ACKNOWLEDGEMENT

I express my sincere gratitude to my project guide Ms. Ishita Pant, (Faculty of Management,

DIMS, Meerut) for her able guidance, continuous support and cooperation throughout my

project, without which the present work would not have been possible.

I would also like to thank Dr. Dev. K. Pandey (Director), for his constant support and

help in the successful completion of my project.

Also, I am thankful to all the faculty trainers GAIL Training Institute, for giving their

precious time, invaluable guidance and helping me in completing our project.

GARIMA SINGH

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 CANDIDATES DECLARATION

I, Garima Singh, a student of Master of Business Administration from DIMS, Meerut hereby

declare that I have completed my research report on “FACILITATORS TO ENHANCE

DIFFERENT SKILLS IN AN EMPLOYEE” as part of the course requirement. I further

declare that the information presented in this report is true and original to the best of my

knowledge.

Date: GARIMA SINGH

Place: MBA (2008-10)

ROLL NO.-0907470027

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 TABLE OF CONTENTS

S. No. Subject Page No.

1. Executive Summary 04

2. Objective of project 07

3. GAIL at a glance 07

4. Training Policy 25

5. Introduction to communication 30

6. Introduction to team building 34

7. Introduction to emotional intelligence 42

8. Introduction to creative thinking and problem solving 51

9. Introduction of motivation 62

10. Research methodology 73

11. Findings 79

12 Limitations 86

13. Recommendations 87

14. Conclusion 88

15. Questionnaire 89

16. Bibliography 91

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 EXECUTIVE SUMMARY

Objective:

GAIL organization initiated this project to evaluate the effectiveness of training and development

imparted at GAIL Training Institute and to recommend different facilitators as per the findings.

Methodology:

The project methodology involved carrying out the preliminary survey to gain the insight of the

present potentials of the workers – use of skills, raise confidence, and impact measurement with

the assistance of questionnaires.

Observation method is also used to know the manner of the trainers, of tackling the trainees, their

conduct and behavior.

Observation & Conclusion:

There are a number of training programmes which are being conducted in GTI. All the GAIL

employees, from different cities & areas, come to GTI for learning different training modules, as

per their requirement.

Some of the training modules are studied and accordingly different games are

recommended to the GTI trainers for grooming their employees.

the guidance of many trainers is being taken for framing the project. The different

modules that are being taken into consideration are:-

 Motivation.

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 Communication.

 Team Building.

 Emotional intelligence.

 Creative thinking and problem solving.

These are the five main topics that are required to be discussed mainly by the trainers in

the GTI training sessions.

Firstly a brief introduction of the topic is given and then the games related to the

modules are being played in the classroom

The recommendations are tried to be framed in the same manner.

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 OBJECTIVE OF THE PROJECT

The objective of the project is to

 Find out that whether the trainees, taking training in GTI, are satisfied from the training

sessions or not.

 To Study facilitate recommendations provided by the company.

 To study the facilitate recommendations of company where the trainees can be trained

with better training programs

 To study the training condition of employee which not only help them to understand the

required skills more clearly, but with great enthusiasm and fun.

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 ORAGNISATION PROFILE GAIL (INDIA) LIMITED

GAIL IS A NAVRATNA PSU ENGAGED IN THE TRANSMISSION OF NATURAL

GAS, LPG EXTRACTION, PETROCHEMICALS & TELECOM.

The setting up of GAIL (India) Limited, formerly known as Gas Authority of India Limited in

August, 1984 heralded a new era of natural gas in the country. GAIL is now completing 25

glorious years to the service to the nation.

Since 1984, GAIL has made significant contributions to the nation’s economy by supplying

natural gas through its pipeline network for

 Generation of over 87000 MW of power

 Production of over 145 million tones of urea

 Production of LPG for over 7 crore households in the country

 Over 5.75 lakh vehicles in the country today running on CNG supplied by GAIL & over 7

lakh households on Piped Natural Gas (PNG) in the country

 Production of petrochemicals of around 400000 MTs which is used in the plastic industry

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 CORPORATE OBJECTIVE REFERENCE

The present project is being prepared by using primary as well as secondary sources.

1. Primary sources include:-

2. Discussion with expert trainers.

Secondary sources include:-

1. Internet browsing.

2. In-house training journals.

3. Company’s Intranet.

4. All New Tricks for Trainers.

- Dave Arch

5. The Big Book of Humorous Training Games.

- Doni Tamblyn

Discussion with executives. & Sharyn Weiss

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The principal objective of GAIL's business strategy is to capitalize on its operating strengths by

expanding its capacity to meet customer demand, diversifying into value-added products and

developing alternative sources of natural gas, to transform into a major energy and processing

company. The primary corporate objective would be:

 To create necessary receiving, transmission, processing and distribution facilities to handle

increased gas quantities over time.

 Take all action as is necessary for marketing the increased availability of gas: this will

include continuous monitoring in regard to the implementation of the projects relating to the

downstream consumers so as to avoid mismatch.

 To carry out activities of processing of natural gas for optimal utilization of natural gas

fractions for production of higher value products.

 To operate the pipelines/installations at a high level of operational efficiency in order to

ensure uninterrupted and continuous supply of gas to the consumers.

 To ensure speedy and efficient implementation of all new projects being undertaken by

GAIL, to the highest standards. This will be secured by rapid assimilation of technology and

its improvement through advance action, competent planning, proper selection of executing

agency and continuous monitoring.

 To generate adequate internal resources/extra budgetary resources for meeting the expansion

schemes/new schemes without reliance on budgetary support.

 To take rigorous steps on environmental protection and pollution control.

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 To undertake and stimulate research and development in the fields of transportation,

processing, distribution and use of gas and its fractions.

To ensure highest levels of safety of personnel and equipment during operations.

To accomplish the mission and objectives, GAIL has defined the following guidelines:

 Ensure completion of all pipeline projects within a time frame, capital budget and technical

standards, create necessary infrastructure for successful operation and maintenance.

 “Develop and update economically optimal natural gas utilization pattern.

 To carry out activities of processing of natural gas for optimal utilization of natural gas

fractions for production of higher value products.

 Develop gas industry for maximum benefit to the nation's economy. This would mean

constant liaison with producers to ensure quickest exploration and simultaneous development

of gas production and infrastructural facilities for gas utilization.

 Create internal and external awareness to the necessity for environmental safeguards and

safety.

 Create work culture which is responsible, participative and service conscious.

 Technological development to continuously update GAIL's capabilities in gas transmission,

processing and distribution industry through internal development programmes and through

investments and projects in rural/backward areas.

 Process, transmit and distribute natural gas at minimum cost.

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 VISION, MISSION &STRATEGY

GAIL's Vision:

Be the Dominant Natural Gas Company with significant Global Presence, Integrated in Energy

and Petrochemicals.

KEY ELEMENTS OF GAIL’S VISION:

 Leading company:

Be the undisputed leader in the Natural Gas market in India & a significant player in the

global natural gas industry, by growing aggressively while maintaining the highest level of

operating standards.

 Natural Gas & Beyond:

Focus on all aspects of the Natural Gas value chain & beyond including Exploration,

Production, Transmission, Marketing, Extraction, Processing, Distribution, utilization

including Petrochemicals & power & Natural Gas related infrastructure, products & services.

 Global focus:

Create & strengthen significant global presence to pursue strategic, attractive opportunities

that leverage GAIL’s capabilities while effectively managing business risks.

 Customer care:
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 Anticipate & exceed customer expectations through the provision of highest quality

infrastructure, products & services.

 Value creation for all stake holders:

GAIL creates superior value for all stake holders including shareholders, customers,

employees, business partners, surrounding communities & the nation.

 Environmental responsibility:

GAIL is committed to operational excellence in all we do with a focus on continuous efforts

to improve environmental performance for ourselves & our customers & will be sensitive to

the needs of the environment in all our actions.

