CHAPTER V

HRD TOOLS AND TECHNIQUES1

Though a good number of HRD facilitations have a good knowledge of HRD, its systems and processes, they are not equipped with the development tools and techniques to implement HRD. This chapter briefly lists and explains various development tools and techniques that can be used in the HRD function. ach of the tool can be adopted to the specific need of the organisation to achieve desired HRD results. A. BRIEF NOTES 1. 360 DEGREE FEEDBACK: !t is a development technique used for the confidential assessment of the employees by all their stakeholders. "takeholders are their boss, staff, team members, internal or external customers, family and friends. !t is a systematic feed back collection on performance of an individual or a group often co#ordinated by an external agent with scientific tools like the questionnaire. $eedbacks of the stakeholders are confidentially collated by the facilitator and anonymously made available to the feedback seeker. !n this technique the feedback givers %udge what they perceive as behaviour and not the intentions behind it. & mixture of strengths and areas for development, expectations etc. are made known to the feedback seeker through this development process. 'nce the feedback is received, the concerned person works on him for further improvement and development. 2. APPRECIATIVE INQUIRY: &n inquiry process affirms our symbolic capacities of imagination and mind as well as our social capacities for conscious choice of cultural evolution. !ts assumption is ("olution to be mbraced). Discover and value those factors that give life to the organisation. nvision what might be the new possibilities. ngage in dialogue, discovering possibilities. *onstruct the future through innovation and action.

3. ASSESSMENT CENTER TECHNIQUE: This technique is used to assess individuals, dyads, or teams. This is a pro%ect for achieving a specific purpose in a specified period of time in a planned manner. !t is a method to evaluate employees on specified competencies using multiple tools by multiple assessors. !t focuses on assessing individuals for their ability for performing roles.

MG Jomon (2003). HRD in Real Time

4. BRAINSTORMING : +rain storming is a tool to generate ideas on a particular topic under discussion. !t is a group creativity technique facilitating spontaneous discussions in search of new ideas. Three steps involved are , The group leader states the problem very clearly. -embers facilitate as many ideas as possible .no criticism is allowed/. 0ater these ideas are discussed and analysed and the most appropriate solution is selected. . BRAIN !RITING POOL : !t is a technique for promoting the creativity within a team when members of the group find it difficult to get together at the same time. !dea sheets can be circulated, and ideas can be added up over a period of time. & productive variant of this technique is one, made possible by computer networking systems. They all have a record of the ongoing outcomes of the process. This is a highly productive process, which involves minimum effort from group members. 6. CAREER COUNSELING : !t is a method that aids for the development of the career of an employee. !n this method, matching of aspirations of an employee and opportunities available are checked up and next steps are identified and planned that would help in further career growth. ". CAREER DEVELOPMENT !ORKSHOPS : These workshops facilitate the career development of an employee. ntry#workshops provide the opportunity for groups of new employee)s and their supervisors to share their separate expectations and focus on the areas of mismatches. -id#workshops include self#diagnostic activities for employees, diagnosis of the organisation and alignment of the separate diagnosis to identify potential mismatches .frustration of employee)s, etc./. 0ater# workshops are useful for the employee)s preparing for retirement. #. CASE STUDIES: The case study analysis was popularised at the Harward 1raduate "chool of +usiness. The cases represent attempts to describe, as accurately as possible, real problems that managers have faced. Trainees study the cases to determine the problems, analy2e causes, develop alternative solutions, select what they believe to be the best solution and implement it.

