HR Summer Training Report

Summer Training Project
OVERVIEW OF THE COMPANY
SRF Ltd., earlier called the Sriram Fibers, has evolved into a modern industrial
major. Its roots go back to over a century, with the establishment of the parent
company, DCM (Delhi Cloth Mills) in 1889. Since its inception in 1974, the
company has been improving continuously and has made its mark in the industry.
It is the market leader in its core businesses, namely industrial synthetics and
Fluorochemicals. It also enjoys growing presence in light engineering products,
engineering plastics packaging films and Pharma chemical business.
SRF today operates from nine plant locations in India and abroad and has attained
market leadership position in many of the products it manufactures. SRF’s
relentless focus on TQM techniques has resulted in the company winning the
prestigious Deming Application Prize in 2004 (the first nylon tire cord company
outside Japan to be awarded this prize).
SRF PURPOSE
• To be an inspired, caring organization

• To create extraordinary value for all
• To pursue excellence and customer loyalty
• To always meet tomorrow's challenges today
"We Will Make Our Nation Proud By Being the Best at What We Do"
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SRF VISION
To be one of the most admired business organizations in India, deeply

loved by its people, respected and sought after by its customers and
shareholders.
• To be World Leader in at least one of its businesses with global operations

and technology leadership.
• To be one of the most sought after employers in the country. A Company
known for its people management skills. One that can unlock the talent
hidden in each employee and inspire him or her to take on and accomplish
extraordinary future challenges.
• To be a shining example of deep commitment and contribution to
development of people and society.
SRF MISSION
• Enable customer satisfaction of a high level and a standard higher than that
of competition.
• Provide good returns to our shareholders and other financial stakeholders.
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• Continuously enhance the total quality of life of our employees and help
them realize their potential.
• Contribute to the development of the society and the nation.
SRF CORE BUSINESSES
• THE INDUSTRIAL SYNTHETICS BUSINESS, which manufactures

Nylon Tyre Cord Fabric, and is the 7th largest producer of NTCF in the
world and the largest in India.
• THE COATED FABRICS BUSINESS, which manufactures high quality

fabrics used for non-tyre applications in the international and domestic
market.
• THE BELTING FABRICS BUSINESS, which manufactures fabric used

to make conveyor belts, and is the 2nd largest producer in the world and the
largest in India.
• THE FLUOROCHEMICALS BUSINESS, which manufactures

Refrigerant Gases and Choloromethanes, and is the largest producer in
India with exports to more than 50 countries.
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• THE PACKAGING FILMS BUSINESS, which manufactures Biaxially

Oriented Poly Ethylene Terephthalate (BOPET) also called Polyester (PET)
Film, is predominantly used in Flexible Packaging Applications.
• THE PHARMA CHEMICALS BUSINESS, which manufactures

intermediates/ advanced intermediates and provides contract research,
custom synthesis & contract manufacturing services to the Pharma
Industry.
• PROCUREMENT SOLUTIONS & SERVICES: Procurement of

indirect materials requires organizations to identify and deal with countless
suppliers based on imperfect knowledge, in a market that is highly
disorganized. SRF eBIZ provides solutions & services to increase
efficiencies in the procurement of these indirect items (also known as B &
C category items).
• THE ENGINEERING PLASTICS LIMITED caters to the Nylon

engineering plastics requirements of companies in the automobiles, white
goods, electrical goods, telecom cables, textile machinery, and electronics
sectors. The brands which are famous are TUFNYL and TUFBET.
• THE FISHNET TWINES is a niche business where as leaders in the
branded segment we sell fishnets, fishing lines, spindles, tapes, nylon
belts and straps as well as velcrotapes to end users in India, Sri Lanka,
Uganda and Nigeria.
SRF Ltd also has a wholly owned subsidiary SRF Overseas ltd at Jebel Ali, Dubai
and is engaged in manufacturing of Tyre Cord Fabric. This was the first overseas
initiative of SRF Group.
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LOCATION OF BUSINESSES
Industrial Synthetics Business PFB (Kashipur)

