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INDEX
___________________________________
Ser No. Subject Page No.

1. Introduction 01
2. Aim 01
3. Preview 02
4. Group Planning Exercise 03
5. Conduct of GPE 04
6. Design Considerations 05
7. Requirements of Model/ Sketch 05
8. Requirement of Narrative 06
9. Values 07
10. Interpretations 07-08
11. Emerging OLQs 08-10
12. Values of GPE and Emerging OLQs 10-11
13. Narrative 12
14. Problems and Priorities 13
15. Resources 13
16. Assumptions 13
17 Distance and Time 14
14. Solution 14
15. Conclusion 15
16. Appendix ‘A’ 16
17. Appendix ‘B’ 18
18. Appendix ‘C’ 20
19. Sketch ‘P’ 22
 1

GROUP PLANNING EXERCISE

Introduction
1. Every organisation has its own peculiar job requirements.
People, who possess these qualities, enable them to meet these
requirements naturally and make them a successful person in that
organisation. As far as the Armed Forces are concerned the job
requirement is quit different than civil counterparts. Therefore, the
selection procedure should be capable of selecting the right person.
A detailed and time tested system is in place for selecting an
officer for the Armed Forces. To become an officer, one has to be
recommended by Services Selection Board (SSB), which aims at
finding suitability based on personality assessment. For this a
candidate has to undergo through the Interview, Psychology Tests
and Group Tests.

2. The basis of Group Testing is six psycho-sociological

principles namely, Gestalt, Group Development, Social Field,
Consistency, Free Association and Sociometry. Out of this,
principle of Group Development is the basis of Basic Series. Group
development is the process of development of an amorphous or
unorganised group into a fully developed group. This process goes
through the five overlapping stages of Formation, Exploration,
Competition, Cooperation and Discipline. The Group Planning
Exercise incorporates the Competition stage with elements of both
Exploration and Cooperation.

Aim
3. The aim is to make a presentation on Group Planning
Exercise.
 2

Preview
4. This Group Planning Exercise will be conducted in two parts
as under:-

(a) PART – I: THEORETICAL ASPECTS

(i) Group Planning Exercise.

(ii) Conduct of GPE.

(iii) Consideration of designing of GPE.

(iv) Requirements of a Model/Sketch.

(v) Requirements of the Narrative.

(vi) Values of the GPE.

(vii) Emerging OLQs.

(viii) Values of GPE and emerging OLQs.

(b) PART – II: PRESENTATION OF THE GPE

(I) Introduction to sketch.

(II) Narrative.

(III) Problems including Red – herring.

(IV) Resources.

(V) Solutions.

(c) Conclusion.
 3

PART – I: THEORETICAL ASPECTS

Group Planning Exercise

5. Group Planning Exercise (GPE) consists of a situational

problem given to candidates on a model. The problem affords a
selection of possible solution and different ways of approach. This
task is carried out in two phases:-
(a) The individual planning phases, when
each candidate is required to write down his own solution to
the problem.

(b) The group planning phase when the

candidates are made to mutually discuss the problem and to
work out corporate solution and plan of action.

6. In asking for a group solution, emphasis is laid for the first

time on team endeavourer. Yet the need for a common solution
introduces a sense of competition, as each candidate tries to secure
the acceptance of his own plans. The discussion in the Group
Planning Exercise is, therefore, a ‘purposeful’ discussion. Its
purpose is:-

(a)To create inter-dependent interaction promotively in a

social situation.

(b) To make one competitively inter-related with others

with a view to achieve recognition of one’s ideas and plans
in the group and to have the same accepted. The idea is to
find the solution that is the best for every one in the group to
which all or most are committed.

7. Each candidate naturally tries to make others accept his

solution as the common group plan. The resultant interplay of
conflicting wishes and ideas enables the GTO to observe how the
individual strives to impress himself on others and whether or not
 4

he shows signs of beginning to adapt himself to being a member of

the group. The candidates are allowed a free hand in shaping their
discussion. GTO’s interruptions, if any, are with a view to keep
control over the group and to promote the development of the
group plan.

Conduct of GPE
8. The stages through which a GPE is conducted are given in
succeeding paras.

9. Stage I – Introduction to Model: Candidates are seated in

the numerical sequence in “U’ Shape around the Model. The GTO
explains various features on the model and clarifies doubts about
the same.

10. Stage II – The Narrative: The GTO reads out the story for
the candidates.

11. Stage III – Reading of Narrative by the Candidates: The

candidates are given five minutes to read the narrative from a pad
kept next to each one of them. This is done to facilitate the
candidates getting the details of the story firmly in their minds.
Doubts, if any are clarified by the GTO.

