TNAAMity.ppt
- 1. FUNDAMENTALS OF TRAINING AND DEVELOPMENT
- 2. 2 MODULE II • Establishing objectives, • training need assessment, • designing the programs, • administrative aspects of training program, • Participation of management in Training, • Actual and after Training Activities, • Budgeting of Training trainers and training styles Designing And Implementing A Training Program: Trainer Identification, • Methods and Techniques Of Training, • Designing A Training Module , Handling absenteeism in training, • Linking ROI concepts to organizational requirements
- 3. 3 TRAINING PROGRAMME ASSESSING TRAINING NEEDS JOB Present performance Desired performance GAP DESIGN (TRAINING OBJECTIVE & POLICY) DEVELOPING TRAINING PROGRAMME IMPLEMENTING THE TRAINING EVALUATION & FOLLOW-UP Evaluation Criteria Feedback & Revision PERFORMANCE TRY OUT
- 4. • PART I : TNA 4
- 5. 5 Phase 1: Needs Assessment for Training • Training needs can be identified from the following: a) Underperformance by subordinates b) Low Output c) Lack of initiativeness and bad decisions d) Introduction of new working methods e) Any change related to the organisation. • Training needs are identified on the basis of organizational analysis, job analysis and person analysis. Training programme, training methods and course content are to be planned on the basis of training needs.
- 6. 6 Need Assessment • ORGANIZATIONAL ANALYSIS • TASK(Job) ANALYSIS • PERSON ANALYSIS Detailed analysis of the structure, objectives, environment, strategies, and resources to determine the needs of the organisation. …Detailed examination of operations, duties , responsibilities , kind and type of job. Focus on individual's abilities, performance, knowledge, and skills in order to determine who needs training. Mc Ghee and Thayer has proposed a model for identifying Training needs
- 7. 7 Determining if Training Is Needed
- 8. 8 Training Need Analysis TNA provides a benchmark (pre-measure) of the skills trainees possess prior to training. This benchmark can be compared to a measure of the skills acquired in training (post-measure). With pre and post measures, it is possible to demonstrate the cost savings or value added as a result of training.
- 9. 9 A TNA is important because it helps to determine whether a deficiency can be corrected through training. There are other benefits: • Trainers may be informed about the broader needs of trainees; • Trainers can pitch their course inputs closer to the specific needs of the trainees • Assessment makes training department more accountable and more clearly linked to other human resource activities.
- 10. 10 Consequences of absence of training need assessment • Loss of business • Constraints on business development • Higher labour turnover • Poorer quality • Increased overtime working • Higher rates of pay-overtime premiums etc. • Higher recruitment costs, including advertising, time and incentives
- 11. 11 • Pressure on job evaluation schemes, grading structures, payment systems and career structures • Additional retention costs in terms of flexible working time, job sharing, part time working, shift working etc. • Need for job redesign and revision of job specifications • Higher training costs.
- 12. 12 Initiatives when performance discrepancy is identified Performance discrepancy Is it worth fixing KSA deficiency Reward/punishment incongruence Inadequate feedback Obstacles in the system Choose Appropriate remedy Change contingencies Proper feedback Remove obstacles Job aid Training
- 13. 13 Sources for locating performance discrepancies 1. Organizational goals, objectives and budgets 2. Labour inventory 3. Organizational climate • Labor management data (strikes, lockouts) • Grievances • Turnover • Absenteeism • Productivity • Accidents • Employee behaviour
- 14. 14 4. Analysis of efficiency • Costs of labor • Costs of material • Quality of product • Equipment utilization • Costs of distribution • Waste • Late deliveries • repairs
- 15. 15 5. Changes in the system 6. Exit interviews 7. MBO or work planning and review systems
- 16. 16 Phase 2: Designing the training programme Who are the Trainees Who are the Trainers Duration of the Training Prog. What Should be the level of training Where to conduct the programme Method of Training (on the job/off the job) Who are the Trainees Who are the Trainers What Should be the level of training Where to conduct the programme After identifying training needs , Training Programme should be prepared to meet those needs. It is a type of a plan which contains Type & no. of employees to be trained
- 17. Conceptualizing and Designing the Training Programme Using the results of the training needs analysis, we should be able to carefully design a training programme in consultation with resource persons. In designing the programme, our collaboration and discussion should result in a programme that has realistic objectives and outcomes leading to the satisfaction of the trainees’ needs that we have identified. The training design should include the following: • Overall and specific objectives • The title of the training programme • Topical areas or content • Activities/strategies/processes • Selection of resource persons • Target participants • Duration and venue of training • Resources needed (human, financial, materials and equipment, facilities)
- 18. 2.1 Objectives of the training • The overall objectives of the training should state what we expect the training programme to achieve in terms of the final outcomes. • These overall objectives can be broken down into more specific ones. The latter provide a sense of direction for the attainment of the expected outcomes. • The specific objectives should be stated clearly and according to order of priority. They should also be stated in the form of learning objectives that match the expected competencies to be acquired by participants. • These objectives must be specific, measurable, achievable, results-oriented and time-bound (SMART).
