17 - Appendix C PDF

APPENDIX (C)
EXERCISE-1 (ON FUNCTIONS OF MANAGEMENT)
Rajiv Beri’s Diary
Rajiv Beri is the president of a small company that produces electronic circuits. He
decided to keep a diary of his activities for one day, which is summarized on the
following page:
7.30- 8.45 Weekly staff meeting with five supervisors.
8.45- 9.30 Interviewed an applicant for the position of purchasing agent.
9.45- 10.00 Discussed maternity leave with a secretary.
10.00- 11.00 Met with three stockholders to explore how Rs. 10 lakhs in new funds
could be obtained.
11.00- 12.00 Met with a potential customer to demonstrate equipment and
processes.
12.00- 1.15 Awarding the best performing employees.
1.15- 2.15 Worked with the production supervisor to determine why recent units
were not meeting quality control standards.
2.15- 3.15 Instructed departmental heads regarding quality norms of the product
for trade show.
3.15- 4.30 Visited a local bank to determine prospects for borrowing Rs. 10 lakhs.
4.30- 6.30 Worked in the laboratory to try out some news optics to be used in the
production equipment.
Questions:
1. In relation to each managerial activity, list the management function

involved.
2. Based on this diary, do you consider Rajiv Beri to be an effective
manager.
EXERCISE-2 (ON LEVEL OF MANAGEMENT)
1. Your uncle is working as “Marketing Manager” in a company. At what level

of management is he working?
2. Your father has retired as the director of a manufacturing company. At what
level of management was he working? What functions do you think he was
performing at that level? State any two.
3. Your friend is working as a “worker” in a company. At what level of
organization is he working?
4. Ritu is the manager of the northern division of a large corporate house. At
what level does she work in the organization?
5. You have three brothers. They are working in three different MNCs as
General Manager, Supervisor and Deputy Personnel Manager. What functions
of management do you think they are performing in their companies? Are they
performing the same functions of management? If yes, how?
6. Raman is working as ‘Plant Superintendent’ in Tifco Ltd. Name the
managerial level at which he is working.
7. Dheeraj is working as Operations Manager’ in Tifco Ltd. Name the
managerial level at which he is working.
CASE STUDY (ON COORDINATIONS
In Search of Greener Pastures
Rohit joined ABC Ltd, a heavy engineering unit, heaving a turnover of about Rs.20
crores, in the junior management cadre as a direct recruit. During his tenure with the
company, Rohit proved to be a dedicated and sincere worker which him quick
promotions in the organization. He had made a mark in whichever department he had
worked and his department heads were happy with his work. After serving the
company for a period of ten years Rohit felt that there was no scope for further
improvement in his position and started applying for better jobs commensurate with
his experience. He finally succeeded in getting a job but his new employer wanted
him to join within one month. To this Rohit pleaded inability as he was required to
give three month’s notice to his present employer, as per company discuss the matter
with the personnel manager and try to reduce the period to one month by paying two
month’s salary in lieu of the required notice Rohita accordingly submitted this
resignation to the departmental head to recommend his case to the personnel manager
for relieving him after one month. The departmental head said that he would discuss
the matter with the personnel him manager and try his best to help. However the latter
turned down Rohit’s request starting that the rules require him to give three months
notice and that the alternative suggested by Rohit was not acceptable.
When Rohit learnt about the personnel manage response he approached his
prospective employer to explain his difficulty, which was beyond his control and
requested them to extend his joining period to three months. This was accepted by
them as a special case.
The departmental head took up case with the management and suggested that in future
the officers who testing may be permitted to give one month’s notice and two month’s
notice if required so as to ensure against any unnecessary delay in the work of the
department. But the management refnsed to accept this proposal, starting clearly that
the company’s policy cannot be changed.
Questions:
1. Did the management take correct decision in Rohit’s case under the
circumstances?
2. What steps should the departmental head take to ensure that officers who
resigned do not adopt an indifferent attitude towards their work during the
three months notice period?
3. If you were in the position of management, how would you have handled the
situation?
ROLE PLAYS (ON FAYOL’S PRINCIPLES OF MANAGEMENT)
This Role Play is based on Fayol’s Principle of division of work. There are 8 students
in the role play out of which one is acting as manufacturing supervisor, 5 are acting as
workers and one is a customer and one is acting as the Head of manufacturing
department.
Scene 1: The customer places an order for manufacturing 100 lecture stands. The
manufacturing manager asks every worker to complete 20 lecture stands and gives
them time of 2 weeks.
Scene2 (after 2 weeks): He asks the workers about the status of manufacturing lecture
stands. But the workers could not complete the task.
Scene3: He discusses with the head of manufacturing department about the slow
progress of work. The head of department suggests that one worker should do one job
on all the 100 lecture stands. Only one worker will perform on one part of all lecture
stands. The workers will get specialised in their jobs which will reduce the total time
taken to manufacture lecture stands.
Scene4: The supervisor calls the meeting of all the workers and briefs them about the
idea.
This role play shows how division of work helped the organization in achieving
efficiency.
* This role play is based on Fayol’s Principle of Authority and Responsibility. In this
role play, there are 9 members, who are General Manager of a FMCG Company,
Finance Manager, Production Manager, Marketing Manager and his 5 subordinates
Scene 1: Marketing Manager has a meeting with General Manager of the Company
regarding setting the targets for the next quarter. General Manager shows his
expectations that sales should be doubled in the next quarter.
Scene2: Marketing Manager plans with his subordinates that what should be done to
increase the sales. They realises that there is a need to increase the advertising budget
and also the promotion of the products should be done by providing 20% extra
product.
Scene3: Marketing Manager contacts the Finance Manager for extra budget for
advertisement expenses. But because of different constraints the budget could not be
approved.
Scene4: Marketing Manager contacts the production department for increasing their
production capacity so that products could be provided in extra quantity. Again, the
marketing manager could not get the approval for getting the production capacity
increased.
So, finally by the end of the stipulated time the marketing manager was left with no
progress at all just because of lack of authority. This role play suggests that with
increasing responsibility, authority should also be increased otherwise that will lead to
decrease in performance.
■ This role play is based on unity of command.
Mr Ram and Mr. Aman are the employees at a company FastGear Pvt. Ltd. They are
working under Mr Tyagi, Production Manager and Mr Harish, Marketing Manager.
Mr Harish instructs Mr Ram to contact the distributors regarding the launch of a new
product and instructs Mr. Aman to invite quotations from advertising agencies for the
new product. When Mr. Ram was conversing with the distributors Mr. Tyagi
(production manager) calls him and asks him to collect the price quotes for the raw
material to be used for the production of the new product. Mr. Tyagi asks Mr. Aman
to prepare an estimate of required material. Mr. Aman, ignoring both the instructions,
was busy with a personal call. After half an hour Mr. Harish calls both of them and
asks for the work report. Both the employees could not complete the work assigned to
them. Mr. Ram could not complete the work in spite of his dedication because he was
assigned another duty in the mean time and it created confusion for him regarding the
priority of duty assigned. Mr. Harish did not do any of the jobs assigned and still
could not be held accountable for not performing the job.
Outcome: Because of receiving command and direction from two managers, Mr Ram
could not perform any of the tasks properly and Mr. Harish avoided both the
instructions.
This role play is based on the concept of Scalar chain. There are 4 members of
Production Department having a line relationship, in which Mr X is Mechanical
Engineer in Production department and there are another 4 members in Stores
department where Mr Y is a Storekeeper.
A breakdown occurred in the manufacturing plant of the company. To solve the
problem engineer required some materials and tools from the Stores Department.
Scene 1: Mr X needs some tools from Stores. He talks to his supervisor. The
supervisor says forward me an application for the materials you require.
Scene2: The Supervisor forwards the mail to his boss. And then he forwards the mail
to the Production Manager.
Scene3: Production manager gives the orders to the Head-Stores to issues the
materials required. And further, Mr Y receives the orders to issue materials to Mr X.
This process took a lot of time and breakdown continued for a longer time as the
problem could not be solved immediately.
So Fayol’s principle of scalar chain gives the solution to such kind of problems which
involves communication delay because of following the scalar chain.
The subordinates can cross communicate with each other if authorised by their
respective superiors.
This role play is based on Fayol’s principle of Initiative.
Mr Ajay is Quality Manager and Mr Joshi is Production Manager at Beecham

Consumer Healthcare Limited.
Scene 1: Mr S. K. Paul is an employee working under Mr Ajay, Production Manager.

He is facing some problem while working on a particular instrument; He suggests a
new model of the machine to his boss, which will increase the accuracy in quality
measurement.
Mr Ajay replies to Mr Paul that it is not your job,' it is my job and I better understand
what is good for the company and what is not.
Scene2: Mr Ashish is an employee working in the production department. He finds a

new idea to reduce the manual work in the organisation. He suggests to his supervisor
that by using a particular crane for loading and unloading the material, manual work
can be reduced to a larger extent, which will, help in doing the job more efficiently.
Scene3: The supervisor discusses the idea of employee with the managers in a
meeting. The idea gets approved and the employee is awarded as innovative employee
of the quarter.
Scene4: Later a survey is done on the growth and development level of employees in
the different departments of the company. And it was found that there was a higher
level of development in the employees at Production department, while it was
minimum in employees of quality department, because the employees were not
encouraged to take initiatives in that department.
EXERCISE-3 (PRINCIPLES OF MANAGEMENT)
1. Hina Harish are typists in a company having the same educational

