TRAINERS MANUAL

Administrative Training InsituteLalitha Mahal Road, Mysore - 570 011

Intensive Training For All

Government of Karnataka

ACKNOWLEDGEMENT

Core Team:

1. Dr. (Smt) Amita Prasad, I.A.S., Director General, Administrative Training Institute, Mysore.

2. Sri Manjunath Prabhu, I.A.S., Commissioner, Social Welfare Department, Bangalore.

3. Sri C. Venkatasubbaiah, I.F.S. Faculty, Nodel Officer, D.F.I.D. and RTI Projects

4. Sri K.M. Prasad, Faculty, Administrative Training Institute. Mysore.

5. Sri A.C. Diwakar, Faculty, Administrative Training Institute. Mysore.

6. Sri C. Ashok, Faculty, State Institute for Urban Devolepment, A T I Mysore.

7. Smt. Anju D.N. Singh, Training Consultant, Administrative Training Institute, Mysore.

Contributors:

1. Sri. Sunil Dhapte, Faculty, YASHADA Pune.

2. Sri. Ponnuswamy, Faculty, Anna Insitute, Chennai.

3. Sri. Adishesha Murthy, Vice Principal, District Training Institute, Tumkur

Support:

1. Sri. Iqbal Husian, K.A.S., Joint Director (Admin) Administrative Training Institute, Mysore.

2. Sri. K.R. Sundar, K.A.S., Joint Director (Training) Administrative Training Institute, Mysore.

Pages : 116

First Edition : 2010

Printed at :

Guptha Offset Printers

SJH Road, Vidyaranyapuram

Mysore - 570 008

Ph : 0821-2482023

Sponsored by : Under DFID, ‘Training for All’ projects, DoPT, Government of India

Foreword

Revenue Department is playing crucial role in service delivery at grass root level. There is a need for capacity

building of officers and officials of Revenue Department, who interact with the public at many levels and whose

performance to a large extent determines the perception of the common man about the Government functioning

. Administrative Training Institute, Mysore has taken up “Intensive Training for All” under DOPT-DFID-CBPR

initiative for officers and officials of the Revenue Department., so that they can discharge their day to day duties

efficiently. The Training is meant for helping them to understand their role and enable them to respond to people’s

needs pro actively.

This manual attempts to provide tips regarding Androgogical methods of Training. It is expected that it would

help the Resource Persons in training and give them ideas on how to deliver the training effectively so that they

can transfer their learning from “off the job “to” on the Job”. It also provides them insight into the latest Proce-

dures, Acts, Rules and Socio-economic Assisted Programmes related to Revenue Department for effective

handling of their day to day work.

This manual is possible with contribution from a number of senior officers from Revenue Department and

Faculty from Administrative Training Institute, District Training Institutes. I acknowledge their contributions with

gratitude.

I wish the Programme a success.

Dr. (Smt) Amita Prasad. I.A.S.,

Director General

Administrative Training Institute

Lalithamahal Road, Mysore - 570 011

Date : 16-4-2010

(Dirctor General)Place : Mysore

PART-I

01. Ice –Breaking 1-3

02. Managing Self 4-5

03. Effective Office Management 6-15

a). Inspection

b). Effective Record Management

04. Public Relation 16-19

05. Citizen Charter 20-24

06. Right to Information Act-2005 25-29

07. Effective communication Skill 30-34

08. Co-operation, Co-ordination & Team Building 35-41

09. Time Management 42-45

10 Stress Management 46-49

11. Disaster Management 50-58

12. Action Plan 59-61

PART-II

01. Feedback 1-3

02. Lecture 4-7

03. Using Group Exercise 8-13

04. Group Discussion Method 14-18

05. Field Visit 19-23

06. Case Study 24-32

07. Role play 33-41

INDEX

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

Notes

Notes

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PART - II

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ICE – BREAKING Introduction :

The training programme begins with the interaction within the participating trainees as well as between trainees and trainers. Participants and trainers come from different places and, therefore, seldom know each other. In addition, there is also tremendous anxiety, search and even serious doubts about what is exactly going to happen in the training sessions. In order to infuse confidence in the minds of the trainees and thereby, achieve the goals of the programme in the shortest time-frame, the active and prompt participation of the trainees is very necessary. Ice-breaking through mutual acquaintance plays a positive role in realizing this. This ice-breaking also lays a strong foundation for all the activities that follow.

Introduction of the Trainer :

Trainer is the key-figure in the entire training programme. It is, necessary that, at the very outset, he introduces himself / herself.

Introduction of the Trainees :

Introducing the participant each other Through the Games:

Game-1

How to Conduct:

1. Introduction of the trainees at the very beginning of the training programme makes them vocal.

2. It has been an observed fact that while introducing ownself, one speaks less about himself/ herself and goes much astray.

3. Making pairs of two participant, for introducing each other. 4. They should discuss for 5 minutes and have to provide maximum

information about the partner, in minimum possible time. Game-2 Introducing each other through Walking freely.

a) All participant to walk freely. b) When resource person gives a indication through clapping tell participant

to get to geather unknown participant.

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c) Give them 2 to 3 minutes to obtain the information like education, profession, experience and their expectation regarding each other.

d) Ask them to walk freely. e) Ask five unknown participant to join to geather and Ask continued the

process as they did before.

In each situation when the introduce each other ask them not to talk but listen carefully.

Then make them sit in a circle. Ask them to share their experience each other.

Game-3 Introducing the Partner.

How to conduct: As per the number of participants prepare chits with name of fruit,

Vegetable, Animal etc., for eg: If 30 participants are there 15 pair of two chit should be their distribute it to trainees.

Afterwards ask the participant to search their partner having the same name of the chit.

Allow them to discuss each other for five minutes to obtain the information like Qualification, profession, place, experience etc., Then ask them to introduce their partner. Reg. the information they collected.

Expectations about the Training :

The moment the trainee intends to join the training programme, he/she has many aspirations in the heart. It is necessary to know and understand these aspirations, well at the outset. This enables in making free the entire environment around the campus and also solving affection in the hearts of the participants about the training programme. Expectations of the Trainers :

As mentioned above, the trainers play a very crucial role in the entire training programme. They honestly wish that each trainee should actively participate in the programme, that the atmosphere be cordial enough, that the rules

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and regulations be followed by the participants and that every participant imbibes in him/her the spirit of working together. It is, of course, necessary that these expectations of the trainer are made known to every trainee just at the beginning of the training programme. Understanding the Training Programme :

‘Training’ differs from ‘education’. It is a ‘process of understanding – an incessant, continuous process. Every training has its own objectives. ‘Growth of Efficiency for the Eradication of Poverty’ has been its prime objective. so that he/she can efficiently face the changing challenging situation and Training is a process which enhances the efficiencies of the trainees increasing, thereby, the quality of the services they render to the common man. The Present :

Prompt and efficient service to the common man is the right way leading to poverty eradication. The present training programme lays emphasis on the various subjects related to poverty eradication. There is a wide-spread belief that ‘I am not responsible for the current state of affairs’. Learning Out comes:

1. Participant will know each other. 2. They realize the spirit of working together. 3. They feel free to discuss with fellow participant.

SUGGESTIVE QUESTIONS:

1. How do you interact with your partner? 2. How will you introduce your partner? 3. Do you want to do any other thing? 4. Any other thing you want to do?

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MANAGING SELF

1. Introduction :

We live in a constantly changing world. Everything around us the technology, the processes and even the people are changing, constantly every moment. This results in the change in our roles we play and our in our responsibilities. Interestingly, we are expecting something more, something different from ourselves also ! It may be our own home, or our society or our place of work wherever we are, we have to answer three questions :

• Who am I ? • What do I do ? • How I do, what I have to do ?

We must honestly answer these questions also. If we are wrong, we should not be ashamed, but get ready to improve ourselves. Reforms and education are unending processes. In a constantly changing environment around us, we need greater strength, newer resources to swim across the thick waves of change. We need a bridge which would take us to the other-better-side of the world.

What one needs to develop one own self and also those around us? Our everyday ordinary life has also become extremely complex. We play, astonishingly, a very wide variety of roles almost simultaneously sometimes even clashing with each other. Quick decisions with reference to our own self, to our family, to our place of work and to the society we live in have all become almost inescapable. Rash, wrong decisions are prone to shatter the already sore relations may be for ever. This throws us in panicky situation – which, if aggravated, forces us to take even worse decisions !

What’s the way out, then ? What should we do ? While performing our role especially at the place of work – we must always weigh the pros and cons of every decision we take, so that it would not be only just, but is constructive also which finally culminates in our own development and the development of those with whom we interact.

Sequencing our priorities is also equally important. It results, not only in a better lay-out of our work, but it also helps in building healthy and cordial relations with our colleagues.

In short, we must learn to chart our path so that futile disputes are avoided and we are able to reach our goal with greater ease and greater understanding.

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About Ourselves :

While performing our roles at different levels, one thing must not escape our attention : We must fully understand ourselves i.e. our abilities, our skills, our duties, our responsibilities and, of course, our short-comings too ! This helps us in performing our role in a better way. Others with whom we interact also have some specific opinions and expectations about our role in the whole process. It would be wise to get them understood first. A patient hearing to others is a great, rare virtue. It helps in knowing our deficiencies – and this finally betters our own performance. Our Role in Office :

Of all the roles, the one we perform in our office is the one which is most crucial. Our performance here is reflected in almost every sphere. Therefore, we must take ultra care while performing our role in the office. Whatever the work we do, or the responsibility assigned to us, we must try to get the complete information about it, and also try to acquire skills needed to perform it. It is obvious that nobody is perfect. Along with many abilities and efficiencies, we have disabilities and deficiencies too. We must, therefore, try to find out our defects and to do away with them. This is of no less significance. In fact, it is the fundamental need if we wish to play our role in the most effective way. One has to prove every time that in the changing socio-economic environment, and under the stress of globalization, I am fully capable of performing my role in the best possible manner. It is because of this that one has to improve oneself constantly to match with the changing situations around. Learning out comes

1. At the end of this chapter, trainers will be able to analyse their own strengths and weaknesses.

2. Developing strategies how to deal with changing and challenging situations. SUGGESTIVE QUESTIONS:

- How do you analyse your strength and weaknesses? - How do you propose to deal with changing challenges and situations? - Any other thing you want to do?

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EFFECTIVE OFFICE MANAGEMENT

INTRODUCTION: MANNUR OF HANDLING OFFICE WORK

The Worker shall deal with papers without any delay. However those relating to urgent cases deserve speedy disposal in preference to other cases. Papers marked ‘today’ and ‘immediate’ must be worked up the very same day and those marked ‘Urgent’ attended to within two days. No paper shall remain unattended to for more than five days. The Heads of Sections, Branches and officers are required to attend the papers sent to them on the day as far as possible.

The case-worker will arrange his files in five bundles, viz.,(1) Cases pending

disposal (2) Await files, (3) Periodicals, (4) Circular Files and (5) papers to go to the record room. In each bundle, the individual files be arranged according to their serial numbers, This automatically ensures their arrangements in a chronological order, because the serial numbers are assigned assigned according to the dates on which they are started. Thus, the oldest cases will always be at the top of each bundle.

CIRCULAR FILES

The case worker will maintain a circular file for each compilation in which all the orders, Circulars official memoranda, etc., of a general nature issued by Government and Heads of Departments will be chronologically arranged. The pages of the circular file will be numbered and an index prepared on a separate sheet attached to the cover page showing the page number pertaining to each of the circulars contained in the file. Circular files need not be opened every year, When a circular file becomes bulky, a new file may be opened.

A copy of such order, circular, official memorandum, etc., will be sent to the

Record Keeper, the Record Keeper, However, will not maintain these separately for each compilation but will keep a separate file for each Department of Government from which the orders, circulars, official memoranda, etc., emanates. All these will be chronologically arranged and indexed,

A Government Order, circular or official memorandum will be one of four

categories:

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a) It may refer to a specific case and will help only the disposal of that case. In such an event, it shall be treated like any other reference and taken note of in the remarks column of the Special Register or Case Registers as the case may be:

b) It may dispose of a specific case and at the same time, lay down a course of action to be followed in similar cases in future. The correct course in such a case will be to file the original order, official memorandum, etc., with the papers of the relevant case file, place a copy in the circular file and simultaneously send copies to the officers concerned and the Record Keeper.

c) It may be of a general nature pertaining to no specific case but not laying down course of action to be followed in the class of cases. On its receipt, a new case shall be started and copies communicated to all concerned including the Record Keeper. Thereafter, the file shall be given a suitable disposal:

d) It may not pertain to only one compilation, but may have bearing on several compilations at the same time This shall be copied and kept by all the concerned caseworkers. The copies will be kept in the circular files of the related compilations.

Government orders, circulars and official memoranda on administrative and

establishment matters shall be kept only by the Clerk incharge of the establishment compilation and Record Keeper.

CURRENT FILE AND ITS ARRANGEMENT

The papers forming the current file shall ordinarily be tagged together, pins being used only when a file consists of couple of papers. The noting should be done on a separate set of sheets, which should not be tagged with the correspondence file and the note file. On the top sheet of both the note file and the correspondence file the number of the case and its description shall be written boldly in red ink or typed in capitals. This description should be an exact copy of the description given in the Special /Periodicals/ Case Register.

