Uni

t-
lV
Mea
ning,Na
tur
e,T
ype
sandT
heor
iesof
L
ear
ning
Ar
ti
cl
eSha
redby

L
ear
ning:
Me ani
ng ,
Natur
e,T
ype
sand
T
heor
iesofL
ea r
ning!

Me
ani
nga
ndNa
tur
e:
Lear
ningi
sak eyprocessi
nhuma n
behavi
our.Al
ll
ivi
ngi sl
ear
ning
.Ifwe
comparethesi
mple ,cr
udewaysin
whic
hac hil
dfeel
sa ndbehave
s,wit
ht he
complexmodesofa dul
tbehavi
our,hi
s
s
kil
l
s,habi
ts,
thought,
sent
imentsand
t
heli
ke-wewi l
lknowwhatdi
ffe
r e
nce
l
ear
ninghasma detot
heindi
vi
dua l
.

ADVE
RTI
SEME
NTS
:

Theindivi
dua liscons t
a ntlyi
nt eract
ing
wit
ha ndi nf
luenc edbyt hee nvironment.
Thi
se xperie
nc ema keshi mt oc hangeor
modifyhisbe ha v
iourinor dertode al
eff
ecti
ve l
ywi thit.There fore,learni
ngis
achang einbe haviour, i
nf l
uenc edby
previ
ousbe ha vi
our .Ass tateda bovethe
ski
ll
s,knowle dge,ha bi
t s,att
itude s,
i
nterestsandot he rpers onali
ty
char
a c
te r
ist
icsa r
ea llther esultof
l
ear
ning
.

Le
a rni
ngi sdefi
ne das“anyrel
ati
vel
y
perma ne ntcha ngeinbehav
iourtha
t
occursa sar esultofprac
ti
ceand
experi
e nc e”.
Thi sdefi
ni
ti
onha st
hree
i
mpor tante leme nts.

a.
L e
arni
ngisachangei
n
behavi
our
—be t
terorwors
e.

b.I
tisachanget
hattak
esplac
ethrough
pra
ctic
eore x
per
ienc
e,butchang
esdue
togrowthormat
urat
ionarenotl
earni
ng.

c
.Thischa
ngeinbeha
viourmustbe
r
ela
tive
lyper
ma ne
nt,anditmustl
asta
f
air
lyl
ongt
ime
.

All
lear
ninginvolvesa ct
ivi
ti
es.T
he se
act
ivi
ti
esinvol
vee itherphysi
calor
mentalacti
vi
ti
e s.
The yma ybes i
mpl e
mentalacti
vi
ti
e sorc omplex,i
nvolvi
ng
var
iousmus cl
es,bone s,et
c.Soalsothe
mentalacti
vi
ti
e sma ybev erysi
mple
i
nvolvi
ngoneort woa cti
vi
tie
sofmi ndor
complexwhichinvolv ehi
gherme ntal
act
ivi
ti
es.

Whatacti
vit
iesarelea
rnedbyt he
i
ndiv
idual
r e
fertotypesoflear
ning.F
or
ex
ample,habits,
ski
ll
s,fac
ts,et
c .T
here
ar
ediff
erenttypesoflea
rning
.S omeof
t
heimpor
tantandcommonle
arni
ng
a
cti
vi
ti
esar
ee x
plai
nedher
e.

T
ype
sofL
ear
ning
:
1.
Mot
orl
ear
ning
:
Mos tofoura cti
vi
tiesinourda y-
to-da
ys
l
if
er efertomot ora ct
ivi
ti
e s
.The
i
ndividualhastole arnthemi nordert
o
mainta i
nhisregularli
fe,forexample
walking,runni
ng ,
s kati
ng,dri
ving,
cl
i
mbi ng,etc
.Allthesea c
tivi
ti
esinvol
ve
t
hemus cularcoordinati
on.

2.
Ver
bal
lea
rni
ng:
T
histy
peofl
ear
ninginv
olv
est
he
l
anguag
ewespeak,t
hecommuni
cat
ion
devi
cesweus e.
S i
gns,pi
ctur
es,s
ymbols,
words,f
igure
s,sounds,e
tc,ar
ethetools
usedi
ns uchact
ivi
tie
s.Weus ewordsfor
communi c
ati
on.

3.
Conc
eptl
ear
ning
:
I
tist heformofle ar
ningwhi chr equires
higherorderme ntalprocesseslike
thi
nk ing,
reasoni
ng ,i
ntell
igence ,etc
. we
l
e arndiff
erentconceptsfromc hi
ldhood.
Fore xample,whe nwes eeadoga nd
att
a chtheterm‘ dog’,welearnt hatthe
wor ddogr ef
erstoapa r
tic
ulara nima l
.
Conc eptlea
rninginvolvestwopr oc esse
s,
viz
. abstr
acti
ona ndg eneral
isa
t i
on. This
l
e arningi
sv er
yus ef
ulinr e
cog nisi
ng,
i
dent
if
yi
ngt
hing
s.

4.
Dis
cri
mina
tionl
ear
ning
:
Learni
ngt odif
fer
entia
tebetwe en
st
imulia ndshowi
nga nappropri
ate
res
pons etothesest
imulii
sc al
l
ed
di
scriminati
onlear
ning.Ex
ampl e,s
ound
hornsofdi f
fer
entvehi
cle
slikebus,ca
r,
ambul a
nc e,et
c.

5.
Lea
rni
ngofpr
inc
ipl
es:
I
ndivi
dual
slear
nce r
tai
npr i
ncipl
e s
r
e l
ate
dtoscie
nce,ma thematics
,
grammar,e
tc.i
nordert omana gethei
r
workeff
ect
ivel
y.T
he sepri
nciplesal
ways
showtherel
ati
onshi
pbe tweent woor
moreconce
pts.E
xample:f
ormul
ae,
laws
,
as
soci
ati
ons,c
orrel
ati
ons
,etc
.

6.
Probl
ems
olv
ing
:
Thisisahighe rorderlearni
ngpr ocess
.
Thislearni
ngr equir
est heuseof
cogniti
vea bil
it
ies-s
ucha sthinki
ng ,
reasoning,observati
on, i
ma ginat
ion,
gene r
aliz
ation,etc.Thi
sisv eryuseful
to
overcomedi f
fi
cultproblems
encount er
e dbythepe opl e
.

7.
Att
it
udel
ear
ning
:
At
ti
tudeisapre
dis
positi
onwhic
h
de
terminesa
nddir
e ct
sourbehavi
our
.
Wede v
e l
opdi
ff
erentatt
it
ude
sfromour
chi
ldhoodaboutthepe ople,obj
e c
tsand
everyt
hingwek now.Ourbe haviourmay
bepositi
veorne ga
tiv
ede pendingupon
ouratti
tude
s .E
xample:atti
tudesof
nursetowardsherprofes
sion,patie
nts,
etc
.

T
heor
iesofL
ear
ning
:
Psychologis
tshavetri
edt oexpla
inhow
peoplele ar
na ndwhyt heylear
n.They
havec onductedma nye xper
imentson
animalsa ndchil
drenandc ometo
cert
a i
nde fi
nit
ec oncl
usionswhich
explai
nt hemode soflearni
ng.

T
hes
ear
eca
ll
eda
sthe
ori
esofl
ear
ning
.
I
nma nybook s,t
he seexpla
na ti
onsare
t
rea tedask i
ndsoflearning.
Inas enseit
i
strue .Buttheterml ear
ningisve r
y
compr ehe ns
ive.
Itcoversawi derangeof
acti
v i
ti
eswhi chcannotbee xplai
ned
withinalimitedfr
a mewor k.
T hereare
ma nythe ori
esexplai
ningmode sof
l
e a
r ni
ng .
Impor t
anta mongthe ma re:

T
ria
landE
rrorL
ear
ningT
heor
y:
Thistheorywasde vel
ope dbya n
Ame ric
anpsychologis
tELT horndike
(1874-1949)
.Hea rguesthatle
a rni
ng
takesplacet
hroug htri
alander r
or
me thod.Acc
ordingtohiml earni
ngisa
gradualproc
esswhe retheindividualwi
l
l
makema nyat
temptst
olearn.The
es
senceofthi
sthe
oryi
s-asthetri
al
s
i
ncre
ase,theer
ror
sdecre
a s
e .

Thisispos si
blebe caus eofa s
s ociat
ion
forme dbe twee nse nsei mpr essionsa nd
i
mpul se stoa c
tion. Sucha nas soci
a t
ion
come st obek nowna sa‘ bond’ ora
‘
c onnec ti
on,be causei tisthes ebondsor
conne cti
onswhi chbe come
strengthene dorwe ake nedi nma ki
ng
andbr ea ki
ngofha bits.Ac cordingtot hi
s
theorywhe nani ndividua lispl acedina
ne wsituati
on, hema k esanumbe rof
randommov eme nt s.Amongt hem,
thosewhi cha reuns uc cessfula re
e
li
mina
teda
ndt
hes
ucc
ess
ful
one
sar
e
f
ix
ed.

Theserandommov eme ntsa renot

eli
mina t
eda tonc e.I
nt hefirsta t
tempt
thei
rnumbe risverylarge,int hese c
ond
att
emptt henumbe rofe rrorsdi mini
shes
andt hera ng
eofa cti
vitybe come s
narr
owe r. Gradual
lytheindi vidualle
arns
toav oi
dunne c es
sarymov e me ntsand
reachestheg oal.I
mpr oveme nttakes
plac
et hroughr epeti
ti
on.

