference (also known as a video conference or
video teleconference) by a set of telecommunication
technologies which allow two or more locations to
communicate by simultaneous two-way video
9

102. EFFECTIVE VIDEO- CONFERENCIN
• Camera placement
• Using voice and body tools.
• Attire.
• Maintaining face to face connection.
• Proper lighting.
• Voice modulation
10

103. WEB
CONFERENCING
10
3

104. WEB CONFERENCING
A system by which many computer users
can communicate with each other all at
the same time
using webcams over the internet.
10
4

105. EFFECTIVE WEB CONFERENCE
• Keeping it simple and short.
• Keeping slides simple.
• Plan ahead for software demos.
• Use both views for the presentation.
10
5

106. Is Video Conferencing the same as web conferencing??

107. • Video conferencing is the simplest form of web
conferencing.
• Video conferencing- Casual, Web conferencing-
Business meeting (need tools and applications).
• Video conferencing- screen sharing, Web
conferencing- allows participants to interact and
collaborate
15

108. INTRODUCTION to seminar
A seminar is an instructional technique which
involves generating a situation for a group to have
guided interaction among themselves on a theme
which is generally presented to the group by one
or more members.

109. DEFINITION
Seminar is an instructional technique of higher
learning which involves paper reading on a
theme and followed by the group discussion to
clarify the complex aspects of the theme

110. OBJECTIVES
Objectives are mainly divided into
two types:-
Cognitive objectives
Affective objectives

111. Cognitive objectives
 To develops the higher cognitive
abilities that is analysis , synthesis
and evaluation.
 To develop the ability of responding
that is valuing, organizing etc.
 To develop the ability of keen
observation, experience ,feeling
and to present them effectively.
 To develop the ability to seek
clarification and defend the ideas of

112. Affective Objectives
 To developthe feeling to tolerate
the opposite ideas of other.
 To develop the feeling ofcooperation.
 To develop the emotional stability
among the participants of seminar.
 To acquire a good manner of putting
questions and to answer the
questions of other effectives.

113. Roles of Seminar Technique
In organizing a seminar the following
roles are performed:-
ORGANIZER
PRESEDENT OR CHAIRMEN
PARTICIPANT
OBSERVERS

114. ROLE OF ORGANIZER
Responsibility of an organizer is to
Plan and prepare the whole
programofthe seminar.
 To decide thetheme
Assign the parts of theme to
different person
 H e decides that who will be the
speaker

115. ROLE OF
PRESIDENTDirect the whole program and keeps the
discussion on the theme of seminar

116. ROLE OF SPEAKER
They prepare the topic thoroughly
and Xerox copies of papers are
prepared and distributed among the
participants before the
commencement of the topic so the
participants should also prepare
themselves for
the topic.
 The speaker should be ready to
define the questions

117. ROLE OF PARTICIPANTS
• participants should be well acquainted with
theme.
• They should appreciate theperformance of the
speaker.
• They should be able to put questionsandseek
clarification
•There are 25 -30 participants inseminar.

118. ROLE OF
OBSERVERSome guest and observers are
alsoinvited to observe the
activity.

119. PROCEDURE OF SEMINAR
Organizer select the theme and
organize the seminar
Chairman conduct the activities of
seminar and direct the seminar on
theme.
Speaker speaks about the theme.
Group discussion
Participants seeks clarification
and putquestions.
Observers observe the

120. TYPES OF SEMINAR
Mini seminar
Main seminar
National seminar
International
seminar

121. Mini seminar:-A seminar
organized to discuss a topic in class is
known as mini seminar.
Main seminar:-such seminars
areorganized in departmental
level or institutional level.
National seminar:-it is organized by
anassociation at national level.
International seminar:-such
seminars are organized by UNESCO
and other international
organizations.

