Book Personal Skills

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IMPROVING ESSENTIAL PERSONAL SKILLS the M M PATEL way

VISIT www.themmpatelway.in FOR MORE LEARNING MATERIAL

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IMPROVING

ESSENTIAL PERSONAL SKILLSthe M M PATEL way

FOR MANAGEMENT STUDENTS,

PROFESSIONALS, TEACHERS AND TRAINERS

VISIT

www.themmpatelway.in

FOR MORE LEARNING MATERIAL

A SELF EVALUATION AND SELF-IMPROVEMENT GUIDE


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IMPROVING

ESSENTIAL PERSONAL SKILLSthe M M PATEL way

A SELF EVALUATION AND SELF-IMPROVEMENT GUIDE

FOR MANAGEMENT STUDENTS,

PROFESSIONALS, TEACHERS AND TRAINERS

1. Analysis for Problem Solving

2. Creativity for Problem Solving

3. Verbal Communication

4. Written Communication

5. Presentation

6. Planning

7. Team Leadership

8. Team Membership

9. Initiative

10. Self-Confidence

11. Achievement Orientation

12. Learning13. Self-Management

VISIT

www.themmpatelway.in

FOR MORE LEARNING MATERIAL


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CONTENTS

About the author 04

Dedicated to 05

Your personality and behaviour 06-07

Conceptual motivation (1 TO 6) 08-13

Process of self-evaluation : Rating 14

Process of self-evaluation : Analysis and Action 15

Before you assess yourself, Benchmark 16-34

The assessment of skills 35

1. Analysis for Problem Solving 36-37

2. Creativity for Problem Solving 38-403. Verbal Communication 41-43

4. Written Communication 44-35

5. Presentation 46-48

6. Planning Activities 49-50

7. Team Leadership 51-53

8. Team Membership 54-55

9. Initiative 56-5710. Self-Confidence 58-59

11. Achievement Orientation 60-61

12. Learning 62-63

13. Self-Management 64-65

Plan-Act-Improve-Audit - The concept 66-67

Plan-Act-Improve-Audit - An Example 68

Plan-Act-Improve-Audit - Action plan 69-71Plan-Act-Improve-Audit - Conclusion 72-73


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VISIT

www.themmpatelway.inFOR MORE LEARNING MATERIAL

M M Patel, popularly known as Master Motivator Patel, holds Diploma in Mechanical Engineering,

is an Associate member of Institute of Cost and Works Accountants of India.

He has wide industrial experience in the area of Production, Industrial Engineering, Mater

Systems, Finance, Kaizen and Quality Circle movement, and Human Resources. His last job was w

Bajaj Auto Limited, Aurangabad plant, where he headed Costing (Finance) function for eleven years

Human Resource for more than seven years.

He provides productivity and systems improvement and Human resources consulting to m

organizations and trains students for campus selection.

He has written a number of books on Personality Development, Campus Selection, 5-S etc.

He is an intense trainer for personal and managerial skills building, aptitude development and attit

changes.

His contact details:

M M Patel,

11, Suryakiran Apartments,

Umaji Colony, Bansilalnagar,

Aurangabad - 431005.

Phone : 0240-2354255, 98232 44099

E-mail : [email protected]

ABOUT THE AUTHOR


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DEDICATED TO...

I have written this book because I liked and I enjoyed.

This book covers essential personal skills with brief working definitions and corresponding behaviou

The method of objectively assessing the skills in terms of behaviours has also been included.

The primary purpose of the book is to facilitate the process of self-evaluation and to identify ones

strong and not-so-strong behaviours affecting personal and professional effectiveness.

This process will lead to using ones strengths effectively and to improve upon the weaknesses.

I am sure, my effort shall result in tremendous enhancement in your personal effectiveness in all fro

I request your valuable feedback for improving the contents of this book further.

My dear readers, the book is dedicated to you !

M M Patel

AN ADVICE

I would very strongly recommend the following films

Ek Ruka Hua Faisala

Iqbal

Chak de

Prahar (first half)

36th chamber of Shaolin

See these films again and again. Reflect on the process of communication and problem solving. Refle

on the effective use of your personal skills.


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PERSONALITY AND BEHAVIOUR

Let us study the components of our personality keeping in mind our personal effectiveness.

Examine the following diagram showing the personality layers. It also shows the degree of visibility

and trainability of different parts.

Study the visibility. Our physical personality and behaviour are the most visible parts. Behaviour,

basically in the form of verbal and non-verbal communication, is the projective part of our personali

This means, we project our knowledge, skills, and attitude by our behaviour. We also make our value

and motives known to others by our behaviour. These are the reasons I have expressed the essential

skills in terms of behavioural elements. This will facilitate minute assessment, introspection, and tak

focused improvement initiatives for enhancing your skills and personal effectiveness.

For example, you get feedback about your being an ineffective communicator. This summary feedba

will not lead you to actions needed to improve. But, if you are told that while communicating you do

not listen and react impulsively or you point fingers to others or you look down while talking or your

grammar is not good or you do not arrange your thoughts in a sequence; you can work on the

shortcoming using the feedback.

YOUR

ATTITUDE, PARADIGM, BELIEF, MINDSET

YOUR KNOWLEDGE

YOUR PHYSICAL

PERSONALITY

YOUR BEHAVIOUR

YOUR SKILLSVISIBILITY

AND

TRAINABILITY

HIGH

LOW


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PERSONALITY AND BEHAVIOUR

Now, let us discuss the following three components of our behaviour:

1. Our attitude and motive

Our attitudes and motives get projected and reflected by our expressed behaviour, directly or

indirectly, sooner or later.

The attitudes and motives are why of our behaviour.

2. The content

This is the next part. In order to be effective, the content of our behaviour should be planned. The

behaviour should be properly structured for situational effectiveness.

The content is what and how much of our behaviour.

3. The process

The right behaviour should be made in the right manner. A faulty process or method shall spoil even

the right contents, and may be the right motive too.

The process is how of our behaviour.

The following quote (Aristotle)precisely explains the above points.

Anyone can get angry; that is easy.

But to get angry

with the right person,

to the right degree,

at the right time,

for the right purpose and

in the right way -

that is not easy.

In nutshell, our behaviour should always be initiated, monitored, and controlled based on rational

facts, not by impulses and feelings.


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CONCEPTS OF MOTIVATION - 1

YOU HAVE ONE EMPLOYEE : YOURSELF

The following opinions have been expressed by Andrew S Grove in his very popular and thought

provoking book Only the paranoid survive, a must-read book for the professionals.

Nobody owes you a career. Your career is literally your business. You own it as a sole proprietor.

You have one employee - yourself.

You are in competition with millions of similar businesses, millions of other employees all over the

world.

You need to accept ownership of your career, your skills and the timing of your moves. It is your

responsibility to protect this personal business of yours from harm and to position it to benefit from

the changes in the environment. Nobody else can do that for you.


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IF ERASER GETS CONSUMED BEFORE LEAD ?

To err is human. But, if the eraser gets consumed fully before the lead, it is a signal that the mistakes

committed are a bit too many!

A B

A = CAPACITY TO WRITE B = CAPACITY TO ERASE

IF ERASER GETS CONSUMED BEFORE LEAD .... ?


