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AN ISO 9001:2000 CERTIFIED UNIT
TEAM BUILDING & LEADERSHIP FOR IMPROVING

EFFECTIVENESS OF EXECUTIVE
CONTENTS
Sl.No Topic Page No

1. Personality Development 1
2. Thinking Pattern 13
3. Transactional Analysis 17
4. Leadership 33
5. Work Ethics and work culture 38
6. Team Building 46
7. Communication 48
8. Leadership & styles 55
9. Power of Motivate People 64
10. Human Behaviour-Goal or Need 67
Oriented
11. Self Development 70
12. Motivation 78
13. Ingredients of a plan for success 86
14. Conflict Management 88

Ordnance Factories Institute of Learning
Avadi, Chennai-54
PERSONALITY DEVELOPMENT
The world have seen some prominent persons shaking environment around them
with their extraordinary brilliance power, leadership qualities etc., These men and women
possess excellent personality and they owed their success mainly due to that. Having a
good personality is the key to success not only in our personal life but also in our career
life too.
Personality is the set of traits and behaviors that characterizes on individual. It

emerges over time from the interaction of genetic and environmental factors. To a large
extent, genes predetermine an individual’s physical characteristics and they contribute to
other important personality traits. Gender, race, appearance, health, family religion, etc
are certain important factors that influence personality. In terms of modern management
parlance “Personality is the brand image of an individual.”
Though heredity plays a role in the development of personality, it can be nurtured

and changed through learning. Man has got the capacity to learn, think analyze retrospect
and anticipate. People acquire knowledge, abilities, values and attitudes and in the long
run their patterns of behaviour become identified as their personalities.
Personality is not (not yet) a science like chemistry or physics. Psychologists like
Freud and Jung have made very important contributions in the study of human
personality. In fact the greatest contribution of Freud is the classification of mind as ‘id’,
‘ego’ and ‘superego’. Id represents the basic instinct which is not bothered about the
reality or moral considerations. An infant is fully made of ‘id’. Along with the growth of
childhood ‘ego’ develops which deals with the reality on a logical consideration.
The ‘superego’ is the moral guardian of the self through social or cultural taboos.
Jung has distinguished four patterns of personality. According to him there are two
levels of mind i.e (a) the conscious and (b) the unconscious. The energy level of mind is
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also two dimensional i.e (a) introversion and (b) extraversion. The four functional types
are (a) thinking and feeling- the means of deciding or judging and (b) sensation and
intuition – the way we gather information. The famous personality test MBIT (Myers
Briggs Type Indicator) which is widely used in America for selection of employees to the
corporate houses has been developed out of Jung’s four patterns of personality.
There are three broad aspects of personality namely (i) character (ii) behavior
traits and (iii) attitude. Personality development therefore, consists in character building,
improving behavioral traits and adhering to correct attitudes. Based upon certain critical
factors people’s personality can be categorized into five types.
1. Expressive style – This is the way individuals express themselves verbally and
behaviorally. People’s behavior may range from quiet and reserved to talkative and
outgoing.
2. Interpersonal style – This is the way individuals behave while interacting with
others. People’s behavior range from being cool and distant to warm and close.
3. Work style – How people work and meet responsibilities. For example, individual’s
style may range from performing work in a detailed and structured way to casual
and superficial way.
4. Emotional style – This is how people express their emotions. For example,
individual’s behavior may range from unemotional and stable to highly emotional
and volatile.
5. Intellectual style – How individuals learn, think and decide. Here the rane is from
simple, learning and thinking style to complex and novel ways of thinking.
There are different theories of personalities; some are based on Psycho analysis,
some on behavioral traits. These theories are based on the way we:
(i) Perceive the world.

(ii) Gain knowledge
(iii) Evaluate information
(iv) Translate ideas into action or react to events

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On a biological plane life can be categorized into three phases namely infancy,
adolescence, senescence. Most of us are familiar with the first two stages, the
third stage is the last year of one’s life where death comes in a natural way.
However due to modern days of hectic living, incidents like accident, major health
disorders overtake the last stage. However on a social plane there are several
stages of life. Out of this the most important stage in our lives in the adolescent
period. During this period the teen-agers go through an “identity crisis”. Those who
go through this crisis in a successful way form positive and practical outlook on
vocation, sexual orientation and their life in general. The next stage of life i.e.
young adulthood age 19 to 40 is also equally important. Here the crisis is intimacy
vs isolation. The successful orientation during this period leads to intimate, warm
working relationship with people and environment. Those who cannot adjust with
people, environment or face relationship crisis, get isolated from the world dan
they fear commitment.
The personality tests are basically designed to test the individual’s
 Value system
 Emotional reaction to a critical situation
 Moods and characteristic behavior traits
 Ability to adjust to stress
 Self-confidence, personal ambition, emotional control and sociability
Among these the notable one is Myers and Briggs type (MBTP) personality
test and FIRO – B test (Fundamental Interpersonal Relationship orientation behavior
test). MBTP. According to this there are four basic types of personality. They are
(i) Extrovert (E) – Introvert (I) (how we gain energy)

(ii) Sensing (S) – Intuitive (N) (how we gather information)
(iii) Thinking (T) – Feeling (F) (how we make decisions)
(iv) Perceiving (P) – Judging (J) (how we deal with the world)

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They are further amplified into 16 types of personality by way of permutation and
combination.
For example, person with ESTP – type are practical, realistic and ingenious.
ESTG – are realistic, practical and have a natural affinity for business. Therefore,
they are great organizers.
INTJs- are visionaries and missionaries as they have original thinking, great drives
and critical minds.
INTP – intellectual, innovative, creative, independent.
ENFJ – People – lovers, warm, idealistic, charismatic.
FIRO-B There are three fundamental relationship orientation in human behavior

namely the need for (i) inclusion (ii) control and (iii) affection. Further this orientation,
has two dimensional disposition. A Person wants to control others (expressed
behavior) and at the same time want to be controlled (wanted behavior), wants to
show affection towards others and wants that others should show affection on him. By
answering a series of questions the persons wanted behavior and expressed behavior
can be mapped. The employers can map the mental make up of the employees and
employ or deploy them in the correct location. This test also helps the person to
understand himself better.
Personality Traits: In the organizational context researchers have identified certain

other personality traits that are relevant for the behavior in organizations.
1. Degree of control – This explains the degree to which people believe that they c an
determine their own live s (instead of external factors). Those who believe that
what externals. The internals are those who believe in themselves.

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2. Authoritarianism – is the degree to which a person believes that status and power
differences are appropriate in an organization. High – authoritarian types would fit
better in a highly structured organization that values conformity.
3. Dogmatism – refers to the degree of flexibility or rigidity of a person’s views. Those
high in dogmatism tend to be rigid and closed. People low in dogmatism are more
open minded and receptive to new ideas.
4. Machiavellianism – is a personality attribute that describes to the extent to which a
person manipulates others for personal gains.
5. Risk propensity – refers to a person’s willingness to take risks. High risk managers
may make costly decisions. Low-risk managers are more cautious and take
decisions more carefully,
6. Self-esteem is the judgment one makes about one’s own worth. People with high
self-esteem tend to like themselves, have higher expectations for success and feel
confident. Those with low self-esteem lack confidence and look to others for praise
and reinforcement.
7. Self-monitoring refers to the degree to which people are sensitive to others and
adapt their behaviour to meet external expectations and situational needs. High-
self monitors are good at separating their private selves from their public selves.
Low-self monitors reveal them very clearly.
Let us come back to the three basic aspects of personality namely, character,
behaviour traits and attitude. Character is the edifice on which the super structure
of personality stands. If character is lost everything is lost. Mere wealth, intelligent,
competency etc., are not enough. If we remember Gandhiji’s 7 deadly sins we can
easily understand the importance of character. According to Gandhiji the following
are the seven deadly sins.
1. Wealth without work

2. Pleasure without conscience
3. Knowledge without character
4. Business without ethics
5. Science without humanity

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6. Religion without sacrifice

7. Politics without principles
The important character traits are integrity, duty, devotion, dedication and
discipline. If wealth is lost nothing is lost, if health is lost something is lost, but if
character is lost everything is lost.
The next important aspect of personality is behavioral traits. The following are
important traits. Interpersonal skills, communication skills, leadership qualities and time
and stress management techniques. Among these the most important ones are
interpersonal skills and communication skills. People who are good in these two skills
can not only be successful in their organization but also in their families or society in
general. Two behavioral scientist, namely Joseph Luft and Harry Ingham have
conceptualized a model which gives insight in studying inter personal relationship. This
is known as Johari Window.

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This window (representing the mind) consists of four segments.

1. Arena – which is known to us and also known to others also, thus
the portion is transparent.
2. Blind spot – the person concerned do not know but others know.
3. Closed area – the person knows about but others do not know.
4. Dark area – both the person as well as others do not know.
The successful person is one who has got a bigger arena i.e the open area as
shown in the above diagram. The larger the arena the more transparent he is in dealing
with others. The open area can be expanded into all three sides by (a) soliciting
feedback from others (b) self-disclosure and (c) shared discovery.
The next aspect of personality is attitude. It is said that attitude determines altitude.
The notable strategies for correct attitudes are:
1. Developing a positive attitude

2. Go for a win-win situation
3. Keep the end in mind
4. Synergise.
Life is only 10% what we get and 90% how we react. Most of us react in an
unrealistic and unhealthy manner (like, unnecessary expectation, fear, jealousy, anger,
greed, ill-will, etc.,) If we correct the attitude it will do immense good in improving our
personality. The more we react positively or stop reacting negatively the 10% should
become larger and larger so that it finally becomes 100%. A good life is one which is
inspired by love and guided by knowledge.
Now the most important question is can a person change his personality? The
answer is yes. Behavioral scientists have proved that a person with low self-confidence,
self-esteem can be transformed into a successful personality. True personality can be
developed in many ways. If nature has not endowed you with some good physical
parameters don’t worry, you can compensate it with nurture, i.e by nurturing your mind,

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character, interpersonal relationship. Personality development is four dimensional i.e

Physical, Mental, Intellectual and Spiritual. A balanced growth of the four aspects is the
key for the successful and effective personality development. A healthy mind can reside
only in a healthy body. By staying fit not only you can enjoy life but also be more helpful
to your family members. Further the medical expenditure also will come down.
This will also indirectly benefit your organization as an energetic person only can
be effective person also. The second aspect is mental development. Just like the body
requires clean atmosphere and nourishing food the mind also requires healthy thoughts
and good ideas. Habits good or bad initially originate in mind and you are what you think.
Like water assuming the colour of the earth and which it flows, we have a distinct colour
of mind according to the thought we hold. The more your mind is clean and strong you
become an effective person in all departments or in all roles of life. Negative qualities like
lust greed fear etc., arose out of weak mind and body.
Next comes the intellectual strength which is superior than the physical and
mental strength. Though all of us do posses adequate IQ the intelligence is lying
dormant most of the time. We live life on the mere existential plane allowing out basic
instincts to have their free flow. If we allow the creative side to flourish we can showcase
out talents in fine arts like music, drama, poetry etc. We can really make this happen by
improving our concentration power. This can be enhanced through meditation. The
fourth aspect of personality development is the spiritual dimension. It is said that to err is
human but to forgive is divine. In fact everyone from our minds i.e lust, anger, greed,
delusion, pride and jealousy. Once all these negative qualities are driven away the
divinity in us will surface. Therefore a harmonious growth of physical, mental, intellectual,
and spiritual dimension is essential for the development of personality.

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CRISIS MANAGEMENT AND PROBLEM SOLVING
POINTS FOR DISCUSSION
 DEFINITION OF CRISIS
 DEFINITION OF PROBLEM
 CLASSIFICATION OF PROBLEMS
 TYPES OF PROBLEMS
 METHODS OF PROBLEM SOLVING
 PROBLEM SOLVING PROCESS
 PITFALLS IN PROBLEM SOLVING
 DECISION MAKING
 DECISION MAKING TOOLS
POWER OF NEGATIVE THINKING
Eric Webster has summarized the tactics for overcoming solutions that you do not like.
He calls it the ‘Power of Negative Thinking’. His list, translated into the sort of things
people say in group problem, solving meetings when they dislike a particular solution,
would sound as follows:
1. “We haven’t got time to deal with that issue”.

2. ‘You are not putting that idea forward seriously, are you?
3. That’s a find flea but too advanced for our operation.
4. But what you are saying is not new.
5. Cost of this will be tremendous.

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6. Your idea is not in line with current policy

7. We tried ideas like this before and they didn’t work
8. It sounds easy in theory but it’s not easy in practice
9. A better idea is …………
10. It won’t work because………….
11. If we could amend the deal to ……………
12. This looks like the sort of thins suggested by old smithers just
before he was sacked
13. I don’t like the bit what you say………………
14. This is typical of the sort of thing that people from your department
come up with
15. I think this deal would fall foul of factory regulations.
16. These new machines would cause labor problems
17. Let’s adjourn and consider it later
18. Let us set up working party on it and get a written report.
19. Yes, this deal is OK, but it could be improved if we wait a while
20. Let’s wait and see what out competitors do
These are all tried and tested ways of deflating solutions. Indeed, most Managers
are intuitive experts at proposing and countering solutions. In essence, a lot of energy is
used in negating ideas, rather than devising ways of producing creative group problem
solving.

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NLP FOR MANAGERS
Introduction: Welcome to the fascinating world of NLP. Neuro Linguistic

Programming is the systematic study of human performance. This study of the structure
of the subjective experience can be broken down into smallest components (or chunks)
and modified, improved upon, or removed. This allows a frame work for growth and
change at much deeper levels more quickly than was originally thought.
NLP was developed through the efforts of several experts. Some of the more
notable names are David Gordon, Leslie Cameron – Bandler, Robert Dilts, Richard
Bandler, John Grinder and many others. Their studies began in the 1970’s and continued
to grow to the present.
NLP is practical application of how people think. This is hands on learning

experience. Keep an open mind and be willing to try to allow the training to work with you
at all levels.
Questions and Answers About NLP
Q. What is NLP?
A. NLP is a unqiue model of how people learn, motivate them and change their behavior
to achieve excellence in any endeavor.
Q. How did NLP get its name?

A. NEURO because all our experiences, both conscious and subconscious are derived
through and form our senses and central nervous system. LINGUISTIC because our
mental processes are also coded, organized given meaning and transformed through
language. PROGRAMMING because people interact as a system in which experience
and communication are composed of sequences of Patters or “programs”.
Q. What can NLP do?

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A. It lets you model, or copy human excellence in any form. With NLP you can identify
what makes someone exceptionally skilled and get that skill for yourself or teach it to
others.
Q. Where is NLP useful?

A. NLP is valuable wherever human communication skills can enhance results in
business consultation, management, negotiation, education, counseling therapy,
relationships, parenting, nursing, public speaking, sports performance and many other
areas.
Q. What kind of results can I get with NLP?

A. NLP can allow a therapist to change the impact of the past on a client, a teacher to
change a poor speller into good speller, a business person to gain rapport non verbally,
run meeting efficiently, an athlete to improve concentration and more.
Q. What is unique about NLP?