122. ADVANTAGES OF SEMINAR METHOD
Stimulation of thinking.
Tolerance of other views
develops.
Cooperation with others
develops.
Openness of ideas occurs.
Represents the norms of
behaviours.
 I t has great instructional values .
Natural way of learning

123. LIMITATION OF SEMINAR
Seminar cannot be organized on
all thecontent of subject matter.
Technique cannot be used in all
levels ofeducation

124. Conclusion:
Seminar is a method of teaching
mostly used for higher education. It is
an instructional technique which
involves paper reading on a theme. It
includes the group discussion to clarify
the complex aspect of theme. The
students’ learns to develop the ability
of keen observation of experience and
feelings of tolerance to the opposite
ideas of others.

125. CASE STUDY

126. Introduction
To graduate students and researchers
unfamiliar with case study methodology, there is
often misunderstanding about what a case study is
and how it, as a form of qualitative research.
Case study is a form of qualitative descriptive
research that is used to look at individuals, a small
group of participants, or a group as a whole. This
qualitative method of study emphasizes detailed
contextual analysis of a limited number of events or
conditions and their relationships. Researchers have
used the case study research method for many years
across a variety of disciplines.

127. Case Study -
Defined
• It is a systematic inquiry into an event or a set of
related events which aims to describe and explain
the phenomenon of interest.
• It refers to the collection and presentation of
detailed information about a particular participant
or small group, frequently including the accounts
of subjects themselves.
• It is an in depth study of a particular situation
rather than a sweeping statistical survey.

128. When is a case study appropriate?
According to Yin (2003), a case study can be
considered when:
a. the focus of the study is to answer “how” and “why”
questions
b. you cannot manipulate the behavior of those involved in
the study
c. you want to cover contextual conditions because you
believe they are relevant to the phenomenon under
study
d. the boundaries are not clear between the phenomenon
and context

129. What may be revealed?
• Through case study, a researcher can closely
examine the data within a specific context.
• Through case study, a researcher can examine contemporary
real-life situations and provide the basis for the application
of ideas and extension of methods.
• Through case study, a researcher can test theoretical models
by using them in real world situations.
• A case study may not answer a question completely, but it
will give some indications and allow further elaboration and
hypothesis creation on a subject.

130. Why use a case study?
• Case studies are a great way to improve a learning experience,
because they get the learner involved, and encourage immediate
use of newly acquired skills.
• They differ from lectures or assigned readings, because they require
participation and deliberate application of a broad range of skills.
• Case studies help researchers make the difference between
knowing what to do. and knowing how, when, and why to do it.

131. Case Study Applications
• Utilization of the case study as a teaching method.
• Practical application and testing of scholarly knowledge.
• Provides an approximation of various professional environments
(i.e. classroom, board room, courtroom, or hospital).
• Incorporates the idea that students can learn from one another
"by engaging with each other and with each other's ideas, by
asserting something and then having it questioned, challenged
and thrown back at them so that they can reflect on what they
hear, and then refine what they say“. (Boehrer 1990)

132. Designs of Case Study
To obtain as complete a picture of the participant as possible, case
study researchers can employ a variety of a variety of case study
designs. Some common designs include single-case and multiple-case
design.
Single-case design – It is where events are limited to a single
occurrence. However, the drawback of this design is its inability to
provide a generalizing conclusion, in particular when the events are
rare.
Multiple-case design - It can be adopted with real-life events that
show numerous sources of evidence through replication rather than
sampling logic.

133. Types of Case Study
1.Explanatory - This type of case study would be used if you were seeking to
answer a question that sought to explain the presumed causal links in real-life
interventions that are too complex for the survey or experimental strategies.
Example: Joia (2002). Analysing a web-based e-commerce learning
community: A case study in Brazil. Internet Research, 12, 305-317.
2.Exploratory – It is a type of case study that is used to explore those
situations in which the intervention being evaluated has no clear, single set of
outcomes.
Example: Lotzkar & Bottorff (2001). An observational study of the
development of a nurse-patient relationship. Clinical Nursing Research, 10,
275-294

134. Types of Case Study
3.Descriptive - This type of case study is used to describe an intervention
or phenomenon and the real-life context in which it occurred.
Example: Tolson, Fleming, & Schartau (2002). Coping with menstruation:
Understanding the needs of women with Parkinson’s disease. Journal of
Advanced Nursing, 40, 513- 521.
4.Multiple Case Study - It enables the researcher to explore differences
within and between cases.
Example: Campbell & Ahrens (1998). Innovative community services for
rape victims: An application of multiple case study methodology. American
Journal of Community Psychology, 26, 537-571.