*ase study can provide stimulating discussions among participants, as well as excellent opportunities for individuals to defend their analytical and %udgement abilities. !t appears to be a rather effective method for improving decision making abilities within the constraints of limited information. $. COACHING : !t is one of the techniques used for enhancing the abilities of an employee through a one to one interactive process. 3hen an experienced and competent employee takes active role in guiding a %unior employee, we refer this activity as coaching. The effective coach, whether on the track or in the corporate hierarchy, gives guidance through direction, advice, criticism and suggestions in an attempt to aid the growth of the employee. The advantages of this technique go with learning by doing, particularly, the opportunities for high interaction and rapid feedback on performance. 10. COGNITIVE %CAUSE& MAPS : den and his colleagues from "trathelyde 4niversity pioneered this development tool. -apping the interrelationships between element in management settings is called cognitive 5 cause maps. !t can be seen as a picture or visual aid in comprehending the mappers understanding of particular and selective elements of thoughts .rather than thinking/ of an individual, group or organisation. 11. COMMITTEE ASSIGNMENTS : !t is a technique used for increasing the employee participation in managerial decision making. &ssignment to a committee can provide an opportunity for the employee to learn by watching others, and to investigate specific organisational problems. The temporary or (adhoc) assignments are interesting and rewarding to an employee in his5her professional life. 12. COMPUTER MODELLING : !t is one of the training techniques used for the development of an employee. !t simulates the work environment by programming a computer to imitate some of the realities of the %ob. !t is widely used by &irlines in the training of pilots.

The computer simulates the number of critical %ob dimensions and allows learning to take place without high costs that would be incurred if a mistake were done in real life flying situation. !t is an opportunity to learn through one)s mistakes. 13. CONSENSUS MAPS : !n this development tool, participants are facilitated to visualise, review critically, and to organise things that are interrelated and sequence dependent. !t first produces a graphic map of interrelationships among the individuals and then enables the group participants to adapt, rearrange or supplement a given structure, as the ongoing group discussion requires. !t simulates the generation of consensus recommendations. 14. DAILY MEETING : !t ensures total involvement and commitment to the day)s tasks related to quality, productivity or any other improvement. 'nce the plans are finalised by the group, the supervisor facilitates their implementation. +efore the start of day)s work and during tea breaks, the members in the section get together for a morning meeting. The duration of the meeting is generally between 6 to 78 minutes. The process involved are , The superior first addresses the group. He then discusses the day)s task and %ob distributions and make noting if any more resources are required for completion of task. During this meeting, the workers are encouraged to raise group grievances if any. 1 . DELPHI TECHNIQUE : !t is consensus decision#making technique where members do not meet face to face. 9roblem is identified and solutions are received from members through questionnaires, etc. "olutions of the problem are compiled and feedback is given. +ased on feedback, members are again asked to come out with new ideas. 0ikewise, this process is repeated until a consensus decision is arrived at.

16. DEVELOPMENT CENTRES : 3hen assessment centers are used mainly for developmental purposes, they are called development centres. They identify personal development and training needs. !n development centres ,

&ssessees are given written and oral feedback on the outcome of the assessment centres. +ased on feedback, assessees are counseled on ways of improving the observed weaknesses. Through a process of discussion with each assessee, development plans are arrived at and further development initiatives follow these plans. 1". DEVIL'S ADVOCACY : !t is a technique used for the development of an individual in a group. Devils advocate is the individual within the team whose responsibility is to raise arguments, challenge ideas and to point out weaknesses. !t is important that this role rotates, otherwise, the process becomes identified with one individual. The rotating Devil)s advocate has the group opinions, ideas, suggestions and strategies that are carefully scrutini2ed by atleast one team member whose %ob is to promote controversy and conflict in order to ensure excellence in functioning. 1#. ELECTRONIC MEETING : !t is the most recent technique used for decision making in groups. -embers sit around a horseshoe shaped table with a series of computer terminals !ssues are presented to the participants and they type their responses on to the computer screen. !ndividual comments as well as the group responses appear on the pro%ection screen in the room. -a%or advantages are anonymity, honesty and speed.

1$. E(IT INTERVIE! !t is an interview conducted when an employees leaves the organisation with the purpose of exploring the reasons for the employees) exit and to initiate necessary steps for employees and organisational development. 20. E(PERIMENTAL E(ERCISES : !t is one of the simulation techniques used for employee development. They are usually short structured learning experiences where individuals learn by doing. xperimental exercise could be used to create a conflict situation where employees have to experience a conflict personally and work out its resolution. &fter completing the exercise, the facilitator 5 trainer typically discusses what happened and introduces theoretical concepts to explain the member)s behaviour during he exercise.