(Jebel Ali, Dubai)
Industrial Synthetic
Business (Malanpur) Chemicals Business
(Jhiwana)
Engineering Plastics (Manali)
SRF e-Biz (Delhi)
Fish Net Twine Corporate Office Delhi
(Manali)
Engineering Plastics
(Pantnagar)
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Industrial Synthetics
Business (Thiruvallur)
Industrial Fabrics
Industrial Business
Synthetics
(Viralimalai)
Business (Manali)
INTRODUCTION TO THE PROJECT
Competencies are described as discrete behavioral traits, which are relevant to job
performance. These behavioral traits should be observable and they depend on
factors like ability, personality, knowledge, skill and motivation levels of the
individual.
My intention in producing this On Job Training Schedule is to provide a
framework, which can be used by HR personnel in SRF (specifically EP Business)
to target and develop the competencies in plant jobs, specifically targeted for the
department heads (Band O-A Managers).
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Before we look at a plan to take effective action for skill & competency
development, it is helpful to understand why competency gaps may have emerged
in a manager’s assessment and feedback. Here are a few general reasons as to why
managers may not have demonstrated the required behavior:
Lack of opportunity:
The current job may not provide adequate opportunities to exhibit a particular
competency. Therefore, the feedback providers may not have had the opportunity
to see the manager demonstrate a particular competency.
Once this is recognized, development activities that would increase the manager’s
opportunity to demonstrate that competency in his current job, should be assigned.
Lack of Knowledge:
The manager may currently lack the necessary knowledge to demonstrate the
behaviors. The appropriate response should be to create a personal development
plan, which will allow him to acquire and practice the required new behaviors
Barrier:
The manager may feel discouraged or prevented from performing the desired
behaviors by some sort of barrier. The barrier could be a lack of necessary
information or organizational roadblocks. The appropriate response is to develop a
plan to problem-solve with the right people or group to remove or work around the
barrier.
Lack of Skill:
Skill is defined as the ability, coming from one's knowledge, practice, aptitude,
etc., to do something well. For a manager to be proficient at his job he must have a
certain amount of skill. If this skill is absent then the manager will not be able to
produce the desired kind of results. Because of this lack of skill, the manager
would not exhibit certain behavioral traits.
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The response should be to first define the skill level required for different job
profiles and then they try and bridge the gap between the actual and the desired
skill level.
UNDERLYING THEORY:
Developing personalities is a tedious and time-consuming job. Human beings
start developing their personalities in their formative years and hence changing it
drastically in order to enhance performance takes a lot of time and effort.
It can only be done through the individual’s own effort. The organization can guide
him and cannot do much more. Another challenge we face while developing
personality traits of a person is the difficulty in measurement of progress. It is also
very difficult to gauge the degree of change of a personality trait.
Therefore, we shall deal with factors of developing behavioral traits that are
comparatively easy to develop and measure. This should not give the impression
that personality is not an important factor in these behavioral traits, here we just
understand the limitations of our work and realize that dealing with personality
factors under the given conditions would not be fruitful. We would meanwhile
discuss in length the impact; different personality factors have on the various
behavioral traits.
In this training schedule, we will look to address the development of two of the
contributing factors to the behavioral traits of the manager i.e. knowledge and the
skill of the managers. These factors can be developed and measured with relative
ease compared to the other factors.
Knowledge is the basic set of facts that a manager should be aware of, in order to
exhibit the behavioral traits, which result in better job performance. Without this
knowledge, the manager does not stand a chance in being proficient at his job.
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After acquiring the required amount of knowledge, the personality of the manager
pushes the manager to use this knowledge to enhance his skills so that eventually
his performance becomes better.
In other words, knowledge is the base on which the skills are developed. The
personality of the manager pushes him to develop these skills and determines the
extent to which these skills are developed.
Let us understand this concept with the help of an example. We will take the
example of the behavioral trait: “Key indicators are effectively transmitted to the
senior management.”
The manager can only exhibit this behavioral trait if he knows what a key indicator
is and what are the specific key indictors for his organization. This is the
“knowledge” part of the behavioral trait. Without this knowledge he would never
be able to effectively transmit the key indicators to the senior management, in
other words he would never be able to exhibit the specified behavioral trait.
On the other hand, in order to effectively shift through data and identify key
indicators a manager should be able to comprehend data well and subsequently
should be capable of analytical thought. If the manager has an evaluative bend of
mind i.e. he is capable of critically evaluating information, can look for potential
limitations and can focus on errors, then that automatically pushes him to improve
his ability to think analytically and consequently improves his skill for this
behavioral trait.
Hence, as we can see, the personality traits of the manager naturally propel the
manager to pursue and acquire these skills.
The model shown below is a pictorial depiction of this trend. The knowledge is the
base and the personality pushes the person to acquire the skills, which ultimately
lead to better performance.
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Knowledge
OJT Skills Performance
Personality
Fig.1
The depiction and the explanation above tell us that it is imperative for the
managers to have the basic knowledge required to exhibit the behavioral traits. It
also shows us the role of personality of the manager in improving his skill level.
As modification and measurement of personality factors is very difficult, we here
aim to provide the manager with the tools to develop his knowledge and skill for
specific behavioral traits.
We shall look at individual competencies and aim to identify and provide tools for
developing the knowledge required for the manager to exhibit those traits.
Subsequently we shall identify skills and ways of acquiring those skills for the
managers. The impact of the various personality factors on the various behavioral
traits would also be discussed.
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OBJECTIVES OF THE PROJECT
 Create schedules for the managers to fill the gap between the actual
competency levels and the levels desired by the organization.
 Give managers concrete steps and tasks to do in order to improve their
competencies.
 Categorization of the factors affecting competencies and their degrees of
significance so that managers could focus on the more important factors.
 Identification of personality traits which aid skill development, this way
through OPQ profiling we can map a manager’s skill development capabilities.
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METHODOLOGY
 Each competency was taken separately and the significance of knowledge, skill
and the personality factors on that competency were determined. This was done
through a discussion with the HR managers in SRF Ltd.
 Researched and assimilated information about imbibing the knowledge,
developing the skills and identifying the personality traits that aid in the skill
development.
 Information was obtained through discussions with experts in various
departments as well as the HR department.
 This information was compiled in the format as shown and described
previously.
 Compile all the information and create a schedule which gives methods to
develop knowledge, skill of the manager to be able to improve particular
competencies.
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LITERATURE REVIEW
In today’s competitive corporate scenario where there is a minimal level of

differentiation between organizations, what makes a big difference in business
success is the productivity and efficiency of the human resource of the
organization. Organizations are consistently striving to develop business leaders
who can lead them to business success. Competency identification and
development are means to an end, which can be termed as “High Performing
Organizations”. These business leaders can be developed in the depicted manner-
using competency as a base:
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Leadership
development
Succession Mgmt
“A” position with “A”
person.
Talent Management
Performance Competency
Management Management
Fig 1.1 Leadership Pyramid
High Performing Organizations are the ultimate end we have talked about above
and are result of various high performing individuals and well-tuned systems
working together. The leaders and systems interact at various levels in the manner
described in the model below.:
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SBP
Performance
Management
System
Talent Talent Pool

Management (Leadership HPO
System Pipeline)
Potential
Assessment
through
Competency
system Execution
Excellence
Fig 1.2 Model For HIGH PERFORMING ORGANIZATION
Within a Business context and specific to a company, Competency describes a

specific set of behaviors, which have been found to lead to superior Job
Performance. The behavior is based upon an individual’s knowledge, skills,
personality, values and motives. Competencies are recurrently defined in clear
displayed behavioral terms and are possible to be observed in day-to-day work. To
take an example, someone who is a successful leader could be observed to
“Provide the team with a clear sense of direction, take charge, organize resources
and steer others towards successful task completion”. These behaviors can be
clubbed into a cluster and the whole cluster can be termed as “Providing direction”
which is a subset of Leadership Competency.
The following ICEBERG analogy brings a deeper understanding of the term

COMPETENCY. An individual brings with him a set of skills, attitude and
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knowledge etc, which is in various combinations; enable an individual to display

certain behaviors. Skill and knowledge makes the smaller segment and are
relatively easier to observe and develop whereas the deep underneath elements of
attitude, talent, values are difficult to observe and develop. Together all these
interact to help deliver effective or ineffective behaviors in job situations.
Fig 1.3 The Iceberg Analogy
Competencies always include an intent, which is the motive or trait force that
causes action toward an outcome.
“Intent” “Action” “Outcome”
Personal Job
Characteristics Behavior Performance
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Competency therefore is defined as:
“Competencies are sets of behaviors that are instrumental in the delivery of

superior job performance”
In other words competencies are the “How” of performance vis-à-vis goals and
targets, which are the “What” of performance.
They are important because they provide employees with a roadmap of the
kinds of behaviors that will result in excellent performance. When
organizations know the competencies required for excellent performance in a
job or role they can select and develop employees to perform with set of
behaviors leading to superior performance.
Research has shown that competencies are those behaviors that “Excellent
Performers exhibit much more consistently than average performer”.
It is sometimes debated that whether intelligence quotient is a true indicator of job

performance. However a number of studies across the globe have shown that only
high IQ does not lead to superior performance. In managerial and leadership roles
IQ, EQ, SQ, LQ etc lead to competency behaviors leading to superior performance
and success. David C McClelland, professor at Harvard University, laid the
foundation of the competency movement with the publication of his seminal paper
“Testing for Competence Rather Than Intelligence”. This article questioned the
practice of accepting IQ as the criteria for selection and prediction of job
performance and stressed on the need for identifying and developing
“competencies” for superior job performance.
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TEAM WORKING
Co-operates works well with others in the pursuit of

team goals. Shares information and supports others.
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Competency: Co-operates and works well with others in the pursuit of team goals.
Shares information and supports others.
Descriptor: Is an effective team player – interacts with multiple interfaces within

the organization as relevant. Coordinates with key interfaces within the
organization; collates information from different sources and shares with his team
members.
An effective team player is very good at networking. He interacts with multiple

people within the organization as relevant, so that the required information can be
acquired easily and conveniently from the various sources as and when needed.
Not only acquisition of this information is important, but also, sharing of this
information with the team members is equally important to be an effective team
player.
Sharing of
Interaction Acquisition Information Effective
with Multiple of with team Team
Interfaces Information members Player
Knowledge Skills Personality Factors
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High High High
Descriptor: Is an effective team player – interacts with multiple interfaces within the
organization as relevant. Coordinates with key interfaces within the organization; collates
information from different sources and shares with his/her team members.
• Good Database • Influencing/Neg • Outgoing