135. Types of Case Study
5.Intrinsic - The term ‘intrinsic’ suggests that researchers who have a
genuine interest in the case should use this approach when the intent is to
better understand the case. It is not undertaken primarily because the case
represents other cases or because it illustrates a particular trait or problem,
but because in all its particularity and ordinariness, the case itself is of
interest.
Example: Hellström, Nolan, & Lundh (2005). “We do things together” A case
study of “couplehood” in dementia. Dementia, 4 (1), 7-22.
6.Instrumental – It is used to accomplish something other than
understanding a particular situation. It provides insight into an issue or
helps to refine a theory.
Example: Luck, Jackson, & Usher (2007). STAMP: Components of observable
behaviour that indicate potential for patient violence in emergency
departments. Journal of Advanced Nursing, 59, 11-19.

136. Types of Case Study
7. Collective – It is similar in nature and description to multiple
case studies.
Example: Scheib (2003). Role stress in the professional life of the
school music teacher: A collective case study. Journal of Research
in Music Education, 51 ,124-136

137. Advantages and Limitations of Case Study
 The primary advantage of case study is that it provides much more detailed
information than what is available through other methods, such as surveys. Case
studies also allow one to present data collected from multiple methods.
 Can be lengthy - Because they provide detailed information about the case in
narrative form, it may be difficult to hold a reader’s interest if too lengthy.
 Concern that case studies lack rigor - Case studies have been viewed in the
evaluation and research fields as less rigorous than surveys or other methods.
Reasons for this include the fact that qualitative research in general is still
considered unscientific by some and in many cases, case study researchers have
not been systematic in their data collection or have allowed bias in their findings.

138. Advantages and Limitations of Case Study
Not generalizable - A common complaint about case studies is
that it is difficult to generalize from one case to another. But
case studies have also been prone to overgeneralization, which
comes from selecting a few examples and assuming without
evidence that they are typical or representative of the
population.

139. Steps Involved in a Case StudyThe steps involved in a case study are as follows:
1. Plan
• Identify stakeholders who will be involved.
•Brainstorm a case study topic, considering types of cases and why they
are unique or of interest.
• Identify what information is needed and from whom
• Identify any documents needed for review.
•List stakeholders to be interviewed or surveyed (national, facility, and
beneficiary levels) and determine sample if necessary.
•Ensure research will follow international and national ethical research
standards, including review by ethical research committees.

140. Steps Involved in a Case Study2.
Develop Instruments
•Develop interview/survey protocols — the rules that guide the
administration and implementation of the interview/survey. Put
simply, these are the instructions that are followed to ensure
consistency across interviews/surveys, and thus increase the
reliability of the findings.
•Develop an interview guide/survey that lists the questions or
issues to be explored and includes an informed consent form. Please
note that you will likely need interview
guides/surveys for each group of stakeholders, as questions may
differ.
•Where necessary, translate guides into local languages and test
translation.

141. Steps Involved in a Case Study
3. Train Data Collectors
• Identify and train data collectors (if necessary).
4. Collect Data
• Gather all relevant documents.
• Set up interviews/surveys with stakeholders.
•Seek informed consent of each respondent (written or
documented oral).
•If the respondent has consented, conduct the
interview/survey.

142. Steps Involved in a Case Study
• 5. Analyze Data
• Review all relevant documents.
• Review all interview/survey data.
• 6. Disseminate Findings
• Write report.
• Solicit feedback.
• Revise
• Disseminate.

143. What are the potential sources of information?
Case studies typically rely on multiple sources of
information and methods to provide as complete a picture as
possible. Information sources could include:
• Project documents
• Project reports, including quarterly reports, midterm reviews
• Monitoring visits
• Mystery client reports
• Facility assessment reports
• Interviews
• Questionnaire/survey results
• Evaluation reports
• Observation
• Others

144. Elements of a Case Study
A case study do not have set elements that
are needed to be included. These elements will vary
depending on the case or story chosen, the data
collected, and the However, case studies typically
describe a program or intervention put in place to
address a particular problem.