T
hor
ndikestudi
est
hecharac
teroft
ri
al
a
nderrorle
arni
ngi
nanumbe rof
e
xpe
rime nt
soncat
s-us
ingaboxwhich
hecall
ed‘ puzz
lebox’
.Inoneofthe
experi
me ntsahungrycatwasplac
e din
theboxa ndthedoorwa scl
osedwhi c
h
coul
dbeope nedbypressi
ngaLatch.A
fi
shwa splacedouts
idetheboxina
plat
e.

Thec atcoul
ds eethisfi
sh.Thecatwa s
gi
ven100t r
ial
s-t
eni nthemor ni
nga nd
tenine a
c haft
ernoonf orfi
veday s.
The
catwa sfedatthee ndofe ach
experimentalperi
oda ndthenwa sg i
ven
nothingmor etoeatunt i
laft
erthene xt
sessi
on.If,s
ucceede di
nope ningthe
doorina nytri
albyc hance,
hewe ntto
eatfood( f
is
h).Acompl eterecordwa s
madeoft
hec
at’
sbe
hav
iourdur
inge
ach
t
ri
al.

I
nt hebe gi
nningthecatma deanumbe r
ofrandommov eme nt
slik
ebi t
ing,
cl
awing ,
dashing,etc.
graduall
yin
subsequenttria
lsthecatreducedthe
i
ncorrectresponses(er
rors)
,asitwasin
apositi
ontoma ni
pulatethelatc
ha s
soona si
twa sputinthebox .

T
hisex
pe r
imentrev
eale
dt hatthe
r
andommov ementswerede crea
sed
g
radua
ll
y,thati
s-
asthetri
alsincr
eas
ed
t
heerr
orsdecrea
sed.Asthetrial
s
i
ncr
easedthesol
uti
ontoope nthedoor
(
press
ingthelat
ch)wasdisc
overedand
att
hee nd,t
hec a
tcouldopenthedoor
wit
hzeroe r
ror
.Theti
met akenineach
t
ria
lwa sevent
uall
yreduce
d.

Thorndi
kec onduct
edma nyexper
iment
s
withma zeandpuzzleboxl e
arni
ngin
whichcatsandratswe reused.Hehas
demons t
ratedthatthroughnume r
ous
tr
ialst
hea nimall
earnsmuc hand
gradual
lyimproveshiseffor
t.

Wea ll
lea
rnma nyskil
l
sl i
keswi
mmi ng,
cycl
i
ng,ri
ding,et
c.,
throughthi
sme thod.
Chil
drenl
ea r
ntosit
,stand,wal
k,and
runbythi
sme thodonly.However
, t
his
met
hodinv
olv
escons
ide
rabl
ewa
steof
t
imeandef
for
t.

5Ste
pstoCrea
ting
Ef
fec
tiv
eTra
ini
ng
Pr
ograms
Wr
it
tenbyGi
lGr
ube
r,E
xpl
ora
nce
.

Ane ff
ecti
vet rai
ningprogramisbui
ltby
foll
owingas ystemati
c,step-
bystep
process.T
rainingini
ti
ativest
hatsta
nd
alone(one-offevents
)of t
enfai
ltome et
organi
zati
ona lobject
ivesandpart
ici
pant
expec
tati
ons.I
ntoday’
spos
tweoutli
ne
thefi
venecess
aryst
epstoc
reat
ing
eff
ect
ivetr
aini
ngprogr
amstha
tdri
ve
posi
ti
vebusi
nessimpact
.

As
ses
str
aini
ngne
eds
:
Thefir
ststepinde v
elopingat r
aini
ng
progr
ami st oi
denti
fya ndassessne eds
.
Employeet rai
ni
ngne edsma yalreadybe
esta
bli
she dintheorganiza
tion’
s
str
ategi
c,huma nresourcesorindividual
devel
opme ntpl
ans.I
fy ou’
rebuildi
ng
thetrai
ni
ngpr ogramfroms cratch
(wit
houtpr edete
rminedobje ct
ives)
you’l
lneedt oconducttrai
ningne e
ds
asses
sme nts.
S
etor
gani
zat
iona
ltr
aini
ngobj
ect
ive
s:
Thet rai
ningne edsa s
se ssme nts
(or
g aniza
t i
ona l
, task&i ndividua l
)wi l
l
i
de nti
fya nyg apsi nyourc ur renttraini
ng
i
nitiati
vesa nde mpl oye eskillsets.These
gapss houldbea na l
yze dandpr i
or i
ti
zed
andt urnedi ntot heorg anizati
on’ s
tra
iningobj ectives.Theul ti
ma teg oali
s
tobr i
dget heg apbe t
we encur rentand
desiredpe rforma ncet hroug hthe
deve l
opme ntofat r
ainingpr og r
a m.At
thee mploy eele vel,t
het r
ainings hould
ma tchthea re
a sofimpr oveme nt
dis
c overedt hroug h360de gre e
evaluati
ons .
Cr
eat
etr
aini
nga
cti
onpl
an:
Thene xts tepist oc re atea
compr ehe nsi
vea ctionpl ant hatincl
udes
l
e arni
ngt heor i
e s,instr uct
iona l
de s
ign,
content,ma t
e r
ia l
sa nda nyot her
trai
ninge l
e me nt s
. Re source sand
trai
ningde li
ve r
yme thodss houldals
obe
deta i
l
ed.Whi l
ede v elopingt heprogram,
theleveloft raininga ndpa rtici
pants’
l
e arni
ngs tylesne e dt oa ls
obe
cons i
dered. Ma nyc ompa niespil
ottheir
i
nitiati
vesa ndg a the rfe e
dba cktoma k
e
adjustment sbe for ela unchingthe
prog r
amc ompa ny-wi de .
I
mpl
eme
ntt
rai
ni
ngi
ni
ti
ati
ves
:
Theimpl eme ntat
ionpha seiswhe ret he
trai
ningpr ogr a
mc ome st olif
e.
Organi z
ationsne edt ode c i
dewhe t her
trai
ningwi llbede li
ver edin-houseor
externall
yc oordina t
ed. Prog r
am
i
mpl eme nt at
ioninc l
ude st heschedul i
ng
oftraini
nga cti
vi
tiesa ndor ganiz
ationof
anyre lat
e dre s
ourc es(facili
ti
es,
equipme nt ,etc.
).Thet rainingprog ramis
thenof fi
cial
lylaunc hed, promot eda nd
conduc ted.Dur i
ngt raini
ng ,parti
cipant
progre s
ss houldbemoni toredtoe nsure
thatthepr og ramise ffective.

E
val
uat
e&r
evi
set
rai
ni
ng:
Asme ntione dinthel asts egme nt,t
he
trai
ni
ngpr og ra
ms houl dbec ont i
nual
ly
monitored. Atthee nd, thee ntire
programs houldbee v al
ua tedto
determinei fi
twa ss ucce ssf
ulandme t
trai
ni
ngobj e ct
ives.Fe edba c
ks houldbe
obtai
ne dfroma l
lstak eholdersto
determinepr ograma ndi nstr
uc tor
eff
ecti
v enessanda l
sok nowledg eorskil
l
acquis
iti
on. Analyzingt hisfeedba c
kwill
all
owt heor ganiz
at i
ont oidentif
ya ny
we ak
ne ssesinthepr ogram. Att hi
spoint,
thetrai
ningpr ogramora cti
onpl ancan
berevisedifobjective sore xpectati
ons
arenotbe ingme t.
T
ype
sofT
rai
ni
ng
Trai
ningi
sa norganiz
eda ct
ivi
ty
conducte
dt oimprovethepe rforma nc
e
ofane mploye
ea ndtobr i
nga bouta
consi
derablechangeintheskil
ls ,
knowledge,at
tit
ude ,
beha v
iorf or
perf
ormingapa rti
cul
arkindofaj ob.

Thereares
evera
l t
ypesoftr
aini
ng
progra
mswhicha r
ec a
rri
edoutint
he
dif
fer
entbusi
nesssi
tuati
ons
.

