1_j.j.george_the consumer’s protection & welfare feast
TRANSCRIPT
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The Consumers Protection &Welfare Feast: TRAINING TECHNIQUEand METHODOLOGY
Prof. J. George [Ph.D. Economics, Delhi School of Economics]STRATEGIC ECONOMIC MANAGEMENT INITIATIVES IN GOVERNANCE
(SEMIG)
19/1, CAVALRY LINES, UNIVERSITY OF DELHI
DELHI-110007
Facilitation on Wednesday 29 September 2010 [10.00-13.00 Hrs]
Centre for Consumer StudiesIndian Institute of Public Administration
IP Estate, New Delhi, 110002
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Topic Outline
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LAW OF THIRDS
3
1/3rd Irrelevant (Educate)
1/3rd Relevant
with reservations and reluctance (Reinforce)
1/3rd Resist & Disagree openly orsecretly (Address & Confront)
Dr. J. George, SEMIG
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WHO AM I ?
Name
Qualification
Special Interests, e.g.,
(Talents/Hobbies)
Experience (Work - Life)
Family Profile
Achievements
J. George-StrategicEconomic Management
4
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Planning and Human Resources
Learning
ENVIRONMENT
ORGANISATION
OPERATIONS
POLICY/STRATEGY
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Sustaining the Learning Experience
Managing sequence of exposure to attributes
Managing attribute set for context relevance
Managing consumption vocabulary
Encourage learning capital investmentsCreate specialized learning capital
Leverage learning capital for interface
Presume learning capital investment
Design targeted consumer learning
Understand client learning through
experience and contextual inquiry
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THE WAY FORWARD
7
The real voyage of discovery consistsnot in seeking new landscapes but:-
having new eyes.
Marcel Proust
Copyright2001 Dr. J. George, Strategic Economic ManagementInitiatives in Governance (SEMIG)
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Centralised Decision-Making :
The Dictum
Theirs not to
Question Why
Theirs not toReason Why
Theirs But to
Do And Die
Tennyson: Charge of the Light Brigade
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TRAINING MISSION
FIRST TELL THEM WHAT YOU ARE GOING TO TELL THEM;THEN TELL THEM WHAT YOU WANTED TO TELL THEM;
AND THEN TELL THEM WHAT YOU HAVE ALREADY TOLD
THEM.
THE LESSON WONT BEEASILY FORGOTTEN.
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Centralised Decision-Making :
The Dictum
Theirs not to
Question Why
Theirs not toReason Why
Theirs But to
Do And Die
Tennyson: Charge of the Light Brigade
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Strategic Participatory
Exploration (SPE)
Tell me & Iwill forget
Show me thatImay remember
Involve me & Iwill understand
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Household
CommunityMarket
State Rules
People
Resources
Activities
Power
WHAT?
WHY?
WHEN?
WHERE?WHO?
HOW?
Key Leverage but with whom?
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Key Leverage but withwhom?
J. George-StrategicEconomic Management 13
Household
People: Size Market
Rules
WHAT?
WHY?
HOW?
WHEN?
WHERE?WHO?
Activities Power
Resources
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KEY LEVERAGE POINTS?
A
GROUP B
GROUP C + D
HOD
J. George-Strategic Economic Management Initiatives in Governance(SEMIG)
14
RURAL-URBANDIVISION OFHOUSE HOLDS
WHAT? WHY? HOW? WHEN? WHERE? WHO?
STATE
PEOPLE
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Main elements of a working
modelIf we know
The trainee Profile Which sector Nature of service
Participatory ( extension) OTC service-delivery
Ind ivid ual /verti cal Level (s) in the organisation Nature of work of the trainee(s)
Technical aspects Citizen-interface
Objective of training Inform Re-orient
Enhance ca pabili ty
Scope of training( Work space/Life space) What will the person be trained in? Work Space
Knowledge Skills Attitude
Life Space
Yoga Health concerns Personnel finance
Scale of training Geographical Number of people
We should be able to prescribe/explore strategically
Entry issues Infrastructure
Physical
Centralised Localised
Training material
Pedagogy/Andragogy Delivery mode
Direct Distance
Type
Experiential Vicarious
Toolsdeveloped locally (innovative) or adaptation of existingones
Games
Role plays Language of communicat ion Content
Technical Behavioural
Trainer/ Capacity Builder Specialist Inte rnally d eve loped
Training environment Ve nuepoint of focus Residential vs. day scholar Other facilities
Costs By cost-heads Costing in terms of per person cost Break even analysis
Training EvaluationTraining Impact
IndividualOrganisationalService user
Training Needs AnalysisTraining Log Frame
IndividualOrganisationalService user
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Teaching-learning-performing
Environment & Methodology Can Teaching take place in the absence of a learning
environment?
Will a change in Methodology help us?
What is the dominant methodology of teaching?
What are the other teaching Methodologies?