• Knowledge of otiating skills • Affiliative
Roles and • Interpersonal • Emotionally
Responsibilities skills Controlled
• Trusting
Knowledge:
1. Good Database – An effective team player should maintain a good

database of contact information of various sources within the organization.
Contact information mainly includes –
• Name
• Phone No.
• Address
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• E-mail address
The above information can be acquired from the organization or from the
person directly.
For maintaining a good database the employee needs to have knowledge of

Microsoft Access.
2. Knowledge of roles and responsibilities – An effective team player keeps

himself aware of the roles and responsibilities of the different people within
the organization, that is, knowledge of who takes care of what. This is
important so that the appropriate person can be contacted at appropriate
time.
The above knowledge can be acquired by always keeping the eyes and ears
open to what is happening in the surroundings, and by interacting with
more and more people.
Skills:
1. Influencing/Negotiating skills – It is the ability to facilitate positive

dialogue with others, with the goal of resolving differences and reaching
compromises. That is, working cooperatively with others to resolve issues
that impede team success.
Suggested Activities for Development
• Volunteer to negotiate a problem with other employees.

• Meet with someone whose negotiating skills you would classify as
win/win. Find out what he/she does and apply what you learn to similar
situations.
• When preparing for a negotiation, practice in front of your team
members.
• Do some brainstorming and list a number of ways that you could act to
influence a person then consider which are most likely to be effective.
• Ask for feedback from people who did not support an idea or proposal
you developed. Find out what you could have been done to persuade
them.
• Invite your team leader to observe you in a meeting where you will be
negotiating or influencing a person or group. Ask for feedback.
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2. Interpersonal skills – It is the extent to which an employee gets along and

interacts positively with co-workers. It is the degree and style of
understanding and relating to others.
• Identify someone who is good at listening and understanding. Spend

some time observing what she or he does and says. Ask what he or she
was thinking during the conversation and try to use the same reasoning
in your next interaction and monitor the other person’s response to it.
• Over the next two or three weeks, pay close attention to the non-verbal
cues of others when communicating with them. Determine what
emotions are being communicated and check your assessment with the
individual before acting on them. Assess your progress in
understanding others.
• Ask your team members for feedback on your interpersonal skills.
Based on feedback, identify one specific behavior you will focus on
improving during the next week. Repeat process periodically. Assess
progress on behaviors you are trying to improve.
• Once a week, walk around in your area. Ask team members how things
are going; what difficulties they are having and what you can do to
help. Revisit their concerns the next time you walk around.
• If you are the team leader, ask each of your team members how your
team can work more effectively with other team. Decide on a plan to
implement some of their suggestions.
Personality traits:
1. Outgoing – The employee should be lively and animated when interacting

with a person or in a group, so that they feel good and pay attention while
interacting with him/her.
2. Affiliative – Also the employee should find it interesting to interact with

people having different personalities and varying interests.
3. Emotionally controlled – The employee should be emotionally controlled

while interacting with people, so that he/she keeps his/her personal
emotions aside and does not mix them with professional life.
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4. Trusting – One needs to be trusting to share information. If one does not

trust others than he/she would not share information.
Descriptor: Is willing to support his staff and encourages them to bring out their
best.
This descriptor is from the viewpoint of a team leader. The team leader should
always be willing to provide the necessary support to his/her team members and
help them, as and when they need his/her assistance. He should motivate them to
give in their best to whatever they do.
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Effective Team
Leader
Provides team
Encourages team
members with
members to give
the necessary
in their best
support
High High High
Descriptor: Is willing to support his staff and encourages them to bring out their best.
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• Motivational • Leadership skills • Behavioral

Profile of Team • Training skills • Caring
Members • Interpersonal • Persuasive
• Barriers skills
• Interests of Team
Members
• Strengths and
Weaknesses of
Team Members
Knowledge:
1. Motivational Profile of Team Members – Motivational profile of an

employee is an indicator of the factors that motivate him/her. The team
leader should have knowledge of motivational profile of each team
member.
This knowledge can be acquired by tracking the performance of each team

member under varying situations like –
• In different work environments

• Performance under different tasks
• Performance in different teams with different kinds of people
Then by noting the situations in which his/her performance is low,

appropriate actions can be taken to motivate him and improve his
performance.
2. Barriers – The team leader should have knowledge of the barriers which
prevent him/her from supporting his team members, like –
• Organization rules and regulations
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• Time constraints
• Financial constraints
For this, he should assess various situations and find out where he could
support his team members and where he could not. Then he should try to
find out ways in which further support can be given to the team members in
similar situations in the future.
Also, the team leader should be aware of the barriers that prevent each team
member from giving his/her best, like –
• Inappropriate working conditions

• Sour relationships with team members
• Task may not be very challenging or interesting
• Personal problems
The team leader should then find out ways to overcome these barriers.
3. Interests of Team Members – The leader should know about the interests
of the team members, so that tasks can be allocated accordingly. It is an
accepted fact that a person does a task best that is of interest to him/her.
He can acquire this knowledge by observing the team members, by asking

them verbally, or by asking them to fill a form.
4. Strengths and Weaknesses of Team Members – This information is

important so that the team members can be imparted the necessary training
to overcome their weaknesses for their individual development, as well as
for the betterment of the team. This will also help the team leader allocate
work efficiently. The team leader can assign 'learning tasks' to help team
members gain confidence before attempting the more demanding aspects of
the project.
The team leader can acquire this knowledge by observing the team
members, by asking them verbally, or by asking them to fill a form.
Skills:
1. Leadership skills – It is the ability to effectively manage and guide team

efforts. It includes providing level of feedback concerning each team
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members’ individual progress, as well as feedback on teams’ collective

