As part of post graduate course programme on training

1. LABORATORY TRAINING
AND
SENSITIVITY TRAINING
By,
Poornima. C.P.
2017-21-001
Ph.D Agricultural Extension

2. Laboratory Training
• The laboratory method provides the participants with
an intensive experience of sharing, participation and
change through carefully designed exercises and
training events, important to the participants and
relevant to the programme.
• This method is now being used extensively as an
important constituent of a number of training
programme.
• The number of participants should be kept to 12-15.
This is a real experience in which the basic ingredients
are the participants own experiences and behaviour.

3. • The method seeks to establish a linkage between
values, behaviour and actions of an individual.
• Changes that take place are more integrative and
adoptive to individual.
• Laboratory training also creates a special
environment for learning about oneself,
interpersonal relations and group of organizational
dynamics.
• It is designed to improve the way an individual
understands their social environment and develop
alternative behaviors for relating to that
environment.

4. THEOBJECTIVES OF
LABORATORY TRAINING
ARE:
1. To help people understand themselves
better.
2. To create better understanding of others.
3. To gain insight into the group process
4. To develop specific behavioural skills

5.  Somepeopleneverunderstandwhytheyfeel
and act as they do and how the others feel
aboutthem.
 Some people are insensitive to the effects of
theirbehaviouruponothersandtheirorders
uponsubordinates
 Laboratory training helps such people to
understandtheimpactoftheirbehaviouron
others.

6.  Most ofthepeopleconcentrateonwhatthey
aregoingtosayratherthanwhattheothers
aresaying.
 This training develops the communication
skillsoftheemployersanddevelopsthemas
goodlisteners.
 It also helps the participants to form into
informalgroupsandteamsandwork
more effectively

7. SENSITIVITY TRAINING
 The most commonly used Organizational
Development intervention is sensitivity training.
 It is similar to laboratory training as it is
conducted by creating an experimental
laboratory situation in which employees are
brought together, in groups, to interact in an
unstructured environment.
 The members are encouraged to interact with
new members and new individual behaviours.

8.  Sensitivity training is often offered by organizations and
agencies as a way for members of a given community to
learn how to better understand and appreciate the
differences in other people.
 It asks training participants to put themselves into another
person's place in hopes that they will be able to better relate
to others who are different than they are.
 Sensitivity training often specifically addresses concerns
such as gender sensitivity, multicultural sensitivity, and
sensitivity toward those who are disabled in some way.
 The goal in this type of training is more oriented toward
growth on an individual level.
 Sensitivity training can also be used to study and enhance
group relations, i.e., how groups are formed and how
members interact within those groups.

9. It provides participants an opportunity to
actually experience some concepts of
management just as a manager would experience
them in his organizational situation.
This is a group training method that uses
intensive participation and immediate feedback
for self analysis and change.
Two benefits of this training are:
• Participants remain involved and enthusiastic.
• The participant has the responsibility to make
positive efforts to derive as much as possible
from the exercise

10. • Sensitivity training attempts to develop the diagnostic
ability of participants –the ability to perceive reality.
• It increases sensitivity and awareness towards others and
their styles.
• This training aims to developing sensitivity within people
towards thought , feelings and behaviour of other
persons.
• One basic premise of sensitivity training is that
participation is voluntary.
• However one predominant problem is the transfer
problem i.e. the inability of the participant to apply
concepts and awareness gained in laboratory or group to
his job.
• This can be overcome through conflict resolution and
dialogues between hierarchies.

11.  The origins of sensitivity training can be traced as far
back as 1914, when J.L. Moreno created
"psychodrama," a forerunner of the group encounter
(and sensitivity-training) movement.
 This concept was expanded on later by Kurt Lewin, a
gestalt psychologist from central Europe, who is
credited with organizing and leading the first T-
group (training group) in 1946.
 Based on this success, Lewin and colleagues Ronald
Lippitt, Leland Bradford, and Kenneth D. Benne
formed the National Training Laboratories in Bethel,
Maine, in 1947 and named the new process sensitivity
training.

12. A T-group or training group (sometimes also referred to
as sensitivity-training group, human relations training
group or encounter group) is a form of group training
where participants themselves (typically, between eight
and 15 people) learn about themselves (and about small
group processes in general) through their interaction
with each other.
They use feedback, problem solving, and role play to
gain insights into themselves, others, and groups.