145. Elements of a Case Study
Here are some elements that you could draw out from in order
to conduct your case study:
1. Problem. (It is essential to identify what the problem was. )
i. Identify your problem
ii. Explain why the problem is important
iii. How was the problem identified?
iv. Was the problem for identifying the problem effective?
2.Steps taken to address the problem. (What was done
(activities/ interventions/inputs), where, by whom, for whom?)
3.Results. (What were the results of your intervention,
particularly the significant or unique results?)

146. Elements of a Case Study
4.Challenges and how they were met. (This focuses on what
challenges or difficulties you encountered and what you did
to overcome them.)
5.Beyond Results. (Are the results mentioned above
sustainable? Why or why not?)
6.Lessons learned. (What lessons were learned:
programmatic, technical, financial, process, etc.?)

147. How are Case Studies Presented?
Case studies are flexible in that they can be
presented in a number of ways — there is no specific format
to follow. Here is a suggested report outline that could be
use in presenting a case study:
I. Introduction and Justification
II. Methodology
a.How was the process carried out? (Describe the process of
selecting the case and
data collection sources, as well as how data was collected.)
b. What assumptions are there (if any)?
c. Are there any limitations with this method?

148. How are Case Studies Presented?
d.What instruments were used to collect data? (You may
want to include some
or all in the appendix.)
e. What sample(s) is/are being used?
f. Over which period of time was this data collected?
III. The Problem
IV. The Steps Taken to Address the Problem
V. The Results
VI. The Challenges and How They were Met
VII. Beyond Results
VIII. Lessons Learned
IX. Conclusion
X. Appendices

149. ROLE PLAY

150. DEFINITION
• Role play is an educational method in which people
spontaneously act out problems of human relations and
analyse the enactment with the help of other role players and
observers.
• Role playing is a discussion technique that makes possible
to get maximum participation of a group through acting out
an example of some problem or idea under discussion.

151. THE ESSENCE
• It is a part of two broad
methods:
1. SOCIO DRAMA.
2. PSYCHO DRAMA.

152. SOCIO DRAMA
• Deals with the interactions of people with other
individuals or groups like mother, nurse and leader.
• It always involves situations of more than one person
and deals with problems related to majority of the
group.

153. PSYCHO DRAMA
• Is practised in group setting, and is mainly concerned with
unique needs and problems of a particular individual.
• The audience identify with roles in a role playing or critical
observations brings about learning.

154. PURPOSES
• To present inter personal problems.
• To provide emotional and affective stimulus for solving problems.
• To provide awareness about social and psychological issues.
• To develop a situation for analysis.
• To prevent alternative courses of action.
• To prepare for meeting future situations.
• To develop an understanding of other points of view.
• To convey information to develop specific skills.

155. PRINCIPLES
• Role play is based on the philosophy that meanings are in people and not in words or symbols.
• If philosophy is accurate, one must in the first place share the meanings, then clarify our
understanding of each other's meanings & finally if necessary change our meanings.
• Role play has to do with the self concept.
• The self concept is best changed through direct involvement in a realistic and life related problem
situation rather than hearing about such situations from others.
• Creating a teaching situations that lead to change of self concept requires a distinct organization
pattern.
• Role play should be flexible.
• A role play should be a stimulant to think and should not be an escape from discipline or learning.

156. • There is no single best method of selecting the characters; the group
may do the assigning.
• It requires rehearsal as an important feature to produce effective
outcome and for audience to help players interpret their roles.
• Role play should be done for a brief period so that the attention of
audience may be captured effectively.
• Enough time should be allowed for discussion and analysis of the
situation.
• Role play evaluates the teacher and participants through discussions or
follow up as to specific individual behaviour or sequence of group
actions.

157. STEPS IN ROLE - PLAY
• There are three seps.They are:
1. PLANNING PHASE.
2. IMPLEMENTATION PHASE.
3. EVALUATION PHASE.

