competences of of foreign employees

8/11/2019 Competences of of Foreign Employees

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COMPETENCES OF FOREIGN EMPLOYEES


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Executive summary

With their home markets in the throes of a prolonged stagnation, if not

downturn, companies based in developed economies are turning more and

more towards the developing world in the search for new customers and the

hunt for new talent. Meanwhile, companies from vibrant developing

economies whose ambitions have outgrown their own homelands are also

seeking opportunities to grow through international expansion. These

dynamics have combined to create a world of business that is thoroughly

international, and in which it is commonplace for workers and businesses to

communicate and collaborate with customers, colleagues, suppliers and

partners in other countries.

The resulting need for harmonious and productive cross-border relationships

that transcend cultural differences has placed new demands on companies

and their workforces. A corporate world that has at least recognized a new

reality in which the right products and services must also now be allied with

the necessary cultural sensitivity and communication skills in order for

companies to succeed in markets away from home. However, the views

expressed in the survey by senior business executives from all corners of the

world also indicate that many organisations have yet to adopt measures that

will turn this realisation into practice.

Contrary to the expectations of many experts, the current economic downturn

is spurring companies into becoming more international. While previous

recessions have often resulted in businesses reducing their risk exposure


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with a renewed focus on their core markets, an over whelming majority of

respondents confirm that may companies are becoming more global in their

outlook and ambitions.


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INTRODUCTION

Competency development is a crucial driving force for increasing

employee effectiveness and employability. Therefore, organisations are

taking a number of initiatives to stimulate competency development.

In broad terms, diversity is any dimension that can be used to differentiate

groups and people from one another. It means respect for and appreciation

of differences in ethnicity, gender, age, national origin, disability, sexual

orientation, education, and religion.

But its more than this. We all bring with us diverse perspectives, work

experiences, life styles and cultures. As a source and driver of innovation,

diversity is a big idea in business and in society. we know the power of

diversity is unleashed when we respect and value differences.

To embrace all these differences, is pursuing a strategy of inclusion. This

means creating a working culture that values the differences between

people. It does not try to stifle or devalue the individuality of staff. Such a

culture is tolerant but also practical in recognising these differences and

enabling every member of a team to exploit their personal strengths.

Competency development = integration of training, on-the-job learning and

career management?


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1. Competency development = shared responsibility of individual and

organisation?

2. Competency development = broader employability, better labour

market position and higher career satisfaction?

This studywhich investigated the employee perspectivecomplements a

prior study that was focused on the organizationsperspective, sought to

provide more information about employee attitudes towards competency

development and the way in which employees give shape to their

competencies in practice.

1. With regard to the first proposition, the studys results indicate that

employees most often make use of training initiativesand, in

particular, the traditional forms of training and educationto develop

their competencies. So, training still forms an important part of

competency developmentwhich is not surprising, given its long-standing history as a developmental practice. However, initiatives in

the field of on-the-job learning (e.g. coaching) and career

management (e.g. career counselling) are increasingly being used by

employees as well. By communicating about the availability of these

newer competency development practices and their goals,

organisations can ensure that employees will take advantage of them

more readily.

2. With regard to the role of the organisation in competency

development, employees indicate that their organisation supports


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them in their learning activities. However, initiatives in the field of

career management seem to lag behind. With regard to their own role

in the competency development process, employees indicate that they

themselves take initiatives to develop their competencies. Moreover,

employees estimate their own share as being high. Therefore,

competency development can be seen as a shared responsibility of

both the organisation and the individual employee.

3. With regard to the third proposition, the results show that initiatives

in the field of competency development not only increase the

employability of employees, but also their general level of career

satisfaction and their perceived labour market position. Employees

who participate in a broad range of development initiatives and

experience organisational support in their development, report more

positive career outcomes. These results indicate that organisations

should indeed invest in competency development.

A Shared Responsibility

Competency development draws its strength from a variety of different

learning activities. By integrating training, on-the-job learning and career

management into one development trajectory, organisations can approach

the developmental needs of their employees from different angles. Given the

positive career outcomes that are associated with competency development,

its important that organisations make sufficient efforts to support their

employees in developing their competencies. However, significant

responsibility rests with the employee as well. While the organisation can

create a stimulating environment and offer the employee opportunities for

competency development, it is then up to the employee to seize these


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opportunities and develop his/her competencies accordingly. Here too, the

organisation can play a role by encouraging employees to develop their

competencies and by drawing their attention to the important role they

themselves play in this matter.


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Effects

Effective cross-border communication and collaboration are becoming

critical to the financial success of companies with international

aspirations

Presumably as a result of their companies focus on international growth,

almost two-thirds of respondents think that better cross-border collaboration

has been a critical

factor in the improvement of our organisations performance in the past three

years. However, a similar proportion feel that their organisation encounters

difficulties with crossborder collaboration or communication at least

sometimes. This can be costly. Around one-half of the executives surveyed

for the purpose of this report admitted that ineffective communication or

inadequate collaboration had obstructed major international transactions,

inevitably resulting in financial loss.

The overwhelming majority believe that if cross-border communication were

to improve at their company, then profit, revenue and market share would all

improve as well. This is partly because potential opportunities in foreign

countries are currently being spurned, with almost two-thirds of respondents

saying that differences in language

and culture make it difficult to gain a foothold in unfamiliar markets.


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Most companies understand the cost of not improving the cross-border

communication skills of their employees, yetmany are not doing

enough to address the challenge

Despite acknowledging the direct impact of effective crossborder

communication on their fortunes, a significant proportion of companies, by

their own admission, are not

taking sufficient remedial action to address the root causes of

misunderstandings. Some 47% say their companies do not offer enough

training to hone their employees language and communication skills, and

40% believe there is not enough emphasis placed on recruiting or selecting

people who are suited to cross-cultural environments.

Some organisations appear to be underestimating the extent of the

challenge. Interconnectedness through modern technology has deluded

many people, according

to Nancy J. Adler, chair in management at McGill University in Montreal,

Canada, and author of International dimensions

of organizational behavior. There is the false assumption that just because

we can reach anyone in the world so easily through email or Skype, we are,

therefore, all the same.

Organisations with international ambitions increasingly expect

prospective employees to be fluent in key foreign languages


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Multilingual nature of the modern business world. According to almost one-

half of the companies surveyed, at least one in five of their workers need to

speak another language in their job, and one-quarter say that a majority of

their workforce require some foreign language skills.

Not surprisingly, a majority of executives surveyed believe that their

workforce will need to know English if the company is to succeed in its

international expansion plans. Mandarin is considered the second-most

important foreign language, but just 8% say their workers will need to be

fluent in it. The importance of language skills in a globalised world is reflected

in companies hiring strategies. Very few companies never consider

multilingual skills to be essential in job seekers, but many now expect them

to be fluent in at least one non-native language.