NLP has linked Awareness o Achievement through Attitude.
MILE STONES OF NLP
Sensory Acuity
Body Awareness – Wide Eyes – Mind Body
Marital Arts
States of Excellence
Eye Accessing Movements
Representational Systems
Major Presuppositions of NLP
Anchoring
New Behavior Generator
Eliminating Fears and Phobias

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THINKING PATTERNS
Thinking patterns is the key to success. Each step forward in this skill will lead to
increased to mastery of your experience. Combined with other skills & techniques, it gives
you the ability to reproduce with consistency not only other people’s talents but also your
own, by learning how you do what you do, you turn luck into planned achievements.
The connections you make and the way you represent memories, ideas and
information re unique to you. Everyone has their won way of thinking. When you
understand the nature of these representations, you begin to influence your thinking, your
emotions and consequently your experience. What you think is what you are.
The different ways of thinking are:
 Visual you think in pictures. You represent ideas, memory and imagination as
mental images, e.g pictures of a favorite dish.
 Auditory you think in sound. These sounds could be voices or noises. E.g sound of
frying of your favorite dish.
 Feelings you represent thoughts as feelings. Either internal emotions or the
thought of a physical touch. We will include taste and smell in this category of
feelings, the taste of your favorite dish for example or the aroma.
You take in the information through all the senses of sight, hearing touch, taste and
smell. You represent this information in your mind as a combination of sensory systems
and inner feelings. These thinking patterns are part of how you ‘code’ your experience.
By Managing your thoughts you learn how to create the life is literally what you make of
it.
The richness of your internal thinking leaks through into your communication and
into the way you influence yourself and others. To enrich your life – enrich your thinking.

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IDENTIFY YOUR PREFERRED THINKING PATTERN
The aim of this questionnaire is to help identify any preferences you have in your
thinking patterns. This is not a definitive analysis. It is merely intended to raise your
awareness of how you think. Through awareness you can consider the choices you are
making and whether they are influencing you and others in positive way.
Before reading the choices think for a moment and be aware of what comes to
mind. Then tick the relevant senses. You may tick as many senses as are true for you for
any question.
1. PETROL
a. An image of some sort, e.g. a car, a petrol station?
b. A sound e.g the sound of petrol pouring into a tank, the sound of explosion?
c. A touch e.g the feel of the pump handle?
d. A smell e.g. the smell of petrol?
e. A taste of petrol (assuming you know!)?
2. YOUR BEST FRIEND

a. A sound e.g the sound of their voice?
b. An emotion e.g. your feeling towards them?
c. A smell e.g the taste of ameal you ate with them?
d. An image e.g what they look like or a place you had been to with them?
3. THE WAY YOU WOULD MOST LIKE TO SPEND YOUR TIME

a. The sounds associated with this e.g the sound of peoples voices or sound of
the environment?
b. A taste, e.g. taste of a favourite meal?
c. A smell e.g. the aroma of your environment?
d. An image e.g. where you would be or who you would be with?

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e. A touch or an emotion e.g. How you feel when you think spending your time
this way, the sensation of your muscles working ini your body?
4. WHAT YOU DID YESTERDAY
a. A taste of some sort e.g what you ate?

b. An image or picture, e.g. the scene of where you were?
c. A sound e.g. of a conversation?
d. A touch, sensation or emotion?
e. A shell, e.g. of your environment?
5. A TIME YOU DON’T ENJOY VERY MUCH

a. A smell e.g. of something distasteful?
b. A sound e.g what you heard or what you were saying to yourself?
c. A taste e.g. of a bad meal?
d. An image, e.g. a feel of an emotion, how you felt at that time?
e. What you were feeling?
6. YOUR FAVOURITE RESTAURANT?

a. A touch or emotion e.g. how you feel being there?
b. What you see e.g. your surroundings, the people you are with?
c. What you hear e.g. the conversation in the music?
d. A taste e.g of food?
e. A smell e.g. the aroma from the kitchen?
7. SOMETHING FROM YOUR CHILDHOOD

a. A Smell, an aroma a perfume?
b. A touch or an emotion?
c. An image?
d. Sounds or voices?
e. A taste?

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8. YOUR WORK
a. A sound e.g of equipment or voices?
b. An image e.g. the picture of what you do?
c. A smell e.g of your surroundings?
d. A touch or an emotion e.g the texture of?
e. What you can feel or how you feel?
f. A taste?
9. WHERE YOU MIGHT BE TOMORROW

a. An image or picture?
b. An emotion of touch?
c. A taste?
d. A smell or aroma?
e. A sound?
10. SOMETHING YOU FIND REWARDING

a. An emotion e.g. a feeling of satisfaction or a touch, such as the physical
sensation of a sport?
b. A taste?
c. A smell
d. A sound e.g. what you say to yourself or the sound of voices or your
environment?
e. An image e.g. of what it looks like?

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TRANSACTIONAL ANALYSIS
ABOUT TA:
Transactional Analysis (TA) is simple practical and comprehensive theory of human

personality and human relationships, constructed mainly by Dr. Eric Berne. TA has been
effectively used in the fields of education, counseling psychotherapy, organization
development, Human relations, managerial effectiveness, personality, growth,
development etc., TA provides a technology for personal growth and social change,
team building and motivation, clear thinking and inner freedom, implementation for
decisions etc., It encourages healthy relationships and healing of soured relationships, at
word place and in wider society. It also offers guidelines on how to respect feelings and
develop as the integrated dynamic person.
WHY LEARN TA?
Modern people wear many masks and have many forms of armor that keep their reality
confined and unknown, even to themselves. The possibility of encountering one’s reality
– learning about one’s self – can be frightening and frustrating. Many people expect to
discover the worst. A hidden fear lies in the fact that they may also discover the best.
To discover the worst is to face the decision of whether or not to continue same patterns.
To learn the best is to face the decision of whether or not to live up to it. Either discovery
may involve change and its therefore anxiety provoking. However this can be creative
anxiety which may be thought of as excitement, the excitement of changing one’s
possibilities for being a Winner.
Ta is a tool you can use to know yourself, t know how to relate to others, and to discover
what dramatic course your life is taking. The unit of personality structure is discovering
what dramatic course your life is taking. The unit of personality structure is Ego State.
By becoming aware of your Ego state, you can distinguish between your various sources
of thoughts, feelings and behavior patterns. You can discover where there is discord

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and where there is agreement within your personality. You can become more aware of
the options available to you.
WHAT IS TA?
When people encounter each other, they communicate. This process of communication
includes exchange of thoughts, feelings, intentions, feedback etc., The social interaction
is through A series of Transactions. The manifest behavior, in terms of words, gestures,
response, tones etc., (Stimulus) brings abour various “responses” from the other person.
An awareness of individual metnal processes and the causes for a particular behavior
pattern or response helps us to understand ourselves and others better and attain more
satisfying and productive relationships. Once can very comfortably say, TA is – Easy to
learn.
Practical and immediately usable in life. Helps solve/resolve personal and group
communication and inter=action problems.
A non-threatening approach to self-evaluation and understanding of others. TA

comprises of four kinds of analysis:
1. Structural Analysis: Describes the relevant part of the individual personality and
how they are formed and developed.
2. Transactional Analysis: The analysis of what people do and say to each other in
transactions between people.
3. Game Analysis: The analysis of ulterior transactions leading to pay offs.
4. Script Analysis: The analysis of specific script each individual makes for himself
inadvertently and plays out as a life-drama
STRUCTURAL ANALYSIS:
EGO STATES:
A newly born baby is helpless creature thrown into a totally new and hostile world.
He has no analyzing capacity, but has excellent observing and learning abilities. He has

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feelings. His life is mainly centered on his parents who love, care and behavior protects
him, fulfills his needs and provides the maximum inputs for his learning process to survive
and to give what he wants. Psychologists have proved that the bulk of the basic
knowledge of how to face life and survive is gained by a child before he reaches an age
of five or six years and his basic attitude towards himself and others are also formed
during that period. The vast amount of data recorded in the child’s brain at that stage is
based on what he ahs heard and learnt from his parents as dictums, instructions and
statements as well as his own observations and feelings. Very little of it is analyzed or
verified data. These data recordings can be categorized into three types and can be seen
in a person as three distinct personalities or Ego states. An individual always operation
from one of these Ego states.
Observation of spontaneous social activity reveals that from time to time people
who noticeable behavioral changes accompanied by shifts in feelings. Often we find the
same person showing different patterns of behavior. One after another, and which are
inconsistent to one another. These changes and differences are called Ego states. An
Ego state may be described as a system of feelings accompanied by a related set of
behavior patterns. Berne defines Ego State as, “A consistent pattern of feeling and
experience, directly related to corresponding consistent pattern of behavior.”
The Ego States can be sorted into three categories:
1. Parent: Resembles those of parental figures.

2. Adult: Autonomously directed towards objective appraisal of reality.
3. Child: Fixed in early childhood and represents archaic relies.
A complete personality of an individual includes his Parent, Adult and Child Ego state.
At any given moment, each individual, in a social aggression, will exhibit a parent,
adult or child ego state and he/she may shift from one Ego state to another. The
Parent is further divided into two Ego states – Critical Parent (CP) and Nurturing
Parent (NP) and the Child into four Ego States – Little Professor (LP), Adaptive Child
(AC), Rebellious Child (RC) & Natural Child )NC).

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PARENT EGO STATE – TAUGHT:
Parent Ego state refers to a set of experience that are carried forward from
childhood. It represents the incorporation of mother’s and father’s valued and moral
issues. The stored data is unquestioned, unverified and unedited recordings in the
brain from external sources. It consists of dictum, instructions, statements, do’s and
don’ts advise, social taboos, religious beliefs etc., These results in a ready made
behavior pattern in the person internalized as the child has observed them and
dictates a person’s behavior whenever he is operating from parent Ego States.
CRITICAL PARENT (CP):
When the recordings made are those of authoritative, judgment and persuasive
parents, the Parent Ego State will be punitive. This gives behavioral pattern that are
critical, sneering, commanding, disapproving etc., It is very likely that a person
operating from this Ego State will be dominating and dictatorial in nature. CP is a
judge and a watchdog, it wants us to confirm to the norms of the society and follow
rules and regulations. While a certain amount of CP is necessary, the person with
overlapped CP tends to take things more emotionally and is not able to relax like other
persons.
Thoughts: Do/Don’t, Good/Bad, Always/Never, Ought, I know the Best,

Right/Wrong, Must
Feelings: Self-Righteous, intolerant, demanding
Behavior: Foot-Tapping, frowned brow, hand wagging, stern stare, finger
wagging, Hands on Hips.
Voice Tones: Condescending, Criticizing, Putting Down, Accusing, Taunt,
insistent.

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Vocabulary Clues: Shocking, Nonsense, Lazy, Poor Thing, Everybody Knows That,
You should never, the only way, I can’t understand why in the world, you would never,
it is extremely important, Do it, you never.
Physical Postures: Stroking chin, puffed up, super correct, very proper, superior
attitudes, hands on hips, throwing hands in air.
Facial Expressions: Frowns, worried or disapproving looks, Tight lips, jutting chin,
stern stare.
Gestures: Pointing finger, Pencil/Boot tapping, Arms folded across chest.
General: Closure to new Data, Automatic judgments based on Archaic Material.
NURTURING PARENT (NP): If a person’s early experiences with elders were mostly
sympathetic, protective and supportive the developed Parent Ego State would be
nurturing. The person’s gestures, postures, tone and facial expressions would reflect
those of an encouraging and supportive parent. The function of NP is to provide
strokes (appreciation and recognition). NP provides self recognition and enables the
process of giving recognition and affection to others. It mainly governs inter-personal
relations.
EGO States
CRITICAL PARENT NURTURING PARENT
ADULT
LITTLE PROFESSOR NATURAL CHILD
ADAPTIVE CHILD REBELLIOUS CHILD

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Thoughts: Work Hard, Do your Best, Everything will be OK, Don’t Give up, Never
Give Up
Feelings: Protective, Loving, Caring, Encouraging
Behaviour: Smiling, Outstretched Arms, Concerned Look, Hugging
Voice Tones: Solicitous, Comforting, Caring, Smoothing
Vocabulary: What’s wrong? Are you Ok? Can I help you? Don’t worry everything will be
OK.
Physical Postures: Open Arms, Protecting from Fall or Hurt, Pat on Back, Arm Around
Shoulder.
Facial Expressions: Concerned, Supportive, Encouraging, Warm, Happy
Gestures: Reaching For, Hugging, Protecting and Shielding from Harm
General : Support and Concern
ADULT EGO STATE – THOUGHT
When the infant is about ten months or so, the Adult Ego state starts taking shape, even
though the early environment could be fairly threatening. It is the Adult that processes the
data of Parent and Child, tests them against realities and makes decision, Functioning
like a computer it can handle information, store it and retrieve it when necessary.
Probability estimating and planning for future, using logic are handled by Adult. The
decisions made are not necessarily the correct ones. It only means that they have been
made “autonomously, on the consideration of objective facts and in an on prejudicial
manner.” The Adult through learning and experience continually reexamines the Parent
and the Child data and keeps them updated. It is the key to healthy personality.
Thought: Who, What, Why, When, Where, Executive between child and parent, develop
alternatives, estimate probability, make decisions
Feelings: Feelings are transferred from Child to the Adult via the Emancipated Adult, No
longer out of past. These feelings are reality based, direct and authentic. No anger.
Behaviour: Active concerned listening, pondering and reflective, patient and relaxed,
head squared on both horizontal and vertical planners, large muscle activity.
Voice Tones: Matter of fact, even, calm

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Vocabulary Clues: How, What when, Why Who what’s the probability, is it possible in
what way, I speak only for myself and not others.
Physical Postures: Relaxed, Attentive, Eye contact, Listening with openness, Squared up
posture, listening is associated with continuous movements of face, eyes and body.
Facila Expressions: Alert eyes paying close attention
Gestures: Leaning forward in chair, Eye-To-Eye contact, listening with openness
General: Data Gathering sensitivity, openness and thinking.
CHILD EGO STATE – FELT:
While the parent Ego State recordings are from the external sources, the Child also
experiences “feelings an emotions”. The data for these relations generated internally in
response to the external events and can be recalled and replayed, in to even many years
later. When operating from child Ego State the person may be playful manipulative,
selfish, affectionate, creative innovative or mischievous.
ADAPTIVE CHILD (AD):
From the womb till becoming independent, a child has to adapt to the environment and
the people in it for survival. It learns to adjust to the reward – and – punishment system
laid down by elders. While adaptability is essential in a child to a certain extent,
excessive demands for that from a child will make him plaint and apathetic. The AC
indicates the adjustment to the society’s norms, rules and regulations and also conformity
with rules of the family. The person adopts to the social environment in order to get the
recognition.
Thoughts: Don’t leave me, Love me, Help me, Show me, Protect me
Feelings: Insecure, Dependent, Fearful, Cautious, Affectionate
Behavior: Complaint, Wringing Hands, Cowering, Downcast Eyes, Biting Nails
Voice Tones: Whining shrieking with Anger, Begging, Regretful.
Vocabulary clues: It always happens to me, I guess I am just unlucky, I never see to win
at anything, that’s not fair, everybody else does it, come on let’s
Physical posture: Withdrawn and retreating, bear down, overburdened, self conscious
Facial Expressions: Down cast eyes, Quivering lips, moist eyes.
Gestures: Wringing hands, raising hand for permission, hung head
General: Complaining and expectation meeting.