qualification. Hina is getting Rs. 3,000 per month and Harish Rs. 4,000 per
month as salary for the same working hours. Which principle of management
is violated in this case? Name and explain the principle.
2. The Production Manager of Bharat Ltd. Instructs a salesman to go slow in
selling the product, whereas the Marketing Manager is insisting on fast selling
to achieve the target. Which principle of management is being violated in the
case? State any of the consequences of violation of this principle.
3. Mohan, a manager, does not distribute the work amongst his subordinates,
either according to capability or proportionately. Which principle of
management is being overlooked and why? Give one violating effect.
4. Mohan, a manager of a business undertaking is very lax with his fellow
employees and subordinates. He does not give them parameters or rules for
reporting to work and completion of assignments. Which principle of
management is being overlooked and why? Give one violating effect.
5. Mohan, a manager, very often speaks people at all levels, passing on
instructions regarding his department and also the other departments. Which
principle of management is being overlooked and why? Give one violating
effect.
6. Mohan, a manager expects his subordinates to work for the happiness and
pleasure of being in the organization. Which principle of management is being
overlooked and why? Give one violating effect.
7. Mohan, a manager expects his subordinates to adapt the new environs and
working conditions without giving them time to settle down. Which principle
of management is being overlooked and why? Give one violating effect.
8. The subordinates in a company receive orders regarding their work from
different operative heads for the same task. Which principle of management is
being overlooked and why? Give one violating effect.
9. In a particular company, no importance had been attached to the suggestions
given by the subordinates. In 2007 the company appointed Mr. Lotus as its
Chief Executive Officer. He was an M.B.A. degree-holder from I.I.M.
Ahmedabad with an experience of a decade. On assuming the charge of his
office, he started a sort of campaign asking for suggestions from every big or
small employee of the company. In a very short time, there were about 10,000
suggestions. After studying them intensively about 1500 suggestions were
implemented in different fields. This campaign fetched the company an
additional profit of 50 crore rupees.
(i) What principle of management will have been working behind Mr.
Lotus’s thinking?
(ii) What will be the effect of implementing these suggestions on the
employees?
APPLICATION ORIENTED EXERCISE (ON SCINTIFIC
MANAGEMENT)
Ms Libra is working as CEO in Bagan Tea Company. Her company manufactures tea
with tern brand names (e.g. Hari Patti, Lai Patti, swad, Mehak, Khushboo, and
Morning Tea etc.). Every brand has five flavours. Tea of every taste is packed in
packing of 10.grams, 20 grams, 30 grams* 40 grams, 50 grams, 60 grams, 70 grams,
80 grams, 90 grams, 100 grams, 150 grams, 200 grams, 250 grams, 300 grams, 350
grams, 400 grams, 450 grams, 500 grams, 600 grams, 700 grams, 800 grams, 900
grams, 1 Kg, 2 Kg, 3 Kg, 4 Kg and 5 Kg. In this way the company sells tea of one
brand in 135 (1*5*27) packets and all the brands put together are sold on 135*10=
1350 packets.
Q: 1 What in your opinion is the mistake being committed by Ms Libra?

Q: 2 With what technique of scientific management can she improve upon her
mistake?
Q: 3 What benefit shall she get with the help of the technique suggested by you?
MANAGEMENT GAME (ON PLANNING)
It is a quick icebreaker and kick-start activity with a helpful underlying purpose for
groups of any size.
Introduction/scene-setting: The beginning of a new year prompts many of us to

consider new aims and plans, or to renew a commitment towards a change or
improvement of some sort. Commitments tend to succeed where there is a plan,
especially for aims which contain steps leading towards the final result. Without a
plan, little can change.
This game for students consists of:
1. Think of a commitment or change you want to make.
2. (Write it down) - describe it as a clear, realistic and measurable outcome.

3. Work backwards, identifying the steps necessary for achieving it, back to the
starting point: i.e., now.
4. Attach timescales and resources as necessaiy.
DRAWING GAME (ON IMPORATNACE OF PLANNING)
For playing the game, we will split the students into four groups. Two of the groups
will be drawing without planning, while another two of the groups will be given time
of 5 minutes for planning. Each of the groups will be given 1 Drawing Sheet. The
groups will be asked to write a code on the top of the sheet and then to draw
something on the sheet. The sheet will be passed to every member of the group and
every member will have to add something to the drawing, with in a time of five
seconds. After one minute of drawing, each team must agree privately a description
(maximum three words) of what they have drawn, and pass this to the facilitator, to be
referred to later. The drawings are then passed around the whole class for each team
to guess and write on the reverse of other team's drawings what they believe the
drawing is or represents. Teams are not permitted to look at the reverse of the
drawings (at other descriptions guessed) until they have decided on a description.
Finally the sheets will be taken back by the teacher and comments will be compared.
It will be followed by a discussion regarding the importance of planning.
Review to compare the planned drawings with unplanned drawings:
• Did the team draw anything recognizable?
• How easy was the understanding between team members?
• How did team members work differently on this task?
• What was the effect of time pressure?
• Was there a natural tendency to draw supportively and harmoniously, or were
there more conflicting ideas?
MANAGEMENT STORY (ON DELEGATION)
A Wolf had been prowling around a flock of Sheep for a long time, and the Shepherd
watched very anxiously to prevent him from carrying off a Lamb. But the Wolf did
not try to do any harm. Instead he seemed to be helping the Shepherd take care of the
Sheep. At last the Shepherd got so used to seeing the Wolf about that he forgot how
wicked he could be.
One day he even went so far as to leave his flock in the Wolfs care while he went on
an errand. But when he came back and saw how many of the flock had been killed
and carried off, he knew how foolish to trust a Wolf as he exclaimed. “I have been
rightly served; why did I trust my sheep to a Wolf?”
Moral:
Delegate your task wisely, and only to people you trust.
GROUP ACTIVITY (ON DELEGATION)
In your groups, brainstorm 5 tasks you are currently doing that could be delegated.
Determine who would serve as your best delegate for each of the tasks.
Compose what - why statements for each of the 5 tasks brainstormed.
MANAGEMENT STORY (ON MOTIVATIONS
STORY: 11 was walking back to our apartment, the hood of my jacket pulled tight to
keep the rain out, when I saw an older man with a walker struggle to descend the
slippery stairs of his building. When he almost fell, I and several others went over to
help.
There was an Access-A-Ride van (a Metropolitan Transit Authority vehicle for people
with disabilities) waiting for him. The driver was inside, warm and dry, as he watched
us straining to help his passenger cross the sidewalk in the pouring rain.
Then he opened the window and yelled over the sound of the rain coming down, "He
might not be able to make it today."
"Hold on," we yelled (there were five of us now) as we helped the man move around
the back of the van, "he can make it."
Traffic on 84th street had stopped. We caught the man from falling a few times,
hoisted him back up, and finally got hint to the van door, which the driver then
opened from the inside to reveal a set of stairs. The man with the walker would never
make it.
"What about your side door, the one with the electric lift?" I asked.
"Oh yeah," the driver answered, "hold on." He put his coat over his head, came out in
the rain with the rest of us, and operated the lift.
Once the man with the walker was in safely, we all began to move away when the
driver opened the window one more time and yelled, "Thanks for your help."
So, here's my question: Why will five strangers volunteer to help a man they don't
know in the pouring rain — and think about the electric lift themselves — while the
paid driver sat inside and waited?
Perhaps the driver is simply a jerk? Perhaps. But I don't think so. Once we suggested
the lift, he didn't resist or complain; he came outside and did it immediately. And he
wasn't obnoxious either. When he thanked us for our help, he seemed sincere.
Maybe it's because the driver is not permitted to leave the vehicle? I checked the
MTA website to see if there was policy against drivers assisting passengers. On the
contrary, it states "As long as the driver doesn't lose sight of the vehicle and is not
more than 100 feet away from it, the driver can assist you to and from the vehicle,
help you up or down the curb or one step and assist you in boarding the vehicle."
So why didn't the driver help? Part of the answer is probably that for him, an old man
struggling with a walker isn't a one-time thing, it's every day every stop, and the sight
doesn't compel him to act.
But that answer isn't good enough. After all, it's his job to help. That's when it
suddenly hit me: The reason the driver didn't help might be precisely because he was
paid to.
STORY: 2 Dan Ariely, a professor at Duke University, and James Heyman, a

professor at the University of St. Thomas, explored this idea. They set up a computer
with a circle on the left side of the screen and a square on the right side, and asked
participants to use the mouse to drag the circle into the square. Once they did, a new
circle appeared on the left. The task was to drag as many circles as they could within
five minutes.
Some participants received five dollars, some fifty cents, and some were asked to do it
as a favor. How hard did each group work? The five dollar group dragged, on
average, 159 circles. The fifty cents group dragged 101 circles. And the group that
was paid nothing but asked to do it as a favor? They dragged 168 circles.
CASE STUDY (ON MOTIVATION)
Unfair Treatment
Ravi Shankar has been with Silvenline Industries Ltd. (SIL) for over 5 years and
during that time has progressed to the current position of Senior System Analyst. He
is generally pleased with the company and thoroughly enjoys he creative demands of
his job.
One Saturday afternoon in the executive fitness' centre, while talking to his friend
Ishwar Dayal, a colleague in the Networking Section, Shankar discovered that
department had hired an IIT graduate as a programmer analyst. Shankar, although a
jovial fellow, got upset when he learned that the new recruit’s starting pay was only
Rs. 3000 a month higher than his own. Shankar was bewildered. He felt that he was
being treated unfairly.
The following Monday morning Shankar confronted Keith Weston, the HRD manager
and asked if what he had heard was true. Weston spologetically admitted that it was
and attempted to explain the company’s position “Shankar, the market for analysis is
very tight and more so if we want qualified people from IITs. Without a premium
salary, the company can’t draw people from IITs, competing with global majors in the
field. We desperately needed another analyst and this was the way we could get one”.
Shankar asked Weston whether his salary would be adjusted accordingly. Western
replied: “Your package will be decided at the time of performance review after six
months. We are also thinking of employee stock option plan this year for those who
have put in 5 years of service. Long term service awards for people like you are also
in the pipeline. You are during a great job and I am sure your immediate boss will
recommend a raise. You will not have anything to complain against SIL after six
months.
After returning back to his residence, Shankar took out his CV ornamented the same a
bit, before finally sending it a cross to IT consultants in and around Mumbai. Before
setting, he was saying to himself: “Six months is a pretty long time”.
Questions:
1. Do you feel that Weston’s explanation was satisfactory? Discuss.