CORPORATE MISSION:

GAIL was established by the Government of India for handling diverse post-exploration and

production activities relating to Natural Gas viz. transportation, processing, distribution and

marketing of gas and its fractions and byproducts. The company has a corporate mission to:

"Accelerating and optimizing the effective and economic use of Natural Gas and its fractions to

the benefit of national economy".

CORPOTARE STRATEGY:

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 With the aim to transform into a major energy and processing company, GAIL capitalises on its

operating strengths by expanding its capacity to increase supply and meet customer demand,

diversifying into value-added products and developing alternative sources of natural gas.

Demand-driven Capacity Expansion

Natural Gas represents only 8 per cent of energy consumed in India compared with 23

per cent in more developed economies. But Natural Gas also has significant cost and quality

advantages over competitive fuel sources and the Government of India has encouraged the

development of natural gas as an environmentally-efficient energy source. The Company

believes that these and other factors would lead to continued increase in demand for natural gas

in India. Users of natural gas in India include core industries, such as power generation facilities,

fertilizer plants, petrochemical plants and other primary industries. Continued growth in the

Indian economy should therefore lead to increased demand for natural gas. The Company is

pursuing several projects designed to increase capacity for additional supply and meet the

expected rise in demand.

Diversification into Value Added Products

To optimize the commercial use of each fraction of natural gas and to meet customer

demand, GAIL has identified value-added products that can be produced from natural gas

feedstock. These products include LPG produced at Vijaipur and Vaghdia, CNG' for the

transport sector and propane, pentane and special boiling point (SBP) solvents extracted from

natural gas at Vijaipur. With the establishment of the Uttar Pradesh Petrochemical Complex,

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which uses natural gas as a feedstock, the Company's activities will be expanded and diversified

into downstream petrochemical operations.

Development of Alternative Sources of Natural Gas

In view of the acute energy shortages, the Company is attempting to supplement the amount

of natural gas produced domestically by traditional methods: Establishing pipelines to bring gas

to India from other gas-producing countries, importing LNG and producing gas from coal bed

methane and underground coal gasification. Research and development efforts are also underway

to study the feasibility to exploit natural gas hydrates in the deep-sea environment off the eastern

and western coasts of India.

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 CORE ORGANISATIONAL VALUES:

 Ethics:

We are transparent, fair & consistent in dealing with all people. We insist on honest, integrity

& trustworthiness in all activities.

 People:

We believe that our success is driven by the commitment & excellence of our people. We

attract & retain result-oriented people who are proud of their work & are satisfied with

nothing less than the very best in everything that they do. We encourage individual initiative

by creating opportunities for our people to learn & grow. We respect the individual rights &

dignity of all people.

 Safety, Health & Environment:

We promote highest levels of safety in our operation, health of our employees & a clean

environment. We strive for continuous development of the communities in which we operate.

 Customer:

We strive relentlessly to exceed the expectations of our customer, both internal & external.

Our customers prefer us.

 Shareholders:

We meet the objective of our shareholders by providing them superior returns & value

through their investments in us.

 Technology:

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 We believe technology is a key to the future success of our organization. We advocate ‘best

in-class’ technologies.

JOINT VENTURES & SUBSIDIARIES:

NAME OF COUNTRY OF RELATION PROPORTION OF

COMPANY INCORPORATION OWNERSHIP

INTEREST

GAIL Global Singapore Subsidiary 100%

(Singapore) pte.Ltd
GAIL Gas Limited India Subsidiary 100%

Mahanagar Gas India Joint venture 49.75%

Limited

Indraprastha Gas India Joint venture 22.50%

Limited

Bhagyanagar Gas India Joint venture 22.50%

Limited

Petronet LNG Limited India Joint venture 12.50%

Central UP Gas India Joint venture 22.50%

Limited

Green Gas Limited India Joint venture 22.50%

Maharashtra Gas India Joint venture 22.50%

Limited

Aavantika Gas India Joint venture 22.50%

Limited

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16
Ratnagiri Gas & India Joint venture 28.50%

Power (Pvt) Limited

Fayum Gas Egypt Associate 19%

Shell Compressed Egypt Associate 22%

Electricity Generation

Natural Gas Company, Egypt Associate 15%

Natgas

Gujarat State India Associate 12.85%

Electricity Generation

China Gas Holding Bermuda Associate 6.78%

Limited

BUSINESS PORTFOLIO

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17
 GAS
TRANSMI-
SSION
E&P
LPG
(6700KM)
(27 BLOCKS) TRANSMI-
SSION
CBM
(1922KM)
(3 BLOCKS)

LNG GAS
(PLL, RGPPL) PROCESS-ING

10MMTPA (7 PLANTS)
GAIL

PETROCHE
GAS & M
POWER
POLYTHENE
(GSEG, RGPL)
(410000)
2250MW
GAS TPA

TELECOM RETAILING

OFC (13000 (IGL, BGL,

KM) AGL, MGL,
CUGL, GGL,
TNGCL, MNGL

INTRODUCTION

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A cherished dream saw its fruition in the form of the founding of an institution of excellent merit

of which India as a country is proud.

It was in June 1997 that the GAIL Training Institute was founded after an MoU was signed

between GAIL (India) Ltd. and Dansk Olie Og Natur Gas (DONG) on 3rd March 1992. It

involved an expenditure of Rs 25 crores and was a joint project of GAIL and DANIDA (Danish

International Development Assistance) scheme. The Institute also has a joint business

arrangement with the Institute of Gas Technology (IGT), USA, which is one of the leading

institutes in the area of Gas Technology in the World.

The idea was first born when the Danish Prime Minister visited India in 1987 and suggested a

joint Indo-Danish venture in the form of a training institute in the field of natural gas. Today the

GAIL Training Institute (GTI) is scaling new heights of its venture as Asia's first integrated

Institute for Training HRD and R&D in the natural gas sector.

LOCATION

The GAIL Training Institute is located in NOIDA's pollution free environment. It is a happy

blend of architectural aesthetics and utilitarian principles with the most modern equipment. The

building stands on lush, green lawns, surrounded by a garden of beautiful flowers and consists of

a main building, an auditorium and a hostel. It provides a congenial atmosphere for serious

studies.

GAIL TRAINING INSTITUTE

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24, Sector 16A

Noida 201301 (India)

Phone: 0120-2515353, 2515354

2515355, 2515363

OBJECTIVE

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GTI was established with a clear vision of providing sustainable growth opportunities to the gas

sector through synergistic development of human resources and technology.

GTI, an ISO 9001:2000 certified Institute, was conceptualized to cater to the manpower and

technology development needs of Indian and the Southeast Asian Gas sectors, particularly in the

field of Natural Gas.

Focus

Develop and Design manpower development strategies and interventions in Technology and

Management Areas.

Research and Technology Development for effective processing, transmission and utilization of

Natural Gas.

Cover a wide spectrum of technical training programs and develop innovative, environment-

friendly energy technologies and sources.

The quality objectives aim to provide a congenial learning environment and development of

human resources. The aim is to create total quality culture in terms of people, products and

services, work life, safety, energy and environment.

Commitment

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GTI is fully equipped to train manpower at all levels covering the entire range of activities

related to gas transmission, petrochemicals and telecommunication. GTI shares the vision of

GAIL and invites you to join and further sharpen the knowledge, skills, attitude and the

understanding of new technology.

We at GAIL are committed to impart internal or external training to all employees once a year.

We are also committed to exposing our senior executives to international institutes of repute

once every four years.

RESOURCE POOL
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The main driving force behind GTI is the faculty. Consisting of specialists with excellent

background in cutting-edge research, teaching and consulting in various fields, the faculty is a

highly diversified group of individuals, selected from reputed institutions like IIM, IIT,

renowned consultant groups and in-house resources.