21. FILMS , $ilm is a technique to enhance the knowledge of employees. !t is a useful training technique whether purchased or produced internally by the organisation. !t can provide information and explicitly demonstrate skills that are not easily presented by other techniques. !t is often used in con%unction with conference, discussion to clarify and amplify those points that film emphasi2ed. 22. FORCE FIELD ANALYSIS : This development technique is developed by :urt 0evin to facilitate and explain the concept of change. 0evin argued (change in an organisation) should follow three steps , 4nfree2ing the status quo -ovement to the new state Refree2ing the new change to make it permanent

!t can be achieved only when the driving forces, which direct behaviour away from the status quo, can be increased. The restraining movements, which hinder movement from the existing equilibrium, can be decreased. 23. FISH BO!L TECHNIQUE : & fish bowl is a discussion or format in which a portion of the group forms a discussion circle and remaining participants form a listening circle around the discussion group. ;ew groups form inner circle to continue the discussion. $ish bowl discussion help to bring focus to large group discussions although time consuming. This is the best method for continuing large and small group discussions. &s a variation to concentric circles, participants can remain seated at tables and you can invite different tables or parts of the tables to discuss the topic as the others listen. 24. FLE( TIME : !t is an approach towards increasing workers freedom, innovation and their motivation. !t is a system whereby employees contract to work a specific number of hours a week but are free to vary the hours of work within the certain limits, each day consists of a common core of, usually six hours, with a flexibility band surrounding the core. 4nder flextime, employees assume responsibility for completing a specific %ob, and that increases their feeling of self#worth. !t is consistent with the view that people are paid for completion of work, not for being at the %ob stations for a set of hours. !t has been implemented in a number of diverse organisations and the response has generally been favourable.

2 . FUTURE SEARCH : $uture search conferences enable organisations and communities to learn more about them from every angle. +ring the <3hole system= into one room, makes feasible a shared encounter with aspects of reality we normally avoid > chaos, complexity and uncertainty. $uture search processes lead stakeholders to create a shared future vision for their organisation or community. $uture search meetings enable all stakeholders to discover shared intentions and take responsibility for their own plans. These events can also help people to implement a shared vision that already exists.

26. GRIPE BO(ES : These are the boxes where the employees can drop their anonymous complaints, suggestions, opinions, etc. They are different from suggestion boxes, in which employees drop their named suggestions with an intention to receive rewards. This technique is to facilitate employee free expressions of thought. The HRD department seriously looks into the gripe boxes and initiate changes based on the same. 2". INBASKET : !t is a form of simulating reality and training an individual in near reality situations. !t exposes an employee to a series of situations he is likely to face in short period and tests his ability to handle the situations. &dvantages and disadvantages of decisions taken, the way he went about understanding the problem, organising information, planning action, etc, are analysed. The inbasket or intray uses day#to#day decision making situations, which a manager is likely to face in a written form from various sources. 'n the basis of testing, feedback is given to the individual and action plan is worked out. 2#. INDIVIDUALISED TRAINING The greatest advantage of individual training is that it enables each participant to determine the speed with which training can proceed. Tutoring, individual practice of specific skills and reading and written assignments are traditional methods of individual training. $or many tasks that involve a senior and a %unior together, and for others involving %ust one person, this method simulates the work situation. The tutor adapts activities to the specific need of the individual. !n the process, not only competence is tested but also motivation will be exposed.

2$. INTERACTIVE COMPUTER BASED TRAINING: !t is used to explain different concepts to the employees. -ost of the developers claim that this helps users to understand better and retain more. !t is not only interesting and educative, its multilingual versions will be beneficial for workers, most of who can)t follow nglish. !t was used for the first time by +ayer)s !ndia 0td., to educate 7888 odd shopfloor workers. Tele#education and !nternet based training are also similar. Though they are expensive, they are productive while *+T)s may need to be updated from time to time? the !nternet could solve the problem. 30. )OB DESCRIPTION : & %ob description is a written statement of what the %ob holder does, how it is done, why it is done. !t should accurately portray %ob content, environment, and conditions of employment. & common format of %ob description includes the %ob title, the duties to be performed, the distinguishing characteristics of the %ob, and the authority and responsibility of the %ob holder. !t is a development tool in as much as it gives role clarity, locates responsibility and chart out the ways and means by which the %ob can be enriched and made more meaningful. 31. )OB ENRICHMENT: !t is concerned with designing %obs that include , & variety of work content? require a higher level of knowledge and skill? 1ive the worker more autonomy and responsibility for planning, directing and controlling his own performance. 9rovide the opportunity for personal growth and meaningful work experience. @ob enrichment calls for decentralisation of decision#making rights to each individual, over areas that directly affect his task functions.