12. Stage IV – Individual Planning: Each candidate is

required to record his independent plan on a paper in ten minutes.
No mutual discussions are allowed. At the end of ten minutes
written work is collected back.

13. Stage V – Group Planning: During this stage the

candidates are required to discuss and to work out a group plan
within 20 minutes. At the end of this any one of the candidates is
required to present the group plan to the GTO.
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Considerations for Designing of GPE

14. Following considerations are to be kept in mind while
designing the GPE:-

(a) It should be applicable to the group for which it is

intended.

(b) The situation should be with in the knowledge and

experience of all the candidates

(c) Provide equal opportunity to exercise their

imagination.

(d) No specialised knowledge should be required to find a

solution to the problem.

(e) There should be a minimum of three workable

solutions to three problems.

(f) There should be one distraction i.e. a ‘Red herring’. It

should neither be too simple nor too serious but strong
enough to lead the less discriminatory away.

Requirements of a Model/Sketch
15. Requirements of the sketch are as following:-

(a) It should have wide border.

(b) Must have a scale.

(c) North should be marked.

(d) No unnecessary details should be included.

(e) Distance and direction of relevant places.

(f) No military symbols should be used.

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(g) Names of prominent places in existence should be

avoided.

(h) Use correct colour code.

(j) Narrative should not be marked on the sketch.

(k) Marking should be self explanatory.

Requirement of the Narrative

16. A narrative should meet following requirements:-

(a) It should be in simple language.

(b) Should contain realistic problem.

(c) Narrative should not be too long.

(d) Opening sentence should be: - You are a group of

students (as many as you are).
Coming from ………………………Going to ………………
By …………………………….. (transport). Required to
reach
………………………………… (purpose).

(e) Last sentence should be: - Time now is

……………….. What will you do?

(f) Some resources should be obvious and some hidden.

(g) It should contain three problems and one red –

herring.

(l) Time should be given in AM/PM.

(m) No abbreviations should be used.

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Values
17. During this task the GTO observes:-

(a) Ability to think constructively and imaginatively.

(b) Ability to appreciate a situation both in detail and as a

whole.

(c) Extent of objectivity.

(d) Open mindedness to the problem and others.

(e) Goodwill towards others.

(f) Contribution to wards collective solution.

(g) Planning and organising ability.

(h) Ability to convince others.

(j) Ability to cooperate/coordinate.

Interpretations
18. After having recorded the observations of GPE, the
interpretations that these could lead to are as under:-

(a) Entry.

(b) Participation.

(c) Grasp

(d) Analytical or generalizes.

(e) Level of ideas.

(f) Realistic.
 8

(g) Resourcefulness.

(h) Workability of indl soln.

(j) Justification of the soln.

(k) Contribution to group solution.

(l) Interest in task and group.

(m) Agreement to group solution.

(n) Expressions – verbal and written.

(o) Impact on group.

(p) Reaction to stress.

(q) Mannerisms.

Emerging OLQs
19. The interpretations read in conjunction with values of the
task would lead to specific OLQs and the degree to which
possessed. While, like any other task, the GPE should also provid
input to all OLQ, certain qualities would be more evident than the
others. These are as under:-

(a) Effective Intelligence (EI). The ability of an indl

to arrive at a workable solution would reflect upon his El.

(b) Reasoning Ability (RA). The interpretations

relating to the group and analysis of the situation would
indicate the reasoning ability of the indl.

(c) Organising Ability (OA). The ability of the indl

to identify and allocate resources as also coord simultaneous
activity would indicate his OA. In addn, his ability to coord
 9

different ideas emerging during the discussion and evolve a

group plan would also reflect upon his org ability.

(d) Power of Expression (POE). The way a candidate

goes about expressing his ideas to the group will be an
indicator of his Power of Expression. Here it is pertinent to
mention that written solution submitted by the candidate is
the only source of assessing written expression for the GTO.

(e) Social Adaptability (SA). The ability of a

candidate to adapt himself to the group and contribute
effectively as a useful team member would be a fair
indicator of his SA. In this his mannerisms as also reaction
to others, forms the basis of his response to the group and
task.

(f) Cooperation (COOP). While arriving at the group

solution individual will be required to modify or
subordinating his plan for the mutually agreed group
solution.