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The papers in the correspondence file shall be arranged chronologically, the earliest at the bottom and the subsequent communications in a serial order above. Where file jackets are provided, the note file should be attached to the sheet of the file cover and the correspondence file to the bottom sheet of the file cover. The reminders and replies there to and all the interim correspondence during the course of disposal of a case should form part of the correspondence file, Confidential demi official letters, etc., should not go to the file unless the file itself is confidential. When a file contains bulky enclosures, like maps, they shall be tagged with the correspondence file, but kept separately on the same file board packed in an envelop on the top of which should be inscribed ‘Accompaniments to Case No- A reference to a paper included in the correspondence file shall be noted in the margin of the note sheet, For this purpose, the bags of both the correspondence file and the note file should be serially numbered. The paragraphs in the note file shall be serially numbered. When a new case is started the case worker shall put up a brief note after studying the papers and relevant rules and circulars instructions on the subject. In complicated cases where the rules on the Subject are not clear, the caseworker shall fine out if a similar case has already been disposed of. If so he shall quote it as a precedent after getting the relevant file from the Record Room and use it as linked file. The linked file shall immediately below the current file and both tied together. Where numerous cases of a respective type have to be dealt with the Heads of Offices may prescribe proforma note sheets with blanks to be filled in the caseworkers. A fairly wide margin shall be left in the note sheet to enable the Heads of the Branch/Office to make their remarks of comments if they find it necessary. If a query is made in the margin, the case worker shall not write his reply under it. He shall answer the quiry at the end of the note. The case worker shall not note elaborately in the file except when it is necessary to do so in the special circumstances of the case. He shall be clear and precise in his statements and refer to the material facts. The legal issues involved, if any, the specific points for decision. The caseworkers and section Head may

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express their views and suggested the course of action. In cases, where the course of action is obvious, the caseworker will put up a draft reply for approval. For every statement made in the note which is not an expression of opinion, a reference or authority shall be quoted. For this purpose, the margin of the note file shall be utilized. The page number of the correspondence file or the paragraph number of the note file shall be sufficient as the reference, When a reference is made to a page or paragraph of a linked file, the relevant page shall be flagged. While dealing with a case, a fresh subject may arise, which really ought to be dealt with separately, In such cases, the relevant extracts from the current file shall be copied and a new case started. In any event the progress of the original case should not be held up which the fresh issue, which has no direct bearing on the main subject is being decided. A) INSPECTION

Two kinds of Inspections shall be conducted regularly in any office: i. Monthly inspection by the Head of the Section; and ii. Annual inspection by the Head of the office,

a) The Head of the section is required to conduct a detailed monthly inspection of the work of each compilation. To inspect the work of every caseworker under him once in a month. b) The duties are:

- To arrange for the speedy and smooth disposal of work in his office: - To organise his office into suitable Branches, Sections and compilations and to maintain an organizational chart displaying the composition and functions of every section: - To assign work to each case worker and to ensure, with the help of his assistants, that every person discharges his duties satisfactorily: - To see that persons who seek replies from his office are able to get these promptly; and - To visit periodically the different Sections of his office, inspect the tables of the staff and see how the work is going on, in order to find out whether

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the papers are properly arranged and the work is carried on methodically and the office is maintained tidily.

Column 7(a) of the Monthly Arrear List will show the number of cases pending

in the office in which immediate action is possible and ‘column (7)(b) will indicate the cases in which action has been held up for want of information or action on the part of some one out side his office. In these cases the Head of the Office will ensure that timely reminders are sent. He shall also make it a point to scrutinize the cases pending for over three months and give instructions on the manner of their disposal.

Head of the office shall periodically inspect the different sections of his office and systematically review the monthly arrear lists. In addition, he shall conduct an Annual Inspection of his office. This will be done between the months of October and December every year, so as to facilitate an assessment of the work load and performance of the individual member of the staff During inspection he shall verify whether the points made at the time of monthly inspections by the Heads of Sections have been compiled with. He will pay particular attention to papers pending for a long time and take action for their quick disposal. The procedure to be followed :

GUIDELINES FOR ANNUAL INSPECTION

I. INFORMATION ABOUT THE OFFICE 1) Name of the office 2) Date of last Inspection 3) Date of present Inspection 4) Have points observed during the monthly inspection by the section Head

been complied with in all respects? 5) Strength of the office

a) Sanctioned b) Actual c) Reason for shortage

6) Accommodation 7) Attendance Register a) Is it being checked in all working days? b) Remarks about punctuality

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8) Are the following properly maintained? Register of Furniture and other articles Stationery Register, Reference Books Codes Manuals Rules Regulations.

9) Conditions of furniture, office equipment, Stationery, please reports on the existing position and give suggestions for improvement.

10) Have the trilateral index letters been communicated? Are any charges necessary? If so, has any reference been made to the Head of the Department?

B) MANNER OF MAINTENANCE OF REGISTER 1) The General Receipt Register: Is it being maintained properly and full signature of the case workers being

obtained therein? 2) Special Register: Are all the Special Registers prescribed by the Head of the Department being

maintained properly? 3) Case Registers:

Are these maintained for each compilation separately and properly? 4) Call Book Is this maintained and prompt action being taken on cases requiring revival? 5) Fair copying, Dispatch and Stamp Registers:

a) Are these registers being maintained properly? b) Is there any delay in fair copying and dispatch in the office? c) Is stamp account being maintained?

III ASSESSMENT OF WORK OF THE OFFICE 1) Number of receipts received and disposed of during the proceeding twelve

months 1) Compilation 2) Opening Balance 3) Receipts 4) Total 5) Disposals 6) Balance 7) Percentages of disposal 8) Remarks

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2) Review of the performance of Section in relation to their workload Number of cases pending 1) Sl. No. 2) Compilation 3) Over two year 4) Over one year 5) Over six months 6) Over three months 7) Over one month 8) Less than one month 9) Total

3) Analysis of pending cases under each compilation (to be filled in with reference to last weekly arrear statements of papers and monthly arrear list of cases): a) Number of pending cases b) Date of receipt of oldest cases c) Are new cases in the Special/Case Register being opened properly d) Periodical returns: e) Is the periodical register maintained? f) Are the periodicals being sent in time? g) Reasons for delay, if any

4) Indexing and Recording: a) After final disposal are the records being sent in time to the Record Room

properly indexed and stitched? b) Are acknowledgement of the Record keeper being obtained in the relevant

Registers? c) Are the records files being entered in the Record Register and arranged in

bundles as prescribed in the Hand Book of Officer Procedure? d) Are the case workers able to get the records from the records from the

record room promptly?

5) Circular Files; a) Are Circular files being mentioned for each compilation by the

caseworkers?

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b) Are these chronologically arranged and indexed? 6) a) Monthly Arrear List of cases;

i) Are the monthly arrear list of cases prepared? ii) Are these checked regularly by the Head of the section and submitted to the Head of the office,

b) Weekly arrears statements of papers? Are these being prepared by the compilation clerks and checked by Heads of sections regularly?

7) A few case files, registers and recorded files should be taken and personally checked with references to the correctness of the answers. Any delay or deviation from the prescribed procedure should be recorded in each case.

IV A PERFORMANCE REVIEW OF THE DISPOSAL OF CASES AND THE OUT TURN AND WORKSHOP OF CASE WORKERS

(1) If the date of disposal is satisfactory? If not what has to be done to improve it? (2) If any redistribution of the individual workload of case workers required. c) Heads of Department are also Heads of their own officers and they have

to conduct to conduct annual inspection of all the Sections I their offices. In bigger departments where there are officers at intermediate levels between heads of sections and heads of officers, the Heads of Departments may involve a suitable scheme providing for detailed inspection by the officers at intermediate levels, the Sections under them once in a year.

ATTENDENCE

Every member of the staff shall attended office punctually. The Heads of the office, Branches and Sections should set an example to others by attending office regularly at the prescribed hours, Executive Officers, who have to go for inspections, etc., shall attend office for the rest of the time. An attendance Register in Form XIV shall be maintained for each office in which every member of the staff will mark attendance. This Register a long with the casual leave and late attendance reports, if any, shall be placed before the Head/Branch every day fifteen minutes after the start of office hours.

CASUAL LEAVE Every officer shall maintain in Form XV an account of causal leave taken by the members of the staff.

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FURNITURE

Every officer shall maintain a register of furniture and other articles. The register shall be in the form prescribed in the Karnataka Financial Code(Form XVI):

The Head of the Office shall verify during April every year that all articles are included in this Register and record a certificate.

REGISTER OF BOOKS AND PUBLICATIONS

Account books and publications in Form No.36 of K.F.C. and a Library Issue Register in Form No. XVII shall be maintained.

The nature of disposal assigned to the Registers prescribed in this Hand Book is shown below:

REGISTER DISPOSAL 1. General Receipt Register ‘D, 2. Special Register ‘C, 3. Periodical Register ‘E, 4. Case Register ‘C, 5. Monthly Arrear List of cases ‘E, 6. Weekly Arrear Statement of Papers ‘E, 7. Call Book ‘C, 8. Fair Copy Register ‘E, 9. Dispatched Register ‘D, 10. Stamp Register ‘D, 11. Local Delivery Book ‘D, 12. Record Register ‘A, 13. Record Issue Register 14. Attendance Register ‘D, 15. Register of Casual Leave ‘E, 16. Register of Furniture and Other Atricles ‘E, 17. Register of Books and Publications ‘E, 18. Library Issue Register ‘D, 19. Personal Register ‘C,

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PROCEDURE FOR SMALLER OFFICES In field offices where the strength of the staff is one or two, the nature and

volume of work will be very limited. It will be, therefore, adequate if each official maintains a personal register in form XVIII in addition the following registers shall be maintained in such officers.

a) The general Receipt (Form I) b) Dispatch Register (Form VIII) c) Stamp Register (Form IX) d) Local Delivery Book (Form X) e) Record Register (Form XI) f) Attendance Register (Form XIV) g) Register of Casual Leave (Form XV) h) Register of Furniture and other Articles (Form XVI) In smaller offices where the strength of the staff is more than two, but less than

five, there will be no separate Branches/Sections: The Head of the Department may prescribe for each class of such offices, the manner in which the functions assigned to different Sections in an office are to be combined. Learning Out comes:

1. Explain types letters. 2. Explain processing of different types of letters.

Fallow the guide lines of Filing System. Suggestive Questions:

1. List the different types of letters? 2. Esplain steps taken in processing different types of letters? 3. Discribe the procedure to be followed in filing system? 4. Any other thing want you to do?

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PUBLIC RELATIONS Introduction:

Now a day’s Government servants ought to combat many challenges ahead of them. The advent of RTI (Right To Information Act) Act has enhanced the awareness among general public to know their rights. Even Media play a major role in magnifying a minute things into a major issue. Hence Government servants had to exercise a greater caution in dealing with public welfare duties.

If the relations between the local self government institutions, Panchayat Raj, the administrative machinery of central and state governments on one hand, and the subject (i.e. people) living in rural / urban / cosmopolitan regions on the other hand, are complementary to each other, it is easier to deliver the benefits of various governmental welfare programmes to the economically backward sections of the society. The officers, regional employees and servants working within the offices need to maintain constant public relations. In fact, an effective public relations system is the sine qua non for strengthening ‘people-oriented’ administration.

To meet people’s daily needs, to provide them the educational and health amenities and to raise the living levels of people residing in remote regions – are some areas where governmental administration has ambitious programmes to implement. Though the government tries its best, sometimes, some such programmes fail to deliver. What’s the reason ?

Though such programmes are meant for people’s welfare, their participation is strangely missing. But why people do not participate ? Because most of them are unaware. Again, why are they unaware ? Because nobody goes to tell them about such programmes. It is exactly here that the public relations play a vital role. Government Officers and employees are the ambassadors of the government. Their efficiency, their skills and innovative ideas can win people’s minds, and then, their wholehearted / soulful participation will automatically flow in. We must understand that people even those who otherwise look simple and innocent are now increasingly becoming aware, not only of their own needs, but of the duties of the government employees also. Increasing literacy and improved communication systems generate aspirations in their minds. Fortunately, we notice an increasing concord between people and the government employees. This is to be strengthened and the effective public relations system can achieve this.

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Objectives of Public Relations :

Public relations is an extremely powerful / effective instrument which has a variety of objectives :

- To generate a favorable public opinion which would be useful in the effective implementation of various administrative services and the welfare programmes of the government.

- To provide adequate information of various governmental services to the public.

- To assure the public of the efficacy of governmental administrative machinery.

- To create and maintain the feeling of affection regarding governmental administration.

- To ensure public support to governmental administration. - To strengthen the existing coordination between the government [which

conducts the development programmes at various levels] on one hand, and the people [who are willing to support the government] on the other, etc.

Public Relations Officer [PRO] :

Every government office has an independent section of public relations. The Public Relations Officer (PRO) is in charge of this section. The section provides information to the visitor regarding the work undertaken by the office, the section or departmentwise distribution of the work, etc. In fact, the PRO is a crucial link between the visitor and the office. He possesses entire relevant information including the intercom numbers, officers with their names & designations, primary information of the office-work, administrative powers of different officers, area/ range covered by the office, the economic/ financial constraints – etc. etc. If the visitor gets the primary information just on his/her entry into the office, he has great psychological satisfaction. In addition, PRO’s guidance saves the time of the visitor in completing his work. It is needless to say that a PRO must have an uptodate knowledge of the entire functioning of the office he works in. The Public Relations Office is a ‘single window’ providing the entire basic / primary information. It helps the visitor in deciding the direction in which he/she should proceed; and this is very crucial from the visitor’s point of view. It increases the pace of the work and saves time too all finally resulting in the greater output per employee.