2. What is likely to be the impact of this incident on Shankar’s motivation to
work?
3. How do you react if you were to be in Shankar’s position?
4. What actions do you think the company should have taken with regard to
Shankar? Explain.
EXERCISE-4 (ON MASLOW NEED HIERARCHY)
Can you recognize the need?
Each of the following work situations stresses the denial of one of four basic needs:
(1) security (2) social, (3) self-esteem, and (4) self-actualization. After each situation
write the number of the need being denied. Refer to the text if necessary.
1. A rumor of imminent layoffs is being circulated in the company, and the

employees and upset.
2. A new employee felt “left out” when she was not asked to join her fellow
workers for coffee.
3. A machine operator developed a way to cut production time. Her supervisor
adopted the plan for operators on similar machines without giving her credit.
The woman was resentful.
4. A man who had worked hard on behalf of the union wished to be elected shop
steward. At the last election, he was not nominated, and he felt let down by his
friends.
5. A worker received $15 extra in his weekly pay check. He felt ashamed that he
did not report the mistake.
6. A group of employees liked to go for coffee together. The boss divided them
into two groups and made them go at different times. The employees were
unhappy about the ruling.
7. An employee who felt he could not work smoothly with others wanted to take
a human relation course. The course required him to leave work 15 minutes
early once a week, and he offered to make up the loss by coming in 15
minutes early on those days. The supervisor denied his request, thereby
causing the employee a setback in his planning.
8. A store manager set a goal of a 15 percent sales increase in the next six
months. She failed to attain her goal, but she did increase sales by 5 percent.
She was keenly disappointed.
9. A salesperson is worried because he has experienced a substantial drop in
sales for no apparent reason.
10. A manager resented having to cancel, at the last minute, elaborate plans for a
camping trip with her family.
CASE STUDY (ON MOTIVATION THEORY)
Money is Not All
Ram Gopal is the regional sales Manager for the Northern Division of Maharana
Appliances Ltd. (MAL), a medium sized manufacture of kitchen appliances, including
electric and gas rangers refrigerators microwave ovens, dishwashers and disposals.
His division covers four states, i.e., Delhi, Punjab, Haryana, Himachal Pradesh and
major metros of U.P.
Job assignments of sales executives reporting to him tend to fall into two categories:
Regular areas, Expansion areas.
• Regular areas: Assignment to metros where travelling is at a minimum

and where there are many old customers who after repeat order.
• Expansion area: Assignment to areas other than metros where the
company presumably does not have many customers and desires to
expand aggressively.
The company has established a policy to attract its sales executives into
the second type of assignment.
The policy offers an incentive bonus for sales in in-metropolitan areas. Sales
executives are entitled to 5% commission on sales in new area. The company has
estimated that because of population growth and new industry moving into rural
pockers an aggressive salesman might be able to increase his or her annual income by
as much as 30% Ram Gopal assumed that job posting in new area would be highly
lucrative. When a vacancy arose last month in Kanpur, he presumed that he would be
able to find a person without much of a problem. He decided to offer the job to an
individual who had a combination of experience representing the firm and a high sales
performance measured by him in the past. Harikishan, by virtue of his experience and
competence in generating demand in unexplored areas was a natural choice. He had
15 years of experience with the company and had recorded the highest levels of sales
in the district 3 time out of past 5 years.
Ram Gopal called Hari into his office in the morning and offered the position to him
in Kanpur. He also explained the reasons for shifting Kanpur and the attractive
compensation package that comes along with the offer. He fully expected Hari to
jump at the offer. Instead, he was shocked by Hari’s reply:
“I appreciate your offer, Ram; but I have not made up my mind as yet. In
all probability, the answer would be in the negative.
Questions:
1. What type of need do you attribute to Hari in rejection to the job offer?
2. What kinds of needs do you think Ram assessed Hari would base in reaction to
the offer?
3. What are the differences between these needs and how might such differences
explain what happened?
4. How would you go about trying to get Hari to accept the job offer and make
the change in his decision?
MANAGEMENT GAME (ON DIFFERENCE BETWEEN

MANAGING AND LEADING)
Leading or managing exercise (management and leadership development, team

development, supervisory development)
Many people confuse or merge the different attributes of management and leadership.
This exercise enables people to understand the differences. Anyone can lead, inspire,
and motivate others. Leadership is not the exclusive responsibility of the CEO,
directors and senior managers. Encourage staff at all levels to aspire to and apply the
principles of good leadership, and the whole organization will benefit. Everyone, in
their own way, can be a leader. In fact, organizations which have poor leadership at
the top actually provide a great opportunity for ordinary staff and junior managers
take responsibility for leading, inspiring and helping to develop others. Don't wait to
be led - be a leader yourself!
Here is a list of many things that managers and leaders do.
Issue the list which can be given to a group or team. Then ask the participants to
identify the items that are associated with managing, and those that are associated
with leading. Groups of over five people can be spilt into teams of three, to enable
fuller participation and a variety of answers for review and discussion. Each team
must have their own space to organise their answers.
Reporting Decision-making Implementing tactics

Monitoring Mentoring Resolving conflict
Budgeting Negotiating Giving constructive
Measuring Keeping promises feedback
Applying rules and policies Working alongside team Accepting criticism and
Disciplining people members Suggestions
Being honest with people Sharing a vision with team Allowing the team to make
Developing strategy members mistakes
Consulting with team Motivating others Taking responsibility for
Giving responsibility to Giving praise others' mistakes
others Thanking people Formal team briefing
Determining direction Being determined Responding to emails
Explaining decisions Communicating instructions Planning schedules
Assessing performance Making painful decisions Delegating
Defining aims and Appraising people Reacting to requests
objectives Recruiting Reviewing performance
Doing the right thing Counselling Time management
Taking people with you Coaching Nurturing and growing
Developing successors Problem-solving people
Inspiring others Selling and persuading Team-building
Running meetings Doing things right using systems Taking responsibility
Interviewing Getting people to do things Identifying the need for
Organising resources action
Having courage
Acting with integrity
Listening
ANS:
1
| Managing Leading
i reporting team-building
monitoring taking responsibility
j budgeting identifying the need fdr action
i measuring having courage
i applying rules and policies consulting with team
i
discipline giving responsibility to others
running meetings determining direction
interviewing explaining decisions
recruiting making painful decisions
counselling defining aims and objectives
coaching being honest with people
problem-solving developing strategy
I decision-making keeping promises
mentoring working alongside team members
negotiating sharing a vision with team members
selling and persuading motivating others
doing things right using systems doing the right thing
communicating instructions taking people with you
; assessing performance developing successors
appraising people inspiring others
getting people to do things resolving conflict
formal team briefing allowing the team to make mistakes
responding to emails taking responsibility for mistakes
i planning schedules nurturing and growing people
delegating giving praise
reacting to requests thanking people
reviewing performance giving constructive feedback
time management accepting criticism and suggestions
organising resources being determined
, implementing tactics acting with integrity
listening
CASE STUDY (ON LEADERSHIP)
Choice of A Leader
Mr. Ranjan Kumar is the Managing Director of a soaps manufacturing

company. To increase sales the Board of Director wanted to start a full- fledged
marketing department, Mr. Kumar is entrusted with the task of finding a suitable
candidate to bead the proposed marketing department. After considering a number of
candidates he has narrowed down his choice to two persons: Viswanath Dutt and
Rajnarain.
Mr. Viswanath Dutt has an excellent track record in the company. During his fruitful
association with the company, to be precise ten years he has always shown a high
degree of enthusiasm and initiative in his work. He is still young (35 years) dynamic
and aggressive. He is result - oriented and oriented and is more interested in ends
rather than means. One of the workers, testifying his leadership qualities, remarked
thus: “Though he is harsh at times, you will know where you stand when you work
with him. When you have done a good job he lets you know it”. Mr. Dutt is willing to
shoulder additional responsibility. He decides things quickly and when action is
required he is always on his roes.
During his 15 years tenure in the company, Mr. Rajnarain has entered himself to all
his colleagues by his superior workmanship and pleasing manners. He always
believes in the principal of employee participation in the decision making process.
Unlike Mr. Dutt, he encourages his subordinates to come out with innovative ideas
and useful suggestions. Before arriving at a decision he always makes it a point to
consult his subordinates. Not surprisingly, all his subordinates are very pleased to
work under him and praise his leadership qualities. They readily admit that the
participative climate has encouraged them to use their talents fully in the services of
the organization. Company records also bear evidence for the increase in the
production soon after Rajnarain become the head of his department.
Questions:
1. Analyse the leadership qualities and styles of Mr Dutt and Mr RajNarain.

2. Between the two people, whom would you recommend for the position of a
marketing manager? Why?
WORKSHEET!
1. To which function of management does this clipping relate?

1) Planning
2)Organising
3) Staffing
4) Directing
5)Controlling
2. Write one example from any other movie where planning exists? What was that
planning about?
Name of the movie: _______________________________ __________________
Description:
3. If you were the main character in this story, what would you have done?
4. Write a story from your house, how any of your family members might apply this
concept.
WORKSHEET-II
1. If you could give the person (Mr. Vijay Singh) a name according to his role what
would that name be?
2. What do you think could have happened after he planned for the robbery?
3. What might be different failures in planning in this movie and'Why?
4. What Mr. Vijay Singh could have done to avoid failure in his planning?
5. Differentiate fact from opinion in this video clipping.

WORKSHEET-III
1. To what all different functions does this movie relate to ? Tick them.
i) Planning
ii) Organising
iii) Staffing
iv) Directing
v) Controlling
2. Write the name of one movie which is related to recruitment and selection.
3. If you are asked to search for a trainer to train blind people, how you would have
searched?
4. How might geographical location affect recruitment and selection?
5. If there had been only two persons selected for the robbery, how it could have
affected the outcome?
6. Reconstruct the roles of main characters to create new outcomes in the story.
7. If you were to google about recruitment opeople for a workshop, what 3 keywords
would you enter for your search?
WORKSHEET- IV
1. What award does Mr Vijay Singh Rajput gets in this movie and how many times he
had won that award?
2. What, according to you, were the different factors of motivation for the different
characters in the movie? Relate those to Maslow’s needs for motivation.
3. If you were at the place of first blind person i.e. Arjun, Would you have accepted the
invitation for training. Why and why not?
4. What other motivating factor Mr Vijay Singh could use to agree Ms Neha Shrivastav?
5. What would you do if the person you want to recruit does not want to do job with
you? (Take the example from Ms Neha Shrivastav, who did not want to do the job
offered by Mr Vijay).
WORKSHEET-V
1. What different methods of training were used to provide training in this movie?
2. If you could go back home and change clothes to fit this topic, what would you wear
and why?
3. If you were to have a bumper sticker on your car about this concept, what would it
say?
4. If one person is not able to learn with the methods adopted, what would you suggest
the trainer?
5. What are some of the things you wondered about while watching the movie?
6. Write the name of another movie which utilizes the concept of training in some way.
7. If you are asked to train one person on communication skills, how would you train,
which methods would you use and why?
MANAGEMENT
M AN AG EM ENTs ART an of
GETTING THINGS DONE THROUGH OTHERS
I
| IT IS THE PROCESS OF IT IS THE PROCESS OF
•PLANNING • PLANNING
•ORGANIZING •ORGANIZING
•STAFFING •STAFFING
•DIRECTING :«
1
r
i
zY.
IT IS THE PROCESS OF
•PLANNING
•ORGANIZING
•STAFFING
•DIRECTING
•CONTROLLING
for achieving the goals efficiently and effectively.