Their rich experience enables us to bring relevant and informative content into the classrooms.

Each work model is designed to enable efficient transfer of technology to the marketplace,

keeping in mind the implications of new policies in science and technology. This, in turn,

enables participants to reap the benefits of business excellence and helps create a culture of total

quality people.

Moreover, our valuable resources from the government, industry and academia give us the

cutting edge in training and research. Interaction with premier institutes like IITs, IISc, ISB and

IIMs helps support a wide area of specialized training programs. All in all, GTI offers the perfect

environment to nurture learning at every level.

FACILITIES:

GTI is having the relevant plants for first-hand experience. An interdisciplinary environment is

cultivated where trainees are encouraged and challenged by the faculty to develop critical

thinking skills essential not only for a successful manager but also for an

Learning at the GAIL Training Institute is aided by hands-on training coupled with site visits to

improved quality of life through better appreciation of technology and their respective

professions.

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 Training Facilities :

There are five training rooms with seating capacity of 30 people each. Each of them is equipped

with the latest audio-visual training aids. In addition, two mini conference rooms are available to

host a large number of participants. One of these is equipped with video-conferencing that is

linked to GAIL's Corporate Office in New Delhi and across 38 work centres of GAIL.

Learning Centre

Learning Centre at GTI is actively involved in strengthening the existing learning infrastructure

and developing / initiating new activities for overall development of the executives at GAIL.

Library & Information Centre

The library and information centre is stocked with the latest technical journals, books, training

software and technical programs in print as well as in electronic media. It provides access to

online technical databases and extends information and documents out of a vast resource of 543

libraries in India, through the services of DELNET and IIT Delhi. The GTI Library collection is

available to all DELNET member libraries through the Internet, with the database broadly

accessible through GAIL's Local Area Networks (LAN) and Wide Area Networks (WAN).

TRAINING POLICY:

Introduction:
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Learning is a continuous and on going exercise. In today's highly competitive business

environment, training and re-training of our human resource becomes absolutely necessary.

Through well-conceived training and development progrmmes we can achieve the important

objective of Gas technology Institute is consistently serving as a platform, providing employee’s

development which is so vital in today's environment.

We also sponsor our employees for attending training programmes, conference and

seminars within India and abroad on contemporary subjects to provide them opportunity of

learning & interaction with the experts of various technical and management fields. For having a

systematic approach for selecting the individuals to attend particular training programme, the

need for a sound policy on training has been felt for quite sometime. Accordingly a training

policy has been framed and approved by the board.

Objectives:

 To provide fair opportunity to all the employees for self development through training.

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 To create an atmosphere of learning which motivates the employees for acquiring higher

degree of knowledge and skills

 To ensure that each individual gets required company support in terms of training for his

development according to his/her need and capacity.

 To fulfill the company's needs of human resource development by synchronizing the

fulfillment of individual training needs.

1. INTERNAL (GTI/Site Offices)/EXTERNAL (within India) :

1.1. Employees of all levels would be given at least one internal/external training for minimum 2

days in the financial year (April-March).

1.2. All centres will communicate training needs (Technical /Non-technical) of their employees

to the Training department by End January every year so that the same can be incorporated in the

annual training roster.

1.3. Nominations once approved can only be cancelled by the concerned Director only and prior

intimation be made to H.R. Directorate.

1.4. Employees deputed for external training programme will submit a feedback report on return

to training department within 10 days. The report will cover the lesson learnt which can be

implemented in GAIL and his recommendation about usefulness of the programme for future

nominations.

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GAIL encourages its employees to share their views and represent GAIL in various national

/international conferences by reading self-generated papers/articles. Following policy would be

followed for reading the subject papers:

2. READING SELF-GENERATED PAPER

2.1. Employee can read the self-generated paper in conference/seminar/workshop in India or

Abroad with prior approval of the competent authority. GAIL will not be liable to pay any course

fee or registration fee and expenses towards air travel; however, permissible DA and conveyance

would be borne by GAIL as per rule, if not paid by the organizers.

2.2. Employees interested for publishing the paper/article in any magazine/ conferences/

seminar/ workshop will require prior approval of the CMD. However, for domestic purpose, the

prior approval of concerned Director and Director (HR) would be required.

To be a global giant being a part of GAIL's vision, it becomes mandatory to give international

exposure to our senior level executives. Executive of the level of E-7 and above need special

seasoning to be at par with international clients. Keeping this in view a foreign training policy

has been evolved:

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3. FOREIGN TRAINING:

3.a. Managerial Training : Executive of E-7 and above would be sent for training abroad once

in four years

3.b.Technical Training : Executives/non-executives at all levels can be sent for foreign training

in functional areas specific to their job requirement like vendor training of equipments and also

need based foreign training subject to approval of the competent authority.

4. INDUCTION TRAINING:

This is being implemented to give friendly welcome to the new employees as members of the

organization and also to introduce the new employees with the available installation, work

norms, organizational objectives & the job position of the employees. Hence objective of this

induction training includes: making clear to the employee the terms of their employment,

communicating to them the entire job requirement & inspiring in them the confidence both in the

organization they have joined & in his own ability to learn & perform on the job.

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POLICY ON SUMMER/WINTER/VOCATIONAL TRAINING

Guidelines are hereby proposed towards a comprehensive policy on summer/winter/vocational

training effective from 1 January 2003. These policy guidelines would be effective with

immediate effect.

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 INTRODUCTION TO COMMUNICATION

COMMUNICATION:-

Communication can be considered as a personal process that involves the transfer of

information and also involves some behavioral input. Communication is something people do.

COMMUNICATION IN ORGANISATION:

An organization consists of people. Secondly, it involves interdependence. If

someone had 1000 people, each of whom designed a product, purchased materials,

manufactured, sold and distributed the product, he would not had an organization, he would have

1000 enterprises. People are interdependent when the performance of one individual affects and

is affected by the performance of the other. Interdependence calls for co-ordination of activities

which ensures that individual tasks will be carried out so that the objectives of the organization

will be achieved. And co-ordination requires communication.

WHY COMMUNICATE:

Some of the common answers to this question are as follows:

 It leads to greater effectiveness.

 It keeps people in the picture.

 It gets people involved with the organization and:

increases motivation to perform well;

increases commitment to the organization.

 It makes for better relationships and understanding between:

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 boss and subordinate; colleagues people within the organization and outside it

 It helps people to understand the need for change how they should manage it; how to

reduce resistance to change.

There also needs to be a clear message, which must be understood by the recipient.

PURPOSES OF COMMUNICATION:

 Seeking or receiving information, allocating blame, encouragement, control, selling

proposals, confrontation.

 Talking to different levels within the hierarchy- to individuals, to groups, to departments-

and externally to customers, suppliers, banks, other professionals;

 Using both formal communication:

meetings, reports, proposals, notices;

and informal communication:

counseling, advising, talking to other

employees.

 Working in different roles: as chairman, project leader, analyst, subordinate, colleague.

 Evaluating communications: are they facts, opinions, gossip?

 Building up networks to obtain real information which may be given freely or concealed-

which means you need to ask the right questions, or else you will find yourself drowned

in data but starved in information.

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  Trying to influence those over whom you have no power.

THE COMMUNICATION PROCESS:

SENDER
RECEIVER
NOISE
INTENDED

MEANING
PERCIEVED

MEANING

ENCODES

INTO CHANNELS DECODES

SENDS
OF RECEIVES SYMBOLS
SYMBOLS
SYMBOLS
COMMUNICATION SYMBOLS

RECEIVES SENDS

FEEDBACK FEEDBACK

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BASIC FORMS OF COMMUNICATION:

Communication occurs in many forms. We can pick up the phone and have a

conversation with our supervisor or leave her a voice mail message if she is unavailable. We can

choose, instead, to write her a memo and send it by e-mail. Communication can be :

 Formal or informal

 Spoken or written

 Internal or external

NON-VERBAL COMMUNICATION:

The most basic form of communication is non-verbal communication: all the cues,

gestures, facial expressions, special relationships, and attitudes toward time that enable people to

communicate without words. People gritted their teeth to show anger, they smiled and touched

one another to show affection. We also use non-verbal cues to express superiority, dependence,

dislike, respect, love, and other feelings.