T
ype
sofT
rai
ni
ng
t
ype
soft
rai
ni
ng-
fi
nal
1

I
nduc ti
onorOr ient ationT ra i
ning:
I
ntroduc i
ngane we mpl oye etot he
organizati
on’se nv i
ronme ntc ompr i
sing
ofada yt oda yfunc tioning ,produc ts,
ser
v i
ces ,
rulesa ndr e gulationsa re
ter
me dasInduc tionoror i
e ntati
on
tr
aining.Thepur pos eofs ucht ra
iningis
toreduc ethene rvous ne ssofane w
j
oinee ,byma ki
nghi ma ccus t
omt othe
workinge nvironme nt.Itisa l
soc alledas
anor i
enta t
iont raining ,whi chme ans
gi
vingaf airideat ot hene we mpl oyee
about, whathei ss uppos edt odoi nthe
organizati
on.
JobT rai
ning:Thist rainingisj obspe c
ifi
c
andi sgiv
e ntot hee mpl oyeewhoha sto
performt hatjob. Unde rthist r
aini
ng ,
theinforma t
iona boutt hema c
hine ,
the
proce s
sofpr oduc tion, me thodst obe
used, t
hes af
e tyme asur estobe
unde rt
ake n,
e tc.a r
ee xplai
ne d.Through
thi
st rai
ning,thee mpl oyeede vel
opst he
confidenceandt hene cessarys ki
ll
s,that
enableshi mtope rformhi sjob
eff
ec ti
vel
ya nde f
ficiently.
Safe
tyT ra
ini
ng :T
hes a
fet
ytrai
ningis
gi
vent othee mploy
eessoasto
minimizethenumbe rofacc
ide
nt s
causedduet othehandli
ngofma chines
orotherequipme nt
.Underthi
straining
,
t
heemploye
e sa
regive
nthesaf
ety
i
nst
ruc
ti
onsontheusageofmachi
ner
y
a
ndtheotherdang
erousdev
ice
s.
Appre nticeshi
pT ra
ining:Unde rthis
tra
ining, thewor kerearnswhi l
ele ar
ning.
Thistrainingisgene r
a l
l
yg ive
nt othe
technical st
aff,c
raftsmen, pl
umbe r,etc.
whoa rer equi
redtowor kunde rthe
superiorf orarelat
ivelylongerpe ri
od,
untilheg a i
nsthee xpert
iseinthat
parti
c ul
a rfiel
d.
I
nterns
hipT r
aini
ng:Unde rthi
stype,t
he
educat
ionalorvocat
ionalinst
it
uteshave
a
na rra
ng e
me ntwiththeindustri
al
i
nsti
tutest
opr ovi
depr a
cticalk
nowledge
t
oi t
sstudents
.Sometimes, t
he
companiesal
soof f
ert
hepr e
-pl
aceme
nt
off
erst
ot hetr
aineesonthebasi
sof
thei
rperf
ormanc edur
ingthei
r
i
nterns
hipprogr
a m.
Refres
herTrai
ningorRe trai
ning:Asthe
namei mpli
es,t
her et
rai
ningorr ef
reshe
r
tr
a i
ni
ngisgivent otheolde mployees
withthepurposeofi mprovingtheir
ef
fici
enci
es.The yareint
roduce dtothe
newme t
hodsa ndt ec
hnologiesthat
wouldresul
tint heincre
as e
d
producti
vi
tyandr educesthemonot ony
i
nt hei
rdail
ywor k .
Pr
omoti
onal
Trai
ni
ng:Thi
str
aini
ngis
gi
vent
othepot
enti
ale
mployees,who
ca
nbepromote
dtotheseni
orposit
ion
i
nt heorg anizati
on.Thepromoti
onal
tra
iningisg i
ve ni
na dvances
othat
empl oye
eg etsaccust
ome dtot
henew
rol
e sandr esponsibi
li
ti
esanddonotget
nervousa tthet i
meofpr omoti
on.
Reme di
a lTraining:Thistrainingi sgi
ven
i
nor dertoov e rcomet hes hor tcomings
i
nthebe haviora ndpe rf
or ma nc eofold
employe es.Duet otheinv entionof
te
chnolog y,thee mployee sma yresi
stto
acc
e ptthec ha ngeandc a usea
di
sturbanc eint he
organi
zation.The ref
ore,s ucht raini
ngis
gi
vent oma ket hemunde rstandt he
i
mpor tanceofc hangea ndi tsne cess
ity
i
ntheope rati
onsofbus ine s
s. This
tr
ainingisgener
all
ygive
nbyt
he
psychologi
cale
xpert.
Thus,dif
ferentkindsoftr
ainingare
i
mpa r
t edtot heemployeesde pendi
ng
ontheirjobpos i
tionandthes ki
ll
s
requi
redt ope r
formapa rt
icularki
ndof
atask
.

T
rai
ni
ngofS
taf
fs:
16Me
thods
Ar
ti
cl
esha
redby:

ADVE
RTI
SEME
NTS
:

T
hisar
ti
cl
ey ouwil
lthr
owlig
htupont
he
s
ixt
eenmethodsoftra
ini
ngofs
taf
fsi
n
anorganiza t
ion.Theme t
hodsare:1.
Lect
ure2. Gr oupDiscussi
on3. S
emi nar4.
PanelDiscussion5.Colloqui
um6.
Symposium7. Workshop8.Syndicat
e
Me t
hod9. CaseS t
udy10. Rol
ePla yi
ng
11.Brai
nS tor ming12.BuzzSessi
on13.
Sensi
ti
vityT rai
ning14. Manageme nt
Game15. I
nt eract
iveVideo16.Video
Confer
enc ing.

Me
thod#1.
Lec
tur
e:
I
tisame t
hodofv e
r ba
l pre
s entat
ionofa
topi
cbyaspeakertoag roupof
audi
ence.L
e c
tur
es houldbewe l
l
orga
niz
eda ndwellprepareds othati
t
candra
wa tte
nti
onoft hea udienceand
c
onv
eyt
heme
ssa
get
othe
m.

Vis
ua lai
dsma ybeus e
ddur ingt het al
k
andaque st
ion-answe rs es
sionma y
fol
lowit.As eri
esofl ecturesona
parti
cularthemes ha ll
fa c
il
it
a tethe
audiencetode velopac ompr ehe nsiv
e
i
de aont hetopica ndg ainbyt her ich
experie
nc eofthes pe akers.Lecture
faci
li
tatespresentationofinf orma ti
onin
asystema ti
cwa y.T hechieflimita t
ionin
l
e c
tureme t
hodi sthepa s
siveroleoft he
audience.

Me
thod#2.
GroupDi
scus
sion:
ADVE
RTI
SEME
NTS
:
Thelec tureme thodma ybema demor e
parti
cipa ti
ve,i
fa tthee ndthea udi ence
area l
lowe dtodi sc
us sthetopicin
presenc eofthes pe ake
ra nde l
icitthe
l
a t
ter’
sc omme ntsa ndc l
ari
fi
cationon
thepoi ntsrais
e d.Thisshalll
eadt oa
betterunde r
standingofthet opic, asthe
parti
cipa ntsaremor ea ct
ivel
yinv olved,
havet heoppor tunitytoe xpres
st he ir
vie
wsa ndg etthe i
rdoubt scl
a r
ifi
e d.
Learningi srei
nforcedthroug hthe
i
nterac ti
onoft hea udiencewi t
ht he
speake r.

Me
thod#3.
Semi
nar
:
I
tisoneoft hemos ti
mpor tantf
or msof
groupdi s
cus s
ionandismor eforma li
n
nature.Thes eminarenablesastudyin
depthtobema deinspeci
ficare
a sunder
theguidanc eofe x
perts.
Ins emi
na r,
the
disc
ussionpa perspre
pa redbythe
parti
ci
pa ntsont hebasi
soft hei
rstudy
andrese ar
cha represented,and
disc
ussionisba sedpr
ima ri
lyonthe s
e
papers.

Ase mi
narma yhaveoneormor e
plenar
ysessi
ons.Thi
sme thodhasthe
advantag
eofpooli
ngt ogethert
he
opini
onofalargenumbe rofpersons
.At
theend,someconc l
usi
onsa nd
r
ecommendati
onsa
rea
rri
veda
t,f
or
t
aki
ngac
tion.

Me
thod#4.
Pane
lDi
scus
sion:
Apa nelorag roupoft hreeorf our
expertsinas pe cif
icareaof
speci
alizati
onma ybeinv i
tedtoa ddress
agroupoft rai
ne esonapa rti
cular
subj
e ct.Themut ua l
interacti
onsoft he
paneli
stsa mongt hems elv
e sandwi th
theaudie ncec anl eadtoa ne f
fecti
ve
unde r
standingoft hetopic.Apa nel
dis
cussions houl dbeg uidedbyas t
rong
mode ratortoe nsureenoug htimet o
eachpa ne l
i
st ,
toov ers
eet heque st
ion-
answe rsessiona ndt osumupt hee nti
re
pr
oce
edi
ngs
.

Me
thod#5.
Col
l
oqui
um:
ADVE
RTI
SEME
NTS
:

Thi
si samodi fi
edversionofpa nel
dis
c ussi
on,inwhichthr e
eorf our
res
our cepe r
sonsdis
c ussas peci
fi
ctopi
c.
Thea udiencearefre
et oe xpress
opinions,ra
iseis
suesa ndas kquest
ions
.
I
nc olloqui
umt hereismor eofa udi
ence
partici
pati
on.

Me
thod#6.
Sympos
ium:
I
tisameeti
ngi
nwhichasma
llnumbe
r
ofre
sour
ceper
sonspr
ese
ntshor
t
prepar
edpapersonag ivent
opic.
Each
onespeaksf
orade f
initeamountofti
me
andprese
ntsadiff
erentphaseorsub-
div
isi
onofageneraltopic
.

Thes pe ak
e rsareofa pproxi
ma tel
yequal
abi
lit
yt oa voiddomi nationbyas peake
r
org i
vingthea udi
enceadi st
or t
edv i
ew
ofthes ubjec t
. I
ntera
c t
ionwiththe
audienc eisnote xpected.Sympos i
umis
pri
ma rilyme antforinformation
gatheringa tthepr of
e s
sionall
evel.

Me
thod#7.
Wor
kshop:
Awork
shopi
sacoope
rat
ivega
ther
ingof
i
ndi
vi
dual
swhodis
cus
s,l
earnanda
pply
prac
tical
skil
l
sunderexpertsupervi
si
on.
I
tma ybehe ldf
orada yoranumbe rof
consecut
ivedays
.Thereisaplanni
ng
sess
ionwhe rea
llpar
ti
c i
pantsare
i
nvolvedinthebegi
nning.Consi
derabl
e
ti
mes houldbeall
ott
edforthewor k
sess
ions.

ADVE
RTI
SEME
NTS
:

I
nwor kshopme thodthepa rt
ici
pants
exchangeide a
s, ex
periencesandskil
ls
,
andont hi
sba sisproduceapr oductor
prepareapr ogrammef orfutureacti
on.
I
the l
psinc orrect
lydoingajoba nd
propershapingofa nac t
ionorient
ed
pr
ogr
amme
.

Me
thod#8.
Syndi
cat
eMe
thod:
As y
ndicateispri
ma r
il
yas tudygroup,
theme mbe rsofwhichrepresentthe
pri
ncipalsub-gr
oupsparti
cipati
nginthe
programme .Thesyndic
ateha sa
chai
rpe r
sona ndasecret
a r
y,the
posi
tionsofwhi c
haregene ral
lyheldi
n
rota
tionbyt hepart
ici
pants.