The emphasis is on the result of the workers efforts rather than the procedure by which the %ob is performed. The task is redefined, restructured and broadened in scope and responsibility. 32. )OB INSTRUCTION TRAINING: @ob instruction training is a part of the training within the !ndustry programme. !t proved highly effective and became extremely popular. !t consists of four steps ,

9reparing the trainees by telling them about the %ob and overcoming their uncertainties. 9resenting the instruction, giving the essential information in a clear manner. Having the trainees try out the %ob to demonstrate their understanding. 9lacing the workers into the %ob, on their own with a designated resource person to call upon should they need any assistance.

33. )OB ROTATION: @ob rotation represents an excellent method for broadening the knowledge of a potential employee and for turning specialists into generalists. !n addition to increasing the manager)s experience it can reduce boredom and stimulate the development of new ideas. !t can also provide opportunities for a more comprehensive and reliable evaluation of the employee by his 5 her supervisor. 34.LARGE SCALE INTERACTIVE EVENTS %LISIE&: 0"! )s are interventions aimed at arriving at decisions on feasible action plans in real time. &ll ma%or stakeholders relevant to the decision area .or their representatives/ are involved in a series of events that are purposeful, highly structured and meticulously planned. These events, +ring out the experiences and emotions of the participants with the past and present. Result in envisioning a commonly agreed upon future. $acilitate participants to arrive at and commit to action plans which are actually feasible.

9articipants get opportunities to involve and contribute to the whole process individually as well as through participation in homogeneous and heterogeneous groups and large group tasks. 3 . LECTURE COURSES: $ormal lecture courses offer an opportunity for potential employees to acquire knowledge and develop their conceptual and analytical abilities. !n large organisations, these lecture courses may be offered <!n#house= by the organisation itself and supported by outside college course work. "mall organisations will utilise courses offered in development programmes at 4niversities and

36. LEADERLESS GROUP DISCUSSIONS: !t is a team building technique. !n this exercise, participants are given several problems to resolve in a fixed period of time, usually an hour. They are asked to discuss the problems and to prepare written recommendations that have been endorsed by all the participants. & more competitive situation can be simulated in which each participant is assigned the role of the head of the department or special interest group trying to get a share of a 1overnment grant. 3". MEMORY MAPS: & memory map is an alternative method of taking notes? it is a helpful way to review your learning more clearly. !t is a diagram that features key words and simple pictures to remind you of the concepts you want to learn or remember. 3hat makes it even more memorable is that you create it yourself. 3#. MIND MAPPING: Tony +ussan A +arry +u2an .7BCB, 7BBD/ first used mind mapping. !t is diagrammatic technique used to brainstorm .alone or with a group/ to make plans and decisions, or to manage or take notes at meetings. !t is a flexible tool to comprehend or develop a complex reality. The 9rocess , 3rite your topic or problem statement in a circle in the middle of a sheet. &s the ideas suggested are %otted down on main or subordinate lines radiating from the circle indicating the linkages between the various ideas. 3$. NEGATIVE BRAINSTORMING: !t is a technique used for promoting excellence and critical thinking in#groups. !t can be used for a new proposal or for evaluating an existing strategy, practice or ob%ective The group brainstorms around all possible negative aspects or consequences of the idea, no matter how wild the ideas might appear. Team members choose four or five of the most salient criticism, and examine this in more detail. The group then considers how the idea could be modified to deal with each criticism. !t is essentially a constructive process.

40. NOMINAL GROUP TECHNIQUE: !t is group decision#making technique, which restricts interpersonal communication and increases the contributions of individuals. -embers of the group are given a problem by their leader. -embers put down individual solutions on the paper before any discussion. !dea of each member is presented and discussed for clarification and evaluation. ach member ranks the ideas and the highest ranked idea is decided as final solution.