Misunderstandings rooted in cultural differences present the greatest

obstacle to productive cross-border collaboration

Regard differences in cultural traditions and different workplace norms as

the reatest threats to the smooth functioning of cross-border relationships.

Nandita Gurjar, global head of human resources at Infosys, one of the

worlds largest information technology servicescompanies based in India,

agrees that cultural awareness and

cross-border ambitions go hand in hand: We are a globalcompany. We

simply cannot progress without the knowhow and experience to deal withother cultures.


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MEASURING CULTURAL DIFFERENCES

Cultural differences can be seen in a broad range of beliefs and behaviours

found on a daily basis in the workplace. Several management thinkers, such

as Geert Hofstede, Fons Trompenaars and Edward T. Hall, have formulated

frameworks which attempt to measure how each national culture fits into this

complex spectrum.

Such frameworks can help international managers to anticipate and then

solve possible conflict caused by misunderstandings between various

cultures. Nandita Gurjar, global head of human resources at Infosys, a global

IT services company based in India, believes that cultural awareness is key.

Most managers, when confronted with cultural conflict, oftenhave little idea

that the underlying issue could be cultural. They tend to think: Why are you

so upset? This is the way I normally behave and people in my home office

never get upset.

Whats wrong with you? A manager has to getthe best out of people, and

therefore needs to know that an individuals cultural backgroundwill strongly

influence the way they respond.

Geert Hofstedes framework, the most widelyknown, hones in on key cultural

differences such as the various attitudes towards hierarchy or uncertainty, or

the extent to which a society or community values individual achievement on

the one hand, or long-term loyalty to a collective group on the other. Scores


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on the various dimensions of the framework vary hugely. For example,

workers in Asia, Africa, Latin America and the Arab world are likely to show

much more deference to their manager than their counterparts in countries

such as Denmark, Israel and Austria, where subordinates tend to want to be

frequently consulted by those above them in the hierarchy. Unsurprisingly,

given the importance of the American dream within its culture, theUnited

States scores highly for individualism, whereas several countries in Central

and Latin

America (Ecuador, Panama, Venezuela) and Asia (Pakistan, Indonesia,

South Korea) are at the collectivist end of the spectrum.

The United States would also be what Edward T. Hall refers to as a low-

context culture, inwhich people communicate very much through a direct,

and often terse, exchange of words that carry a literal meaning.

Communication in high-context countries, on the other hand,will be much

more subtle, with the attentive listener required to pay greater attention to

gestures, tones and the overall context of the

conversation.

Lan Kang, general manager of human resources at Fosun Group, a

conglomerate headquartered in Shanghai, explains how the high-context

Chinese approach to communication can clash with more abrupt styles.

Americans are very explicit and quick to get to the point. The Chinese areaccustomed to using vaguer language in the initial stages. Details are then

gradually established during further discussions, as the relationship between

the two sides grows stronger.


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THE GLOBALIZATION ENIGMA: CONTRADICTIONS AND CHALLENGES

Stress the need to consider the interplay of both contextual and intrapersonalvariables. Economists, too, are beginning to accept the need to work on

assumptions of both increasing and decreasing returns13 and multiple

versus single equilibrium.Science seems to march under the banner of

integrating knowledge that spans beyond the simplistic either-or logic in

favor of a more holistic both-and approach. This approach canalso assist

with understanding recent globalization effects and outcomes.

Using a dualities perspective, we can view globalization as existing in a

dynamic state of flux and consisting of multiple processes and forces that

flow in different, and often conflicting, directions.These conflicting forces

can often influence how firms organize, people communicate, and managers

manage; hence, the enigma. In point of fact, we can identify three such

globalization dualities, each operating in two conceptually distinct areas.

Cultural convergence versus cultural divergence


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The first challenge facing managers and their companies in the new global

economy involves the contradiction, or duality, between cultural convergence

and cultural divergence.

Simply put, does globalization lead to converging or diverging modes of

behavior?

That is, does increased globalization cause nation-states to become more

similar in nature and outlook or does it force them to retrench and reinforce

their unique beliefs and value systems. This debate can lead managers in

circles if questions are considered in terms of discovering a final overall

pattern of either convergence or divergence. Rather than force an answer

that is only half true, a duality perspective is required to see that globalization

in fact leads simultaneously to both increased convergence and increased

divergence. Understanding this will make the managers job in new

environments considerably easier.

Challenges facing global managers

Globalization. Technology. Change. Competitiveness. If this is the new global

economy, what are the implications for managers and their organizations? In

view of the seismic shifts around the world in terms of how business is now

conducted, corporations are scrambling to become more competitive, more

market sensitive, more innovative, and more nimble. How is this best

accomplished? As they attempt to move ahead, the ground underfoot

continues to move. Success in the global economy requires a number of

ingredients, including innovative ideas and products, access to raw materials

and competitive labor, savvy marketing strategies, solid financing,

sustainable supply chains, and predictable logistical support. However, the


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central driver in this endeavorperpetually caught in the middleis the

global manager. Indeed, no one ever said being a manager was easy, but it

seems to get more difficult with each passing year. As competitive pressures

increase across most industries and services, so too do the pressures on

managers to deliver results. Succeeding against the odds often catapults a

manager into the higher echelons of the organization, with a concomitant

increase in personal rewards. But failure to deliver often slows ones career

advancement, if it doesnt stop it altogether. The stakes are very high for both

managers and organizations. With this in mind, what do managers need to

know to survive and succeed in this complex and turbulent environment?Certainly they need to understand both microand macroeconomics. They

need to understand the fundamentals of business practices, including

strategy, marketing, operations and logistics, finance, and accounting. And

they need to understand issues such as outsourcing, political risk, legal

institutions, and the application of emerging technologies to organizational

operations. In addition to this knowledge, however, global managers must

understand how to work with other people and organizations around theworld to get their jobs done.

Challenge #1: Develop a learning strategy to guide both short- and

long-term professional development as a global manager.

Challenge #2: Develop a basic knowledge of how different cultures

work, what makes them unique, and how managers can work

successfully across such environments.


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Challenge #3: Develop effective strategies for working with managers

from other

cultures who may process information differently and view their roles

and responsibilities in unfamiliar ways.

Challenge #4: Develop an understanding of the competing interests

and demands of various stakeholders in an organization, as well as

the organizational processes necessary for achieving targeted

outcomes.

Challenge #5: Develop an understanding of how business enterprise

can be organized differently across cultures, as well as the

implications of these differences for management, cooperation, and

competition.

Challenge #6: Develop effective cross-cultural communication skills. It

is often said that communication is the glue that holds organizations

and inter-organizational relationships together.

Challenge #7: Develop an understanding of leadership processes

across cultures, and how managers can work with others to achieve

synergistic outcomes. People often confuse leadership with

management, perhaps because of their own culture-based views of

what leaders should look like and how they should behave.