progress.
• Ask for regular feedback on your leadership style from colleagues,

managers and team members and employees.
• Arrange to have regular conversations with some mentors that are
good leaders. Make a point of discussing specific issues, and model
your behavior after the leadership mentors.
• Volunteer to facilitate a team meeting.
• Offer to stand in for your manager at a meeting.
• Develop and deliver motivational speeches about your team’s
successes to create positive morale.
• Delegate as much as possible and make challenging assignments
available to everyone. Keep a journal of tasks that were delegated
and their outcome. Provide feedback to team members or
employees.
• Develop a presentation regarding vision of your team. Create a
graphical image that reinforces the key concepts of your vision.
Present your vision at a team meeting.
• Identify future trends and events that will impact the working of
your team. Work with your team to develop strategies to meet future
challenges.
2. Training skills – It refers to the overall ability and concern for the
development of team members. It includes taking steps to explain and
provide guidance.
• Schedule individual one-on-one time with each team member to the

sole purpose of development. Focus on coaching and development,
what is accomplished well and what could be done differently to be
more effective.
• Arrange to meet and work with people who are good at coaching
and teaching others. Incorporate their methods in your own teaching
style.
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• Regularly share resources or information that you have researched

or learned about for the benefit of the individual member as well as
the team as a whole.
• Become a mentor.
• Provide and participate in mock feedback sessions.
• Teach a course to address training needs of team members.
• Identify job assignments that will increase team members’ or
employees’ exposure to different divisions and management
experience. Identify initiatives in other areas that may provide
development opportunities for others.

understanding and relating to others. Interpersonal skills play an important
role here because they affect the way one interacts or behaves with people,
or treats other team members. Respect comes as a part of the intrinsic
values and beliefs which form a part of the interpersonal skills.
• Listen to each other with an open mind without interruption.

• Pay attention to others.
• Practice active listening - To actively listen is to demonstrate that you
intend to hear and understand another’s point of view. It means
restating, in your own words, what the other person has said. In this
way, you know that you understood their meaning and they know that
your responses are more than lip service. Your team members will
appreciate knowing that you really do listen to what they have to say.
• Take key decisions based on reasoning not rank.
• See things from others side also - Empathy means being able to put
yourself in someone else’s shoes and understand how they feel. Try to
view situations and responses from another person’s perspective. This
can be accomplished through staying in touch with your own emotions;
those who are cut off from their own feelings are often unable to
empathize with others.
• Be appreciative - Find one positive thing about everyone you work with
and let them hear it. Be generous with praise and kind words of
encouragement.
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• Say thank you when someone helps you, irrespective of ones level in
the organization. Make team members feel welcome when they call or
stop by your office.
Personality traits :
1. Behavioral – The team leader should be behavioral so that he analyses and

understands the motives and behaviors of the various team members. It is
only after understanding them that he/she would be able to provide them
with the necessary support and guidance, in order to encourage them to
give in their best.
2. Caring – The team leader needs to be caring in order to support his team
members.
3. Persuasive – One should be persuasive and comfortable using negotiation

so that he/she can change people’s views, and persuade them to give in
their best and support you.
Descriptor: Treats others with respect and as responsible individuals.
• Team members should treat each other with respect, irrespective of ones’
level, position or department (in cross functional team).
• Respecting others involves understanding and appreciating individual
differences.
• One should also respect and support other team members’
rights, thoughts and opinions.
• Communicating respect for other team members helps to reduce conflict
and increase participation or assistance in obtaining information or
completing tasks.
• For instance, in order to interrupt someone who is currently preoccupied
with a task in order to obtain information needed immediately, it is
recommended that one should utilize a deferential approach with language
such as, "Excuse me, are you busy? I have an urgent matter to discuss with
you if you have the time at the moment." This allows the receiving person
to make his/her own judgment regarding the importance of his/her current
task versus entering into a discussion with his/her colleague.
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• Also team members should have faith in the capability of each other. They
should consider each other as responsible individuals and respect each
others work.
Low High High
Descriptor: Treats others with respect and as responsible individuals.
• Talents and • Interpersonal • Trusting

Inventories of skills • Emotionally
Each Team • Social skills Controlled
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• Modest
Knowledge:
Knowledge about talents and inventories of each team member – Knowledge

of talents and inventories of each team members is needed so that roles can be
assigned as per each team member’s capability and personality. Defining roles
among team members makes assignments more straightforward, helps to
understand the decision-making process, and assures the task will be completed.
One can acquire this knowledge by making a list of everyone’s skill sets,
preference, work experience, courses taken, and interests. This can be done by
observing the team members, by asking them verbally, or by asking them to fill a
form.
Once each team members’ capability is known respect for him/her automatically
comes.
Skills:
1. Interpersonal skills - It is the extent to which an employee gets along and

interacts positively with co-workers. It is the degree and style of understanding and
relating to others. Interpersonal skills play an important role here because they
affect the way one interacts or behaves with people, or treats other team members.
Respect comes as a part of the intrinsic values and beliefs which form a part of the
interpersonal skills.

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intend to hear and understand another’s point of view. It means restating, in
your own words, what the other person has said. In this way, you know that
you understood their meaning and they know that your responses are more
than lip service. Your team members will appreciate knowing that you
really do listen to what they have to say.
yourself in someone else’s shoes and understand how they feel. Try to view
situations and responses from another person’s perspective. This can be
accomplished through staying in touch with your own emotions; those who
are cut off from their own feelings are often unable to empathize with
others.
encouragement.
• Say thank you when someone helps you, irrespective of ones level in the
organization. Make team members feel welcome when they call or stop by
your office.
2. Social skills – Social skills are skills a social animal/human being uses to
interact and communicate with others to assist status in the social structure and
other motivations. Social rules and social relations are created, communicated, and
changed in verbal and nonverbal ways creating social complexity useful in
identifying outsiders and intelligent breeding partners.
• Remain relaxed, or at a tolerable level of anxiety while in social situations
Regardless of how skillful you are in social situations, if you are too
anxious, your brain is functioning in way unsuited to speaking and
listening. In addition, if your body and face give the unconscious message
that you are nervous, it will be more difficult to build rapport with others.
• Listening actively, while letting others know you are listening
Good listening skills include:
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o Making 'I'm listening' noises - 'Uh-huh', 'really?', 'oh yes?' etc.

