TRAINING METHOD

Abstract: A method of training work group participants comprises an interactive session made up of the steps of: establishing a display path (11) made up of a series of steps comprising a starting step (12), a finishing step (12) and a series of intermediate steps (A1-A15) therebetween; the series being made up of at least a first and a second sequence of intermediate steps each sequence including at least one intermediate step; identifying each of the intermediate steps by a path identifier; providing a first set of display means, such as cards (18), each display means of the first set being identified by a path identifier of the first sequence; each of the first set of display means specifying a first type of requirement; providing a second set of display means, such as cards (19), each display means of the second set being identified by a path identifier of the second sequence; each of the second set of display means specifying a second type of requirement; providing at the starting step a distinctive icon (14-17) for each participant in the session; generating a random number and moving an icon (14) representing the first participant from the starting step of the path to a first intermediate step by a distance represented by the generated number; selecting on the basis of the path identifier of the first intermediate station one of the first or second set of display means; posing the requirement specified on theselected display means to one or more members of the work team; obtaining from the one or more members a response to the requirement which is made available to all participants; generating a random number and moving an icon (15) for a further participant to an intermediate station by a distance represented by the generated number; selecting on the basis of the path identifier of the intermediate station one of the first or second set of display means; posing the requirement specified on the selected display means to one or more members of the work team (which can be a further participant or the remainder of the work group); obtaining from the one or more members a response to the requirement; repeating thesteps for each of remaining participants until each participant has completed a moving step; and then repeating the steps for each participant until at least one icon has travelled a predetermined given distance along the path; and terminating the session such as by a de-briefing step.

Description: TRAINING METHOD TECHNICAL FIELD This invention relates to a training method. It is concerned with the provision of an inexpensive and simple method for training a workgroup. The term 'workgroup' is used to describe a group of people in a business or other collective environment whose individual members need to interact with each other in order to achieve the functions of the work group. Relationships necessarily arise between the members of the group as individuals or between an individual and the group as a whole or a sub-group. These relationships can affect the targets the work group is expected to achieve and it may be deemed necessary to modify or change interaction between members or sub-groups in the workgroup or between the work group and the outside world. In the event that a function or functions of the workgroup need to be changed or deteriorate then it is highly desirable that the necessary changes or the cause or causes of the deterioration are identified. Heretofore identifying the cause of adverse functioning usually required specialised study which was time consuming and expensive. In addition such a study tends to disrupt the work of the studied group, quite apart from the effect of such a study being undertaken on the members of the work group and on their relationship with other individuals and parts of the organisation. BACKGROUND ART UK Patent 1 482 321 (The Secretary of State for Defence) discloses an educational game for instructing subject matter to players of the game, the apparatus including a gaming board having represented thereon gaming locations including a series of knowledge testing locations each of which is labelled with at least one respective topic selected from a set of topics comprising the subject matter of the game, each of the said topics being represented on at least one of the said locations, the said apparatus also including a random location generator with which to start or restart the game and at least one pack of question cards per topic to test knowledge of the respective topic, the said gaming board being further provided with at least one gaming location labelled to identify an examination in which several or all of the topics are examined, whereby in the course of a game, the random number location selector is employed by or on behalf of each player in turn to assign thereto a first location in the said series, the player's progress thereafter round the said gaming board being dependent on his success with the respective test of knowledge at each knowledge testing location. The apparatus of this Patent provides a game in which a player who can answer most or all questions correctly moves furthest and so eventually wins. The educational game provides for checks of factual knowledge and introduces a competitive element. However it does not provide for any significant interaction between players, such as by way of exchanging knowledge, or enable a player to acquire significant knowledge or skill in the course of the game. It is an object of the present invention to provide a method of training to facilitate the functioning of a workgroup. It is concerned with enabling individual members of the group to be made aware of their interaction with one or more other members of the workgroup and with the work group as a whole. DISCLOSURE OF INVENTION According to the present invention there is provided a method of training participants in a work group comprising a session made up of steps of: 1 establishing a display path made up of a series of steps with a starting step, a finishing step and a series of intermediate steps there between; the series being made up of at least a first and a second sequence of intermediate steps each sequence including at least one intermediate step; 2 identifying each of the intermediate steps by a path identifier; 3 providing a first set of display means, such as cards, each display means of the first set being identified by a path identifier of the first sequence; each of the first set of display means specifying a first type of requirement; 4 providing a second set of display means, such as cards, each display means of the second set being identified by a path identifier of the second sequence; each of the second set of display means specifying a second type of requirement; 5 providing at the starting step a distinctive icon for each participant in the session; 6 generating a random number and moving an icon representing the first participant from the starting step of the path to a first intermediate step by a distance represented by the generated number; 7 selecting on the basis of the path identifier of the first intermediate station one of the first or second set of display means; 8 posing the