VERBAL COMMUNICATION:

Although one can express many things verbally, there are limits to what we can

communicate without the help of language. If someone wants to discuss past events,

ideas, abstractions, he need symbols that stands for his thoughts. Verbal communication

consists of words arranged in meaningful patterns.

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 INTRODUCTION TO TEAM BUILDING

A TEAM:

A team is a group of people who come together temporarily to achieve a purpose.  There

is no magic formula for "building a team".  Teams are organic - they grow and change - so

make use of the opportunities that change offers.

 A team is...more than a group of people

 A team is...a collective of individuals who all contribute to the working of the whole

TEAM BUILDING:

 Team building is...an active process by which a group of individuals with a common

purpose are focused and aligned to achieve a specific task or set of outcomes.

 Team building is...an effort in which a team studies its process of working together.

Team building programmes around the world are a growing phenomena.  It is a common

practice for most organisations today to hold team building events at either department level or

company level at least once a year.

One of the main reason is that most managers

today believe team building events are able to bond

organisation members together both horizontally

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 (between subordinates) or vertically (between managers and subordinates).  However, what is

lacking is the understanding of the concept of team building.  As a result, team building

events today often end up to become merely a trip to the park, a one night stay at a posh resort

or an afternoon of games.  The outcome has left much to be desired unless the concept of

team building is well understood which is essential to maximise the benefits for the time

spent.

Robbins and Coulter (1999) in their book "Management" defines team building as

"interaction among members of work teams to learn how each member thinks and

works".  Unfortunately, in today's practice, the definition of team building has been

misinterpreted.  The key phrase here is "to learn how each member thinks and works". 

Team building events therefore should go beyond the idea of a "trip to the park".  They have

to allow for learning about how each member of the team thinks and works in relation to the

workplace.  On the contrary however, most team building practitioners today are commonly

using so-called team-building events to simply ‘encourage’ people to work together, not learn

about how each team member actually thinks and behaves.  The common message carried

behind the way most team-building games is "you all must learn to work as a team".  The

facilitator needs to do more - they need to provide structured opportunity for helping team

members learn more deeply about how each person operates in the workplace.

Introduction to Team Building Activities:

Team building activities are stimulating problem-solving tasks designed to help group

members develop their capacity to work effectively together.  Many team building and

initiative tasks are like kids games, others are novel, complex tasks and designed for specific

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needs.   More elaborate initiative tasks can involve ropes courses, night-time activities, and

exercises lasting over several days.

Team building activities are often used in meetings, presentations, workshops, training

seminars, education programs, corporate training, with college, high, middle, elementary and

pre-school groups, sport teams, teacher training, youth work, and in therapeutic and

correctional settings.  Team building exercises can be adapted for virtually any setting, young

or old, large or small, and across cultures.

Much depends on the role played by a facilitator.  Different team building activities facilitated

in different ways with different groups can and will lead to a wide variety of different

experiences and different outcomes.  In the hands of an excellent facilitator, even the most

simple game can become a significant experience for participants; with a poor instructor, even

with the most well-designed activity can go awry.

An important part of team building exercises is participants' reflection and discussion about the

activity, how they approached the situation, and possible points of learning.  For example, a

group could be videoed during an activity and the video watched, analysed, and discussed, to

help extract potential learning from team building exercises.

The reasons to work on team building:

Efficiency: A strong team works together more efficiently. They know how others on the team

react in certain situations and can be prepared for different issues that may come up.

Strengths: Having a strong team allows you to build on your team members’ strengths. This

way you do not have the logistical member trying to work on the creative part.

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Enjoyment: When your team gets along and feels a sense of commitment to each other, they

have more fun at their job and experience employee motivation. Studies show that employees

who like their job and work partners are more productive.

Commitment: When you feel like you are part of a team, you are more committed to helping

with the project and to the company. You will experience better employee retention.

Communication: It is easier to communicate with a team who willingly works together and

helps each other out. If a team member does not feel comfortable approaching another employee,

productivity and communication can be hampered or lost.

Relationships: Building strong relationships helps create a stronger feeling of being part of a

team.

Cost Effective: When your employees work together, projects will get done quicker and more

efficiently.

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 GAMES RELATEDTO TEAM BUILDING

GAME-1 – PUSHY PARTENERS

THE POINT OF THIS GAME:-

A good team accepts and knows how to handle conflict. Like stress, conflict is inevitable; like

stress, it can also be both positive and negative. Positive dynamics of conflict include increased

energy and attention. Negative once include residence and defensiveness. This quick game

illustrates typical negative dynamics of conflict.

TIME NEEDED :-

5 Minutes or more, depending on extent of debriefing.

MATERIAL NEEDED :-

Watch this timer

A SUGGESTED FUNNY INTRODUCTION:-

We find it best to simply ask your learners to stand up and play this game. The lack of context

builds curiosity, which lasts throughout the simple activity. It inspires a burst of bewildered

laughter afterword when, without comment, you politely ask them to sit back down. The

debriefing session is that much more intriguing for the suspense.

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HOW TO PLAY THIS GAME:-

1. Pair up the learners and have then stand facing each other. Ask

them to raise their hands and place their palms against their

partners’.

2. When you call “Go.” they must push against their partners’ hands.

Encourage them throughout: “Keep pushing. Push! Just a few

seconds longer. That’s it, push! Keep on pushing.”

3. After 30 seconds to a minutes, call time, thank everyone, and ask

them to sit back down. (Note: Again, they will give you quizzical

stares or laughs. Just smile back pleasantly.)

DEBRIEFING QUESTIONS:-

 When you pushed against your partner’s hands, what did your

partner need to do in order to maintain equilibrium? [Answer: Push

back pleasantly.]

 If you pushed harder, what did your partner have to do in

response? [Answer: Push back harder ]

 Think about responding to someone with a different outlook, idea,

or opinion from your own. How could you verbally “push” in those

situations, making the order person what to push back harder

against you? [Suggested answer: Start off by contradicting the

person’s idea.]
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  What are same ways you could respond to an opinion you disagree

with that would not result in the other person feeling pushed

against? [KEY POINT: Start off with clarifying neutral question,

rather than statements opposing the position.]

 Are there any additional benefits to asking questions, or idea you

do not immediately agree with?

TIPS ON MAKING THIS GAME WORK WELL:-

You may want to enhance the game’s point with a cold versus hot water

metaphor. Say, “When you drop an egg into hot water, it hardens. When

you drop into cold water, it remains soft. Argumentative statement are like

hot water: They tend to make people firm up in resolve to have thinks their

way. Question let your partner stay cool and soft- and ultimately more

open to hearing and considering your ideas later on.”

Note: Some people are uncomfortable about touching other people

due to cultural or personality preferences. As always, give your learners

the option not to participate in this game if it makes them uncomfortable.

They will learn as much from watching and listening to the debriefing as

from taking part in the activity.

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OTHER TOPICS THIS GAME TEACHES:-

 Conflict and Negotiation

 Reducing Workplace Negativity

 Communication skills

 Dealing with Difficult People

 Customer service

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 INTRODUCTION TO EMOTIONAL INTELLIGENCE

EMOTIONAL INTELLIGENCE:-

“Emotional intelligence refers to emotional awareness and emotional

management skills which provide the ability to balance emotion and reason so as to maximize

long-term happiness.”

Emotional intelligence include components like self awareness, ability to

manage modes, motivation, empathy and social skills such as co-operation and leadership.