FEATURES OF
MANAGEMENT
-GOAL ORIENTED PROCESS
-GOAL ORIENTED PROCESS
-CONTINUOUS PROCESS - CONTINUOUS PROCESS
I
-ALL PERVASIVE - ALL PERVASIVE
-MULT1DIMENT10NAL -MULTIDIMENTIONAL
• MANAGEMENT OF WORK
• MANAGEMENT OF PEOPLE
• MANAGEMENT OF OPERATIONS
•
MANAGEMENT OF WORK
MANAGEMENT OF PEOPLE a
- GOAL ORIENTED PROCESS
-CONTINUOUS PROCESS
-ALL PERVASIVE
-MULTIDIMEN TIO NAL

• MANAGEMENT OF WORK
• MANAGEMENT OF PEOPLE
• MANAGEMENT OF OPERATIONS
-GROUP ACTIVITY
-INTANGIBLE FORCE
PLANNING
\ t 1 J t
* *
I I t
t t
i» (do
ORGANISING 4
FEATURES
UWORK DIVISION
FEATURES
□WORK DIVISION
□COORDINATION
□PLURALITY OF PEOPLE
□COMMON OBJECTIVE
□MACHINE OF MGMT
NO PART CAN AFFORO TO BE ILL FITTED OR THE

WHOLE SYSTEM OF MANAGEMENT COLLAPSES
ORGANISING PROCESS
I Identifying & Division of work

Departmentalization
Assignment of duties
Establishing reporting relationship
PROCESS OF STAFFING
ESTIMATING MAN ESTIMATING MAN POWER REQUIRMENT

RECRUITMENT
PROCESS OF STAFFING
ESTIMATING MAN POWER REQUIRMENT

RECRUITMENT
SELECTING
PROCESS OF STAFFING
ESTIMATING MAN POWER REQUIRMENT

RECRUITMENT
SELECTING
PLACEMENT
TRAINING & DEVELOPME
MOTIVATION PROCESS
Unsatisfied Needs
Tension
Drives
Search Behaviour
Need Satisfied
Reduction of Tension
LEADERSHIP IS THE ABILITY OF
INFLUENCING PEOPLE TO STRIVE WILLINGLY
FOR MUTUAL OBJECTIVES
CHARACTERISTICS OF LEADERSHIP
1. SETTING PERFORMANCE STANDARDS
3. COMPARISON OF ACTUAL PERFORMANCE

WITH STANDARDS
standard
Confidential Consumable Booklet
Of’
Dr. V. P. BHARGAVA (Agra)

ACMT
(Hindi Version)
T. M. No. 458715
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Estd. 1971 @364926
NATIONAL PSYCHOLOGICAL CORPORATION

4/230, Kacheri Ghat, AGRA-282 004 (India)
© 1985, 95. All rights reserved. Reproduction in any form Is a violation of Copyright Act.
Achievement Motivation Test.
2 I Consumable Booklet of ACMT
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31. 5 1?. TT ^
(MEASUREMENT OF LEVEL OF ASPIRATION)
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T. M. No. 458715
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Pic&l
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C/5
Trial No. G .D . S. N. T. R.
50 ^ (c irc le s)
t krW f ^
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Practice
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On
INSTRUCTIONS
0
You are going to do a simple task, you have a page containing 50 circles in front of
00
you and have to draw four lines in these circles, so that they may appear like a human face.
VO
You must draw lines in a sequence—Right eye, Left eye, Nose and M outh. Work from left
to right across the rows and then proceed to the next line.
O
I-*
For each trial 30 seconds are alloted for work and at the end of this tim e duration you + Score =
will be asked to stop the performance and count the number of completed faces and enter
it in lower box. This trial will be treated as PRACTiaE TRIAL. In the next trials you have —Score =
to do the same things alongwith to put the number of faces in the upper box which you Mean =
intend to complete w ithin 30 seconds time duration on the basis of last actual performance.
Th^s you have to com plete 10 trials for actuajwork*
* 1983. N A TIO N A L PSYCHOLOGICAL CORPORATION, 4/230, Kacheri Gh5t7Agra-282 004 (U.P.)
P A G E -2
TRIAL NO. PRACTICE
TIME: 30 SECONDS
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o
o
oo oo oo oo oooo
o o o
ooo o
oo oo oo oo ooo
Actual Score
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(Goal Descrepancy Score) (Expected score on this trial) (Actual score on immediate past trial)
G.D.S. I ] ' =
[ ]
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R T^TTOfspS STOPS ^ T R T O *FI ScWSI
(Attainment Discrepancy Score) (Actual score on the tria0 (Expected score on the same trial)
A.D.S
tR. & 3TR. STOPS
(N.T.R. ôres)
P A G E -3
TRIAL NO. 10 TIME : 30 SECONDS
aCL
CO
m
o
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Actual Score
ftjRIT MIKIl'ti cl^HH 5RTCT Wil Mr<4i^TT cnc^lfd* W <ST JiTRira
(G oal Descrepancy Score) (Expected score on this trial) (A ctual sco re on immediate past trial)
G.D.S. l ] [ ]
f*T5Rfl himi* jp ira tp ctiwfsiaB RPRira ^ W tT ^ T 5 I filT O
(Attainment Discrepancy Score) (A ctual score on the trial) (E xpected score on the same trial)
A D .S
l£?. Zt. 3HI. wm 5
/(N.TjR. Scores)
Expected Score
o
O
o o o o o o0 oo
o0 o0000-00
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Actual Score
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<?W*I I^Rn WWFK dlc'fcifcri'fr W *t «R >ii'-ai'h
spihi tsi Jtrara ^
G.D.S. l 1 [ 1
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'iddM JMId ____ r Mlkii't)
3>T'dtdH'fc
™ Jf?w Jnmk
(Attainment Discrepancy Score) (Actual score on the trial) (Expected score on the same trial)
A.D.S
Tpl. 3TR. 5TFRtich
(N.T.^ff^ Scores) T
PAGE-5
TRIAL NO. 3 TIME: 30 SECONDS
w
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cR*! {^T^n HIcd!4» TO *FTJic^RIT dlr'WlcH* tplRT «iiwR(et»
(Goal Descrepancy Score) = (Expected score on this trial) (Actual score on immediate past trial)
to
G.D.S.
Jir'Rii'Efi sftfan
[ 1
qrectfct-E îimU «|IhWwra
I ]
tfr^Rn 5TRTi^;
(Attainment Discrepancy Score) = (Actual score on the trial) (Expected score on the same trial)
, A.D.S I ) [ ]
v&. It. am:,
(H if.R . Scores)
ciwfitTOisTOra; 3F&HH S4W 3SScW STOPir WRSfirf^PF ^ TO 3FT 'cfTWrcW STOPS
(Goal Descrepancy Score) (Expected score on this triaO (Actual score on immediate past trial)
G.D.S. [ 1
3H<riR*t Pracn stops
J
ctlklfa'S STOi«f> ^ tr t o[ srsrraT stops
]
AD.S f ]'
1
t^sT. <3. 3TR". STOI^ T
(N.T^L Scores)
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PAGE-7
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G.D.S. [ I
f«*J pT^raT
(Attainment Discrepancy Score)
qrdwR w 1
trrara
(Actual score on the trial)
^H W 3>T
]
(Expected score on the same trial)
AD.S
A m. strain Y
(&T.R. Scores) = i Y
PAGE-8
TRIAL NO. 6 TIM E : 30 SECONDS
Expected Score
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00000000
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Actual S core
. cWttflHraitnmfa . c .......
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II
G.D.S. [ 1 [ 1
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AD.S
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(NXR. S ^res) 4
PAGE-9
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Actual Score
fasten tf#RFt TO TT 5fc^rrsj? . dlr+llcHi ^ tpire 35T
G.D.S.
ftvrar jnqrics O hh
I J
^51 cTRRrf^RR Slimi'*
I ]
3>I Jtr*U*sJT
(Attainment Discrepancy Score) ' (Actual score on the trial) (Expected score on the same trial)
A .D .S l 1
xpt. et. 3ttt. 5nOfi
C&T.R. Scores)
TJ
o
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CO
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Actual Score
cT**J ftsRlT 3TPR!iî 5RRT 3FI 8 < W 8FdFS dlo+lRrldi JlTORi

(G oal Descrepancy Score) (E xpected score on this trial) (A ctual score on. immediate past trial)
G.D.S. [ 1
3q?rist? ^TR ?Rtra SFISIRdfe HFdra ^ftT R W W ^^cW irF cIR ;

(Attainment Discrepancy Score) = (A ctu al score on the trial) (Expected score on the same trial)
p a g e -1 1
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oo oo oo oo oo oo oo oo
oo oo oo oo oo oo oo oo Actual Score
^ fc m JfMR;
(Goal Descrepancy Score)
Wm m T?TT3fTTRIPS
(Expected score on this trial)
dlc'SlfcI'S TTFET Ttf TRIPS
(Actual score on immediate past trial)
[ 1 ’ =
G.D.S. [ ]
s Tcff®*} Pram
’
ct&TR TTTO «FI TRIPS TcfaR T O ! ^STTrTTSJTHRli'S
A.D.S
133. St. 3 TTT. TRIPS
(N.T.f^Scores) Y
Y
TRIAL NO. 10 TIM E : 30 SECONDS
0
o
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0
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0
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G.D.S. I ] [ ]
^flTR W S 33 STOPS f _ .......... «
3ScTf®*r faror stopf ^»TMrÎ^TT
A.D.S ( ] [ ]
tl. « w to ;
(N.T.R. Jôres)
>
•*1
(Traltsra'H wfaraf)
umP^cb ^rTrerar 3n wqfij'cK (72)
(Rf tjf'RT^n 3Rlf?roft ^pif ^R V3|l4> 3l(gll l)
-.^ —,,r* r-.-r N _** ...-. ,\ _\ *y -- _. ____ , _ ^ p>■- -., -\-m