Challenge #8: Develop a knowledge of how cultural differences can

influence the nature and scope of employee motivation, as well as


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BUILDING GLOBAL MANAGEMENT SKILLS

simply as multicultural competence. It represents the capacity to work

successfully across cultures. Being multiculturally competent is more than

being polite to people from other cultures; it is getting things done through

people in other cultures. Multicultural competence can be seen as a way of

viewing the world with a particular emphasis on broadening ones cultural

perspective as it relates to crosscultural behavior. That is, it asks the

question: What can we learn from people around us from different cultures

that can improve our ability to function effectively

in a multicultural world? Multicultural competencies include elements of

curiosity, awareness of diversity, and acceptance of complexity Such people

tend to open up themselves by rethinking boundaries and changing their

behaviors. They are curious and concerned with context, possessing an

ability to place current events and tasks into both historical and probable

future contexts. They accept inherent contradictions in everyday life, and

have the ability to maintain a comfort level with continual conflict.


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So, how can we put all of these diverse skills and abilities into a succinct

framework, or set of targets, for furthering the development of global

management skills? This can be accomplished by identifying six specific

multicultural competencies.

A cosmopolitan outlook

Intercultural communication skills.

Cultural sensitivity

Rapid acculturation skills

Flexible management style

Cultural synergy


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THE EXPERIENTIAL LEARNING CYCLE

Developing global management skills is the central theme of this book. The

obvious question here is how these skills are developed and refined and then

used effectively in the global arena. To answer this question, we refer back to

Nasrudins observation700 hundred years ago that people learn and develop

based largely on their past experiences and past mistakes. In our view, this

is particularly noteworthy with regards to global managers. People try, make

mistakes, and learn from those mistakes. This is the essence of experiential

learning.

According to experiential learning theory, individual learning occurs over four

stages that are collectively and interactively aimed at collecting and

transforming knowledge: concrete experience, reflective observation,

abstract conceptualization, and active experimentation.This is illustrated in

Exhibit . In theory, a learning cycle begins with concrete experienceshow

we feel about things that happen to us in everyday life. For example, imagine

we come from a culture that values direct and straightforward ommunication.

We tell things like they are and dont pull our punches. As we engage in

conversations with others, we are likely to think that direct questioning is

appropriate and will result in a straightforward answer. The experiential

learning cycle


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A LEARNING STRATEGY


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CULTURAL COMPLEXITIES AND CONTRADICTIONS

Our two examplesSwedens Anna Hkansson and Bahrains Nahed Tahler

highlight some important limitations of applying simplistic models to

complex phenomena. On the one hand, such models provide a good starting

point to understanding the influence of culture and the challenges posed by

cultural differences. On the other hand, they focus our attention to a limited

set of parameters and may mislead our interpretation of reality.

The dualities perspectiveusing a both/and logic in which both alternatives

or paths have merit for purposes of analysis, rather than an either/or logic

that forces analysts to choose between alternatives that are simultaneously

worth pursuing Holistic and fragmented behavior Another fundamental

problem of trying to categorize cultures is that it implies a degree of

homogeneity. When describing individual cultures Universal and idiosyncratic

characteristics

Descriptions of culture using a limited set of dimensions may lead to the

impression that this limited set of adjectives can capture the essence of

culture. However, experience and observation tells us that culture is more


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complex and paradoxical, with many exceptions and qualifications to any

general classification.

Explanatory and predicative powers

A discussion of culture frequently leads to an exaggerated assumption of

causality and determinism. It is easy to make connections between general

cultural characteristics and actions, such as People from collectivistic

cultures will prefer team work orHierarchical cultures prefer authoritarian

leaders. However, these types of conclusions are problematic for several

reasons. To begin with, as it was discussed above, fragmentation can result

fromthe acceptance of cultural values within cultures. Second, cultures are

composed of idiosyncratic elements that can be combined in unique ways

leading to unpredictable consequences. And third, culture both constrains

and enables behavior.

Cultures and subcultures

Finally, as noted earlier, a key characteristic of culture is that it is learned.

People acquire values, assumptions, and behaviors by seeing how others

around us behave and by observing their families. However, herein lies a

major source for over-generalizations and stereotypes about national

cultures.


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TEAM BUILDING OUTBOUND EXPERIMENTAL TRAINING

In the past 25 years the use of the outdoors for management development

(OMD) has grown into a multi-million pound international industry. Although

methodologically robust empirical research into OMD has increased

significantly over the past decade, a number of problems remain; not least

because the term OMD can be used to describe anything from an afternoon

of activities on a hotel lawn to a month of outdoor

adventure training in the Scottish wilderness. It has been hypothesized that

confusing the different types or classes of OMD may have prevented the

identification of any associated benefits and liabilities (Dainty and Lucas,

1992; Jones and Oswick, 1993; Wagner, Baldwin and Roland, 1991).

Heterogeneity of practice together with a lack of detail in the reporting of

studies has made this claim difficult to test.

OMD research often focuses upon training outcomes and neglects the

underlying mechanisms by which these effects are elicited (Burke and

Collins, 2004a, p. 678).

Definition:Outbound Management Development is carefully sequenced and

integrated experiential learning activities conducted (primarily) in the

outdoors and designed to facilitate participants behaviour change. It is a

training method for enhancing organizational performance through

experiential learning.

Outdoor experimental training appears to be the most widely accepted. The

term includes a broad range of training interventions, premised on the

assumptions of experiential learning theory, which use structured tasks and
http://en.wikipedia.org/wiki/Experiential_learninghttp://en.wikipedia.org/wiki/Experiential_learning


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exercises as consciously designed metaphors and isomorphs of managerial

and organizational processes. The

training is conducted in an outdoor setting and requires some physical

exertion from participants. It is often used as part of wider managerial training

and development programmes, the general aims of which are to achieve

improvements in organizational functioning via the transfer of learning from

the OMD intervention to the workplace.

OMD should exhibit the following:

_ Be underpinned by experiential learning theory.

_ Aim to improve participants understanding and management of self and

others.

_ Aim to improve the performance of an existing work group, team,

department or organization.

_ Rather than being stand alone, it is embedded in a temporally extended

process of management and/or organization development.

_ Is collaboratively designed by provider and sponsor to address the training

needs of a specific group of participants.

_ Of five to seven days duration in a residential, wilderness setting, with all

activities taking place outdoors.

_ Tasks are technically novel and physically challenging.

_ Tasks provide participants with high discretion about the methods used to

solve the problems.


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_ Task completion requires the application of managerial skills together with

cooperative and integrated effort by the whole team.

_ The duration and complexity of specific tasks increase as the programme

progresses.

_ Half of the training time is spent on structured facilitated reviews.

_ Feedback is about process issues, not technical aspects of the task.


