1_J.J.George_The Consumer’s Protection & Welfare Feast

8/8/2019 1_J.J.George_The Consumers Protection & Welfare Feast

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The Consumers Protection &Welfare Feast: TRAINING TECHNIQUEand METHODOLOGY

Prof. J. George [Ph.D. Economics, Delhi School of Economics]STRATEGIC ECONOMIC MANAGEMENT INITIATIVES IN GOVERNANCE

(SEMIG)

19/1, CAVALRY LINES, UNIVERSITY OF DELHI

DELHI-110007

[email protected]

Facilitation on Wednesday 29 September 2010 [10.00-13.00 Hrs]

Centre for Consumer StudiesIndian Institute of Public Administration

IP Estate, New Delhi, 110002


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Topic Outline


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LAW OF THIRDS

3

1/3rd Irrelevant (Educate)

1/3rd Relevant

with reservations and reluctance (Reinforce)

1/3rd Resist & Disagree openly orsecretly (Address & Confront)

Dr. J. George, SEMIG


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WHO AM I ?

Name

Qualification

Special Interests, e.g.,

(Talents/Hobbies)

Experience (Work - Life)

Family Profile

Achievements

J. George-StrategicEconomic Management

4


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Planning and Human Resources

Learning

ENVIRONMENT

ORGANISATION

OPERATIONS

POLICY/STRATEGY


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Sustaining the Learning Experience

Managing sequence of exposure to attributes

Managing attribute set for context relevance

Managing consumption vocabulary

Encourage learning capital investmentsCreate specialized learning capital

Leverage learning capital for interface

Presume learning capital investment

Design targeted consumer learning

Understand client learning through

experience and contextual inquiry


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THE WAY FORWARD

7

The real voyage of discovery consistsnot in seeking new landscapes but:-

having new eyes.

Marcel Proust

Copyright2001 Dr. J. George, Strategic Economic ManagementInitiatives in Governance (SEMIG)


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Centralised Decision-Making :

The Dictum

Theirs not to

Question Why

Theirs not toReason Why

Theirs But to

Do And Die

Tennyson: Charge of the Light Brigade


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TRAINING MISSION

FIRST TELL THEM WHAT YOU ARE GOING TO TELL THEM;THEN TELL THEM WHAT YOU WANTED TO TELL THEM;

AND THEN TELL THEM WHAT YOU HAVE ALREADY TOLD

THEM.

THE LESSON WONT BEEASILY FORGOTTEN.


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Centralised Decision-Making :

The Dictum

Theirs not to

Question Why

Theirs not toReason Why

Theirs But to

Do And Die

Tennyson: Charge of the Light Brigade


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Strategic Participatory

Exploration (SPE)

Tell me & Iwill forget

Show me thatImay remember

Involve me & Iwill understand


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Household

CommunityMarket

State Rules

People

Resources

Activities

Power

WHAT?

WHY?

WHEN?

WHERE?WHO?

HOW?

Key Leverage but with whom?


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Key Leverage but withwhom?

J. George-StrategicEconomic Management 13

Household

People: Size Market

Rules

WHAT?

WHY?

HOW?

WHEN?

WHERE?WHO?

Activities Power

Resources


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KEY LEVERAGE POINTS?

A

GROUP B

GROUP C + D

HOD

J. George-Strategic Economic Management Initiatives in Governance(SEMIG)

14

RURAL-URBANDIVISION OFHOUSE HOLDS

WHAT? WHY? HOW? WHEN? WHERE? WHO?

STATE

PEOPLE


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Main elements of a working

modelIf we know

The trainee Profile Which sector Nature of service

Participatory ( extension) OTC service-delivery

Ind ivid ual /verti cal Level (s) in the organisation Nature of work of the trainee(s)

Technical aspects Citizen-interface

Objective of training Inform Re-orient

Enhance ca pabili ty

Scope of training( Work space/Life space) What will the person be trained in? Work Space

Knowledge Skills Attitude

Life Space

Yoga Health concerns Personnel finance

Scale of training Geographical Number of people

We should be able to prescribe/explore strategically

Entry issues Infrastructure

Physical

Centralised Localised

Training material

Pedagogy/Andragogy Delivery mode

Direct Distance

Type

Experiential Vicarious

Toolsdeveloped locally (innovative) or adaptation of existingones

Games

Role plays Language of communicat ion Content

Technical Behavioural

Trainer/ Capacity Builder Specialist Inte rnally d eve loped

Training environment Ve nuepoint of focus Residential vs. day scholar Other facilities

Costs By cost-heads Costing in terms of per person cost Break even analysis

Training EvaluationTraining Impact

IndividualOrganisationalService user

Training Needs AnalysisTraining Log Frame

IndividualOrganisationalService user


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Teaching-learning-performing

Environment & Methodology Can Teaching take place in the absence of a learning

environment?

Will a change in Methodology help us?

What is the dominant methodology of teaching?

What are the other teaching Methodologies?