o Feeding back what you've heard - "So he went to the dentist? What
happened?"
o Referring back to others' comments later on - "You know how you
were saying earlier…"
o Physical stillness, eye contact and attentiveness while the other
person is talking.
• Empathize with and take interest in others' situations
A major part of social anxiety is self consciousness, which is greatly

alleviated by focusing strongly on someone else. A fascination (even if
forced at first) with another's conversation not only increases your comfort
levels, it makes them feel interesting.
• Try to build rapport, whether natural or learned
Rapport is a state of understanding or connection that occurs in a good

social interaction. Rapport occurs on an unconscious level, and when it
happens, the language, speech patterns, body movement and posture and
other aspects of communication can synchronize down to incredibly fine
levels.
Rapport is an unconscious process, but it can be encouraged by conscious

efforts.
o Body posture 'mirroring', or movement 'matching'

o Reflecting back language and speech, including rate, volume, tone,
and words
o Feeding back what you have heard
• Know how, when and how much to talk about yourself - 'self disclosure'
Talking about yourself too much and too early can be a major turn-off for
the other party in conversation. Good initial small-talk is often
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characterized by discussion of subjects not personal to either party, or by an

exchanging of personal views in a balanced way.
However, as conversations and relationships progress, disclosing personal

facts (small, non-emotional ones first!) leads to a feeling of getting to know
each other.
• Make appropriate eye contact as the situation demands
If you don't look at someone when you are talking or listening to them, they
will get the idea that:
o You are ignoring them
o You are untrustworthy
o You don't like the look of them
Keep your eyes on the speaker while you are listening.
• Keep the following basic points in mind while interacting with someone:
o Verbal
 Smoothness of delivery (lacks stuttering, awkward pauses,
etc.)
 Intelligible speech (not too loud or soft, avoiding monotone
but not dropping off the end of sentences)
 Using muscle words to help describe ideas in conversation.
 Variable tone (avoidance of a monotonous tone)
 Asking open ended questions
o Non-verbal
 Active listening
 Confident stance (standing up straight but not at attention)
 Relaxed manner (not too tense, not falling asleep)
 Body language in sync with the verbal message
 Leaning forward while talking
 Open stance (not close hands)
 Touching conversation partner (only where appropriate as
this can be misinterpreted)
 Smile (Not overdoing it)
 Remembering and using names during the conversation
• Treat the conversation partner as your best friend.
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Personality traits:
1. Trusting – Team members should see each other as reliable and honest and
believe what the other says. Respect automatically comes when we trust the
other person, and consider him/ her responsible.
2. Emotionally controlled – To be an efficient team member one should be

emotionally controlled and should not let his/her personal emotions affect
the way he treats others. For eg. Personal dispute should not come in the
way of respecting others’ work.
3. Modest – One should not only respect and admire his/her own work or
success but also of other team members. He/she should not feel jealous of
others’ successes.
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Descriptor: Gets his team members to participate effectively.
• When working in a team a person is judged not only by results, but also by
how those results are achieved. And, effective participation is the key to
successful team results.
• A good team player not only participates in the effective working of the
team, but also encourages other team members whose participation is less
to increase their input.
• A good team player
o provides encouragement, direction and inspiration to other team
members
o manages team relationships and smoothens them over the inevitable
bumps in the road overcomes or eliminates any potential
roadblocks to team success, such as, personality conflicts and
territorial disputes within the team environment
o minimizes conflicts by ensuring that the team is structured for
maximum participation and collaboration.
• Team participation depends on an open environment, where new ideas are
welcomed and cooperation and collaboration are encouraged.
• Leaders will need three communication skills to achieve inclusion. These
are the non-assumptive question, good listening, and directed response.
• The team leader needs to set the stage - Plan for and create a team
environment that welcomes and encourages active participation.
If you want to achieve optimum team participation, you need to let your
team members know what you expect, and what is expected from them.
With that in mind, you can lay the foundation for open participation and
communication through the following strategies and tactics.....
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o Be direct - ask for participation.

o Define participation and set appropriate expectations -
participation can come in many forms, depending on your
team situation.... i.e. in meetings, workshops, memos, written
comments and suggestions, etc.
o Set the groundrules to encourage active team participation ...
all ideas are welcome and every member is to be respected.
o Push for participation from the very start.
o Thank everyone for their contributions - often and visibly.
• Lead by example - Turn theory into action by leading the way to effective
team participation.
As a team leader, you job is to lead, and to get the team to function as a
cohesive unit. To meet this goal, you can follow a few simple steps
centered around leadership by example....
o Avoid team domination ... your job is to lead, not to control. Even if
you have all the answers, let the team dynamic play out.
o Uphold the ground rules ... participation levels will rise when team
members can see that all ideas are respected and given due
consideration.
o Ask open-ended questions to stimulate discussions.
o Be sensitive to contentious situations .... team conflicts are unavoidable,
but at a team leader you can diffuse tense situations as needed with a
few strategic words and actions. For example, depending on the
circumstances, you may choose to handle a conflict head-on, or you can
table a difficult issue for a later time, when emotions have subsided. In
any case, you should avoid isolated, off-side reactions to conflicts, and
you should always be consistent in how you react to team conflict.
High Medium Medium
Descriptor: Gets his team members to participate effectively.
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• Team Goals • Team skills • Democratic

• Team Mission • Persuasive • Persuasive
and Vision Communication
• Meeting Agenda skills
Knowledge:
1. Team goals – Why has the team been formed and what does it need to
accomplish?
To cultivate optimum team participation, one must have a good handle on

team goals and overall dynamic. As such, one should be prepared to
answer the following questions –
•Why has the team been formed e.g. for a project, to solve a
problem, or to brainstorm?
• How large is the team - should it be broken up into smaller sub-
groups to foster participation and communication?
• Who all have been assigned to the team, have they worked
together in the past?
• Do you anticipate any internal conflicts or political situations?
2. Team mission and vision - The driving force behind every team is a clear
mission and vision. A mission is the task at hand…what the team does…its
purpose for existing. A vision is a mental image of a possible and desirable
future state for the team that is better than what now exists.
The team leader needs to ensure that all members of the team share a
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common understanding of the mission and vision, and have great clarity of
how their mission and vision support those of the larger organization.
He or she also needs to understand the (sometimes private) aspirations of

all the team members to encourage them to participate.
3. Meeting Agenda – To encourage maximum participation from team

members and for the meeting to be effective and useful, the meeting agenda
should be clear and well communicated to all.
For the meeting to be effective, following steps should be followed:
• Before scheduling any meeting, first consider the necessity of the