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WHY OUTBOUND TRAINING IS NEEDED

The work atmosphere in the corporate set up today is far too complex and

competitive. This obviously implies that there is greater stress on the

employees to perform better every time. Due to the tight working schedules

the employees hardly find any time to unwind or make up for their lost

energies. Also the crammed offices spaces have there own impact on the

general psyche of the employees. The Outdoors comes forth as the panacea

for most of these issues. The Outdoors provides physical freedom of space

and movement that helps one to think in an open and free manner. The

proximity with nature refreshes the mind. The time spent in the outdoors is a

welcome break for the Corporate from their busy schedules. The activities in

the outdoors involve some amount physical activity that works as an antidote

against mental stress and pressures.

Management strongly believe in

experience is a powerful teacher.

On the job it can be costly to

learn from our mistakes, but in

the classroom, this valuable

learning methodology carries far

less risk. Thats what makes

experiential learning so effective!

Corporate leaders want to see the

change in team members and

want to create the feeling of trustand bonding in the team so

experiential Learning was the way


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to enables people to make permanent, effective changes in behaviour by

understanding the wide range of consequences of their choices and

accepting responsibility for them.

Using structured experiences designed to accurately reflect situations in the

workplace, participants learn by doing; and then further their understanding

by examining ways they could have been more effective. Powerful learning

emerges in the debrief when their experiences are linked to their real-world

situations. People see, understand and experience how their own behaviour

can change to significantly and positively impact their performance back on

their job. Participants receive maximum learning in less time through the use

of theming, tactile components, fun and relevant links to their business

environment.

Need to use OMD

OMD takes the participants out of their comfort zone (office environment) that

is out of doors to participate in some specially designed outdoor exercises

and management games, instead of traditional class room training

methodology. OMD facilitate to learn management skills through real life

situations have been an exciting and a unique experience for participants.

Outbound experimental training aim at consistently helping trainees gain

immediate and powerful insight into their own and their teams work styles

and behavior. One of the most unique aspects of outbound training is that

trainees are immediately able to see the consequences of wrong actions and

can see the tangible difference that can be made by a change in thinking and

behavior.

One of the basic objectives of most management training programs is to

enhance organizational team bonding, the foundation of cohesive functioning


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and productivity. Team bonding options available to human resources

training professionals include a range of corporate team events that could be

one-off or ongoing, onsite teamwork activities within the organizational

structure, team building days or an outdoor team building program. Of these,

a structured outdoor team building and adventure program high up in the

mountains or deep in the wilderness adds significant value to executive

education programs.

Suggestions from training need analysis to conduct OMD

Training need analysis concluded that there is heavy amount of gap within

the team and among the department which lead to the lack of motivation and

dip in performance of individual and as well as of team. At organisational

level some time strict deadline of the IRDA circular were missed to action

upon. Workplace environment of the organisation strongly interdependent of

teams, continuous interaction, meeting, support and coordination is required

between departmental activities. For e.g. In case of new ULIP product launch

marketing can not realise the product brochure unless the compliance

department approval as per the regulatory advertisement guidelines.

Learning and development team proposed the organisation leader the break

even in performance can be only be achieve when team have the immense

trust and team spirit

There was definitely the need of program that aim to meet different training

goals.

1. A real experience of teamwork

2. An experience in dealing with change and uncertainty


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3. Attitudinal change in the assessment of self and others

4. Self-development through improved self-esteem, trust and confidence.

Obviously not all training needs can be addressed with the general in-training

approach, Outdoor training is an appropriate vehicle for addressing the

process issues that frequently get in the way of goal accomplishment and

group effectiveness

Developing selfawareness

Risk taking

Communicating support

Giving and receiving feedback

Problem solving

Decision making

Assessing and using resources

Managing conflict

Team building

Reasons for Team Building:

To Improve communication skills

To Motivate a team

To Get to know each other

To Teach the team self-regulation strategies


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To Help participants to learn more about themselves (strengths

and weaknesses)

To Identify and utilize the strengths of team members

To Improve team productivity

To Practice effective collaboration with team members


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Outbound Experimental Learning Program-Benefits

The benefits of the Outbound Experiential Learning Programme are multiple.

Participants show increased pro-activeness, accountability and self-esteem.

Clarity of purpose and a healthy shift in relationships are often the outcome.

Benefits

OMD can be cognitive (i.e. the acquisition of facts), physical (i, e. technical

skill development), or affective (i.e. emotional and social development).

Affective learning has two interactive products: Development of individuals

through improved intra-personal relationship (emotional development) and

development of groups through enhanced inter-personal relationships (social

development).

Intra-Personal : Emotional & Individual Inter-Personal: Social & Group

New confidence in oneself.

Increased willingness to take risk.

Improved self-concept.

Enhanced leadership skills.

Increased logical reasoning skills.

Greater reflective thinking skills.

Recognition of personal learning

blocks and fears.

Enhanced co-operation.

More effective communication

skills.

Greater trust in others.

Increased participation in

decision making.

New ways to resolve conflicts.

Improved problem solving skills.

Understanding of different

leadership styles.


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Benefits for Individual

Establishment and Development of Personal Attitudes:

To increase self-confidence and self-motivation

To improve every individual toward positive thinking

To recognize every individual toward the environment

Establishment and Development of Personal Skills:

To improve the Interpersonal Skill

To improve the Leadership Skill

To improve the Communication Skill

To improve the Teamwork

To improve the Wide Management Perspective and Strategy

Benefit for Department

The edifice of outbound experimental training is based on the foundation of

experiential learning. The famous Chinese thinker Confucius said,

"Tell me something and I will remember some of it, show it to me and I will

remember most of it, involve me and I will remember all of it."

Outbound experimental training involves the trainees into the process of

learning. This is called participatory learning. Through carefully designed

games and activities certain situations, analogous to the situations at the

workplace, are simulated. The reactions of the participants are closely

monitored and analyzed by qualified facilitators and Outdoor Experts (OE).


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These facilitators and OEs are like catalyst in this "Human Reaction.

They subtly steer the activity in the desired direction. In this manner change

is brought about by the way of self-realization rather than by external inputs.

In the outdoors the Nature, which is regarded as the best teacher, plays its

own part. This helps in refreshing the mind; in turn making it more receptive

to learning and change. This break from the daily routine gives the

employees the much-needed recreation, which is as important as learning

itself. The recreation is in the form of a change of work rather than trivial

merry-making. The simulated challenges and adventure tasks in the training

are analogous to the real life.

Problems and creative problem solving can thus be practiced. The activities

and tasks involve a great deal of interaction with other people, either in

groups or on an individual basis. In these exercises the participants are

made to tackle situations, which test and also help enhance their

interpersonal skills.

Organizational Benefit

How will the company benefit?

Outbound Experiential Learning helps resolve most of the issues that

corporate today have to confront. Firstly the employees can relax and refresh

their minds by moving out of the same old office environment. Primarily a

training program in the outdoors revitalizes the participants. Hence there is a

marked increase in the level of enthusiasm at the work place. This

enthusiasm brings out the creativity in the employees, which naturally

enhances the efficiency in their work.