According to Goleman, there are hundreds of emotions along with their blends, variations and

nuances. Some of main emotions with their blends are as follows:-

 Anger

 Sadness

 Fear

 Enjoyment

 Love

 Surprise

 Disgust

Importance of Emotional intelligence:-

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 In today’s context, emotional intelligence is being perceived as the most important

element in a person’s success. For example, while comparing IQ and EQ, Goleman suggest that

while 20 percent success is contributed by IQ, the remaining 80 percent success is determined by

EQ.

The emotional intelligence is important in the following way:-

 General Happiness:- Emotional intelligence leads to general happiness.

 Rationality in behavior:- Emotional intelligence leads to rationality in behavior.

Rationality is different as the capacity for objective action.

 Fulfilling social objective:- In taking and given process, a person with high EQ displays

the some behavior towards others which he expects from them.

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 APPLYING EMOTIONAL INTELLIGENCE IN ORGANIGATION

Emotional intelligence has a number of applications in organization, both business and non-

business. It can be instrumental in many areas in the workplace and can achieve organizational

development. On the basis of various researcher, psychologists have concluded that in the

business

Some of the immediate benefits of emotional intelligence are increasing productivity, spending

up adaptation to change, developing leadership skills, stimulating creativity and co-operation,

responding effectively to competitions encouraging innovations thinking, improving work

environment, reducing stress level and frustration and developing sense of competence. All these

can be achieved by applying emotional intelligence in the following areas:

 Filling organizational positions

 Work life

 Credibility of managers

 Leadership effectiveness

 Effective communications

 Handling frustration

 Stress managements

 Conflict resolutions

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 HOW TO APPLY TRAINING IN EQ

At the second phase of development of emotional intelligence, training is provided to the

participants in development program. There may be training on different aspects of emotional

intelligence like overcoming negative emotions, developing interpersonal skills, developing

empathic listening time management and so on developing on the participants individual needs.

However, while providing such a training following point should be observed:-

1. Forging Relationship with participants:- For a trainer it is essential that he forges a

positive relationship between him and participants because the relationship between the

trainer and leader is critically important.

2. Setting clear Goals:- Emotional intelligence can be made more effective by setting clear

goals

3. Breaking goals in managements steps:- Since larger goals are generally unmanageable

specially in the context of emotional change, it is better than these goals are broken into

manageable unit.

4. Maximum self-directed change:- Employee more likely to develop emotional

intelligence when they decide their own goals for developing particular emotional

competencies with the help of the trainer.

5. Maximizing opportunities for practice:- As far as possible, employee should be

provided maximum possible opportunities to develop emotional intelligence through

practice during the training period.

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6. Preventing Relapse:- Preventing relapse is necessary in emotional learning. The essence

of providing relapse is to prepare employees mentally to face slips, to recognize that

setbacks are normal part of the change process. Participants in an emotional training

program are likely to encounter many setbacks as they strive to apply new behaviors.

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 GAMES RELATEDTO EMOTIONAL INTELLIGENCE 

 GAME -1

SELLING SNOW PLOWS TO HAWALLANS

THE POINT OF THIS GAME:-

People who are emotionally intelligent are able to communicate clear and convincing messages

that engender openness and receptivity among their listeners. This game will help learners

practice their skills at persuasiveness and empathy in the most difficult of all situations: selling

the unsellable.

TIME NEEDED:-

30 Minutes

 MATIRIALS NEEDED:-

 Snow Plows to Hawaiians cards. Write the fallowing phrases on individual index cards:

Golf clubs to hospital administrators

Lawn chair to airlines

Hot dog buns to vegetarians

Bubble gum to the Teachers association

Typewriters to a high-tech company

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Lie detector test to staff at a political party headquarters

Passes to Graceland for the cast of the Metropolitan Opera

Lawn mowers to apartment dwellers

Vitamins to morticians

Cigarettes to athletes

A SUGGESTED FUNNY INTRODUTION:-

“Some people are a little unclear on the concept when it comes to selling their products. Ever

hear about the Midwest company that advertised its product as ‘Good as any, better than

some’? One Chicago radio station has this as its slogan; ‘Of all the radio stations in Chicago,

we are one of them; And the advertisement for a musical comedy once read; You will laugh till

you stop;

“It’s safe to say that if you want to be persuasive, you need to work a little harder to convey

the WIIFM- what’s in it For Me?- to your listeners. Let’s practice that right now……”

HOW TO PLAY THIS GAME:-

 Discuss a key concept of emotional intelligence: the ability to understand others’ perspective

and to align one’s own goals with the values and goals of the other person. People who excel at

this ability successfully move and influence others. They could, indeed, sell snow plows to

Hawaiians.

1. Tell the learners they are all hot-shot member of a cutting-edge advertising

company. This is a firm known for taking on tough clients and unusual products.

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2. Divide the learners into triads and give each group a Snow Plows to

Hawaiians card. Each card name a product and a specific population this item is to be

sold to. The population is that on the surface, it does not look as if this population needs

this particular item. In fact, on the surface, it look as if this population would reject this

product completely. The challenge for each group, therefore, is to sell the unsellable.

3. Each group is to be come up with a one-minute radio advertisement that

will sell its item to the population described. The commercial should illustrate three

points:

 How the item will make life better for this population ;

 How this population could use the item in creative and useful way;

and

 How the item matches this population’s unique goals and values.

4. Give the small groups 10 to 15 minutes. The group should first discuss the

points step 4 listed and then write a one minute advertising piece that addresses those

points in a compelling and persuasive manner.

5. Each group will deliver the radio ad to the rest of the learners as if they

were the target population. The learners should listen to the ad, putting themselves in the

mind set of this population. The learners will rate the success of the ad on how well it

matched the product to their needs. Learners will vote by holding up from one to five

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 fingers, with five fingers indicating that this ad would persuade them to buy this item and

one finger indicate that their would laugh the salesperson out of the room.

6. Compare scores, congratulation the winning team, and lead the applause.

 DEBRIEFING QUESTIONS:-

 In this activity you were twice asked to adopt another’s perspective. The first time was by

putting yourself in your population’s shoes and seeing your product through their eyes. The

second was when you were listening to the radio ad from the perspective of a different target

group. What did you do in order to see the world from another’s perspective? How hard and or

easy was it for you

How hard or easy is it to understand someone eles’s perspective in real life? How might empathy

change your relationship with colleagues, bosses, and clients?

 What beliefs might you have to give up to empathize with people you

disagree with?

 What strategies did your team use to sell this item? What did you imagine

about the needs, thoughts, or values of your target population?

 Have you in situations in which you believed your goals and the goals of

the other person did not match/ How might the skills you practiced in this

activity have helped in those situations? What could you do differently if

you were faced with a similar situation in the future?

 OTHER TOPICS THIS GAME TEACHES:- 

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  Communication Skills

 Reducing Workplace Negativity

 Values

INTRODUCTION TO CREATIVE THINKING AND PROBLEM SOLVING

INTRODUCTION TO CREATIVE THINKING:

The goal of incorporating critical and creative thinking processes is to develop individuals

who value knowledge, learning and the creative process, who can and will think for

themselves, yet recognize the limits of individual reflection and the need to contribute to and

build upon mutual understandings of social situations. What is desired are students who have

purposes for learning, know how and when to question, who recognize when more information

is needed and the type of knowledge which is required, know how to find and organize

information, and who can generate and evaluate a number of alternatives to human problems.

Definition:-

Creative Thinking can be described as qualities of good thinking processes and as types of

thinking. Creative thinking is generally considered to be involved with the creation or

generation of ideas, processes, experiences or objects; critical thinking is concerned with their

evaluation.