gathering, as well as any alternative methods for sharing
information and gathering feedback.
• Assuming that the meeting is necessary, the team leader should
quantify objectives, and compile a meaningful agenda, one that
promotes an engaging and interactive meeting.
• Before the team meeting, the leader must circulate/communicate
the list of issues to be discussed (the agenda), and remind team
members when and where the meeting will be and what to bring to
the meeting.
• The leader should then establish appropriate expectations for active
participation and give the attendees fair warning of what is
expected from them, as well as what they can expect from him/her.
• A clear agenda would help the team members prepare for the
meeting.
• The team leader should write notes at the team meeting, note what
has been decided, and who is responsible for actions (work) arising
from the meeting.
Skills:
1. Team skills – Team skills refer to the ability to effectively work and
complete assignment in-group settings. An employee with good team skills works
cooperatively with other to achieve common goals. Team skills can be developed
by –
Suggested activities for development
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• Work with people you do not normally work with or do not know
very well.
• Volunteer to participate on a project that will require a high level of
cross-functional teamwork.
• Keep a record of all your involvement in committees, meetings, and
informal team activities for a period of time. Work to increase the
involvement and keep track.
• Each week, volunteer to help at least one person in your work unit
or department.
• Volunteer to summarize notes from team meetings and send them to
all team members.
• Create a system where employees can recognize each other for
good work. Devise a plan to create team spirit in your work unit or
department (e.g., organize informal team get-togethers, contests,
parties, team chants, impromptu celebrations or participate in
community service activities, etc).
• Recognize team members’ contributions at each team meeting.
• Make a habit of asking people who do not normally work together
to work on projects together.
• As a team building exercise, have each team member describe how
each person contributes to the team uniquely. Make a list for each
person to show the differences and likenesses of all team members.
• Seek feedback from your manager and staff regarding your team
management techniques. Work to improve problem areas.
• Work with team members to create or refine the team’s mission
statement.
• Identify a critical issue within your organization. Volunteer to lead a
task force to solve the problem that involves people from different
departments.
• Work with a manager or co-worker who has effectively managed
teams to develop your skills in this area.
• Identify a current obstacle that is impeding your team from working
effectively. Determine the root causes and possible solutions. Share
your ideas with your manager. Develop a plan to implement the
solutions you have identified. Monitor the results.
• Facilitate a group discussion with team members to solve a problem
in your work unit or department.
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2. Persuasive Communication skills – It is the ability to alter beliefs,

attitudes, intentions, or behavior of others by the conscious and unconscious use of
words and nonverbal messages. Persuasion involves motivating listeners to accept
a new idea, alter an existing opinion, or act on a given premise.
• Always try to have a clear understanding of the audience and an intense

listener focus.
• The speaker must take the audience through five stages of
understanding in a persuasive speech:
o awareness of the team goals
o understanding the team goals – by showing how the team goals
affect the audience
o understanding the proposed way to achieve those goals
o visualization of the effects of the results – to guide the audience
into imagining how the achievement of team goals would be
beneficial to them
o understanding how they, the audience, must act – indicating
what actions, individually and collectively must be taken.
• Use persuasive appeals of credibility, logic and emotion to mobilize the
audience towards achievement of goals.
1. Democratic – A good team player should consult widely, involve other

team members in decision-making, and invite participation from all.
2. Persuasive – One should be persuasive and comfortable using negotiation

so that he/she can change people’s views, and persuade them to give in
their maximum participation.
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Descriptor: Creates a work atmosphere where each individual is seen as a team

member.
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High High Low
This descriptor is from the viewpoint of the team leader. It is the responsibility of
the team leader to create such a work atmosphere that brings a sense of
belongingness among the team members. This would increase their commitment to
group goals above and beyond their personal goals and agendas. Also they would
know their roles, feel a sense of ownership, and see how they personally, and as a
team, make a difference.
Such a work atmosphere can be created by laying down certain team values and
common goals.
Descriptor: Creates a work atmosphere where each individual is seen as a team member.
• Team Mission • Leadership skills • Democratic

and Vision
• Team values
• Team Goals
• Current Status of
the Team
Knowledge:
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1. Team mission and vision - The driving force behind every team is a clear
He or she also needs to understand the (sometimes private) aspirations of

all the team members.
2. Team values - Values in teams are the specific beliefs about what is right
and wrong around us. Team values are about the culture we should
encourage, the operating principles that should underpin the team’s efforts,
and the standards of behavior that build and strengthen the team. They are
the essential building blocks of teambuilding.
Team values help lay down a Set of Standards or a Code of Conduct.
3. Team goals – Team goals provide the team meaning and purpose. The
goals must be understood by each team member, such that each team
member can clearly articulate them.
• Team leader should set SMART goals:
o Specific - Goals must not be generic, such as "increase
production". Goals must be specific, such as: "increase product
produced by 30% with no increase in cost by the end of the
fourth quarter".
o Measurable, or at least verifiable - Without measurable goals,
the team members may lose direction and will not be able to
gauge performance or determine progress.
o Attainable - Goals must be achievable, that is, neither too easy
nor too difficult.
o Realistic – Goals should not be unrealistic. For eg. Increase
production by 100% without increase in costs.
o Timebound - Goals need to have defined, dates for
accomplishment. A sense of urgency keeps the team members
motivated and moving towards goal achievement.
• Goals need to be set by the team, not imposed by the organization
or the team leader. The organization establishes the team to solve a
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problem. Team goals and how the problem is to be resolved is up to

the team.
• The team leader should see to it that all team members have a part
in setting the vision and goals. This -
• Reduces barriers to change
• Encourages team members to be more committed
• If the leader is in too much of a hurry and does not involve their
team in decision making, team involvement may be lost
• The team leader should structure the goals so that there are
opportunities for "small wins" along the way in the progression to
full achievement. This aids as a motivating factor for the team
members.
4. Current status of the team – The leader should keep the team members
abreast of the details, direction and progress. Members want to feel that
they know what is going on at all time and are informed about things such
as plans, priorities, and progress the team is making.
Some ways to communicate is by email, online messengers, telephone, or

face-to-face methods.
Skills:
1. Leadership skills – A good team player should possess team-building

skills. Team building skills come as a part of leadership skills. It is the ability to
make people work cooperatively and comfortably in a team environment for the
achievement of common goals. Cooperative efforts result in the participants
striving for mutual betterment so that all team members benefit from each other’s
efforts.
• Devise a plan to create team spirit in your work unit or department (e.g.,
organize informal team get-togethers, contests, parties, team chants, and
impromptu celebrations or participate in community service activities, etc).
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• As a team building exercise, have each team member describe how each
person contributes to the team uniquely. Make a list for each person to
show the differences and likenesses of all team members.
• Keep a record of all your involvement in committees, meetings, and
informal team activities for a period of time. Work to increase the
involvement and keep track.
• Work with team members to create or refine the team’s mission statement.
• Work with a manager or co-worker who has effectively managed teams to
develop your skills in this area.
• Create a system where employees can recognize each other for good work.
• Recognize team members’ contributions at each team meeting.
• Make a habit of asking people who do not normally work together to work
on projects together.
• Develop a short list of ‘values’ with your department or unit to guide
decision-making and interpersonal behavior. Get your team involved in
making the list. Review the list at meetings.
• Seek feedback from your team members regarding your team management
techniques. Work to improve problem areas.
• Keep team members informed and up-to-date about any relevant or useful
information
• While taking action, keep in mind the concerns of other members as well as
your own concerns
• Defend the team’s reputation when others criticize
• Speak of team members in positive terms
• Demonstrate co-operation in working with others.
• Avoid taking control of the agenda, or being the first to make suggestions,
instead try playing different roles within the group.
• Strive to deal directly with individuals with whom you are displeased rather
than complaining to others.
• Avoid destructive messages such as:

o Communication Shut-down - a statement or action that cuts off
discussion with no plan to continue.
o You Should - statements like “You should do this...” which sound
parental and insinuate that I know better than you.
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o Discounting - minimizing another person’s comments by

inappropriate reassuring, distracting or humouring.
o Threatening - expressing an intention to do harm.
o Communicating Through Someone Else - a statement that expresses
dissatisfaction indirectly to the person but through someone else.
o Mind Reading - assuming that your perception of a confusing
message is right without clarifying or assuming the other person can
read your mind.
o Silent Treatment - feeling resentment or anger toward another, but
not addressing it directly with that person.
o Double Bind - sending a message where the words say one thing
but the body language or attitude convey a different meaning.
o Judging/Blaming - placing blame or making judgments about
another person; often involves finger pointing.
o Premature Advice - offering immediate advice to someone without
showing concern for their feelings, listening, or helping them
problem-solve.
• Listen productively during team meetings.