Aprobl emisass
ignedtothesyndic
ate
forst
udya ndsoluti
on.Thegroupwor k
s
onitsown, wit
honlymi ni
mumg ui
dance
fromt hetra
ini
ngstaff
,makesitsown
l
ibrarystudi
es,c
olle
ctsdata,
e x
changes
v
iewsande xperi
ence,ava
il
sits
elfoft
he
f
aci
li
tyofconsult
ingspeci
ali
st
sinthe
f
iel
d,andfi
na l
l
ypr epar
esareportonthe
a
ssi
gnme nt
.

There portofea c
hs yndica
teis
presentedt oana ss
embl yofthetr
aini
ng
fac
ultya nda l
lthesyndicatesi
nthe
tr
aini
ngpr ogr
ammea sawholefor
comme ntsanddiscussion.Thest
udyon
anysubj ectmayc onti
nuef oramonthor
mor e
, with10t o12s itt
ing
s.

Me
thod#9.
Cas
eSt
udy
:
ADVE
RTI
SEME
NTS
:
I
nt hi
sme t
hod, awrit
tencaseora
probl
ems i
tuati
onispresentedtothe
parti
ci
pantsi
napr ogrammef orcare
ful
st
udya ndexaminati
onfroma llf
acet
s,s
o
astoenablethemt oexerc
isethei
r
analy
tic
al,
synthet
ical
lyandde ci
si
on
ma ki
ngpowe rs
.

Asther
eisnos ingleinfal
liablesoluti
on
toaproblem, differ
ents oluti
onswi llbe
evol
veda nd.inc ourseofe v al
ua t
ionof
thes
esolutions, part
ici
pa ntsa r
ee nable
d
toappreci
a t
et hev i
ew- pointsofot hers
andals
os eet hel ac
una eint heirown
thi
nki
nga nda na ly
sis
. The
i
nterr
elat
e dne ssofva r
iousf act
ors
oper
ati
ngint
hes
it
uat
ioni
sal
so
hi
ghl
ight
ed.

Me
thod#10.
Rol
ePl
ayi
ng:
Thepa rti
ci
pa ntscanbema detoa ctand
re-l
i
v eapa r
ticularsi
tuati
ont ogetar ea
l
feeloftherolest heyarea c
tual
lyca l
l
ed
upont oplay. S
uc ce
ssfulrol
eplayi
ng
requiresgoode mpa thy.Rolepl
ayingisa
parti
culartechniquewhi chgive
sa n
i
ns i
ghtintothec ompl exbehavi
oura l
patternsofindivi
dua l
s.

E
vendi
eobser
verste
ndtoseeinthe
r
ole
spl
aye
dbyot her
sthei
ma ge
sof
t
hei
rownbehavi
ourandat
ti
tude.Rol
e
playi
ngunitsshoul
dbes mal
linsi
zeso
thatthetr
a i
neescanreal
lyi
denti
fywi
th
theli
verolestheypl
ay.Spec
iale
mpha s
is
shouldbeputont hedis
cuss
ion
fol
lowingthee x
erci
se.

Me
thod#11.
Bra
inS
tor
ming
:
ADVE
RTI
SEME
NTS
:

As mallgr
oupofk nowl edgeablepersons
i
sg i
venapr oblema nda skedtoproduc e
asma nysolut
ionsaspos si
blewit
hina
gi
v enperi
od.Sponta neityandcreati
vit
y
areimportant.Thepur poseisto
promot egr
oupc reativ
ity,sothatal
l
aspectsofaproblema r econsi
dered.It
shoul
dbere
stri
ct
edt
ounde
rtwe
nty
peopl
epergr
oup.

Theideaspre sentedarerecor
dedso
t
hate very
onec anseethem. Whena
l
argenumbe rofsug g
esti
onsaremade,
t
heg roupisa skedtorefl
ectonthem
ande va
luatethe i
rme ri
tsanddemeri
ts
.
Areasonablys mallnumberof
worthwhil
ef i
na lsol
uti
onsma yemerge
f
romt hisevaluati
on.

Me
thod#12.
Buz
zSe
ssi
on:
T
histe
chniqueinv
olv
esdiv
idi
ngala
rge
g
roupint
omuc hs
ma l
l
erones,
inwhi
cha
t
opici
sdi
sc us
sedwit
hinali
mit
edperi
od
ofti
me .Theg roupsa reexpectedto
rea
cti.e.producei deas,opi
nion,
quest
ionse tc
. withinaboutfi
v eminutes
andma keor alreporttoa l
lgr
oups
i
nvolvedindiee xe rci
se.
T hepurposeis
toi
nvolvee acha nde ver
ypa rti
ci
pant.
Thi
sme thodi ssome t
imesusedt obreak
uplargeme etinga ndtoa ddvari
e t
yand
i
nterest
.Itma ya l
s obeus edtosoli
cit
sol
uti
onst opr oblemsort ogather
opi
nion.

Me
thod#13.
Sens
it
ivi
tyT
rai
ni
ng:
Membe r
sarebroughttoget
heri
nafre
e
andopenenvi
ronme ntinwhi
ch
par
ti
cipa
ntsdi
scussthemsel
vesand
i
nterac
t.Thedis
cussi
onisli
ghtl
y
dir
ecte
dbyabe havi
oure x
pe r
t,who
crea
testheopport
unit
yforparti
ci
pant
s
toexpres
sthei
rideas
,beli
efsand
att
it
udes.

Theobjecti
veofthisme thodisto
provi
dethepa rt
ici
pantswi t
hincreased
awarenessofthei
rownbe haviourandof
howot her
sper c
eivethem, greater
sensi
ti
vit
ytothebe haviourofothe r
s
andincreas
edunde rs
tandingofg roup
proces
ses.Speci
fi
call
yita i
msa t
i
nc r
easedabil
i
tytoe mpa thi
zewi t
h
others
,improvedli
steningskil
l
s ,g
reater
openness,i
ncrease
d’tolerancefor
di
ffe
rencesa
ndimpr
ove
dconf
li
ct
-
re
solut
ionsk
il
ls
.

Me
thod#14.
Mana
geme
ntGa
me:
I
tisat r
a i
ningme t
hodt hatdealswith
cert
ainspe ci
ficaspectsofbusinessor
adminis
tr a
tion. I
tisasimulat
ede xerci
se
repr
esent i
ng ,ascl
oselyasposs i
bl
e ,t
he
const
raintsa ndpre s
suresoftheda y-
to-
daywor ke nvironmentoft he
part
ici
pa nts.

Thepart
ici
pantsarepr
esentedwit
h
i
nformat
ionaboutoperat
ionsofan
orga
niz
ati
on-ma nagementofhuman
res
ourc
e,financi
al
,market
ingetc
.The
y
aregroupedi
nfunc
ti
onalt
eamsto
consi
de rt
hese
quenceofe
vent
sand
probl
e msandmanaget
heoper
ati
ons
.

Thetaski ncl
ude sfi
ndings ol
utionstothe
probl
e ms ,ta
k i
ngde ci
sions,andde al
ing
withpe ople.Eachteamt a kesade c
isi
on
consi
de ri
ngt heda t
aa ndi nf
orma ti
on
avai
lablet oi
t, wit
hinthebr oad
parame tersandobj ec
tivesoftheg ame .
Thecons eque ncesofthisde ci
sionare
fedbackt othet eambyt hetrainer
.

Theteama naly
zestheoutcomesofthi
s
deci
si
onint heli
ghtofthe
ireff
ectonthe
si
tuat
ionandot hereve
ntsinthe
operat
ion.Andtheteamt
henprocee
ds
totakefurt
herdeci
si
onsa
ddre
ssingt
he
news i
tuati
on,eve
nts,
and
ci
rcumstances
.

Me
thod#15.
Int
era
cti
veVi
deo:
I
tre f
erstoav i
de oprogr
ammewi t
h
whicha nindi
vidualcani
nteract
.It
al
lowst heusertotakepartinthe
se
que ncingands el
ecti
onofv i
deo
ma te
rial,
andcont r
oltheprogramme
accordi
ngt oone’sownpa ceoflea
rni
ng.

Accordi
ngtoAra
m( 1993)
,the
programmeprogr
essesst
epbyste
p
throughca
ref
ull
ystr
uctur
edsequenc
es.
Eachs tept ak
e stheus erforwa r
dt o
anot hersigni
ficantstep.Incorrect
respons esresultinthepr ovi
sionof
furtherinforma ti
ont oclari
fydoubt s
.
Onlyac orrec
tr esponsea l
lowst he
prog ra
mmet oc ontinue.T est
ingisdone
toe nsuretha tthes equenceha sbeen
unde rst
ood.

Me
thod#16.
Vide
oConf
ere
nci
ng:
Atel
ephoneorr adionetworkma ybe
use
dt oprovi
dea udiocommuni c
ation
amongg r
oupsa ttwoormor elocati
ons.
Thi
siscal
ledaudioteleconf
erenci
ng .
A
vi
deoc ha
nne l
adde dtoa naudi
olink
bet
we engroupsbyme a nsofsat
ell
ite
t
ransmis
sion, mic
rowavetr
ansmi
ssi
onor
atwo-wayc abletel
evi
si
onsys
temis
vi
deotel
ec onfere
ncing
.

Videotel
e c
onf er
encingisalsoknowna s
vi
de oconfer
e nci
ng.E x
pertssitt
ingi
nthe
st
udiosli
stent otheque st
ionsand
answer‘l
ive’ont el
evisi
on.Thes yst
em
reducesthene edfortravelandisof
muc hhelptot hegroupsinre moteare
as.