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CONTINUOUS SELF-DEVELOPMENT

In the early times in Japan, bamboo-and-paper lanterns were used with candles inside. A blind man,

visiting a friend one night, was offered a lantern to carry home with him. I do not need a lantern, he

said. Darkness and light are all same to me.

I know you do not need the lantern to find your way, his friend replied, but if you dont have one,

someone else may run into you. So you must take it.

The blind man started off with the lantern and before he had walked very far someone ran squarely

into him. Look out where are you going! he exclaimed to the stranger. Cant you see this lantern?

Your candle has burned out, brother, replied the stranger.


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COMPLAIN OR MOVE ?

This happens when you resort to complaining -

It negatively affects your attitude - immediately and over a period of time. Every time you complainhold becomes stronger.

It results into frustration and unnecessary emotions.

You lose focus on facts and objectivity. You generally behave based on your liking, disliking, and

prejudices.

You get attracted by negative and complaining people.

You become an ineffective problem solver.

People like you less. Some may avoid you and your company.

It reduces your self-esteem.

You cannot see a situation in its reality. You use your negative feelings and impulses more.

You focus more on negative rather than positive, more on losses rather than gains, more on bad rath

than good.

You develop the habit of criticizing and complaining.

You get attracted to inaction rather than action.

It kills your energy and enthusiasm.

You lose control over situations. The situations control you more.

It reduces your personal effectiveness.

Complaining is contagious - you spoil others too.

You can make the above list bigger; it is endless!

What do you wantI am sure it is personal effectiveness, higher and higher and higher..Then, wh

are you waiting for?

All mankind is divided into three classes.

Those that are immovable,

those that are movable, and

those that move.

-AN ARAB PROVERB


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SUCCESS OR DIFFICULTIES ?

What do you focus on while working - Long term goals or Short term difficulties?

This is a million dollar question.

What happens with most of us is we start focusing on problems and difficulties while pursuing our

goals and instead of overcoming them we start avoiding them. We fail to differentiate between

overcoming and avoiding problems and difficulties.

Overcoming problems makes us stronger and confident; avoiding makes us weaker and shaky.

Overcoming problems increases our wisdom and optimism; avoiding increases our fear.

The choice is ours - Overcome or Avoid !


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GREATEST EVIL OF LIFE

A Persian king summoned the three wisest men of his realm and asked, What is the greatest evil of

life?

The wise men thought for a while.

Then the first man spoke,

Lifes greatest evil is to have debts and not have money to pay.

Then the second man spoke,

Of all the evils, the greatest is to be sick and not have a cure.

Finally, the third wise man came up with his solution,

The greatest evil in life, he said, is to stand at the end of it and to know that it was wasted!


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PROCESS OF SELF-EVALUATION

RATING

This book covers the essential personal skills you must acquire for personal and professional growt

Each skill has been broken down to and expressed in term of positive behavioural elements for

conceptual understanding and self-evaluation. The skills can be evaluated objectively using these

elements.

For the purpose of self-evaluation you should go through these elements critically. Then, considering

your responses to actual situations in your day to day life, you should rate your behaviours using the

following scale:

If you make the behaviour all the time : Score 4

If you make the behaviour most of the time : Score 3

If you make the behaviour sometimes : Score 2

If you make the behaviour rarely : Score 1

If you never make the behaviour : Score 0

You may also get yourself assessed by someone very close to you and prepared to assess your

behaviour and give his or her honest feedback. Then, you may compare both the assessments.

Provision of pair of boxes has been made for two assessments. In case of significant difference or

difference in case of most of the behaviours, you may like to discuss and get feedback from others.

Self-

Rating

O

RExample:

01.01 I logically break down the issue / task into constituent elements /

alternatives / sub-tasks.

01.02 I identify various elements / alternatives / sub-tasks with proper linkage or

mutual relationships.

01.03 I collect relevant information and data.

01.04 I evaluate elements / alternatives / sub-tasks using proper, relevant, and

controllable measurements for resources, processes, and results.


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PROCESS OF SELF-EVALUATION

ANALYSIS AND ACTION PLANNING

Once you have scored yourself for all the skills, make three lists as follows:

List : 1

List of behaviours where you are very strong (Score 4). You need to use and build further on

your strengths.

List : 2

List of behaviours where you need moderate improvements (Score 2-3). Shortlist few

important behaviours relevant to your current personal or professional performance for

possible improvements.

List : 3

List of behaviours where you need to make drastic improvements (Score 0-1). Shortlist one two important behaviours affecting your current personal or professional performance for

possible improvements.

Having categorized the behaviours, the time is to make an action plan.

Make a specific, realistic, measurable, and time bound action plan. You need not plan multiple actio

plan for small achievable actions keeping in mind the monitoring mechanism of your progress.

Undertake actions and monitor the progress religiously.

If you work consciously on one behaviour, it will favourably affect other behaviours and skills as well.

For example, you decide on the following behavior related to analysis for problem solving:

I collect relevant information and data.

Even a small improvement in this behaviour shall affect your analytical skill, planning, communicatio

self-confidence, and self-management. This has been explained in detail in the chapter Plan - Act -

Improve - Audit.

Remain committed. Take actions and monitor your progress.

Todays little step is going to give you a life-time gain.

Refer to the chapter Plan Act Improve Audit.


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BEFORE YOU ASSESS YOURSELF, BENCHMARK

SITUATION - 1

This situation is mainly to understand the behavioural elements of the following skills.

Analysis for problem solving

Self management

Learning

You have gone to a place for about a week where you have no known persons. You are staying i

hotel. On second day of your visit, you lose all your money except Rs. 50 in your bag. You are expec

money in about four days time. You need to survive for four days with Rs. 50.

How will you manage?

Do not read further. Think what would you do and then read further.

One may get very upset in such situations. Some may feel hopeless and helpless. Some may start

cursing their bad luck. Some may get into blaming bad elements of society. They may shift their blam

to government agencies for their misfortune.

The question is, is it really a misfortune or an opportunity to face a difficult situation and increase yo

strength?

The following factors may be considered.

Rs. 50 for four days would mean Rs. 12.50 per day. Should I manage with less to take care of

contingencies like sickness, telephones calls, not receiving money in time, etc.? How much should Ispend per day, maximum Rs. 10, minimum Rs. 5?

How can I manage one day with Rs. 5?

What do I need to survive?

How can I satisfy my hunger? What to buy? At what price?

Which are the shops where I can procure things cheaper? Should I buy something in bulk to get

discount?

Can I find someone known, connected person? Who? How?

Can I sell something which I have? Things in my bag? My bag?

Wrist watch? My ring?

Where to sell? How to ensure that I am not taken to be a thief?

What should be the selling priority?

Can I do something to earn money?


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What can I do in this place to earn money? What are my capabilities? What this place needs? How c

match?

When should I start looking for sources of earning money? Right now? Tomorrow?

In case total money is exhausted, what alternatives will I be left with? What are the agencies who

would provide help? Can I collect their contact details in advance?

How do I feel emotionally? Am I disturbed? Am I keeping myself composed and organized in this

difficult time?

How will I monitor my expenses and balance with me?

What do I learn from this experience? How will I use this learning in future?

I should ensure to keep money safely while traveling. I should go for credit card. I can keep money

separately in bags, in purse, in person. I can keep something in person which can be sold easily.

Please note that these are not the only positive behaviours in the given situation. You can add man

more as benchmark behaviours and enlarge the list.