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Dimensions of Learning for Sector
Reforms and Sustainability
Learning
HR CapitalINVESTMENT
Usage
Satisfaction
Retention
Sustainability
Learning
Experience
Process of
Learning
How?
Content for
Learning
WHAT?
Usage
Experience
Usability
USEFULNESS
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How?
Understanding Differences in Reform:
Learning Contexts
e.g. Word Processing e.g. Yahoo.com
Complex Telling + Exam. Fear Text BooksProcess Question Bank + Project work
Simple e.g. E-mail e.g. Online magazines
Process Rote Text Books
Application : What ?
Content-Poor Content-Rich
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Learners evaluate the quality of usage in-terms
of return on time invested (Roti). The better
their learning, the higher is their initial Roti.Maximum possible return on time invested
Usage
Level, Initial return on time invested
Return
On time
Invested
(ROTI)
Threshold level for
return on time invested
TIME
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Participatory Actionable
Learning
Learning Domain
Feeling Thinking Acting
Learning to Sense Learning to Observe Learning to Adapt
Learning to Emphasize Learning to Assess Learning to Change
Learning to Care Learning to Reflect Learning to
Transform
Learning to Learn
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Poor and the GovernmentProactive Approach (borrowed from IDTIPPT)
Before After
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EXPLORING TRAINING TOWARDS
CAPACITY BUILDINGCoordination
Delivery
Design
SAT
TrainerTraining
Capacity
BuildingChange Agent
ReformSupport
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2
3
TRAINING BASED PLAN of
ACTION TO REFORM 1/2
REACTIVE
RESPONSIVE
PROAC
TIVE
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2
4
RULE BASED &CAREER BASED
REQUIREMENTBASED
REFORMBASED
TRAINING BASED PLAN of
ACTION TO REFORM 2/2
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CBPR TRAINING
ORIENTATIONS
CONCEPT PRACTICE
PROCESS
CONTENT
5. PERSON DEVELOPMENT
1. ACADEMIC
4. ACTION
3. SKILLS
ACTIVITY
2. LABORATORY/EXPERIMENTATION
MODELLING 6.ORGANISATION DEVELOPMENT
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Capacity Building Pyramid-BU Approach
PolicyMakers
DecisionTakers
Middle ManagementInstitutional Training
Cutting Edge PersonnelDecentralised Training, Skills,
Knowledge
HandholdingSupport andMentoring
Enable andEmpower
Citizen FriendlyAttitude,RTI
Visioning, Planning,ISO BASEDNorms-IS-15700, SEVOTTAM,
PUBLIC SERVICES BILL,Budgeting,Leadership
Operationalising plans
Management Tools
Innovations, RTI
Governance is more thanTraining but
CBPRWORKING
MODEL, CBPRWebsite
NODAL officerHelp lines,
Information kiosks
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The Resistance Layers
Behaviour
O;ogkj
I of
WE
Attitudesfu;r@joS;k@#[
kValuesekU;rk,a
Self Concept/Esteem
vkRelEeku
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CONFORMITY
(acceptance ofinfluence)
Three Processes of
Attitudinal Change
(Pressure from others)
AUTHORITY
PEER
PRESSU IN
TERNA
LVALU
S
YSTEM
"I want to
please and to
stay
out of trouble"
" I want them
to like me"" My personal
values/ethics
dictate that I
should do
this"
vf/kdkfjd
lRrk led{k@
vkilh
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TNA + Training Log Frame
If we know WHAT? WHY? WHEN? WHERE? WHO? HOW?
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Training Evaluation
IndividualOrganisational Service userTraining ImpactIndividualOrganisational
Service user
Training Evaluation + Impact
We should be able tostrategically
prescribe/explore
WHAT? WHY? WHEN? WHERE? WHO? HOW?
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Analysis of Sector
Environment
Analysis of Resource
Analysis of History
Analysis of Strategy
Analysis of Policy
Transformation
Analysis of Outputs
Analysis of FeedbackMechanisms
Analyses Exploration
Possible Reform Options
Possible Reform Options
Possible Reform Options
Possible Reform Options
Possible Reform
Options
Consolidation
Evaluation
Prioritization
Sequencing
Reform
Strategy
Reforms
Outside the
Box
Reforms
Inside the
Box
Diagnostic Process
Learning/
Trying
Exploration
Possible Reform Options
Possible Reform Options
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Buridan's ass is a figurativedescription of a man ofindecision. It refers aparadoxical situation whereinan ass, placed exactly in themiddle between two stacks ofhay ofequal size and quality,will starve to death since itcannotmake any rationaldecision to starteating onerather than the other. Theparadox is named after the14th century Frenchphilosopher Jean Buridan.
Buridan's ass
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NACs Food Security Problem:- DININGPHILOSOPHER PROBLEM
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Training Methods
Lecture
Informal Talk
Demonstration
Discussion Case Study
Brainstorming
Reflection
Role-Playing
Simulations Buzz Groups
Question and
Answer Session Learning
Centers
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THANKYOU