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Through the various games and sessions the participant employees get to

know their colleagues better, which is not possible in the formal office

atmosphere. Hence it helps to reduce the inhibitions and apprehensions,

which may be present amongst them. The participants are able to blend

more easily with each other, which is very necessary for successful working.

The interpersonal communication within the participants improves,

which generates a sense of comradeship within the group. The participants

get an idea of their strengths and weaknesses, which helps them to have a

clearer image about their own self. This realization is beneficial to every

individual and also the team. All of these changes reflect in the companys

increased profits and productivity as well as contribute

in generating a healthy work environment.

Thus, outdoors is indeed an effective tool in facilitating positive change in

individuals

Benefit for Organization/Company

To improve and making stronger of Teamwork

To improve the harmony of working environment

To improve the productivity for every employee or every personnel in

organization

To improve the motivation for every employee or every personnel in

organization to achieve the goals

To improve the loyalty for every employee or every personnel in

organization


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HOW TO RESOLVE TEAM ISSUES THROUGH OUTBOUND TRAINING

A Team is a group of people with a high degree of interdependence focusseor task. The group agrees on the goal and the process for achievement. Each

mission, and goal. The members are interdependent and they agree to work

effectively to reach their goal.

The most challenging teams are the cross functional, ad hoc teams. The

challenge increases when the purpose is unclear. Although the payoff is

potentially great, the difficulty of forging an effective team is complicated by

different styles that the people from the various disciplines bring to the table.

Also the temporary nature of the relationship often decreases the motivation

to work hard on building an effective team.

Team building is data-based intervention, which assesses the strengths and

improvement opportunities of a working team and then prepares and

implements plans to increase the effectiveness of the team.

The workshop accomplishes the following learnings

To understand the concept of team dynamics.

To understand the importance of communication, co-operation and co-

ordination in a team.

To understand the importance of conflicts / upsets and its resolution

techniques.

To create a sense of understanding / bonding towards each other.

To understand interpersonal relationships and their impact on self and

others.


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To understand the dynamics of delegation - trust and ownership

accountability.

To understand how to appreciate each others constraints in roles and

functions.

Types of Team Building:

Fun & Learning

Recreational Team building

Simple bonding exercises

Complex stimulations

Multi-day team building retreats

Group-dynamic games

Adventure Team Building Activities

Benefits of Team Building:

Develop employee motivation

Improve communications

Self development

Positive communication


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Improve Leadership skills

Enhancing Individual & Team Performance

Making workplace more enjoyable

Outbound training is also referred to as experiential learning or action

learning; it is a process wherein a group of individuals from an organization

meet outdoors to participate in a range of activities that are both physically

and mentally challenging. It is a reflective learning process that takes place

amongst the participants.

Learning occurs through experience; this includes reflection and action. It

fosters the individual's ability to reflect on past events, understanding one's

own actions and finding ways of dealing with similar relative situations in the

future.

Some of the areas that could be impacted greatly by outbound training

are:

o Time Management

o Goal Prioritization

o Conflict Resolution

o Communication

o Strategizing

o Planning And Organizing

o Delegation


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"Nothing like a break in the wilderness to bring a jaded team together again."

- Author Unknown

Team bonding and increased self confidence are the two greatest benefits

achieved through outbound training/experiential learning activities. It helps

employees discover new facets about each other; bonding with each other in

a way that would not be possible in a regular office environment.

Outbound training use scenarios that employees encounter in their everyday

work. It invigorates the individual's ability to find effective solutions to the

problems encountered in the activities. The individual will be able to transfer

this ability to overcome hurdles that are prevalent in the numerous areas of

everyday work life.

By reflecting and applying what they learnt during their training, they become

better team players through the self confidence they acquire. They also

awaken the dormant skills present within themselves that surface as a result

of the relative nature of the training activities.

In short, outbound training instils a sense of team spirit and self belief in each

individual. Since it involves the concept of shared learning, it gives maximum

benefit to the organization.

However, there is a section amongst the corporate audiences who are

sceptics and believe that outbound training programs may result in a waste

of energy and time. They feel that participants focus on the fun element and

are unable to translate the learning to the work environment. While this

maybe true, this problem can be conclusively addressed by selecting the

right facilitator for the task. A facilitator, who has considerable expertise in


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the field of training, could lead the participants toward the right direction of

learning and reflection.

Outdoor Team Building and Corporate Leadership Training Programs:

Powerful Tools for Change

Often used purely as a team reward, a mature and well-designed OMD

program is capable of delivering far more: it can become a powerful

management tool that results in lasting positive changes in participants.

In the hands of experienced facilitators, outdoor team building programs can

help teams in the areas of communication, resource allocation and utilization,

trust building, problem solving and much more. Outdoor corporate leadership

training programs can help future leaders explore their capabilities in

decision making, risk management, goal setting and other areas critical in the

formation of a leader.


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Exercise & Learning

Outlines of some exercises and their relevance to management issues.

Short Duration Exercises

Ankles Away: All team members are linked in a line by having their ankles

tiedeffectively forming a worm. The task involves the whole team walking

a route led by a safety person. The complexity can be increased by having

the two ends also being tied off

This activity serves well as an ice-breaker and is quite exciting, helping in

setting the tone of the programme in a fun way

Relevant themes: Advantages and drawbacks/problems of working together

in an organisation; and is it easier to work when we come together (whichhappens when the two ends are tied off), care & concern, etc.

Trust games: These proceed in stages, incorporating a few or all of them.

The whole group forms a circle and holds on to a rope the ends of which are

tied off to each other. Individuals are asked to gradually lean back without

leaving the rope to an extent where they are being held upright in a tilted

position only because they are leaning away with the rope in their hands.

The next stage involves people leaning inwards, then alternate people

leaning inwards and outwards, etc.


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Discarding the rope, the group is split into pairs. One person supports his/her

partner who takes a dead fall in a pre-determined direction.

The next stage involves one person standing in the middle of a circle of 4-5

persons and taking a standing dead fall in an undetermined direction with

the circle preventing a fall to the ground. These two stages help people

understand how to take a dead fall, which prepares them for the last stage.

The ultimate stage involves a team of at least 8 people. Three pairs stand

next to each other with the partners facing each other in a formation with

their hands and feet in a defined position. One person stands at one end of

this group of pairs and co-ordinates the fall of the last team member into the

hands of the three pairs from a height of at least 3 feet.

Relevant themes: Trust, Team work, Overcoming of real risk Feelings &

emotions like fear, anxiety & sense of achievement.

Medium Intensity Exercises

Cobweb: The cobweb is of ropes built between two supports, with the

number of spaces in it equal to the number of team members. Objective is to

have the whole team cross from one side of the web to the other, within

certain operational constraints.