I
N-BAS
KETT
RAI
NING:
I
nbas
kettr
aini
ngisatr
aini
ngmethodt
o
a
cqua
inte
mpl oy
eesaboutthe
irj
obwherea
numbe rofproblemsa reke ptint he"i
n
basket"(usual
lykeptont hede skofthe
employee )
.Thewor kerha st olookatthe
probl
e mswhichc ouldalsobec omplaint
s
fr
omdi ff
e r
ente mployeesa nd
si
multaneouslydeal wit
ht hos eproblems.
Theproblemst hatthee mpl oyees ol
ves,he
keepstransf
erri
ngitt othe" out -
basket"
.

I
n-Ba s
ketTechni
que–I tpr
ovide st
rai
nees
withalogofwr i
tte
ntextorinformati
ona nd
r
e quests
,suchasme mos,me s
s age
s,and
r
e port
s,whichwouldbeha ndledbyma nger
,
engineer
,report
ingoff
icer
,ora dmini
str
ator
.

Pr
oce
dur
eoft
heI
nba
ske
tTe
chni
que
I
nt hi
stechni
que, t
rai
neeisgivensome
i
nformationabouttherol
et obeplayed
s
uc has,desc
ript
ion,r
esponsibi
li
ti
es,
g
ene ra
lcontextabouttherole.

Thetra
ineeist
hengi
venthelogof
materi
alst
hatmakeupthein-
basketa
nd
ask
edtor e
spondtomater
ial
swithi
na
par
tic
ulart
imeperi
od.

Af
teral
l t
het
rai
neescomple
tein-
bas
ket
,a
di
scus
sionwi
ththetr
aine
rtake
splac
e.

I
nthi
sdis
cus
s i
onthet
rai
ne edes
cri
best
he
j
ust
if
ic
ati
onforthede
cis
ions.

T
het
rai
nert
henpr
ovi
desf
eedba
ck,
r
einfor
cingdeci
si
onsma desuit
abl
yor
e
nc our
ag i
ngthetr
aine
et oinc
rease
a
lterna
tivesf
orthosema deunsui
tabl
y.

Av ar
iati
onont het echni
queistorun
multipl
e, s
imult
ane ousinbas
k e
tsinwhi
ch
eacht r
aineereceiv
e sadif
fer
entbut
organize
ds etofinformati
on.I
tisi
mportant
thattrai
neesmus tc ommunicat
ewi t
heach
othertoa ccumulat
et heenti
reinf
ormat
ion
require
dt oma keas uit
abl
ede c
isi
on.

T
hist
echni
quef
ocus
eson:

Bui
l
dingde
cis
ionma
kings
kil
l
s.

As
ses
sandde
vel
opsKnowl
edg
e,S
kil
l
sand
At
ti
tude
s(KS
As)
.

Dev
elopsofcommunic
ati
ona
nd
i
nte
rpersona
lski
l
ls.

De
vel
opspr
oce
dur
alk
nowl
edg
e.

De
vel
opss
tra
teg
ick
nowl
edg
e.

T
heses
k i
l
lsar
ema i
nl
ycogni
ti
vet
oac
ert
ain
e
xte
ntthanbeha
vior
al.

Ma
nag
eri
alGr
idMode
l
-Al
soknownas
Lea
der
shipGr
id
T
echni
cal
Det
ail
s
Name:Mana
ger
ial
Gri
dMode
l,a
lsok
nown
asL
eader
shi
pGri
d
Aut
hor:Dr.
Robe
rtR.
Bla
ke,
Dr.
JaneS
ryg
ley
Mouton.
Cl
ass
if
ic
ati
on:
Beha
viour
alL
eade
rshi
p
Model
Y
ear
:1964

Pr
o's
Me
asur
esy
ourpe
rfor
manc
e
Hi
ghl
yus
edi
ntoda
y'sor
gani
zat
ions
Al
l
owsf
ors
elfa
nal
ysi
sofl
eade
rshi
pst
yle
Con'
s
Mini
malempir
ica
lda
tat
osuppor
tit
s
ef
fec
ti
venes
s
Does
n'tt
akeint
erna
lore
xte
rna
lva
ria
ble
s
i
ntocons
ide
rati
on
Doesn'
ttak
ethewor
kenv
ironme
nti
nto
cons
ider
ati
on
F
lawe
dSe
lf-
ass
ess
ment
Ov
erv
iew
Atc once pt
ion,thema nageri
algri
dmode l
wa scompos edoffivedif
fer
entleader
shi
p
styl
e s.Theses t
yle
swe rearelat
ionbetween
ama nage r
'sconcernforpeople
, c
oncern
forpr oductionandhismot i
vati
on.The
motiva
tiondimens i
onr eal
lyprovidesthe
underl
yi
ngmot i
veoft heleaderbe hi
nda
succ
essfull
eadershi
ps tyl
e.Thust he
managerialg
ridmode l c
ategori
z e
sl e
aders
i
ntooneof81pos si
blec a
tegories.Lat
er,
twoadditi
onalleadershi
ps tyl
eswe readded
aswellastheeleme ntofresil
i
e nce.

L
eade
rshi
p/Ma
nag
eme
ntGr
id
L
eade
rshi
p/Ma
nag
eme
ntGr
id
L
eader
shi
pSty
lesAs
soc
iat
edwi
th
Mana
geri
alGr
id
T
heI
ndi
ff
ere
ntorI
mpov
eri
she
d(1,
1)
Thesele
a dershavemi ni
ma l
concernfor
peopleandpr oduct
ion.Thei
rprior
it
yisto
fl
yundert heradarwhi l
etheycont
entto
seeks olutionst hatwon' tbri
nga nyne ga
tiv
e
focust ot hems elvesorthe i
rde part
me nt.
Preservingt heire mployme nt,positi
onas
we l
la sthe irs
e niori
tyiswha tdr i
vesthei
r
elusi
vea nde vadingbe ha vi
ors.Inshort
,the
i
ndi f
ferentl eade rsar
ei ne f
fec
tiveanda r
e
sorelylac ki
ngina nyofthet rai
tsthatcanbe
attri
but edt osuc cess
fula ndeffect
ive
l
e aders.

I
mpa
ctone
mpl
oye
es:
Employeeshav
eahi
ghde
gre
eof
di
ssa
t i
sf
acti
on
Noha
rmonywi
thi
ntheg
roup
Hi
ght
urnov
er
I
mpa
ctonor
gani
zat
ion:
I
nef
fi
ci
entope
rat
ion
T
heCount
ryCl
uborAc
commoda
ting(
1,9)
Theselea derswi l
lgoa boveandbe y
ondt o
ensuretha tthene edsa ndde si
resofhis
employ eesa reme t.Theseleade rsa
re
ma ki
ngt hea ssumptiont hattheirst
affwill
yie
ldma ximumr es
ultsastheya reli
ke l
yto
beself-mot i
vatedwhe ntheya releadin
suchenv ironme nt.Theseleade r
swillhave
behaviour sthatwill
y i
e l
dandc ompl ywi t
h
thenee dsoft heirst
a f
f.Thepr oducti
v i
tyof
thegrouphowe ver,
c ansuffe
rf romt helack
ofatt
e ntionont asks.

I
mpa
ctonor
gani
zat
ion:
L
owpr
oduc
ti
vi
ty
T
heS
tat
usQuoorMi
ddl
e-of
-t
he-
Roa
d(5,
5)
Theseleade r
sba l
anc eoutthene edsof
thei
rstaffwiththoseoft heorganizat
ion,
whil
enota dequatelyachiev
inge i
ther.
Theseleade r
swi l
lba l
anceandc ompr omis
e
thei
rde c
isi
ons ,oft
e nendorsi
ngt hemos t
popularone .Theyde di
cateminima leff
ort
s
towardsfacil
it
a t
ingthea chi
eveme ntsof
thei
rstafforthepr oducti
onr es
ultsin
aver
ag eorbe lowa veragelev
els.

I
mpa
ctone
mpl
oye
es:
E
mploy
eesar
enotr
eal
l
ydi
scont
entnora
re
t
heyha
ppy
Goodha
rmonywi
thi
ntheg
roup
I
mpa
ctonor
gani
zat
ion:
Av
era
gepe
rfor
manc
e
TheDic
tat
ori
alorPr
oduc
e,Per
is
hor
Cont
rol(
9,1)Si
mil
artoa
utoc
rat
icl
eade
r
Thesel eadersfocusa l
loft he i
rattentionto
produc ti
on-rel
a t
e dma tt
e rsa ndv e
ryl it
tl
e
towar dsthene edsoft he ire mploye es.
Thesel eaderswilldirecta nddomi nate
whilehol di
ngt hebe l
ieftha te f
fi
ciencyg ai
ns
canonl ybea chieve dthroug hrigi
d
disc
iplinesespe c
iallythos et hatdon't
requirehuma ninte r
a c
tion. E mployee sare
conside r
ede xpenda bler esour ces.
Produc ti
vit
yisus ua l
lyshor tlivedashi gh
employ eea t
triti
oni suna voi dabl
e .The
dict
ator i
alst
y l
eisi nspiredbyt heMc Gregor
Xthe ory.
I
mpa
ctone
mpl
oye
es:
Employeesexpe
rie
nceahi
ghl
eve
lof
di
ssa
t i
sf
acti
on
Hi
ghl
eve
lofc
onf
li
ctwi
thi
ntheg
roup
T
heS
oundorT
eam(
9,9)
AccordingtoDr .RobertR. Blakea ndDr .
JaneS ryg
leyMout on(andI agree),the
soundl eaderisthemos te ff
ecti
v e
l
e adershi
ps t
y l
e.Theselea derswill
contri
butea nda recommi tted,can
mot i
va t
ea nda r
emot iv
a tedwhi leholding
thebe li
efthattrust
,respe ct,c
ommi tment
ande mploy eeempowe rme ntaree ssenti
a l
forfosteri
ngat eame nvironme ntwhe r
e
teamme mbe rsaremot i
va ted,thus
result
inginma ximume mpl oyees at
isfact
ion
aswell
asthemoste f
fi
ci
entpr
oduct
ivi
ty.
Thi
ssoundle
adershi
pstyl
eisa
lsoi
nspi
red
bytheMcGregorYtheory
.