41. OPEN DOOR POLICY: !t is one of the techniques by which easy individual access and personalised contact is ensured. 'rganisations extend a general invitation to their employees to informally drop in the manager)s room at anytime and talk over their point of view, development need or even complaints if any, as an internal customer. 42. OPINION SURVEYS: !t is one of the ways of getting information about employee satisfaction and experience of a particular system or process in place. This can be done through different means like group meetings, periodical interviews with employees, collective bargaining sessions, etc. 43. ORDINARY GROUP INTERACTIONS: This is a group decision#making technique where the chairman calls for the meeting and explains the problem, and monitors the speech and tries to obtain a consensus. 'ften in such group interactions, the discussion is unstructured and lengthy. "ub#optimal decisions are reached at the end of the meeting. 44. PERFORMANCE COUNSELING: 9erformance counseling is normally done at regular intervals during a performance year. 3hen there is a specific problem, an employee should resort to appropriate methods of solving it rather than to counseling because exclusive focus on a particular problem or issue may prevent performance counseling. !t focuses on the entire performance .tasks and behaviours/, during a particular period rather than on a specific problem. However, specific problems may be discussed during counseling as a part of analysing and understanding performance patterns.

4 .PERFORMANCE REVIE! : !t is to evaluate the performance of an employee as well as to diagnose problems and design solutions and action steps to improve performance on a continuous basis. The performance of a person is reviewed against the goals or activities agreed for a period. !t has to be conducted at specified intervals. &fter a self#appraisal by an employee the supervisor consults the reviewing authority and then performance review session is conducted and later feedback given. !n performance review, action steps to develop performance in the remaining part of the performance period is given high priority. 46. PERIODIC )OB CHANGES : @ob change offers career development opportunities and expanded range of experience that only a new %ob can provide. Earied experiences present new tests to the individual which, if successfully surmounted, build confidence and provide positive feedback that can encourage the undertaking of further new challenges and greater responsibilities. @ob changes can take the forms of vertical promotions, lateral transfers, or assignments organised around new tasks such as being made part of a special committee or task force. 4". POSITIVE REINFORCEMENT : This technique has been initiated by "kinner .7BF7/. This technique believes that change in behaviour cannot be brought about in human beings through punishment or other approaches, rather negative, but only through positive reinforcement. & personality can be built only on the positive qualities. The technique provides encouragements and reinforce success stories to enable the person takes more initiative and experiment with new ideas. *hange cannot take place without experiment and risk taking and these are encouraged through positive reinforcement. 4#. PROGRAMMED INSTRUCTION : !n 7BG6, industrial companies reported the successful use of programmed instruction in different fields like mathematics, statistics, etc.,. 9rogrammes have also been developed and tried out in human motivation for supervision and for imparting knowledge to salesman and service representatives about a wide variety of new services and products. &dvantages of programmed instruction are ,

!t is flexible and often individuals can work through programmes on their own time, at their own speed. !t provides in private the step by step evaluation and feedback that most participants otherwise, would find unacceptable in front of their peers and trainers.

4$. PERCEPTUAL MAPS : "inclair .7BB8/ used and popurali2ed the perceptual maps. !t is used to make out the interrelationships between various elements in a given situation. !t is a process where statistical techniques are used to identify interrelationships between elements. &ny specific element can be depicted in relation to other (members). 0. ROLE PLAYING : !n this development tool, participants are assigned roles and are asked to act out as to what they would do in that particular situation. Role playing, when combined with modeling as presented in social learning theory, has become increasingly popular as a development technique. The trainees attempt, with the assistance of videotapes, to improve their role abilities by imitating models who have successfully mastered the learning points. 1. SABBATICALS : "abbaticals are the extended leaves of absence. $or senior executives, the traditional two#to# four#week vacation may be insufficient to offset the accumulated pressures from day#to#day work. &n extended leave can allow time for attending executive development, conferences, uninterrupted reading, accepting a visiting lectureship at a 4niversity, or other such activities that may enhance ones) career and professional development. 2. SEMINARS AND SYNDICATES : The purpose of seminars and syndicates, and other general discussion methods is to provide participants with opportunities to exchange information, views, ideas and experiences. "eminars and syndicates aim generally at widening the participant)s hori2ons and providing opportunities for exercising the mind through reading, preparing material for discussion and participating and leading discussions. The participant)s role in these methods is an active one by its very nature.