Relevant themes: Formation of team, strong bonding, Communication,

Emergence of roles, Operating within constraints, Resource utilisation
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Management processes(planning, organisation) Personal attributes like

assertiveness and initiative

Raft - building: Two or three teams build rafts from available kit (bamboos,

tubes, strings)this can be conducted variously involving planning,

delegation, etc. Objective is to prove water-worthiness of each raft by doing a

route in the water.

Relevant themes: Teamwork, Project management, Leadership, Creativity

Trust, Emergence of roles, Overcoming of risk, Sense of achievement, Fun!

Blind Intent

Team of 5-7 people is supposed to pitch a tent with there being only one

sighted person (the rest blind folded); and the sighted person operates under

the constraint of not being to touch anything or anybody.

This exercise can be offered in many forms: e.g., all team members first

understand the tent before getting blind folded, or only the sighted co-

ordinator is shown the tent while the others are getting blind folded, or there

could be two co-ordinators,

Relevant themes: Task clarity, Constraint clarity, Role clarity, Leadership

styles, Initiative & responsibility, Resource management, Planning,

Delegation


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High Intensity Exercises

Rappelling (Abseiling): Rappelling is coming down steep (rock) faces with

the help of ropes & other equipment. Very simple & safe method, but with a

very high perceived risk factor.

Relevant themes: Personal performance, Feelings: intense fear, overcoming

of same, intense joy, sense of achievement, Self-confidence, Self esteem,

Self-awareness, Tackling stress, Trust (on partner, on operating systems)

Issues of organisational support and responsibilities

Map & compass navigation exercises: Generally spread over an area of 4-

5 sq. km or even more. Could involve night operations, climb to a destination

(like a fort or a hill-top temple) or camping out in tents. A lot of planning of

operations goes into this (on the part of the participants). The whole group

gets split into a few teams. Each team does an independent task, which fits

into a larger picture. Drawing a parallel to the organisational set-up, teams

can be needed to collaborate. Complications like crises, the need for

negotiations, etc. can be designed. This exercise could well develop into a

miniature, intense model of a simple organisation.

Relevant themes: A very comprehensive exercise, delving heavily into

team dynamics and management processes. Project management, Single

objective perspective, Team dynamics, Communication, Leadership,

Emergence of roles, Resource management Interpersonal relationships,

Physical & mental stress, Sustained stress Sense of achievement, Crisis
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PROCESS USED IN OMD

Each participant undergoes the reality and intensity of experience. He/she

faces the judicious content of challenge and stress where the inherent

element of fun and nature are incorporated. The subsequent review

confronts the individual directly with the consequences and interpretation of

his/her behaviour. This enables one to reach the real factors that underlie an

individuals performance and behaviour.

In outbound programs, participants are made to go through various outdoor

activities where they will be required to face challenging situations as

individuals and teams. These programmes generally revolve around activities

designed to improve leadership, communication skills, planning, change

management,delegation,teamwork,andmotivation.Participants are divided

into teams and assigned tasks or activities for completion in a specified time.

Achievement and performance during these activities is reviewed in group

discussions to identify behaviours that enhance performance or lead to

failure or decreased performance. Strategies are formulated to deal with

factors that hinder, and these strategies are then put to use in the activities

that follow, to test their effectiveness.

In this process a typical program, a facilitator -generally responsible for 8 to

12 participants-begins by discussing individual and group goals for the

program. An individual goal might be something like, I need to work on my

listening skills.A group, on the other hand, may be trying to enhance its

understanding of the group process.

Next Participants are gradually introduced to the experiential (learn by

doing) training process, their unusual learning environment, and their fellow

team members. Simple activities act as ice-breaker. Basic Warm-up
http://en.wikipedia.org/wiki/Leadershiphttp://en.wikipedia.org/wiki/Communication_skillshttp://en.wikipedia.org/wiki/Planninghttp://en.wikipedia.org/wiki/Change_managementhttp://en.wikipedia.org/wiki/Change_managementhttp://en.wikipedia.org/wiki/Delegationhttp://en.wikipedia.org/wiki/Teamworkhttp://en.wikipedia.org/wiki/Motivationhttp://en.wikipedia.org/wiki/Motivationhttp://en.wikipedia.org/wiki/Teamworkhttp://en.wikipedia.org/wiki/Delegationhttp://en.wikipedia.org/wiki/Change_managementhttp://en.wikipedia.org/wiki/Change_managementhttp://en.wikipedia.org/wiki/Planninghttp://en.wikipedia.org/wiki/Communication_skillshttp://en.wikipedia.org/wiki/Leadership


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exercises (such as stretching) prepare participants for more strenuous

activities.

Trust is an important issue to address in experiential programs, though it is

seldom the main goal. Facilitators frequently use trust falls, trust walks, and

other activities to help participant place trust issue on the table for

discussion. Such issues can be delicate; the experiential activities help to

create a level of comfort that may encourage participants to talk about trust.

Many programs spend most of their time on team problem solving activities.

Participants use permanent equipment or simple props to tackle a wide

range of problems that cannot be solved by one or two people working alone.

The entire group must become involved physically and intellectually

.Leadership and personality styles, Decision making models, problem solving

strategies, conflict management ,creativity, risk taking skills and mutual

instruction all come into play and become potential topics for discussion.

Some program in both high and low ropes courses focus on individual

problem solving. such activities emphasize risk taking, self-esteem, and

locus of control.

Debriefing

Debriefing or processing, is the most crucial part of an outdoor training

program. Debriefing is a qualitative discussion period that allows participants

to analyze their efforts to solve problems and act cohesively as a team. It is

critical step in applying the outdoor experiences to the workplace.

The outdoor activities are often videotaped and played back during thedebriefing sessions, making battery-powered monitors in the woods a

standard training accessory.


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Many outdoor-centered training programs operate on rigorous one to five day

schedules. Outdoor sessions are held throughout the day with indoor

sessions (more debriefing) after dinner, continuing until 10 or 11 p.m. Many

programs allow for only an hour or 2 of free time during a 12-14 hour day.

Some programs include pre and post work. Pre work includes needs

assessments, seminars and in some cases, formal coursework in such areas

as leadership and decision making. Post-work may include additional

seminars (including review of videotapes from the outdoor program) and on-

site refresher activities.

The stated objectives of adventure training programs span a broad range of

individual and group outcomes. A review of the literature in the area reveals

various objectives, including the following:

Promoting individual risk taking, self-esteem, and trust.

Enhancing group problem solving and leadership skills

Increasing productivity.

FLOW OF OMD


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TRANSFER OF LEARNING

After the completion of course the participants make an Action Plan based on

learnings and the same is reviewed to ensure its impacts at the work place.