The above responses have also reflected the following skills:


Finding alternatives

Collecting facts

Anticipating difficulties

Self management

Managing oneself in difficult situations

Learning

Learning from experience


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SITUATION - 2


Creativity for problem solving

Self management

Learning

You worked very hard to take admission in medical college. Unfortunately (?) you did not qualify.

people close to you are making all sorts of comments and giving advices. You are very upset and you

not know what to do. You are confused about future course of action.

How will you manage yourself and decide your course of action?


Here also, one might feel very depressed. Being sad for a short period may be okay. But prolonged

feeling of failure and resulting sadness or depression could be damaging. In this type of situations,

some of you may find it very difficult to manage yourselves.

However, when analyzed with broader perspectives many possibilities emerge.

What are the possibilities available to me now?

Wait for a year - what will I do for one year?

Work somewhere? What are the possible places where I can gain relevant working experience?

Go for some other courses on medicine - which ones?

Go for some other professional courses - which ones?

Continue further academic study - which branch?

From which sources I can collect the details about alternative courses quickly? Who should be

contacted? Can I go to internet? Can I write to some agencies?

What are my strong points? What are my likings?

What are my weaknesses? What are my dislikings?

What do I want from my life? What are the different ways of getting what I want?

Considering the above facts, which are the alternative professions I can opt for? Can I go for graduat

and MBA in HR to help people? Can I graduate in psychology and opt for psychological counseling? C

I join some NGO or social institution to help needy people?

Can I start my own business? What type?

What resources, in terms of money, I would have spent on medical course? What will I spend now? W

I save some money? What can I do with the money saved?


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Can I get into writing? Teaching? Acting? Singing?

Can I form association of students who are passing through similar situations? Hey, This is really wild

thinking!

Let me go for outing for two dayshave some funthen thinkAre you joining me?

Please note that these are not the only positive behaviours in the given situation. You can add many

more as benchmark behaviours and enlarge the list.

You must have noted that most of the behaviours are action oriented. This is very important.

These responses reflect the following skills:


Many ideas in a short time

Ideas in many directions

Unconventional ideas

Self management

In case of a setback

Learning

Collecting facts


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SITUATION - 3


Team leadership

(Note: For Team membership refer Situation 3-A)

Planning an activity


Your family wants to go for outing for a day after two days. All your family members are discussing th

place for outing and other details. There appears to be many choices and everyone is having differen

preferences.

Assuming that you are to take leadership position, what will you do to co-ordinate for arriving at a

decision?


The following factors may be considered.

First, I will ask all to be clear about the purpose of the outing. Is it fun? Is it spending time together?

it visiting a new place? Is it meeting someone? Is it to eat outside? Is it to purchase?

Then I will ask for the budget and other factors, i.e. spending on travel, mode of travel, time available

with us, spending on food, spending on purchases, etc.

I will make a list of all possible options and the members preferring them.

I will mark the places we have already visited. I will note if some member of our family did not visit a

particular place.

I will ask everyone to give the following points for each location:

Positive points of the place;

Negative points of the place, difficulties which might be faced, and means available with us to meet

those difficulties;

Possible match between our purpose and the place; and

Possible match between our resources, both money and time and the place.

Once the place is decided, I will plan for the following:

Preparation before going - allocation of work;

Work allocation during total span of the visit;

Responsibility of managing resources, monitoring and controlling.


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I divide the above discussion logically into the following steps:

1. Purpose of the outing

2. Possible places and the individual preferences

3. Relative advantages of the places

4. Resources (money, facilities, and time) available

5. Best possible match and final place

6. Monitoring and controlling responsibility

7. Time schedule

8. Pre-outing preparation and allocation of responsibility

9. Allocation of responsibility during outing

10. Winding up after return from the outing

I do one more thing. I write down all the above points in tabular form systematically. I read the point

have written.

Then, I seek agreement on points I have written. There are bright chances that some members shall

seek clarifications and seek changes. I incorporate the agreed changes.

During outing, this paper is used as a reference to know the deviations from the agreed points. This

knowledge of deviations helps in altering the planning more effectively.

Once the outing is over, all the members compare the actual outcome with the planned one. This is

learning for the future.

You must have noted how the leadership was exercised to sort out the difference of opini

rationally. You must have also noticed the planning for executing an activity, including resou

management and time scheduling. Accepting responsibility is also exhibited.

You can think of more such positive and action responses.


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SITUATION - 3A

Situation - 3 has been discussed considering the team leadership behaviours by one of the members

the family. The success of the leader depends on his skills and at the same time the team membersh

skills of the remaining family members.

Let us repeat the situation.

Your family wants to go for outing for a day after two days. All your family members are discussing

place for outing and other details. There appears to be many choices and everyone is having differen

preferences.

Assuming that one member of your family has taken the leadership position, what actions would you

take as an effective team member?


Now compare with the following responses.

I take efforts to understand the purpose of the outing. I also try to understand the resources availabl

in terms of time and money.

I ask clarifying questions to leader and other family members for creating uniform understanding of

the aspects of the outing.

I help and support the leader for best possible results. If a member wrongly opposes the leader or

misguides him, I take action to guide the leader.

I give my ideas pertaining to all the aspects of outing, i.e. defining the purpose, collecting the

information about the places visited and the places which can be visited, relative advantages and

disadvantages of visiting different places, resources needed, anticipated difficulties and similar othe

issues.

I actively listen to others. I help the members having difficulty in expressing themselves. For example

a member is confused, I help him clear his confusion. I ask him questions to understand him or I spe

on his behalf and ask for confirmation of my understanding.

I help the leader to take effective decisions, both for smooth team working and the quantity and

quality of output. For example, if team members starts discussing irrelevant things, I take efforts to

point out the diversion and ensure that the team remains focused on the relevant issues.

I give my ideas regarding the resources available to us and means of using those resources effectivel

and optimally.

I encourage members by appreciating them for their ideas and contributions. This way I keep the fam

energetic.

I do not criticize anybody. If I notice a mistake being made by a member, I point it out giving the facts

the issue. I do not attack anyone personally. I do not create offending-defending situations.


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I admit my mistake. If convinced, I change my views.

I take initiative and take responsibilities.

I express my readiness to accept responsibilities assigned to me.

I accept responsibilities assigned to me. I work to ensure that I complete the work assigned to me

effectively.

I coordinate my work with others for overall team success. For example, if my job is to manage the

funds, I monitor the funds and fulfillment of individual needs as planned.

I keep the leader and the other members informed about the necessary things as and when required

If required, I keep my personal problems and priorities aside so that the family members get maximu

satisfaction and benefits of the outing.

You would agree with me that the above behaviours require a good amount of understanding of th

situation and also the willingness to understand. The behaviours focus on the following issues:

Overall quantity of output

(Satisfaction and benefits to all in many directions)

Overall quality of output

(Quality of satisfaction and benefits)

Smooth team working

Interpersonal relations


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SITUATION - 4

The responses to the following situation shall check your information collecting and self managemen

skills under a stressful condition.

Yesterday your senior has given you an assignment of making a report to be urgently submitted to th

Director. You have given the report yesterday itself to your senior. This morning you were going throu

a copy of the report submitted by you and you find a major mistake. You were wondering what to do.

the mean time you got a message from your senior to see him.

How will you manage yourself and the situation effectively?