(g) Sense of Responsibility (SOR). The conscious

effort in terms of participation as also contribution during
the discussion stage, in addition to the responsiveness
towards each problem during either stage would reflect upon
the sense of responsibility, the indl possesses or lacks.

(j) Initiative (I). Entry of the candidate will indicate his

ability to originate and sustain an action in an unfamiliar
situation.

(k) Self Confidence (SC). His ability to face the

unfamiliar situation and respond to the stressful situation in
the group will indicate his self confidence.

(l) Ability to Influence Group (AIG). The candidate

through his participation and contribution would leave some
impact on the group, which would be reflected in the willing
acceptance or rebuttal of his views/ ideas and result in a
directed effort from the group.
 10

(m) Liveliness (L). Faced with adverse situations, where

his ideas or opinions may not be accepted, or he may have to
face criticism, or group is not able to come out with a
workable solution, and his response will help determining
his liveliness.

(n) Determination (D). Individual’s sustained effort in

achieving the objective will indicate determination.
(o) Courage (C). The situation is so designed so as
to bring about a sense of daring in the candidates when
dealing with the problems. The tendency of an individual to
take purposive risks and actively participate in such actions
while evolving a solution would broadly reflect upon his
courage.

(p) Stamina (S). The designed situation demands both

mental and physical endurance which he subconsciously
applies while solving the problem. His solution will indicate
the same to some extent.

Values of GPE and emerging OLQs

20. The values and related OLQ’s emerge out of this task: -
Value OLQ’s
(a) Entry I, SC, EI, RA
(b) Participation SA, COOP,
(c) Organising Capability OA
(d) Resourcefulness OA, RA, EI
(e) Prioritisation RA
(f) Attitude towards others SA, COOP
(g) Awareness EI, RA
(h) Inquisitiveness RA
(j) Group cohesiveness COOP, SA
(k) Self Assurance SC
(l) Reaction when opposed SA
 11

(m) Time Planning RA

(n) Ability to influence AIG
(o) Imagination EI, RA
(p) Expression POE, SC
(q) Manner SA, AIG, EI
(r) Contribution to group solution COOP, SOR
(s) Planning EI, RA,
(t) Boldness C
(u) Tenacity D, S
(v) Cheerfulness L
 12

PART – II: PRESENTATION OF THE GPE

NARRATIVE
(Pl Ref Sketch at ‘P’)

21. You are a group of students (as many as you are) from
Ramgarh going to Base Camp in a minibus to participate in
mountaineering camp. You are required to reach the Base Camp
by10.30AM and undergo minor medical check-up before you move
ahead. On your way you have decided to have tea and stopped at
Rest House (RH). It takes about 30 minutes from Rest House to
Base Camp by walking through semi mountainous area. During
your interaction at the Rest House, you came to know that four
families stay there and use cycles as transport. One of them was a
guard and issued with a gun. Also a city bus passes on the main
road towards Birpur at 8.30AM and comes back at 5PM, every
day. One of the families grows vegetables and sells in Sunday’s
market at village Loha which he carries on hand push wheel cart.
Meanwhile the Rest House keeper came running and told you that
a boy had fallen from rooftop. He was seriously injured. He wanted
you to help. They had a stretcher lying at the RH. While you were
planning your move, PWD’s Jeep driver came rushing. He told that
the Jeep had toppled near the unmanned railway crossing while
going towards Hira village and blocked the road traffic. He wanted
you to help in removing the Jeep from the road. He also told that he
had heard two people planning at Loha village road junction about
kidnapping of local MLA. They wanted to kidnap him at 9AM at
Tejpur village when he would come for public address. When you
were working your action plan, a man from Kali Mandir side came
running. He told that he had seen four-five people were forcing a
minor girl to get married to an old man at the mandir. The girl was
struggling to get free. They were waiting for the pandit to arrive
who was likely to come within an hour. He wanted you to come
along and save the girl. Meanwhile the minibus driver tells that
the one of the wheel got punctured and there was no spare wheel.
The time now is 8 AM. As bold and energetic students, what will
you do?
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Problems
22. Problems/ Red herring as per priority are:-
(a) Evacuation of injured boy.

(b) Rescue the girl.

(c) Save the MLA from kidnapping.

(d) Red – herring. The Jeep had caused a road block

near the unmanned railway crossing. There is no train
coming. It can distract the less discriminatory away.

Resources
23 Obvious Resources
(a) Students – 10
(b) Cycle –4
(c) Man from Kali Mandir –1
(d) Motor boat –1
(e) Hand push wheel cart -1
(f) Guard with weapon –1
(g) Rest House keeper –1

24. Hidden Resources

(a) Police Station, LOHA.