There are many variations in how an outdoor leadership training program is

delivered, but the core methodology of experiential learning is simple and

powerful. Depending on the program objective, participants are guided

through a series of activities that are fun, engaging and challenging. These

activities are then facilitated by behavioural experts, who observe and

discuss participants responses to situations across activities. Patterns of

behaviour are correlated, and there is free and frank discussion on functional

and dysfunctional behaviour. The facilitators then relate the learning to the

organizational context, and discuss how positive change can improve

individual and organizational effectiveness.

A major advantage of an outbound program is that over the course of the

program, participants are offered reflections that help them realize which

aspects of their behavior are dysfunctional, and are then provided with

opportunities to experiment with changed behaviour in a setting where there

is no penalty for failure.

Learning Methods in Outbound Management Development

Outdoor education focus model


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1. Interpersonal growth

a. Teamwork

b. Sense of respect

c. Intra and interpersonal development

d. Integrity

e. Fun and enjoyment

f. Dan lain-lain lagi

2. Outdoor pursuits and adventure education

a. Outdoor adventure activity skills

i. Kayaking

ii. Repelling

iii. Orienteering

iv. Swimming

v. Mountaineering

vi. Dan lain-lain lagi

3. Environmental education

a. To develop sense of belongings to the environment

b. Conservation

c. Preservation

d. Minimal impact camping


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Outdoor experiential learning methods

Learning Methods

In order to achieve these specific goals, OE adopted a very special and

unique learning method: Outdoor experiential learning

The Experiential Process

Fig: Experiential Learning Cycle (Kolb, 1984)

The Processing Stages

Figure: Outdoor Experiential Learning Process Stages


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OUTCOMES OF OMD

1. The factors behind this method gaining popularity among companies

are the enjoyable nature of the activities, and the inputs of the

participants themselves leading to development. The targeted

activities decrease resistance to negative feedback and make it more

likely for it to be accepted and acted upon.

2. Decisions made or actions taken during the outdoor exercises have an

important and immediate effect on the participants involved. it

provides delegates with unlimited opportunities to increase awareness

of others and themselves. This awareness will enable them to

communicate with others more effectively and to enhance the

performance of the team.

Outbound experimental training: Vendors

List of vendors for OMD in Mumbai /India

Vendors for OMD Location Links

Wildrift New Delhi http://www.wildrift.com/

Natura Delhi http://www.natura.co.in/

Ecomantra Mumbai http://ecomantra.com

Outcomes of OMD

Self Awareness Acceptance Transformation Performance
http://www.wildrift.com/http://www.wildrift.com/http://www.natura.co.in/http://www.natura.co.in/http://ecomantra.com/http://ecomantra.com/http://ecomantra.com/http://www.natura.co.in/http://www.wildrift.com/


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Inspiring India Delhi http://www.inspiringindia.in/

Zenith Hospitality Mumbai http://zenithhospitality.net/company_profile.htm

Insearch Outdoors Pune http://www.indiamart.com/insearchoutdoors/

Middle Earth

Consultants

Hyderabad http://www.mecindia.in/index.html

Step Consultants New Delhi,Mumbai

http://www.stepconsulting.org/

ZBAC Mumbai http://www.zbacadventures.co.in/

Organizationswhich use OMD

HSBC EDPI Motorola

Infosys Technologies Saankhya InfoTech

Infotech Enterprises Indian School of Business

Oracle Pix

ICFAI Adlabs Films

Dr.Reddys Laboratories Citibank Ltd

Zee TV Johnson & Johnson

UTV Sony TV
http://www.inspiringindia.in/http://www.inspiringindia.in/http://zenithhospitality.net/company_profile.htmhttp://zenithhospitality.net/company_profile.htmhttp://www.indiamart.com/insearchoutdoors/http://www.indiamart.com/insearchoutdoors/http://www.mecindia.in/index.htmlhttp://www.mecindia.in/index.htmlhttp://www.stepconsulting.org/http://www.stepconsulting.org/http://www.zbacadventures.co.in/http://www.zbacadventures.co.in/http://www.zbacadventures.co.in/http://www.stepconsulting.org/http://www.mecindia.in/index.htmlhttp://www.indiamart.com/insearchoutdoors/http://zenithhospitality.net/company_profile.htmhttp://www.inspiringindia.in/


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Accenture Cognizant

L&T TCS

Wipro ICICI Prudential

AC Nielsen Tata Sky

Bharti AXA Life Insurance ICICI Prudential

Training Programmes

Apart from the OMD, below mentioned trainings were conducted by the L&D

team:

Driving Self Excellence

Assertiveness

Effective Communication Skills

Time Management

Driving Self Excellence

7 Habits


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RESEARCH METHODOLOGY

Primary Data

Primary data is collected mainly through questionnaire which is sent to the

participants

Secondary Data

Secondary data is collected mainly through existing data available in the

company records.

Questionnaire type

An Open-ended questionnaire is sent to the managing staff through e-mail.

There are 17 questions regarding training programme. For every question 4

options are there, Strongly Disagree, Disagree, Agree, Strongly Agree.

According to that they have to give marking 1,2,3,4.

Sampling Size

A Sample Size of 25 employees is selected from each training programme

conducted.

Limitations

1. Only 4 programmes were conducted during the months of June & July in 2

years.

2. The project will be limited to the impact of OMD on team building


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Training Program conducted in June & July

Training Name Outbound Management training

Location Mumbai

Frequency Twice in a year

Grade For all grade (including CFO)

Participants 70

External Consultant Zenith Hospitality

http://zenithhospitality.net/company_profile.htm

Age Group 25yrs to 52 yrs

Work Experience Above 2yrs

Research Questionnaire:

Program Name: Outbound Management Training

Name: ____________________ Designation: _______________

Total Work Exp:______

Dear Participant,

Please mark your responses to the following questions as given below:

Attribute Rating


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A) Strongly Disagree 1

B) Disagree 2

C) Agree 3

D) Strongly Agree 4

Items Rating

(1 to 4)

1. The programme helped me understand the concept of team

building.

2. The Program increased my awareness about the importance of

effectiveness in managerial roles.

3.I shared the knowledge I gained with my other colleagues

4. The programme helped in identifying the individuals strengths,

styles & skills.

5. My job offers adequate opportunity to apply some or all that I

have learnt.

6. The programme helped me perform better at work.

7. The Programme taught me the ways & means through which the


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Comments /Suggestion if any:_____________________________

Sample

team building & conflict handling can be done better.

8. My superiors & colleagues have acknowledged my improved

knowledge in the field.

9. I believe I have been able to take more effective decision after

undergoing the course.

10. I could apply some or all of the knowledge gained.

11. I feel that that programme was useful for our team.

12. I like the methodology used in the OMD training.

13. The programme increased team cohesiveness.

14. The environment was appropriate to achieve the goal of the

programme.

15. The programme helped to build trust within the team.

16. I understand & accept each team member with their strength &

weakness.

17. I recommended this courses to all of my other colleagues


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The proposed sample size is 25, which includes:

Data of 14 Executive & Sr. Executive.