158. PLANNING PHASE
• During the planning phase the following points are to be considered.
1. SELECTIN A PROBLEM FOR A ROLE.
2. SET UP THE ROLE PLAY SCENE.
3. GETTING UNDERWAY IN ROLE PLAY.
4. MAKING THE ROLE PLAY COMPREHENSIVE.

159. SELECTING A PROBLEM
• The group leader recognizes a peoblem that can be effectively
role played and suggests it to the group.
• The group can list problems on the blackboard and decide problem
they want work out.

160. SET UP ROLE PLAY SCENE
• The group should come to a clear agreement on the chief
objectives to be realized in role planning.
• The group must determine : what characters are to be involved,
The attitudes and personality of the character, the seting of the
story & the point at which the story should begin.

161. GETTING UNDERWAY IN ROLE PLAY
• The role takers are usually go out of the room and are given a few minutes to warm up or get a
feeling of the roles they are about to play.
• Specify names other than their own, should be used to get them into their roles.
• The role players should attempt to express the attitudes the group has assigned to the various
charaters as well as achieve the goals decided upon.
• The story grows out of natural reactions of the characters enacted in role playing.
• Those members not involved in the role play act as observers.They may be assigned to
watch particular role players or to look for important clues that come out of role playing

162. MAKING THE ROLE PLAY COMPREHENSIVE
• The leader may cut at a point where enough action has already occured to
provide a basis for discussion.
• The leader may get immediate reaction of role players : how they felt in their
roles and how they responded to others response in the scene.
• The leader may use the role name of each person in the discussion so that the
players does not feel he is being evaluated.
• When role players suceed in projecting themselves into their roles assigned to
them, they usually give valuable insight into the problem and provide additional
material for discussion.

163. IMPLEMENTATION & EVALUATION OF A ROLE PLAY
• As the audience observers constitute the heart of role playing, we
usually consider their opinion as an important feedback.
• Feed back is sought as to how did the group think the role was
handled, what were the good points of action, or what were the
poor points or omissions.

164. • Role playing observers:
This might be played by different people so that there might be a
comparison of the behaviours of different people.

165. SUMMARIZE PHASE
• The leader sums up to the group chief points or
principles which have come out in the playing and the
comments of the observer s that follow.
• The comments on specific problems should be taken
under consideration.

166. PROCESS
INDIVIDUAL
STUDY.
ROLE
ASSIGNMENT.
GROUP
DISCUSSION.
PRODUCTION
OF SHARED
ARTEFACT

167. ADVANTAGES
• Children have always learned from mimicking or duplicating the actions of
others, including their parents and peers. Role-playing is simply a continuation
of the learning already done by students.
• People enjoy playing, especially young people. If students are already
motivated to play, learning through play would become even easier.
• Role playing encourages the use of critical thinking because it involves
analyzing and problem solving, therefore role play is a cognitive learning
method
• Role-playing teaches many lessons; some of the most important lessons it
teaches are lessons that are needed in society, competition, cooperation and
empathy.

168. • Participation in role-play allows students to make decisions, and through the feedback he or
she receives, he sees the results of his actions, and can therefore learn how to adjust his
words and actions to produce more likeable results.
• Role-play allows for the interaction between classmates, and peers.
• It also allows introvert students to speak out. It helps to break down ”cliques”
• Role-play allows for the exchange of knowledge between students.
• The teacher is also able to see the various capabilities of students at the same time.
• Develops communication skills.
• Develops sensitivity towards others feelings.
• Develops skills in group problem solving.
• Develops ability to observe and analyse situations.
• Encourages independent thinking.

169. • Positive Impact (independent thinking)
• Confidence Building
• Credibility
• Staff feel valued (self esteem)
• Self Awareness
• Safe Environment
• The Challenge
• More Solutions (problem solving)
• Accountability
• Business Productivity

171. DISADVANTAGES
• Role playing is a means and not an end.
• It requires expert guidence and leadership.
• Participants may sometimes feel threatened.
• It is used as an education technique, not as a therapeutic one, and heavily
depends on the student's imagination.
• It is time consuming in developing group readiness.
• It is limited only by the teacher's ingenuity and realistic use.