o Don’t answer your own questions, practice remaining silent for at
least 10 seconds after you ask a question.
o If you disagree with someone in a team meeting, first acknowledge
that person’s point of view before offering your opinion.
o Summarize objectively differing points of view on issues and
explicitly acknowledge that there is a difference of opinion.
o Ask for the group’s help when there appears to be conflict in the
group.
• Solicit opinions from all team members when making a decision that
affects the team.
o Hold regular information meetings with your team to keep them up
to date on activities in your department, the larger organization and
the community.
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o Solicit input from team members regarding how your team can best
realize the organization’s goals and contribute to area/department
goals.
o Consider all of the ideas and suggestions you receive.
o Allow this information to have an impact on your team’s discussion
of priorities, objectives and approaches.
o Ensure that the team can explain why certain suggestions are
utilized.
o Avoid taking significant action or making an important decision
until the opinions of all the team members have been heard and all
members agree to support the decision.
• Ask questions that draw out the needs, interests, concerns, and
objectives of other team members.
o Demonstrate your interest in and understanding of what was said by
restating it in your own words.
o Seek points of agreement between your positions, making an effort
to point out the similarities, not just the differences.
o Make a list of all the concerns.
o Brainstorm an action plan with other team members so that as many
concerns can be addressed as possible in achieving the group
objective.
• Lead open dialogue and information sharing among your team.

o Encourage team members to identify what information resources
they need to achieve individual and team objectives.
o Work to provide access to these resources.
o Circulate current organizational data regularly, including status
reports, strategic documentation and any other information to help
your team.
• Show willingness to support team decisions.

o Identify one of your ongoing projects which would particularly
benefit from involving others working together as a team.
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o Identify which individuals are or will need to work together on this

project.
o Organize a team meeting for the express purpose of deciding how
the project will be conducted. Prior to the meeting, obtain two
flipcharts or a room with a whiteboard.
o Ask the team, at the beginning of the meeting, to generate a list of
the key decisions that need to be made and write this list on one of
the flipcharts or on one side of the whiteboard.
o Make certain that you contribute your own views to this list but, in
general, say as little as possible. Rather, focus your contribution on
encouraging each member of the team to contribute to the
discussion.
o Ask the team for their views on the best answers to each decision.
o Record their suggestions on the other flipchart or the other side of
the whiteboard. Again, say as little as possible about yourself and
encourage others to speak. Where you agree with the advice, say so
and personally endorse the decision. Where you disagree, explain
why and provide a more effective answer.
o Support your team decision even when it is different from your
stated point of view, unless it has serious implications. In this
instance, indicate that you will be requesting your Manager to
participate in the decision-making process.
o Make a brief note of the decisions that were made and give a copy
to everyone who was at the meeting.
• Practice the following skills and behaviors when you have situations of
potential conflict in your team.
o Emphasize people’s common goals, and how everyone depends on
each other.
o Treat each person and their opinions with respect.
o Practice good listening skills.
o Have the group develop its own rules of conduct (e.g., “Voice facts
not emotions”).
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o Help to define the problem by coaching others to be concise and

stick to facts.
o Coach them to avoid repeating the same points over and over.
o Insist on true consensus within the team.
• Look for opportunities to acknowledge team and individual success,

formally or informally.
o Recognize the contributions of team members in public forums,
referencing specifically what individual members did well.
o Use formal communication channels to acknowledge successful
team performance.
o Let individual team members know your appreciation through
personal memos or face-to-face communication.
o Encourage and support team celebrations at the completion of a
new, difficult or challenging task or project.
• Make a list of the unique strengths and contribution of each person on

your team.
o Review your list with your manager and ask for his or her input.
o Look for opportunities and plan projects to capitalize on the
strengths of each individual.
o Seek your manager’s assistance to find opportunities to maximize
team member strengths and to provide developmental opportunities
for other team members to learn from the unique contributions of
others.
• Organize a team-building event.

o Solicit advice from the team to ensure the event will appeal to
everyone.
o Make the event fun for everyone and include elements that require
people to co-operate and work as a team together.
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o Encourage team members to assist you in organizing the event if

they have time.
1. Democratic – The team leader should consult widely and not take
decisions alone. He should involve all team members in the decision
making process.
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Descriptor: Creates a sense of joy in the work.
This descriptor is relevant for all team members, but is especially significant for
the team leader. It is the responsibility of the team leader to create a sense of joy in
the work. This is because culture flows from top to bottom. If the team leader does
not allow then it may not be possible for other team members also to feel that joy
while working. So, the leader should try to draw all team members into active and
enthusiastic participation.
Low Medium High
Descriptor: Creates a sense of joy in the work.
Knowledge plays a • Leadership skills • Optimistic

minor role in this • Innovative
descriptor. • Relaxed
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Skills:

efforts. It includes providing level of feedback concerning each team members’
individual progress, as well as feedback on teams’ collective progress.

• Arrange to have regular conversations with some mentors that are good
leaders. Make a point of discussing specific issues, and model your
behavior after the leadership mentors.
• Develop and deliver motivational speeches about your team’s successes to
create positive morale.
• Delegate as much as possible and make challenging assignments available
to everyone. Keep a journal of tasks that were delegated and their outcome.
Provide feedback to team members or employees.
• Develop a presentation regarding vision of your team. Create a graphical
image that reinforces the key concepts of your vision. Present your vision
at a team meeting.
• Identify future trends and events that will impact the working of your team.
Work with your team to develop strategies to meet future challenges.
1. Optimistic – Team members should expect that things would turn out well,
and look to the positive aspects of the situation with an optimistic view of
the future. Positive thinking helps keep spirits high so that the person
always enjoys his/her work.
2. Innovative – Generating new ideas and proposing original solutions bring

a feeling of confidence within the team member, which motivates him/her
to strive more and more towards the goal while enjoying work at the same
time.
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3. Relaxed – To feel joy while working, one should always remain cool ,
calm and composed.
Descriptor: Demonstrates trust in his people.
• Trust means confidence in team members and their efforts.