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REBELLIOUS CHILD (RC):
The RC is developed out of the need for recognition i.e others are forced to recognize the
person by its acts of rebellion. They recognize him by giving him negative attention, in the
process if he is punished then he gets ‘negative stroke’. Actually negative strokes create
and reinforce Rebellious Child.
Thought: No, I won’t never
Feelings: Frustration, Anger Rebellion
Behavior: Tantrum, Attack, Sulking, Pouting, withdrawal, revengeful
Voice Tones: High pitched, noisy, angry insulting
Vocabulary Clues: So what? I will do it, I don’t care
Physical Postures: Defensive, Ready to Attack
Facial Expression: Irritating, non-Responsive, Wide open eyes
Gestures Rolling sleeves, vulgar
General: High need for recognition
NATURAL / FREE CHILD (NC)
It is the impulsive, unrestrained and expressive part of out personality. It is pleasure

seeking and self-centered. The NC is created by strokes, but by those which are positive.
The elders play with the child and in the process give him lot of attention, hence NC does
not have to perform any acts or beak things to earn recognition and love. This child when
grows up has a high degree of self esteem ad developed sensitive interpersonal
relationship.
In other words parents who nurture and develop a NC in their children contributes toward
formation of a healthy personality and those parents whose behaviour results in creating
an AC or RC contributes towards developing grown-ups who are less capable in adjusting
to realities.
Thoughts: I want, I can, I wish, Let me
Feelings: Insecure, Fun-loving, Affectionate
Behaviour: Laughter, Pleading, Play, Tears Touching, Watchful, Anger

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Voice Tones: Rising, High – Pitched, Usually noisy
Vocabulary Clues: I am mad at you, Hey, Great, I Dunne, Gee, Grazy, Rats, Wow
Physical Postures: Playful, Excited, Running, Dancing, Jumping, Up and Down, Head
cocked
Physical Expression: Excitement, Surprise, Eyes Shining, Body tense, mouth open
Facial Expression: Excitement, Surprise, Eyes Shining, Body tense, mouth open
Gestures: Laughter, Limbs moving freely, playful
General: Aroused feelings, suggesting that the child has been hooked.
LITTLE PROFESSOR (LP) It is the intuitive, creative and manipulative a part of our
personality. In an infant it is this part that helps interpret non-verbal messages, which are
so necessary for his survival in the world of grown ups. LP is that part of personality,
which deals with change and creativity, it operates similar to the NC. The childhood
experiences are the prime determinants of human personality.
Thoughts: Let Me Explore, Let Me Try, Any better method?
Feelings: Creativity, Satisfaction, Achievement
Behaviour: Experimental, Positive, Trying
Voice Tones: Sometimes, very high pitched, murmuring
Vocabulary Clues: Why can’t it be done? There has to be a way out. Let’s do something
new
Physical Postures: Sometimes attentive, sometimes I own word
Facial Expressions: Wide open eyes, looking no where, lost, very interested
Gestures: trying
General: Thinking and behaves Differently.
ROLE OF EGO STATES
Each Ego State has its own vital value for the human organism. In the child there is
intuition, creativity and spontaneous drives & enjoyment. The Adult is necessary for
survival. It processes data and computes the probabilities which are essential for dealing
effectively with the outside world. At the same time it regulates the activities of Parent and
Child, and mediates objectively between them. The parent has two main functions. First,
it enables the individual to act effectively as the parent of actual children thus prompting
the survival of human race. Secondly it makes responses automatic, it frees the Adult

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from the necessity of making innumerable trivial decisions. Like many tings are done
because, ‘That’s the way it’s done.’ Thus all three Ego State of the personality have a
high survival value and each of them is entitled to equal respect and has its legitimate
place in full and productive life.
To a stimulus of a piece of modern art-
Parent: Good Good! What it is supposed to be?
Adult: That costs Rs. 2,50,000 according to the price tag.
Child: Oh! What pretty colors!
To an Act of violence on the streets:
Parent: It serves that girl right for being out so late
Adult: I’d better call the police
Child: This is so exciting!
DEVELOPMENT OF EGO STATES:
When born the infant’s awareness is centered on personal needs and comforts. The
baby seeks to avoid painful experiences and responds at the feeling level. Almost
immediately the infant’s unique Child Ego state emerges. (Parental influences on the
Child Ego State have not yet been determined).
The Parent Ego State develops next. It is often observed when the young child imitates
parental behaviour
The Adult ego state develops as the child tries to make sense out of the world and figures
out that other people can be manipulated.
P-A-C BEHAVIOUR
The way people lead their lives and how they behave are largely determined by the
intensity with which certain imprints have been made in their Ego States e.g. if parents of
a child issue strong instructions all the time, he grows-up feeling that he is not supposed
to think for himself. Ego States have their own boundaries, but they are semi-permeable.
In fact there is a constant dialogue between the Ego States, mostly between the Parent
and the Child, which is the basis for conscience. However in certain individuals the
boundaries become lax or rigid. In the former case the individual would lack identity and
behave in a slipshod manner. Right boundaries make a person behave, constantly, from
only one particular Ego State. A balanced person operates from all the Ego States, as the
situation demands, and gets the best results.

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EGO STAE CONTAMINATION
We need to keep our Ego States separated to be out of trouble. When Ego states are not
separated it is called contamination of Adult.
When Parent contaminates Adult, it leads to prejudice because data is internalized

without being examined. When Child contaminates Adult, it leads to delusions (caused by
fear) or hallucination (caused by stress) .

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PARENT
PREJUDICE
ADULT
FEAR
CHILD
EXCLUSION OF EGO STATES
Sometimes one of the Ego states is blocked, leading to extreme type of personality. The
Ego State, which is blocked, is almost non-operational.
The person who cannot play: (Adult contaminated by Parent and Child blocked out) A
duty dominated serious minded person due to Critical Parent.
The Person Without A Conscience: (Adult contaminated by Child and Parent blocked
out) A psychopath due to brutal or terrifying parents. No data on social control and
behaviour dominated by Child.
The Decommissioned Adult: (Adult blocked out) Out of touch with reality and hence
psychotic.
TRANSACTIONS:
Transaction is a unit of social intercourse, if two or more people encounter each other,
sooner or later one of them will speak or give some indication of acknowledging the
presence of the other. This is called TRANSANCTION STIMULUS (TS). Another person
will then say or do something, which is in some way related to the TS. This is called
TRANSACTIONAL RESPONSE (TR).
People always communicate from one of the three Ego states. TA is concerned with
diagnosing which Ego state implemented the TS, and which one executed the TR

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Transactions with people are analysed for determining the degree of faith, trust and
constructive inter personal relationships. When the Transactions are authentic and based
on trust and confidence they contribute to greater inter-personal understanding and
awareness. But at times people communicate with Ulterior Motives and especially when
they want to achieve this, they are said to be ‘Playing Games’. Games represent efforts to
avoid honest and open communication.
Complimentary Transactions:
When a response to a TS comes from the Ego state from where it was expected the
Transaction is Complimentary. In other words, when the lines on the P-A-C diagram are
parallel the Transaction is Complimentary and can go on indefinitely. There is congruence
between verbal and non-verbal messages.
Crossed Transaction:
When the TR comes from the Ego state other than the expected one, the transaction is
crossed. In other words, when the lines on the P-A-C diagram are crossed, the
transaction is crossed and communication stops. They are always the cause of social
difficulty.
Duplex or Ulterior Transaction:
These are complex Transactions involving more than two Ego States simultaneously.
They are also called Duplex transactions because they involve two levels of
communication i.e the social level and the psychological level. The hidden message is
often disguised in a socially acceptable way. The Transactions can be Complimentary or
Crossed. These Transactions are the basis of Psychological Games. They are usually
seen in the Games of power, politics and sex.
ABOUT TRANSACTIONS
Transactions may be direct or indirect, straight forward or diluted, intense or weak.
Indirect Transactions are three handed. One person speaks to another while hoping to
influence the third who can overhear it.
Diluted Transactions are often half hostile, half affectionate. The message is buried in
some form of kidding.

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Weal Transactions are those that are superficial, perfunctory and lack of feelings of
intensity.
LIFE POSITIONS
From the time of birth, the infant is learning fast from ‘taught’ ‘felt’ and ‘thought’ inputs. By
the time he reaches the age of two or three, he has enough input to form a rough strategy
on how deal with others, outside world and situations. These decisions on how to relate
himself to others, interpersonally are known as Life Positions. There are four life
positions:
1. I AM NOT OK – YOU ARE OK
2. I AM NOT OK – YOU ARE NOT OK
3. I AM OK – YOU ARE NOT OK
4. I AM OK – YOU ARE OK
By the end of second year of life, the child has already decide on one of the first three Life
positions. I AM NOT OK – YOU ARE OK is the frist tentative decision based on the
experiences of the first year of life. By the end of the second year this position has either
confirmed or given way to IAM NOT OK – OU ARE NOT OK or I AM OK – YOU ARE
NOT OK. These decisions are not – verbal and made on the basis of the feelings and
support (positive or negative) received from the others. Once finalized the child stay s in
this Position for the rest of his life and it governs everything he does, unless later he
consciously changes to I AM OK – YOU ARE OK. This decision is totally based on the
Stroking and is the product of Adult data procession in the early childhood. Once a
position is taken the person seeks to keep his world predictable by reinforcing it. It
becomes a Life Position from which Games are played and scripts acted out. The more
severe the pathology, the more the person feels pushed to reinforce it. This process can
be diagrammed as following:
EXPERIENCE–DECISION–LIFE POSITIONS–SCRIPT REINFORCING BEHAVIOR.
I AM NOT OK – YOU ARE OK (Futility Position):
This is the universal position, of the early childhood, being the infant’s logical conclusion
from the situation of birth and infancy. If this continues the person, later in life, feels at the
mercy of other. He has great need for stroking reduces, and if it disappears the child
conclude I AM NOT OK – YOU ARE OK. In this position the Adult stops developing since
one of it’s primary functions, getting Strokes, is thwarted. The person looses interest in
living, gives up hope and simply gets through life. The Child Ego state dominates the

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personality. In extreme cases he may commit suicide or homicide and feels, “Life is not
worth living at all.”
I AM OK – YOU ARE NOT OK (Projective Position)
A child is brutalized long enough by the parents (who initially felt were ok), will conclude I
AM OK – YOU ARE NOT OK. While the child is healing (in the sense ling there and
licking his wounds) he experiences a sense of comfort alone by himself and thinks I AM
OK by himself and because you hurt me YOU ARE NOT OK. As he grows up he learns to
take care of himself. He blames others for miseries. The Parent Ego State dominates the
personality. In extreme cases he feels, “Your life is not worth much.”
I AM OK – YOU ARE OK (Winner’s Position)
The first three positions are unconscious, having been made early in life, the fourth
Position is conscious and a verbal decision. In other words, the first three Positions are
based on feelings to find that he is OK, by repeated exposure to situations in which he
can prove to himself his worth and the worth of others, will conclude I AM OK – YOU ARE
OK. The personality is dominated by Adult Ego Stat. The child learns to recognized and
accept the significance of other people and feels, “Life is worth of living.”
Sexuality and Life Position: Psychological Positions also sexualized. In the formation
of self-identity a person takes two positions about himself, one is general and other is
sexual. Sometimes these Positions are similar, sometimes different.
STROKES: THE CURRENCY OF RECOGNITION
For infants to survive and grow, physically and mentally, they need to be touched, fondled
and shown recognition. This physical handling stimulates the release of growth hormone
from the Adrenal Cortex of the brain. Infants who do not receive this type of recognitions
have been seen to be retarded and may even die.
This basic need for recognition stays with us all our lives. In sufficient recognition of our
existence leads to depressions, mental anxiety and illness.
Recognition of existence of another person is termed Psychological Stroking. We give

and receive these strokes in a variety of ways, each of which can be recognized or
classified as Positive / Negative or Conditional/unconditional Strokes.

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CROSSED COMPLIMENTARY DUPLEX
P P P P
P P
A A A A
A A
C C C C
C C
Positive Strokes: These Strokes are growth promoting. They develop person
emotionally and gives him an OK feeling and a sense of competence. It ranges from a
simple Hello to Deep involvement and intimacy. Positive Strokes are Complimentary
Transactions and can be done through verbal or non-verbal communication. Listening is
perhaps one of the best Positive Stroking techniques. Positive Strokes are good to
receive, they can create a sense of well-being in the giver as well as in the receiver.
Negative Strokes: When a person is ignored or given a negative stroke (physical hurt,
ridicule, etc.,) he is being discounted. Being discounted makes a person feel NOT OK;
one who is often discounted may ultimately be driven to desperate needs. Negative
strokes create bad feelings in the receiver (although not necessarily in the giver).
Conditional Strokes: Conditional Strokes are given as a result of doing something.

Without some sort of action the Stroke is not forthcoming.
Unconditional Strokes: Unconditional Strokes have no such strings attached and are
purely spontaneous.
Hence strokes can be four types:
1. Positive Conditional
2. Positive Unconditional
3. Negative Conditional
4. Negative Unconditional

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Because strokes are so essential to our well-being we will accept negative Strokes rather
than getting none at all. In fact any people feel comfortable in receiving Negative strokes,
mainly as a result of early childhood training, experiences in school and organizations.
Many of the problems morale and motivating can be related to the Stroking patterns
prevalent in the organization or in the department. If the boss-subordinate relationship in
a Parent – Child one, with the boss dealing mainly in criticisms the subordinate will
maintain the status-quo by performing in a way that gets him Negative Strokes.

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LEADERSHIP
Throughout the history the subject of leaders and leadership has been the focus of
intense interest, controversy and speculation. The successes and failures of groups,
organizations, societies and empires have been attributed to the characteristics and
behaviors of their leaders. It has rightly been pointed out that ‘almost everything in
organsational life is either a function of leadership or is at least, associated with it.’
Leadership, however, is a very complex phenomenon and there are no simple
prescriptions for leaders to follow in order to be effective.
There are at least four major variables now known to be involved in leadership:
01. The characteristics of the leader
02. The attitudes, needs and other personal characteristics of the followers;
03. Characteristics of the organization, such as its purpose, its structure the nature of
the tasks to be performed and
04. The social, economic and political milieu.
Adding to this complexity is the fact that there is no simple relationship between
these major classes of variables. These are highly interactive. Nevertheless in the
absence of effective leadership at all the levels in an organization it is unlikely to make
the best possible use of it’s men, machines, environment and material resources.
1. Definitions of Leadership :
There are many ways of looking at leadership. For example “leadership” or the
“leader” has been variously defined as:
i. The individual in the group given the task of directing and co-coordinating
task-relevant group activities or who, in the absence of a designated leader,
carries the primary responsibility for performing these functions in the group.
ii. Interpersonal influence exercised in situations and directed, through the

communication process, toward the attainment of a specified goal or goals.