- 19. 2.2 The title of the training programme The title of the training programme should be catchy and easy to translate and to remember. It should be clear, simple and short, but at the same time cover all the essential parts of the training programme. 19
- 20. 2.3 Topical areas or content The content or the topical areas to be included in the training programme should be based on the results of the training needs assessment. These topics should reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas where these competencies will be used. The content areas should be able to bridge the gap between what is and what ought to be.
- 21. 2.4 Activities/strategies/processes The activities and training strategies specified in the training design should be flexible and easily adaptable to suit the various learning styles of the participants. Some effective training strategies include brainstorming, group discussion, and role- play 21
- 22. 2.5 Selection of resource persons The selection of resource persons should be based on criteria developed specifically for the training programme. These criteria should specify • area of expertise, • degree of experience, • availability, • interpersonal skills, • and willingness to conform to the terms and conditions stipulated in the resource person’s contract. 22
- 23. 2.6 Selection of target participants In most cases, the participants in training programmes have already been selected because they were the subjects of the pre-training needs assessment exercise. The reason for the training programme is to address the identified needs of these particular individuals. In cases where training programmes are conducted to comply with the requirements of a special community project, the selection of trainees should be based on criteria These criteria should specify entry level in terms of prior knowledge, exposure and experience, age, gender, state of health, and willingness to participate. developed for the specific training programme. Selection of trainees should be done collaboratively with the organizations that will use the services of the trainees.
- 24. 2.7 Duration of the training programme In deciding the length or duration of the training programme, we need to consider the following: • objectives of the training • nature and number of topics to be covered • number of participants • time required for presentations, group work and field visits • travel time and weather conditions • cultural and religious factors • time required for discussions, interaction, reflection and relaxation 24
- 25. 2.8 Selection of venue The place for training is crucial for the achievement of the training programme’s objectives. • The price charged is reasonable. • The site is accessible to everyone. • There are adequate chairs and tables, which can be arranged in a suitable • manner. • Equipment and facilities (multimedia projector, overhead projector, flip • charts, microphones, telephones and other technology) are sufficient and • functioning. • There are enough spacious, clean and well-ventilated rooms for both the • There are clean washrooms and drinking facilities. It is important that after the selection of a training venue we make proper arrangements with the management to finalize a contract or agreement..
- 26. 2.9 Resources needed In conducting a training programme, we must make sure that we have the right kinds of resources: human resources, financial resources, materials/ equipment and facilities. Before beginning training, we have to ask ourselves the following questions: Do I have the right people? Do I have adequate funding? Do I have the appropriate facilities and equipment? If the answer to all these questions is “yes,” and if resources have been specified in the training design, then we can undertake the training as planned.
- 27. 2.10 Expected outcomes Before any training programme begins, we have to clearly define the expected outcomes of the training. In general, expected outcomes are stated in terms of the attainment of learning objectives indicating the acquisition of the necessary knowledge, skills, attitudes and values imparted by the training programme. In addition, we also have to decide beforehand on the mechanisms for measuring these outcomes, which are part of the evaluation of training. 27
- 28. Phase 3. Other Administrative Aspects 3.1 Sending invitations • Invitations to the participants and resource persons should be sent at least one month in advance. This gives them time to prepare and make the necessary arrangements. • The invitation should contain important information such as the title of the training programme, objectives, dates, venue (with a site map or directions), and what participants can expect. • If possible, the tentative programme of activities should be provided to the participants in advance. • The invitation should also indicate who bears the costs of transportation, food, lodging and other incidental expenses. • The invitation should also request confirmation by the participants and resource persons. Thus if a resource person cannot come, can look for a replacement or take some alternative action.