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Helf Desk:

The need of every office is expected to establish an helf desk in his office. Such desk provides all the primary details of the entire work undertaken by the office.

Ideally, every office should have a PRO. But some offices are too small to have one. In a situation like this, a particular officer / employee is given an additional charge of PRO. One thing is to be borne in mind very carefully : To meet the challenges thrown by the changing times, every office will have to make suitable changes in the style of its functioning; and the most crucial change is PRO. In the absence of a special PRO, every employee in an office should play an additional role of a PRO even if the visitor has no specific work related to his table; and for this, every employee should know at least the overall functioning of the office; e.g., the various schemes run by the office, its administrative officers, the financial aspects etc. etc. Personal Relations Office is the gateway of knowing and understanding the office. Therefore, while establishing personal relations, virtues like courtesy, affection, modesty, regard / respect for the visitors, etc. are expected. It’s humanity that creates a cordial environment diffusing the tensions which are generally associated with any governmental work. ‘Personal Relations’ is a very wide / broad concept which covers all this.

- Janaspandana - Bhoomi - Nemadi - Help Desk - RTI - Citzen charter Are some of the best practices introduced in Karnataka for redressal of public

grievances.

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Exercise: Role play: Time : 20 minutes Objective: To understand the feelings and expectations of the people, representatives of the people and different classes or to understand their feelings as well as to know our image in the society. How to Conduct: Slips in the names of

a) Member of the Parliament. b) Member of Legislative council c) Assistant Commissioner. d) Thahasildar. e) Revenue Inspector. f) Village Accountant. g) Village Assistant.

Process: Seven trainees are to be selected to perform these roles. They should be ask to express their opinions and their expectations about village Accountant roles. After the role play trainers should explain objectives and guide them.

Learning Out comes: - To take measures to have effective public relations. - To state the objective of public relations. - To state measures taken by Government for effective Public Relations.

SUGGESTIVE QUESTIONS:

1. What is Public Relations? 2. Why it is important? 3. Measure taken by Government creation of effective Public Relations? 4. Any other thing you want to do?

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CITIZEN CHARTER Introduction:

We have a saying : “Government’ work and a six months’ wait”. Understandably, an important, complicated work, may need even a more period than that. But it is an experience of many people that even for small, simple, unimportant work, people have to wait for a long period and to face many hurdles. In fact, the very existence of government is for people’s convenience to provide them facilities, to ‘serve’ them. In reality, however, a government functions in a way as if it is a ‘controller’ a dictator. This HAS to be changed. In an environment of globalization, open economies, international competition and knowledge – based social structure, governmental functioning, needs an overhaul. Today, the market and, therefore, the customer have assumed great significance. Citizens have ceased to be just ‘citizens’. They have turned into customers’, and expect honorable treatment from everybody, including government employees. They expect, and rightly so, a quicker and high-quality service from government administration. Because of this changed mind-set of the public, the service-providers in the private sector enter into a ‘contract’ with the citizens, ensuring them quicker and higher quality service. Following the footsteps of the private sector, government also has started feeling earnestly that it, too, should have ‘customer-like’ relations with the citizens. This has led to the announcing of ‘charters’ by various government departments which provide different varieties of services to the people. For making these services more ‘people-oriented’, and accountable, a system of announcing ‘Citizen’s Charters’ has come up. Such a charter is expected to include, among other things, guaranteeing the citizens about the quality, choice, standardization, values, etc. of the various services provided by the government.

The concept of ‘Citizen’s Charter’ was first developed in Britain when Mrs. Margarett Thacher was the Prime Minister of the country. The British Administration was thinking seriously about the idea since 1970. It was thought that because practicing ‘welfarism’, the British government was bearing a lot of excess burden – especially, the financial burden. It was suggested, therefore that the government would better prune some areas of its activities. Simultaneously, since 1980, the British government was also seriously thinking of raising the quality of various public services, without raising their prices. The entire exercise was a three-step formula. In 1979, ‘Efficiency Scrutinizer’ testing the capabilities of the government employees was employed. This was followed, in 1982, by ‘Financial Management Initiative (FMI)’, wherein the government employees were

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trained to effectively manage the finances of public services. In 1988, the ‘Next Step Programme (NSP)’ was organized, wherein the further steps were discussed and decided. These three steps laid the sound foundations of the Citizen’s Charter. In 1991 June, John Major the then Prime Minister of England advocated the Citizen’s Charter, in the hope that the British civil services would become more effective.

What is Citizen’s Charter ?

In a Citizen’s Charter, the public authorities, providing governmental services, are expected to enter into a contract with the citizens about the ‘standardized’ public services. The Charter should bestow a right to the citizens to examine, personally, the quality of the services provided by these authorities. The authorities are expected to mention, in no ambiguous terms, the time, method and the quantity of the services they render. If any authority fails to keep its promises, the Charter should also mention the compensation to be paid to the citizen, along with the options available to him. For example, if a complaint is lodged in a police-station, such matters as the various steps to be taken, the exact status of the concerned police-officer, etc. should be duly covered in the ‘Police’ Section of a Citizen’s Charter.

In short, as the citizens receive comprehensive rights and are assured of high quality of service by any private service provider, the same rights and the same quality are to be assured by government also through Citizen’s Charter. According to the ‘Maharashtra Civil Servants’ Regulation of Transfers and Prevention of Delay in Discharge of Official Duties Act’ (2005), the Citizens Charter by every government office, has been made mandatory.

The Salient Features of Citizens’ Charter :

1. Standards :

It is expected that every citizens’ charter should contain a clear / unambiguous mention of the quality and quality of a particular service. In addition, it should also provide enough options to the citizen to choose from, so that s/he has liberty to choose a service which is most beneficial to him/her. It should also categorically say that there will be no discrepancy / disparity between the standard mentioned kin the Charter and the one actually provided by it.

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2. Information and Openness :

A Charter should also contain details regarding the way in which the high quality service is being provided to the citizen and the officer who is responsible for the discharge of the concerned service. A Charter should have maximum openness and transparency containing the structure of different sections of the office, the work system adopted by the office, its objectives, time-limit for providing a service, if any, etc. etc.

3. Choice and Consultation :

Wherever possible, the government should provide options and opportunity to

choose. An appropriate system has to be evolved so that the service-receiver is assured regular and systematic advice. His approach to a specific service and his preferences should also be clearly understood. This would help in correcting the past mistakes and improving the future quality of the service.

4. Courtesy and Helpfulness :

The civic servants are always blamed for their rude behavior with citizens. To

wipe out this stain, the government officers / employees should always, Endeavour to have courteous behavior with the public. Though it costs little, its gains are many. All government employees including officers should always try to supply enough information to the visitor, and, if necessary, going a step further, should also help them.

5. Putting Things Right :

It is obvious that for providing high quality service to the people, the entire

equipment used, should always be kept in good condition. Even then, a government employees is liable to err. In such a situation, apologizing and begging pardon go a long, long way in sending good signals to the public. But, in fact, if any specific equipment fails to perform, there should be an equally efficient alternative available with the government administration.

6. Value for Money : Money, obviously, has value. Though a few governmental services are available

gratise, most are sold for money to the citizens. Citizens, therefore, naturally wish that they get reasonable returns to the money they spend – i.e. they expect prompt

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and economical services. A Citizens’ Charter should advocate, therefore, ‘Total Quality Approach’.

In 1996, a declaration, regarding the efficient and responsible administration, was effected in a Chief Ministers’ Conference. Later, at the instance of the Consumer Coordination Council (CCC) an elaborate movement of Citizens’ Charter was started and is still in vogue. In all 33 public authorities in India have drafted Citizens’ Charter in the context of their respective services. However, the Charters by the police in Home Department and Insurance Corporation, etc. have greater significance.

Such Charters reveal the nature of the ‘contract’ between the two parties viz.

the government and the public. Such Charters also help in making the governmental functioning more transparent. But thee is a hitch : people are generally found cool/ indifferent about the Charter-so ardently prepared by different government departments. As long as people themselves remain indifferent, any Charter, however good, will be unable to deliver the expected results. One thing, however, is clear : One can expect that these Charters will help increase the administrative efficiency, and, this will happen in future. But then, for this to happen, every government department must publish its Citizens’ Charter and give it adequate publicity through various communication media. It should be remembered that Citizens’ Charter is nothing but a reflection of government’s answerability towards the public. It is one step forward towards fulfilling the increasing expectations of the public. A Citizens’ Charter can be split into three parts :

1. The first, initial section is an introductory one, informing people about the ‘mission’ of the department / office. It covers information about the purpose, objectives of the department, various services provided by it, or the works for which it grants the permission, the target section of the society for which it works, etc. etc. It also covers information about the exact standards of the services rendered and the duration of these services. The approximate time-limit of the work and the hierarchy for the redressal of grievances, if any, are also duly mentioned in this first part.

Just like citizens, government, too, has some expectations from the public, and they are also included in this part.

Though the first part of the Charter is very comprehensive, it provides no

legal right to the citizen. For example, this section may contain a promise that all the necessary entries in 7/12 Extract would be made and a fresh 7/12 Extract would

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be provided within one month. However, if a citizen fails to get it in that stipulated period, s/he cannot go to the court of laws for getting justice.

2. On the second stage, the Citizens’ Charter is expected to be executed so efficiently that if the promises given in the Charter go unfulfilled, the government would guarantee the citizen a reasonable / due compensation. It would also include the improvements intended to be implemented in the near future. It has to be accepted candidly that 99 per cent of the Charters in India still lie in the first stage. But it has also to be noted, with proud, that in some cases, the second stage has been reached as citizens have started receiving nominal compensations. For example, if a municipal corporation fails to provide a water connection within 15 days as promised in the Charter, it pays Rs.50/- as compensation to the aggrieved party. 3. The third stage is the stage of added efficiency. It draws a graph of the efficiency of an individual employee, keeping in mind the various promises so proudly presented in the Charter. In a way, the efficiency of every individual employee of the government would be rigorously assessed and his salaries would be either enhanced or reduced – depending on the percentage of the promises he could keep. This stage is nothing less than a revolution in governmental administration. Learning Out comes: After reading this chapter, you will be able to:

1. Describe the need of Citizen Charter. 2. Explain the salient features of Citizen Charter. 3. Apply the concept of Citizen Charter in day to day work.

Suggestive Questions:

1. What do you mean by Citizen Charter? 2. List the salient features of the Citizen Charter? 3. How can we apply this concept in our work? 4. Any other thing you want to do?

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RIGHT TO INFORMATION ACT

Introduction

Good governance does not mean political power wrested in a few hands. A country can have good governance only when, even a common man is in a position to successfully oppose the erring government, i.e. the erring government employees. This is what the Father of the Nation the late Mahatma Gandhi had said. The Act of Right to Information is a step forward towards good governance. There is a mistaken belief that India is the only country having this Act. But one must understand that the right to information is just one part of global flow. Sweden is the first country in the world to pass this Act, as long back as 1976. Since then, nearly 57 countries have followed Sweden. Fortunately, we find increasing awareness of this Act in many countries including, of course, India. In India, many states witnessed many agitations, before this law could be passed. At the Centre, the government drafted the law of freedom to get information in 2002. At present, the Act of Right to Information (2005) is in force.

Change in the Role :

There are many, many laws prevailing in India at present, and their implementation also is being smoothly done. The Act of Right to Information, however, is a very different Act. As far as all the other laws are concerned, the executor of the law is government; people just abide by these laws. But as far as the law of Right to Information is concerned it is just the opposite : Here, the public is the executor and the government has just to act; i.e. the roles of the public and the government are just the opposite. It is, probably, this situation which was a great hurdle in the execution of the law.

The Final Objective :

The results of this crucial law are extremely important : The principal pillar of democracy i.e. the citizens will be stronger. This is the greatest advantage of the law. An honest implementation of the law will keep the government alert, and will, to some extent at least, keep the government employees away from misdeeds. The government at different levels will march towards better, transparent administration. More importantly, people’s participation in government administration will increase which will help in strengthening democracy. Another

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advantage is that, in addition to the normal ‘financial’, audit, every governmental project / plan will have ‘social’ audit also. This law will, indirectly though, create fresh employment assisting thus our Endeavour to reduce poverty. The Reason Behind the Law

Every law does have a specific background. The law of Right to Information is, of course, no exception. Because of the astonishing growth of the Information Technology (IT) Sector, any yes, any information is available almost instantly. The logical question which follows is why not then the governmental information ? This, too, should be available to anybody – yes, again to anybody. This will lead to the beginning of an ‘era of information’. This is the reason behind this law. To enable the people to reach to the government records, to make the governmental administration transparent and answerable to the people are other reasons. The law would also help imbibe the spirit of brotherhood in the people. It would also make them aware that economic resources are scarce and their utility is very precious.

Information About the Law :

Every Indian citizen has an exclusive right to demand an information. No religion, cast, sex, province, cult will be a bar. It must, however, be remembered that, despite this, some government machineries have been, partially, kept outside the purview of the Law : e.g. [RAW], Border Security Force [BSF], [CRPF], etc. on security grounds, of course, if any complaint is registered regarding corruption or violation of human rights, even these machineries are not spared i.e. information relating to such charges has to be supplied to the applicant.

