Page 228 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 13: Management Development

make short-term decision in the role of a person who has to make short-term decisions in Notes
the role of a person who has cope with the incident in the actual situation. Later, the group
studies and discusses the incident and takes decisions relating to incident, based on the
group interaction and decisions taken by each method and in-basket method.
3. Role Playing: A problem situation is simulated by asking the participants to assume the
role of a particular person in the situation. The participant interacts with other participants
assuming different roles. Mental set of the role is described but no dialogue is provided.

The whole play may be taped-recorded and the trainee may thus be given the opportunity
to examine his or her own performance.
Role playing gives the participants vicarious experiences which are of much use to
understand people better. This method teaches human relations skills through actual
practice. The exemplary role playing situations are: a grievance discussion, employment
interview, a sales presentation, etc.
4. In-basket Method: The trainees are first given background information about a simulated
company, its products, key personnel, various memoranda, requests and all data pertaining
to the firm. The trainee has to understand all this, make notes, delegate tasks and prepare
memos within a specified amount of time. Abilities that this kind of exercise develops are:
(i) situational judgement in being able to recall details, establish priorities, interrelate
items and determine need for more information, (ii) social sensitivity in exhibiting courtesy
in written notes, scheduling meetings with personnel involved and explaining reasons
for actions taken, and (iii) willingness to make decision and take action.
5. Business Games: Under this method, the trainees are divided into groups or different
teams. Each has to discuss and arrive at decisions concerning such subjects as production,
pricing, research expenditure, advertising, etc., assuming itself to be the management of a
simulated firm. The other teams assume themselves as competitors and react to the decision.
This immediate feedback helps to know the relative performance of each team. The team’s
cooperative decision promotes greater interaction among participants and gives them the
experience in cooperative group processes.
All this develops organisational ability, quickness of thinking, leadership and the ability
to adopt under stress.
6. Sensitivity Training: The main objective of sensitivity training is the development of
awareness of and sensitivity to behavioural patterns of one self and others. This
development results in the (i) increased openness with others, (ii) greater concern for
others, (iii) increased tolerance for individual differences, (iv) less ethnic prejudice,
(v) understanding of group processes, (vi) Enhanced listening skills, (vii) increased trust
and support.

The role played by the trainee here is not a structured one as in role play. It is a laboratory
situation where one gets a chance to know more about himself and the impact of his
behaviour on others. It develops the managerial sensitivity, trust and respect for, others.
One of the limitations of sensitivity training is that it exacts a huge emotional cost from
the manager.
7. Simulation: Under this technique the situation is duplicated in such a way that it carries a
closer resemblance to the actual job situation. The trainee experiences a feeling that he is
actually encountering all those conditions. Then he asked to assume a particular role in
the circumstances and solve the problem by making a decision. He is immediately given
a feedback of his performance.

LOVELY PROFESSIONAL UNIVERSITY 223