- 29. 3.2 Training materials • Printed materials for the training programme should be reproduced ahead of time. • If possible, should coordinate with the resource persons and ask if they have handouts for their sessions. If they do, these materials should be reproduced for dissemination during the training. • Try to prepare a press release to provide information to the public. The contents of the press release should highlight the objectives of the programme and the benefits that trainees will obtain from participation. 29
- 30. 3.3 Field visit a field trip for the participants can be organised, so that they have an opportunity to observe activities related to the training they are receiving. However, planning such a visit should be well in advance and collaborated with hosts in the planning so that the trainees receive the utmost benefit from the event.
- 31. 3.4 Planning financial and physical resources and materials estimate the amount of money needed to cover the expenses related to the operation of the training programme. The budget is usually broken down into different items to ensure the all possible expenditures is taken into account: • Fees/honoraria for trainers, resource persons • Travel expenses • Board and lodging (venue and food) • Communication costs • Translation /interpreting fees (if necessary) • Cost of supplies and materials • Contingencies 31
- 32. 3.5 Planning for cultural diversity In planning the training programme we should take into consideration the cultural, religious and gender characteristics of the prospective participants. These factors may have a bearing on the success of the programme (for example, the type of food to be served). We might want to use certain forms of cultural expression to enrich the content of the training workshop (e.g., songs, dances, skits). We also have to be aware of gender issues. There should always be a balance between men and women in the training activities, both in terms of facilitators and participants. This process can promote gender equality.
- 33. PART II. Conducting Training
- 34. Phase 1. Management In conducting a training programme, there should always be proper and systematic management to ensure the attainment of its objectives. 1.1 Registration This activity is used to keep a record of the persons who participated in the training. It also helps us to identify who attended the training, where they are from, and how they can be contacted. If participants receive certificates after completing training, the registration form can be used for putting the correct participant names on the certificates. The record is also useful for contacting people in regard to follow-up activities in the future.
- 35. 1.2 Logistics Necessary information about the training programme site and environments, including available services, food and travel arrangements, should be provided for the convenience of resource persons and trainees. Training materials, resource handouts, folders, notebooks and pencils should also be prepared and distributed to participants at registration. 35
- 36. 1.3 Documentation To keep record of the highlights of the training, we should assign reporters to document the training proceedings, particularly the points raised by resource persons and participants. These notes can later be printed and distributed to the participants. If possible, a draft of the entire training process should be distributed to the participants at the end of the training programme.
- 37. 1.4 Certificates of participation To make the training participants feel that they have accomplished something of significance, we should prepare a certificate for each participant that authenticates his/her achievement. If possible, the participants should receive their certificates directly from the hands of a high-ranking official or representative. 37
- 38. Phase 2. Actual Training Activities 2.1 Opening session • The opening session marks the official beginning of the training programme. • However, not all training programmes have opening ceremonies. Whether there is such a session or not depends on the purpose of the programme, the target participants and the size of the group being trained. • Sometimes we can have a short informal opening to avoid the formal ritual procedures that may unnecessarily delay the commencement of actual training.
- 39. 2.2 Orientation and objectives of the training This introductory session is meant to provide the participants with clear understanding of the training objectives, the training procedures and approaches. The information provided will let trainees know what to expect from training and what kinds of activities they will be involved in. 39
- 40. 2.3 Introducing participants A resource person or trainer sometimes finds that knowing something about each trainee’s background is helpful for conducting the training effectively. If the number of trainees is small, the participants can introduce themselves to the group. However, if the training group is large, this activity will take too much time and should be avoided. .
- 41. 2.4 Understanding the background of the participants Nevertheless, it is useful for the trainers to understand the background and capability of the participants. During the training, the trainers may need to assign some more competent trainees to assist the others. The registration form is a very good tool to generate information about the participants 41
- 42. 2.5 Time management • Most of the training, experience at least one training session whose length exceeds the time designated in the prepared schedule. • Management should inform resource persons and trainers of the time allocated for each session. • Time management is necessary to avoid problems resulting from events falling behind schedule and out of sequence. • Perhaps a trainer or staff member can be assigned to be “facilitator” or “officer of the day” specifically to manage the time. 42
- 43. 2.6 Training facilitation • This activity consists of providing assistance to the resource persons and trainers to make sure events flow smoothly and occur on time. • Thus materials must always be available when needed and equipment must work at all times. • The resource persons and trainers are ultimately responsible for facilitating their sessions properly by providing the necessary inputs. • They should not simply lecture but provide opportunities for the trainees to participate and interact during the sessions. • They should also be responsive to trainees’ needs and requests throughout training.