Critical and creative thinking are interrelated and complementary aspects of thinking. Almost

all of the thinking which we undertake contains some critical and some creative aspects. For

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example, when we try to solve real life problems we move back and forth several times

between creative and critical reflection2 as we develop solutions or weigh the consequences of

any one solution. It is important, therefore, that any attempts to improve thinking abilities pay

attention to both critical and creative aspects of thinking.

Creative thinking processes are combinations of abilities, knowledge, values, attitudes, skills

and processes. See Figure below for a diagrammatic overview of the components which

contribute to critical and creative thought. While the knowledge base required for critical and

creative reflection varies from subject to subject, the underlying values and attitudes remain

constant across school subjects. Although skills and processes are somewhat dependent upon

specific subject matter for their form, these same values and attitudes are required in all

subjects for their execution. It is also important to note that the content of each category is

descriptive of the area but not a final or all inclusive list. Educators are encouraged to evaluate

these lists and to generate others as they become more familiar with incorporating critical and

creative thinking into their teaching.

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Definition has changed over the past decade:-

he definition of critical thinking has changed somewhat over the past decade. Originally the

dominion of cognitive psychologists and philosophers, behaviorally-oriented psychologists and

content specialists have recently joined the discussion. The following are some examples of

attempts to define critical thinking:

 ...a conscious and deliberate process which is used to interpret or evaluate information

and experiences with a set of reflective attitudes and abilities that guide thoughtful beliefs

and actions (Mertes,1991, p.24);

 ...active, systematic process of understanding and evaluating arguments. An argument

provides an assertion about the properties of some object or the relationship between two

or more objects and evidence to support or refute the assertion. Critical thinkers

acknowledge that there is no single correct way to understand and evaluate arguments

and that all attempts are not necessarily successful (Mayer & Goodchild, 1990, p. 4);

 ...the intellectually disciplined process of actively and skillfully conceptualizing,

applying, analyzing, synthesizing, and/or evaluating information gathered from, or

generated by, observation, experience, reflection, reasoning, or communication, as a

guide to belief and action (Scriven & Paul, 1992);

 asonable reflective thinking focused on deciding what to believe or do (Ennis, 1992).

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Model of critical thinking and its modification:-

The following is a proposed model of critical thinking:

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PROBLEM SOLVING:

Problem solving forms part of thinking. Considered the most complex of all intellectual

functions, problem solving has been defined as higher-order cognitive process that requires

the modulation and control of more routine or fundamental skills. ...

Problem Solving Terminology:

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General Guidelines for Problem Solving:-

I. Problem Exploration

1. State the Problem.

A. State what the problem is

B. Restate the problem

C. State the problem more

2. Clarify the Problem.

A. Define the Key terms of the problem.

B. Articulate the assumptions

C. Obtain needed information

3. Explain the Problem.

A. Discuss the problem with someone else.

B. Look at the problem from different viewpoints.

C. Ask a series of whys.

4. Put the Problem in Context.

A. What is the history of the problem?

B. What is the problem environment?

C. What are the constraints?

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II. Goal Establishment

1. Consider Ideal Goals.

2. Establish Practical Goals.

III. Idea Generation

1. Generate Ideas for Possible Solutions.

IV. Idea Selection

1. Evaluate the possibilities.

2. Choose the solution(s).

V. Implementation

1. Try the solution.

2. Make adjustments.

VI. Evaluation

1. Determine whether the solution worked.

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 GAMES TO ENHANCE CREATIVE THINKING AND PROBLEM SOLVING

GAME 1- NUMBERS DON’T LIE

THE POINT OF THIS GAME:-

People who are considered creative don’t take creativity seriously! This is because they

understand a fundamental truth about the creative process : you got to go through a lot of lousy

ideas before you get to a good one.

People who accept this truth explore new mental frontiers with avid curiosity. They take chances.

They boldly go where no one has gone before, just for the heck of it. They make mistakes –and

have a lot of fun doing so.

And what’s the usual result? They go to the gold, more often and more quickly than the rest of

us, who hesitate and daily, constantly evaluating and editing our ideas before we dare even speak

them aloud.

TIME NEEDED

15-20 min.

A SUGGESTED FUNNY INTRODUCTION

I’d like to see a show of hands: Has any one ever … made a mistake? [Raise your own hand.]

Any one? Or its just me? [The learners will raise their hands and laugh].

Well. So we’ve all made mistakes. Hey-has any one here made more than one? [ Show of hands,

laughter.] Well, fancy that….

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“Hey! Any one think you might make just make one more mistake sometime before you die ?

[show of head.] Gee. Who would have thought….? “Did you know that everycreative genius on

this planet –Thomas Edision, Madam Curie, Walt Disney, Albert Einstene-has had far more

unworkable ideas than workable ones? The only difference between these people and the rest of

us is they kept on aking risks. They knew they wouldn’t find any brilliant new ideas by going

down the same old mental paths. Too many others have gone down those paths; those paths are

picked clean. “If we want to be creative, we have to catch up with these geniuses. I’m not saying

that we should try to make mistakes. I’m saying we must be willing to –agreed? That means we

have to start cutting ourselves- and others- a little more slack we usually do.”

HOW TO PLAY THE GAME :

1. The group stands in a horseshoe formation. Count off down the line so

that each player has a number.

2. The first person (Number 1in the line up ) calls out some ones else’s

number : “Five!” That person quickly calls out another number,” “Eight!” and so on. The

first person to hesitate at all, or call a wrong number, relinquishes his or her place and

goes to the end of the line. That person and all that were previously behind him or her in

the line up now have different numbers. The game resumes.

3. As it continues, people will constantly “blow it” and have to move to

the end of the line. But here’s the hitch: Rather than grimacing or groaning, they must

raise one fist into the air and say “Yes!” with triumph, and trot proudly to last place.

Everyone else must applaud admiringly.

4. Call time after about 5 minutes.

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DEBRIEFING QUESTIONS:

 How did it feel to make light of minor failure? How did it feel to watch

someone else do it?

 Why are we usually inclined to gnash our teeth and groan when we fail-

even in a silly little game that has no bearing on real life?

 KEY POINTS: Are there any other minor failures you have made too

much in your life?

 What concerns do you have about using “Yes” in real life?

TIPS USED FOR MAKING THE GAME WORK WELL:-

The pace is kept so fast so that every body “fails” a lot! Besides giving all of them a lot of

practice in saying “YES” (providing, by the way, a great bonding experience), this will also help

get them into a bold, pleasurable, “no fear” state of mind for the more advanced creativity

games.

OTHER TOPICS THIS GAES TEACHES:

 Assertiveness

 How to be a naturally funny trainer

 Speaking skills

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 INTRODUCTION OF MOTIVATION

MOTIVATION:-

Motivation is one of the most important factor affecting human behaviour and performance

“In order to understand the concept of motivation, we have to examine three terms:

Motives, motivating and motivation and their relationship.

Motive: “A motive is an inner state that energises, activates, or moves (hence

motivation), and that directs behaviour towards the goals.”

Motivating: Motivating is the term which implies that one person (In the organizational

context, a manager) induces another. (say employee) to engage in action (work behavior) by

ensuring that a channel to satisfy the motive becomes available and accessible to the individual

Motivation: while a motive is energizer of action, motivating is the channelization and

motivation of motives, motivation is the work behavior itself. Motivation depends on the motives

and motivating, therefore, it become a complex process. For example:- Dubin has define

motivation as follows:

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 “Motivation is the complex force starting and keeping a person at work in an

organization. Motivation is something that moves the person to action, and continues him in the

course of action already initiated.”

Relationship between motive, motivating and motivation:-

Motive Motivating Motivation

Needs in Individuals Activating needs and Engagement in

workBehaviour
Providing need satisfaction
environment

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MOTIVATION AND BEHAVIOUR:-

GOAL-
GOAL DIRECTED
NEED TENSION FULFILMENT/NEED
BEHAVIOUR -SATISFACTION

FAVOURABLE
ENVIRONMENT

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Consequences of Non-Fulfilment of need:-

Inanimate
object

Towards
flight
sources
Externalised
person
Towards

Need frustration aggression others

satisfaction

Internalised

apathy

MOTIVATION AND PERFORMANCE:-

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 Motivation is necessary for work performance because if people do not feel inclined to

engage themselves in work behaviour, they will not put in necessary efforts to perform well.