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iii. The leader is the man who comes closest to realizing the norms and group
vales highest this conformity gives him high rank, which attracts people and
implies the right to assume control of the group.
iv. Leadership is the process of influencing group action toward goal setting
and goal achievement.
v. Leadership is a process whereby one person exerts social influence over

the members of a group.
vi. “Leadership is a concept applied to the personality environment relation to

describe the situation when a personality is so placed in the environment
that his will, feelings and insight direct and control others in the pursuit of a
common case”.
Approaches to study Leadership:
The major problem in understanding complex nature of leadership has been where
to look for the key elements. Are they to be found in the characteristics and
abilities of the individual occupying the role? Is it a question of some activities or
styles of behaviour being more effective than others or should we be looking at the
interaction between different styles and different situations. These three questions
are in effect representative of the three major approaches adopted by behavioral
scientists in the study of leadership, which can be referred to as the trait approach,
the best style approach, and the contingency or situational approach.
Leadership Traits Approach:
The initial approach to leadership was that there were universal traits of effective
leaders that would distinguish them from ineffective leaders – Efforts were made to
determine whether there were any intellectual, social, emotional, physical or personal
characteristics of successful leaders which consistently distinguish them from less
effective or non-leaders. Traits investigated included intelligence, height, weight,
initiative, sense of humor, extraversion, dominance, self-confidence, sociability,
persistency, ambition, enthusiasm alertness, empathy and so on.
The line of approach died out when reviews of literature failed to uncover any
consistent traits or patterns of traits which characterize leaders. The consistent traits or
patters of traits which characterize a consistent, definite relationship between leadership
ability to lead is apparently not an individual trait which some have and other lack.
Intelligence, self-confidence and sensitivity may be useful traits for leaders to have, but
they are likely to play a small role in leadership effectiveness when all other factors such

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as the group and it’s task are considered. Therefore we must turn from analyzing the
traits of leaders to analyzing the traits of leadership behaviour.
Leadership Styles:
The method or style of leadership a manager chooses to use greatly influences his
effectiveness as a leader. The correct choice of a leadership style coupled with
appropriate external motivation can lead to the achievement of both individual and
organizational goals. With an inappropriate leadership style or motivational technique,
organizational goals could suffer and the workers may feel resentful, aggressive,
insecure and dissatisfied. Leadership styles range from autocratic to participative to
laissez -faire and all have certain advantages and disadvantages. Most manages use all
these styles at one time or another, but the style used most frequently serves to classify
a manager as an autocratic, participative or laissez-faire leader.
Autocratic Style:
All authority and decision making is centered in an autocratic leader. This central
control results from the use of rewards, praise or fear of criticism or punishment. With
this approach, the manager is free to set policy and to structure, interpret, or modify the
task as he wishes. An autocratic leader required conformity from his subordinates and
considers his decisions to be superior to those which his ‘inexperienced’ or
‘unknowledgeable’ workers could offer to solve the problem at hand.
An advantage of the autocratic leadership style is that it allows fast decision

making because only the manage decides the approach to use. But for those workers
who do not desire the security that the autocratic style offers, it may have the
disadvantage of causing workers to experience either dissatisfaction, dependence on the
leader, or passiveness toward organizational goals.
Democratic or Participative Style:
The democratic or participative style of leadership seeks to obtain the co-operation

of workers in achieving organizational goals by allowing them to participate in decision
making. It is believed that workers would support a decision they were involved in
reaching and that they would consequently increase their productivity. This approach
does not relieve the leader of his decision making responsibilities or of is power over
subordinates. But it does require that he recognizes subordinates as being capable of
making suggestions and decisions based on their training and experience. Ideas are
exchanged between workers as well as between workers and the leader.

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Participation in decision, making can lead to improve boss-subordinate relations,

higher morale and job satisfaction and decreased dependencies on the leader. But it
sometimes has the disadvantages of decreased productivity and diluted decisions in
order to please everyone, and it can be time-consuming.
Laissez-faire Style:
The Laissez-faire or free-rein style of leadership does not depend on the leader to
provide external motivation as do the autocratic and participative sty les. The workers
motivate themselves based on their needs, wants and desires. They are given a goal
and left mostly up to their own to achieve it, using their ingenuity. The leader principally
assumes the role of a group member. The leader is required to supply materials when
asked.
This approach has the advantages of increasing worker independence and

expression and forces him to function as a member of a group. It’s major disadvantage is
that without a strong leader, the group may have no direction or control. This could
cause the workers to become frustrated and result in organizational chaos.
Summary of Three Leadership Styles:
The leaders authority and the subordinate’s freedom vary with each leadership
style.
Authoritarian Democratic Laissez-faire
All determination of policy All policies a matter of Complete freedom for

by the leader group discussion and group or individual
decision encouraged and decision, with a minimum
assisted by the leader of leader participation
Techniques and activity Activity perspective gained Various materials supplied

steps dictated by the during discussion period. by the leader who makes it
authority, one at a time so General steps to group clear that he would supply
that future steps are goal sketched and where information when asked.
always uncertain to large technical advice is He takes no other part in
degree needed, the leader work discussion
suggested two or more
alternative procedures
from which choice can be
made.

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The leader usually dictates The members are free to Complete non-
the particular work task work with whomever they participation of the leader
and work companion of choose and the division of in determining tasks and
such member tasks is left up to the companions
group
The leader tends to be The leader is “objective” or Infrequent spontaneous

“Personal” in his praise “fact-minded” in his praise comments on member
and criticism of the work of and criticism and tries to activities unless
each member, remains be a regular group questioned and no attempt
aloof from active group member in sprit without to appraise or regulate the
participation except when doing too much of the course of events.
demonstrating work

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WORK ETHICS AND WORK CULTURE
The content of Work Ethics though not altogether a new subject, has now
assumed a great deal of importance. The subject is now widely discussed at all levels. It
is said that human life minus work is equal to zero. Work is not a part of life but life itself.
It is rightly said that work makes a man. He is known by his work. Work gives him
identity recognition and status.
Work Ethics has been defined in so many different ways as such we find diversity
of opinion about Work Ethics. It is a value orientation concept. In a wider sense, then
work ethic may be defined as a positive attitude towards work, a belief that work itself is
supreme important and that doing a hob is essential.
IMPORTANCE
The importance of Work Ethics is required for discussion on account of the fact
that due to new technological revolutions we will find more time for ‘leisure’. As
thoroughly discussed by widely read Author Mr. Alvin Toffler of ‘The Third Wave’ now
there will be only two alternatives before the mankind. Either to work or not to work. The
Society will face a new problem of drug addiction. This will create a new problem all over
the world. The U.N.O has rightly described it a ‘Global Menace’. The use of High
Technology, Computerization, Automation may else create numerous problems for the
workers, as there will be fear of work being taken away by Robots Computer etc. The
presence of third wave i.e the wave of technology will also add to growing
unemployment particularly in a country like India where several lakhs of young, educated
and rural workers are already unemployed.
In order to inculcate new Ethics of Work Commitments, we have to discuss this

topic with broad angles but basically with the thought that work vanishes three great evils
in man’s life i.e POVERTY, BOREDOM AND VICES. Only through work we can justify
our existence and also can repay the debt which we owe to the society and nation at
large. It is very rightly stated that work provides identity and security and create base for
comradeship in the society. The time has come to develop a new sense of work
commitment and to develop a sense of ‘Love Your Work’ whatever, work is available to
us. The Indian Society really needs the message of “How to Love our Work.” Disciplined
performance of duty in every walk of life is also the key to our economic development.

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Without dedicated work abolition of poverty is inconceivable. With this intention, a

thorough discussion is to take place from the various angle.
REWARDS / RESULTS OF WORK
It is necessary to understand the different work values attached to work in terms of

terminal value i.e where work itself is valued as a desirable activity or an instrumental
value i.e. where work is valued because it produces desirable consequences. In other
words, it may be called as reward and results of good work. The reward comes out from
work can be positive such as self esteem, promotion, services to the community ad the
accomplishment of a personal goal. Let us examine some of the positive rewards/results
of work.
1. Work Vanishes the three great evils
Boredom, Vices and Poverty can be removed by hard work at all levels. There is
no any other short cut.
2. Work improves health both mental and physical
It is said that there is a relationship between long life and active work, especially
mental activity.
Physical (Good)
Good Health Mental (Stability)
Control Over Fate
It is said that tension releases through muscles because of day’s hard work, we
get sound sleep and we remain away from all tension and we also get control over fate.
In the absence of work, even in the rich countries, many people are depressed and
neurotic. Eventually they become drug and liquor addicts. Maslow the father of humanist
psychology, realized that psychotherapy provides no lasting relief to such people.
Ultimately, he came to conclusion that the only remedy for mental ill health is total
absorption in some meaningful work. Sir Winstan Churchill used to work for 18 hours
during the IInd war period. Work keeps a man healthy and vigorous. It enriches his
personality in several ways.

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3. Without hard work, there is no leisure
Many people feel that work is a curse to mankind. In a simple way, it means work is
natural, essential activity and it is only through work man can develop himself. After
working for a day, only he can enjoy real leisure. It is said that excessive leisure is
harmful. The relationship between the work and leisure is interesting. The more exacting
the work, the more enjoyable the leisure that follows.
4. Work gives you success
Einsteen was one of the greatest scientists in the world has ever known. He had
the unique genius to go to the hearth of any problem and suggested the simplest
solution. When he was asked about the secret of his achievements, he replied as
follows, with characteristic simplicity and mathematical brevity.
S = X + Y + Z
(Success) (Hard Work) (Rest) (Silence)
The formula is universally valid. It holds good for everyone.
5. Work assures you self development, self understanding
Through work only hidden qualities of man comes out openly such as a painter, a
good singer, a craftsmen, good hand writing etc.,
6. Work Gives you recognition, status and appreciation
The greatest and noblest work done by M. Gandhi, Tagore, Visveshwaraya, C.V.
Raman, Dr. Ambedkar, Ravi Varma etc., had been appreciated and got recognition
throughout.
7. Work creates character and happiness
Performing a job dependably and enthusiastically would develop character

and lead to greater happiness.
8. Work gives us aesthetic delight and a sense of creativity

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Beauty is eternal delight. Artists like painters, poets, craftsman, musicians are
absorbed in their creative work. In Japan there is universal striving for perfection, for
cleanliness and beauty. Everything is spotlessly clean. The urge to produce beautiful
things has an impact on the national economy. The quality of goods is all important in
the export market.
9. Work is our greatest guru
Work is our life-long companion as well as our greatest Guru. There are many
things which cannot be taught. They can only be learnt or caught. Many skills like
swimming, cycling are best acquired by practice only. Practice makes a man perfect. A
good musician, for instance, never misses his daily practice.
10. Work is social activity?
In the absence of work, society would have been disintegrated but work has
interlocked the society people are working day and night. It is through work that man
becomes a member of his community. The individual’s personality is largely shaped by
his society.
11. Work is the container culture
The greatest and noblest work created by man is immortal. It has become part of our
cultural heritage. The creators of Kuran, Gita, Ramayan, Ajanta, Tajmahal etc., have
become the part of our cultural heritage and we are proud of our work culture.
WORK ETHICS
Webster International Dictionary defines Ethics as a discipline dealing with what is

good and bad or right or wrong with moral duty and obligation. It is a group of moral
principles or set of values. It is a principle of conduct governing an individual or a
profession. It is a standard of behavior for social and professional well-being. Right and
proper and fair are ethical terms. They express a judgment about behavior towards
people that is felt just. We believe that there are right and wrong ways to behave towards
others, proper and improper actions, fair and unfair decisions. These beliefs are moral
standards. However, moral standards are different among individuals because the values
upon which they are based differs. In short, Ethics can be defined as a science of morals,
moral principles and rules of conduct.

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Therefore Work Ethics can be described as Employees moral duty and obligation
toward their organization. It concerns their attitude or mind and heart towards their duties
and Responsibilities in the organization.
What are moral duties and obligations of Employees? They are
Loyalty : An employee is expected to have loyalty to his organization. He is

expected to be faithful and has a sense of belongingness to the
organization.
Dedication : An employee is expected to be ready to sacrifice his energy and time for
the betterment of the organization. He is expected to forego his own self
interest and pleasure for his organization if necessary.
Sincerity : An employee is expected to have real concern for his organization and
make sincere efforts for the improvement and development of his
organization.
Honesty : An employee is expected to be honest towards his organization and

maintain good conduct while performing his duties.
Integrity : An employee is expected to maintain good conduct and character for all
times in the work situation as well as in the society.
What types of Employee do we normally get in an organization?
Mr. Saru Rangnekar, one of the management experts mentioned in his book that
whatever recruitment process is adopted, normally we get 3 categories of employees.
The Performers :People having work-ethics. In whatever position and placement

you may give, the performers will work to the best of their abilities.
For them work is worship.
The Workables :People having worth-ethics. For them adequate compensation is

the main criteria for work. They will work only if they feel that they
get benefits commensurate with their works.
The Passengers :People having Leisure-Ethics. For them, avoiding work as much as
they can, is their main intention. They feel smart if they can get paid
without doing any work.
IMPACT OF WORK ETHICS:

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 The relative proportion of performers, workables and passengers has tremendous

impact in the performance of an organization. If the performers are 70% of the
employees, the performance of the organization will be satisfactory.
 The leaders in all levels have to play vital roles to convert the workables and
passengers to performers because the efficiency and effectiveness of an
organization depend on the relative proportion of the performers, workables and
passengers.
 What approach the leaders should adopt to increase the percentage of performers
in the Organisation?
 The first and foremost important is that the leader himself should believe in work –
ethics. He should be a performer and an ideal role model for his subordinates.
 The leader should show favor to the performers. They should be given incentive
by way of.

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WORK CULTURE
Webster Dictionary defines “Culture” as the integrated pattern of human behavior

that includes thought, speech, action and artifacts and depends on man’s capacity for
learning and transmitting knowledge to succeeding generation.
In the organisational context Marving Bower, former Managing Director of

Mckinsey & Company defines culture as “the way we do things around here”. Therefore,
the way we carry out our multifarious activities in the organization indicates our
organisational work culture.
The organisational work culture is depending upon the ethical values and beliefs of
the management and the employees. These values and beliefs guide their activities and
behaviour pattern in the organisation. Values such as responsibility, fairness, justice,
integrity, commitment and patriotism are universal and eternal. They stood the test of time
and will be here forever. These values have the same meaning in America, India and
Africa.
During childhood, we form most of our attitudes and values that last a lifetime.
There are primarily three factors that determine our attitude.
 Environment
 Experience
 Education
1. Environment consist of the following:
 Home : Positive or negative influence;
 School : Peer pressure;
 Work : Supportive or over-critical supervisor/Manager
 Media : Newspaper, Radio, TV, Movies;
 Cultural background;
 Religious background;
 Social environment;
 Political environment;
2. Experience:
Our behaviour changes according to our experience with people and events in our
life. If we have a positive experience with a person, our attitude towards him becomes
positive and vice-versa.

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3. Education:
It can be both formal and informal education not just academic qualifications. A
teacher affects eternity. Education should build character. It should teach not only
how to make a living but also how to live.
Benefits of positive attitudes and positive values.
 Increase productivity;
 Foster teamwork;
 Solves problems;
 Improve quality;
 Makes for congenial atmosphere;
 Breeds loyalty;
 Foster better relationship with employees, employees & customers;
 Reduce stress;
 Helps a person become a contributing member of society and an asset to their
country;
 Makes for a pleasing personality;
How do we build positive attitude and positive values?
 Look for the positive;

 Make a good habit of doing now;
 Develop an attitude of gratitude;
 Get into a continuous education programme;
 Sharpen your axe;
 Build a positive self-esteem;
 Stay away from negative influences;
 Learn to like the things that need to be done.
An organisation is made up of peoples. I believe the success of an individual,

organisation or country depends on the quality of their people. If the employees have
positive values and positive attitude, there will be a better team work, cut down waste,
improve loyalty, improve quality and in general make the rganisation a great place to
work. There will be a spontaneous atmosphere of concern for performance everywhere in
the organisation and desire for development and growth. When this happen in an
organisation, the organisation has established “work-culture” and will move from strength
to strength.

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TEAM BUILDING
Characteristics of an effective Team:
1. Teams operate with clearly defined goals and expectations.

2. Team Leaders lead by examples, not by virtue of job titles alone.
3. Team members are allowed a great deal of personal freedom as long as they get
the work done.
4. They make decisions in groups.
5. They share information among themselves.
6. They set high standards for themselves.
7. They have high sense of commitment to one another as well as to the
organisation.
8. They are disciplined.
9. They acknowledge one another’s contributions and supports.
Organisational environment must be conducive for team work. The essential

requirements are:
a) The organisation must have a vision or sense of purpose that all employees can
articulate.
b) The organisation structure has to be appropriate for the organisational
environment.
c) Empowerment should be established.
d) Openness should prevail within the organisation.
e) The organisation should have a participative culture.
f) The organisation must have concern for people in the sense of being conscious of
their performance, potential and prospects.
Team development process:

FOUR key variables are
a) Goals: Individuals must understand and accept the goals of the group.
b) Roles: Team members must know what others want and expect from them.
Ambiguity in role expectations produces stress and hampers performance.
c) Procedures: All members must know how to get work done together (e.g making
decisions, solving problems, managing tike and conflicts.)
d) Relationship: People who like and respect one another usually work together more
effectively than people who don’t.
Note:

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1. Super ordinate goals: Super ordinate goals are those which are important to all the
parties concerned and which can not be achieved by any party alone.
Factors to the Development of Super ordinate Goals:
i. The goal should be attractive and desirable to the various members
ii. The goal should be seen as sharable goal that all persons (or groups)
concerned can share it. Such a situation is called Non-zero sum game.
iii. If the situation is seen as something in which the goal can not be achieved
by a single individual or a single group without working with other(s)
involved, then it becomes a Super ordinate Goal.
2. Empowerment: It is the power, that lies within each one of us. It is the knowledge
that we control our own destiny. It is believing that I am responsible for the choice I
make. It is not the delegation of authority. It is also not freedom without
accompanying responsibility.