Exceptions :

However, the Law excludes some information from its purview. For example, any information which is likely to harm the sovereignty, unity or security of the nation, cannot be sought under this law. Any information harming military/ scientific / economic interest of the country also cannot be sought. Again, if any information is expected to lead to an occurrence of crime, such information can be withheld by the government. Also, an information banned by a court, or, is likely to result in the contempt of the court can be withheld. The law also spares the information which violates the special rights of parliament / assembly. Commercial secrets, professional secrecies, intellectual properties and information likely to put harm to one’s competitiveness are other examples. Similarly, any information

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provided by a foreign country to our country with trust and confidentiality is also unshakable. Again, if a piece of information which is likely to harm a person’s life, or his/her physical security, is also excluded. Other information which is excluded from the purview of the law is :

1. Information harming an investigation process; 2. Documents in the custody of a ministry; 3. Information harming the ownership rights of a person; 4. Personal information which has no concern whatsoever with a public act / public interest. Right To Information : It means : 1. The right to reach up to the source of information; 2. The right to inspect the work, documents, records; 3. The right to take notes of / to have true copies of records / summaries / documents. 4. The right to take standardized samples of information. 5. The right to obtain information in the form of floppy tapes/ video cassettes/ computer notes, etc. System of the Office :

Almost every office / administrative department has a public relations officer (PRO). It is expected that he helps any citizen seeking any information. If need be, he can take the assistance of other officers / employees in the office to provide such information and in the overall discharge of his duties. Any ‘other’ officer, so assisting, becomes the ‘PRO’ as far as that matter is concerned. If the applicant is not satisfied with the decision of the PRO, s/he has a freedom/ right to go into an appeal. The appeal can be made at two different levels, and at two different times : The first of such an appeal can be made to the appellate officer who is supposed to be a senior officer of the same office. If the applicant is not satisfied with the decision of this officer also, s/he has the right to lodge a second appeal, now with Information Commission. [The decision of the Commission is final and binding on the applicant].

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Self-announced Information :

For getting an information, an applicant tenders an application. But this is only one way of getting a required information. Another way is ‘self-announced information’ : Every public authority is expected to publish information about itself i.e. about its working. In fact, it is mandatory. It covers complete information about the institution including its functions, duties and responsibilities of its employees / officers, the decision making process of the institution, its superintendence, the standards of responsibilities, rules /regulations of the office, records, notification, information about employees/ officers, their wages / salaries, perquisites given to them, the budget of the office, the details of expenditure incurred, etc. etc. Such information has to be furnished in 17 samples; and is to be published in the local language, easily reachable to the people and in minimum expenditure. It is also expected that this published information is available with the concerned PRO also.

After the Acceptance of an Application :

As per the provisions of the law, an application has to be tendered in a written form. (oral requests are not entertained). The application has to be in English/ Hindi/ local language along with a fee of Rs.10/-. Needless to say, the application must contain the exact mention of the required information. It is possible that an applicant is totally illiterate unable to read / write. The Information Officer is expected to help such applicant. The application does not require any personal information of the applicant, or the reason for demanding the information.

The To-do’s After the Receipt of an Application :

As per the provisions of the Law, it is mandatory to take a decision on the application within 30 days of the receipt of the application i.e. whether to provide he information sought, or not to provide. A failure to do so is akin to a denial to provide the relevant information. If it is decided that the relevant information is not to be provided, the reason behind this denial has to be communicated to the applicant. If any additional fee is required, this is to be informed to the applicant by post. The applicant is also to be informed, in detail, about the appeal, if s/he wants to go in for an appeal.

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Appeal :

If an applicant desires to file an appeal with the first appellate authority, s/he can to do so within 30 days. If the verdict of the first appellate authority is to be challenged, the applicant can file an appeal with the Information Commission within 90 days with a fee of Rs. 20/-.

Fine :

If a government employee refuses to accept an application, crosses the stipulated time-limit, destroys the relevant information or provides wrong, incomplete and misleading information, s/he is liable to be fined. The fineamount is Rs.250/- per day and a maximum of Rs.25,000/-. Of course, only the Information Commission has the right to charge the fine. The Commission can also recommend a departmental inquiry against the erring employee. Needless to say, the concerned employee is given adequate time and opportunity to plead himself/ herself. Learning Out comes: After reading this chapter, you will be able to:

1. Describe provisions under Right To Information. 2. Describe the procedure to be followed under this Act. 3. Apply the concept of Right to Information in their day to day work.

Suggestive Questions:

1. Describe the salient features of Right to Information Act? 2. List the Information which can be obtained as per the provisions of this Act? 3. Describe the procedure to be followed for giving information as per this

Act? 4. Any other thing you want to do?

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EFFECTIVE COMMUNICATION SKILLS Introduction : Communication is a process intended to invoke an information, action, emotion, methodology, thought to one or more persons with an aid of guidelines. In brief, an interaction between two or more persons is termed as communication. Information and communication is imperative to fulfill any action or plan in an effective way.

To establish a dialogue. Dialogue is a very powerful, effective instrument to understand each other and diffuse the differences; it helps smoother exchange of ideas and builds trust between the two. Language is a great blessing to human beings. It is through the language that a person can convey his/ her feelings/ thoughts and opinions to anybody. In exchange, can also understand others’. Significance of Language :

An appropriate language, used in a better way, can do miracles. Language helps us in understanding each other, can establish coordination in work and finally culminates in success in any work undertaken. Every person should try to establish a dialogue with person s/he comes in contact with. This paves a way for a good cooperation between the two which is very important. On the contrary, an aggressive / arrogant language, a threat to create difficulties, undue insistence on one’s own views – spoil every thing : Instead of trust, it builds distrust; instead of compatibility, it creates anomaly and finally spoils the whole thing gross failure in the work undertaken. How to Talk ? For effective dialogue, following tips would be useful : • Speak slowly,

• Speak clearly,

• Speak loudly enough,

• Speak with changing tone, wherever necessary, &

• Give apt illustrations, to bring home the point.

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What to bear in mind ?

While holding a dialogue, some other points are also important, e.g. modesty, presence of mind, good /appropriate gestures, candour, balance, coordination, ability to stick to the point, etc. Conversational Skills :

Conversational skills can be developed through constant practice. Previous experience also helps. One should also be aware of the situation around and the occasion while selecting right words. One should also be able to convince the listener that an insistence on a point is purely from a constructive/ positive view point. It helps win a person. Insistence on one’s own view, as a mere obstinacy, is obviously a vice and does a great damage. Here, the experience one has, and the way in which s/he is brought up play important role. Advantages of good conversation :

The gains of good conversation are many and include the establishment of friendly / cordial relations; a healthy habit of giving patient hearing to others; tidiness; discipline; punctuality all leading to a quicker completion of a job at hand, and promoting virtues like courtesy, studiousness and a sense of duty. Exercise: Rumour Clinic: How to Conduct: AIM To illustrate distortions which may occur in transmission of information from an original source through several individuals to a final destination. Group size: Unlimited. There should be a minimum of eight participants. Time Required: Thirty Minutes.

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Materials: 1. Copies of the Romour Clinic Observation from for process observes. 2. Flipchart paper and a felt-tipped marker.

Physical setting: 1. A meeting room. All observers are seated facing an area where the Romour

Clinic is staged. 2. A separate room in which volunteers can be isolated. 3.

Process: Stage-1 The facilitator asks for six volunteers (the rest of the group remains to act as process observers). Stage-2 Five of the six volunteers are asked to go into the isolation room. One remains in the meeting room with the facilitator and the observers. Stage-3 The facilitator distributes Rumour Clinic Observation Forms to the observers, who are to take notes on the preceedings. Stage-4 The facilitator then reads the ‘accident report’ on the Observation Form to the single volunteer who is with the observers in the meeting room. The volunteer may not take notes on the report. Stage-5 The facilitator asks a volunteer in the isolation room to return. The first volunteer repeats the ‘accident report’ to the volunteer from the isolation room. It is important that the volunteers transmit the message in their own way, without help. After passing the message the volunteer can be given an observation sheet and sits in with the observers to watch the remaining volunteers passing the message. Stage-6 Another volunteer returns from the isolation room, and the second repeats the ‘ accident report’. It is important that the volunteers transmit the message in their own way, without help.

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Stage-7 The process is repeated until all the volunteers but the last have had the message transmitted to them. Stage-8 Then the last volunteer returns to the room. This volunteer is told to assume the role of a police-officer. The fifth participant repeats the ‘accident report’ to the police-officer. Afterwards, the police-officer writes the message on flipchart paper so the group can read it. Stage-9 The facilitator then posts the original message (previously prepared on flipchart paper) so it can be compared with the police-officer’s version. Stage-10 Observers are asked to report their notes. Volunteers then discuss their experience. The facilitator leads a discussion with the entire group on implications of the Rumour Clinic. Variations:

1. The succession of messages can be recorded (either audio or video) for replay during the processing.

2. The message can be rewritten to be more pertinent to the particular group. 3. The entire group can be used as conveyers of message (no observers are

used). Groups of six are formed, and five persons from each group are sent to the remaining participants. One member from each group is brought back into the meeting room at the same time to receive the message. The final members simultaneously write the message for all to see.

Rumour Clinic Observation Form ACCIDENT REPORT

“I cannot wait to report this accident to the police. I must get to the hospital as soon as possible. The delivery truck, heading south, was turning right at the junction when the sports car, heading north, was attempting to turn left. When they saw that they were turning into the same lane, they both honked their horns but continued to turn

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without slowing down. In fact’ the sports car seemed to be accelerating just before the crash.”

Volunteer Additions Deletions Distortions 1

2

3

4

5

6 Police-officer

Learning Out comes:

The Trainer will be able to - Describe what is communication - Describe its importance - Describe tips for effective communication. - Any other think you wants to do.

SUGGESTIVE QUESTIONS:

1. What is the importance of communication? 2. How to communicate? 3. How to receive communication? 4. List the dos and don’ts of effective communication? 5. Any other thing you want to do?

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CO-OPERATION, CO-ORDINATION & TEAM BUILDING Introduction:

People be have some time selfishly, they are pre occupied with their own problems and performance. They do not recognise. How and why they can help fellow members to succeed and solve problems. They are frustrated when the goals and objectives are not achieved.

Co-operation, Co-ordination and team working is a powerful force which can be used constructively to achieve. Individual and organizational needs, aspirations and success.

Exercise

BROKEN SQUARES: NON-VERBAL PROBLEM-SOLVING Goals

I. To analyse some aspects of co-operation in solving group problem.

II. To enable participants to identify behaviours which may help or hinder the solving of a group problem.

Group Size Any number of groups of six. There are five participants and an observer in each group. Time Required Approximately 45 minutes. Materials

I. A set of broken squares (prepared according to directions following) for each group of participants.

II. One copy for each group of the Broken Squares Group Instruction sheet.

III. One copy for each observer of the Broken Squares Observer Instruction Sheet.

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Physical Setting

A table that will seat five participants is needed for each group. Tables should be spaced far enough apart so that no group can see the puzzle-solving results of other groups. Process

I. The trainer can begin with a discussion of the meaning of co-operation; this should lead to hypotheses about what is essential to successful group co-operation in problems-solving. The trainer tells the groups they will conduct an experiment to test these hypotheses. Points such as the following are likely to emerge.

1. Each individual should understand the total problem

2. Each individual should understand that they can contribute towards

solving the total problem.

3. Each individual should be aware of the potential contributions of other individuals.

4. There is a need to recognize the problems of other individuals in

order to aid them in making their maximum contribution.

5. Groups that pay attention to their own problem-solving processes are likely to be more effective than groups that do not.

II. The trainer forms groups of six with five participants plus the

observer. The observers are each given a copy of the Broken Squares Observer Instruction Sheet. The trainer then asks each group to distribute among its members the sets of broken squares (five envelopes). The envelopes are to remain unopened until the signal to begin work is given.

III. The trainer reads the Broken Squares Group Instruction Sheet to all the

groups, calling for questions or questioning groups about their understanding of the instructions.

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IV. The groups are then told to begin work. It is important that the trainer monitors groups during the exercise to check that observers are enforcing the rules established in the instructions.

V. When all groups have completed the task, the trainer leads a discussion on

the experience. Observers are asked to report on what they saw during the exercise, based on the observation sheet.

The following learning points may emerge from the discussion: ♠ Some team members lose sight of the total problem and see it in

terms of an individual task. ♠ Some individuals can behave selfishly; they are pre-occupied with

their own performance. ♠ Team members don’t recognize how they can help other team

members to succeed. ♠ Frustration is created when progress is not being made in achieving

the task. ♠ Frustration can lead to attempts to break the rules. ♠ Some team members may just give up. ♠ The motives for giving pieces away may be interpreted as help in

achieving the task or withdrawing from the task. ♠ Team members need to stay involved with the progress of all team

members if they are to identify and take opportunities to help ♠ Some team members try to dominate even without talking. ♠ Competition is a powerful force which can be used constructively

to achieve group success or destructively for personal motives. ♠ Lack of effective communication is a major barrier to success. If

the teams were able to communicate the task would become easier. ♠ Non-verbal communication can be observed as being very

powerful. ♠ Teams may develop a strategy for passing pieces between

members.