The chances are very bright that you will go and admit your mistake with a feeling of guilt before you

senior enquires anything about the report. You may temporarily get upset and project your low self-

confidence, poor self-management, and at the same time inability to handle difficult situations.

However, you may resort to the following actions.

Enquire whether your senior has seen your report and sent it to the Director.

If not, then you may inform him about the correction to be made and take the report back for

immediate correction.

If the report has been sent, you may request your senior for withdrawal of the report. You may also

immediately check with the office of the Director whether the report has been seen. If not, you may

withdraw and send the revised report.

If the report has been seen by the Director, you may request your senior for taking necessary steps a

his level.

Note: The above actions are based on facts. Your responses can be generated out of two sources.

Your impulses and feeling

The situational facts


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SITUATION - 5

The responses to the following situation shall check your self confidence when you are criticized. You

communication skills, particularly to understand others views and to make others understand your

views shall also get assessed.

You met with a small motorcycle accident. Your bike got badly damaged and you sustained minor

injury. You are being criticized for your rash driving habits and irresponsible behaviour by your parent

You know that you do not drive rash. The accident has not taken place because of you. Your friend ha

explained this to your parents. However, they did not agree.

How will you manage their criticism and convince them?


There are chances that you would lose yourself and get into defending-offending arguments with you

parents.

You may choose the following options as well.

You may listen to your parents carefully. You may categorize their criticisms as follows.

The criticism which is wrong

The criticism which is partly true

The criticism which is true

Carefully listen to advices based on your parents experience.

Then, you may respond as follows.

Acknowledge their concern about your well being. This will make them relaxed. Admit true and part

true criticisms and promise to change your habits.

Acknowledge their advices and promise to follow in future.

Acknowledge gratefully their concern and love.

Then, tell them about your good driving habits and the facts of the accident. Assure them of your

careful and safe driving in future. Chances are bright that they will get assured and convinced. At the

same time, you will also feel better.


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SITUATION - 6



Planning an activity in emergency situation

Analysis for identifying real problem

You are managing a small amusement park. The most popular item amongst children is the bouncing

castle. Today is Saturday and the peak hours start after 3 in the afternoon. You get a report at about

in the afternoon that the bouncing castle is leaking. It is six years old and during last three months it

leaked four times. You got it repaired from a local agency.

How will you manage the situation?

Do not read further. Write briefly what would you do and then read further.

Most of you shall start thinking in terms of getting the bouncing castle repaired urgently. Some of yomay think in terms of firing the repairing agency. Some of you may start thinking to replace the old

bouncing castle.

Let us look from the perspective of the customers. What will children do when they find bouncing

castle not working? How will they feel? What will happen to your reputation?

You immediate problem is not the bouncing castle. Your immediate problem is the children, your

customers.

What can you do to keep the children occupied and happy? This is your immediate concern and

problem.

The following are some of the options.

Give them a free ticket for next week.

Take them to canteen and offer free ice cream.

Give them free horse ride.

Organize a drawing or painting competition.


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Organize a singing or dancing or acting competition.

Call a magician and organize a magic show.

Organize some sports or games.

Take them to another zoo.

Give them some free gift.

Organize lucky draw.

Organize mini-film show.

Organize a training program on story telling.

Did you think in this direction? How many ideas could you generate? In how many directions?

This is an example of creative thinking. You can think of many more things which are possible.

Let us move further. What did you learn?

In any situation, you need to take decisions considering the time frames as follows.Immediate actions

Mid-term actions

Long-term actions

You may decide to go for alternative design of bouncing castle next time, may be spring based.

You may also decide to keep material for some games ready.

You may also create a database of magicians and entertainers. You may enter into an agreement wit

them.

You may create alternative facilities in your park itself.

We have seen a situation requiring use of creative thinking. Initially, the solutions may appear to be

impractical and unconventional. But, on closer examination many of the ideas will turn out to be

practical and effective.

We have learnt how to identify problems out of a problem or a situation to decide immediate, mid

term and long-term solutions or improvements.

* * *

On the following pages we will study few more demonstrative cases, which you may consider to

evaluate your responses.


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SITUATION - 7

A situation to check your

Self-management

Self-confidence

A salesman has come to see you. He is a close relative of your boss. He has very politely started

explaining you the product he sells. It seems he will take about one hour or so. You have an urgent

work to be done. You cannot spare more than ten minutes with him.

What will you do?

Write down your responses.

Now compare your response with the possible responses below. Is your response close to the effect

one?

Keep on listening to him.

Stop him and tell him to go.

Tell him you are not interested in his product and he can go.

Tell him about your urgent work and he can go.

Enquire about the personal details of the salesman and his relations with your boss; find about th

closeness of relationship; offer him a cup of tea; very briefly enquire about the product; tell him

about your interest or disinterest in his product; and your urgency; ask him about his convenient

time; match your convenience with his convenience and request him to come again. If necessary, y

may regret giving reasons.


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SITUATION - 8


Achievement orientation

Initiative

Your company is expanding its operation in a very remote place of the country. The product demand i

expected to be very high. As the plant is new, the growth potential shall be very high. At the same tim

the experience shall result in increase of your market value.

However, the place is remote and is about 40 hours away by train from your present location. There i

no flight facilities. The quality of social life is also not up to date. Also, the efforts required to set up th

new plant shall be very demanding and it is expected that your working hours shall be at least 14 per

day.

The management has asked willing people to volunteer for getting transferred there.

What will you do? Write down your response.

Now compare your response with the two responses below. Is your response close to the second on

You do not volunteer as the offer is full of risk and difficulties. Once you are in that place, it will be

difficult to come out. And even if you come out, you would lose a lot!

Think of your goals of career growth and learning. Relate the offer with your goals. Evaluate the

extent to which accepting the offer will satisfy your long term goals. Make a list of what you will ga

and what you will lose in terms of money, your family and social life, your potential growth etc. Yo

also see the issue in a time frame, i.e. possibility of returning back in terms of number of years etc

You make a list of issues and discuss with your seniors, friends, colleagues and your family membeAnd, then decide rationally.


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SITUATION - 9


Achievement orientation

Communication and Presentation

You are class teacher of standard nine. In the last unit test half of the students failed in chemistry

because of slightly difficult question paper. In case of physics almost everyone cleared the paper.

However, the marks scored were not more than forty percent. The students are highly de-motivated.

Putting two sections together, the number of students is about 100. What would you talk to them?

Write down your response in brief.

Now compare your response with the possible responses below. Is your response close to the last on

Talk to the students about the difficult papers. Sympathize with the students. Blame the paper settin

authorities.

Tell them to talk to the Principal and request him to take the matter up with the paper setting

authorities.

Tell the students to request the Principal to give grace marks and pass all the students.

Tell them just to forget the issue.

Talk to students on the following lines:

Life is full of uncertainties and you should always focus on your strengths to meet the uncertaintie

The people, who face the difficulties and hardships, succeed.

The situation is an experience (and not failure) having negligible impact on your life. You should

learn from it.

Blaming others does not help us in any way.

Syllabus is the foundation. If you want to use the foundation for making a building, you must stud

beyond the prescribed syllabus.


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SITUATION - 10


Written communication

Leadership (Motivating others)

You are head of a shop having 25 workmen. Presently, your organization is facing stiff competition

you have initiated number of improvement plans. Recently, you have come across the following quot

a management book. Explain it in about 75 to 100 words, assuming that your workmen will read y

explanation. They should feel motivated after reading.