I
mpa
ctone
mpl
oye
es:
E
mploy
eesa
ref
ormi
ngahi
ghl
ycohe
siv
e
t
eam
E
mpl
oye
esa
res
ati
sf
ied
E
mploy
eesa
remot
iva
teda
ndwor
kasa
t
eam

Whati
sSens
iti
vi
ty
t
rai
ni
ng?def
ini
ti
onand
me
ani
ng-BusinessJargons
S
ens
it
ivi
tyT
rai
ni
ng
Defi
nit
ion:TheSens i
ti
vit
yTraini
ngrefe
rs
totheunorgani
zedme et
inghe l
d
betweentheg r
oupme mbe r
s,gener
all
y
fewerinnumbe r
, a
wa yfromt he
workplac
etog ai
nt heinsi
ghtsofthe
ir
owna swe l
lasothersbehavi
or .

Simply,t
hesensi
tiv
ityt
rai
ningme ans,
putti
ngonesel
fintheotherme mbe r
’s
shoesandbehavinginagivensi
tuati
on
fromhispoi
ntofv i
ew.Iti
stheme ntal
abil
it
ythananindivi
dualposse
sses,tha
t
enableshi
mtobes ens
it
iveand
underst
andt
hee mot
ionsofot
hers,
and
atthesamet
ime,bei
nga bl
etomanage
one’sownbeha
viora
ndimpulses
.

Thes ensit
ivi
tytrai
ningisknownby
varyi
ngna messucha sT-Groups
,
l
abor atorytr
aini
ng ,
a ndencounter
groups. I
name et
ing,thereisapassi
ve
l
ea der
, whot ri
estoma i
ntai
nas af
e
psychologica
la t
mos phere,whereeach
me mbe rfeel
sf r
eetos harewhateveris
i
nhi smi nd.

T
hreeSt
epsess
ent
ial
foras
ens
it
ivi
ty
t
rai
ni
ngprog
ram
S
ens
it
ivi
tyt
rai
ni
ng
Unfreezi
ngt heoldv a l
ues
: Theg roup
me mbe r
ss houldk eeptheiroldbe l
i
efsor
percepti
onsa boutt heothe rme mbe rs
asi
dea ndmot i
vatet hemtos pe akfreel
y,
wha t
ev erisi
nt heirminds.Bydoi ngs o,
thereisac hancetha teachme mbe rwill
behe ardc ar
efull
y, andnewr elations
canbef or medbye l
imina
tingt he
misconce pti
ons,thatwe r
ec r
ea t
edi nthe
past.
Devel
opme ntofNe wVa l
ues:Oncethe
me mberisa l
lowedt ospeakfr
eely
,the
behavi
orofe a c
hot herca
nbe
deter
mi nede asi
ly,
throughthe
i
nterac
t i
onsint heformoffeedback.
Thus,atthi
ss tage,t
heme mbe r
sstart
dev
elopingthev
alue
sorbe
li
efsa
bout
ea
chot her.
Re-Freezi
ngthene wones:Thebe l
ief
s
formedt hr
ought heintera
ctionswith
eachgroupme mbe r,i
ndiv
idualtri
esto
fre
e z
et heperceptionorbeha vi
orinhis
mind.T hesucc
es sofsensi
tivi
tytrai
ni
ng
dependsonhowt hetrai
neesg etan
opportunit
ytopr acti
cetheirnew
behaviorsatt
heirwor kpl
ace .
Underthesensit
ivit
yt r
aining,e
a c
h
membe risal
lowe dtospe akfreel
y,
whateverhefeelsaboutt heother
membe rorthewor kingconditi
ons.The
obj
e c
ti
veofs ens
itiv
itytraini
ngisto
enabl
ee achme mbe rtok nowwha tishi
s
be
hav
iora
ndhowot
her
spe
rce
ivehi
m.

Manag
eme ntbyObj
ect
ives(
MBO)
:
Adv
antag
esa ndL
imi
tat
ions
Ar
ti
cl
esha
redby:

ADVE
RTI
SEME
NTS
:

Mana g
eme ntby
Obje
c t
ives(MBO):
Advantag
e sand
Li
mitat
ions!
Adv
ant
age
sofMBO:
TheconceptofMBOi sveryimportanti
n
ter
msofitsma nageri
ali
mplicat
ions.
Besi
desbe i
ngaphilos
ophyof
manageme nt,i
tisasyst
emwhi chhe l
ps
i
ns y
nchronizi
ngtheobject
ivesofthe
i
ndivi
dualswiththeobjec
ti
vesoft he
orga
niza
tion.

Whenimpleme nt
edproperl
y,
sy
ste
ma t
ic
a l
l
ya ndconsc
iousl
y,t
heMBO
hast
hefol
lowingadvant
ages:

1.
Impr
ove
dPe
rfor
manc
e:
ADVE
RTI
SEME
NTS
:
MBOi sba si
call
yar esultoriented
process.I
tsma infocusisons et
tingand
contr
olli
ngg oals.
Ma na gersa r
e
encouragedt odode tail
edpl anning.
Theyconc entra
teont hei mpor tantt
a s
k
ofimprovingpe rf
orma ncebyr educi
ng
thecostsandha rnessingthe
opportuni
ties.I
mpr ove dplanningwill
l
e adtoimpr ovedproduc ti
vit
ya ridmore
profi
ts
.

2.
Gre
ate
rSe
nseofI
dent
if
ic
ati
on:
Theindi
vidualmembersofthe
org
anizat
ionhaveagreatersenseof
i
dentif
ic
ationwit
hthecompa nyg oal
s.
WithMBO, t
hesubor
dinat
e sf
e e
l pr
oud
ofbei
nginvol
vedintheorga
nizati
onal
goal
s.Thi
simprovest
heirmoraleand
commitmenttotheorga
nizat
ional
obj
ecti
ves.

3.
Ma x
imumUt
il
iz
ati
onofHuma
n
Res
ourc
es:
Sincet hegoalsa r
es etinconsultat
ion
witht hesubor di
nate s
,the s
ea remore
diff
iculttoachievea ndmor ec hall
engi
ng
thani fthesupe r
iorshadi mpos edthem.
I
na ddi ti
on,si
nc ethe s
eg oalsarefi
xed
accordingtot hepa rti
cularabil
it
iesof
thesubor di
na tes,i
tobt ai
nsma xi
mum
contributi
onf romt hema ndt husitle
ads
toma ximumut i
l
izati
onofhuma n
r
esour
ces
.

4.
NoRol
eAmbi
gui
ty:
ADVE
RTI
SEME
NTS
:

Thereisnor olea mbiguit

yorc onfus i
on
i
nt heorg anization,becaus especificand
cl
ea rgoalsa rese tf
ortheor gani
za ti
on,
f
ort hedivisionf orthede pa r
tme ntsa nd
f
ort heindividua lme mbe rs.Botht he
ma nagersa ndt hesubor dinatesknow
wha ttheyha vetodoa ndwha tis
expe c
tedoft hem.

5.
Impr
ove
dCommuni
cat
ion:
I
nMBO,
the
rei
simpr
ove
d
communi cat
ionbet
we enthe
ma nagementandthesubordina
tes.Thi
s
conti
nuoustwowa ycommuni cat
ion
helpsincl
ari
fyi
nganyambi g
uiti
es,
ref
iningandmodif
yinganyprocesse
sor
anya spe
ctsofobj
ecti
ves.

6.
Impr
ove
dOr
gani
zat
iona
lSt
ruc
tur
e:
I
nMBO, thewhol eofor ganizat
ional
st
ructurei sredesignedbeca useofthe
rev
isi
onofj obde scri
pti
onsofv ar i
ous
posi
tionsa sar esul
tofrese tti
ngoft he
i
ndividual goal
s .
Allthi
she l
psi n
i
mpr ovingt heor ga
nizat
iona lst
ructure
asare sultoflocati
onoft hepr oblem
andwe a ka re
a softheorga niz
ation.
7.
Dev
icef
orOr
gani
zat
iona
lCont
rol
:
MBOs er
vesasade vi
cef or
organi
zati
onalcont
rola ndi ntegr
ation.
If
ther
ea reanydevia
tionsdi scovered
betweenthea ct
ualperforma nc
ea nd
thegoals,
thesecanber e gularl
yand
syst
ema ti
cal
l
yidenti
fied, e
v aluat
eda nd
corr
e c
ted.

8.
Car
eerDe
vel
opme
ntoft
heE
mpl
oye
es:
ADVE
RTI
SEME
NTS
:

MBOpr ov
idesare
ali
sti
cmeansof
anal
yzi
ngtrai
ni
ngneedsand
oppor
tuni
tie
sforgr
owthfort
he
employee s
.Thema nagementtakesk
e e
n
i
nterestinthedevel
opme ntofski
l
lsand
abil
i
tiesofsubor
dinatesandprovi
desan
opportunit
yfors
trengtheni
ngthose
areaswhichneedfurtherre
finement
,
thus,l
eadingtocaree
rde vel
opmentof
employee s
.