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COMMUNICATION
1. Definition:
Numerous definitions of the term ‘communication’ have been set forth according to
the purpose of various writers of researchers. The term communication comes
from the Latin ‘communis’ meaning common. When we communicate we try to
establish ‘commonness’ with someone. That is, we are trying to share information,
an idea, or an attitude. The essence of communication is getting the receiver and
the sender ‘tuned’ together for a particular message. Thus we see communication
covers up face to face interpersonal relationship as well as flow of information
within the organisation and communities.
So, by communication, we mean
 The flow of materials, information, perception and understanding between

various parts and members of an organisation.
 All methods, means and media of communication (communication

technology)
 All the channels, networks and system of communication (organisation

structure)
 All the person to person interchange
 And it includes all aspects of communication: up, down, lateral, speaking,

writing, listening, reading, methods, media, channels, network, flow,
interpersonal, intra-organisational, inter0organisational.
2. Communication Process
Communication is a process by words, letters or similar means and it involves the

interchange of thoughts or opinions. In a communication system there should be
always three elements – the source, the message and the destination. Adequate
consideration should be given to these factors while deciding upon the
communication system. It requires rapport along with a sensitivity to how others
perceive ideas and information. It also requires better-than-average skills in using
the spoken words, the written words, and the non-verbal signals that your face and
body send to others. Supervisors should be good at the receiving end too i.e must
be good listeners too.

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3. Communication Problems
The basic objective of any communication is understanding – getting the sender

and the receiver ‘tuned’ together for a particular message. But to get this goal
achieved some problems may have to be solved. These barriers are discussed
below:
3.1 Difference in interpretation: Perception varies from individual to individual. Due

to differences in perception, interpretation of the message is also different to
different persons having varied past experience or mental make up etc., The
barrier may be overcome by recognizing the differences avoiding symbolic
communications as far as possible and being specific about the message.
Another way of overcoming the possibility of distortion is to use what the
psychologists call empathy-attempt to project oneself to the view point of the
other person.
3.2 Filtering: Filtering is a barrier to communication that takes the form of

intentionally sifting the information so that the receiver will look favourable on
the message. No one likes to admit the mistakes to some one else, specially to
the boss. The boss on the other hand, wants to secure information about what
is actually going on, specially those actions that need attention. The remedies
for filtering are a well designed control system, the development of rapport with
subordinates with an understanding attitude and reducing the fear of failure.
3.3 Overloading: Overloading of communication channels can cause the network

to be jammed with irrelevant message. Newer method of processing and
transmitting data have increased the number of communication with sufficiency
of information for decision centres.
The answer to the problem lies in monitoring the channels to clear message in
order of priority and importance. The communication system should provide
means to regulate the quality and quantity of communications with sufficiency
of information for decision centres.
4. Choice of the methods of Communication
The availability of a large variety of methods of communication often makes it

difficult to chose the right method. However the following factors may be
considered while choosing a suitable method:
i) The speed of communication

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ii) Desired
iii) Whether a written record is necessary
iv) The distance between sender and receiver
v) Relative cost involved in the system
vi) Whether copies are available or original documents must be transmitted
vii) What type of information or message needs to be transmitted
viii) Any other special factor.
5. Flow of Communication
There may be three types of communication in an organisation according to their

types of flow:
Vertical, Horizontal and Informal
The superiors issue orders to the subordinates for directing their activities.
Organisation charts sow the flow of authority and channels through this downward
or upward communication flows. Control reports and memoranda flow backup
through the levels of hierarchy as subordinates are made accountable for their
actions. This upward vertical flow of communication is the heart of control system.
Horizontal channels provide means by which personnel on the same level of

an organisation coordinate their activities without referring all matters to their
superiors. Henry Fayol devised is “Gang plank” concept, a simplified version of the
formal organisation. This can obviously speed up the flow of communication and at
the same time relieves the superiors of some unnecessary problems.
Formal communications are planned to meet the specific needs of the

organisation; however many communication are informal. The “Grapevine” may
contribute towards the attainment of organisational goals. It also serves the social
needs of the individual in the organisation. This informal flow may act as a positive
aid, but there is a risk of gossip, rumors etc., In the organisation. The “Grapevine”
can not be destroyed; therefore, it should receive conscious attention. A ‘word’
may be dropped at the appropriate time and may remedy a disciplinary problem
without resort to a formal reprimand.

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6. Superior-subordinate communication:
The general purposes of superior-subordinate communication are as follows:
i. To give specific task directives about job instructions.
ii. To give information about organisational procedures and practices
iii. To provide information about the rationale of the job
iv. To tell subordinates about the performance and
v. To provide ideological type information to facilitate the indoctrination of the

goals.
But most organisations have concentrated on and accomplished only the first two of
these purposes. In general superior-subordinate communication on the performance and
the rationale-ideological aspects of jobs have been badly neglected.
To improve the effectiveness of such communication more attention must be given to

the receiver and to use the multimedia techniques. Communication gives relation of the
job to the goals of the organisation, and information about the performance to employees
can, if properly handled, greatly benefit the organisation.
7. Interpersonal Communication
The interpersonal communication is behaviorally oriented. In this approach the major

thrust is an transferring information from one person to another. Communication is
looked upon as a basic method of effecting behaviorual changes and it incorporates
the psychological processes (perception, learning and motivation on one hand and
language on the other, Listening sensitivity and nonverbal communications are also
closely associated with this approach.
The success of interpersonal process depends on effective feedback. Besides

feedback other variables such as trust, expectations, values, status and compatibility,
greatly influence the interpersonal aspects of communication.
*****
Some Important Definitions
Perception: It is the act of interpreting a stimulus registered in the brain by one or

more sense organs.

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Learning: To learn can mean to discover or invent, to commit to memory, to become

efficient.
Motivation: It is a person’s interest in and enthusiasm for doing a task well.
Manu on verbal Communication: Let him say what is true, let him say what is
pleasing, let him utter the disagreeable truth, and let him utter no agreeable
falsehood: that is eternal law.
Manu on gestural Communication: The eternal working of mind is perceived

through the aspect the gait, the gestures, the speech and the changes in eye and
face.

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LEADERSHIP
1. Introduction:
In any work when two or more people join together or work for a goal, a structure
develops and leadership emerges. The successful organisation has one major
attribute that sets it apart from an unsuccessful organisation, that is dynamic and
effective leadership. For any workgroup to be successful there is a need for
effective leadership. So, there is a continual search for persons who have the
necessary ability to lead effectively.
2. Definition of Leadership
According to George R Terry, “Leadership is the activity of influencing people to

strive willingly for group objectives.”
Robert Tannenbaum, Irving R Weschler and Fred Massarik defined leadership as

the ‘interpersonal influence exercised in a situation and directed through the
communication process, towards the attainment of a specialized goal or goals.’
Thus leadership is influencing people to follow in the achievement of a common

goal.
Leadership has been studied for decades but what makes a successful leader is
still a baffling question. All of us will agree that leadership is the process of
influencing the activities of an individual or a group in efforts towards goal
achievement in a given situation.
From the above discussion it follows that the leadership process is a function of
the Leader, the Follower and other situational variables.
L – f (l,f,s)
Where,
L – Leadership process
l = leader, f = follower and s = situation.
3. Trait Vs. Situational approach:

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Earlier study on leadership concentrated on leadership traits it suggested that

there were certain characteristics, such as physical energy or friendliness, that
were essential for effective leadership. These inherent personal qualities, like
intelligence, were felt to be transferable from one situation to another. Since all
individuals did not have these qualities, only those who had them would be
considered potential leaders.
Subsequent research has revealed a different thing. As Eugene E Jenning

concluded, ‘Fifty years of study have failed to produce one personality trait or set
of qualities can be used to discriminate leaders from non-leaders.
This is not to say that certain traits may hinder or facilitate leadership; the key is
that no set of traits has been identified that clearly predicts success or failure. The
old assumption that ‘Leaders are born’ has been discredited completely.
Of course, it is now recognized that certain traits increase the likelihood that a
leader will be effective, but they do not guarantee effectiveness and the relative
importance of different traits is dependent upon the nature of the leadership
situation. The focus in the situational approaches to leadership is an observed
behaviour, not on the hypothetical in born or acquired ability or potential for
leadership. The emphasis is on the behaviour of leaders and their group members
(followers) and various situations. It is believed that most people can increase their
effectiveness. In leadership roles through education, training and development.
Any form of leadership is not optimal for all situations. The nature of the situation in
which the leader is to function is the basic criterion for leader behaviour.
4. How Leadership influences behaviour?
Leadership influences the behaviour of the followers for accomplishing a given

objective. There are a number of ways how leadership influences the behaviour.
Four common ways are given below.
1. Emulation: It requires no direct or personal contact of leader with the followers.

Public figures, television or film heroes are some examples whom people want
to imitate and often try to equal or surpass them.
2. Suggestion: It involves direct interaction. The leader attempts to influence the

behaviour by placing bringing an idea/plan/course of action for consideration
and possible action.
3. Persuasion: It implies urging, reasoning or use of some inducement (rewards,

praise etc) for the purpose of raising the desired response. It involves more
pressure than a mere suggestion, but definitely not coercion.
4. Coercion: It involves forceful direction, compulsion, physical pressure or

compression.

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5. Leadership Styles:
The leadership style basically varies on two aspects – concern for task and
concern for relationship. The leadership style is authorization when the leader
the leader has concern for task, while the style is democratic when there is
concern for relationship.
It is generally agreed that a leader influences his followers by either two ways:
i. He can tell his followers what to do and how to do it or
ii. He can share his leadership responsibilities with his followers by

involving them in the process of planning, decision making and
execution of the task.
The former is the traditional authoritarian style which emphasizes task concern.
The latter is the more non-directive democratic style which stresses the concern
for human relationships.
The authoritarian style of leader behaviour is often based on the assumption that
the leader derives power from the position he occupies and that man is inherently
lazy and unreliable (Mc. Gregor’s Theory X), whereas the democratic style
assumed that the leader’s power is granted by the group he is to lead and that
men can b e basically self directed and creative at work if properly motivated (Mc.
Gregor’s Theory Y). As a result, in the democratic style all policies are open for
group discussion and decision in authoritarian style all policies are determined by
the leader.
A third leadership style develops when the democratic leader behavior extends
beyond its boundary. This is known as Laissez-Faire style. This style of behaviour
permits the members of the group to do whatever they want to do. No one
attempts to influence anyone else. Practically this style develops no leadership at
all in the group.
6. Leadership Skills:
With situational approach the Leader is viewed as a product of the time, the
situation. A situational leader should possess the following Three skills.

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1. FLEXIBILITY 2. DIAGNOSIS 3. CONTRACTING
1. Flexibility means the ability to be flexible to use Four different leadership

styles.
Style 1: Directing – The leader provides specific instructions and closely

supervises task accomplishment.
Style 2: Coaching: The leader continues to direct and closely supervises task
accomplishment, but also explains decisions, solicits suggestions and supports
progress.
Style 3: Supporting – The leader facilitates and supports subordinates efforts

toward task accomplishment and shares responsibility for decision making with
them.
Style 4: Delegating – The leader turns over responsibility for Decision making
and problem-solving to subordinates.
REMEMBER:
THERE IS NOTHING
DIFFERENT STROKES
SO UNQUAL
FOR
AS THE EQUAL TREATMENT
DIFFERENT FOLKS
OF UNEQUALS
2. Diagnostic skill means the ability to diagnose an individual’s performance

level and determining the appropriate leadership style suitable for the
individual.

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A person’s performance or achievement depends upon two ingredients.

Competence and Commitment.
In High High Some Low

fa Competence Competence Competence Competence
ct + + + +
fo High Variable Low High
u Commitment Commitment Commitment Commitment
r D4 D3 D2 D1
c
ombinations of competence and commitment make up four Development
levels. The four Development levels are
Developed Developing
Now let us see how we can match the Leadership style to Development level.
A. Directing style (style 1) is for the people who lack competence but are enthusiastic
and committed (D1). They need direction and supervision to get them started.
B. Coaching style (style 2) is for people who have some competence but lack
commitment (D2). They need direction and supervision because they are still
relatively inexperienced. They also need support and praise to build their self-
esteem and involvement in decision making to restore their commitment.
C. Supporting style (style 3) is for people who have competence but lack confidence
or motivation (D3). They do not need much direction but support is necessary to
bolster their confidence and motivation.
D. Delegating style (style 4) is for people who have both competence and
commitment (D4). They are able and willing to work on a project by themselves
with little supervision or support.
3. Contracting is performance planning and day to day coaching and counseling for
achievement of small preset agreed goals.
Each goal should be SMART
S-Smart , M – Measurable, A-Attainable, R – Relevant, T – Trackable.

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To conclude we may say that the effective leader is one who can change his style
according to the situation who can communicate with his staff and is able to reach
agreements with them not only about their tasks but also about the direction and
amount of support they will need to accomplish these tasks.
(Ref Leadership and the One Minute Manager by Kenneth Blanchard, Patncia
Zigarmi, Drea Zigarmi)
BEHAVIOURS OF LEADERS
The behaviour exhibited by a leader to supervise his sub-ordinates is known as

leadership style. Basically three styles are listed out – autocratic, democratic and free-
rein.
Autocratic:
An autocratic leader centralizes power and decision making in himself and exercises
complete control over the subordinates, the threat of penalties and punishment and this
style is labeled as a Theory-X leader. Communication is one way traffic; threads of control
wielded by one individual. Leader is task oriented and restrictive.
Democratic:
Leader can share his leadership responsibilities with his followers by involving them in the
planning and execution of the task and labeled as a ‘Theory-Y’ leader. Leader is
democratic follower oriented and permissive.
Free-rein Leadership:
It is a rather complete delegation of authority into the hands of sub-ordinates so that they
must plan, motivate, control and otherwise be responsible by their own actions. The free-
rein leader avoids power and relinquishes the leadership position.
Robert Tannenbaum and Warren H. Schmidt depicted a broad range of styles on a

continuum moving from authoritarian leader behaviour at one end to free-rein behaviour
at the other end as shown in figure.

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(Authoritarian) (Free-Rein)
Task Oriented ______________________________ Relationships Oriented
Use of Authority
Source of Authority
By the Leader
Area of Freedom
For Subordinates
Leader Leader Leader Leader Leader Leader Leader

makes “Sells” presents presents presents defines permits
decision decision ideas tentative problem, limits; subordinates
and and decision gets asks to function
announces invites subject suggestions group to within limits
it questions to and makes make defined by
change decision decision superior
The figure reveals that the manager is presented with a member of leadership behaviour
alternatives. On the left side of continuum are the leaders who enjoy a high degree of
control and delegate very little authority. At the extreme right side of continuum is on the
subordinates and enjoy a greater amount to exercise initiative in work related matters.
Now the question arises as to how a leader moves along the continuum? It depends upon
three forces – forces in the manager, forces in the sub-ordinates and forces in the
situation.
There are even some individuals in leadership positions who are not concerned
about either. No dominant style appears. Instead various combinations are evident. Thus
task and relationships are not either/or leadership styles as the preceding continuum
suggests. They are separate and distinct dimensions that can be plotted on two separate
axes rather than a single continuum.