îTR^R<raCT^Tnft\
pf TO*5JT W^TT ?TT Rf ^ «RRT ^ll^ i

ifufara an^r
rt 3iF7^ trtr RRftra Tjtîcn ^ Rftpjr «rhi vm^t f i

Vw 20 te "w -w7) ft i ain^ mn-11 oo shr airift i
yw* n<tW fc 3TT( r»t 7) T<m RTO fittf 7TTT m JT^PR k THRt 3fa 3TR fftm ^ fafa
fr -gsmy ^ Tpfrjn i Rf ?pn f fe 3Rrat gfact wsm facRft i tp& #r tttrtri
m\ if ! I JTR qF ^Tf 3Ttr RR TR§R wft t I W(: TT*ft 3TRf ^ f?5 TFRT
^Kf?Pi; RtT ^ fitr f | r Tig; fofara RR ‘4 WIT «ft RW ^ f |3RranR3TR^
Tm^rar %rtt 3T& Ri 3tR ^fRrr f,; cr«n 3R str ^ wn ^ cR^tct 3cR Rt ^ jRr stjrr
3f^TWR^R%0Rft I JT^W^3?R^f^^t3T«^3T^^f?5^'fwnf I
*RR Rif ft* R^RR 3m qFH’ TRT ?t cfcs 3cR f I WT Slflra Rfl'f I TRT RRf TT^t 3TR
Tract f i 3RRR stnraif T|«t Ttfacrt ^ 3rt ^rr RTfR[ srfc srfsra ■& srftra Rtft
RRtt ^RR^RTRTO^RRRtfR7; I 3RR ^ 3Tmt 3tf*ra efcfcRt TTRai TW 3TT Tim t

f^rgrrif 37f\rowr^^rat i3^^?3ftr3?R’w^ftft9?rwRl>RT^îri5«i!rTiTf^®
g^rr $, 3ih sft^ ttft 3cR #'cpst ^rrr 3TT% tjr^Rt t*tr tc f^rrif i 37ra ^ trrt wt 3ra^r
3TTff^^tfTTTft1^WT^|^tT^?Wf^#ggR%ft5^ I
X X X
3m ^ 3TTjfT ^FR tf{ 3RT TRF^ ^ 3#( 3cT? fcTO^t ^T 3TRT^T 3T^
fsf^w^^^Tram^RTniTT i
tp 3^t %m TfeR ss)vr ^Tcrar m stn^t f^^t'fcTran t;
^raR rar fnii ifl hr-ti 11
%Rcf 3rR-tfjf RRTfWcf T^JR 3RR TTF-tT it fcRI^ f I
(2)
5J 35R -413W m <TC 3111 fej ^ *! *fal 3W ft XJ WTO m TO3I * m WI I
WWW3OT
1
1. ^^T3T«ft (1)^, (2)**fft, (3)W, (4)<wr (1)
2. w^rwsft, (l)sratt, (2)wpft, (3)fttfcr, (4)W (2)
3. 37^cKr^t, (i)^n^t, (2)fn$ (3)w£ (4)wirai (3)
4. «ft^3KT3?eit, (i)Rrcren, (2)3nr^, (3) fait (4)f?3 (4)
5. ^f^^T^^%3T^3TT^Î^Wn3?R-^f^fe(^--
1, 2, 3, 4, 5, 6, (5)
15, 14, 13, 12, II, ...

(6)
7. p Tjirg ?RJT 3 H ^cl 3Kt *1 Ml 3tR-W m i«<f—
(1)^T, (2)ffrf, (3)M (4)^R, (5)8*wr (7)
s. ! |3 Rr ^rR if $ ^Tcrri *4 jrm htr- *h fonif—
(1)RRR, (2)^TOTJ, (3)3M1, (4)*Kfa<n I (5)W («)
(l)474%4iT^RTTt I
9. fJRlTTTêfT'HÎ«T?
(2) vRl tjq 4 cHlf «RRTI f I (3)4?4R^?TTTfRR<nt I
10. crm f4 RtRi ^TTfcTIT «t, fa ( 1) 444'! vm 4>iR4 4141 f, I *
(2) % 4>4( ^ 5<dl f I (3)%^W?cTM!' I (JO)
1 1. qFRTR : R-HsT-TT :: RR|> : (1) 3TPT, (2) 4)124i, (3)#H, (4)^RT (ID
12. (1)T#- 12)241, (3) 3*4 (4) <Ft (12)
13. F^^^^cTRTtf^f^^:3l71^3TlZT?^TR^^T4ir4t ?
(i)?^. (2)3iT3fa, (3)^prRt (13)
14. m k m RtRr i Rfe k km ^ n%\ i kr> *fc k km *i-*T4 p/$ %
(2) ■RiRf (3) ^rr, (4) Wft (14)

( !) Rl,
irftgTT OTrrof iti t iwk 3i# wn* ip 1

27^17^77
(4)
^31 Oiipr)
Mufti cfc m^rcfi g»t tnrt^T (72 j
(3377-44 43 cTOToF 45 SPJffr 3'feT 3tT3 3$t WIT l)
474777597
I
1. ramrtracer! (i)*rar, (2)M (3)3^ (4jaw«rt (J)
2. (l)*rf, (2)*rf, (3)wr. (4)<ta (2)
3. jfjw 4747 -Mo w rrf rî % tata (i) <M'i otaiiifiol 01 24 w44
444 tan f I (2) 7J4RT7 <flh 44 ta 44411( (M 71<I4 (:l 04,(11 7! I (3 j '|l"IO
4Tct7 ta tar 3ta «f) <#4f ftata f i (3)
4. Riei4i3ceit (1)3^7, (2) 44337, (3)W344, (4) 4f357*7t (4)
5. 47 47 374 % (1) 4t4t, (2)413413, (3)44R, (4)34^ tf)
6. f3 <7777 M % 37 ^-*107 ?K 47 374 3773 <74 <7? fM—
(1)W, (2) 4*447, (3) <41731, (4)4'ir33r, (5)4347 (<>)
7. RIcR 44 3547 f, (1)4743,(2)3|R1, (3)W4, (4) (774 (V

8. f%?JI4I37«ft (1)^7441, (2) tTR, ■ (3)3?34, (4) ftaro («)
0. cRRO 41 :w{7*OllTI 4$1, R7R|57VTO73 4377357317! 1 774?4R 7740 4^7 443 f. ?
( 1) 73 W, (2) 47(7, (3) 77) (11
V>)
10. 377*7; 44 3537 i (1)TO, (2)45, (3)43R, (4)34^44 (10)
11. ?4 Ofa Mf $ Of ^33 777*4 47 374 StTC-tOf 43 f5n&—
0)M (2) 777ff4757, (3) (Ttaf, (4) 413, (5)\?mi#t (11)
12. f4R443537f, (1) *fter, (2) 3^74, (3) 3T^(T, (4)f4I4 (12)
13. MlO 71 37447 4T<1171, ta'( 37443 3:014 41471), (1! 37471 4141414 V. ?,
(1) MR (2) f*il4, (3) W443 (13)
14; 454414 44 37^, (1) 01Z1,' (2)44414, (3) W4, (4) îfVcI^r (14)
15. $4 'IPO Ml i) O M?1 T?FO HJ4 3ta343-< 3 73 fcR§ —
{i) >wt, (2) Mot, (3)414, (4)%, (5)077T4 (15)
16. M? 71434731 TflfM OfM | fta^Wm\ O 441371 M 34 ORTl 4, 41 3F40 3{fWf,
MM'S'tacnt i
( 1) 47773?, (2)447011, (3) 33^3 (16)
17. 53 <114 M R 37 Mf 7F4 43 M 37T3-R4 <73 fM—
( 1 ) R7Z3, (2) f34TU, (3)4747, (3 J Ml, (5) orM'l (17)
IS. " 7R.7m4W^lft'’4RJ>TfRRl4t(l)3m-3m^W3T5?T4ncfR^3334
: ' ^;0O4PF? 77777*11 1(3) 37^ 4^44 <7773^ I (18)
j 0. 4P1 ;'rri;7taTT-437 4 37J073 30044 441 777547 3313- <74 <73 fM—
8, 7, 6, 5, 3, (10)
20. 3-1 <774 Mt 477'^7371^43 374:3773-44 37 fMj-
(1)044, (2)37f75, (3)444, (4)-TFT:, (5)414 (20)
[0174 21 47 fo4 3feT7 yz 2 (7|3TTT) ) (VttafTT 37 4T4 cET)