9.
Res
ultBa
sedPe
rfor
manc
eEv
alua
tion:
Thesyst
e mofpe r
iodi
cpe rf
orma nce
eval
uati
onletsthesubordinat
esk now
howwe llt
heya r
edoing. I
nMBO, st
rong
emphasisi
sputonme asurabl
ea nd
quanti
fi
ableobject
ive
s.Asar esult
,the
apprai
salt
endstobemor eobjecti
ve
speci
fi
cande quit
able.
Ast hes
ea pprai
sal
methodsa r
eba s
edonre s
ultandnoton
s
omei ntangi
blechar
act
e r
ist
ic
s,there
ar
ec ons
ideredtobesuperi
ortot het
rai
t
ev
aluati
onme thodsofapprai
sal
.

10.
Stimula
tingt
heMot
iva
tionoft
he
Employe
es:
ThesystemofMBOs ti
mul a
te sthe
employeesmot i
vati
on.Fir
stofa ll
,they
feelmotiv
atedbe c
auseofthe ir
parti
ci
pati
oni ngoals
e t
ti
ng.T heytake
keeninter
estintheimpleme ntati
onof
thegoalswhichtheythemselv e
sha ve
set.Se
condlytheapprais
alsystem, bei
ng
veryobject
iveandspecif
iccanbehi ghl
y
mor a
leboosting
.
L
imi
tat
ionsofMBO:
Asyste
mofMBOha scert
ain
weaknessesa ndli
mita
tions.S
omeof
t
he s
ea r
ei nherenti
nthes ys
temwhi
l
e
somea r
isewhe nintr
oduc i
ngand
i
mpleme ntingit.

ADVE
RTI
SEME
NTS
:

Someoftheprobl
emsa
ndli
mita
tions
ass
oci
ate
dwi t
hMBOa r
easexpl
ained
bel
ow:

1.
Lac
kofS
uppor
tofT
opMa
nag
eme
nt:
I
ntr
adi
ti
ona
lor
gani
zat
ions
,the
aut
hori
tyisvestedinthetop
manageme ntanditfl
owf romt opto
bot
tom.InMBO, subordi
na t
esa r
egive
n
anequalopportunit
yofpa rt
ici
pati
on,
whic
hisresentedbyt hetop
manageme nt.
Thissystemc annot
suc
ceedwithoutthef ul
lsupportoftop
manageme nt.

2.
Res
ent
ful
Att
it
udeofS
ubor
dina
tes
:
Thes ubordi na
tescanalsober esentf
ul
towar dsthes yst
emofMBO. Some t
imes,
whiles et
tingtheg oal
s,t
he yma ybe
unde rpressuretog e
ta l
ongwi ththe
ma nag eme ntandtheobjectiv
e swhich
arese tma ybeunr eal
is
tica
llyhighorfar
toori
gid. Thesubordi
nates,g
eneral
l
y,
feels
uspi c
iousofthema nagementand
beli
evet hatMBOi sanotherpl
ayofthe
ma nag
e me nttoma kethemworkha rde
r
andbe comemor ededi
c at
edand
i
nvolved.

3.Di
ff
ic
ulti
esi
nQua
nti
fy
ingt
heGoa
ls
andObjec
ti
ves
:
TheMBOwi ll
bes uc cess
fulonlyifthe
goal
scanbes e ti
nqua nti
fi
ableterms.
Butift
heare asaredi f
fic
ulttoqua nti
fy
anddif
fi
culttoe valuate,i
twillnotbe
possi
bl
etoj udget hepe rf
orma nceofthe
employee
s. Mor eov e
rMBOdoe snot
haveanysubjec t
ivi
tyinpe rf
orma nce
apprais
al.
Itrewardsonl
yproduct
ivi
ty
withoutgi
vinganyconsi
der
a t
iont
ot he
creati
vi
tyoftheemployees
.

4.
Cos
tl
yandT
imeCons
umi
ngPr
oce
ss:
ADVE
RTI
SEME
NTS
:

MBOi squitec ostl

yandat i
me
consumi ngpr ocess.T
he r
eisalotof
pape rworkinv olved.Mor eover
, the
re
areal otofme eti
ngsa ndtooma ny
reportstobepr epared, whic
ha ddtothe
responsibi
li
tiesa ndbur denofthe
ma nag e
rs.Be causeoft hesereasons
ma nag e
rsge ne r
all
yres i
sttheMBO.
5.
Empha
sisonS
hor
tTe
rmGoa
ls:
Unde rMBO, goa l
sares etonl yf ora
shortpe ri
od,sa yforsixmont hsorone
year.Thisisbec auseoft her eas onthat
goalsbe i
ngqua nti
tati
vei nna tur e,i
tis
dif
fi
c ul
tt odolongr ang epl anning .Si
nce
thepe rf
or manc eofthes ubor dina tei
sto
bere vi
e weda f
t ereverys i
xmont hsor
oney ear,theyt endtoc onc entr ateon
thei
ri mme diateobje c
tiveswi thout
cari
ngf orthelongr ang eobj ectivesof
thee nterpri
se.T hi
se mpha s
isons hort
termg oa l
sgoesa g
ainstthe
organizati
onale ffi
ci
enc ya nd
eff
ec ti
vene s
sa ndisnotahe althys i
gn.
6.
Lac
kofAde
qua
teS
kil
l
sandT
rai
ni
ng:
Mos tofma nagerslacka de quates ki
ll
s,
knowl edg ea ndt r
ainingr equiredin
i
nterpe rsona linteracti
onwhi chis
requiredi nt heMBO. Ma nyma nagers
tendt os i
tdownwi ththes ubordinate,
dict
at etheg oalsandt arge tswithno
i
nputpe rmi ttedfromt hes ubordinates
andt he nde ma ndt hattheg oalsbe
achieve dinas pecifi
edtime .Whe ther
theg oa l
sa rer eal
i
s ti
cornotdoe snot
entert hepi cture.Inthisty peof
envir
onme nt,twowa yc ommuni cati
onis
notthe rea ndobj ec t
ivesa reimpos edon
thesubor di
na tes.Thisde stroysthe i
r
mor ale,initi
a t
ivea ndpe rforma nce.
7.
PoorI
nte
gra
tion:
Gener
all
y,t
hei nteg
rati
onoft heMBO
wit
htheothers y
stemss uc
ha s
f
oreca
sti
nga ndbudg e
tingisverypoor.
Thi
sla
ckofintegrat
ionma kestheoveral
l
f
uncti
oni
ngoft hesyste
mv er
ypoor .

8.
Lac
kofF
oll
owUp:
Unde rthes ystemofMBO, t
hes uperi
or
mus tgetint ouchwiththesubor di
nate
atthea ppropriateti
mea nda tt
ha tti
me,
thesubor di
na tewill
inf
ormt hebos s
exactl
ywha tha sbeenaccompli
s hedand
how. Ifthesupe ri
ordel
aystheme eti
ng,
i
twi l
lc r
e at
ehur dle
sinthesuc c
e ss
ful
i
mpl e
me nt
ati
onofMBOa st
he
subordi
nat
ewilla
lsost
artta
kingt
he
progr
a mmecasual
ly
.

9.Di
ff
ic
ult
yinAc
hie
veme
ntofGr
oup
Goal
s:
Whe ngoal
sofonede partmentde pend
uponthegoalsofanotherdepartment,
cohesi
onisdif
fi
cul
ttoma int
ain.Insuch
cases
,theachi
eveme ntofgoalswill
als
o
becomev er
ydiff
ic
ult.

10.
Inf
lex
ibi
l
ity
:
MBOma ymaket
heorgani
zat
ionri
gi
d.
Ast
hegoal
sares
etaf
terever
ysix
mont
hsoroneyea
r,t
hema nagermay
notlik
et or e
visetheg oa l
sinbe tween,
evenifthene eda ri
ses, duet ofearof
resi
stancefromt hes ubor dinate
s.The
ma nagersmus tlearntoha ndlethis
si
tuati
on, becauses ome ti
me srevi
si
onof
shorttermg oalsisnece ssaryforthe
achieveme ntoflongr angeobj ecti
ves.

11.
Limi
tedAppl
i
cat
ion:
MBOi susef
ul l
argel
yfort hema nag e
rial
andpr ofe
ssi
ona lemploye es
. I
tisnot
appropriat
ef oral
lle
ve l
sa ndfor
everyonebe causeofthehe avyde ma nds
ma debyit.Itcanbema dea ppl
icable
onlywhe nbot hthesubor di
natesa nd
ma nagesfeel c
omfortablewi t
hitand
a
rewi
l
li
ngt
opa
rti
ci
pat
eini
t.

12.
LongGe
sta
tionPe
riod:
I
tt a
kesalotoft i
me, some t
ime s3-5
yearstoi
mpl e
me nttheMBO
progra
mmepr operl
ya ndf ullyands ome
resear
chstudi
e shaves hownt hatthese
progra
mme scanloset heirimpa c
ta nd
potencyasamot iva
tingf orceov era
l
ongpe ri
odoft i
me .

Tr
ans
cendenta
l
Medi
tat
ion:Bene
fit
s,
T
echni
que
,andMor
e
Transcende nta l
Me ditat
ion(TM)isa
techniquef ora voi
dingdist
ract
ing
thoughtsa ndpr omot ingastat
eof
rel
a x
e dawa r
e ness.Thelat
eMa haris
hi
Ma heshY og ideriv
e dT Mfromthe
ancientVe dict r
aditi
onofIndia.He
broughtthet echniquetotheU. S.
inthe
1960s .

Whil
eme di
tati
ng,thepersonpracti
ci
ng
TMs i
tsi
nac omf ort
ableposit
ionwith
eye
sc l
osedands il
entlyr
epeatsa
mantra.Ama ntr
aisawor dors ound
f
romt heVedictradit
ionthati
sus edto
f
ocusy
ourc
onc
ent
rat
ion.