Dreaming about a thing in order to do it properly is right; but dreaming about it when we should

doing it is wrong.

- Oswald Chambers

Write down your explanation.

Now compare your explanation with the indicative explanation. Did you relate the quote with y

situation effectively? Will the readers get the right message intended by you and get convinced

motivated?

Dream and Do

We are passing through tough competition these days. One thing is very clear that competitio

going to stay. To sustain the growth and to grow further we have already initiated actions

various fronts to increase customer satisfaction and profitability.

We have experienced growth and we dream to grow further. There cannot be two opinions on thi

But, only dreaming big and talking big is not going to lead us anywhere. The time is for acti

action, and continuous action. Without action nothing can be achieved.

Heart dreams, head thinks and plans, and hands work. Let us put our heart, head, and ha

together fordoing. Again, let our heart, head, and hands doin the same direction.

Let usDreamourvisionandDowith all ourmightto make our dreams a reality.


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SITUATION - 11


Written communication

Self management (Learning, Seeking feedback)

You check in a hotel at 8 in the evening. While checking in you make a request for bed tea next morni

However, you are not served bed tea in the morning.

What would you do?

Write down different possibilities.

Now, compare your communication with the indicative one. Did you write clearly, sequentially and

logically? Will the readers understand your intentions without any distortion? Did you convert the

adversity in your favour?

I would take the following actions:

I will phone Room Service to give me bed tea. I will also ask why did they forget to give me bed tea

per my request. Did I confirm their understanding of my instruction?

Sometime during the day, I will go to reception counter and enquire to find out what really happen

Did they forget or was there a system problem? I will think of possible remedies.

If they listen to my complain and suggestions with a view to improve, I will thank them for t

response. I will ask their names, appreciate and compliment them, and promise them to visit their h

and see them again.

If they do not entertain me properly, I will introspect into my way of giving instruction, enquiring

giving feedback. However, I will also go to manager of the hotel to give my feedback.

I will discuss this experience with my seniors and colleagues for suggestions to improve and to look

other possible responses.

I will make the experience a learning and relationship building experience for me.


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Every morning in Africa, a gazelle wakes up knowing

it must run faster than the fastest lion or be killed.

Every morning a lion awakens knowing it must

outrun the slowest gazelle or starve to death.

It does not matter if you are a lion or a gazelle;

when the sun comes up, you better be running.


(SUMMARY)

Before we go to assessment, it would be better if we know how to identify an effective behaviour. H

is a small list to check.

IDENTIFYING EFFECTIVE BEHAVIOUR

Is your behaviour increasing your security?

* Physical security i.e. health, vitality etc.

* Psychological security i.e. emotional well-being, peace etc.

* Financial security i.e. professional growth, higher income etc.

* Social security i.e. Inter-personal effectiveness, healthy relations etc.

Is your behaviour increasing your wisdom?

* To take short and long term decisions

* To make life purposeful

Is your behaviour increasing your physical or intellectual power?

* To perform for your purpose

* To be effective

Is your behaviour taking care of your needs and goals?

* Short term

* Long term


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THE ASSESSMENT OF SKILLS

Before you go to the assessment, please go through the chapter Process of self-evaluation on page

10 once again.

For your ready reference, let me repeat the scale to be used for evaluating you positive behaviours.

If you make the behaviour all the time : Score 4

If you make the behaviour most of the time : Score 3

If you make the behaviour sometimes : Score 2

If you make the behaviour rarely : Score 1

If you never make the behaviour : Score 0

The situations already discussed may be referred to as follows.

Situation Numbers

1. Analysis for Problem Solving 1, 3, 6

2. Creativity for Problem Solving 2, 6

3. Verbal Communication 5, 9

4. Written Communication 10, 11

5. Presentation 9

6. Planning Activities 3, 6

7. Team Leadership 3, 10

8. Team Membership 3A

9. Initiative 8

10. Self-Confidence 5, 7

11. Achievement Orientation 8, 9

12. Learning 1, 2, 4

13. Self-Management 1, 2, 4, 7, 11

However, please be clear that you need most of the skills for effectively handling a situation.


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SKILL NO. 1

ANALYSIS FOR PROBLEM SOLVING

Analysis is the process of breaking an issue or a problem into smaller but identifiable and controllab

parts. Once the break up is done, we will be able to understand the issue or the problem properly

making it possible to find more than one alternatives.

Thus, analysis is one of the most essential skills for problem solving and decision making. It is also

useful for activity planning, monitoring, and making situational amendments for better performance

A problem is caused by the gap between the current status and the desired status. Naturally, analysis

for problem solving involves understanding (a) the current status, (b) the desired status, (c) the gap,

and (d) the means of bridging the gap.

A good knowledge base, directly or indirectly related to the issue in question, is an essential elemen

analytical ability. The knowledge base shall provide the contents for the analysis. This base can be

improved by activities like reading, discussing etc.

The analytical abilities can be improved by solving puzzles and business case studies.

THREE FILTERS

One day an acquaintance met Socrates, the great philosopher, and said, Do you know what I heard

about your friend?

Hold on a minute. Socrates replied, Before telling me anything I would like you to pass a little test

is called a Triple Filter Test.

Triple Filter?

Thats right. Socrates continued, Before you talk to me about my friend, it might be a good idea to

take a moment and filter what you are going to say. The first is filter of truth. Have you made absolut

sure that what you are about to tell me is true?

No, the man said, actually I just heard it and.

All right. Socrates said, So you dont really know if its true or not. Now let us try the second filter

the filter of goodness. Is what you are about to tell me about my friend is something good?

No, on the contrary.

So, Socrates continued, you want to tell me something bad about him, but you are not certain it is

true. You may still pass the test though, because there is still one filter left, the filter of usefulness. Is

what you want to tell me about my friend going to be useful to me?

No, not really.

Well, Socrates concluded, if what you want to tell me is neither true nor good nor even useful, wh

do you tell it to me at all?


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The following are the positive behaviours of analysis for problem solving skill.

01.01 I logically break down the issues / tasks into constituent elements /alternatives / sub-tasks.

01.02 I identify various elements / alternatives / sub-tasks with proper linkages or

mutual relationships.

01.03 I establish linkages between task in hand and the affecting internal and

external factors to understand the task from all angles and to arrive at a

global solution.

01.04 I collect relevant information and data.

01.05 I evaluate elements / alternatives / sub-tasks using proper, relevant, and

controllable measurements for resources, processes, and results.

01.06 I eliminate unnecessary or irrelevant or less effective elements / alternatives

/ sub-tasks for choosing the best possible solution in given circumstances.

01.07 I set priorities in order of importance or urgency or any other defined

criteria.

01.08 I formulate logical and sequential steps from problem to solution.

01.09 I plan step-by-step actions with reference to resources, processes, and

results.

01.10 I anticipate difficulties, obstacles and probabilities of failures. I plan for

meeting such eventualities.

01.11 I demonstrate relevance of my day-to-day actions with my life-vision and

long-term goals.

01.12 I anticipate and identify problems in day-to-day working and events for short

/ long term planning.

01.13 I analyze problems systematically and objectively.

01.14 I do not run away from difficulties. Rather, I find analytical and innovative

ways to tackle them.