(5)
W2(<JW)
(373-77 73 77T-33TR 3^3 333 3*3533 f^Ttlf I) st^rthsit
21. fa (i)7?33f744?r7Tt i I
(2) 7i*f77^j7>)3a’W3*773Tt i (3)'*ri,’Prt^tt^,wwnt t (21)
22. 3*3^47^31^37*17^4 333343^77731^3—
ft, 11, . 1ft, 21, 2ft, (22)
23. 3Tf77^3lf73f)'M,S3Tf^4fc)fl4 (1)3377^71^77 33^7^7777) i
(2) 33^1 7?) to ^dl f I (3)3T^33l77)%73^33f77t'f7cT3) I (23)
24. Tl^fo*) 31354-433 4 3RJ31T3 3TRt 4) 333?,7 77 73 frRsf—-
3, 6, 9, 12, 15, 18, (24)
25. f^?T ^ fî7 eiiii Utmr tni tir 43*t f, ^Trf^nr f% (1) f3T$ «Jr?i W4 snrar f
(2) 734 $3771-7)^77^77^3 7771 I (3)7??73$*£7 3* 3373 33<t t I (25)
2f». 37 «iN ?Rf *i 0 4- i|t-i 3f<^ ;m ;m> 473-7-3 73 ftraf—
(1) fl^t, (2)TR737f, (3) 73334, (4) (5)^fro (2ft)
'27. ( i) 3314) 734 43 77E MtTO T^TT |
(2) 7ff47 43 777 717 43$ D I (3) TIT) 7l) TTtcT 3(£r)$ 4T17 TfTETT^ I (27)
28. -{Hi f'.'i«, -fimt ?KM k, 3iih >i\ in; wm 373-73 73 Rtt)--
5, 11, 17, 23, 29, 35, ... (28)
29. TT4$73$ t&4) Ttftl# Wf #ff Wffrr p%rr f4(l)$7$W 3%upsjf %
4) 33f77Ti$cf) f I (2) ^-770 4) 777 7)77)) I (3) ?77i 1?J7T7(93 43377 7737f ^KT 777
TTT^TTTft I (29)
3(). 50ar4£, (|)itr4, (2)7771, (3)W, (4)47r?R (30)
31. 41% fR( Wl! 474, 47]7333 4337 4,11(4 3?7?7 337-73 73 fcRl—
4, ' 12, gl, 30, 3 9, 48, ,.. (3()
32. |3 514 TJSff 4 73 $773 7K 4T 3T4 343-77 73 fcPf—
(!) TTfRTRT, (2) cIRTTtera, (3) 77R; 373T3, (4)771, (5)770 (32)
33. 317 Ml 73{?-ll 47 7, 477 7>l 74, t\m3733-73 73 fa&—
! 14, 17, J 20, 23, 26, 29, ... (33)
34. 7f?T : ZU:: 7T|) : (1)7034, (2)71171, (3) 37?4, (4) 3|, (34)
35. f7 4U 90-4)' $ $ Mm 7TR 4T 3T4 3313-7? 73%^—
(l)'IIM, (2)'[,0 (3)'ft, (4)7*1, (5)*flni (38)
3ft. f^rf74 : STI7M :: #14 (1)77^3, x(2)f%7T, (3)4777, (4)71cT4 (3ft)
37. $77lf7 TT'Rt $7)~V$cT7TR 4T 334 347-73 73 fall—
(1) RTTTT, (2)7771, (3) 7171, (4)7^7, (5)7F17T (37)
38. 7(d:4lO::'ll3l (1)301,, (3.)>lvO.-ll, (3) (U-31, (4.) HH (38)
39. 4t%tTTf 33^747% 3T737T3TI7'R431353T373-7773
1, 2, ^ 4, 8, 1ft, 32, ... (30)
40. 71773):4373)::TRirl: (I)7r4, (2) 7737, (3)3f77T3, (4) ^T( (40)
[797 41 efi fH^T 77T 37i7?t, 3fht ^f333t ^5 3 (7)337) ] (?T)77T^r77^77)')

m
f33(%*T)
(3rR-451 ^ Hit WIT f?ftl I) 3JHW57T
41. *1^3^4442^— }
21, 19,% 17, 15, 13, 11, ... (41)
42. (1)1M, (2)33*1, (3)5151, •■■•' (4)TO (42)
(1)4RC4, (2)PRWt, (3)%T&1 (43)

44. ■&§ f<$ W4I sS4 k 3TpR STFt^t^ WfT 3tf*-45 44 fcT$:
18, 16, 14, 12, 10, 8, ... (44)
45. to:fcn::WTC: (l)d^ (2)«$NI. (3)TOte, (4) SR (45)
,(1)414. (2)#R, (3)^1. (4)%, (5)5R?ft (46)

47. (1)^5R, (2) TOT. (3)5^ (4)5^ft (47)
48. ^ 4R 4Kf $ $ ^<3 m 3RS 3W1-T4 m fcR§—
1 0)f^, ,t (2>4TO, (3) TO, • (4)*3§TO. (5)^5nr (48)
49. TO £ WifalSJ*®) ftraif cRSlt ri'^ ^1 R W! 3R«3T fFTcTt t <Rf
■^TO^rarssnr^rt ? (l) wsftrr, (2) TO, (3)$*rr (49)
50. qN 4I«<I $ $ ?K 4RT 3TcR 3rR-44 44 fcRSf—
(i)fa£t (2)STO(t, (3)fW, (4)^, (5)<R«R .(50)
51. (l)fwqt4, (2; Jim, • (3)^14, (4) aiWR (51)
52. 4t% « WI sF4 k 3FJRR 3TFt4?t^ W§4I 3VR-H5 <R fcTCt—
78, 67r. 56, 45, 34, 23, ... (52)
53. W:^::^T: (1)3RR (2)3TO (3)^fpTF?! (4)4TPJ4 (53)
54. %4Tl4IZT^mt l^f4v?RT141Zr^R| I 44 TP40 ?CT cfRT ^3?
(1)%4, (2)fe7R, (3 )m (54)
55. 4t% f^T WIT ?FRk 3RJRR 3*l?f tp RlsAT drR-44 <R frR3—
5, 6, .8, 11, 15, 20, ... (55)
56. "^3%4ira4Wlfi^ !''^^^rW4^TO|f^(l)^|45C4^^35Tl^t I
(2)^4^T^'fer#En|cTTOTOt I (3) 4R34f[cJ4nR 4'dd W4
N V jl- I
3tqFR*3T15|
57. 4F4:Rlsft'::Rte*: (1)*TO, (2) (3; •‘PR, (4)4^ (57)
58. |4 tfa 3 fl ?K 34 334-45 <R f^RSf:
(1)W, (2)f*ft, (3)^, (4)#K1, (5)4t?T (58)
59. WR:fz;: TOT: (l)fW$, (2)4341, (3)Sfa4R, (4)^S (59)
60. 4f% TR24T 5FR % ST^RR 3TT?t T?t 445 WTI 7dr13 44 rR f?R3—
5, . 6, % . 10, . 13, 14, ... (60)
[thr 61 ^ ^feii fs 4 (4sjtt) ] (^taRgntf^)

(7)
TJT34(4siT)
(347-44 47 W-74FT 3ffaT347 fa) 777541 ffafa l) 474777541
1
61. 7714144: 4f441:: 4414171: (1) 4F3T7, (2) ffalTOO, (3)5470, (4)7741417 (61)
62. 377*^ 4? 378ft, (1) falTTI, (2) 147744, (3) 447T?3, (4)3^>w (62)
63. W7T: 5«fl:: 5^: (1)77PT7, (2)#08 d 171, (3)7$ (4)075farfa (63)
64. ?0 OR 7F417 4 443 ORF# 7774 347-44 47 530—
(l)oHl (2) 4747 .(3)44431 (4)5# (5) oft# (64)
65. 77177 4137'4t, (1)444, (2)73fa, (3)44, (4)4174 (65)
66.
9, , 12, 14, • : 17, 19, 22, ... (66)
(1)5731, (2)571, (3)^Trai, (4)«rarr, (5)wri (67)

68. qytftwiriprftgTOTt I fa# 57m fi 4I731 412T * i afa fa## 715717141211,4171477
SPÎ’S&tS? (l)7T4lfar4 (2)57# (3)^5 (4) fa## (68)
69. : HflT:: 471: (1)571, (2)4R1, (3) 4tfa41, (4) WfM (69)
70. Wm\ »CT 4 aFJRR 3701 # tp #1 347-1? 47 ffal—
8, 9, 12, 13, 16, 17, ... (70)
7 i. -I'll: 4-FII:: slh 1.10: (1) O-FO (2) WTO, (3) iW, (4) fafa (71)
72. 3FT734 474 4 7FT Tf 401! 4a t ft i 144 377# 4701 Tlfal 4d7 % I 3FT: 7770 437 4t4 ft ?
O' 1 O O' o
(1) TTPff, (2)7441, '(3)TFT (72)

73. ?4 OR 4# 4 77 fafa 7RI77 377 7777-4747 ffafa;
(1)4t|T, (2)^2, (3)4W, (4)W, (5)^77 (73)
74. f47:74JT::fTfalT: (l)TirdT, (2)444, (3)tTTc4, (4)7)74 (74)
75. far ?tmi 40 #, 3FJ0K 3114 #74; WIT 347-44 4 fcTT)'—
29, 28, 26-, 23, ,19, 14, ... (75)
76. #lfac4T#05# #744rjT. 1faR, 47777 # TOT fW#7 4JT t I 3^7 TTfa 7T TOT 421 I 41
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Ability Score Grade 1G 36 56 76 96
'/ r, 17 37 57 77 97
N srr 10 38 58 78 90
19 39 59 79 99
N in
20 40 GO 00 100
______ l_,.......... . ... -__
cj.ef vi f?............ VcfUcG jflTjjr rm^:r................................
i. 2 4 7 0 9
rporlor V. Super Excellen
Poor V. Duli Pull Low Average Bright Sf
v-‘ :r ^h7 ' r< ' n’ f-iipivi iihw in7; afirnran
SCORING KEY
JALOTA’S TEST OF GENERAL MENTAL ABILITY
Q-No. Ans Q. Ans Q.No. Ans Q.No. Ans Q.No. Ans.