3. STAKEHOLDER ANALYSIS : This is useful method of exploring an issue indepth and improving upon existing and proposed solutions. "takeholders are those interested individuals and groups, both internal and external to the team who are effected by the team)s ob%ectives and practices. ach individual within the team from the stakeholder group in turn consider all the advantages and disadvantages arising from team ob%ectives, strategies, processes or proposed changes. The proposed ob%ectives or changes are modified in order to minimise disadvantages and maximise advantages. 4. STRUCTURED MAPS : Hammer and @anes .7BB8/ used an integrated set of techniques to generate ideas and insights and to analyse and structure them, while at the same time increasing and clarifying the groups knowledge of the problem and its immediate environment. "uch an interactive management process produces structured map that can be effectively used in all life situations. . SUGGESTION SCHEME : !t is the method of encouraging the employees to participate and come out with new ideas, which results in organisation development. !t is a technique, which enhances the employee participation in the decision#making. !n the organisations, there will be suggestion boxes in which the employees drop their named suggestions. !n general, it serves as a clearinghouse of ideas. "uggestions can be for the improvement of methods, machinery, processes and employee relations. Eery often rewards are given for good suggestions. 6. SURVEY FEEDBACK : The survey feedback technique is derived from a long and sound tradition of attitude measurement and survey research. !t is an efficient technique for fostering organisational effectiveness. The technique is devoid of the main limitation of the emotional instability or psychological damage of participants. The basic purpose of survey feedback is to assist the organisation in diagnosing problems and developing action plans for organisational health and development. !t also assists the group members to improve the relationships through discussion of common problem.

". TASK ORIENTATION * CONSTRUCTIVE CONTROVERSY : !t refers to a group)s critical orientation towards its own performance. Team members should carefully describe their positions. Team members explain how they have come to their decisions in relation to the issues within the team. 9eople with opposing viewpoints should seek out more information about other)s position and attempt to restate them as clearly as possible. Team members should encourage integration by working to resolve controversy based on the principle of excellence in decision making. #. TRANSACTIONAL ANALYSIS : !t is a ;eo#$reudian therapy. ric +erne developed it. Transactional &nalysis .T&/ is an approach for defining and analysing communication interaction between people and a theories of personality. &n individual)s personality consists of three# ego states > the parent, the child and the adult. The parent state is an ego state of authority and superiority. !n the child state, the person is obedient and manipulative, charming at one moment and repulsive in the next. The adult state is ob%ective and rational. !t deals with reality and ob%ectively gathers information. !n a T& theory, the parent and child ego state feel and react directly, while the adult state thinks or processes transactional data logically before acting. $. TRANSCENDENTAL MEDITATION: The transcendental meditation programme was introduced in 7B6C by an !ndian scholar and teacher, -aharshi -ahesh Hogi. This technique is towards full development of those normal faculties of the body, mind and emotions that we already value in every day life. !t deals with the activity of mind thinking but in a way that is mechanical, abstract, and precise rather than intellectual or reflective. Regular practice of it produces balanced and integrated psychological growth. To practice this, the sub%ect sits comfortably with eyes closed and begins to use the thinking process with a sound .mantra/ as a medium. &fter doing this there is typically a feeling of refreshment, liveliness, strength and clarify of mind.