01.15 I like problems and never avoid or ignore them.

Self-

Rating

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SKILL NO. 1

ANALYSIS FOR PROBLEM SOLVING : POSITIVE BEHAVIOURS


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SKILL NO. 2

CREATIVITY FOR PROBLEM SOLVING

Creativity is one of the most essential skills for problem solving and decision making in innovative wa

Creativity is basically possibility thinking supported by a can-do attitude. Creativity is desire to thin

and keeping the mind open to receive.

Creativity is not only seeing two sides of a coin; it is also seeing the surface of the periphery.

It helps us to see an issue from all sides, including unconventional and apparently irrelevant ones, an

to come out with innovative solutions.

Creativity today has become a must, not only in professional, but personal life as well. Creativity has

not remained in books or pieces of art; it has become an integral part of our day to day life.

Let us try to understand how to measure different elements of creativity.

Let us say there is a group of 20 students. We instruct all of them to write words they can associate i

their mind in five minutes on a common topic, say Hospital. They will write different words. Then, we

can follow the following method to measure their thinking.

1. Count the number of words they have written. A student who has written more words is a faster

thinker than the student who has written less number of words.

2. Count the number of directions or the issues covered. For example, one student might cover the

diseases only, whereas another student covers diseases, people, business, location, type and other

issues related to hospital. The second student is more flexible in his thinking.

3. Compare the words written and issues covered. A student might have covered an issue which no o

thought about. This can be called his unique thinking.

Once you increase your thinking speed and ponder over in a number of directions, the chances are vbright that you will start thinking in an altogether new direction.

Undergo the above exercise with your colleagues. Instead of taking a word, you can take a problem.

Follow the following rules:

1. Remain open to receive

2. Dont reject an idea immediately

3. Stop being critical about an idea


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SKILL NO. 2

CREATIVITY FOR PROBLEM SOLVING

CREATIVE ALMIGHTY

A farmer stretched out in the shade of an oak tree and admired the pumpkin vine that slowly crawle

and threaded its way along the lattice of the neighbouring garden.

He shook his head and said, I cant see why such a small plant should bear such large beautiful fruit

while the magnificent oak tree bears only petty and miserable fruit. Had I created the world, I would

have made the oak tree bear big golden coloured pumpkins that weigh a ton. That would certainly b

something to see.

No sooner had he said these words than an acorn fell from above and hit him. Ah! Had the acorn be

a pumpkin, I would have been squashed beneath it.


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The following are the positive behaviours of creativity for problem solving.

02.01 I spontaneously think and express many ideas related to an object or an

issue.

02.02 I spontaneously think and express ideas in many directions related to an

object or an issue.

02.03 I spontaneously think and express original and unique ideas related to an

object or an issue.

02.04 I spontaneously think and elaborate, in required details, my thoughts related

to an object or an issue.

02.05 I relate an issue with other apparently irrelevant issues. I find many solutions

global in nature.

02.06 I do not take uni-directional impulsive or prejudiced judgement about an

issue, idea, or person.

02.07 I do not impulsively reject apparently irrelevant or unconventional or

impractical ideas.

02.08 I am a possibility thinker and I focus on possibilities instead of difficulties and

impossibilities.

02.09 I connect ideas and generate ideas from ideas.

02.10 I am curious about new things. I take conscious actions to know theunknown.

02.11 I question and challenge the status-quo or current situations or practices

with a view to improve.

02.12 I question and challenge the present level of performance in order to

improve.

02.13 I am sensitive and keep a problem alive in my mind and look for linkages for

possible solutions.

02.14 I think about the problems which might arise in future. I find preventivemeasures to avoid those problems.

02.15 I like to create and use humour.

Self-

Rating

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SKILL NO. 2

CREATIVITY FOR PROBLEM SOLVING : POSITIVE BEHAVIOURS


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SKILL NO. 3

VERBAL COMMUNICATION

Verbal communication is one of the most essential quality required to improve our interpersonal

effectiveness. The basic purposes of communication are -

1. To make the listener understand your message

2. To understand the listener

Verbal communication is not only a physical process, but to a large extent a psychological process too

projecting our inner personality. The expert communicators make the process two-way in real sense

While communicating you can take the following three styles:

1. Aggressive : You try to force listener understand your point of view

2. Submissive : You try to understand others view point at the cost of your idea

3. Assertive : You understand others and at the same time make them understand you.

Effective verbal communication increases our self-confidence and ability to influence others.

Statistics says all the leaders were effective communicators and motivators.

TWO FROGS

A group of frogs were travelling through the woods, and two of them fell into a deep pit. All the othe

frogs gathered around the pit. When they saw how deep the pit was, they told the two frogs that the

were as good as dead. The two frogs ignored the comments and tried to jump up out of the pit with

of their might. The other frogs kept telling them to stop, that they were as good as dead.

Finally, one of the frogs took heed to what the other frogs were saying and gave up. He fell down and

died. The other frog continued to jump as hard as he could. Once again, the crowd of frogs yelled at

him to stop the pain and just die. He jumped even harder and finally made it out.

When he got out, the other frogs said, Did you not hear us? The frog explained to them that he wa

deaf. He thought they were encouraging him the entire time.

The story teaches few lessons:

There is power of life and death in the tongue.

If you do not know what to speak, learn to keep quite.

You can do whatever you set your mind to.


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SKILL NO. 3

VERBAL COMMUNICATION

POWER OF TONGUE

A hunter found a human skull in the forest. Surprised, he asked him: What brought you here? The

skull answered, Talking brought me here. Amazed, the hunter ran to the king and reported to him,

have found a skull in the forest who talks. Neither the king nor his courtiers would believe such a thi

So the king along with the hunter and his guards set out to find the truth.

When they came to the skull, the hunter asked as before, What brought you here? There was no

answer, for the skull remained silent. The angry king called the hunter a liar and ordered the guards t

cut off his head and leave it in forest as a prey for the ants.

When everybody has left, the skull spoke and asked the head of the hunter, What brought you here

And the head of the hunter gave the answer, Talking brought me here.


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The following are the positive behaviours of verbal communication.

03.01 I use effective words, phrases, and sentences with grammatical accuracy to

convey my intentions and the meaning of the contents accurately.

03.02 I make clear and precise expression with proper tone and required pauses to

make the communication understood by the listeners.

03.03 I make logical, systematic, and sequential expression of ideas and thoughts.

03.04 I use proper body language (particularly eye contact and facial expressions)

showing attention, involvement, confidence, and mutual trust.

03.05 I do not interrupt others unnecessarily, aggressively, submissively, or

improperly.

03.06 I ask clarifying or probing questions or request for repetition for betterunderstanding of others views.

03.07 I actively listen to others ideas and thoughts and take efforts to understand

their ideas and thoughts.

03.08 I provide necessary support, both physical and psychological, to make other

persons comfortable for expressing their views.

03.09 I take efforts to make others understand and appreciate my ideas and

thoughts.

03.10 I interrupt others, with a conscious purpose, when they talk irrelevant or

unnecessarily or improperly. However, such interruptions are issue based,

and not person or ego based.

03.11 I summarize the communication from time to time to ensure proper

understanding and progress and to take corrective steps, if required.

03.12 I also summarize at the end of the communication to ensure completeness

of the communication.