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Managerial Grid
It is a useful instructional device to a leader for identifying and classifying

leadership styles. Robert R. Blake and Jane, S. Mouton have popularized these concepts
in their Managerial Grid.
In the Managerial Grid, five different types of leadership based on concern for
production (task) and concern for people (relationships) are located in 4 quadrants.
1-9 9-9
9
(Country Club) (Team)
8
(Low) Concern for People (High)
7
5-5
6
(Middle Road)
5
4
(Impoverished) (Task)
3
1-1 9-1
2
1 0 1 2 3 4 5 6 7 8 9
(Low) Concern for Production (High)
The Managerial Grid Leadership Styles
Grid theory permits a versatile approach in which the best way, is to be designed to fit
particular situation.
A leader with a rating 9 on the horizontal axis has a maximum concern for production.

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A leader with a rating 9 on the vertical axis has maximum concern for people. This grid
depicts a range of management styles. There are actually 81 possible combinations for
the two dimensions, that is, concern for production and concern for people. Out of these,
five key positions have been explained by Blake and Mouton.
(1,1) Impoverished – In this style the leader is required to excise minimum effort to get
required work done and sustain organisation morale.
(9,1) Task – Efficiency in operations results from arranging conditions of work in such a
way that human elements interfere to a minimum degree. Men are a commodity first as a
machine (In such a way as to discourage any amount of interference from lower level
people).
(1,9) Country club – Thoughtful attention to needs of people leads to a friendly and
comfortable organisation atmosphere and work atmosphere.
(5,5) Middle of Road – Adequate organisation performance is possible through balancing

the necessity to get out work while maintaining morale of people at a satisfactory level.
(9,9) Team – This style is the ideal style in that it exhibits high concern for both production
and people work accomplishment is from committed people; interdependence through a
‘common stake’. In organisation purpose leads to relationships of trust and respect.
The Managerial Grid also implies that the most desirable leader behavior is ‘Ream
Management’ (maximum concern for production and people). In fact, Blake and Mouton
have developed training programmes to change Managers towards 9-9 ,management
style.

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Emotional Literacy
Definition
Emotional literacy is the practice of thinking individually and collectively about how we
shape our actions and of using emotional understanding to enrich our thinking. It enables
individuals and organisations to become more innovative, responsive and dynamic.
Pillars of Emotionally Literate Society
 Value people for whatever they are and enable them to realize many dimensions
of themselves.
 Create opportunities for people to appreciate the diverse views, feelings and
values of one another.
 Ensure real dialogue between leaders and those affected by his decisions.
 Attend to long term emotional and social consequences of all our decisions and
actions.
Emotional Intelligence
An array of non-cognitive capabilities, competencies and skills that influence one’s ability
to succeed in coping with environmental demands and pressures.
Components
 Personal Competence
 Social Competence
Personal Competence : This determines how we manage ourselves
 Self Awareness
 Self Regulation
 Motivation
Self Awareness: Knowing one’s internal states, preferences, resources and intuitions.
Emotional Awareness: Recognizing one’s emotions and their effects.
Accurate Self-Assessment: Knowing one’s strengths and Limits.
Self-Regard: A strong sense of one’s self-worth, confidence and capabilities.

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Self Regulation: Making one’s internal states, impulses and resources
Self Control: Keeping disruptive emotions and impulses in check.
Trust worthiness: Maintaining standards of honesty and integrity.
Innovation: Being comfortable with novel ideas, approaches and new information.
Motivation
Emotional tendencies that guide or facilitate reaching goals.
Achievement Drive: Striving to improve or meet a standard of excellence.
Commitment: Aligning with the goals of the group of organisation.
Initiative: Readiness to act on opportunities.
Optimism: Persistence in pursuing goals despite obstacles and setbacks.
Social Competence: This determines how we handle relationships
Empathy
Awareness of others’ feelings, needs and concerns.
Understanding Others: Sensing others’ feelings and perspectives and taking an active
interest in their concerns.
Political Awareness: Reading a groups’ emotional currents and power relationships.

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POWER OF MOTIVATE PEOPLE
Ask, don’t tell
You may well say that that’s nonsense. You re the boss and it’s your job to tell
your staff what to do and it’s their job to up and shut up. That may have worked back in
the sixties, but certainly doesn’t work today. While you have the right to tell, it is not the
most effective way to get the co-operation of your staff. By asking them as opposed to
telling them. You are maintaining a relationship of respect and empathy. Try it. Next time,
politely ask and don’t be surprised if the person performs much better than usual.
Show respect for your people
Human dignity is a commodity so often overlooked. It is so easy to put people

down, to upset and denigrate them, but if we do, we cannot expect them to give of their
best.
By showing respect, you tend to build their self-esteem and pride in themselves
which usually results in better performance. This is not a sign of weakness, but rather the
opposite a sign of strength. Those who have the power to influence, treat their staff with
respect and dignity.
Don’t talk down to people
Managers often adopt a paternal attitude towards their staff – taking down to them
as if they were children. This patronizing manner is picked up subconsciously and it
usually gets people’s backs up. You sometimes see a young manager speaking to an
employee old enough to be his father in a manner that assumes the employee to be a five
year old child with half a brain. Even worse is to talk down to the person while mimicking
his or her accent. Treat people as your equal and they will try their best to deliver what
you want.
Be a good role model
Don’t ask people to do things that you yourself won’t do. If we want to influence
people, we must be prepared to get our hands dirty. We need to lead from the front, not
from the very tower called head office. We often hear people saying “Don’t do as I do, do
as I tell you.” Well this goes against human nature. It is natural for people to follow our
actions rather than our words. They speak far louder. So if we want to influence people,
we have to show rather than tell them.
Give Praise where praise is due

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Probably one of the least expensive, yet most effective methods of influencing
people and getting their full co-operation is by paying them and paying them well. And
now I am not referring to the money side of the equation, but rather paying them with self-
esteem.
Praise in public, discipline in private
Discipline is extremely important. It can’t be all slaps on the back and big smiles.
There are times when staff require discipline, but done the right way. Discipline means to
mould and teach and the purpose should be to give people the skills they need o prevent
the situation from recurring. This cannot be achieved by screaming, shouting and raving
like lunatic.
Avoid aggressive behaviour
Aggressive threatening forces people against the wall and tends to bring out
aggressive behaviour in return. This may be in the form of blatant aggression, but more
often it is displayed as passive aggression. The employee really can’t do anything to you
directly, but that doesn’t mean that the aggressive feelings that have been triggered
within him or her go away. Instead they are stored for a time and place where they can be
released. This usually takes the form of sabotage and back stabbing which of course is
so counter productive.
Stay out of the gutter
If you hope to influence people, then it has to be through respect. Respect,

however is quickly lost if you get down into the gutter and start behaving badly. As a
manager, you need to be above this behaviour. Your authority should come from your
good manners and projected strength and not from dirty tricks. You need to be seen to be
a gentleman or a lady at all times and your people will respect you for that.
Show that you care
Show that you care for him or her as an individual. Show that you care for your
customers and for the company. Where there is an attitude of carrying within an
organisation, the morale tends to be higher. There is a positive correlation between high
moral and productivity. Where people enjoy their jobs, he have a stronger desire to
perform well. If you care for me and show it. I will reward you with my best effort. Without
care I will probably try to get away with the bare minimum.
Use Carrot and Stick Motivation
For any system of motivation to be effective, it has to combine both carrot and
stick. The secret is to get the mix right.

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We should be using about 80% carrot motivation, tempered with 20% stick
motivation. Wherever possible, use positive motivation. But, if people are not performing
then the stick has to be used.
Management is not running a country club. As a manager, you have the right to set
standards and to insist that those standards are met. And if they are not, then the big
stick needs to be used.
The power to influence is there for each of us to use. Used properly, it should get
the very best out of our people. To motivate means to move towards action. These
techniques will do the job!

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HUMAN BEHAVIOUR – GOAL OR NEED ORIENTED
Despite technical revolution, man is the ultimate power & resource. He is the
leader, follower, operator, driver, pusher, ultimate failure or success. So it’s worthwhile, to
know what an individual is, why an individual behaves in a particular fashion and how it
changes with altering situation. We should understand the psychological mechanism in a
person so that we could make use of these for his betterment. We should identify the
emotions that are present in human being so that we can suppress some of them and
arouse others, to release the hidden energy in him. It is very important to know why one
human being remains so dependent upon another despite desire for independence.
Man is the functional instrument. Unless his behaviour and elemental attributes are
fully understood it will become difficult to plan and execute any action. We may make
gross mistake if we desire a particular behaviour from a particular person for a particular
cause. There is no better method of understanding a human nature than by actually
handling the man. However it takes a long time to understand human behaviour. Second
method of acquiring knowledge is through study. But we should know what to study and
how to study. The experience of others can be studied for application in similar situations.
But unfortunately experience cannot be absolutely transformed. Methods and techniques
available can be taught.
The scientific study of human behaviour, as we know, is psychology – a science

which studies the human behaviour in relation to their environment. It is knowledge
acquired by systematically collecting, investigating, classifying and formulating fact,
everyone of us makes a study of others and forms some opinion about others.
Psychology greatly helps us in understanding men’s attitudes, emotions,

perceptions, motives, aspirations, sentiment, likes, dislikes, instincts maladjustments and
the like connected with behaviour. It offers the relevant guidelines for predicting the
conduct of a person. It simplifies the complex behaviour pattern, Psychology is a positive
tool & through study of psychology we may anticipate the possible behavior pattern and
reactions of human being. However, it should be used only as an additional tool and it
should not be mistaken for the complete solution to any problem. It has not gone deep
into the intricacies of human makeup so as to enable to predict with certainty. Psychology
gives only general rules of behavior.

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All behaviour results from some antecedent cause. Behaviour does not just
“happen”. It is not based on chance or arbitrary whim. All behaviour is focused on
meeting the needs of the individual. This means that the behaviour is basically need-
oriented or goal oriented. The specific goal is not always consciously known by the
individual. We often wonder - “Why did I do that ?” As needs keep developing, one
keeps finding solution within one’s means. If he does not find any solution immediately,
he moves in various directions till he strikes the possible solution. He will think about one
solution ,then another, till he finds one that works.
To obtain, say a promotion in rank, one may try to please the superior who makes
the promotion by personal favours. If he does not succeed, he may try to influence that
person through someone else, or he may even put a pressure on him. If he does not
succeed even, in this, he may draw the attention of the superior by unusually hard work. If
the individual still does not get success he may try for the same elsewhere. However
people always do not resort to easier, quicker or shorter methods alone. The cause of
action depends upon the individual’s make up and the demands the goal makes on him.
One person may be frustrated by his imaginary barrier and another may go on to real
barrier / obstacles.
One may be frustrated at the first attempt itself, while another may not be
frustrated even after his fourth attempt and repeat the same behavior in his new sector.
Some people even attempt all shorts of impossibilities. These are sometimes, the
symptoms of unhealthy minds. However many are trying to satisfy their needs by
substituting other goal in place of original one. Somebody may lapse into day dreaming
also. A person is more likely to become depressed when his failure to achieve his need /
goal due to his own lack of ability. Some times such depression turns to aggression
against oneself. In an extreme case one may even commit suicide. In failure some men
are aggressive while others become depressed. It is better to be angry rather that
depressed. At times anger is the response of healthy mind and may even become a
motive for effective action.
One can overcome such problem by defence mechanism. A lady whose face is not
attractive can become by conscious effort, a charming woman. Compensation is
constructive when it is an attempt to fight against and overcome a deficiency. All parents
compensate themselves with their children, hoping through their achievements, to enjoy a
success which they have not had for themselves. Some men compensate by seeing their
own faults in others and not in themselves. An awkward person criticizes the
awkwardness in others there by compensating for his own awkwardness. Some people

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adopt escape mechanism, such people tries to make their work of fantasy more pleasant
than the real world. They try to forget the unpleasant experiences. Some individuals may
adjust themselves to a difficult situation by Regression. They will surrender all initiatives
and let other people decide things for them. Such attitudes can be corrected by
understanding, encouragement and guidance. Some people may forget about their failure
through Repression. If the repression is strong one may not revive his memory.
If a behaviour of a man is recognized, he tends to repeat it. If a man knows that his
behaviour is going to be censured, he is likely to restrict himself. We all seem to
understand these mechanism very well in simple situation. Human behavior is to a large
extent guided by values and attitudes. A value ca be defined as the belief of an individual
in what is good or bad. Attitudes are mostly determined by values. To determine an
individual’s attitude we must see the way in which he sees things. The concept of values,
is being given wider recognition in Human behaviour. It is being realized that one’s
contribution to any goal or to any need is greatly dependent upon one’s value system.
Another important phenomena in the understanding of human behaviour is Environment
and perception. Behaviour of an individual is also largely determined by his environment.
Thereafter the following important features of the human behaviour which play a
very important role in the process of knowing an individual. But this knowledge is only a
small additional tool and the findings are not as accurate as “Two plus Two is four.” Thus
this knowledge, though of great use, should be applied with judgment and consideration
for actual prevailing circumstances.

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SELF DEVELOPMENT
WHAT ARE YOU WORTH?
This question was asked in numerous seminars. The answers were startlingly
different. A management Trainee said that his worth was Rs. 4000 per month, the stipend
that was paid to him. A young man in Bihar started the figure Rs. 3 Lakhs. On further
probing it came out that he was talking about the dowry he expected to receive. Some
considered their worth to be physical possessions they had, some other equated worth
wit their education qualifications. However a young girl impressed everybody by a bold
statement: “My worth is immeasurable, unlimited”. Nothing corroborates her answer
better than this quote from success Motivation Institute.
The value of raw material needed to produced any commodity rarely has any
bearing on it’s market value. For example the cost of oil and pigment that an artist uses to
paint a master piece has absolutely no relation to the value of the finished painting.
An additional example, an ordinary piece of iron is worth about Rs. 10.00. If the
some piece of Iron is forged into horseshoes, its value increases to Rs.20.00. If it is
selected for transformation into steel balance wheels for watches, its value becomes Rs.
75.00 to 500.00 The same principle governs the use to which you put your talents. Their
usable value depends upon what you do with them.
The success motivation institute was founded by Paul J. Mayer. His story reads
like a fairy tale. But it is real. Paul J. Mayer had no formal education. He dropped out of
college because he was disappointed with what he called “Cookie – cutter approach to
education”. He started his carrier as an insurance salesman. This despite being
handicapped by a stammer. Friends tried their best to dissuade him from taking up this
carrier, which necessarily needed talking. But he was Hell – bent on making it. And he
succeeded. He sold more insurance than what seemed possible. At 27, Mayer became
Millionaire. Turning his back on an insurance income of more than Rs. S $ 100,000 per
year, he founded the Success Motivation Institute in 1959. He wanted success to be
multiplied.
How does a person achieve success? The basic principle is that everybody is
hooked into this world on his own imagination. Your imagination describes the limits of
what you can do or become. If you want to become a Chief Executive of a Company,

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nobody can stop you from becoming one. However if you want to remain a clerk all of
your life a clerk you shall remain.
Every individual has unlimited potential. What is needed are efforts for the
realisation of the dream by fulfillment of goals and aspirations.
Why the many are not able to achieve full potential The reason is that they
dissipate most of their energy in dysfunctional activities.
It is felt that there has been a considerable change in the societal values which is
coming in the way of our full potential. Some of the changes in the societal values are:
i. Jealousy – Nothing describes the phenomenon of jealousy in our society more

aptly than this story. There was a dispute between two men as who was taller of
the two. The stronger of the two made the weaker one sand in a ditch when the
height was being measured. He had another alternative with him. He could have
himself stood on a table when the height was measured but he did not do that.
This reflects our societal values which seems to give us pleasure in pulling others
down. The more intelligent a person, the more hard working a person, the more
committed a person, more people are dissipating their energy in pulling him down.
Jealousy is factor which is likely to be present in each and every individual.
However, sublimating it could result in the person using much more of his energy
for achieving his own goals and objectives.
ii. Selfishness – Selfishness in our society has increased over of period of time. The
only question in people’s mind too, what is in it for me? The earlier value of getting
pleasure out of doing sometimes for others is slowly disappearing. This same
selfishness in turn reduces the support of others which is necessary for one’s
growth and development.
iii. Unreliability – It is difficult to forecast who will do what. People are becoming
unreliable. There is a good example in the Ph.D research by a Harvard Business
School student on Marwaris. It indicates that the Marwaris community used to
provide Hostel facility for young entrepreneurs from their community. These young
men were also given loans. However, if a loan was to be repaid on 15th of January,
even if it meant on the due date and there was no legal documents to cover that
loan. Such was the value of words. Today notwithstanding legal documents
prepared, many disappeared even with bank loans. Words have lost their
meaning.