60. APPRENTICESHIP PROGRAMMES : !t is training undergone by the novices before they are actually placed on the %ob. &pprenticeship period can be any where from one year to five years. During the &pprenticeship period, the trainee is paid less than a fully qualified employee. &pprenticeship put the trainee under the guidance of a more experienced person. The argument for &pprenticeship programmes is that the required %ob knowledge and skills are so complex that it needs comparatively a long duration to pick up the %ob and perform like any other regular employee. 61. UNDER STUDY ASSIGNMENTS: !t is a way by which the subordinates are given opportunity to learn about superior)s %ob. +y understudy assignments, we mean potential managers are given the opportunity to relieve an experienced manager of his or her %ob and act as his 5 her substitute during the period. The understudy who is thrown into the %ob for a shorter period of time is given the opportunity to see the %ob in total .ma%or or critical decisions can be delayed until the manger returns/. 62. !ORK MODULES: Robert :ahn of the 4niversity of -ichigan has defined a work module as a time task unit, equal to approximately two hours of work at a given task. !t has been suggested as a solution to meet the problem of fractionated, boring and programmed work, at an acceptable price, with undiminished quality and quantity of product. The benefits of work modules lie in increasing diversity for the employees, by dividing up and sharing the undesirable work activities, expanding work independence to the bottom of the hierarchy, and constructing the %ob to meet the needs of the individual, rather than forcing people to fit a particularly defined %ob. +. 0!"T!;1" +. N,-.C,-/0-12,-+3 T045-26708 DG8 Degree $eedback, &nnual cultural programmes, &ppreciative !nquiry, &ssessment center technique, +rain "torming, +rain writing pool, *ognitive maps, *onsensus maps, Daily meeting, Delphi Technique, Developmental *entres, Devils &dvocacy, lectronic meetings, xit interview, $ish bowl technique, $orce field analysis, $uture search, 1ripe boxes, 1uided maps, !nbasket, !n#house maga2ines, !nteractive computer based training, !nternet based education, 0aboratory training, 0arge scale interactive events, 0eaderless group discussions, -emory maps, -ind mapping, -oderation, ;egative brain storming, ;ominal group technique, 'pen door policy, 'pinion surveys, 'rdinary group interactions, 'rganisational retreat, 9articipatory research appraisal, 9erceptual maps, 9ositive reinforcement, Repertory grid, Review meetings, "eminars and syndicates, "take holder analysis, "tructured maps, "uggestion box, Task orientation 5 constructive controversy, Tele#education, Transcendental meditation and Ealue congruence method

9. C,-/0-12,-+3 T045-26708 &pprenticeship programmes, *areer counseling, *areer development workshops, *ase studies, *lassroom lectures 5 conferences, *oaching, *ommittee assignments, *omputer modeling, xperimental exercises, $ilms, $lex time, @ob analysis, @ob enrichment, @ob instruction training, -entors, 9erformance counseling, 9erformance review, 9eriodic %ob changes, 9rogrammed instructions, Role description, Role playing, "abbaticals, "ensitivity lab, "ensitivity training, "horter workweek, "urvey feedback, Team building workshops, Transactional analysis, 4nderstudy assignments, Eestibule training, 3ork modules and !ndividuali2ed training. 4. T,1+3 32812-:: DG8 degree $eedback, &nnual cultural programmes, &ppreciative !nquiry, &pprentice 9rogrammes, &ssessment *entre Technique, +rain "torming, +rain writing pool, *areer *ounseling, *areer Development 3orkshops, *ase "tudies, *lassroom 0ectures5*onferences, *oaching, *ognitive -aps, *ommittee &ssignments, *omputer -odeling, *onsensus -aps, Daily meeting, Delphi Technique, Developmental *entres, Devils &dvocacy, lectronic meetings, xit interview, xperimental xercises, $ilms, $ish bowl technique, $lex Time, $orce $ield analysis, $uture "earch, 1ripe boxes, !nbasket, !ndividuali2ed Training, !ntegrated exercises, !n#house maga2ines, !nteractive computer based training, !nternet based education, @ob analysis, @ob enrichment, @ob !nstruction Training, 0arge scale interactive events, 0eaderless 1roup discussions, -emory -aps, -entors, -ind -apping, -oderation, ;egative +rain "torming, ;ominal 1roup Technique, 'pen door policy, 'pinion surveys, 'rdinary group interactions, 'rganisational retreat, 9articipatory research appraisal, 9erceptual maps, 9erformance counseling, 9erformance review, 9eriodic %ob changes, 9ositive reinforcement, 9rogrammed instructions, Repertory grid, Review meetings, Role description, Role playing, "abbaticals, "eminars and syndicates, "ensitivity lab, "horter workweek, "take holder analysis, "tructured maps, "uggestion box, "urvey feedback, Task orientation 5 constructive controversy, Team building workshops, Tele#education, Transactional analysis, Transcendental meditation, 4nderstudy assignments, Eestibule training and 3ork modules.