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Dimensions of Learning for Sector

Reforms and Sustainability

Learning

HR CapitalINVESTMENT

Usage

Satisfaction

Retention

Sustainability

Learning

Experience

Process of

Learning

How?

Content for

Learning

WHAT?

Usage

Experience

Usability

USEFULNESS


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How?

Understanding Differences in Reform:

Learning Contexts

e.g. Word Processing e.g. Yahoo.com

Complex Telling + Exam. Fear Text BooksProcess Question Bank + Project work

Simple e.g. E-mail e.g. Online magazines

Process Rote Text Books

Application : What ?

Content-Poor Content-Rich


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Learners evaluate the quality of usage in-terms

of return on time invested (Roti). The better

their learning, the higher is their initial Roti.Maximum possible return on time invested

Usage

Level, Initial return on time invested

Return

On time

Invested

(ROTI)

Threshold level for

return on time invested

TIME


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Participatory Actionable

Learning

Learning Domain

Feeling Thinking Acting

Learning to Sense Learning to Observe Learning to Adapt

Learning to Emphasize Learning to Assess Learning to Change

Learning to Care Learning to Reflect Learning to

Transform

Learning to Learn


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Poor and the GovernmentProactive Approach (borrowed from IDTIPPT)

Before After


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EXPLORING TRAINING TOWARDS

CAPACITY BUILDINGCoordination

Delivery

Design

SAT

TrainerTraining

Capacity

BuildingChange Agent

ReformSupport


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2

3

TRAINING BASED PLAN of

ACTION TO REFORM 1/2

REACTIVE

RESPONSIVE

PROAC

TIVE


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2

4

RULE BASED &CAREER BASED

REQUIREMENTBASED

REFORMBASED

TRAINING BASED PLAN of

ACTION TO REFORM 2/2


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CBPR TRAINING

ORIENTATIONS

CONCEPT PRACTICE

PROCESS

CONTENT

5. PERSON DEVELOPMENT

1. ACADEMIC

4. ACTION

3. SKILLS

ACTIVITY

2. LABORATORY/EXPERIMENTATION

MODELLING 6.ORGANISATION DEVELOPMENT


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Capacity Building Pyramid-BU Approach

PolicyMakers

DecisionTakers

Middle ManagementInstitutional Training

Cutting Edge PersonnelDecentralised Training, Skills,

Knowledge

HandholdingSupport andMentoring

Enable andEmpower

Citizen FriendlyAttitude,RTI

Visioning, Planning,ISO BASEDNorms-IS-15700, SEVOTTAM,

PUBLIC SERVICES BILL,Budgeting,Leadership

Operationalising plans

Management Tools

Innovations, RTI

Governance is more thanTraining but

CBPRWORKING

MODEL, CBPRWebsite

NODAL officerHelp lines,

Information kiosks


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The Resistance Layers

Behaviour

O;ogkj

I of

WE

Attitudesfu;r@joS;k@#[

kValuesekU;rk,a

Self Concept/Esteem

vkRelEeku


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CONFORMITY

(acceptance ofinfluence)

Three Processes of

Attitudinal Change

(Pressure from others)

AUTHORITY

PEER

PRESSU IN

TERNA

LVALU

S

YSTEM

"I want to

please and to

stay

out of trouble"

" I want them

to like me"" My personal

values/ethics

dictate that I

should do

this"

vf/kdkfjd

lRrk led{k@

vkilh


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TNA + Training Log Frame

If we know WHAT? WHY? WHEN? WHERE? WHO? HOW?


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Training Evaluation

IndividualOrganisational Service userTraining ImpactIndividualOrganisational

Service user

Training Evaluation + Impact

We should be able tostrategically

prescribe/explore

WHAT? WHY? WHEN? WHERE? WHO? HOW?


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Analysis of Sector

Environment

Analysis of Resource

Analysis of History

Analysis of Strategy

Analysis of Policy

Transformation

Analysis of Outputs

Analysis of FeedbackMechanisms

Analyses Exploration

Possible Reform Options




Possible Reform

Options

Consolidation

Evaluation

Prioritization

Sequencing

Reform

Strategy

Reforms

Outside the

Box

Reforms

Inside the

Box

Diagnostic Process

Learning/

Trying

Exploration




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Buridan's ass is a figurativedescription of a man ofindecision. It refers aparadoxical situation whereinan ass, placed exactly in themiddle between two stacks ofhay ofequal size and quality,will starve to death since itcannotmake any rationaldecision to starteating onerather than the other. Theparadox is named after the14th century Frenchphilosopher Jean Buridan.

Buridan's ass


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NACs Food Security Problem:- DININGPHILOSOPHER PROBLEM


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Training Methods

Lecture

Informal Talk

Demonstration

Discussion Case Study

Brainstorming

Reflection

Role-Playing

Simulations Buzz Groups

Question and

Answer Session Learning

Centers


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THANKYOU

1_J.J.George_The Consumer’s Protection & Welfare Feast

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