- 44. 2.7 Time to recap and to reflect • At times trainees may not be able to comprehend or internalize the content of a training session during the actual period that it occurs. • Thus it is recommended that the trainer assign groups of participants to take turns in briefly summarizing the highlights of the material covered during the previous day or session. • Trainer should also allow the participants some time to reflect on what they have learned from the training. 44
- 45. 2.8 Icebreaking and energizing activities • At training programmes where trainees are mostly strangers to one another, sometimes the participants may be rather reserved and unwilling to actively participate. • To break the ice, the trainer needs to organize some activities to make the trainees feel more relaxed and comfortable with their fellow participants. • Similarly, sometimes the participants may feel sleepy and inactive, especially right after lunch. In such cases, the trainer should organize a movement activity (energizer) to keep them awake and at the same time relaxed
- 46. 2.9 Team-building activities • In a training session where the trainees have to work together in order to complete a task, the trainer may consider organizing a team-building activity. • This activity will help make them feel comfortable with each other so that they can work together as a team. • Such activities may be in the form of games, songs or skits that require the trainees to form a group and work together in order to get something done. 46
- 47. 2.10 Field visit • So that trainees can see examples of some of the things they are learning about during training, a field visit to a relevant site should be arranged such as a community learning center or farm. • Trainees should also be briefed with information about the places they will visit and persons they will meet. • It is a good idea for the trainer to prepare some key questions or issues to guide the observations of the participants. • After the field trip, there should be a short session for trainees to discuss and reflect on what they have observed and learned. 47
- 48. 2.11 Preparation of action plans • To ensure that in the future trainees will apply what they have learned from training, the trainer may request them to form small groups in order to prepare sample action plans. • Usually trainees who come from the same country, region or district form groups in order to complete this task. • Each action plan should be photocopied so that both the training organizers and the participants have copies.
- 49. 2.12 Training evaluation • There are many ways to evaluate the effectiveness of a training programme. The most common is to use an evaluation instrument that we prepare ourselves. • It should provide an opportunity for participants to make additional comments, remarks or suggestions that they consider useful for the training organization or participants. • The results of the evaluation can serve as a basis for further improving the design of future training programmes. 49
- 50. 2.13 Closing • The training programme may close formally or informally depending on the type of programme and number of participants. • During the closing session the participants can receive their certificates. • They can also pledge their commitment to put into practice what they have learned once they return home. 50
- 51. Part III. After Training
- 52. 1. Debriefing the Trainer or Training Team • Here a meeting should be done to discuss the overall outcomes, strengths and weaknesses of the training programme and to share the insights arising from the experience. • conclusions may serve as a basis for improving future training programmes in regard to the following areas: o Content o Strategies o Performance of training staff and resource persons o Venue and time frame o Equipment and facilities
- 53. 2. Publication and Dissemination of the Training Report to All Concerned All key persons and participants (organizers, funders, trainers, resource persons) who are responsible directly or indirectly for the organization and conducting of training programmes should be provided with a comprehensive report of the training workshop that just occurred. This document can serve as a basis for future decision and policy making 53
- 54. The report may include the following: • executive summary • training objectives • number and type of participants • highlights, along with photographs • issues/concerns/problems • recommendations/suggestions • recapitulation (summary) • evaluation results A separate document that summarizes the training activities and processes, daily recapitulation, issues/concerns/problems, and future actions should be distributed to all participants. In addition, they should receive all of the training materials (handouts, etc.) and a directory of participants, if these were not available during the training period. 3. Financial Report This document provides comprehensive information regarding the actual expenses incurred by the training programme. We need to make sure that we also include the official receipts along with the report.