03.13 I remain objective and non-emotional throughout.

03.14 I demonstrate confidence and assertiveness by communicating in even terms

(without creating offending-defending situations) while expressing mybeliefs, opinions, and perceptions.

03.15 I demonstrate confidence and assertiveness while negating others beliefs,

opinions, and perceptions.

03.16 I use controlled emotions (consciously - to make withdrawal possible, if

required) to achieve the objectives of the communication.

03.17 I understand the underlying issues and messages, may be straight or

diplomatic or political, by making effective situational responses.

Self-

Rating

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SKILL NO. 3

VERBAL COMMUNICATION : POSITIVE BEHAVIOURS


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SKILL NO. 4

WRITTEN COMMUNICATION

Written communication is essential to communicate with people who are not physically available to

or to communicate issues like business plans etc. on which deliberations are required, or issues like

policies, procedures etc. required for guidance and reference by many people.

Written communication is also essential where common understanding on an issue by a group of

people is required.

Written communication skill is important because audience is not available to offer spontaneous

reactions or responses, to seek clarifications, to question etc. Also body-language influences, used

while communicating verbally, are not possible here.

Written communication creates a documentary evidence of the communication made for future

reference. Therefore, you need to be careful not only about formats but also about the following tw

points:

1. Message conveyed in letter2. Message conveyed in spirit

WHY TO WRITE ?

The discipline of writing down something is the first step toward making it happen.

In conversation, you can get away with all kinds of vagueness and nonsense often without even

realizing it.

But there is something about putting your thoughts on paper that forces you to get down to specific

This way, it is harder to deceive yourself or anybody else.

- IACO

If you get confused while solving a problem, take a big piece of paper and start writing.

Write the problem; write the influencing factors, both favourable and unfavourable; write all possible

alternative solutions and actions and the expected consequences.

Then meditate on what you have written. Add, delete, or modify to have better clarity.And, I am sure, you would arrive at an effective solution.

- M M PA


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The following are the positive behaviours of written communication.

04.01 I use effective words, phrases, and sentences with grammatical accuracy,including punctuation marks, to convey the desired meaning.

04.02 I structure the sentences giving precise meaning and required emphasis.

04.03 I effectively paragraph to break the contents into smaller parts, to create

linkages, flow, and continuity, and to improve readability.

04.04 I make overall layout of the communication - margins, divisions of the report,

indications of continuation to next page (Page no., PTO etc.), use of the

enclosures for details, indication of reference to an enclosure, etc.

04.05 I use tables, graphs, sketches, pictures, visuals, highlighted / underlined /

bold words or sentences etc. to make the communication focussed,

attractive, and readable.

04.06 I use examples, quotes, stories, etc., if warranted by the purpose of

communication, to increase clarity and impact.

04.07 I start the communication stating clearly the purpose and objective of the

communication.

04.08 I make logical and sequential expression of ideas demonstrating

understanding of the subject matter.

04.09 I conclude stating achievement of the objective stated at the beginning ofthe communication.

04.10 I use the level of contents and method of writing style considering the

understanding level of the targeted readers and the purpose of

communication.

04.11 In case of voluminous communication and complex contents, I make proper

levelling, referencing, and indexing supported by enclosures giving details,

data, conclusions, or other references.

Self-

Rating

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SKILL NO. 4

WRITTEN COMMUNICATION : POSITIVE BEHAVIOURS


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SKILL NO. 5

PRESENTATION

Presentation is becoming an integral part of business life. These days not only the products need

marketing, but our skills and ideas also need marketing.

The presentation can be divided into two parts -

1. Content: What you present

2. Process : How you present

Presentation is generally made to a heterogeneous or homogeneous group of people in a defined tim

frame, in a formal or informal setting, with or without presentation aids.

Considering the above factors, you need to decide the contents and the process of your presentatio

The basic purposes of a presentation are

(a) to tell (transfer knowledge or information),

(b) to sell (convince, persuade), and

(c) to impel (persuade, motivate for action).

A presentation can be one-way or interactive. Generally, the presentations are interactive or are

concluded by a question answer session. Hence, effective presentation requires skills different than

those necessary for effective verbal communication including listening and spontaneous responding

PREPARING A SEVEN MINUTE PRESENTATION

Considering a speed of about 100 words per minute, a seven minute presentation can be broadly

divided as follow:

Introduction (One minute - 100 words)

Innovative start with relevant quote, story, joke

Your introduction

Introduction of topic (One minute - 100 words)

Theme, purpose and scope of your presentation

Background

Main presentation (Four minutes - 400 words)

All the sub-topics properly sequenced and linked

Climax and conclusion (One minute - 100 words)

Meeting the purpose of the communication

Thanking the audience


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The following are the positive behaviours of presentation skill.

05.01 I break the topic into well-defined parts with a clear structure showing good

analysis of the topic and mastery over the subject.

05.02 I present the relevant parts of the topic in a logical sequence demonstrating

a smooth movement in right direction, pre-defined or situational.

05.03 I present the relevant parts in right proportion with reference to purpose,

audience, relevance, importance, and time. I demonstrate mastery over the

topic being presented.

05.04 I summarize presentation from time to time (as required) to ensure proper

progress and to take corrective steps, if required. I also summarize at the end

of the presentation to ensure completeness of presentation.

05.05 I demonstrate oratory skills by effective use of tone, fluency, and pauses for

better clarity and audibility.

05.06 I ask questions to audience to ensure their understanding of the topic and

their involvement. I keep a constant watch on body language of the audience

to check their interest.

05.07 I use examples, quotes, jokes, stories etc., appropriate to the topic and

situation to create and maintain interest and involvement and to make a

complex issues easy to understand.

05.08 I make body language, including eye contact, appropriate to the topic andaudience.

05.09 I remain brief and precise. I do not give unnecessary elaboration. At the same

time, I do not make unnecessary repetitions.

05.10 However, I resort to repetitions to make the audience understand complex

parts of my presentation, demonstrating understanding of the audience.

05.11 I invite questions from audience, if required.

05.12 I listen the questions asked by the audience attentively and confirm my

understanding by repeating the questions, if required.

05.13 I respond to the questions demonstrating mastery over the topic being

presented.

05.14 I maintain emotional balance and maturity by taking questions and criticism

with ease and without getting emotionally upset.

05.15 I accept ignorance assertively without feeling of guilt, insult, or inferiority. I

do rational analysis of my ignorance, instead of impulsive action.

Self-

Rating

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SKILL NO. 5

PRESENTATION : POSITIVE BEHAVIOURS


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The following are the positive behaviours of presentation skill.

05.16 I use emotional tone when the topic and situation demand. However, the

emotions are designed and used by choice and controlled consciously to

make the withdrawal at the right moment possible.

05.17 I use appropriate presentation aids effectively.

05.18 I prepare the visuals, appropriately for the level of audience, and present in a

sequence to make the presentation more effective.

05.19 I show mastery over the contents by not referring to the board or screen for

referring to the presentation material or by not reading the notes

continuously.

05.20 I create influence and impact, immediate, short-term, and long-term, on theaudience.

05.21 I express my gratitude to the audience in the beginning, if necessary, and at

the end of my presentation.

ACTIVE LISTENING

Listen to what is being said;

Listen to what is not being said; and

Listen to what cannot be said without your support !