requirement specified on the selected display means to one or more members of the work team (which can typically be either the first participant or the work group apart from the first participant); 9 obtaining from the one or more members a response to the requirement which is made available to all participants; 10 generating a random number and moving an icon for a further participant to an intermediate station by a distance represented by the generated number; 11 selecting on the basis of the path identifier of the intermediate station one of the first or second set of display means; 12 posing the requirement specified on the selected display means to one or more members of the work team (which can typically be the further participant or the work group apart from the further participant); 13 obtaining from the one or more members a response to the requirement which is made available to all participants; 14 repeating steps 10 to 13 for each of remaining participants until each participant has completed a moving step; 15 repeating steps 10 to 13 for each participant until at least one icon has travelled a predetermined given distance along the path; and 16 terminating the session such as by a de-brieifing step. According to a first preferred version of the present invention the first type of requirements relate to functions of the workgroup. According to a second preferred version of the present invention or the first preferred version thereof the second type of requirements relates to a first function of individual members of the work group. According to a third preferred version of the present invention or any preceding preferred version thereof during the step of establishing the display path there is provided a third sequence of intermediate steps; and there is provided a third set of display means, such as cards, each display means of the third set being identified by a path identifier of the third sequence; each of the third set of display means specifying a third type of requirement. Typically the third type of requirement relates to a second function of individual members of the work group and differs from the first function. BRIEF DESCRIPTION OF DRAWINGS An exemplary embodiment of the invention will now be described with reference to the accompanying drawing of a training display of which the sole figure is a diagram of a board used in undertaking the method. MODE FOR CARRYING OUT THE INVENTION Board 10 depicts a closed loop path 11 made up as a sequence of steps, namely: a start /finish step 12; a set of first steps Al to A15; a second step B; and a third step C. In the drawing the steps are shown as letters or letter/number combinations. In practice the steps are identified by pictures or representations to provide a less formal overall appearance to the board. Start step 12 has initially positioned on it icons 14 to 17: one for each of the members of a work group undergoing training in the session. A first set of general instruction cards are provided each of which bear an requirement on one side and a unique identifier on the other corresponding to one of the identifiers on steps Al to A 15. The cards of the first set are shuffled and laid identifier side up as stack 18. The requirement on each card in the first set are directed to eliciting from the participant involved a discussion and /or a clear understanding of a function of the work group such as its relationship to customers and to other parts of the organisation, and how things could be improved, changed, simplified or whatever. The requirements specified in the cards of the first stack are developed in such a way that they lie in a matrix of statements relating to the functioning of the group. For example: Occurrence of subject Past Present Future / // /// Positive feature A Al All AIII Negative feature B Bl BII Bin By discussing requirements falling predominantly within areas Bl but also in Al and BII the it is frequently possible to identify a need for change, if not removal, of the matter involved. On the other hand statements falling predominantly in area Am but also in areas All and Bill are concerned with reinforcing or drawing attention to operations which are proving, or held likely, to be effective. A second set of cards each bear on one side a requirement of a different type to those contained in stack 18 and on the other a unique identifier corresponding to step Bl. These cards are shuffled and then placed identifier up in a stack 19. The requirement on the each card in the second set are directed to the relationship of an individual in an unsatisfactory event relating to the work group. A card from this set will serve to stress to all concerned the relationship of an individual to the group usually relating to a negative aspect. A third set of cards each bearing on one side a requirement of a different type to those contained in stack 18 or in stack 19 and on the other a unique identifier corresponding to step B2. These cards are shuffled and then placed in a stack 20. The instructions on cards in the third set are directed to more positive aspects of individuals within the group such as enabling an individual to relate how he has done something in relation to the group which can be described as a success. At the start of a training session the board 10, icons 14-17 and card stacks 18 to 20 are duly set up as described earlier. A facilitator explains the method of the session and gets the session under way. During the session the facilitator progresses the steps of the method, acts as a mediator to ameliorate negative or hostile interaction (such as bullying) between participants and to encourage diffident participants. A first participant is selected by some arbitrary rule (for example the youngest individual present). This individual shakes a dice to generate a number and the icon 14 of the first individual is moved along the number of steps on the path corresponding to the number of the duce throw. Let us say that this results in the icon 14 reaching step A4. The first participant then takes first instruction card on the stack 18 which has an identifier corresponding to the identifier shown on step A4. The participant then reads the requirement out to all participants and then responds to the requirement. Typically the requirement will relate to an aspect of the work of the work team in their company environment. For example Tell us what had to be done in the workplace recently which has not been done for some time'. The participant will then respond so that all participants can hear and under the overall guidance of the facilitator a period of time is allowed for other participants (whether as members of the group or as individuals) to make observations germane to the matter. In order to ensure that each participant does not have an excessive amount of time in deciding how to respond to the instruction a stop clock or sand glass is used limiting the time available to the participant to, say, two minutes. The second participant then generates a random number and moves their icon to the appropriate step on the path. Let us say that this is to step B. In this case the top card on stack 19 is selected and read out to all