13.  Sensitivity training provides face to face
interaction.
 The group is given complete freedom in developing
their own devices, interactions and on-going
process for interaction.
 Within most training groups (T-groups), eight to ten
people meet with no formal leader, agenda, or
books-only a somewhat passive trainer. Trainers do
not necessarily direct progress, just help participants
to understand what is happening within the group.
MODUS OPERANDI OF
SENSITIVITY TRAINING

14.  The learning takes place within a group's struggle to
create something meaningful for itself in an essentially
unstructured setting.
 Issues that traditionally arise in such a setting include
developing group norms and cohesion, reasons for
scape-goating, selective communication channels,
struggles for leadership, and collective decision-
making patterns.
 Ultimately, T-groups were not a tremendously
successful part of the sensitivity-training movement.
 This was in part because T-group trainers do not
actually teach, but help people learn by assuming a
more passive role. This sometimes confuses and upsets
those who expect and desire more guidance.

15. Group types
Task groups focus on the here and now, involving learning
through doing, activity and processing; and involves daily
living skills and work skills.
Evaluative groups focus on evaluating the skills, behaviors,
needs, and functions of a group and is the first step in a
group process.
Topical discussion groups focus on a common topic that
can be shared by all the members to encourage involvement.
Developmental groups encourage the members to develop
sequentially organized social interaction skills with the
other members

16. Self-help groups are supportive and educational, and
focus on personal growth around a single major life
disrupting problem (for example, Alcoholics
Anonymous)
Support groups focus on helping others in a crisis and
continue to do so until the crisis is gone and is usually
before the self-help group.
Advocacy groups focus on changing others or changing
the system, rather than changing one's self: "getting one
from point A to point B".
Psychotherapy groups focus on helping individuals in
the present that have past conflicts which affect their
behavior.

17. Controversial Aspects
 This type of training is controversial as the behaviors it
encourages are often self-disclosure and openness, which
many people believe some organizations ultimately
punish.
 The feedback used in this type of training can be highly
personal, hence it must be given by highly trained
observers (trainers).
 Encounter groups are also controversial because of
scientific claims that they can cause serious and lasting
psychological damage.

18. TRANSACTIONAL ANALYSIS (T.A)
 It is a technique used to do psychological analysis of
a group of people considering their interaction with
each other.
 It is a most common approach used to observe and
analyse the sensitivity training method
 It is a system of popular psychology based on the
idea that one's behaviour and social relationships
reflect an interchange between parental (critical and
nurturing), adult (rational), and childlike (intuitive
and dependent) aspects of personality established
early in life.

19.  Dr. Eric Berne, the originator of TA understood that
there exist three distinct states in all people.
 People change from one state to another in the course
of their transactions.
 This change can be easily noticed by the manners,
appearances, words, gestures, and tones
 The three distinct states called the ego states are the
Parent ego state, the Adult ego state, and the Child
ego state

20.  The Child ego state is the response the little person
produced to what he saw, heard, felt and understood. Most
of these are feelings because the child has not developed
verbal responses at that time. In other words, this ego state
may be considered the collection of "felt-concepts" of life.
 The Parent ego state begins with the biological birth of the
individual and extends up to and age of five years. The
Child ego state also starts with the physical birth and
continues to develop until the social birth (around the age of
five).

21.  The Adult ego state develops after both the Parent
and the Child ego states have began to develop. This
state begins to develop from about ten months of
age. The function of this state is to update both
Parent data and Child data by continuous
examination of these data with respect to actual
reality.
 Thus only those taught concepts and felt-concepts
applicable and appropriate to the present are
accepted. Thus the Adult state is said to be the
"thought-concepts" of life.

22. Transaction between egostates
The PAC System
Transaction occurs
between the tree
egostates
It can be explained
through PAC System, in
which each letter
represents each ego state

23. Types of Transactions
Berne identifies two types of transactions:
1. Complementary Transactions
Examples of Complementary Transactions
Parent-Parent,
Adult-Adult,
Child-Child,
Child-Parent,
Parent-Child,
Child-Adult,
Adult-Child,
Adult-Parent,
Parent-Adult

24. 2. Crossed Transactions
Examples of Crossed Transactions
Adult-Adult and Parent-Child;
Adult-Adult and Child-Parent;
Parent-Child and Parent-Child;
Child-Parent and Child-Parent

25. Thank you