In Basket excercise

• Definition
The in basket technique is probably one of the best know situation or simulation exercises
used in assessment centres. It is a method of acquainting new or promoted employees
with the complexities of their jobs by presenting them with a range of problems they might
find in their 'in basket' when they take up the job. It also helps in acquainting employees
about their job where a number of problems are kept in the "in-basket" (usually kept on
the desk of the employee). The worker has to look at the problems which could also be
complaints from different employees and simultaneously deal with those problems. As the
employee solves these problem, he/she transfers them to the "out-basket". This technique
is mainly used in selection and training of employees.
How the in-basket works:

In this technique, the trainee or interviewee is given some information about the role to be
played such as, description, responsibilities, general context about the role. The trainee is then
given the log of materials that make up the in-basket and asked to respond to materials within a
particular time period. After all the trainees complete the in-basket, a discussion with the trainer
takes place.

In this discussion the trainee describes the justification for the decisions. The trainer then
provides feedback, reinforcing decisions made suitably or encouraging the trainee to increase
alternatives for those made unsuitably.

A variation on the technique is to run multiple, simultaneous in baskets in which each trainee
receives a different but organized set of information. It is important that trainees must
communicate with each other to accumulate the entire information required to make a suitable
decision.
Continued:
• As a means of providing the satisfaction of a specific measure of performance, a
simple scoring system may be developed during the discussion. For example, the
group might use “5” to indicate an extremely good answer, and “1” to indicate a
very poor one with others slotted in between.

Assessors can score the candidates on the following; the importance given to each
point will vary according to the behaviour’s required for the job.

• How well the candidate has identified the ‘Key’ issue of the item.
• Candidate interpretation of the information provided.
• Ease and speed with which the interviewee has arrived at their decision.
• The way in which the information has been evaluated.
• How effective the actions / decisions are in dealing with the presented problem.
Sensitivity Training -
Sensitivity training involves such groupings as --T groups (T for
training), encounter groups, laboratory training groups, and human
awareness groups are all names usually associated with what is known as
sensitivity training.
Sensitivity training is about making people understand about themselves
and others reasonably, which is done by developing in them social
sensitivity and behavioral flexibility.
• Social sensitivity in one word is empathy. It is ability of an individual to
sense what others feel and think from their own point of view.
• Behavioral flexibility is ability to behave suitably in light of understanding.
Procedure of Sensitivity Training
Sensitivity Training Program requires three steps:
1. Unfreezing the old values -It requires that the trainees become aware of the inadequacy of the
old values. This can be done when the trainee faces dilemma in which his old values is not able to
provide proper guidance. The first step consists of a small procedure:

• An unstructured group of 10-15 people is formed.

• Unstructured group without any objective looks to the trainer for its guidance
• But the trainer refuses to provide guidance and assume leadership
• Soon, the trainees are motivated to resolve the uncertainty
• Then, they try to form some hierarchy. Some try assume leadership role which may not be liked by
other trainees
• Then, they started realizing that what they desire to do and realize the alternative ways of dealing
with the situation
Procedure of Sensitivity Training
2. Development of new values - With the trainer's support, trainees begin to examine their interpersonal behavior and
giving each other feedback. The reasoning of the feedbacks are discussed which motivates trainees to experiment with
range of new behaviors and values. This process constitutes the second step in the change process of the development
of these values.

3. Refreezing the new ones - This step depends upon how much opportunity the trainees get to practice their new
behaviors and values at their work place.

Sensitivity training is the process of developing emotional intelligence, which means "the mental ability an individual
possesses enabling him or her to be sensitive and understanding to the emotions of others as well as being able to
manage their own emotions and impulses". [Emotional intelligence, according to Merriam Webster, "describes the
ability, capacity, skill or, in the case of the trait, to identify, assess, and manage the emotions of one's self, of others,
and of groups."] Emotional intelligence enable employees to act according to the situation in the organization faced by
him. It develops the ability to understand others feeling and their mental status and interact accordingly. Conflicts and
misunderstandings are mostly raised because of lack of emotional intelligence possessed by the person which leads to
breakup in perception and relationship they main since long time in organization and effects the productivity of the
organization.
Contined….
• Emotional intelligence became a popular study in 1995 when Daniel Goleman published his
book, Emotional Intelligence: Why it can matter more than IQ.
• Emotional Intelligence is the ability to recognize and use one's own emotions as well as the
emotions of others to help determine what to do (or not to do). The competencies
include...Emotional Self-Awareness (knowing what you are feeling),
• Emotional Self-Management (choosing your emotions - transforming negative emotions into
positive emotions),
• Emotional Self-Motivation (using positive emotions to persist under pressure),
• Empathy (awareness of other's feelings and using that awareness for successful solutions), and
• Nurture Relationships (creating a cooperative and collaborative climate)
The ability to stop and transform negative feelings in any given moment helps us to stop much of
the stress that we might have otherwise experienced.
Goals of Sensitivity Training