172. Sensitivity Training
• Sensitivity Training :
Is a form of training with the goal of making people more aware of their own
preconception and more sensitive to others.
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173. •
•
•
•
•
•
Invented in 1942 by J.L. Moreno who created
“PSYCHODRAMA”.
Further expanded by Kurt Lewin, who founded the first T-
Group.
First workshop was conducted in New Britain.
National Training Laboratories were setup in Bethel, 1947.
NTL became a nonprofit organization with its headquarters
in Washington, D.C.
Spread across the globe.
History
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174. Procedure of Sensitivity Training
Making trainee
aware about his
inadequate
behavior.
By giving
feedback and
experimenting
new behavior.
Practicing new
behavior
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175. •
•
•
•
•
Initially designed for immediate feedback.
Focuses on being sensitive and aware of the feelings of
others.
Emphasizes on personal relationships and remarks.
Focuses on personal growth and interpersonal effectiveness.
To improve the functioning within a group.
Goals of Sensitivity Training
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176. • Specifically called as Training Groups
• A group of people undergoing therapy or training.
• Comprises of 8 – 15 People; No formal leader and agenda.
• But it upset those who expect guidance.
T-Groups
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177. •
•
•
•
Group members give constructive feedback.
Feedback is complete and deals with significant aspects of
the individual’s behavior.
Anxiety facilitates new learning.
Learning of cultural differences.
Assumptions
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178.  Self :
 Increased awareness of own feeling and own impact others.
 Increased awareness of others feeling and their impact on self.
 Increased interpersonal competence.
 Role :
 Increase awareness of own organizational role.
 Change in attitude towards others role .
 Organization :
 Organizational improvement through group training.
Outcomes
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179. CAREER DEVELOPMENT

180. • Career development is the interaction of psychological,
sociological, economical, physical and chance factors that shape
sequence of jobs, occupations/profession or career that a person
may engage in throughout a lifetime.
• It involves a person’s past, present, and future works roles.
• it is linked with a person’s family life, self-concept, and all aspect
of the person’s environmental and cultural condition.
• Career development is an ongoing and formalized effort that
focuses on developing enriched and more capable employees.
Career Development

181. Definition:
"Career development is a process in which personnel experience,
concept and publicly observable aspect of career interact to
precipitate each successive stage of occupational statuses".
- Mansfield

182. Characteristics of CD
• It is an ongoing process,
• It develops and shares transferability of skills and competencies,
• It aligns individual goals with organizational goals for increased
satisfaction of employees,
• It helps individual to develops skills and competencies required
to fulfil present and future leadership roles within an
organization ,
• It strengthen professional work culture in the organization.

183. Objectives of CD
 To understand career development from a developmental and
multicultural perspective
 To devise intervention strategies for developing, engaging,
rewarding and retaining talented personnel
 To be able to discuss and apply models of career counselling
that is appropriate for use in an organization

184.  To understand the use of assessment procedures in career
development intervention
 To understand how to use technology in career development
intervention
 To facilitate understanding of personal, social, economic, and
other factors related to the world of work for employees
throughout their organizational lifespan

185.  To plan, design, and implement life-long career development
programmes
 To locate, identify, evaluate and disseminate career and
educational information to employees, in line with
organizational needs and opportunities
 To evaluate the career development programme and use the
results to effect organizational and employee improvements.

186.  To identify developmentally appropriate and culturally sensitive
strategies for addressing the career development needs of
employees

187. Importance of CD
• It helps in developing skills and competencies of
employees for initiating, expanding and managing an
organization effectively with focus on real life business
situations and business practices.
• It develop in developing entrepreneurship spirit and
potential amongst the employees in order to make
them successful innovators.
• To facilitate the acquisition of requisite skills,
knowledge and competencies for organizational
excellence.

