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Seminar On Participative Management

This seminar presentation discusses training and development methods for participative management. It defines participative management as encouraging involvement of stakeholders at all levels of an organization in decision-making. The presentation outlines several training methods including lectures, case studies, role plays, simulations, and learning games. It provides examples of how each method can be used and the learning objectives it aims to achieve in developing participative skills among employees.

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vishnu m v
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72 views17 pages

Seminar On Participative Management

This seminar presentation discusses training and development methods for participative management. It defines participative management as encouraging involvement of stakeholders at all levels of an organization in decision-making. The presentation outlines several training methods including lectures, case studies, role plays, simulations, and learning games. It provides examples of how each method can be used and the learning objectives it aims to achieve in developing participative skills among employees.

Uploaded by

vishnu m v
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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SEMINAR ON PARTICIPATIVE

MANAGEMENT

TOPIC:TRAINING AND DEVELOPMENT METHODS FOR


PARTICIPATIVE MANAGEMENT

PRESENTED BY
VISHNU M V
S3 MBA 1
TRAINING AND DEVELOPMENT
Training is any attempt to improve current or future
performance of an employee by increasing his skills and
knowledge and by changing his attitude .
Development refers to those learning opportunities
designed to help employees grow. Development is not
primarily skills oriented. It provide general knowledge ,
which will be helpful to employees in higher positions.

2
PARTICIPATIVE MANAGEMENT

Participative (or participatory) management, otherwise known as


employee involvement or participative decision making, encourages
the involvement of stakeholders at all levels of an organization .

Employees are invited to share in the decision-making process of the


firm by participating in activities such as setting goals, determining
work schedules, and making suggestions. 3
Participative management, however, involves more than allowing
employees to take part in making decisions.

It also involves management treating the ideas and suggestions of


employees with consideration and respect.

The most extensive form of participative management is direct employee


ownership of a company.
4
TRAINING AND DEVELOPMENT METHODS FOR
PARTICIPATIVE MANAGEMENT

• A) LECTURE

 The lecture method is an effective way to introduce new information or


concepts to a group of learners.
 The learners always appreciate a concise, stimulating and well - delivered
lecture.
 The lecture method is primarily used to build upon the learners’ existing base
of knowledge.
 Lectures are useful for conveying new information and concepts to the learners
and for providing context so that learners can relate what has been learnt to a
conceptual framework.
 Lectures are also good for stimulating and motivating learners for further
enquiry and for presenting a specialized body of external information. 5
• B) CASE STUDY
In the case study method, the group gets an opportunity to look
at others’ experiences in the form of a case.

The learners reflect upon and analyse these experiences to


derive new ideas.

 The learner’s own experiences, values, feelings form the basis


for analysis of others’ experiences.

6
• C) ROLE PLAY

One of the most common training methods is the role-play.


Role-play is useful where learners share a somewhat similar
experience, which is difficult to recall because of its emotional
nature.

You can also use it where the uniform possibility of recall is


less likely among the learners.

Role-playas a structured experience; it means that learning


takes place from re-enactment of past experiences.
 It is a powerful training method if the focus of learning is to
generate awareness.
7
• D) SIMULATION
Simulation is a method based on ‘here and now’ experience
shared by all learners.
It involves assigning definite roles to each participant and
having them act out a situation according to the given roles.
It is carried on long enough to generate responses and reactions
based on real feelings as participants need to genuinely ‘get
into their role’.
However, learning takes place without any serious risk because
the situation is after all ‘make-believe’.

8
• E) INSTRUMENTS

‘Instruments’ are usually in the printed format containing clear


instructions and a series of questions, either with multiple
choices, or requiring brief replies.

Participants fill in the questionnaire individually or in twos/


threes for each other.

There are instructions at the end of the instruments explaining


how to examine answers, assign scores and tally them. 9
• F) LEARNING GAMES
Learning games are seemingly fun activities involving all
participants. There are rules and regulations and the games may
or may not include a competitive element.
 You may use games to convey feelings and processes which are
implied within the game being played, e.g. trust games,
leadership games and so on.
After the game is over, it is essential that the feelings of the
participants are debriefed and consolidated; otherwise it will
remain either an icebreaker or an energizer.

10
• Other Methods

• i. DEMONSTRATIONS
• Demonstrations refer to methods in which the learners are
provided with an opportunity to observe for themselves the
object or processes that they wish to learn.
• It can be real-life or make believe situations or models. This
method is useful in conveying complex information simply, as
seeing and understanding is considerably easier than hearing
and understanding
11
• ii) FIELD VISITS

• Field visits refer to demonstrations in practical situations i.e.


where the subject matter actually occurs or happens in real life.
Some examples of field visits are as follows - taking the learners
to a hospital in the course of health training.

12
• iii. APPRENTICESHIP PRACTICE
• Apprenticeship and practice are methods of paramount
importance for skill training.
• The difference between the two lies in that practice is done in
controlled situations while apprenticeship is done in real life
situations and is usually of longer duration.
• It is essential in both methods that the learner be supervised by
the adult educator and given feedback

13
• G)DISCUSSION METHOD
This is a training technique in which the learning derives
principally from the participants themselves rather than from an
instructor. It is normally recognised to be of three main types:
✦ Directed discussion
✦ Developmental discussion
✦ Problem-Solving discussion

14
• h)EXERCISES

• Exercises require a small group of learners to undertake


an activity either individually or together. The content of
the activity is not important.
• What is important is how the individual undertook the
activity and the results achieved.

15
• I)BRAIN STORMING
• This is a technique used for finding solutions by means of
stimulating ideas. A small group of people with or without
conscious knowledge of the subject meets and contributes any
suggestion or idea that strikes them, no matter how fantastic or
impossible it may sound.
• All suggestions are encouraged and criticism is not allowed at
this stage, although contributors are later invited to explain
their ideas. Subsequently, all the ideas submitted are sifted and
assessed.

16
THANK YOU

• WISHING ALL OF YOU A GOOD DAY 17

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