Factors affecting Individual Performance:

motivation

abilities resources
extrinsic

performance reward
Role
Sence of perception
intrinsic

competence

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 GAME RELATED TO MOTIVATING MANAGERS

GAME -1-ALPHA LEADERS

THE POIT OFTHIS GAME:-

Effective managers adopts their style to the needs of their employees and the

situation.

The game identifies some defining qualities of various leadership styles and helps

managers define the qualities of their own style.

TIME NEEDED:-

40-60 Minutes

MATERIALS NEEDED:-

 Alpha Leader` portraits (or, if not possible, their name) posted around the

room, approximately 2-5 feet apart on 8.5x11-inch sheet of paper.

You can use any or all of the following Alpha Leader: Moses, Abraham

Lincoin, Joan of Arc, Eleanor Roosevelt, Mahatma Ghandi, Christopher

Columbus, Queen Elizabeth I, Winston Churchill, Oprah Winfrey, the

Ayatollah Khomeini, Mr. Rogers, Attila the Hun. (Note: Feel free to

include or substitute any other you like better. The point here is to have a

range of style orientations: people vs. task, doing, passive vs. aggressive,

and so on. You may also want to pick leader who are specific to your

industry and familiar to your learners.)

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  A blank piece of flip chart paper posted next to each portrait

 An Alpha Leader worksheet for each learner

 Two small voting slips for each learner (1x3-inch hand-torn pieces of

paper will do fine)

 A pen or pencil for each learner

A SUGGESTED FUNNY INTRODUCTION:-

``In dog packs, there`s always one dog that is recognized by the other doges as the

Big Cheese. This is the dog that is the sniffer and not the sniffee, if you get my

drift- the Alpha dog. We have the same concept in human packs, except without

all the unsightly sniffing. Alpha Leader is a team describing a person who,

thought some combination of skill, personality, and timing, has become a cultural

icon. Obviously, not all of us can be Alpha Leader –too many chefs will ruin the

soup. But anyone who leads groups of people must be curious: How did these

leaders accomplish what they did ? How did they get people motivated? Get

everyone on the same page? Make sure information was clearly communicated

down the ranks? Find out what people in the bottom ranks were thinking and

doing? Stop people from whining when things got tough?

“And most of all … how did they make sure staff members did not sniff

anyone? Studies show that`s just not good business practices.”

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HOW TO PLAY THIS GAME:-

1. Distribution the Alpha Leaders worksheets to your learners. Ask them to

match a leader on the wall to each question on the worksheet. They can name

the same leader more than once. When they have completed the worksheet,

ask your learner to hold their pens in the air.

2. Tell the group that they will now get to see which Alpha Leaders their

colleagues chose. Read each question aloud, and ask your learner to stand

underneath the portrait of their chosen Alpha Leader.

3. Ask your learners to describe why they Chose this leader. Record the

reasons on the flip chart paper posted next to the portrait.

4. Repeat this process for each question.

5. Ask your learners to be seated. Select the two or three portrait that were chosen

most often by the learners during the activity.

6. Ask the group to review the comments written about those leaders on the flip

chart paper and to come up with a characteristic quote each leader might make

on the nature of management. The quote might start out with:’’ Always

remember …” or “Good managers …”.Write the group`s favorite quote

underneath the appropriate leader`s portrait.

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DEBRIEFING OUESTION:-

 Where there any surprises over which Alpha Leaders were chosen? [Possible

answer: Your learner might have deemed Attila the Hun`s style desirable in a

crises; conversely, everyone may have wanted him in charge of an important

operation! This can be illuminating to many leader, who might have believed

that one style-usually theirs –was appropriate for all situation.]

 Was any Alpha Leader chosen most often? If so, why do you think was? If

not did any of the Alpha Leaders have qualities in common, and did any of

these qualities come up often in choosing a leader? [This will give your

leaders some insight into qualities that seem most universally attractive –

qualities they themselves might wish to develop or improve upon.]

 What insight do you have about different leadership or management styles?

 Is there a difference between being a leader and being a manager? In

other word, do any of the Alpha Leaders possess weakness that might get in

the way of being effective managers?

 KEY POINT: Which of the leader might be good at handing supervisory

problems you yourself face?

 What insights did you have about your own style and preferences?

 You have just identified how different style would suit your workplace.

Would you answer have changed for other workplace? How is your

workplace different from other?

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  KEY POINT: If your employee were to stand under your portrait in an

Alpha Leader activity, what would they see as your qualities? In what

situations might they choose a different Alpha Leader?

 A VERY INTERESTING KEY POINT: What barriers (both internal and

external ) do you face that prevent you from being the type of leader you

would like to be?

 Based on this insight, what can you do differently in how you work?

TIPS ON MAKING THIS GAME WORK WELL:-

With a large group of participants, out may want to reduce the number of

questions the learners will responds to stay seated when naming their Alpha

Leaders.

OTHER TOPICS THIS GAME TEACHES:-

 Personality inventory

 Dealing with Difficult People

 Values

 Conflict and Negotiation

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ALPHA LEADERS WORKESHEET HANDOUT

Direction: Alpha Leaders is a team describing a person who through some combination of skill,

personality and timing has become a cultural icon of his or her period. Some Alpha Leaders are

listed below. You will probably recognize most (or all ) of them.

Obviously, not all of us can be Alpha Leaders. But anyone who lead groups of people must be

curious: How did these leaders accomplish what they did? How did they get people motivated?

Get anyone on the same page? Make sure information was clearly communicated down the rank?

Find out what people in the bottom rank were thinking and doing? Stop people from whining

when things got tough?

Choose one leader from the following list for each of the following categories. Your choice of

leader should be based on your own personal sense of that leader`s qualities, skill and leadership

style.

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Some Alpha Leaders:

Abraham Lincoin, Joan of Arc, Eleanor Roosevelt, Christopher Columbus, Oprah Winfrey,

Queen Elizabeth I, Mahatma Ghandi, Moses, Mr. Rogers, Attila the Hum, Lee lacocca, Bill

Gates, Mother Theresa, Fidel

ro

1. Which Alpha Leader would be the most effective communicator in your

workplace?----------------------

2. Which Alpha Leader would be the effective at delegating in your

workplace?----------------------------

3. Which Alpha Leader would be the most effective problem solver in your

workplace?--------------------

4. Which Alpha Leader would you trust in a crises?-----------

5. From which Alpha Leader would you prefer to get feedback regarding your job

performance?------------------

6. Which Alpha Leader would you want for your own supervisor?-------------------------

7. Which Alpha Leader most resemble your own style as a manager?-------------------------

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 RESEARCH METHODOLOGY

Methodology includes the overall research procedures, which are followed in the research study.

This includes Research Design, the sampling procedures, and the data collection method and

analysis procedures. Two broad methodologies can be used to answer any research: question-

experimental research and non-experimental research. The major difference between the two

methodologies lies in the control of extraneous variables by the intervention of the investigator in

the experimental research.

RESEARCH DESIGN:

A research design is defined as, the specification of methods and procedures for acquiring the

information needed. It is a plant or organizing framework for doing the study and collecting the

data. Designing a research plan requires decisions, all the data sources, research approaches,

research instruments, sampling plan and contact methods.

Research design is mainly of following types:-

1. Exploratory research

2. Descriptive studies

3. Causal studies

EXPLORATORY RESEARCH:-

The major purpose of exploratory studies are the identification of problem, the more

precise formulation of problems and the formulation of new alternative course of action. The

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design of exploratory studies is characterized by a great amount of flexibility and ad-hoc

veracity.