188. • To develop and create a pool of talented people to successfully
execute the business strategies of the organization.
• To devise and implement a talent management system in the
organization
• To facilitate succession planning and development to ensure
long-term growth and success of the organization.

189. Principles of CD
• Dissemination of current information about the organization and
future trends helps employees create more realistic career
development goals;
• Focus on skill development by providing learning opportunities;
• Opportunities for promotion and/ or lateral moves contribute to
the employee’s career satisfaction;

190. • A greater sense of responsibility for managing one’s own career
contributes to self-confidence;
• Career planning and development clarifies the match between
organizational and individual employee goals;
• Its cost-effective to use current employee talent to provide
career development opportunities within the organization;

191. • Career development increases employee motivation, equality
and productivity;
• Organizational attention to career development helps to attract
top professionals and retain valued employees;
• Supporting career development and growth of employees is
the founding philosophy of human resources development

192. Stages of CD
Stage 1 - ASSESSMENT:
In this stage, you are getting ready for your life’s work. This stage is
characterized by unawareness, in that you are not sure what your
values, strengths, and weaknesses are. You start to feel as though you
want to know more about yourself and make a conscious effort to get
in touch with who you really are.
Key characteristics:
• Taking assessment instruments
• Working with a career counsellor or career coach

193. Stage 2 – Investigation:
Here you are researching what work exists in the world. This stage
is characterized by feelings of confusion, in that you are not sure
what career options exist for you. You may feel overwhelmed with
all of the jobs and opportunities that exist as you begin the
process of researching the modern world of work. But if you
approach this stage with a positive frame of mind, you will find
that you will learn about many possibilities you may have never
considered.

194. Key characteristics:
• Researching the world of work
• Conducting informational interviews with people in your
chosen field

195. Stage 3 – Preparation:
In this stage, you are still getting ready to do your life’s work. This
stage is characterized by feelings of excitement, as you think of
how wonderful it will be to perform meaningful work. However,
there is still much work to be done, and to be successful, you
have to prepare.
Key characteristics:
• Gaining knowledge and experience
• Setting goals and adopting a success-oriented mind-set

196. Stage 4 – Commitment:
In this stage, you will feel confident that you have figured out what
you are meant to do. Sometimes people have known all along
what they were meant to do but could not commit to the process
of making it happen, for whatever reason. At this stage, more than
ever, you must focus your energy and keep your eye on the target.
Key characteristics:
• Conducting a job search
• Negotiating and accepting a job offer

197. Stage 5 – Retention:
Here, you will feel comfortable in your career field, as you will now
have figured out how things work in your industry. You will want to
remain committed to your career by continually updating your skill
set and staying current with industry standards.
Key characteristics:
• Providing first-class customer-service skills
• Building a professional network

198. Stage 6 – Transition:
This stage is characterized by feelings of discomfort in that you
are unsure of what you will be doing next (and/or if you will be
happy). In this stage, you will learn to make conscious changes in
your career direction.
Key characteristics:
• Making career changes
• Developing resiliency

199. Factors Influencing CD
• Personal Characteristics:
When the person in the process of choosing a career, he
should do a thorough self assessment. It will allow him
to learn what his personality type, interests, aptitudes and
work-related values are. These traits, taken in combination, play
a major role in career development and will help him to find
careers, as well as workplaces, that are suitable for him.

200. • Socio-Economic Factors:
Socio-economic factors can be a barrier to career
development. They can significantly influence the person’s
ability to pursue a career that is otherwise a good match for
him. For example, the person’s financial situation may
keep him from getting the necessary
there are ways of overcoming barriers such as limited financial
resources, namely student loans, financial aid and scholarships.

201. • Physical and Mental Abilities:
Some persons are better suited to some careers than others
due to their physical and mental abilities, and limitations. For
example, a person may want to become a doctor but
the intellectual ability to get into medical school. He should, if
possible, find a related occupation that makes the best use his
strengths while accommodating his limitations.

202. • Chance Factors:
Chance factors are life events over which the person has
little or no control. They can influence what careers he can
choose and how he progress in them. An example would
be an individual not being able to advance in his career
because he is a caregiver for a relative.