While the emphases, styles and specific goals of the multitude of sensitivity
training programs vary, there does seem to be some consensus as to general
goals. These include:
1. Increased understanding, insight, and self awareness about one's own
behavior and its impact on others, including the ways in which others interpret
one's behavior.

2. Increased understanding and sensitivity about the behavior of others,

including better interpretation of both verbal and nonverbal clues, which
increases awareness and understanding of what the other person is thinking
and feeling.
Goals of Sensitivity Training

3. Better understanding and awareness of group and inter-group processes, both those that facilitate
and those that inhibit group functioning.

4. Increased diagnostic skills in interpersonal and inter-group situations. For the authors, the
accomplishments of the first three objectives provide the basic tools for accomplishing the fourth
objective.

5. Increased ability to transform learning into action, so that real life interventions will be more
successful in increasing member effectiveness, satisfaction, output, or effectiveness.

6. Improvement in individuals' ability to analyze their own interpersonal behavior, as well as to learn
how to help themselves and others with whom they come in contact to achieve more satisfying,
rewarding, and effective interpersonal relationships.

Different sensitivity programs may emphasize one or more of these goals or may neglect some.
However, they are goals that are common to most T groups.
Outcomes of sensitivity training

The outcomes they depict (self, role, and organization) are only possibilities, and cannot be guaranteed for
everyone attending a sensitivity training program. This is because some participants do not learn or learn very
little from a T group experience, others learn some things, and others learn a considerable amount and variety of
things and because programs vary so much in terms of their nature and goals. Possible outcomes are as follows:

Self
• Increased awareness of own feelings and reactions, and own impact on others.
• Increased awareness of feelings and reactions of others, and their impact on self.
• Increased awareness of dynamics of group action.
• Changed attitudes toward self, others, and groups; i.e., more respect for, tolerance for, and faith in self, others,
and groups.
• Increased interpersonal competence; i.e., skill in handling interpersonal and group relationships toward more
productive and satisfying relationships.
Outcomes of sensitivity training

Role
• Increased awareness of own organizational role, organizational dynamics,
dynamics of larger social systems, and dynamics of the change process in self,
small groups, and organizations.
• Changed attitudes toward own role, role of others, and organizational
relationships, i,e., more respect for and willingness to deal with others with
whom one
• is interdependent, greater willingness to achieve collaborative relationships
with others based on mutual trust.
• Increased interpersonal competence in handling organizational role
relationships with superiors, peers, and subordinates
Outcomes of sensitivity training

Organization

• Increased awareness of, changed attitudes toward, and increased

interpersonal competence about organizational problems of
interdependent groups or units.
• Organizational improvement through the training of relationships or
groups rather than isolated individuals
Syndicate Method:
A syndicate is primarily a study group, the members of which represent the principal
sub-groups participating in the programme. The syndicate has a chairperson and a
secretary, the positions of which are generally held in rotation by the participants.
A problem is assigned to the syndicate for study and solution. The group works on
its own, with only minimum guidance from the training staff, makes its own library
studies, collects data, exchanges views and experience, avails itself of the facility of
consulting specialists in the field, and finally prepares a report on the assignment.
The report of each syndicate is presented to an assembly of the training faculty and
all the syndicates in the training programme as a whole for comments and
discussion. The study on any subject may continue for a month or more, with 10 to
12 sittings.
Advantages of Syndicate Method