(b) City Bus at main road.
(c) PHC at PANNA.
(d) Villagers of PANNA Village.
(e) Medical facility at Base Camp.
(f) Public address organisers at TEJPUR.
(g) District Hospital at TEJPUR.

25. Assumptions

(a) Speed of bus - 40 KMPH

(b) Speed of cycle on road and kaccha rasta -10 KMPH

(c) Speed of hand push wheel cart - 10 KMPH

 14

(d) Speed of boat - 10 KMPH

(e) Running speed - 08 KMPH

(f) Walking
(i) Kaccha road - 05 KMPH

Distance and Time

26. The details are as under:

S.No. From To Dist Time taken (min) Remarks
(km) Walking Running Hand Cycle Bus Boat
push
cart
(a) RH Rd Jn 2 25 15 25 12 3 -
(b) Rd Jn Birpur Dst 10 120 80 120 60 15 60
Hospital
(c) RH to Kalimandir 4 48 30 - 24 - -
(i) By Kaccha
rasta 10 120 80 50 60 15 -
(j) By road and
kaccha rasta
(d) Rd Jn PS 4 48 30 48 - - -
Loha
(e) RH PHC 4.5 54 - - - - -
Panna
(f) RH Boat 3.54 40 25 42 21 - -
House
(g) Boat Tejpur 1.5 - - - - - 10
House

Solution
 15

27. Suggested solutions are as under:

(a) Solution No I - Ref Appx ‘A’
(b) Solution No II - Ref Appx ‘B’
(c) Solution No III - Ref Appx ‘C’
 16

Conclusion
27. The Group Planning Exercise is a situational task and is of
great value to the GTO. The written phase of the task is the only
means in the entire battery of tests, which gives an idea of a
candidate's written expression.
28. In asking for a group solution, emphasis is laid for the first
time on team endeavourer. Yet the need for a common solution
introduces a sense of competition, as each candidate tries to secure
the acceptance of his own plans. The more intense the discussion, a
better picture of the behaviour patterns of the candidates emerges.
Each candidate naturally tries to make others accept his solution as
the common group plan. The resultant interplay of conflicting
wishes and ideas enables the GTO to observe how the individual
strives to impress himself on others and whether or not he shows
signs of beginning to adapt himself to being a member of the
group.
 Appx ‘A’
(Ref para 27 of GPE)

Ser Activity Resources From To Mode Distance Time Running Remarks

No (KM) (Min) Time
1. (a) Evacuation Students – 3 RH Road Walking 2.5 25 8AM Injured boy on
of injured boy RH keeper – 1 Junction 8.25AM hand push cart
Jeep driver -1 and others are
Hand push wheel walking.
cart -1
Young boy - 1
Student – 2, Road Birpur City bus 10 20 8AM City bus arrives
RH keeper – 1 Junction Hospital 8.50AM at road junction
Young boy - 1 at 8.30AM.
1X Boy and jeep
driver will bring
back the wheel
cart
(b) Medical Student – 2, 10 8AM RH keeper stays
check up and RH keeper – 1 9AM with the boy.
admission of the Young boy - 1
boy at Hospital
(c) Return to Student – 2 Hospital Road @Road 10 20 8AM @ Take lift from
RH. Junction transport 9.20AM vehs on the road.
Students – 2 Road RH Walking 2.5 15 8AM
Junction 9.35AM
2. Rescue of the Students –5 RH Kali Walking 4 50 8AM
girl. Guard with gun -1 Mandir 8.50AM
Man from mandir-1
Students –5 Kali 10 8AM Rescue the girl.
Guard with gun -1 Mandir 9AM
Man from mandir-1
Students –5 Kali RH Walking 4 50 8AM Rescued girl to
Guard with gun -1 Mandir 9.50AM be left at RH. To
Man from mandir-1 be handed over to
Rescued girl -1 police
subsequently.
3. Saving the local Student -2 RH Road Cycle 2.5 15 8AM
MLA from Cycle -2 junction 8.15AM
kidnapping. Student -2 Road PS, Cycle 4 25 8AM
Cycle -2 junction LOHA 8.40AM
Student -2 10 8AM Inform police
Cycle -2 8.55AM station about
- Kidnapping
- Girl’s forced
marriage
- Road block
Student -2 PS, Road Cycle 4 25 8AM
Cycle -2 LOHA junction 9.20AM
Student -2 Road RH Cycle 2.5 15 8AM
Cycle -2 junction 9.35AM
4. Reaching Base Students -10 RH Base Walking 2.5 30 10.30A @ Every one to
Camp Camp M@ assemble and
start at 10AM
Last group to reach RH by 9.35 AM
 19