No.
1 4 21 1 41 9 61 3 81 3
2 3 22 31 42 4 62 2 82 19
3 2 23 2 43 3 63 3 83 5
4 2 24 21 44 6 64 5 84 17
5 3 25 1 45 2 65 1 85 5
6 5 26 3 46 3 66 24 86 3
7 1 27 3 47 3 67 2 87 2
8 2 28 41 48 4 68 4 88 3
9 3 29 1 49 1 69 1 89 4
10 2 30 4 50 2 70 20 90 2
11 4 31 57 51 4 71 3 91 2
12 3 32 4 52 12 72 2 92 11
13 2 33 32 53 3 73 3 93 3
14 4 34 2 54 3 74 2 94 6
15 3 35 5 55 26 75 8 95 2
16 1 36 3 56 2 76 4 96 3
17 4 37 2 57 4 77 28 97 4
18 3 38 1 58 3 78 4 98 2
19 2 39 64 59 1 79 2 99 2
20 1 40 2 60 17 80 3 100 4
TOIddl (E.P.I.)
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SCORING KEY
Eysenck Personality Inventory
NEUROTICISM EXTROVERSION LIE
YES NO YES NO YES NO

2 1 5 6 12
4 3 15 24 18
7 8 20 36 30
9 10 29 42
11 13 32 48
14 17 34 54
16 21 37
19 25 41
22 27 51
23 39
26 44
28 46
31 49
33 53
35 56
38
40
43
45
47
50
52
55
57
r .......................................
Reusable Booklet
in
T.M. Regd. No. 564848
Copyright Regd. No. <5- A-73256/2005 Dt. 13.5.05
Dr. C. P. Mathur (Alwar)

T S H A-m
of
(.English Version)
4
r INSTRUCTIONS
1. Read each statement carefully. Decide how you generally behave and
work. Your response should be based on the following :
(a) It is not necessary that your study habits or attitudes are always
according to the statement. Your., answer should be based on how
you generally work in that situation.
(b) Decide you answer on your present study habit/attitude. Your answer
should not be based on ‘How should I work’ but on ‘How generally I
work at present’.
2. Give your answers on the separate answersheet provided. Please do not
write or put any mark in this test booklet.
EXAMPLE
Statement: When it is time to submit my homework, l complete it hastily
and submit. In this way I more often write wrong answer.
(i) If you always act likewise then put a [7 in the column of Yes.
(ii) If you sometimes act likewise or you can not say so decisively, then
put a ' (71 in the column of?
(iii) If you never act likewise then put a V in the column of No.
Put the sign 7 in onlyone column.' [ ]

3. Please answer to each statement. Do not leave any statement unanswered.
4. Do not waste time in deciding your answers..
5. You will finish it in 20 to 25 minutes time.
Please do not turn over until! asked to do so
Estd. 1971 © (0562)2464926

4/230, KACHERI GHAT, AGRA-282 004 (INDIA)________
t
2 | Reusable Booklet of TS HA
*0 STATEMENTS
1.. I do not keep attention seeking things like Radio, T. V., Film Magazines,
Novels, Toys etc. in my study room.
2. In my opinion teachers do not try to understand problems of students.
3. Whenever I have any doubt in studies I ask my teachers for clarification
without thinking what other students will think about me.
4. I generally do my homework in the vacant period or extra time or in
recess. In this I have more time to study at home.
5. While studying in class, I write down the statements of the teachers
without thinking.
6. I can remember well the study material which I write and study than by
reading only.
7. I seek help of elders in doing my homework.
8. Any type of noise does not disturb me in studying.
9. Some days before examinations, I do not go to School/College and study
at home.
10. In my opinion writing answers in good handwriting fetch good marks.
11. My vocabulary increases by looking into'the dictionary.
12. Untill and unless I do not repeat the answer, of any question two or three
times, I do not remember it.
13. While studying in class I am lost in the dreams of the happy future, and it
distracts my attention from the subject being taught.
14. I like to do my homework before time of submission.
15. In my opinion it is wastage of time to look into the suggestions given by
the teacher in the checked homework. '
16. I can pass in examination with good marks if i am tought by teachers of
my liking.
17. I seldom get books issued from library.
18. While studying my concentration is disturbed due to people coming and
playing of Radio/T.V. and noise outside my studyroom.
19. After contineously studying for some days, I do not have mood to study.
20. While studying I note down unimportant subject matter as well which
afterwards prove to be unwanted.
Reusable Booklet of T S H A I 3
rSr.
No.
STATEMENTS
21. I prefer to be tanght by that teacher who gives very less homework.
22. ' I cramme poetry by singing it.
23. I do my homework as soon as I reach home from School.
24. At home even after I sit for studies I can concentrate in studies after long
■ time.
25. Before answering any question, I think over it twice or thrice.
26. If I am playing, when it is time to attend class, I do not leave playing to go
to class.
27. I get lazy while studying.
28. In my opinion every student must learn atleast one foreign language so
that he can study the thoughts of thinkers of other countries.
29. Even when I do not understand the .subject matter, I feel hesitation in
asking the teacher.
30. Financial problems in the family is a hurdle in my concentrating in studies.
31. Even though, in examination I write tQ the last second, I fail to attempt all
the questions due to my slow speed of writing.
32. My teachers help me whenever I contact them for removal of subject
difficulties.
33. While attempting objective type test, while marking yes or no, I am in
conflict and fail to keep my opinion. So I cross the answers given first. But
afterwards I find that my first given answers were correct.
34. I study my notes to the last moment of entering into the examination hall.
35. I like to study in noiseless seclusive room.
38. i can not concentrate in study of any subject for more than an hour.
37. I mostly find that due to not paying attention over small mistakes. I score
less marks.
38. I write my answer to any question keeping in view the thoughts of different
thinkers.
39. My teachers have always complaints of my wayward answers and bad
handwriting.
40. The joy of studying without pre-planning is not in the pre-planned studies.
Therefore I never pre-plan my studies.
4 I Reusable Booklet of TS HA
f Sr. STATEMENTS
\,N0.
41. It is difficult for me to concentrate in studies when I do not get joy in studies.
42. I complete the homework of each subject the same day.
43. I so think that I should leave studies and take up some serive or business
so that I can help my family financially.
44. If two students study jointly, then the study is better and there is joy in it.
45. I mostly start answering without reading and understanding the question
fully.
46. I have to do many household works at home, therefore, I get less time to
study at home.
47. Games, social service, gossiping with friends, visiting cinema and club are
hinderances in my studies.
48. I never hesitate to express my view point which I think correct in the class.
49. In the periods of somesubjects which are not interesting, I am bored and I
then draw pictures of write letter or lost in dreams.
50. In my opinion higher studies are wastage of money, time and labour.
51. When teacher is teaching in class, I do not take notes without thinking.
52. The more written work I do, the more I remember.
53. In my opinion knoweldge does not increase by reading books only, but it
is necessary to put the earned knowledge to practice.
54. I complete my homework only when I have fear of punishment.
55. To remember any subject matter by heart, I read it in loud sound and do
this repeatedly In this way I can remember fast.
56. I think that by not expressing thought clearly and systematically in
examination is the reason of my securing low'marks.
57. I generally do not pay attention towards handwriting and neatness in
classwork, homework and in examination.
58. Before sitting for studies, I pre-decide the time limit, content to study and how
much work to do.,
59. I study with objective to just pass in the examination only.
60. Since I am left with no time, I can not revise my answers before handing
over the answerbook in the examination.
i .......... ..... 'I * —w"lt _ _____
............. " " 1 ______ 11 ... __ __ >
\
© 2010. All rights reserved. Reproduction in any form is a violation of Copyright Act.
Reusable Booklet of Test of Study Habits and Attitudes (TSHA-m) English Version.
ANSWER SHEET
OF
, T M Regd. No. 564838
Copyright Regd. No. ©A-73256/2O05 Di, 13.5.05
T S H A
Dr. C R Mathur (Alwar) (English / Hindi)
Please fill up the following Informations (JFruT vf&t) /*
Class Roll No. (Wf 3Tg?fRFF>) "
Name : Mr./Miss/Mrs. (FFT : ^/^./sftFcfT) “ r_
Class (3>STT) ; Section (f^TFT)
Sex : Male / Female (fcFT :
Father’s Name (ftcTT ePT FFT)
Date of Etirth (fff fens}) ; :
School / College (f^WeFT / cblcKtf) : ! 1
City (?t^) ; "
Date {f&m) : :
Estd. 1971 ©:(0562)2464926

4/230, KACHERI GHAT, AGRA-282 004 (INDIA)
2 I Answer Sheet of T S H A
--------- ,.............................................................. ----------------,
© Check
.Ct - _ .fv
fCTFf) ?
$ ? wm; IT
? ■TeT 5FW ¥T ?
1 16 31 46
2 17 ■ 32 47
3 18 33 48
1
4 19 34 49
5 20 35 50-
6 21 36 51
7 22 37 52
• *4'
8 23 38 53
9 24 39 54
10 25 ,
40 55
11 26 41 56
12 2? 42 57 _
' 43
13 28 58
- ,
‘
14 29 . 44 • 59
• ,
'
15 30 • 45 60
Check ©
Scoring Key ‘A’ Based Obtained Score
Converted Z-Score
Converted T-Score
Grade Category
Put s/ if diagnosed :
indecisive
Confused and Indecisive i

Signature of Scorer
Highly Confused and Indecisive
Answer Sheet ofTSHA I 3
TEST OF STUDY HABITS AND ATTITUDES (TSHA)

AREAS FOR COUNSELLING BASED ON SCORING KEY ‘B’
(Put y on Question Number as per Scoring ‘B’
Item Item Item
AREAS AREAS AREAS
No. No. No.
Attitude Towards 9 Stops going to school before 18 Noise disturbance
© Teachers exams. 24 Delayed concentration
2 Teachers don’t understand 11 No extra studies 26 Less interest in studies
problems 12 Memory problem. 36 Can not. concentrate for
16 Like to study from favourite 15 Does not review work longerduration
Teacher(s) checked by teachers. ' 41 No joy in studies
21 Likes Teachers who give less 17. No extra studies
Homework 47 Other activities obstructs in
19 No continuity in studies studies-
32 Teachers don’t help.
22 Cramming . ■ 49 Subjects uninteresting
39 Teachers complain about
poor handwriting and wayward 25 Answers without thinking
answers 34 •Studies notes upto entering
into the exam, room
© Home Assignment
14 Homework not in time

© Home Environment 38
40
Crammed answers
No planning of studies.
23 Homework not in time
1 Attention distracting things in
44 Prefers to study alone 42 Homework not in time
the study room.
30 Financial problem in the 51 Study note without under- 54 Homework in haste
family. standing.
35 Likes to study alone. 52 Less written work © Self-Confidence
46 To do many household works. 55 Crammes reading loudly 3 Hesitates in asking question