Accordingtosupporter
sofT M, whe n
me di
tating,t
heordinarythi
nk i
ng
processis“tr
anscended.”It
’srepla
ced
byas tateofpureconsciousness.I
nthis
stat
e,theme dita
torachievespe r
fect
sti
ll
ness, r
est
,sta
bili
ty,order,anda
complet eabsenc
eofme ntalboundari
es.

Somes t
udieshavefoundthatreg
ular
medita
tioncanreducechroni
cpain,
anxi
ety,hi
ghbloodpressure
,choles
ter
ol,
andtheuseofhe al
thcareserv
ice
s.

Me
dit
ati
on,
bot
hTMa
ndot
herf
orms
,is
ge neral
l
ys a
fea ndma yimprovea
pe rson'
squali
tyoflife.
Bute x
pert
sagr
ee
tha tmedit
ati
ons houldn'tbeuse
da sa
singletr
eatmentf oranypa r
ti
cul
ar
he althc
onditi
on, ori
nsteadof
conv ent
ionalme dica
lcare.

Cont
inue
d
L
earni
ngandPr
act
ic
ingT
rans
cende
nta
l
Medit
ati
on
Unli
kes omefor
msofmeditat
ion,
T M
tec
hniquerequi
resas
even-s
tepcourse
ofi
nstructi
onfr
omacert
ifi
edteacher
.

ATMt e
ac he
rprese
ntsgener
al
i
nfor
ma t
ionaboutthet
echni
quea
ndi
ts
eff
e c
tsduringa60- minuteintroduct
ory
l
e c
ture.That’sfol
lowe dbyas econd45-
minutelectureinwhi chmor especif
ic
i
nforma t
ioni sgiv
en.Pe opl
einterest
ed
i
nle ar
ningthet echniquethena tt
enda
10-to15-mi nuteintervi
ewa nd1t o2
hoursofpe rsonali
nstructi
on.Foll
owing
abr i
efcere
mony ,they'
ree achgive
na
ma ntr
a,whi chthey'r
es upposedtok eep
confi
dentia
l.

Nextcome3da ysofchecki
ngfor
cor
rectnesswit
h1or2mor ehour
sof
i
nstr
uction.I
nthes
es es
sions,
the
tea
cherdoe st
hefol
lowing:
E
xpl
ai
nst
hepr
act
ic
eing
rea
terde
tai
l
Gi
vesc
orr
ect
ionsi
fne
ede
d
Prov
idesinf
ormat
iona
boutt
hebe
nef
it
s
ofregul
arprac
ti
ce
Overthenextse
ver
almonths
,the
te
acherregul
arl
ymeetswi
th
prac
ti
tione
rstoens
urecor
rec
t
te
chnique.

Peoplepract
iceTMt wi
ceada yfor15t
o
20mi nute
s.Thatusual
lyme a
nsoncein
themor ni
ngbe f
orebreak
fastandonce
i
nt heafter
noonbe f
oredinner.

Cont
inue
d
TMdoe snotrequir
eanystr
enuous
eff
ort.
Nordoe sitr
equi
reconce
ntrati
on,
orcontempl
a t
ion.I
nst
ead,st
udentsar
e
tol
dtobreathenormall
yandfocusthei
r
att
enti
onont hema nt
ra.

Afe wre portssuggestthatmedi

tati
on
canc a
us eorwor s
ens ymptomsin
peoplewi thc e
rtai
nps ychi
atr
ic
condit
ions .I
fyouha v
ea nexi
sti
ng
me ntalhea l
thconditi
on, c
onsul
tyour
doctorbe forestart
ingT M.Al
soletyour
me di
tationinstruct
ork nowaboutyour
condit
ion.

We
bMDMe
dic
alRe
fer
enc
e
Re
viewedbyMel
indaRa
tini
,DO,
MSon
Oct
ober29,
2017
S
our
ces
©2017We
bMD,
LLC.
All
rig
htsr
ese
rve
d.

Conc
eptsi
n
Tr
ansa
cti
onal
Ana
lys
is
ABr
iefOv
erv
iew
F
oll
owinga resomeofthemos t
i
mportantconcept
sintra
ns a
c t
ional
a
naly
sis
.T he s
ecoreconceptsareal
so
a
vai
labl
et odownloadinav ari
etyof
l
ang
ua g
e s:Bul
gari
an.
pdf,Chinese.
pdf,
Engl
i
sh.pdf
,Fre
nch.pdf,
Ge rma
n.pdf
,
Hungar
ian.
pdf,I
tal
i
a n.
pdf,
Por
tuguese
.pdf
,&S panis
h.pdf
.

I
'
mOK-Y
ou'
reOK
"I'
mOK-Y ou'r
eOK"i spr obabl ythebest
-knowne xpres
sionoft hepur poseof
transacti
ona la
na l
ysis
:t oestablis
ha nd
reinforcethepos i
ti
ont hatrec ogniz
e s
thev aluea ndworthofe v
e r
ype r
son.
Trans a
c t
ionalanal
ys t
sr egar
dpe opleas
bas i
call
y" OK"andt husc apableof
cha nge,growth,andhe al
thyint er
acti
ons.

S
trok
es
Be
rneobs
erv
edt
hatpe
opl
ene
ed
st
rokes,
theuni t
sofinter
personal
rec
ognit
ion,tosurvi
veandthr i
ve.
Underst
andinghowpe oplegiveand
rec
eiveposit
iveandne g
ati
ves tr
okes
andchangingunhealt
hypa t
ternsof
st
roki
nga repowe r
fulas
pectsofworkin
tr
ansact
ionalanal
ysis
.

E
goS
tat
es
Er
icBernema dec ompl e
xinterpers
ona l
t
ransacti
onsunde rsta
ndablewhe nhe
r
ecognizedthatthehuma npersonal
ityi
s
madeupoft hree" egostates"
.Eache go
s
tateisanentir
es ystemoft houghts,
f
eeli
ngs ,
andbe haviorsfr
omwhi chwe
i
ntera
c twit
honea nother.T
hePa rent,
AdultandChi l
degos t
atesandt he
i
nte r
acti
onbe tweenthemf or
mt he
foundationoftra
nsacti
onalanalysi
s
theory.Theseconcept
sha v
es preadint
o
ma nyare a
softherapy,e
duc a
tion,and
consult
inga spr
acti
cedtoday.

T
rans
act
ions
T
ransact
ionsr ef
ertothec ommuni cat
ion
ex
changesbe tweenpe ople.
T
ransact
ionalanalyst
sa r
et rai
nedto
r
ecogni
zewhi che gostat
e speopleare
t
rans
a c
ti
ngf roma ndtof oll
owt he
t
rans
a c
ti
ona lsequencess otheycan
i
nter
venea ndimpr ovethequa li
tyand
ef
fec
tiv
ene ssofcommuni ca
tion.
Ga
mesPe
opl
ePl
ay
Bernede fine dc ertainsociall
y
dysfunctiona lbe hav i
oralpatternsas
"game s.
"T heser epe ti
ti
ve ,devious
tr
ans act
ionsa repr inci
pallyintendedt o
obtainstrok esbuti nste
adt he yrei
nforce
nega t
ivef eeli
ng sa nds el
f-conce pt
s,and
mas kthedi r
ecte x
pr ess
ionoft houg hts
ande mot ions .Be r
net agg edthe se
game swi ths uchi ns t
antl
yr ecog ni
zable
name sa s" WhyDon' tYou, YesBut ,
"
"NowI 'veGotY ou, YouS OB,"a nd"I'm
OnlyT r
y i
ngt oHe l
pY ou."Be rne'sbook
Game sPe oplePl aya chi
e vedwi de
populars uc c
e ssint hee arl
y60' s.
L
if
eSc
ript
EricBe r nepr opos edtha tdysfuncti
onal
be hav i
ori sther e s
ultofs el
f-l
imiti
ng
de cis
ionsma dei nchil
dhoodi nt he
i
nt eres tofs urvival
. S
uc hde ci
sions
culmi na tei nwha tBe r
nec a l
ledthe" l
i
fe
script,"t hepr e-consci
ousl if
epl anthat
gov ernst hewa yl i
feisli
v edout .
Cha ng i
ngt helifescri
pti sthea i
mof
transa ctiona lanalysi
sps ychotherapy.
Re placingv i
olentor gani
z at
ionalor
soc i
eta ls cripti
ngwi thc oope r
a t
ivenon-
violentbe ha vi
oristhea imofot her
appl i
ca tionsoft ransacti
ona lana l
ysi
s.
Cont
rac
ts
Trans act
ional anal
ysi
spr act
iceisba s
e d
uponmut ualcontra
ctingforc hange.
Trans act
ional anal
ystsvie
wpe opleas
capa bleofde ci
dingwha tthe ywa ntfor
theirlives.Accordi
nglytransacti
ona l
analys i
sdoe sitsworkonac ontract
ua l
basisbe twe enthecli
e ntandt he
thera pi
st,educa t
or,orconsultant.

Addi
ti
ona
lRe
sour
ces
Formorec omprehens
ivedescri
pti
onsof
tr
ansact
ionalanal
ysi
stheoryand
prac
ti
ce,youca nal
sodownload:"A
Summa r
yofT ransa
cti
onalAnaly
sis
Concept
sI Use.
pdf,
"byF ani
taEngl
ish,
and" Tr
ansact
ionalAnalys
is;AnE l
egant
TheoryandPr act
ic
e.pdf,
"byCla ude
Stei
ner.Jame sandBa r
baraAll
e n’s
Therapeuti
cJourney:Prac
tic
ea ndL i
fe
(2005,TAPress)i
salsoavail
ablefor
purchase.