When leading the discussion the trainer should be careful to ask questions based on the behaviours observed. The group should be led to draw their own conclusions about the learning points. The trainer must resist telling the group what they have learned as there is a risk that they will reject the learning and feel manipulated.

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The trainer may say ‘I noticed that Jean made a square and then seemed to lose interest. What happened and how did other team members feel?’ The discussion should end with the trainer encouraging the groups to relate this experience to their “back-home” situations. Variations:

I. When one member makes a square and fails to co-operate with the remaining members, the other four can be formed into two-person subgroups to make squares of the leftover pieces. They discuss their results, and the exercise is resumed.

II. The five-person teams can be given advice by the trainer, the observer or by one appointed member of the team. This may be best from a person who has done the exercise before. The advice may be limited to reminding the group of the task and the options they have to help other team members. It can extend into suggesting that a team member needs to break their square for the team to succeed: confirming the size of the square required: that all the pieces of card must be used.

III. Ten-person teams can be formed, with two duplicate sets of five squares each distributed among them. Teams of six to nine persons can be formed; in this case, prepare a broken square set with one square for each person, duplicating as many of the five squares as necessary.

IV. An intergroup competition can be established, with appropriate recognition

to the group that solves the problem first. V. Members may be permitted to talk during the problem-solving, or one

member may be given permission to speak. VI. Members may be permitted to write messages to each other during the

problem-solving. DIRECTIONS FOR MAKING A SET OF BROKEN SQUARES A set consists of five envelopes containing pieces of cardboard cut into different patterns which, when properly arranged, will form five squares of equal size. One set should be provided for each group of five persons.

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To prepare a set, cut out five cardboard squares, each exactly 6” X 6” (150mm X 150mm). Place the squares in a row and mark them as below, pencilling the letters lightly so they can the erased.

3” 6"

3”

The lines should be so drawn that, when the pieces are cut out, those marked A will be exactly the same size, all pieces marked C the same size, etc. Several combinations are possible that will form one or two squares, but only one combination will form all five squares, each 6” X 6”. After drawing the lines on the squares and labeling the sections with letters, cut each square along the lines into smaller pieces to make the parts of the puzzle. Label the five envelopes 1, 2, 3, 4 and 5. Distribute the cardboard pieces into the five envelopes as follows: envelope 1 has pieces I, H, E; 2 has A, A, A, C; 3 has A, J; 4 has D, F; and 5 has G, B, F, C. Erase the penciled letter from each piece and write, instead, the number of the envelope it is in. This makes it easy to return the pieces to the proper envelope, for subsequent use, after a group has completed the task. Each set may be made from a different colour of cardboard.

A

B

A

D

C C

E

F

F

G

H

A

I

J

A

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BROKEN SQUARE OBSERVER INSTRUCTION SHEET Your job is part observer and part judge. As a judge, you should make sure each participant observes the following rules:

1. There is to be no talking, pointing, or any other kind of communicating.

2. Participants may give pieces directly to other participants but may not take pieces from other members.

3. Participants may not place their pieces into the centre for others to take.

4. It is permissible for members to give away all their pieces of the puzzle,

even if they have already formed a square. As an observer, look for the following:

1. Who is willing to give away pieces of the puzzle?

2. Does anyone finish “their” puzzle and then withdraw from the group problem-solving?

3. Is there anyone who continually struggles with their pieces, yet is

unwilling to give any or all of them away?

4. Who is actively engaged in putting the pieces together during the exercise?

5. Who is taking an active interest in how other team members are

progressing?

6. What is the level of frustration and anxiety?

7. Is there any turning point at which the group begins to co-operate effectively and how did it develop?

8. Does anyone try to violate the rules by talking or pointing as a means of

helping fellow members solve the problem

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BROKEN SQUARES GROUP INSTRUCTION SHEET Each of you has an envelope which contains pieces of cardboard for forming squares. When the trainer gives the signal to begin, the task of your group is to form five squares of equal size. The task will not be complete until every individual has before them a perfect square of the same size as those in front of the other group members. Specific limitations are imposed upon your group during this exercise.

1. No member may speak. 2. No member may ask another member for a piece or in any way signal

that another person is to pass a piece. (Members may voluntarily give pieces to other members).

Learning Out Come:

1. Importance of co-operation, co-ordination and working in Team. 2. How Co-operation, co-ordination & working of Team. 3. Working in teams helps in solving problems.

SUGGESTIVE QUESTIONS:

1. Why should people work in team. 2. What are the consequences of non co-operation, non coordination, working

individually instead in team. 3. What are the benefits of cooperation, coordination and working in teams. 4. Any other thing you want to do?

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TIME MANAGEMENT

There is a saying that ‘Time is gold’. But time is more than the value of gold. The lost can be bought with money, but not the precious time. Development of a person depends upon, how he spends his second, hour and day. We term it as time management. Work and toil turns to money Study enhances knowledge Exercise builds the body in health Remaining inactive leads to unproductive time Objective: The trainees will be able to:

• List the skill of performing the day’s work on priority and urgent basis. • To manage time, so as to reap the benefits such as utilizing the time with

extraordinary interest, self improvement and development of the establishment.

• To explain the ways of utilizing the surplus time in a creative way. Exercise-1: Material Required: Content Sheet and pen Methodology: Each trainee should do separately Stage-1: content sheet should be distributed to each trainee Stage-2: Filling up the content sheet should be explained. Stage-3: Each trainee should be given 15 minutes time to fill the content sheet. Stage-4: At least 20 trainees should be asked that how many years (year and months) has they spent on sleep and official work. It must be checked from their date of birth to their present age.

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Sl. No.

Action performed Time spent

Life time One day One year

1. Sleep 2. Official work 3. Domestic work 4. Food, water 5. Education, family Social

commitment

6. Health problem Hospital, travel

7. Day’s activities bath, natural ordeals, design hair cutting etc.,

8. Waiting 9. Rest time & recreation 10. Miscellaneous programs After filling up the form duly, the trainees should compute from it, that in to how many years they would have spent and on what events it was spent. After determining their average age as 70 years and from it their present age should be deducted. A scheme of plan, that how they would spend their remaining years should be made out. For that a separate column should be aligned under the caption “spending time hereafter”. Know thyself: From this exercise, every trainee could assess the time spent by him in their life time, as resourceful or not. Exercise-2: Objective: Every trainee will be able to:

- State time wasting situations during official work - Explain the ways of managing the time in an effective way.

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73

33 78 85 89 82 37 74 1 50

41 81 61 42 14 2

29 25 93 66 86

65 21 54 30 53 69 38 45 22 70 5 6 10

57 13 77 46 94 49 90 34

17 97 58 26 9 62 98 18 3 4

75 15 67 32 76 48 47

31 27 8 95 7

35 28 52 23 51 56 11 91 44

43 12 64 71 36

59 16 19 63 55 84 24 96 72

99 60 87 80

39 92 79 20 40 68 100 88 83

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Exercise: Brainstorming (Each trainee should put forth one idea) Reasons lead to time wasting in office:

- Improper / unplanned action - Procrastination - Lack of division of labour - Expecting wholesome perfection and urge to do so. - Official meetings - Telephonic calls - Visitors - Higher ups - Half leaked information - Loss of memory - Unproductive talk, debates - Unexpected intervention / interception by others - Lack of interest to develop new skills.

Learning out comes:

1. List of skill of performing the day’s work on priority and urgent basis. 2. To manage time, so as to reap the benefits such as utilizing the time with

extraordinary interest, self improvement and development of the establishment.

3. To explain the ways of utilizing the surplus time in a creative way. SUGGESTIVE QUESTIONS:

1. How do you manage time? 2. How to use time in a creative way? 3. How to utilize official time in optimum? 4. Any other thing you want to do?

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STRESS MANAGEMENT Introduction:

The human life is a curious blend of happiness, tensions and experiences sweet and sour. Barring some few exceptions, everyone goes through a series of different varieties of tensions. Right from a person undertaking physical labour to a scientist whose job involves a high degree of intellectual labour, everybody without literally a single exception has to face tensions within and outside the family. The outer, visible, expressions of these tensions include restlessness, irritation, boredom, to feel scared, suffocation, predicament etc. etc. These are expressed in different ways through physical, psychological, emotional actions. A person completely free from any tension is total rarity. The seriousness of tension may be either less or more. It should be remembered that every tension does not culminate into a destructive activity. In fact, tension upto a specific level may even serve useful in seizing a success. The reaction which a person exhibits when his/her physical or mental equilibrium is disturbed, it is the outer / visible expression of the inner / invisible tension. Tension is a multi-faceted emotional entity. It is classified into troublesome tension, excessive tension, useful tension, inadequate tension, etc. Exercise-1: Materials required: Paper and Pen Exercise Method: Stage-1: Participants should be divided into 3 groups. Stage-2: A picture showing family circumstance or official circumstance or social

circumstance should be given to each group. Stage-3: Team members should act together to exhibit, how stress factor would

crept in our day to day life and register an impact. Stage-4: After the drams is over, one team performance should got to be assessed

and spelt out by other 2 groups in fray.

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Stage-5: In such participatory manner, it should be ensured that all the participants have aired their concerted opinions. Knowing the self, without stress and in relaxed phase performing the determined actions with all natured instincts must be ignited.

Stress related Factors:

- A situation / person make an impact on others. - The resultant consequences would not always be had. - In certain times stress would act as a motivating power and would pave way

for self development. - If stress level exceeds the limit only, we get affected. - The impact of stress depends upon the perception of a person. It varies from

man to man. A bitter situation to one person may be a desirable situation to another person.

Reasons for Stress:

- Family problem - Financial problem - Personality problem - Leadership problem - Interpersonal problem - Situation in job place - Heavy work - Non-cooperation - Array of failures - Dissent in work nature - Lack of Health continuously.

Owing to above reasons, nervous system, glands and their actions gets

affected. Even our actions become dull and insipid during tiredness. After some period, these effects get rooted in us without any pointed reasons.

Stress and its Effects: - Continuously tired - Sleeplessness - Mental worry

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- Inability / low self esteem - Lack of appetite - Sweat without reasons - Thoughts of cry - Fear - Nervous disorder - Irritation / Anger - Aspire for alcohol - Smoking - Suicidal thought

Stress Relieving ways

- Changing your life style - Tolerance - Time management - Intake of food in time with peace of mind - Diet - Planned work with accountability - Rest - Exercise, yoga and Meditation. - Recreational activity - Work and rest in ideal proportion - Utilization of rest in a useful way - Laughter is the best medicine - Stop the habit of worrying for everything - Develop enthusiastic attitude - Develop self confidence - Protruding problems should be written on paper. After reading the same, the

paper should be torn off. - If problems are put forth before a right attitude friend, then the heaviness in

mind can be relieved - If belief in God is strong, then problems can be effaced, by way of pleasing

the same before God. - Cool and composed attitude without any turbulence - Listening to music, musical instruments, singing, viewing dramas, reading

story books - To maintain humorous attitude - Society consciousness

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- Develop strength and deter weakness - Learn to accept to criticism - Rise against failures - Efforts with perseverance - To develop empathetic feeling

Result:

- Trainees should identify the stress factor happen to take place in different situation.

- After sensing the consequences due to stress, should unless appropriate attempts to relieve from it.

- To lead normal life with exuberance Learning Outcomes:

1. List the reasons for stress. 2. Explain how to cope up with different stress.

Suggestive Questions:

1. List of the reasons for stress? 2. Suggests some measures to relieve the stress? 3. List the benefits of stress free life? 4. Any other thing you want to do?

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DISASTER MANAGEMENT Introduction:

Disaster may be defined as a break in the smooth-going life. A disaster may be personal, family, office-related or social. Though temporary, it disturbs us to a great extent. A deep thinking, therefore, on various issues like avoidance of Disaster, how to face it, if unfortunately it at all strikes and what to do to back to normalcy is necessary. Thinking, of course, is only the beginning, we should have our action-plan ready.

Passing Acquaintance of a Disaster :

Disaster management is a well-drawn preparation for resisting a disaster, instant reaction to disaster and a detailed plan for bringing the situation back to normalcy. A disaster may be nature-driven or a creation of human-being. Whatever its root, it almost instantly disrupts our social life. Loss to property and life may be colossal which takes a very long time to bring back the public life to normalcy. India is a very vast country – having huge population. The Indian continent is a part of potential natural disaster-prone area of the world. Such disasters disrupt the socio-economic rhythm. Frequent occurrences of draughts, floods, earthquakes and ‘human’ calamities like the gas-leakage in Bhopal – all shatter our lives in many ways. We have faced in the past a variety of natural and human disasters many a times. To bear the losses arising out of such disasters is detrimental to the smooth progress of a developing economy like India.

Definition of a Disaster :

A disaster may be defined as a serious disruption in the normal public life. This disruption does a great damage not only to wealth and environment but to human life too. It generally exceeds the tolerance levels of those affected. Danger :

Danger is the sudden occurrence of any incidence resulting in loss of life, of property or of economic well-being. Such incidence, as said earlier, may either be natural or human.

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The Extent of Loss :

It means the possibility of minimum loss to property, society, various essential services or to a specific geographical region. Here, the region around the danger-prone area and the lack of preventive measures also need a consideration. Potential Loss :

A loose measure of all kinds of probable losses arising out of the outburst of disaster is the ‘potential loss’. This loose measure is just a possibility the level of which depends on factors like the nature of the danger, the damage done to the affected people and the value/worth of all the affected factors.