- 55. 4. “Thank you” Letters The letters should acknowledge the valuable inputs and contributions made by the resource persons and other very important personages (VIPs) invited to grace the training programme. 5. Follow-up Activities Training is not an end in itself. We should undertake the following activities to ensure that the people receiving training have really benefited from what they have learned: • Monitor the implementation of action plans prepared by the trainees during training: (a) require a periodic report from trainees about what they are doing (b) gather feedback from their direct supervisors and other stakeholders (c) conduct spot checks or site visits to validate information provided by the trainees and official feedback • Provide refresher courses to further strengthen the capabilities of the trainees. • Coordinate with local officials to get their commitment to and support for post-training activities (if necessary). • Use information communication technology (ICT) for coordinating/ networking with local officials and other stakeholders. This activity can also facilitate the sharing and updating of information regarding new trends and developments in the field of non-formal education and literacy.
- 56. 56 Preparation of Training Design Who • The designer’s knowledge and skills related to instructional design • The designer’s knowledge of the training subject matter • The size and complexity of the target training group • The designer’s and client’s track record for sticking to plans
- 57. 57 What • The number of instruction modules • The elements included in the training materials • The client’s or organization’s expectations regarding packaging • What is considered final product
- 58. 58 How • Data collection • The designer’s interaction with the client • The client’s level of involvement • The program’s degree of interactivity
- 59. 59 Trainers • Preparation – as a trainer one needs to arrive early enough to make it sure everything is in order (seating arrangements, materials). • The beginning of training – small talk with individual trainees before the session helps make them comfortable, starting on time.
- 60. 60 • Setting the tone – the podium, dress. • Listening and questioning – what differentiates the good from the average or poor trainer are their listening and questioning skills. • Providing instructions – it is important to provide clear instructions with each exercise you plan to use.
- 61. 61 Dealing with different trainees A successful trainer needs to understand how to deal with the various types of trainees s/he might encounter. • Quiet trainee • Talkative trainee • Angry trainee
- 62. 62 Who are the trainers • Immediate supervisors • Co workers • Members of the personnel staff • Specialists in other parts of the company • Outside consultants • Industry associations • Faculty members at university
- 63. 63 Management Development Programme “Any activity designed to improve the performance of existing managers and to provide for a planned growth of managers to meet future organizational requirements is management development.”
- 64. 64 Assumptions • Management development is a continuous process as there is no limit for learning to occur. • It is based on the assumption that there, always exist a gap between an individual’s performance and his potential for the performance. • Development involves stresses and strains.
- 65. 65 • It requires clear setting of goals i.e., what, how, and the time frame. • Management development requires conducive environment which should be encouraging and stimulating with continuous feedback.
- 67. Training Methods
- 68. 1. On-the-job Methods: refer to methods that are applied in the workplace where the employee is actually working. It can either be within the organization itself or in the field. The individual train him/herself through firsthand experience of carrying out the assigned tasks and coping with problems and difficulties. Almost all employees are exposed to some form of on the job training after an initial job orientation.
- 69. 2. Off-the-job Methods: off the job methods are used away from workplaces. Training techniques represent the medium of imparting skills and knowledge to employees.
- 70. Factors affecting the choice of a training method : Age, gender, or level of education of the trainees Learning styles of the trainees Number of trainees Budget Trainer's skills and training style
- 71. 71 METHODS OF TRAINING ON-THE JOB • ORIENTATION TRG. • JOB-INSTRUCTION • PROGRAMMED INSTRUCTIONS/CAI • APPRENTICESHIP • JOB ROTATION • COACHING • MENTORING/UNDERSTUDY • INTERNSHIP AND ASSISTANTSHIP • COMMITTEE ASSIGNMENTS OFF-THE JOB • VESTIBULE • LECTURES • AUDIO-VISUALS • CONFERENCE • DISCUSSION • CASE STUDY • ROLE PLAY • SIMULATION • LABORATORY TRG./SENSITIVITY TRG./T- GROUPS. • E-LEARNING.
- 72. 72 1. Job Instruction Training: The JIT method is a four-step instructional process: a. The trainee receives an overview of the job, its purpose and its desired outcomes, with a clear focus on the relevance of training. b. The trainer demonstrate the job in order to give the employee a model to copy. The trainer show a right way to handle the job. c . Next, the employee is permitted to copy the trainer’s way. Demonstrations by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job. d. Finally, the employee does the job independently without supervision.
- 73. 73 Programmed Instruction (PI) • This is a method where training is offered without the intervention of a trainer. PI involves: a. Presenting questions, facts, or problems to the learner in a book form . b. Allowing the person to respond. c. Providing feedback on the accuracy of his/her answers. d. If the answers are correct, the learner proceeds to the next block. If not, she/he repeats the same.