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iv. Anger – Anger in our society has increased considerably. Much of our energy is
frittered in demonstration of that anger, in fights which could have easily avoided.
v. Words, not action - We have become a talking society. We talk much more and
work much less. It is yet another societal value change which has reduced our
capacity of realizing our potential.
Our worth is immeasurable but why don’t we achieve our full potential? There are two
major reasons:-
a) We dissipate a lot of our energy in dysfunctional activities because of change in

societal values.
b) We don’t chart out a plan and work on it to achieve the full potential.

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SCALING NEW HORIZONS THROUGH SELF DEVELOPMENT
Nobody is born great. Greatness comes from the efforts a man / person makes to
use his talents and develop himself. How do people develop? Researchers have come
out with four basic principles of development. They are:
1) All development is self development. The desire for development must be

generated within the man himself. No amount of coercion can produce
development in a hostile or an apathetic individual.
2) The second principle of development is that different approaches work better with
different people. Going to a college or an educational institution for doing a course
has been considered to be the only method of development. It is certainly not! A
person can develop by reading on his own. He can develop by listening to others.
He can develop by pursuing a hobby seriously. He can develop even by dreaming.
3) The third principle is that a man’s development is because of his day-to-day

experience on the job. No experience is as good as the experience you get in this
would of ours.
4) The fourth principle that education is continuous. Acquisition of degree is not the
end of education. In reality it is the beginning. A man should constantly strive to
improve himself. Education should be a life-long process.
Considerable planning and some introspection will be needed to succeed. The

following achievement oriented model is worth consideration for adoption.
MY GOAL
Personal Obstacles in
Shortcomings the World
My Self
Now
Your action Help from

others

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a) Help from others: This is the most favored route in India of reaching the goal. You
make an application for a ob and start finding out as to who could put in a word for
you to the Personnel Manager of the organisation so that you land the job. It was
very aptly put that putting in a word has become our national pastime.
b) Your Action: What are you doing to reach your goal? Are you improving your
educational qualification? Are you acquiring skills which are vital for your success
in your current job? These steps constitute this force.
c) Obstacles in the World: These are alibis. A child fails in the examination and
blames his teachers for his failure. A manager not promoted because of poor
performance blames his boss for rewarding his favorites. These are manifestations
of the obstacles in the world.
d) Personal shortcomings: Everybody has some strength and some weakness. These
weakness constitute the force, which pushes you away from your goals.
Success Formula
What ensures on-the-job success in an organisation? Success is a function of the

following three factors:
a) Job Responsibilities: Are you clear of your job responsibilities? How well are you
discharging your responsibilities?
b) Leadership qualities: Your success will not depend only how you are discharging
your job. It will depend on how good a leader you are!
c) Relationship: The third factor is whether you are able to maintain good relationship
with your Boss, Peers and your subordinates. Good relation should be functional
and objective based on mutal respect.
Self Evaluation Balance Sheet:
On these tree factors an evaluation of where you stand will be a starting point for
your success.

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Are you Leading or Managing
Leader Manager
Formulates a vision Makes plans, budgets
Focuses on long –term Focuses on short-term
Manages change Manage details
Sets objectives Controls processes
Takes the broad view Takes the narrow view
Aligns Staffs / Organises
Motivates Directs
Takes risks Avoids risks
Forges into new territory Maintains existing patterns
Is idealistic Is realistic
Removes barriers Works within barriers
Projects ideas Enforces policies/procedures
Empowers Controls
Pulls Pushes
Transforms Transacts
Invokes heart and soul Invokes rationality /analysis
Activates Stabilizes
Tolerates diversity Enforces uniformity

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KNOW THYSELF
1. Who am I? (I am eternal spirit with a mind to manage it and a body to house it.)
2. What is the purpose of my life? (To be happy or generate all round happiness?)
3. Do I deserve what is desire? (One may not always get what one desires; but will
generally get what one deserves.)
4. Do I do more than what my job requires?
5. Is getting what I want or helping others to get what they want is my primary
motive? (Fulfilling the desires of others is the best desire.)
6. Do I love what I do or do I do what I love? The first option is an essential

prerequisite to excel.)
7. Do I eat to live or live to eat?
8. Am I adding life to my years or years to my life?
9. Am I an owner or only a caretaker?
QUALITIES OF SUCCESSFUL PEOPLE
1. People who are spiritually developed don’t get hurt if small things are denied to
them.
2. In a work environment, they don’t care who get the credit as far as the job is
concerned.
3. They are not rank conscious.
4. They always encourage positive thoughts and send positive vibrations into
cosmic environment around them.
5. They are smiling always and they have pleasant expression on their faces.
6. They are generous for their time, money, ideas, love.
7. They are very patient.
8. They always work for more than what they are paid for.
9. They keep their ego in check.
10. They always spread “Feel good Message.”

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11. They keep a higher purpose for life.
12. They don’t get perturbed with problems.
13. They take problems as challenges, opportunities.
14. They speak very little only when required.
15. Silence is their language for much of the time.
16. They transform themselves from judgmental mode to feeling mode,
17. They don’t see every issue in terms of Profit & Loss.
18. They have strong nationalistic feelings.
19. For them religion is a vehicle to become a good human beings,.

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NINE SUCCESSFUL THOUGHTS
1. A despondent fellow went to the master and cried: “I failed.” The master
answered. “You did your best, that is success, not failure.”
2. There are two things to aim in life: First to get what you want; and the next to enjoy
it. Only the wisest of men achieve the second.
3. Success and humility are not incompatible; they are the twins in the family of
success.
4. Try to be like a flowing stream of water. Every time it is obstructed by stones, it

either tries to break them or better still changes its course to remain always in motion.
The ware that stops moving ahead when stopped by impediments, stagnates and
rots.
5. Success without honour is like food without salt. It will satisfy your hunger but
won’t taste good.
6. Road to success is not doing one thing 100 per cent better; but doing 100 things
one per cent better.
7. Don’t worry about failure. Think about the chances you missed when you don’t
even try.
8. When love and skill work together, expect a miracle.
9. I would rather be a failure at something I enjoy than be a success at something I

hate.

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Motivation
 Profound Knowledge of human nature is a necessary prerequisite.
 Behaviour and Motivation have been identified as inseparatebles.
 Motivation causes action and to change action are must change the
motivational inputs.
 Motivation is essential to achieve objectives.
 “Will to do” – creation of.
 Direct behaviour towards a goal.
 Motivation is driven by needs, wants, impulses within the individual.
 Motives are conscious or subconscious.
 Closely related with group attitude.
 Affected by the esprit core.
 Strong force in unification of members in a group.
Psychologist’s Concepts about Motivation

Basic urges and desire of the people.
i. People tend to do things that brings satisfaction.
ii. The extent to which a given impulses moves a person depends upon his or her
condition or how much that person is deprived of a particular need.
iii. Usually there are several needs or desires, which can and do drive us on, and
considered to be strong motivational forces such as loyalty, security, recognition,
adventure, conquest, prestige and pleasing sources.
iv. People acquire some of their desires from those with whom they are closely
associated.
v. As a persons position or status changes, his needs and desire may also change.
vi. The most common motivations amongst management men were successful
achievement, prestige, status, interesting work and rewards.
Man has many needs which influence behaviour, some of them are:-
 Social approval

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 Administration
 Security
 Safety
 Escape from danger and disapproval.
 Power
 Mastery
 Domination
 Superiority
 Adventure
 New experience
 Freedom
 Companionship
 Love
 Honour
Self Motivation
Before we motivate others, we must motivate us. It is the intangible force which drives are
to conquire objectives. It is the sustaining power in the performance of uninspiring and
tedious tasks. We must over come a certain amount of natural inertia in us. One of the
most common deterrent is the “tired feeling”.
The factors which effect the conscious mind are:-

1. Monotonous work.
2. Driven by the superiors
3. Bad physical conditions
4. Not being able to get along with associates
5. Dissatisfaction with work or achievement
6. Being under constant strain.
7. Getting no real rest

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8. Financial Problem
The factors that are operating on a persons subconscious mind:-

1. Basically does not want to work it all
2. Craves sympathy
3. Wants to be tired to have an excuse for failure.
4. Some short of inferiority complex
5. Bad relations with others
The psychologists also suggest certain steps to reduce the effect of above causes.
They are:-
1. You must make your job interesting
2. Don’t worry be happy. Worry is usually destructive thinking – never solves any
problem
3. SWAT analysis
4. Overcome fear
5. Over-sensitivity or over-motivation self control is very necessary
6. Setting of objective and goal
Positive and Negative Motivation
Theory-X
1. Man is by nature indolent; he works as little as possible
2. Most people lack ambition, dislike responsibility
3. Most men are gullible, not very bright.
4. Most people are passive and indifferent to organisational needs.
5. Motivation occurs only at the physiological and safety levels.
6. Most people must be closely controlled and supervised and often they have to be
coerced to achieve organisational objectives.

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Theory – Y
1. People like work as play, if the conditions are favorable.
2. The potential for development, the capacity for assuming responsibility and the
readiness to direct behaviour are all present in people.
3. The capacity for creativity in solving organisational problems is widely present in

people.
4. People are not passive by nature or resistant to organisational needs. They have
become so as a result of experience in organisation.
5. Motivation at the social esteem and self-actualization level becomes more

important when physiological and security needs are met.
6. People are self-directed and creative. If they are properly motivated.
Communication Categories
Human communications may be categorized in the following forms:-
1. Verbal Communications - Which involves spoken words & languages
2. Non-verbal Communication - Which involves actions and body languages
3. One-way communication - From sender to receiver e.g a radio or

television programme
4. Two-way communication - From sender
to receiver with feed back or response from
receiver. The two flow of any information from
sender to receiver and back to the sender is
called a feedback loop or communication loop.
5. Formal communication - An official
communication
6. Informal communication - A discussion on a
problem without any binding on any individual
7. Vertical communication - Vertical upward
communication e.g from junior to senior or
downward communication e.g. from sender to
junior.
 Communication amongst colleagues of

same level

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Communication Barriers
Communication barriers are these factors which impede or interfere with the
communication processes. Barriers to communication may result in complete prevention
of communication, may result in complete prevention of communication, filter part of it out
or may cause misinterpretation or misunderstanding by giving incorrect meaning.
Sometimes it may alter the meaning of the message altogether.
There are Three broad types of barriers in the communication:
1. Physical barriers
2. Personal or psychological barriers and
3. Semantic barriers
Physical barriers - These are environmental factors, which

reduce or proven the sending and receiving of
the message. They include physical distance,
distracting noise and similar interferences.
Personal or psychological barriers – These arise from the personal feelings,

emotions, judgments, social values etc., of
people, which creates a psychological distance
between people. We see and hear what we are
emotionally “turned” to see the hear. When the
perceptual revels of the sender and receiver
are reasonably close together, their
communication will be more accurate.
Semantic barriers - Semantic is the science of development of

meaning of symbolic systems used during
communication. Symbols usually have a
variety of meaning and while encoding or
decoding we have to choose only that meaning
which fits the situation or the context the
symbols used may be in the form of words
(spoken or written), Pictures and actions.

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As an example, the common word “round” has got 79 meaning, some of which are
entirely different as shown below:-
 Shaped like a ball
 An assembly or group of people
 Entire or complete as in a round dozen

 Shaped like a cylinder
 A course which returns to the starting points as in a round trip
 Deviation form normal path as in a round about process etc.,
Out of the three types psychological or personal barriers are intricate in nature and
affect the encoding and decoding process noting as filters it both sender and
receiver’s end. The psychological barriers results in.
- Making a person less willing to communicate
- Irritating others unnecessarily
- Making others defensive
Stimulus Motivates to Communicate:-

Various types of interpersonal and intrapersonal stimuli contribute to an individual’s
motivation to communicate with others.
The intrapersonal stimuli include all those factors which contribute to the
origination and formation of the speaker’s idea or message. Intrapersonal communication
is the creation, recognition, reflection upon and evaluation of a thought or message, the
potential speaker is influenced by both internal and external stimuli.
Internal stimuli are those impulses received by our brain as a result of our
physiological or psychological state. For example – illness, hunger, good health, full
stomach etc., are the physical states of the individual that affect his perception of the
situation or problem and the desire to do something about it. Psychologically, shock,
anxiety, happiness sense of security etc., may influence an individual’s understanding
and reaction to a given idea or condition.

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External Stimuli come to the individual through the five senses of sight hearing,
smell, touch and taste.
The interpersonal stimuli become active when people interact with one another.
The communication send by one of them acts as stimulus to the other to which he
responses. This response acts as a stimulus to the former and the cycle continues and a
accommodation loop is set up.
IMPROVING COMMUNICATION SKILLS
The following are the guidelines to improve the skill of communication:-
01. Tell it right – which means that tell enough, tell soon enough, tell often enough, tell
everyone concerned, tell in the right tone and tell in writing.
02. While communication any idea or message (verbal or written) one need to be
candid, clear, complete, concise, concrete, correct and courteous, this is known as
7Cs for good communication.
03. Plan the communication considering the true purpose, the idea or message, the
receiver, the media or channel and the time.
04. Encoding and decoding words should be proper
05. The attitudes and emotions should not be allowed to get in the way (e.g. bossism,
status symbols, race, cast etc.)
06. Select appropriate media or channel considering the receiver’s ability time
available, necessity for a record, importance of receiver’s reaction, cost, facilities
etc.,
07. Set up conditions (physical and human) for easy communication
08. Follow up your communication
09. Be sure that your actions support your communication. The difference between
what one says and what one does is that persons communication credibility gap.
Larger credibility gap of a person reduces the confidence of others in that person.
10. Instead of treating inferences as facts, realize the distinction between the two.
11. Seek not only to be understood, but to understand also be a good listener.