The Extent of the Effects of a Disaster Depends on the following factors :

The impact of an incidence occurring suddenly, its intensity and its characteristics are some factors which determine the extent of the effect : Greater the impact and intensity, greater is the extent of effects. A combined thinking of the danger and the potential loss decides the way in which they affect the persons, the environment and the systems providing various essential services. The various kinds of Disasters Endangering a Society :

Disasters which endanger society are of many kinds :

Industry-oriented like Fire, gas leakage, and Transport related

Naure-oriented like Clash-oriented like Earthquake, floods, Wars, arms-clash, etc., Cyclones, draughts etc.,

Loss-oriented like Loss to environment, health, Education and other social Services

Disaster

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The Extent of Loss :

Considering the entire world, India is a natural-disaster prone region. Consequently, the extent of loss to India, arising out of natural-disasters, is quite great. Generally, the extent of loss depends on the geographical conditions of the disaster-prone region. In the background of global disaster proneness, the acute danger-proneness to the Indian region is shown in the following table :

The kind of Danger Proneness The percentage of Affected Area Earthquake 57 Draughts 68 Cyclones 08 Floods 12

The Kinds of Extent of Loss : Objective Loss : The objective loss is related to the distance of people’s residence from the center of the disaster, the danger to the property and to the essential services. E.g. people are likely to be affected by floods because they actually live in the region which is prone to this danger. The objective loss, of course, takes into consideration the technical strength of the buildings to stay erect even in the floods. The Important/ Effective Factors of Danger – Proneness : People are to face various effects which depend on the strength of the disaster. The effects may be social, economic and even political.

Poverty Lack of Rapid Growth Information of Population Environmental Rapid Loss Urbanization

Disaster

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Poverty :

In any variety of disaster, it is the poorest section of the society which is worst affected. It also makes them more vulnerable to future disasters. This happens because of the unfortunate absence of helpful schemes, of basic / fundamental planning and of the awareness regarding insurance schemes. Those who find even a one-time meals difficult have virtually no purchasing power. It is beyond their capacities to recover from the impact of any-even small – disaster. The earthquake of January-2001 has amply proved that it is the poor who are forced to depend on the assistance either from the government or from Disaster the external agencies, whereas the rich could quickly re-begin their normal lives because of their affluence. The Alarming Growth of Population :

The impact of any kind of disaster is on the population living in the region. The more the population of the region / country, the greater is the number of affected persons. It, of course, depends on the population density / sparseness of the region. People living in a densely populated region are worst hit by any disaster.

Rapid Urbanization :

The urbanites are, generally, more helpless financially. It is because of this that during any disaster their helplessness becomes the most crucial issue. The undue pressure of the population on the fundamental services of the urban areas goes on increasing. This is because of the obvious attraction for urban areas. This invariably results in slum-areas coming up and growing very fast. Illegal and uncontrolled constructions and the absence of planning make the towns / cities more prone to future disasters.

Environmental Loss :

It is WE who invite disasters, like collapse of crags (or, landslide), floods, cyclones, etc. because it is we who disturb the natural balance of the bowels of the earth. It is, again, we who wipe out the dividing line between the sea and the urban settlements by demolishing the plants and the swamp lands which, in fact, help in preventing the impact of the high-tide of the sea. The growing urbanization and the increasing number of dams to meet the water & power needs of the urban areas

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destroy the forest wealth covering big geographical areas. The frequent draughts in India are the unhappy products of this destruction. Lack of Information :

A complete absence, or, a tendency to neglect the basic knowledge about

what should be done and what should be avoided in the danger-prone areas, is also responsible for disasters. Here, again, it is we who are to be blamed. The centralized information may be very useful to the specific people like government servants; but it seems that nobody bothers to understand safe and planned shifting is a very effective way of saving the lives of thousands lakhs of people every year. Illiteracy and sheer lack of basic knowledge also fuel the dangerous effects of such disasters.

Why Disaster Management ?

Considering the uncountable deaths and huge damage to properties the

world over arising out of various disasters, the need for establishing appropriate methodology of disaster management is attracting the attention not only of the elites but of the common man also. The significance of minimum planning for the aversion of disasters and of the preparedness becomes clear only after the visit of the disaster. It is because of the absence of such management methodology that we were forced to bear the colossal loss of lives and property in the past. The recurrence of cyclones hitting the boundaries of Andhra Pradesh is a glaring illustration. Till the last decade, these monstrous cyclones used to take away thousands of lives every year. But now, the excellent access mechanism, excellent facilities of broadcasting useful / crucial information and a band of officers equipped with the useful means of facing disaster have all changed the situation radically, otherwise, the number of victims would have even increased.

Advanced intimation of disasters, rapid and effective shifting schemes and a

high level of awareness among the people have all reduced the potential losses. Needless to say, greater awareness and rapid action are the pivotal factors in reducing the number of deaths and the gravity of cyclones. The government has to ace increasing challenges because of relentless increase in population and the resultant low levels of living of millions of people. In situations like these, the experiences of temporary disasters like floods would be useful in meeting the challenges of unexpected disasters like earthquakes. The forecasting of the extent of loss to the society arising of common disasters is rather difficult with the help of

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the knowledge of the disaster alone. Both the concerned officers as well as the common citizens should prepare themselves to meet such uncommon situations. The existing systems are not capable enough to handle the disasters. Therefore, preparedness, adequate disaster management / plans are the saner options. The honest implementation would empower the people to face the calamities with added courage and determination. The Government of Maharashtra is on the top, as far as the implementation of disaster management programmes is concerned. The initial steps taken in September, 1993’s Killari Earthquake have become emulative to other States. Andhra Pradesh, Gujarat and Orissa are the other States sincerely creating the infrastructure needed for disaster management.

The Basic Principles of Disaster Management :

The following principles are worth considering while facing any disaster and reshaping the existing schemes of disaster management :

To give pivotal position to main / important points –

Every developing country has a dream of certain minimum development. In situation like this, a steep reduction in the risk-proneness of various social factors needs more attention than the actual relief-work. More importance to the Extent of Damage –

Top priority of a disaster management scheme should be given to the rotection of the lives of people, living in the disaster-prone regions. The second preference should be given to the preservation of every important resource and all the systems which are crucial from people’s point of view. Absorbing the Schemes in General Development Plans –

Protection from disasters and preparedness to meet them should not be regarded as very different from / independent of general economic development; in fact, they should be treated as an integral part of wider economic development process. As the impact of any disaster is generally grave and unfavorable on any project meant for raising the development level, it would be irrational to segregate the thought disaster from that of development.

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Social Involvement –

Disaster Management should not be considered as the responsibility of the government alone. Along with the government, the society i.e. the people should also join hands. Disaster Management should be the joint responsibility of government and people. It is, of course, necessary for this that various social segments have adequate knowledge about disaster management and of the need to minimize the potential losses. They must know how can they be instrumental in various relief-works; what are their exact responsibilities in disaster management programmes; what actions should they take and why etc. etc. In addition to self-defense, they must also be ready to cooperate with all those who are busy in various relief-works.

The Inclusion of Different Plans / Schemes –

Disaster Management has a wide connotation. It does not merely mean various aspects of disasters and various schemes meant for their avoidance. If the disaster management plans / schemes are to be effectively implemented, various village / district / state and central level plans should be clubbed and implemented simultaneously. The exclusion of any plan may prove very expensive. Damage resulting from any disaster is generally so great and so awful that it begs description. Considering such gravity, no plan, from any level, should be omitted. On the contrary, effective inclusion and coordination of plans can do miracles. Steps in Disaster Management – [A] The Pre-Disaster Stage :

The Do’s for minimizing the damage to life, property and environment, BEFORE the disaster strikes :

Prevention and rescue

At the Prevention stage, various schemes are drafted for controlling the losses to lives and property. The rescue approach is twin : it looks after to minimize the effects of disaster & the extent of loss, together with minimizing the extent of future disaster.

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Preparedness :

It refers to the readiness, on the governmental, social and personal levels, to effectively face the disaster that has already visited and includes practical disaster-layouts, the establishment of the alarming, mechanism, maintenance of various means used in disaster situation and training of the staff to be employed in relief-work. The Warning of Disaster :

It is very crucial that immediately after receiving slightest hint of a disaster, the information about its advent reaches the entire danger-prone area. It is also equally important to ensure that the difficulties of affected persons are reduced to minimum.

Response & Relief Measures :

This includes a wide-ranging activities including the erection of control booths, action according to the action-plan drafted, the broadcasting of danger notice; shifting of affected persons to the safer places; medical assistance to the needy; help to the people rendered homeless; food-packets to the needy; provision of drinking water, cloths; restoration of means of communications and the disbursement of financial and other aid received through various agencies.

[B] The Post – Disaster Stage :

While restoring the normalcy, it is also equally necessary to ensure that if, unfortunately, the disaster revisits, the extent of damage is lesser. Restoration includes assistance, rehabilitation and reconstruction. It also covers the erection of temporary public services including that of temporary dwellings – before permanent / pucca houses are built.

Revival / Resurrection :

In revival, the focus is on the erection of facilities of greater competence than those built in pre-disaster stage. Erection of new buildings, taking ultra care of durability while erecting various essential facilities are some illustrations of revival activities. If these activities are not undertaken, there will only be ‘reconstruction’, but if the disaster revisits, the losses may too revisit on the same scale. This may not be desirable either from an individual’s point of view, or on governmental level.

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Development :

The reconstruction of the affected region and bringing back people’s lives to normalcy is a pretty long process especially because of the existence of severe financial constraints. Reconstruction process has not only to concern itself about the long-term safety, but also about the plans designed to lessen the gravity of the losses, e.g. erecting walls on the sea-shore preventing the erosion, water conservation to face draughts, aforestration to arrest land slides; construction of dwellings, which will be able to effectively face the earthquakes / storms / heavy rains, etc. Learning Outcomes:

1. Effects of disaster. 2. Steps taken pre, during and post Disaster.

Suggestive Questions:

1. What is Disaster? 2. List the Consequences of Disaster? 3. List the Steps taken before during and after Disaster? 4. Any other thing you want to do?

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ACTION PLAN Introduction: Action plan is a powerful tool to ensure transfer learning from the training situation to the field situation. It helps the trainees to put use the knowledge and skill acquired during training. It ensures that the training is not for the sake of training because practical ground realities hurdles will be discussed in preparation of action plan. If the copy of the action plan is forwarded to Head of the Departments it will help to put same into practice there by achieving organization goal. It adds professional discipline in trainers, trainees, training Institute and client-organisations. How to administer: Specimen format of Action Plan is given below.

INDIVIDUAL ACTION PLAN (IAP) FORMAT

NAME: e-mail:

Improvement Areas /

Objectives

Activities to be

undertaken

Approving line manager

Resources required

Expected outcomes

Completion Date

Additional Remarks.

Instruction for filling up: - Look at areas linked up directly to your training. - Make IAP practical and doable. - Make IAP for immediate work say 3 to 6 months

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Action Planning Worksheet Format Goal: Strategy : Enabling Strategy: Partners in

change (Who

needs to change?)

What changes are you asking for?

What challenges might your

face?

Who can influence

your partners in change?

Resources (What

resources do you have?)

What practices

and policies

will help?

Next Steps What do you need to know?

Instruction for filling up

- Look at areas linked up directly to your training. - Make IAP practical and doable. - Make IAP for immediate work say 3 to 6 months.

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Action Plan Who should be responsible For seeing to it that the goal Is achieved? Who else needs to work On the planning team? What currently is being What information is needed What obstacles would to Done address the goal? To Achieve the goal prevent realization of the goal?

The trainers has administer this to trainees. Individually to fill up. After words should be discussed in open class regarding hurdles and suggest solutions to overcome. Learning Out come:

1. Prepare action plan 2. Implement the action plan in their work situations.

Transfer their learning “off the Job” to “ on the Job” SUGGESTIVE QUESTIONS:

1. What is Action Plan? 2. What are the uses of Action plan? 3. Develop Action Plan? 4. Any other thing you want to do?

Action

Time Frame for each Action

1

FEED BACK INTRODUCTION

During your work as a trainer you will be involved with 'Feedback'. At times, you will be helping people to learn by giving them feedback about their performance; at other times the trainees will give you feedback. For example, during a learning event, you will give trainees feedback on their performance; you should also encourage them to give you feedback on your performance, otherwise how can you improve? On both occasions the quality of learning increases significantly if we give and receive feedback with skill, a sense of shared responsibility, and with a spirit of mutual support and benefit. Feedback is at the heart of effective learning.

WHAT IS FEEDBACK ?

The "Glossary of Training Terms" defines Feedback as: "The process by which information about the results of an action is communicated to the source of the action. It is argued, for example, that learning takes place either through the informational characteristic or the reinforcing characteristic of the knowledge of results, or through a combination of both".

An essential feature of the learning process is "the reinforcing characteristic of the knowledge of results" referred to in the definition. This gives us valuable information about our performance. If we do something and do it well, then the feedback should tell us so, giving us confidence to continue in the same manner. If, however, we have done something rather badly, it is equally important that we know, so that we can recognise the need to change. Feedback should help identify what aspects of performance needs changing and which should be maintained. The source of feedback can be from other people as comments from other trainees, or from trainers. However, the performance of a task itself provides another source of feedback. You do not need a trainer to tell you that you have fallen off a bicycle, and you know from the taste whether you have put too much sugar in a cup of tea. The extent to which we receive feedback is a significant factor in the standard of our performance.