- 74. 74 Apprenticeship Training: • It is a method of training in crafts, trades and technical areas. Theory and practicals are combined. Technicians and Craft workers such as plumbers, carpenters, electricians, machinists etc. are trained through formal apprenticeship programmes. • During this period ,each trainee is paid certain amount of stipend and he is assigned job for a schedule which is predetermined. .
- 75. • Assistantship and internship are similar to apprenticeship because they also demand high level of participation from the trainee. • An Internship is a kind of on-the-job training that combines job training with classroom instruction in schools, colleges or universities 75
- 76. 76 Coaching Coaching is a kind of daily training and feedback given to employees by immediate supervisors. In Coaching, the supervisor • explains things and answers questions; • he throws light on why things are done the way they are; • he offers a model for trainees to copy; • conducts lot of decision making meetings with trainees; • procedures are agreed upon and the trainee is given enough authority to make decisions and even commit mistakes.
- 77. Mentoring /Understudy • It is a relationship in which a senior manager in an organisation assumes responsibility for grooming a junior person. • Technical, Interpersonal and political skills are conveyed from a more experienced person. • The Junior person can be promoted or given authority and responsibility to work like his senior in his absence /leaving the organisation 77
- 78. Job Rotation • The kind of training involves the movement of trainee from one job to another. • This will help him to have general understanding of how the Organisation functions. • Greater understanding of different functional areas • Relieves boredom and monotony of work • The cross trained employee provide great amount of flexibility to the organisation 78
- 79. Committee Assignments • In this method the trainees are asked to solve an actual Organisational problem • The trainees have to work together and offer solution to the problem • Develop team spirit and work unitedly towards common goal 79
- 80. 80 OFF-THE-JOB METHODS 1. Simulation • It is an attempt to create a realistic decision-making environment for the trainee. • Simulations present likely problem situations and decision alternatives to the trainees. • A simulator is any kind of equipment or technique that duplicates nearly as possible the actual conditions encountered on the job. • Activities in the organisation may be simulated and the trainee may be asked to make a decision in support to those activities.
- 81. 81 • The most common methods of Simulations are : Vestibule, Case study, Role playing, Management Games, and In-basket exercises I. Vestibule Training: utilizes equipment which closely resemble the actual ones used on the job. The training takes place away from the workplace. A special area of room is set aside from the main production area and is equipped with similar furnishings and machineries and trainee is permitted to learn II. Case Study: is a written description of an actual situation in business which provokes, in the reader, the need to decide what is going on, what the situation really is or what the problems are, and what can and should be done. Taken from the actual experiences of organizations, cases represent attempts to describe, as accurately as possible, real problems that managers have faced.
- 82. 82 III) Role Playing: Generally focuses on emotional (mainly human relations) issues rather than actual ones. It is defined as a method of human interaction that involves realistic behavior in imaginary situations. • The essence of role playing is to create a realistic situation, and then have the trainees assume the parts of specific personalities in the situation. • This method is mostly used for developing interpersonal interactions and relations and also for attitude change.
- 83. 83 IV. Behavior Simulation games: These focus primarily on the processes of interpersonal relations, on how decisions are made, and with what consequences, rather than on the substance of the decisions. Business games, cases, incidents, GD and short assignments are a part of it. IV. In-Basket Exercises: The trainee is offered with a basket full of cases and problems , which they have to pick and find a solution and problem solve it.
- 84. 84 2. Lecture Method • This method is a traditional and direct method of instruction. The instructor organizes the material and gives it to a group of trainees in the form of talk. 3. Conference/discussion approach • Trainer delivers a lecture and involves the trainee in a discussion so that his doubts about the job get clarified. • Trainer may use audio-visual aids such as blackboards, slides, video tap or audio tap.
- 85. 85 4. Sensitivity Training • It uses small number of trainees, usually fewer than 12 in a group. They meet with a passive trainer and gain insight into their own and others’ behavior. • Meetings have no agenda, are held away from workplaces, and questions deal with the ‘here and now’ of the group process. Discussion focus on “why participants behave as they do, how they perceive one another, and the feelings and emotions generated in the interaction process.” • The objectives of this training are to provide the participants with increased awareness of their own behaviour and how others perceive them – greater sensitivity to the behaviour of others and increased understanding of group processes.