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LISTENING
For effective communication, earlier emphasis was only on the communicator’s
skill for speaking. Emphasis on good listening is a recent development. Participation is a
necessary condition for effective communication. Better understanding and favorable
feelings are generated only when the communication is two-day. The success of
communication between two persons depends on the extent of their participation in the
development of common values and their sharing of ideas. Listening, therefore is as
important as speaking or writing during the communication process.
Listening is not a simple, passive exposure to sound, but it is a conscious, positive

act requiring will power. We hear with our ears but we listen with or mind. Listening for
meanings, means listening beyond words or listening for intent. The situation, the person
and the context should betaken into account to discover the under lying meanings of the
word uttered. Listening for meaning also means listening for feelings. The emotional
component is bound to be tied up in the message content. Effective listening helps the
receiver to have proper understanding, to take better decision and to learn more.
Nature has given men only one tongue but two ears so that we may hear from
others twice as much as we speak. Listening can be developed as skill for collecting
information about what others are thinking and doing. The following table gives some bad
and good listening practices:-
Bad Listening Practice For Good Listening
Assuming the message to be uninteresting. Stop talking
Faking attention. Put the talker at case
Listening only for facts. Show him that you want to listen
Tolerating distractions. Ask questions
Eroding the difficulty Emphasise with the talker
Be patient
Hold temper

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Go easy on argument and criticism

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INGREDIENTS OF A PLAN FOR SUCCESS

The basic ingredients of a plan for success are:
Goal Setting: The most essential step is to first clearly spell out what exactly your ‘aim’ is.
You may call it goal or objective but it must be in consonance with the macro-level
philosophy governing the purpose of life. Then stick to your aim. Never ever give up. Do
not keep changing your aim/objective but review, if required, the courses of action to fulfill
them. Don’t be a rolling stone! It is a good idea to put your aim in writing and keep seeing
it as often as possible.
Time stipulation: Always stipulate the timeframe by which you intend achieving your
objectives. Be realistic in allocating adequate time for a particular task.
Plan of action: Evolve a well-conceived plan of action, after evaluating the pros and cons
of various options available to achieve what you have planned to achieve by a particular
date and time.
THE ACTION PLAN FOR SUCCESS

In order to ensure success, one must follow the following basic steps:
 A clear-cut aim: What exactly do I want?
 An ardent desire to achieve goals set is the foremost essential requirement to

succeed. But there is a need to ‘deserve’ before one ‘desires’.
 To expect or visualize the successful outcome of the result, as an upshot of your

‘burning desire’ and unflinching faith is perhaps the most powerful ingredient of
success.
ATTRIBUTES OF A SUCCESSFUL INDIVIDUAL
Besides what has been mentioned in the preceding paragraphs, some of the other
noteworthy attributes of a successful person are listed as follows:
 He is knowledgeable and professionally skillful.
 He has PMA; nothing is impossible for him.
 He has managerial skills to get maximum results through minimum effort by

synergetic cooperation without unnecessary competition.

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 He is also a natural leader who places service before self.
 He is adept in the art of effective communication – prefers listening to talking.
 He is morally upright and follows the highest standards of personal ethics. Sets
examples of courteous behaviour.
 He is not egoistic and does not ‘brag’. Neither is he ashamed to admit his sort
comings. Humility is his greatest asset.
 Does not unnecessarily criticse others, but gracefully accepts healthy criticism.
 He is fearless himself and does not generate fear psychosis in others.
 He has the courage of his convictions, and also has the ability to appreciate
another man’s point of view.
 Always ensures optimal utilization of time; never allows its waste.
 Generates tension-free, relaxed working environment.
 Has a vision of himself-encourages new ideas.
 Lives in the present. Neither does he brood over the past by crying over the split
milk nor builds castles in the air.
 Knows the art of concentrating; one thing at a time.
 Accepts the will of God – performs his duty without worrying about it’s result.
EIGHT STEPS TO PERSONAL ACHIEVEMENT

1. Understand the purpose of your life.
2. Spell out your guiding principles of life – the ‘core values’.
3. Evolve your long, mid and short term goals.
4. Have clear-cut aim for every activity / objective.
5. Must have a burning desire – a missionary zeal – to achieve results.
6. Make a time – bound plan of action to achieve laid down objectives.
7. Have an unshakable faith and confidence in your abilities.
8. Always visualize / expect positive results.

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CONFLICT MANAGEMENT
1. Introduction:
Conflict is a part and parcel of human life. It is not possible for anybody to
remember all the antecedents and anecdotes of the childhood. But definitely our
first exposure to conflict was in our childhood only while choosing a toy or tricycle
as possession. From that age after crossing childhood and adolescence we are
now adult and working in an organisation. People come with different
backgrounds, points of views, values, needs, cultural bases, personalities,
societies etc in an organisation. They interact with one another to achieve common
organisational objectives. A variety of conflicts often develops. Organisational
changes often affect relationship among people and hence contribute to conflict.
Thus conflict is an inevitable part of the organisation, the work life and also the life
as a whole. Organisational effectiveness is affected, in either way by intrapersonal,
interpersonal and inter group conflicts. Hence it is essential to discuss the various
aspects & facets of conflict.
2. Types of Conflict
It is very much essential to study the types of conflict through systematic
investigation. Conflict may be categorized in the following types:-
2.1 Conflict within an individual
2.1.1 Approach – Avoidance conflict

2.1.2 Approach – Approach Conflict
2.1.3 Avoidance – Avoidance Conflict
2.2 Conflict between individuals
2.3 Conflict between individual and a group
2.4 Conflict between groups within an organisation
These are intergroup conflicts, which are most important and required to be critically
reviewed through series of analysis. Chronic intergroup conflicts are found between:
 One union and other union

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 Any union and Management
 One functional area and any other functional area (e.g Production,
Maintenance, Quality Control, Material Management etc.,)
Intergroup conflicts may also develop between Direct recruits and Promotees. The people
belonging to the first group think themselves very knowledgeable while those of the
second group possess the idea that they have vast experience for their prolonged
association with & participation in practical work.
2.5 Conflict Between Organisations
Inter organisation conflicts refers to macro level conflict. This type of conflict
is desirable if limited to economic context only. (But it is totally undesirable if
one organisation tries to capture the patent of the other). Such conflicts
leads to innovation, new products, technological advancement, better
services and disposal of goods at a lower price to gain competitive
advantage.
3. The 4-Stage Conflict Process

Stage – 1.
Conflict does not develop all on a sudden. When one individual or party perceives
what the other party or individual is dynamic and making some conscious effort to
frustrate him or them in pursuing the interest. Conflict episode begins. This is the first
stage.
Stage – 2.
The second stage begins when the individual or any party experiences feelings of
threat, hostility, mistrust or fear of loss and so on.
Stage – 3.
In the third stage, a conscious attempt is made by one party to block the goal of
achievement of the other. The endeavors for conflict-resolution may start from this
stage.
Stage – 4.
The fourth or last stage refers to the consequences that different conflict-handling
strategy may have on the antecedent (ground) conditions. The attempt may either
resolve or make for future conflict.

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4. Views About Conflict
Different views are possessed by different managers and

psychologists. There are ‘conflicting’ views on conflict. The views are
distinct and may be categorized and grouped.
4.1 The traditional view
4.2 The behavioral views
4.3 The interactionist view
5. The Impact of Conflict

The impact of conflict is intangible but distinct. EDGAR SCHEI carried out his
research and completed list of changes on the basis of his research findings. The
list is summarized:
5.1 Changes within a group
Group cohesiveness increase.
 The group becomes task oriented
 Leadership becomes more directive
 Organisational structure becomes more rigid
 Group unity is stressed
5.2 Changes in relationship Between groups.
 Groups become antagonistic (activity opposite towards each other).
 Perceptions are destroyed
 Communication ceases to exist

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 Groups apply a doubtful standard (Cannot see vicious or unruly acts

performed by his group members, but suffers from agony when one sees even
a less unruly act being performed by the member of the opposite group.)
5.3 Potential Benefits Of Intergroup Conflicts
EDGAR SCHEIN enlisted the changes within and between the groups.
Careful analysis of the changes spot only the negative effects.
But organisation receives a lot of potential benefits from the process of

intergroup conflicts.
5.3.1 Conflict clarifies the real issue.
Conflict grows with the real issue at the nucleus. Most often the real
issue remains undiscovered, unnoticed and hence unresolved. While
people of different groups express their concern and differences, the
subsidiary issues precipitate and the real issue starts emerging and
ultimately transcends. This is a potential benefit to the organisation.
5.3.2 Conflict increases Innovation.
When debate continues on ‘causes’ and ‘effects’ of conflict, the

conflicting groups, submit several views and ideas. So conflict generates
a greater diversity of ideas and view points. This diversity can ‘stimulate’
innovation.
5.3.3 Intergroup Conflict Unites
We fight amongst ourselves on various issues. But when out nation is

attacked by enemy, we feel and pass through a stage of “eternal unity”
forgetting personal oneness. Similarly when an intergroup conflict
continues, members of any group become very close to one another.
The cohesive force suddenly reaches the peak. Managers and leaders
can use this new cohesion to reduce internal conflict.
5.3.4 Conflict serves as a Catharsis
The term ’enthartic’ means a purgative medicine. Conflict has a

medicinal value. It can provide an outlet through which anyone in the
organisation can ventilate feelings, without damaging in any way the
smooth functioning of this organisation. The agony dilutes. The
individual becomes creative.
5.3.5 Conflict Resolution solidifies Intergroup Relationship

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A group conflict may be successfully resolved completely or partially.

After resolution the views are visions of the member of both the groups
changes. Resolution solidifies the relationship and restore something
‘abstract’ between the groups. The groups feel closer to each other.
5.4 Intra-Personal Conflict Effect
Intra-personal or internalized conflicts result;
Withdrawal - Resignation from the job.
Fixation - Means unproductive work
Regression - Lower quality of work, non-cooperation, sabotage.
Displacement - Stay away from the work place
Aggression - Physical assault towards person, process or system
6. Source of Conflict
6.1 Communication
6.2 Structure
6.3 Limited Resource
6.4 Diversity of Goals
6.5 Task Interdependence
7. Conflict Management
Whatever be the view about conflict, whatever be the sources of conflict, it is

required to be managed. There are some tools available. But which tool to be used
is a matter of intrinsic judgment. In identical situation one tool may be found to be
very effective in one organisation whereas in some other organisation the tool may
be proved to be fruitless. This happens due to variation in organisational culture
and climate. There is dimensions and determinants. There is no death of literature
on conflict management. Different taxonomies have been given by different
authors. I would like to discuss four major strategies.
7.1 Conflict Avoidance Strategy
This is a strategy where attempt is made to look the conflicts from coming
into lime light. This conflict can be ignored or a solution can be imposed.
7.1.1. Ignoring the conflict

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Conflict can be reduced by avoiding it altogether. The strategy is absence of

action. This strategy may be applied in cases where the issue seems to be
symptomatic of other e.g. conflict on office space, number of electric fans,
quality of office furniture, air conditioning of an office etc.,
7.1.2 Imposing a solution
The antecedent conditions, the depth can be studied and a solution finalized
by a higher-level manager. The solution can be imposed on the conflicting
parties irrespective of their likings. Conflict will disappear for sometime and
can reappear in some other form or guise and in other situation. This is
hierarchical decision making.
7.2 Conflict Diffusion Strategy
This strategy attempts to keep the conflict in abeyance. The emotions of

both the parties are allowed to precipitate down.
7.2.1. Smoothing
This strategy has been found to successful where the conflicting parties
have some similarities. In this technique the similarities are high lightened
whereas the differences are disguised. This enables the parties to realize
that they are not basically much apart from each other in regards to their
view points, perception and psychological bases.
7.2.2. Appealing to Super ordinate Goal
The super ordinate goal of any organisation is basically its survival and then
its growth. If the super ordinate goal is focused to the conflicting parties,
then the current problem appears insignificant. This may help he manager
to tackle the situation.
7.3 Conflict Containment Strategy
In this strategy the issues are selectively discussed through mediators or

through bargaining or by restructuring the interaction patterns.
7.3.1 Using Representatives
Conflict may stem between two parties or groups on various issues. They
may be asked to depute their chosen representatives issue wise. While
explaining the case to the representative, the party or group may discover
his / their lapses. The representative also may reach with and influence the
party or group whereby the intensity of conflicts dilute. The rationale is that
only when the representative will be fully convinced, he will argue the
party’s point forcefully and accurately.

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7.3.3. Bargaining
Bargaining may be distributive, integrative and mediating. During the

process of bargaining both the parties realizes and recognizes their mutual
dependence, that they are to work together satisfactorily for their livelihood.
7.4 Conflict Confrontation strategy
This particular conflict management strategy has been designed in such a

way so that all the issues are first ‘uncovered’ and then to find a mutually
acceptable solution. This strategy deals with the conflict more openly and
thoroughly. The two techniques incorporated are “problem Solving” and
“Comprehensive Organisational Redesign”
7.4.1 Problem Solving
Problem solving emphasizes finding out a mutually satisfactory solutions. The

solution must reconcile and integrate the needs of both parties who work together.
The most critical ingredients in successful problem solving as summarized by
Alderrfer are:
 Definition of the problem should be a joint effort based on shared fact

findings rather than on the biased perceptions of the individual groups.
 Problems should be specific and not abstract.
 Points of initial agreement and also the differences in the goals and benefits
of both the parties should be identified.
 Discussion between the groups should consist of specific but non-evaluative

comments. Any question may be asked for clarification of information but
not to little the opponent.
 Groups should work together in developing alternative solutions. Each

group may present a range of solutions.
 Solutions should be evaluated “objectively” in terms of “quality” and

“acceptability”. In some cases the solution may maximize joint benefits but
favour one party. To make the solution equitable some was to be found to
provide special benefits to the other party.
 All agreements on separate issues to be considered tentative until all the

issues are dealt with. The issues may benter-related.

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7.4.2. Organisational Redesign
Lack of coordination of work may be the source of conflict. The task inter-dependence
may be eliminated or reduced. Thus clear work responsibilities may be assigned. This is
restructuring of the organisation. It is an effective inter-group conflict-resolution strategy.
*****

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TEAM BUILDING & LEADERSHIP FOR IMPROVING

Sl.No Topic Page No

5. Work Ethics and work culture 38

8. Leadership & styles 55

9. Power of Motivate People 64

10. Human Behaviour-Goal or Need 67

11. Self Development 70

13. Ingredients of a plan for success 86

14. Conflict Management 88

Personality is the set of traits and behaviors that characterizes on individual. It

Though heredity plays a role in the development of personality, it can be nurtured

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(i) Perceive the world.

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The personality tests are basically designed to test the individual’s

(i) Extrovert (E) – Introvert (I) (how we gain energy)

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INTP – intellectual, innovative, creative, independent.

ENFJ – People – lovers, warm, idealistic, charismatic.

FIRO-B There are three fundamental relationship orientation in human behavior

Personality Traits: In the organizational context researchers have identified certain

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1. Wealth without work

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6. Religion without sacrifice

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This window (representing the mind) consists of four segments.

1. Developing a positive attitude

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character, interpersonal relationship. Personality development is four dimensional i.e

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CRISIS MANAGEMENT AND PROBLEM SOLVING

POINTS FOR DISCUSSION

POWER OF NEGATIVE THINKING

1. “We haven’t got time to deal with that issue”.

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6. Your idea is not in line with current policy

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NLP FOR MANAGERS

Introduction: Welcome to the fascinating world of NLP. Neuro Linguistic

NLP is practical application of how people think. This is hands on learning

Questions and Answers About NLP

Q. How did NLP get its name?

Q. What can NLP do?

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Q. Where is NLP useful?

Q. What kind of results can I get with NLP?

Q. What is unique about NLP?

MILE STONES OF NLP

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The different ways of thinking are:

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IDENTIFY YOUR PREFERRED THINKING PATTERN

2. YOUR BEST FRIEND

3. THE WAY YOU WOULD MOST LIKE TO SPEND YOUR TIME

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4. WHAT YOU DID YESTERDAY

a. A taste of some sort e.g what you ate?

5. A TIME YOU DON’T ENJOY VERY MUCH

6. YOUR FAVOURITE RESTAURANT?

7. SOMETHING FROM YOUR CHILDHOOD

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