WHAT IS THE PURPOSE OF FEEDBACK?

By sharing experiences and giving each other the benefit of different ideas, trainees can improve and develop many aspects of their performance. For example, on a training course, trainees will have an opportunity to try new ways of doing things free from the constraints of the workplace. What individual trainees do in the training room can be examined in detail and the consequences of certain behaviours discussed. The feedback they receive from other trainees and their trainers, can provide the basis for helping them to develop their behaviour and as a result to improve their performance. Under normal working conditions giving people feedback about their performance is usually difficult, however under training conditions it is not only possible but an essential feature of effective training.

GUIDELINES FOR GIVING FEEDBACK To be useful, feedback must be acceptable to the receiver

The trainee can choose what to do with the information received from others. Inappropriate, insensitive, feedback will only cause resentment, hostility, and defensiveness. A constructive atmosphere is necessary where the giver of feedback is exploring ways to improve, not giving advice as an expert. Every trainee needs to discover the best way for them.

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Giving positive feedback on successes before any negative feedback helps to gain acceptance of the feedback overall. We should acknowledge feedback as the observations, opinion and feelings of the giver rather than an absolute assessment. Focus Feedback on behaviour rather than on personality

Referring to what the person did is important so that feedback is descriptive rather than evaluative. To say, for example, "You have rejected six different objections to your proposal" can be presented as a factual description of an observed situation. To say instead "You are a stubborn, prejudiced individual and you need to change or you will find yourself in great trouble". This latter type of feedback is:

- An evaluative judgement that we should not make without supportive evidence. - The kind of feedback that is unlikely to be acceptable to the trainee. - The kind of feedback that gives the trainee no practical help on how to improve.

Changing behaviour is quite possible for an individual, but attempting to change personality is much more difficult, if not impossible. We create frustration if we give feedback on some shortcoming over which the trainee has no control - ie. part of their personality. GUIDELINES FOR RECEIVING FEEDBACK Be positive towards the feedback giver

Giving feedback on performance is a threatening activity, particularly for the less experienced. Recognising the benefit to you of the feedback you will receive, and signalling your appreciation, will encourage the person giving it. Eye contact, nods and other nonverbal signals will encourage the feedback. Negative response, or no response at all will reduce the feedback you get.

Listen to the feedback

This is easy to say but difficult to do because of the temptation to deny, argue for and justify what you have said and done.

Clarify and check understanding

Feedback givers may express themselves badly or you may not quite understand their points. Check out what feedback you are getting by paraphrasing back to them your understanding of the main points.

Check the feedback with others

Don't accept one individual's feedback as absolute. Check with others to see whether they agree on areas identified for change and the possible ways of implementing change.

Ask for feedback not volunteered

If areas of your performance concern you and you receive no feedback on them, ask. In some situations you can ask the feedback giver to pay special attention to particular points before observing your performance. There may be one aspect of your performance that you are concerned about and seeking information on it is quite legitimate.

Decide how to use feedback It is up to you to decide whether you accept or reject the feedback. Whether the feedback is positive or negative, you must decide if you need to change your performance and how you might implement any change.

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Explore Options Having identified an area for change you should explore ways of bringing the change about. This may be done in consultation with the feedback giver, on your own or with someone else who can advise you. The implications for you of any change need to be thought through. You must be committed to the decision you make for introducing change.

Thank the feedback giver

Even when you judge the feedback you have been given was unhelpful you should thank the person. For feedback to continue to be given the trainee needs to signal its value. The next time feedback is given it may be very helpful. Punishing the feedback giver or signalling your discontent will just reduce or eliminate feedback being given.

SUMMARY

Giving and receiving feedback is a demanding process that requires confidence and respect between the parties involved. The advice offered is necessarily broad and will vary between different individuals and activities. We cannot doubt the value of feedback in learning. The provision of feedback is especially important for those 'process' skills that occur during learning activities, particularly involving interpersonal skills.

Learning Out Comes: 1. List the purpose of Feed Back.

Fallow guide lines while giving Feedback and Receiving Feedback. Suggestive Questions:

1. What is Feedback? 2. How to give Feedback? 3. How to Receive Feedback? 4. Any other thing you want to do?

Extract T.D.P. Package.

“The greatest gift a Trainer could give to his or her trainees is love of learning” - By Late Malcolm Knowles Father of Adult learning.

“Trainers goal is to help people fall in love with learning”

- By Late Malcolm Knowles Father of Adult learning. Learning / Training should be a Joyful event,

- By Late Malcolm Knowles Father of Adult learning.

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LECTURE INTRODUCTION

Lectures have been used since ancient times as a convenient method of communicating information to a large number of people. Convenience, however, is different from efficiency. Lectures are somewhat like primitive steam engines in that they provide a means of delivery, but one that is not particularly efficient. This is especially true when a lecture is being used to communicate information that people need for job performance. With modern technology, we can improve the efficiency of a steam engine considerably to make it a viable option for motive power. The same applies to lectures, because they too can become more efficient by making use of a better understanding of how people learn and by using visual aids. THE OBJECTIVE OF A LECTURE A lecture is a means of communicating information and can only be used to provide trainees with knowledge only. This means that we need to specify two things in the objective - what the trainees can do after the lecture, and how we are going to check that they can. In other words, the Performance and the Test of Performance Test of Performance

This describes how we will test the trainees’ performance and the criteria to be used. For example, if the objective said trainees can state the four stages of the Systematic Approach to Training the test of this performance would be to require the trainees to state all four stages. ENTRY BEHAVIOUR

- The trainees' existing knowledge and previous learning experience. Awareness of existing knowledge will help you decide where your lecture will start, and the assumptions you can make about previous learning. Awareness of previous learning experiences will also alert you to the trainees' likely attitude and willingness to learn.

Flexibility

Try to build in to your lecture some degree of flexibility. This is difficult with a large group of trainees, but often encouraging some interaction is possible. Trainees appreciate relevant anecdotes and similar means of adding variety and interest. Mature trainees may want to participate by sharing experiences, discussing interesting points in relation to their work, and generally wishing to be treated as equals. The more formalised and structured the lecture becomes, the more difficult you will find it to adapt and cater for these situations, most of which you should encourage. Where possible allow time to check entry behaviour by encouraging trainees to participate and express themselves.

Summary

Start this by summarising the major points of the lecture - the ones you expect the trainees to remember. Depending upon the technique used, inviting questions might be necessary.

You can check whether the trainees have achieved the performance stated in the objective. This can be done formally or informally depending on the objective and entry behaviour of the trainees.

Thanking the trainees can complete the lecture and linking what they have achieved to further learning activities.

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USE OF VISUAL AIDS

Visual Aids are an essential feature of effective communication. Most lectures are improved by using visual aids that we develop as part of preparation for a lecture. Generally, they are worth using to help trainees learn the major points of the lecture; they should:

Attract and Hold Attention

When trainees are listening passively, their attention is easily distracted. An interesting visual aid can attract and hold attention.

Explain Words

If they do not understand a critical word in a sentence, or is misunderstood, not only does the sentence become useless, we weaken the trainee’s belief in the prospect of success.

Illustrate Relationships/Concepts

The saying 'A picture tells a thousand words' holds true. Consolidate Learning

The key points of a lecture can be presented on an overhead projector or recorded on a flipchart or chalkboard.

Research has shown that we take in more information from the sense of sight than we do from listening, in the ratio of something like:

75% Sight 25% Hearing and other senses

Bearing this in mind, it is not surprising that other studies have shown that lectures using visual aids are far more effective for understanding and recall than lectures that do not use visual aids.

Some further observations about visual aids: - They should be simple

- Where possible use pictures and diagrams rather than many words.

- Use colour to give contrast to different major points.

- Where possible prepare visual aids before the lecture (e.g. overhead projector

transparencies and flipcharts) Do not waste valuable learning time during the lecture.

- Use 'formal' visuals (e.g. an overhead projector) for pre-prepared material, and use chalkboards and flipcharts for 'informal' visuals developed during the lecture.

- Ensure all major points of the lecture are presented visually and orally.

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PREPARING LECTURE NOTES

There is no standard format for the notes needed to give a lecture. Some lecturers rely on detailed notes - and many rarely look at them. Some use papers or cards with lists of topic headings as prompts; others rely on their visual aids and use them as prompts; others do not use notes, and however well they lecture one might ask whether their lecture would have been better if they had used them. Some general observations about lecture notes:

- They are there to help you and are therefore personal to you.

- They should be kept as simple as possible.

- They should be easy to read - you might be some distance away from your notes.

- Use colour to ensure we do not miss major points.

- Use sketches to indicate where a visual aid is to be used

- Include a time schedule.

Although your lecture notes are personal to you, there may be occasions when colleagues have to give similar lectures and would probably appreciate reference to your notes. Some training organisations require lecturers to use a standardised format and we attach an example as an appendix.

PERFORMANCE ASSESSMENT

A lecture is rarely the only element in a learning unit or a course. More usually it is used to introduce new information, or start or consolidate other forms of learning. This influences the type of performance assessment used. There are many possible forms of assessment at one extreme are formal written tests, and at the other no assessment whatever. Before deciding the assessment to be used for a lecture, it is worth considering questions such as: - What sort of information are you communicating? If it is based on a body of facts an

objective test might be used, but more complex, conceptual information is difficult to assess in this way.

- How does this lecture link in with other learning? We might develop information and

ideas introduced in the lecture in a succession of learning events. Any interim assessment may hinder this process.

- What are the consequences of trainees failing to achieve the objective? Each lecture

must be considered individually. Sometimes the consequences of failure to learn are important and justify careful testing; often rigorous assessment cannot be justified.

- How are trainees likely to react to assessment? Depending on entry behaviour, some

trainees will expect and may require assessment, others would find it a threatening, demeaning and totally unnecessary experience.

We should state the purpose of the lecture in the 'performance' part of the objective. The second part of the objective, if included, describes how the trainee's achievement is to be measured. Because a lecture is essentially a method of communicating information, it is only this knowledge-based performance that we can measure. This limits assessment to establishing whether trainees can 'describe', 'list', 'state' and so on. Depending on the objective, the

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importance of the lecture, and the trainee's entry behaviour, we can suggest two general approaches to assessment. Learning Out Comes:

1. Prepare the lecture effectively. 2. Prepare lessen plan effectively. 3. Deliver lecture effectively. 4. Use Vision aids while lecturing.

Suggestive Questions:

1. When to use lecture method? 2. List the points to be considered while preparing the lecture? 3. List the Do’s and Don’ts of effective lecture delivery? 4. Any other things you want to do?

Extract T.D.P. Package. “Trainer god is not to sound smart, but To convey ideas in simple, easy to comprehend language”.

- By Late Malcolm Knowles Father of Adult learning. Through Experimentation we evolve. Through stagnation we Die.

- By Liz Willis -

Build people up Do not Knock them down. - By Thomos Harries.

- We learn by helping others learn.

- By Thomos Harries.

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USING GROUP EXERCISE INTRODUCTION

A group exercise establishes common ground around which trainees can learn. Instead of basing their thinking on an abstract theory, trainees can start from their experience in an exercise and build up to a principle or a theory.

WHAT IS A GROUP EXERCISE?

A group of managers on a course is given the task of counting the number of pebbles in a square metre of beach; or to build a tall tower using only A4 sheets of paper and a stapler; or to invent a new game using a pack of playing cards. These are all examples of possible group exercises used in training mature and experienced managers. The purpose in the mind of the trainer might be to develop good group working relationships.

Clearly the approach is a very different one from starting with a lecture about the views of a distinguished theorist. The major differences are that:

a) The trainees are given something active to do, and

b) That their learning is developed from their experience in performing that activity.

A group exercise is a kind of simulation. It is a substitute task, one intended to simulate in a simplified form a situation that the trainees could face at work. We can define a group exercise as a learning event in which selected parts of a physical and/or social situation are either reduced in size and complexity or simulated, so that we can recreate essential elements for learning purposes.

WHY USE GROUP EXERCISES FOR TRAINING?

To those unaccustomed to training practices, group exercises may be a curious method of training. It might be asked why simple tasks should be used, or activities apparently unrelated to what people do at work. It might seem more appropriate, for example, to use a case study containing a description of a situation similar to one the trainees would face in their work, rather than ask them to participate in, for example, competitions and paper folding tasks. However, the reasons for using group exercises are:

To give practice and experience through substitute tasks

Real life situations from the working environment are often too complex for the underlying principles about the behaviour used by participants to emerge clearly. In real life there are all kinds of procedures, practices, technical considerations etc. which affect what is done. Group exercises strip away most of these factors to enable trainees to see more clearly the principles underlying their behaviour.

To focus on PROCESS rather than CONTENT

The simpler the task is, (i.e. the content) the better. Because of the simplicity of the task attention can more easily be focused on the behaviour of the participants - the process. There is a danger that if we too closely relate the task to real life, the participants will give so much attention to its technical content that little learning about the process will take place.

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To relate the group's behaviour to general principles The basis of the discussion that follows a group exercise is the behaviour of the group - what the participants said or did, or the way it was said or done. We then relate this to general principles. This approach generally has greater impact, and more learning takes place than would occur if we adopted the alternative approach, i.e. explaining the general principles or theories first, and then attempting to put them into practice.