Data of 5 Associate Manager

Data of 4 manager

Data of 2 VP & Sr.VP

Data Analysis:

Strongly

DisagreeDisagree Agree

Strongly

agreeTotal

Question 1 0 1 14 10 25

Question 2 0 1 17 7 25

Question 3 0 2 18 5 25

Question 4 0 1 15 9 25

Question 5 2 6 10 7 25

Question 6 1 7 12 5 25

Question 7 0 3 15 7 25

Question 8 1 4 14 6 25


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Question 9 1 0 17 7 25

Question

100 5 13 7 25

Question

110 2 8 15 25

Question

120 2 15 8 25

Question

131 1 16 7 25

Question

140 1 13 11 25

Question

150 1 16 8 25

Question

160 0 20 5 25

Question

170 3 15 7 25


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0

2

4

6

8

10

12

14

16

18

20

Question1

Question2

Question3

Question4

Question5

Question6

Question7

Question8

Question9

Question10

Question11

Question12

Question13

Question14

Question15

Question16

Question17

Strongly Disagree

Disagree

Agree

Strongly agree


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Conclusion:

We can conclude that if a course aims to bring about positive shifts in

participants attitudes towards the veracity and utility of leadership and team -

working theory, these are likely to be elicited by a programme consisting of

micro-dynamic tasks followed by structured, facilitated reviews.

The objective of this project wasto find out the impact of OMD, whether

OMD is beneficial to participants

There is substantial response evidence to suggest that outdoor experimental

programmes can impact positively on participants:

attitudes, beliefs and self-perceptions examples of outcomes include

independence, confidence, self-esteem, locus of control, self-efficacy,

personal effectiveness and coping strategies interpersonal and social skills

such as social effectiveness, communication skills, group cohesion and

teamwork.

The evidence base for physical/behavioural benefits is less strong than for

affective and interpersonal/social outcomes. In cases where there is a focus

on such measures, however, there are examples of outdoor experimental

programme yielding benefits in terms of:

the development of general and specific professional skills, as well as

improved engagement and achievement


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the promotion of positive behaviour and reduced rates of team conflict

and improved team cohesiveness.

In relation to fostering organisational concern and awareness, the evidence

of a positive link between outdoor adventure activities and environmental

understanding and values is not strong. There seems to be a strong case for

questioning the notion that nature experience automatically contributes to

environmental awareness, commitment and action.

Team building games, exercises and activities through outbound

experimental help build teams, develop employee motivation, improve

communications and are fun - for corporate organizations, group. This

outbound training helped member to understand and accept other team

member with their strength and weakness.

These team building games, ideas and rules will help you design and use

games and exercises for training sessions, meetings, workshops, seminars

or conferences, for adults, young people and children, in work, education or

for clubs and social activities. Team building games, exercises and activities

can also enhance business projects, giving specific business outputs and

organizational benefits.

Team-building is an important factor in any environment, its focus is to


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specialize in bringing out the best in a team to ensure self development,

positive communication, leadership skills and the ability to work closely

together as a team to problem solve.

Work environments tend to focus on individuals and personal goals, with

reward & recognition singling out the achievements of individual employees.

"How to create effective teams is a challenge in every organization Team

building can also refer to the process of selecting or creating a team from

scratch.

The goal of the open-ended question was to evaluate the general attitude

towards outdoor training for team building among working professionals.

Responses ranged from total support to disdain

For Examples, Some respondents noted improved morale among

participants as well as improved teamwork within their organisations. Others

called outdoor training an expensive and trendy gimmick and worried about

legal and liability problems.

Outbound experimental training is more than a trend; it will probably rank as

an effective human resource development strategy, particularly for enhancing

team building for work groups. Hence It clearly show from the response data

of participants majority of the audiences have understood the concept of

team building however there is limitation of practical application of it in the

closed door environment of the work place.


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References

http://ecomantra.com/pages/clients/

http://www.mecindia.in/companycases.html )

http://www.leoadventuresports.co.in/corporate_outbound.php

http://www.balistarisland.com/Groupevents/Outboundteambuilding.html

http://www.hornelake.com/about_us.htm

http://www.newleaftraining.in/whatwedo.htm

http://www.mile.net.in/index.php/beyond-the-classroom/outbound-

activities.html

http://www.articlesbase.com/team-building-articles/how-to-resolve-work-

issues-through-outbound-training-893848.html

Broderick, Learning the ropes. Training, October 1989.

Cosgrove, D.J The outdoor Experience.Midwest Academy of

Management meeting, Toledo, Ohio April 1988

Ewert, A. W, Outdoor Adventure Pursuits: Foundations Models and

Theories. Columbus, Ohio: Publishing Horizons

Paper presented at UPSI OE Facilitators Workshop 920 May 2007,

Pulau Redang, Terengganu
http://ecomantra.com/pages/clients/http://ecomantra.com/pages/clients/http://www.mecindia.in/companycases.htmlhttp://www.mecindia.in/companycases.htmlhttp://www.leoadventuresports.co.in/corporate_outbound.phphttp://www.leoadventuresports.co.in/corporate_outbound.phphttp://www.balistarisland.com/Groupevents/Outboundteambuilding.htmlhttp://www.balistarisland.com/Groupevents/Outboundteambuilding.htmlhttp://www.hornelake.com/about_us.htmhttp://www.hornelake.com/about_us.htmhttp://www.newleaftraining.in/whatwedo.htmhttp://www.newleaftraining.in/whatwedo.htmhttp://www.mile.net.in/index.php/beyond-the-classroom/outbound-activities.htmlhttp://www.mile.net.in/index.php/beyond-the-classroom/outbound-activities.htmlhttp://www.mile.net.in/index.php/beyond-the-classroom/outbound-activities.htmlhttp://www.articlesbase.com/team-building-articles/how-to-resolve-work-issues-through-outbound-training-893848.htmlhttp://www.articlesbase.com/team-building-articles/how-to-resolve-work-issues-through-outbound-training-893848.htmlhttp://www.articlesbase.com/team-building-articles/how-to-resolve-work-issues-through-outbound-training-893848.htmlhttp://www.articlesbase.com/team-building-articles/how-to-resolve-work-issues-through-outbound-training-893848.htmlhttp://www.articlesbase.com/team-building-articles/how-to-resolve-work-issues-through-outbound-training-893848.htmlhttp://www.mile.net.in/index.php/beyond-the-classroom/outbound-activities.htmlhttp://www.mile.net.in/index.php/beyond-the-classroom/outbound-activities.htmlhttp://www.newleaftraining.in/whatwedo.htmhttp://www.hornelake.com/about_us.htmhttp://www.balistarisland.com/Groupevents/Outboundteambuilding.htmlhttp://www.leoadventuresports.co.in/corporate_outbound.phphttp://www.mecindia.in/companycases.htmlhttp://ecomantra.com/pages/clients/


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competences of of foreign employees

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