58 Studies without planning
Attitude Towards 29 Hesitates in asking questions
® Education 48 Hesitates in expressing own
28 Does not want to study foreign
© Mental Conflict
views.
language 20 Study notes without under
50 Education is wastage of time
and money. 33
standing
Confused in deciding the
© Examination
10 Poor handwriting
53 Education is only bookish answer
knowledge. 43 Wants to leave studies, do 27 Laziness while studying
service and to help family 31 Slow writing speed
financially
© /j Study Habits
45 Answers without under
37 Petty errors in answers
4 Home work not in time. standing the question 56 Thought not clear in answers
5 Study Notes without under 57 Cuttings and corrections in
standing © Concentration answers
6 Cramming 8 Noise disturbance in studies 59 Studies without goals
7 ' No help in Homework 60 Time problem in Examination
13 Day Dreaming
4 I Answer Sheet of T S H A
TEST OF STUDY HABITS AND ATTITUDES (TSHA)

AREAS FOR COUNSELLING BASED ON SCORING KEY ‘B’
(Put v/ on Question Number as per Scoring ‘B’
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[<D 2010 All right reserved. Reproductidn in any form is a violation of Copyright Act. Answer Sh'eet of Test of Study Habits and Attitudes (TSHA).
PSYXCQM
SERVICES
SOLAT .i
NAME:AGE:SEX:_
CLASS :________________ SCHOOL: . ________ __ DATE:.
DIRECTIONS
Please read the following statements carefully. Each statement has two parts ‘a’
and ‘b’, followed by boxes in the end. Put a tick mark in the box whichever statement
is triie for you. You may tick both the statements in a pair if both are true for you or
you may leave both the statements if none of them are true for you.
(NOTE: LEAVE BOTH THE STATEMENTS BLANK ONLY IF IT IS '

IMPOSSIBLE FOR YOU TO DECIDE).
1. I understand clearly the information passed through by actions. a □’

I understand clearly the information passed through by words b □
2. I have the habit of talking while reading or writing. a □
I need complete silentje while reading or writing. b □
3.. I can learn best in the class when the instructor uses visual presentation. Ia □
I can learn best in the class when the instructor uses verbal presentation. b □
4. I like to draw pictures. a □
I like to write and talk. b □ .
5. I like to express my feelings through dance, drama, poetry and songs. a □
I like to express my feelings openly in words. b □
6. I like to learn things by handling light tools and electronic items in a laboratory. a □
I like to learn things by handling machines in industries. b Q
7. I like modifications of lessons without planning for learning apart from syllabus. a Gt
I like planned lessons for learning as per syllabus. b C
t
8. I like to learn lessons by main ideas. ■ a d

I like to learn lessons by detailed and specific facts. bQ
9. I like to write, imaginative! stories. aQ
I like to Write essays and articles. bQ
10. I like to jearji through exploration. a □
I like to le^rp through examination.
: I
b □
Copyright © 19|>3. All rights reserved by the M/s PSY-COM SERVICES, B-4,80/2, SJ.Enclavc, New Delhi-110029
(INDIA). Ph: 606 433. Printed in India.
2
11. I get clarity while learning experimentally. a □

I can learn easily through logical reasoning, without experiment. b □
3 .
12. I understand things when a matter is analysed as a whole. $ Q
t I understand easily when a matter is analysed in parts. b □
i
13. I understand lessons easily when taught through examples. a □
_
\ I understand lessons easily when taught through concepts or summary. b □

,'t ■
14. I take time to understand and follow habits. a □,

1 I easily understand and follow habits. b□
l^. I am not interested in games and sports. a□

I am interested in games and sports. b□
16. I can give various answers in different forms and ways to a particular question. aQ
I can give only one answer to tr particular question. b □
It. I can concentrate on several things at a time. a □

I can concentrate on things one by one. b □
18. I like to fry to be better than other students. a □

I do not, like always trying to be better than other students. b □
t ; 1 1 • . • .
l! I like tb work by myselK a □

Hike to work- in a group. b □
20. I can work by.myself, by adjusting with other in th%j£lass. a □

I cannot adjust er tolerate in the class which 1dislike. b Q
21. I liktf to invent something.pew in an imaginative why:, a □

I like to improve upon the existing one. b Q
22.1 like to solve complex problems smoothly. a □

I like to solve simple problems. b □
23. I am interested in artistic and aesthetic works. a □

l am interested in worldly affairs. b □
24. I am interested in knowing activities and characters o! men. a □
: I am interested in knowing activities and characters of women. b □

26. I arri interested in fqrjny thingk ji tHij
I am not interested in fiinny things. b □
4
3
I
26. Wheri 1 think about a matter 1 think about it as a whole unit. ai □
Wherj I think about a matter I think it in segments and its merits and demerits, b □
27.1 can remember my friends through faces ratherthan their names. % □

I can remember my friends through names rather than their faces. b □
28.1 can remember and recall shapes and figures. a O

I can rcmemjber and recjall languages and numerical figures. b □
29. I can identify a person through his voice. a, □

I can identify a person through his speech. b □
30. I can organise and express the ideas with examples. a □

I can organise and express in a sequence as they occur. b □
31. I Can find out theory through facts and examples. a Qj

I <lan find Jill ftleiH ijiihifeh theory, , $
32. I like to solve problems through independent thinking. i Q

I like to solve problem jwith the opinion of others. b □
33. I think deep while leaning down. a1□

I think deep while sitting erect. b D
34. I can easily find out directions even in unfamiliar places. a’O
I can easily find out directions only in familiar places. b Q
35. I like to guess results. a □

I am not interested in guessing results. b □
36.1 think creatively to solve problems. a O

I think intellectually to solve problems. b □
37. I like to pre-plan things which I have to do. a*O

I like to day-dream things which I haveto do. b Q
38. I like to solve problems by analysing the reasons througji internalfeelings. a Q

I like to solve problems by analysing the reasons through intelligence. b Q
39. I judge things through experience and internal inspirations or feelings. a □

I judge things through logical reasons. b O
40. I like to solve problems in a playful way. a □

I like to solve problems in a business like approach. ' b □
4
*
41. I forget things which I have to do. a □

I never forget things which I have to do. b □
43.1 do not have the nature of punishing btjiers, when things go bad for jnjef a &
I have the nature of punishing others when things go bad for me. b □
44.1 am always peaceful even when facing problems. a□

I get aggressive and angry easily when facing problems. b□
45.1 have strong determination and ambition to be successful in every matter. a □

I hope or feel to be successful in every matter. b□
.46.1 have strong memory and remembrance for images and pictures. aQ
I have strong memory and remembrance for voices. b□
47. I can do things by imagination. a□

I can do things after knowing and analysing. b□
48.1 have the ability to tell the characteristic features of an object by touching, a □
I have no ability to tell the characteristic features of an object by touching. b □
49.1 pan imagine and summarise matters. a □

I can give outline of matters. , b □
:i
50. I pan imagine incidents occurred in the past. a □
I can analyse details of incidents occurred in the past. b □
FOR OFFICIAL USE ONLY
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APPENDIX (C)

EXERCISE-1 (ON FUNCTIONS OF MANAGEMENT)

Rajiv Beri’s Diary

7.30- 8.45 Weekly staff meeting with five supervisors.

8.45- 9.30 Interviewed an applicant for the position of purchasing agent.

9.45- 10.00 Discussed maternity leave with a secretary.

11.00- 12.00 Met with a potential customer to demonstrate equipment and

12.00- 1.15 Awarding the best performing employees.

1. In relation to each managerial activity, list the management function

EXERCISE-2 (ON LEVEL OF MANAGEMENT)

1. Your uncle is working as “Marketing Manager” in a company. At what level

CASE STUDY (ON COORDINATIONS

In Search of Greener Pastures

■ This role play is based on unity of command.

This role play is based on Fayol’s principle of Initiative.

Mr Ajay is Quality Manager and Mr Joshi is Production Manager at Beecham

Scene 1: Mr S. K. Paul is an employee working under Mr Ajay, Production Manager.

Scene2: Mr Ashish is an employee working in the production department. He finds a

EXERCISE-3 (PRINCIPLES OF MANAGEMENT)

1. Hina Harish are typists in a company having the same educational

Q: 1 What in your opinion is the mistake being committed by Ms Libra?

MANAGEMENT GAME (ON PLANNING)

Introduction/scene-setting: The beginning of a new year prompts many of us to

This game for students consists of:

1. Think of a commitment or change you want to make.

2. (Write it down) - describe it as a clear, realistic and measurable outcome.

4. Attach timescales and resources as necessaiy.

DRAWING GAME (ON IMPORATNACE OF PLANNING)

GROUP ACTIVITY (ON DELEGATION)

Compose what - why statements for each of the 5 tasks brainstormed.

MANAGEMENT STORY (ON MOTIVATIONS

STORY: 2 Dan Ariely, a professor at Duke University, and James Heyman, a

CASE STUDY (ON MOTIVATION)

1. Do you feel that Weston’s explanation was satisfactory? Discuss.

EXERCISE-4 (ON MASLOW NEED HIERARCHY)

Can you recognize the need?

1. A rumor of imminent layoffs is being circulated in the company, and the

CASE STUDY (ON MOTIVATION THEORY)

Money is Not All

• Regular areas: Assignment to metros where travelling is at a minimum

MANAGEMENT GAME (ON DIFFERENCE BETWEEN

Leading or managing exercise (management and leadership development, team

Here is a list of many things that managers and leaders do.

Reporting Decision-making Implementing tactics

CASE STUDY (ON LEADERSHIP)

Mr. Ranjan Kumar is the Managing Director of a soaps manufacturing

1. Analyse the leadership qualities and styles of Mr Dutt and Mr RajNarain.

1. To which function of management does this clipping relate?

3. What might be different failures in planning in this movie and'Why?

5. Differentiate fact from opinion in this video clipping.

4. How might geographical location affect recruitment and selection?

GETTING THINGS DONE THROUGH OTHERS

for achieving the goals efficiently and effectively.

-CONTINUOUS PROCESS - CONTINUOUS PROCESS

- GOAL ORIENTED PROCESS

-MULTIDIMEN TIO NAL

NO PART CAN AFFORO TO BE ILL FITTED OR THE

I Identifying & Division of work

ESTIMATING MAN ESTIMATING MAN POWER REQUIRMENT

ESTIMATING MAN POWER REQUIRMENT

ESTIMATING MAN POWER REQUIRMENT

3. COMPARISON OF ACTUAL PERFORMANCE

Dr. V. P. BHARGAVA (Agra)

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