Appx ‘B’
(Ref para 27 of GPE)
Ser Activity Resources From To Mode Distance Time Running Remarks
No (KM) (Min) Time
1. (a) Evacuation Students – 6 RH PHC, Walking 4.5 60 8AM Injured boy to be
of injured boy RH keeper – 1 Panna 9AM carried on
Jeep driver -1 stretcher.
Stretcher -1 Request villagers
Young boy -1 of Panna to help
removal of road
block.
(b) Medical Students – 6 10 8AM RH keeper stays
check up and RH keeper – 1 9.10AM with the boy.
admission of the Stretcher - 1 Jeep driver to get
boy at PHC Young boy - 1 his Jeep removed.
(c)Return to RH. Student –6 PHC, RH Walking 4.5 35 8AM
Panna 9.45AM
2. Rescue of the Students -2 RH Main Cycle 2.5 10 8AM
girl. Guard with gun -1 road 8.10AM
Man from mandir-1 junction.
Cycle -4
Students –5 Main Kali Cycle 6 25 8AM
Guard with gun -1 road Mandir 8.35AM
Man from mandir-1 junction
.
Students –5 10 8AM Rescue the girl.
Guard with gun -1 8.45AM
Man from mandir-1
Students –5 Kali RH Walking 4 50 8AM Rescued girl to be
Guard with gun -1 Mandir 9.35AM left at RH. To be
Man from mandir-1 handed over to
Rescued girl -1 police
subsequently.
 20

3. Saving the local Student -2 RH Boat Running 3.5 25 8AM

MLA from House 8.25AM
kidnapping. Student -2 Boat Tejpur Boat 1.5 10 8AM
House 8.35AM
Student -2 10 8AM Info organisers
8.45AM about Kidnapping
and to info MLA
Student -2 Tejpur Boat Boat 1.5 10 8AM
House 8.50AM
Student -2 Boat RH Walking 3.5 40 8AM
House 9.35AM
4. Reaching Base Students -10 RH Base Walking 2.5 30 10.30AM @ Every one to
Camp Camp @ assemble and start
at 10AM
Last group to return by 9.45 AM
 21

Appx ‘C’
(Ref para 27 of GPE)

Ser Activity Resources From To Mode Distance Time Running Remarks

No (KM) (Min) Time
1. (a) Evacuation Students – 5 RH Base Walking 2.5 30 8AM Injured boy to be
of injured boy RH keeper – 1 Camp 8.30AM carried on stretcher.
Stretcher -1 First aid will be
Young boy -1 available since a
medical team is
there.
(b) Medical Students – 5 15 8AM
check up and RH keeper – 1 8.45AM
treatment of the Stretcher - 1
boy. Young boy - 1
(c)Return to RH. Students – 5 Base RH Walking 2.5 30 8AM
RH keeper – 1 Camp 9.15AM
Stretcher - 1
Young boy - 1
2. Rescue of the Students –3 RH Kali Walking 4 50 8AM
girl. Guard with gun -1 Mandir 8.50AM
Man from mandir-1
Students –3 Kali 10 8AM Rescue the girl.
Guard with gun -1 Mandir 9AM
Man from mandir-1
Students –3 10 8AM Rescue the girl.
Guard with gun -1 8.45AM
Man from mandir-1
Students –3 Kali RH Walking 4 50 8AM Rescued girl to be
Guard with gun -1 Mandir 9.35AM left at RH. To be
Man from mandir-1 handed over to
Rescued girl -1 police
subsequently.
 22

3. Saving the local Student -2 RH Unmann Cycle 3 20 8AM Get help from
MLA from Jeep driver -1 ed 8.20AM Panna village to
kidnapping. Cycle -2 crossing remove the road
block. Jeep driver
to get the Jeep
removed.
Student -2 Unman PS, Cycle 3 20 8AM Inform police
Cycle -2 ned Loha 8.40AM station about
crossing - Kidnapping
- Girl’s forced
marriage
- Road block
Student -2 PS, RH Cycle 6.5 45 8AM Come via main
Cycle -2 Loha 9.25AM road.

4. Reaching Base Students -10 RH Base Walking 2.5 35 10.30AM @ Every one to
Camp Camp @ assemble and start
at 10AM
Last group to return by 9.35 AM