1 It solves the problem of training a fairly large number of participants who would not
like to be trained through a conventional method like lecture method.
2 it is not merely a question of disliking but the instructional objectives of certain
content inputs are such for higher level executives that it necessitates the use of
syndicate method.
3 after the lecture and before the syndicates discuss the group leaders are briefed and
guided as to how they should precede. Such structured guidance helps a lot in
meaningful intensifying a discussion on certain specific issues.
4 the discussion in the syndicates is directed by the group leader and recorded by the
secretary. The same is facilitated by co-trainers. Such a highly structured discussion
session is always a strong positive factor for maximum learning through interaction.
Advantages of Syndicate Method
5 the interaction as a result of the structured discussion is not only helpful in arriving at some
conclusion but also helps in the development of higher cognitive attributes and sharpens the
intellects of the participants.
6 the discussion session not only develops higher cognitive attribute but also develops
certain affect attributes.
7 the affect attributes are developed as a result of the participants efforts to have patience
while interacting and also by not becoming emotional when the situations tempt him to be
so. He develops tolerance towards his critics in the discussion session.
8 the syndicate method helps enrich knowledge about other organizations on the issues
discussed contextually. And it goes a step further by enhancing the ability to comprehend the
knowledge and ideas presented.
Disadvantages of syndicate method:
1 It is suitable only for top level executives and not for youngsters at
junior level. This method is not suitable as a teaching method for
college students also.
2 without a seasoned trainer and a group of experienced co trainers
this method is bound to fail. Even an experienced and well qualified
trainer himself cannot succeed if his co-trainers and not competent.
3 if the lecture in the beginning is not that effective to arouse the
needed intensity in critical thinking the method will fail in achieving the
desired objectives. Generally it is found difficult to get a lecture with 10
to 15 years of experience who can inspire the executives.
Disadvantages of syndicate method:
4 if the briefing and background material are not adequate in quality the
discussion to follow has to be sub standard. Therefore the trainer extra
cares in this respect in essential. Even the co-trainers have to be careful in
their assignment in briefing and supplying needed reference.
5 another disadvantages is that if the co-trainers fail to intervene in
syndicate discussions timely the discussions may not be that effective. It all
depends upon the expires of the co-trainers in handing the situation.
6 group leaders' failure in leading the group discussions also will result in
the total failure of the programme. Similarly, the secretaries also have to
records the proceedings well failing which the further steps would be
difficult.
Programmed Learning:
According to Prof. Gagne, programmed Learning consists of making
teaching models which take into account the initial and terminal
response of the student, are graded in accordance with a detailed
schedule and permit intermediate assessment of the strategies
employed.
There are three key words in this definition:
1. The accounting of the initial and terminal response of the learner.
2. Gradation of the teaching models.
3. Evaluation of the instructional strategies used for shaping of terminal
behaviour.
Basic Concepts of Programmed -Learning:
1. Stimuli & Responses: A stimulus is that aspect of an environment which
guides or controls the behaviour of an individual. It is any condition, event, or
change in environment of an individual which produces a changing behaviour.
For example, a question is asked by a teacher, is a very familiar stimulus in the
class-room teaching.
A response is a part of, or a change in a part of behaviour. The example of a
response is the’ answer’ given by students when faced with a question.
2. The Transfer of Stimulus Control:
When the learner’s responses from the stimuli of initial behaviour, get
transferred to the appropriate stimuli, this is called transfer of stimulus
control.
Basic Concepts of Programmed -Learning:
3. Prompting:
A prompt is a supplementary stimulus added to the another stimulus
for facilitating an errorless response.
4. Gradual Progression:
It means step presentation of material in a logical sequence.
5. Reinforcement:
Generalisation means responding to similar elements in different
leaning situations. Discrimination is differentiating between two or
more stimuli and making an appropriate response.
Basic Concepts of Programmed -Learning:
6.Extinction:
Extinction means weakening of a response. When a response occurs and remains
unreinforced, the response does not become firmly connected to the stimuli present
7. Concept Formation:
It is a process of generalization within certain specific limits and discrimination of one
stimulus from another within that limit
8. Successive Approximation:
It means approaching the terminal behaviour in a step by step sequence by a cumulative
effort on the part of the learner.
9. A frame or a Didule:
It is a unit of subject matter which the learner handles at one time. It has three parts:
stimulus (stimule), response (respule) and feed-back (corrule).
Basic Concepts of Programmed –Learning
:
10. Operant Span:
It is the number of responses that a student can handle in one frame or
didule.
11. Terminal behaviour:
The behaviour that the student is expected to have acquired at the end
of a programme sequence is called terminal behaviour.
Principles of programme- Learning:
1. Objective specification:
Which means identifying the terminal behaviours that the learner will be able to
perform when he has completed the programme.
2. Small Step Size:
Which involves dividing the information to be communicated into small units.
3. Overt Responding:
It means that pupils must act on each unit of information by means of exercises
provided to assimilate it.
4. Success or Minimal Error:
This means that error and failure must be avoided at all costs because they are
construed as obstacles to learning.
Principles of programme- Learning:
5. Immediate feedback:
In order to ensure success and satisfaction, the pupil must know that
his action is correct.
6. Logical, graded progress:
It implies two things-relevance of content and its graded presentation.
7. Self Pacing:
It is used for programme development and validation.
Steps in Programming:

1. Topic Selection:
The programmes should select the most familiar topic; otherwise he has to take the
help of a subject expert.
2. Content Outline:
After topic selection, its outline may be prepared which cover all the materials, one
plans, to teach. For this programme one has to refer to examine relevant books and
materials.
3. Instructional Objectives:
Instructional Objectives must be formulated which involve both task description and
task analysis. The former is the description of terminal behaviours which the learner is
expected to achieve and the latter is the series of component behaviours that he is
required to acquire in the process of achieving terminal behaviour.
Steps in Programming:

4. Entry Skill:
The learner should have some pre-reqisite ability and skill to understand properly the
new programme. This background experience is called the entry skill and a suitable
programme cannot ne prepared without proper assessment of the entry skill.
5. Presentation of the Material:
Suitable format is to be decided for presenting the material from the educational
point of view. Then the programmed material should be presented in a sequence of
frames arranged as steps towards terminal behaviour.
6. Student Participation:
On analysis of the terminal behaviour one will find the critical responses of the
students.
Steps in Programming:

7. Terminal Behaviour Test:

The effect of programme can be ascertained by administering the terminal behaviour test.
It is also known as performance assessment. This provides feedback to the programme and
shows the effectiveness of the instructional materials.
8. Revision:
Lastly the programme may be revised on the basis of feedback. The instructional materials
may be edited and modified according to the needs and requirements of the target
audience.
Programmed Learning is a self-instructional device. A rapid learner can cover the material
quickly and slow learner may proceed on his own pace. It helps the learner to teach himself
at any place and pace according to his convenience. The analytical thinking and self-
direction of learners are also promoted through the use of programmed learning materials.
 Correspondence method:
Definition: A Correspondence is a written form of communication
between two parties. In other words, it is way to pass on ideas in
writing.
Correspondence is a commonly used form of communication in
business. In the past, correspondence was mostly exchanged through
written physical letters or telegraphs. In today’s world, the definition of
correspondence has expanded by the inclusion of digital media. E-
mails, text messages, documents exchanged through social platforms
and digital agreements are new ways to deliver correspondence.
Correspondence method:
The formal element embedded into these written methods of
communication makes them appropriate to transmit important
business information between businesses or from businesses to clients.
Written letters, bills and invoices are still sent physically sometimes but
many companies are migrating their correspondence to digital since it
is cheaper and easier to track. Business correspondence also helps as
evidence to solve misunderstandings. By having a paper trail, any of the
parties involved in a transaction can review the previously stated
information to ensure who misunderstood the situation. This is
particularly important in conflict resolution procedures or legal
disputes.
Advantages:
1. Provides for an increase in Access to education for those who otherwise
have no other opportunities due to work, family or physical limitations.
2.  Provides for a modality of instruction better suited for certain learners
3. Greater flexibility for scheduling learning-Students can determine time
and place of "classtime" .
4.  Greater flexibility in location for study-Students can engage course at
home or work or on campus or at a library.
5.  Distance Education is Learner Centered -DE places responsibility for
learning with the learner who must be more active and self directed.
Advantages:
6. Facilitates greater learner-instructor interaction.
7.  Increased interaction with classmates.
8.  Facilitates Pedagogic Development-Individual Instructor
Development.
9.  Produces a carry over effect into the regular classroom of imporved
pedagogic techniques.
10. Opportunity to develop technology competencies for instructors
and learners.
Advantages:
11. Access to global resources and experts via internet communication
and Internet resources.
12. Allows for the internationalization of learning opportunities.
13. Centralized resources can produce higher quality materials for
distribution .
14. Has the potential to equalize access to education.
Disadvantages:
• Time and frustration involved learning how to get on-line for novices.
• Lag time between student input and feedback -Time lapse between
need for learner support and resolution .
• Occasional internet provider downtime .
• Student must be more active and self-directed in learning
environment -Depends on individual motivation and initiative .
• Occasional feelings of isolation- Potentially less group support for
learners leading to isolation and possible non-completion of
program .
Advantages of Panel Discussion
• It facilitates clarification on knotty issues.
• It highlights the multi-dimensionality of the issue under discussion.
• It helps to develop critical thinking in both panelists and the audience.
• It fosters logical thinking.
• It develops presentation skills.