To reduce risk and 'save face'

Experimenting with behaviour in the real life situation often involves an unacceptable degree of risk. Group exercises, on the other hand, enable the trainer to use what trainees actually say or do as the basis of discussion in a non-threatening situation. While if trainees feel threatened by the situation they face in an exercise, or their behaviour is shown up as inappropriate, they can "save face" because the task is not a significant or real one in work terms. A business executive need not feel any sense of failure because he or she failed to build a tall tower made of sheets of paper and staples!

SOME SUBJECT AREAS FOR GROUP EXERCISES

Group exercises are generally used for studying and developing interpersonal skills. The skills involved include the following:

Leadership

Communications

Motivation

Negotiation

Problem-solving

Decision-making

Working in groups

Team building Contributing to Meetings

SELECTING AND USING A GROUP EXERCISE

Some do's and don'ts are suggested below to help in making group exercises as effective as possible.

As the trainer, you should:

* Make sure that you are thoroughly familiar with the subject matter. Flexibility is needed

to adapt the discussion of the material to what actually happens in the exercise, while making sure that the main points it was intended to bring out are covered.

* Make sure that the exercise is appropriate to the objectives of the learning unit and to the

abilities and attitudes of the trainees.

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* Consider whether there is a need to adapt, restructure, rewrite or modify a generally suitable exercise, so that it fits the objectives or the needs of the particular group.

* Make sure that you are thoroughly familiar with the procedure for conducting the exercise.

* Consider the various possible outcomes and relate these to the subsequent discussion of

what has been learnt.

* Plan the discussion. We must allow time for a thorough analysis of what happened in the exercise and its implications. Remember that this is more important than the exercise itself. The exercise is only the means of producing the material to be analysed and discussed. It will have limited value unless the issues arising from it are fully explored with the group.

As the trainer you should not:

* Use group exercises merely

- to fill in time - to provide variety - to 'see what happens' - because you like using them

* Use an exercise in the same way for all groups and irrespective of the objectives of the training.

* Structure the discussion in a pre-determined way, irrespective of what happened during

the exercise. CONSIDER

What detailed arrangements will be necessary to conduct the exercise?

. For example:

- What materials are required?

- What accommodation is required?

- How many participants will there be?

- Can all participants be allocated a role in the exercise?

- How are the participants likely to behave in the exercise?

- How much time will be needed to conduct the exercise and discuss it?

- What are the possible learning outcomes?

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PLAN

Consider the following points:

Trainee Activity What each trainee's role will be in the exercise.

Time How much time to allocate to each part of the exercise (remember that we must allow sufficient time for the discussion afterwards)

Trainer Activity What role you will play during the exercise Learning Aids Will we require any learning aids during the exercise or in the

discussion afterwards?

Sequence of Events How will the exercise be introduced?

Does the topic need to be introduced with a mini-lecture?

Does the exercise need to be presented in distinct stages?

What kind of information for discussion is the exercise likely to

produce? Does that information need to be arranged in distinct stages? CONDUCTING THE GROUP EXERCISE

You should consider the following points: Relate to Objectives

You, and the participants, can easily get so involved in an exercise that its purpose as part of the learning process is forgotten. You should remember throughout the exercise what the objectives are in using it, and stick to them.

Plan and Prepare Thoroughly

Make sure that all the administrative details of the exercise are arranged beforehand. Consider also a variety of possible outcomes of the exercise. How can you relate these to the purpose of the exercise and of the learning unit as a whole? All the points you wish to discuss may not emerge from a particular run-through of the exercise: you may need to discuss other possible outcomes. What lines will the discussion follow afterwards, to cover the learning points?

Plan for Contingencies

The exercise may take more or less time than anticipated or have a different outcome.

Having alternative material or activities available and ready to be presented is prudent, e.g. for groups that are more/less advanced than the average. Check where we can make changes to the timetable if that should be necessary.

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Check Knowledge

As the use of group exercises becomes more common, it is possible that some trainees may already know or have done the exercise. Usually this does not matter, but with some exercises the impact can be ruined if someone in the group already knows how to solve the problem or analyse the situation.

Brief Participants

Explain the procedure and make sure that all participants understand their roles in the exercise before starting. This may involve:

- Stating the objectives clearly and concisely

- In some cases giving an overview of the subject matter first

- Describing the procedure for the exercise

- Explaining the trainer's role during the exercise

- Explaining why this method of training is being used.

In briefing the group, keep the desired outcomes in mind. However, we should not overload the participants with instructions. Where possible, giving instruction in small amounts at appropriate stages of the exercise is better. Check that the briefing is understood.

Watch Observers

If the exercise involves some participants acting as observers rather than being directly involved in the task, make sure that they do not interfere with the process. They may be tempted to get involved in the task or to give help and advice to participants. Make sure that they stick to their allotted role of observing the process.

Collect Information

You should observe the process and make notes, even if we have appointed observers, so that comments afterwards can be related to what happened in the exercise. You can then add to the observers' comments if they have failed to observe some important points.

We should ask that the observers and participants comment on and discuss what happened before you make any comments. They will have comments to make and need to be given the opportunity. Also, you will need to concentrate on leading the discussion away from the specific outcomes of the exercise and on to general principles.

Discuss Issues

Participants should not be left to draw their own conclusions. The exercise should be the source of topics for discussion rather than the context of learning by itself.

Discussion of the issues should normally involve three stages:

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ADVANTAGES OF GROUP EXERCISES

We can summarise the advantages of using group exercises in training as follows:

- They provide for trainee-centred learning

- They provide a common experience, shared by all members of the learning group

- Exercises can be designed/selected/modified to fit the objective of a learning unit and as a major contributor to a learning event

- All participants can be actively involved and their attention and motivation are therefore

more easily maintained

- They minimise the effects of different entry behaviours

- The trainer acts as a coach/mentor. Freed from the role of a direct instructor, he or she can supervise, observe, question and provide feedback

- Exercises enable complex interpersonal skills to be practised

- They can be used to modify attitudes and to develop knowledge and skills

DISADVANTAGES OF GROUP EXERCISES

The main disadvantages of group exercises are that:

- They require careful preparation and planning to be effective - The outcome varies from one group to another and is difficult to predict - What individuals learn depends on their own level of involvement, their ability to relate

what happens in the exercise to their existing knowledge, skills and attitudes and their ability to relate very specific experience to general principles

- The success of group exercises is very dependent on the attitudes and expectations of trainees. They may expect the trainer to "teach" them (i.e. to be the sole source of information and advice). Therefore, they may regard an exercise as light relief or fun, rather than as a serious method for helping them to learn.

Learning Out comes:

1. Plan the Group Exercise. 2. Select the Group Exercise as method. 3. Conduct Group Exercise effectively. 4. Analyse the Group exercise effectively.

Suggestive Questions: 1. What is Group Exercise? 2. When can we use? 3. What are the advantage and Disadvantage of this method? 4. Any other thing you want to do? Training is more than knowing something New.

- By Craig Eric.

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GROUP DISCUSSION METHOD

INTRODUCTION

As the trainer, responsible for helping others to learn, you may not always be the subject matter expert. Sometimes your learners may know as much as you, or have as much or more experience than you on certain topics. Often you will be helping highly experienced, mature, people who are more likely to respond to an organised exchange of ideas and opinions, rather than to 'being told' or taught. In such a situation you may choose a method that facilitates learning by experience sharing and cross fertilisation of ideas. The Glossary of Training Terms defines the discussion method as:

‘A training technique in which the learning derives principally from the participants themselves rather than from an instructor’

Discussion as a method should not be used to 'teach' knowledge new to the learners. It

should be used more for sharing experience, encouraging and developing thinking, modifying attitudes and getting commitment. A discussion for training purposes allows individuals to express their concerns and ideas, and to build upon and develop the ideas of group members. We use the method to continue a learning process started by other training methods, such as case studies and group. The purpose of the discussion may be to: * Share views * Collect and generate ideas * Obtain reactions and agreement.

* Develop team work * Solve problems

* Develop decision-making skills

* Change attitudes

* Consider practical application of theory * Develop evaluative and synthesising skills

* Stimulate motivation and commitment

To be effective, discussions must allow every member of the group to contribute. This means that there is a limit to the number of people who can participate in a discussion. Between eight and twelve participants is about the optimum number for effective learning. If there are more members, a discussion may be unwieldy, and if there is less they may not stimulate sufficient ideas for a useful discussion.

The discussion begins with a brief introduction from the leader. This should settle the group, establish the topic for discussion, and stimulate interest and willingness to participate in the discussion. We should plan the introduction before the discussion.

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After the introduction, the group need a thought-provoking and demanding question that will make them think and want to contribute. We call such a question a Key Question. The first Key Question is critical to the success of the discussion. It needs to be considered beforehand and carefully prepared to: * Introduce the subject. * Explain the purpose and reason for the discussion

* Link the discussion to prior learning experiences

* State the objective, if appropriate.

At the end of the discussion the discussion leader should summarise what has come out of the contributions and the conclusions reached, if any. Summarising it between Key Questions to consolidate may also be helpful and clarify what has been said and to lead into the next Key Question. This is a matter of judgement and will depend on the circumstances. Sometimes, for example, a group member will make a statement that summarises several earlier contributions: a summary from the leader is then unnecessary.

PREPARING TO LEAD A DISCUSSION

As with all learning events, preparation is important. The better the preparation the more confident you can feel as the discussion leader. Also, the more learning is likely to take place for your learners.

You should undertake the following in preparing for a discussion:

* Set an objective * Analyse the topic * Consider the group * Identify and prepare Key Questions * Prepare an introduction * Decide if any other resources would be helpful, eg. a flipchart * Organise physical arrangements

We should not take these activities in strict order because decisions about one of them may influence others.

Prepare an Introduction

An important role for a discussion leader is to get the discussion going by means of an introduction. We require a delicate balance between a comprehensive introduction that switches the group off and a short one that leaves them puzzled. When preparing an introduction you should aim for brevity and consider covering the following: * State the topic to be discussed

* State the purpose of discussion * Outline limits to topic and timing * Set the scene * Establish links with the experience of the group * Bring everyone to a common starting point

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* Arouse interest * Prepare the group to contribute * Lead up to first Key Question.

While the list is long, many items can be included very briefly and often grouped together. The introduction should reassure group members that they have something to say, encourage them to say it and listen to what others have to say.

Organise Physical Arrangements The layout is extremely important because it can affect the discussion. The seating arrangements need to allow participants to see each other clearly and comfortably. Discussion is very difficult to maintain without eye contact between participants. The discussion leader needs to be seated as part of the group so as not to dominate the discussion and prevent interactions between other group members. The most participative arrangement is the circular table or square table, as shown below in Figure 2.

Leader

The "U" formation, shown, below in Figure 3 places the leader in a more obvious position of power but retains easy contact among all members of the group. It is also a convenient layout for other training methods so can be used without major furniture shifting.

Leader

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During its early stages a discussion may go 'through the chair' where every contribution is addressed to the leader. The leader responds and then someone else is brought into the discussion. This tends to reflect dominance by the discussion leader. It only takes a few questions nominating individuals to reply for the whole group to sit back and wait for 'their turn'. On occasions such discussions can suddenly 'take off'; without warning group members are talking directly to each other and exploring their views. Debate and disagreement between members is to be welcomed because, well directed and controlled it helps learning.

To avoid discussions 'through the chair' you should address Key Questions to the whole group. Contributions addressed to you should be passed on immediately to another group member for elaboration or comment. Your physical presence should not dominate the group either through position or posture. During the discussion you should manage a fragile relationship between members of the group,

and between them and you. The intention should be to generate effective learning, not conflict, dissent or alienation: aim to generate 'light' rather than 'heat'. We can identify two factors that, well managed, will significantly increase the effectiveness of a discussion; we illustrate them in Figure 4, below.

Increasing Effectiveness

Quality of Qustions THE ROLE OF THE LEADER

The primary purpose of the discussion is to enable participants to learn from each other. The discussion leader should be:

* Impartial in responding to group members.

* Supportive to the group and encouraging contributions.

* Managing the discussion within time constraints.

* Not seen as the centre of attention.

* A member of the group.

* Prepared to learn as much as any other member of the group.

* Stimulating the group to explore the topic in depth.

GroupBehaviour

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The essential feature of your role is to serve the learning needs of group members. You can do this by asking questions to clarify members' understanding and to challenge assumptions, and by summarising the contributions and conclusions reached in the group to help them achieve the learning objective.

This may appear to make the discussion leader's role more passive than the role of presenting new information in a lecture. The role is, in fact, very demanding and active; attentive listening and a quick grasp of what is being said are essential. In a discussion, differences in entry behaviour become far more apparent as the people in the group become equal partners; you have to create a learning event that will lead to a full discussion of the subject and the realisation of the objective for the discussion. Learning Out comes:

1. Structure the Discussion. 2. List Advantage and Disadvantages. 3. Use the discussion as method in training.

Suggestive Questions:

1. Why group Discussion? 2. When we can Conducting discussion? 3. How to Conduct of discussion? 4. Any other things you want to do?

Extract T.D.P. Package.

Training, it appeared, was not something we could deliver like milk and expect people to consume spontaneously”.

- By Craig Eric.

An Environment that encourage people to believe, that they are capable of learning and change at all ages is essential to life long adaptation.

- By Craig Eric.