how the basket exercise conducted in the company and what are all the sectors ,procedures in basket exercise and case analysis

1. Basket exercise and case
study and role play
Vikas kumar
1st m.com

2. IN-BASKET
• In-basket is a popularly used device in identifying executive
potential in executive assessment centres. It can also be utilized
in teaching decision making skills.

3. Decision
Making Skills
Knowledge, Skills
and Attitude
Communication
and
Interpersonal
Skill
Strategic
Knowledge
Procedural
Knowledge

4. PROCEDURES OF IN-BASKET TECHNIQUE:
• Give the trainees a description of their role (a current or future job) and
general information about the situation.
• Then give them a packet of materials (such as requests, complaints, memos,
messages, and reports) which make up the in-basket.
**They are asked to respond to the materials supplied within a particular
period of time (usually 2 to 4 hours).
• When the in-basket is completed, the trainer asks the trainee to identify the
processes used in responding to the information and to discuss their
appropriateness.
• The trainer then give feedbacks to the trainee
**Trainer must reinforce appropriate decisions and processes and explain
some alternatives it to the trainee.

5. ABILITIES CAN BE DEVELOPED ENCOMPASS
(1) Situational judgment in being able to recall details, establishes
priorities, interrelate items, and determine need for more information
(2) Social sensitivity in exhibiting courtesy in written notes, scheduling
meetings with involved personnel, and explaining reasons for action
taken
(3) Willingness to make decision and take action

6. CASE STUDIES
• The case method of development utilizes actual case examples
collected from various organizations for diagnostic purposes. It is
most often used to simulate strategic decision-making situations,
rather than the day-to-day decisions that occur in the in-basket.

7. • Identify the major and minor problems in the case
• Filter out the significant facts from the insignificant
• Analyse the issues and use logic to fill in the gaps in the facts
• Arrive at some means for solving the identifiable problem

8. PROCEDURES:
• Trainer presents the history of the situation in which a real or imaginary organization
finds itself to the trainee. The key elements and problems, as perceived by the
organization's key decision makers, maybe provided. Case studies range from a few
pages in length to more than a hundred. .
• Trainer asked trainees to respond to a set of questions or objectives through written
or oral form.
*Longer cases require extensive analysis and assessment of the information for its
relevance to the decisions made. Some require the trainee to gather information
beyond what was in the case.
• Once individuals (trainees) have arrived at their solutions, they discuss the diagnoses
and solutions that have been generated in small groups, large groups, or both.
* In large groups a trainer should facilitate and direct the discussion. The trainer must
guide the trainees in examining the possible alternatives and consequences without
actually stating what they are.
• Then, trainer evaluates the oral/written responses provided by the trainees. The
trainer should convey that there is no single right or wrong solution to the case, but
many possible solutions depending on the assumptions and interpretations made by
the trainees.

9. ROLE PLAYING
• Role playing is a simulation in which the trainee is asked to play a part in a problem
situation requiring interaction with others.
• Basic mental sets are stated for all participants, but no dialogue is provided. For
example, a supervisor, on the advice of a motion and time study engineer, has decided to
change the work methods of subordinates. The supervisor’s role may contain, among
other items, such statements as, “ You get along well with your people; this idea of the
methods man makes pretty good sense for both the employees and the company; the
data provided by the expert are fairly clear”.
• Roles are also provided for each of the subordinates.
• One may exhibit great suspicion against the motion and time study expert.
• Another may be structured as a potential ally of the supervisor in the projected change.
• Still another may show a fear of working himself or herself out of a job if methods are
improved. All will probably reflect the usual human resistance to any change, good or
bad.
• No dialogue is provided, and the trainees attempt to play themselves in the roles as
structured. They are not actors. Each will have to respond to the impromptu statements
and questions of the other role players.