Comparison between OPT and MMA:
Although MMA owes many things to the OPT, the MMA has something of its own. Here is a comparative analysis:
OPT |
MMA
|
| A planned seating arrangement | Free seating arrangement |
| The trainer conducts sessions from pre-structured curriculum and plan | Despite a pre-planning, the curriculum is prepared by both trainers and trainees. |
| The trainer is methodical and tries to gain outputs accordingly | The trainer follows the structured method but tries to improvise new methods or techniques with the help of participants. |
| The training is curriculum based | The training is participants’ needs based and a favourable environment is created towards praxis. |
| The trainer’s roles are important, while roles of participants are pre-set by methods. Most of the time, the trainer can pre-conceive the training output. | The trainer’s roles are secondary as roles of participants and trainers are equally treated |
| The trainer facilitates participants to output according the module. | Beside outputs, something more from pre-experience are expected |
| The trainer mainly conducts a session | Participants can sometimes act as trainers. |
| Training-time is rigidly maintained | Participants and trainers control time, but if necessary, time is less controlled |
| To redesign a session, the trainer is prioritized | Participants are prioritized |
| The trainer is rigid in pre-planned discussion and topics | Keeping the training objective intact, new topics are incorporated |
| Due to pre-set session plan, the trainer cannot go beyond the fixed discussion | The trainer can discuss new issues beyond the specific discussion. |
| The trainer guides the whole management | Participants’ representatives play the main role. |
| Curriculum based learning methods are followed. | To ensure optimum learning different techniques are improvised and used. |
| No scope for in-training need assessment. The course is run by pre-training need assessment. | Need assessment is done at on-spot discussion of participants and the course is run accordingly. |
| Scope for off-session learning is limited | Sometimes off session activities like tea-time gossip etc. is considered as part of the session. |
| There is a mental gap between participants and trainers | A friendly relationship between trainers and participants exists. |
| Learning tools are mostly used in training session. | Any activity such as, informal chat, discussion and talk anywhere outside the session is considered as the means of learning. |
| All participants may not gain same skills how to learn | All participants gain. |
| Participants’ state of mind does not get due consideration | The participants state of mind is always considered |
| Scope to use different techniques to equalize participants’ level and performance are limited. | Every time different techniques like, extra-clinic etc. are used for equalizing participant’s level and performance the process continues. |
| Scope to explore talents and creativity of participants are limited. | Such processes continue all the time. |
| Initiatives to get rid of some set training values are limited. | To change negative social values like class-disparity, gender disparity are encouraged and means to reduce such disparities in the society are identified. |
| Because of pre-set curriculum any trainer can facilitate such session | Since there is no rigidity and standard curriculum and methods, facilitating such sessions is challenging |
| Although ice breaking of participants are done, an overall psycho-environment for better learning is not prioritized | Creating a learning environment is a priority |
| The OPT is a well established method. Its usage and acceptance is therefore not hindered by any obstacles. | As a new concept, the MMA is still trying to establish itself. Sometimes, it has to face obstacles.
|
Effectiveness & impact
The MMA has the following impact on the mind of participants:
1. Friendship :
This approach creates a free and flexible environment through a combination of techniques. It helps to build friendship among participants and trainers within a very short time and this friendship often continues even after training is over.
2. Flexible learning:
Due to non-rigidity, learning becomes easier. Methods can easily be changed or readjusted to ensure participants’ learning. As a result, the learning gap between participants is bridged.
3. Optimum Involvement:
Every participant feels ownership over the training, developing self -motivation and responsibility to learn.
4. Free from reluctance and fear:
Due to a fearless environment, participants become free from any anxiety, hesitation or reluctance and their confidence is boosted. Their gap with the trainer comes down to zero level.
5. Empowering the dis-empowered:
Through careful planning in sessions, the dis-empowered (the slow learners) participants are empowered so that they can regain their confidence and gradually take over responsibilities as trainers.
7. Relaxed mood:
Due to a relaxed mood in sessions, long training is not boring and monotonous.
8. Egos come down at same level:
Through the use of different techniques the egos of participants are reduced and a feeling of mutual trust is developed.
9. Spark generation:
Although there is a hidden formality within this approach, an informal and empowering atmosphere is created in sessions. Such a favourable learning environment sparks those participants who are slow in learning (dis-empowered) and they start to explore and use their talents with innovative ideas. This is called spark generation.
10. Enjoying the learning:
A free and friendly behaviour among participants and trainers ensures optimum learning. Participants participate spontaneously in sessions and enjoy the whole learning process.
11. Open thinking:
The lively atmosphere encourages everyone to take an active part in sessions . People feel free to expose their thoughts and feelings. Anything relevant can be discussed even if it is not the specific topic of a session. This openness in thinking and liberty in argument helps participants to delve deeply into topics and learn extensively.
12. Learning outside a session:
A learning net can be weaved outside a session through some fine methods. It ensures optimum level of learning and participants can share their experience with more ease and convenience than inside a training session.
14. Mutual Support:
Within a flexible and friendly atmosphere everyone supports each other. Everybody is encouraged to give constructive feedback about each other’s limitations and strengths.
15. Tolerance in personal life:
As a by product of this training, participants become more enlightened and are self motivated to show more tolerance in their family, social and professional lives.
16. Innovativeness:
The whole environment encourages participants’ mind to be inquisitive as well as innovative. They become more active to identify new tools and techniques for more effective learning.
17. Sharing failures and success equally:
The relationship that develops between a trainer and a participant can be termed a friendly dialectic relation. Everybody shares each other’s resentment of failures and joy of success.