the participants. These cards involve issues where the participant needs to meet a criticism arising out of the day to day work of an individual member of the group (for example that they failed to listen to what a customer was saying and that a sale was consequently lost). A card from the third stack 20 is drawn by a participant when their icon falls on step C. In contrast to requirements on the cards in the first and second stacks these cards bear requirements such that the participant drawing is able to make some positive statement or assertion about the individual relative to the work of the group. This simple general sequence of events is then repeated in turn by all participants in the work group. An endpoint to the session can be established at the start or during the progress of the session (typically when the icon of the leading participant arrives at, or passes by, start step 12 for the second time). Once the training session has reached an agreed endpoint the facilitator runs a de¬ briefing session to ensure that the participants have all reached at least a threshold level of understanding as to what has occurred during the session. It will be apparent that the method of the present invention is instructive and does not identify as winner as such since each participant plays in turn the icon of the participant travelling furthest round the board merely serves to identify the end of the session. The method of the present invention provides a number of benefits in creating a better informed and integrated work group. Typically the hardware (board, icons and timer) for undertaking the method are cheap. The steps to be undertaken by the participants are clear and do not involve the exercise of rarely used skills. The facilitator does not need to be an authoritative or specialist individual but to serves as person setting up and terminating the session, as an instructor to provide information as to the undertaking of the session and as a mediator during the session. The session is readily set up and provides for all the participants to be placed in a clearly defined scenario under similar obligations. Each participant needs to express a response without having time in which to prepare a response which the participant may believe is appropriate for the other participants, especially more senior ones, or the facilitator to hear. The requirements for participation are not complicated. Typically a participant who is not endowed with, or who has not previously had an opportunity to make use of, communication skills is not required to place themselves in a stressful situation. They can readily adopt to the simple rules of procedure, watch what other participants do and improve their communicating ability merely by taking part. The method also leads to an enhanced understanding by members of the group to the personalities and work of the other participants and of the working of the group as a whole. While cards in the first stack can contain relatively specialised requirements it has been found that sets of general questions can be prepared which will apply to a range of work functions. Since the progress of the session is substantially fuelled and self regulated by the participants the undertaking of the method does not involve a substantial degree of preparation by the facilitator nor of elaborate de-briefing. The method also provides for interaction between participants on lines not arising in their usual work group relationship thus further benefiting self knowledge of the individuals.

Claims: CLAIMS 1 A method of training participants in a work group characterised by a working session made up of the steps of: 1 establishing a display path made up of a series of steps with a starting step, a finishing step and a series of intermediate steps there between; the series being made up of at least a first and a second sequence of intermediate steps each sequence including at least one intermediate step; 2 identifying each of the intermediate steps by a path identifier; 3 providing a first set of display means, such as cards, each display means of the first set being identified by a path identifier of the first sequence; each of the first set of display means specifying a first type of requirement; 4 providing a second set of display means, such as cards, each display means of the second set being identified by a path identifier of the second sequence; each of the second set of display means specifying a second type of requirement; 5 providing at the starting step a distinctive icon for each participant in the session; 6 generating a random number and moving an icon representing the first participant from the starting step of the path to a first intermediate step by a distance represented by the generated number; 7 selecting on the basis of the path identifier of the first intermediate station one of the first or second set of display means; 8 posing the requirement specified on the selected display means to one or more members of the work team (which can typically be either the first participant or the work group apart from the first participant); 9 obtaining from the one or more members a response to the requirement which is made available to all participants; 10 generating a random number and moving an icon for a further participant to an intermediate station by a distance represented by the generated number; 11 selecting on the basis of the path identifier of the intermediate station one of the first or second set of display means; 12 posing the requirement specified on the selected display means to one or more members of the work team ; 13 obtaining from the one or more members a response to the requirement which is made available to all participants; 14 repeating steps 10 to 13 for each of remaining participants until each participant has completed a moving step; 15 repeating steps 10 to 13 for each participant until at least one icon has travelled a predetermined given distance along the path; and 16 terminating the session such as by a de-briefing step. A method of training as claimed in Claim 1 characterised in that the first type of requirements relate to functions of the workgroup. A method of training as claimed in Claim 1 or Claim 2 characterised in that the second type of requirements relates to a first function of individual members of the work group. A method of training as claimed in any preceding claim characterised in that in the step of establishing the display path there is provided a third sequence of intermediate steps; and there is provided a third set of display means, such as cards, each display means of the third set being identified by a path identifier of the third sequence; each of the third set of display means specifying a third type of requirement. A method of training as claimed in Claim 4 characterised in that the third type of requirement relates to a second function of individual members of the work group and differs from the first function.

Inventors: CLIPSON PAUL, FARRANDS BRIDGET, CLIPSON, PAUL, FARRANDS, BRIDGET
Applicants: CLIPSON PAUL, FARRANDS BRIDGET, CLIPSON, PAUL, FARRANDS, BRIDGET
Application year: 1995
Main classification: G09B19
IPC codes: A63F1, A63F3