Self-

Rating

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SKILL NO. 5

PRESENTATION : POSITIVE BEHAVIOURS


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SKILL NO. 6

PLANNING ACTIVITIES

Planning an activity is essential to complete the activity timely, as scheduled, and effectively using

available or planned resources.

Planning skill is essential for overall personal effectiveness as we are always engaged in activities and

the resources available to us are mostly in limited quantities needing balancing and prioritizing for th

optimum utilization.

Planning requires understanding the total activity with reference to the output desired before

undertaking the activity. Obviously, It needs anticipating something which is yet to take place.

Planning is to a large extent an objective process. However, good planners use their intuition also to

foresee.

Planning is very critical skill considering balancing and optimization of multiple resources and metho

PREPAREDNESS

One day, a king gave his clever jester a staff in the court saying, Take this staff as a wand of office a

give it to a fool bigger than yourself.

Some time later, the king was sick and lay dying. He wanted to see his jester. When the jester came,

king said to him, I have called you to tell that I am going on a long journey.

Where are you going? Asked the jester.

To a far away country - to another world.My master, have you made provision for your journey and your stay there?

None whatever, my little fool.

Have you any friends to welcome you there?

No one! replied the king.

The jester sadly put the staff into the kings hand and said, Take this staff, Your Majesty. You are goin

to another world without preparation. Surely this wand belongs to you.


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The following are the positive behaviours of planning an activity.

06.01 I break total activity into identifiable and controllable sub-activities keeping

in mind the objective of the task.

06.02 I decide controllability of each sub-activity with reference to the output

expected and responsibility for the output.

06.03 I decide dependencies of the sub-activities on one another, with reference to

time, resources, and results.

06.04 I identify critical activities needing higher focus, attention, resources, etc.

with reference to time criticality, uncertainties, or similar other criteria.

06.05 I estimate the resources needed, identify the resources available, plan for

getting the additional resources in time and for their optimum utilization.

06.06 I identify the obstacles likely to affect the progress adversely, and formulate

measures to overcome or face the obstacles.

06.07 I also anticipate uncertainties and contingencies, and plan for delays,

requirements of extra resources, extra attention, etc.

06.08 I formulate action plan / schedule for completing the activities with highest

possible efficiency.

06.09 I decide progress-monitoring and follow-up systems, and control points with

reference to time and resources.

06.10 I formulate efficiency and productivity measurement plan or system with

proper benchmarking for quality and quantity of (a) Resources i.e. inputs, (b)

Processes i.e. methods, and (c) Results i.e. outputs.

06.11 I write the details of my planning. Writing makes monitoring and controlling

easy and effective during execution.

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PLANNING ACTIVITIES : POSITIVE BEHAVIOURS


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SKILL NO. 7

TEAM LEADERSHIP

Leadership is a quality most sought after these days.

Leadership can be out of an assigned authority or an assigned role, i.e. by way of position or express

delegation by higher authority for a task etc. However, it can be unassigned as well - and we must le

to lead, particularly where leadership is not assigned. There, our personality and character assume

greater importance.

Leadership is not taking work out of people; leadership is not creating a followership; leadership is n

gaining power; leadership is not making people obey commands.

Leadership is visioning, taking responsibility for planning and execution of task efficiently and

effectively, taking people together by utilizing and developing their potential, empowering them to

move ahead and remain committed, and working to achieve overall objective.

Leadership is making contribution.

Leadership is creating and realizing a vision of excellence, both in terms of quantity and quality, inwhatever you do and get done!

CONCERN OF A LEADER

Dr. A. Sahay, narrated this heart-warming story that will illustrate JRDs empathy with his people:

I was a junior executive in charge of a blast furnace that we had just installed in our steel plant. Thi

blast furnace was built with imported technology.

I was assigned the role of explaining how this blast furnace worked to our Chairman JRD Tata. I was little nervous as JRD was a charismatic man. I was wondering what kind of questions he might ask. T

be safe I gathered all the technical details that I thought JRD might be interested in.

During his visit JRD just asked me, How would the workman who would operate this blast furnace

stand the enormous heat?

This was his only question!

LEADER, YOU ARE BEING FOLLOWED!

Olympic diving champion Greg Louganis was walking through the streets.

A boy with a cigarette in his mouth ran up to him. You shouldnt be smoking, said Greg. Why do yo

do it?

The boy said proudly, Because you do, and I want to be like you.

That episode played a big role in getting Greg to stop smoking. He said, I better accept my position a

role model and live it out.


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The following are the positive behaviours of team leadership.

07.01 I take charge and responsibility for effective team functioning.

07.02 I take responsibility for quantity of output.

07.03 I take responsibility for quality of output.

07.04 I identify and clearly define team vision and objectives with norms for

measuring performance. I involve team members and seek and consider

their opinions objectively for team goals.

07.05 I formulate ground rules for team functioning, including progress monitoring

system.

07.06 I demonstrate objectivity and open-mindedness while accepting or rejectingothers ideas and opinions. I use logic and rationale to convince members.

07.07 I identify, allocate and utilize resources effectively.

07.08 I make necessary changes dynamically for optimum utilization of resources

for quality and quantity of output.

07.09 I clarify roles and responsibilities of each individual clearly and explicitly.

07.10 I motivate and encourage members for their commitment and involvement,

by making them offer their ideas and opinions and also make them accept

responsibility willingly for the team output.

07.11 I listen, acknowledge and appreciate a members contribution sincerely and

in time (may be spontaneously most of the time).

07.12 I demonstrate objectivity by defining and using decision-making criteria.

07.13 I put forward my ideas effectively without undue force. I convince members

using logic and rationale.

07.14 I give negative feedback in a constructive manner and in time to bring the

individuals and team back to track for overall effectiveness, keeping personal

prejudices aside.

07.15 I allow members to think for themselves; I value and respect individuals and

their uniqueness without sacrificing team performance.

07.16 I resolve team conflicts using logic and rationale.

07.17 I keep team working at high motivational level, even in conflicting situations.

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SKILL NO. 7

TEAM LEADERSHIP : POSITIVE BEHAVIOURS


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The following are the positive behaviours of team leadership.

07.18 I support a member when needed, e.g. when a member is inactive or he is

not being listened to by others or when he is put down or when he has some

personal difficulties etc.

07.19 I share relevant information, knowledge, experience etc. with the members

for subordinate development. I create opportunities for members to learn.

07.20 I set personal examples of excellence. I am being considered a role model by

people around me.

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TEAM LEADERSHIP : POSITIVE BEHAVIOURS


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SKILL NO. 8

TEAM MEMBERSHIP

n all walks of life we are part of many groups consisting of people working to meet common objectiv

- may be immediate, short term or long term.

An effective team member contributes both in content and process of team working resulting in ove

team effectiveness.

Obviously, there is a need to possess inter-personal skills over and above technical and conceptual

knowledge.

It is the interpersonal qualities that makes one acceptable as a contributing member of the team.

An effective team member shall keep his personal agenda aside for team success, obviously without

sacrificing personal values and ethics.

The following are the qualities of an effective team member:

1. Understanding of team objective

2. Committed to the objectives

3. Contributes in the process of team functioning

4. Follows the rules of the team fuctioning

5. Contributes in the team output both in terms of quantity and quality

6. Sacrifices his personal priorities in the interest of the team

7. Remain assertive and do not compromise with the principles

WE ARE THE BOSSES !

Documents

Book Personal Skills