DESCRIPTIVE RESEARCH:-

Descriptive research in contrast to exploratory research is marked by the prior

formulation of specific research questions. The investigator already knows a substantial amount

about the research problem. Perhaps as a result of an exploratory study, before the project is

initiated. Descriptive research is also characterized by a preplanned and structured design.

CASUAL OR EXPERIMENTAL DESIGN:-

A casual design investigates the cause and effect relationships between two or more

variables. The hypothesis is tested and the experiment is done. there are following types of

casual designs:

I. After only design

II. Before after design

III. Before after with control group design

IV. Four groups, six studies design

V. After only with control group design

VI. Consumer panel design

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DATA COLLECTION SOURCES:-

 Government publication

 Report committees

 Private publication

 Research institute

 Magazines

 News paper articles

DATA COLLECTION METHOD

PRIMARY SECONDARY

 Direct personal interview 1. Govt. publication

 Indirect personal interview 2. Report committees

 Information from correspondents 3. Private publication

 Mailed questionnaires 4. Research institute

 Questionnaires filled by enumerators 5. Unpublished sources

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 PRIMARY DATA:-

This data are collected first time as original data. The data is recorded as observed or

encountered. Essentially they are raw materials. They may be combined, totaled but they

have not extensively been statistically processed. For example, data obtained by the peoples.

SECONDARY DATA:-

These are those data which have been already collected and analyzed by some earlier agency

for its own use; and later the same data are used by a different agency.

DATA COLLECTION METHOD:-

The following methods of data collection are used:-

 Observation method

 Questionnaire method

OBSERVATION METHOD:-

This is the most commonly used method of data collection especially in studies relating to

behavioral sciences. Accurate watching and noting of phenomenon as they occur in nature with

regard to cause and effect or mutual relation is called observation method of data collection.

Characteristics of Observation Method:

 Direct Method: In this method data is collected through direct contact with phenomenon

under study.

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  Requires In-depth study: In this method, the observer goes to the field and makes the

study of the phenomenon in an in-depth company to acquire data.

 Collection follows observation.

 Relationship between the cause and effect.

 Scientific method for collecting dependable data.

 Selective and purposeful data.

QUESTIONNAIRE METHOD:-

The questionnaire is a list of questions to be asked from the respondents. It also contains a

suitable space where the answers can be recorded.

A questionnaire is a method of obtaining specific information about a defined problem so that

the data, after analysis and interpretation, results in a better appreciation of the problem.l

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SAMPLING PLAN:-

Population or All the employees working in GAIL.

universe

Sampling unit Employees who take training in GTI, Noida.

Sampling Size 50 employees from the selected population.

Sampling method Simple random sampling method

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 FINDINGS

Ques.1- What type of training methods are being conducted in GTI?

5% 18%
35%

30%
12%

SEMINARS/CONFERENCE Role Playing Simulation Games

Management Games Any Activities

Interpretations

The study I find that the training method is conducted in GTI mostly Management

games and Role playing.

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Ques.2- How do you find the training programs which are being conducted in GTI?

12% 14%

32%
42%

Very Interesting Interesting Boring Very Boring

Interpretations

The study I find that the training programe in GTI is very interesting.

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Ques:-3. What type of trainers do you prefer?

In-house
44%
Trainers

56%
Renowned
Resourse
Persons

Interpretations

The study I find that the GTI prefer in house trainers.

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Ques:-4. Are you satisfied with the way of handling the training programs by the

trainers?

42%

58%

Yes No

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 Interpretations

The study I find that the trainee are not satisfied with the handling of training

programme.

Ques:-5. Are you satisfied with the training programs conducted here?

47%

53%

Yes No

Interpretations

The study I find that the trainee are not satisfied with the training programe are

conducted in GTI.

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Ques:-6. If not satisfied, what according to you is lacking?

7%

34%

42%

17%

Skilled trainers Training Environment Traing Programs Any Other

Interpretations

The study I find that the all trainee lacking with training programme.

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Ques:-7. In which aspect do you require more training?

27%

Behavioral
Aspect

Product
knowledge

73%

Interpretations

The study I find that the trainee aspect the behavioral aspects.

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 LIMITATIONS

The limitations of the study were:

1. NON-AVAILABILITY OF DATA:-

Organization does not provide any data related to the project which restricts the

project only to the procedure and accounting.

2. SHORTAGE OF TIME:-

Time given for the project is very short for studying the behavior pattern

of the trainers and the trainees.

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3. RELUCTANCE OF THE RESPONDENTS:-

Less number of employees have given their response to the questions.

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 RECOMMENDATIONS

1. GTI should recruit some professional and well skilled trainers, who could train the

trainees more enthusiastically.

2. GTI should focus on making training patterns to improve the behavioral aspect of the

trainees.

3. On the basis of the above conclusion, following facilitators to improve different

behavioral skills are recommended:-

Following are the different behavioral modules which should be taken into consideration

by the GTI trainers in the training sessions,in the very same manner as these are

described.

 Motivation

 Communication

 Team Building

 Emotional Intelligence

 Creative Thinking & Problem Solving

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 CONCLUSION

1. The training methods preferred in GTI are: Role Playing & Management Games.

2. Most of the programs conducted in GTI are interesting but some are boring for the

trainers.

3. Most of the trainees prefer renowned resource persons as trainers.

4. More than half of the trainees are not satisfied by the trainers, in respect of their way of

handling the training sessions.

5. More than sixty percent of the trainers are satisfied with the training programs conducted

in GTI.

6. The problems found in GTI are “Training Programs” & “Lack of skilled Trainers”.

7. The trainees need well skilled trainers, recreational & enjoyable training sessions &

healthy environment in the training sessions.

8. The trainees need training programs which will improve their behavioral aspect rather

than having only product knowledge.

9. The trainees need to improve their motivational, communication, team building,

emotional intelligence, leadership, critical thinking & problem solving skills.

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 QUESTIONNAIRE

NAME………….. Age…………………

Designation…………… Nature of Job………

A. What type of training programs are being conducted in GTI?

Seminar/conference (specify) ……………..

Role Playing (specify) …………….

Simulation Games (specify) ……………..

Management Games (specify) ……………

Any Activities (specify) …………….

B. How do you find the training programs which are being conducted in GTI?

 Very Interesting

 Interesting

 Boring

 Very Boring

3. What type of trainers do you prefer for training programs?

 In-house trainers

 Renowned resource persons

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4. Are you satisfied with the way of handling the training programs by the trainers?

 Yes

 No

5. Are you satisfied with the training programs conducted here?

 Yes

 No

6. If not satisfied, what according to you is lacking?

……………………………………………………………………………………

……………………………………………………………………………………

7. How can that shortcoming could overcome?

……………………………………………………………………………………

……………………………………………………………………………………

8. In which aspect do you require more training?

 Behavioral Aspect

 Product Knowledge

9. For what skills, do you prefer training programs?

……………………………………………………………………………………..

……………………………………………………………………………………..

10. According to you, which training method is most effective?

………………………………………………………………………………………

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 BIBLIOGRAPHY

BOOKS

 Robbins P. Stephens, Organizational Behavior, Prentice Hall, 7th Edition,

Chapter 16, pages 636-641.

 Koontz Harold & Weihrich Heinz, Essentials of Management, Mc Graw Hill,

5th Edition, Chapter 11, pages 217-245.

 Decenzo A. David & Robbins P. Stephen, Personnel/HR Management,

Prentice Hall, 3rd Edition, Chapters 6,7 & 8, pages 117-209.

Magazines

 India Today

 Today’s traveller

 Business Today

News Paper

 Times of India

 Hindustan Times

 Economic Times

Web sites

 www.gtil.com

 www.indiatimes.com

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