• Team members should demonstrate faith in each other to honor
commitments, maintain confidences, support each other and generally
behave predictably and consistently.
• Trust mainly includes three key components: commitment, consistency and
capability.
o Commitment means both the commitment to each other and to a
goal or direction of the team.
o Consistency is doing as you say or walking the talk.
o Capability is the ability to accomplish what has been promised.
• Establishment of trust leads to –

o Improved Relationships
o Increased Efficiency
o Enhanced Unity/Team cohesiveness
o Mutual Motivation
o Open Expression
o Information Equity
o Performance Reliability
Medium Medium High
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Descriptor: Demonstrates trust in his people.
• Team members • Interpersonal • Trusting

capabilities skills
• Team members
aspirations
• Team plan
• Leadership
Commitment
Knowledge:
1. Team member’s capabilities – Attention to team basics, beginning with

the formation of the team will help the team to build trusting relationships.
Selecting team members that have the skills to fulfill the team's goals helps
members trust each other’s capability to perform. Also as team members
capabilities enhance with time one should keep himself/herself updated
with the changes.
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2. Team member’s aspirations – The team leader should facilitate a

conversation among team members about what they hope to achieve as a
group and what each individual wants to achieve for him/her. This builds
commitment.
3. Team plan – Team members should come to an agreement about how they
want to work together and how they expect to be treated on the team. This
assures consistency.
4. Leadership Commitment – Trust is most efficiently established when

leadership commits to vision first, and everyone knows those commitments
are genuine. With leadership's commitment to a clear vision, and a genuine
plan to share risks and rewards, the atmosphere for trust is in place.
In an environment where leadership is visibly as accountable for trust as

everyone else, team members are far more likely to plunge in, to be
creative and generous with their talents, to subordinate selfish territorial
agendas to the common productivity.
Now in order to obtain buy-in and build trust among team members the
basic tasks are to communicate the vision, make sure it is understood,
communicate leadership's commitment, and elicit and address peoples'
doubts.
Skills:

interacts positively with co-workers. It is the degree and style of understanding and
relating to others.
Interpersonal skills play an important role here because they affect the way one
interacts or behaves with people, or treats other team members.

intend to hear and understand another’s point of view. It means
restating, in your own words, what the other person has said. In this
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way, you know that you understood their meaning and they know that
your responses are more than lip service. Your team members will
appreciate knowing that you really do listen to what they have to say.
yourself in someone else’s shoes and understand how they feel. Try to
view situations and responses from another person’s perspective. This
can be accomplished through staying in touch with your own emotions;
those who are cut off from their own feelings are often unable to
empathize with others.
encouragement.
• Say thank you when someone helps you, irrespective of ones level in
the organization. Make team members feel welcome when they call or
stop by your office.
2. Training skills – It refers to the overall ability and concern for the
development of team members. It includes taking steps to explain and provide
guidance. A leader has more faith in his/her team members if he/she has
himself/herself trained them.
• Schedule individual one-on-one time with each team member to the

sole purpose of development. Focus on coaching and development,
what is accomplished well and what could be done differently to be
more effective.
• Arrange to meet and work with people who are good at coaching and
teaching others. Incorporate their methods in your own teaching style.
• Regularly share resources or information that you have researched or
learned about for the benefit of the individual member as well as the
team as a whole.
• Become a mentor.
• Provide and participate in mock feedback sessions.
• Teach a course to address training needs of team members.
• Identify job assignments that will increase team members’ or
employees’ exposure to different divisions and management experience.
Identify initiatives in other areas that may provide development
opportunities for others.
IMT,
57Ghaziabad
Personality traits:
1. Trusting – A good team player trusts his/her team members and their
capabilities and commitments towards the team. He/she sees them as
reliable and honest and believes what they say.
Descriptor: Creates an environment of mutual respect – takes initiative to

maintain relationships with coworkers.
• Mutual respect means giving space to each other’s views.

• Team members should try to maintain cordial relationships by giving
feedback in the form of recognition for work well done, rewards, by
appreciating each other, etc.
• Team players should also give suggestions for how to contribute better to
the team, and reminders of expectations and commitments.
• Teams that allow time to play and for members to get to know each other
strengthen the bonds among team members.
IMT,
58Ghaziabad
Medium High High
Descriptor: Creates an environment of mutual respect – takes initiative to maintain

relationships with coworkers.
• Psychological • Listening skills • Behavioral

profile of team • Social skills • Modest
members • Socially
confident
Knowledge:
1. Psychological profile – Team members should keep themselves aware of

the psyche (what hurts a person?; what makes him/her positive?; how the
other person likes to be treated?; what makes the other person happy like
rewards, recognition, etc?; what causes the other person to behave
negatively? etc.).
This information is needed so that one can treat a person as he/she likes to
be treated.
IMT,
59Ghaziabad
Skills:
1. Listening skills – Attuning to a vocal or auditory message including non-

verbal clues. Body language/positioning and eye contact of listener is considered.
Ability to understand and derive meaning from spoken material. Requires the
ability to remain attentive.
Suggested activities for development
• Identify someone who is a good listener and observe what she or he

does. Seek advice on how to improve your listening skills.
• Volunteer to summarize information discussed during team meetings.
• Keep a log of situations where you made an attempt to listen
effectively. List the situation, what you did well and what you need to
work on.
• Ask a colleague or manager to observe and critique your listening skills
when you interact with others. Work on problem areas.
• Each time you have a conversation with someone, log the number of
times you stopped yourself from interrupting others to let them
complete their thoughts.
• Identify situations in which you have the most difficulty being a good
listener and devise a strategy to prepare for them in advance.
• Listen to books on audiotape. Write a summary of the book or discuss
the main ideas with others.
• Facilitate focus group sessions.
• Make a habit of regularly walking around in your work area to see how
things are going and if people are facing any difficulties. Summarize
their concerns and revisit them the next time you walk around.
• Volunteer to serve on an interview panel.
• Meet with customers to discuss their needs or problems they are having
with a service or product.
IMT,
60Ghaziabad
• Remain relaxed, or at a tolerable level of anxiety while in social situations
listening. In addition, if your body and face give the unconscious message
that you are nervous, it will be more difficult to build rapport with others.

o Feeding back what you've heard - "So he went to the dentist? What
happened?"
o Referring back to others' comments later on - "You know how you
were saying earlier…"
person is talking.

forced at first) with another's conversation not only increases your comfort
levels, it makes them feel interesting.

happens, the language, speech patterns, body movement and posture and
other aspects of communication can synchronize down to incredibly fine
levels.
IMT,
61Ghaziabad
Rapport is an unconscious process, but it can be encouraged by conscious

efforts.

o Reflecting back language and speech, including rate, volume, tone,
and words
• Know how, when and how much to talk about yourself - 'self disclosure'
Talking about yourself too much and too early can be a major turn-off for
the other party in conversation. Good initial small-talk is often
characterized by discussion of subjects not personal to either party, or by an
exchanging of personal views in a balanced way.
However, as conversations and relationships progress, disclosing personal

facts (small, non-emotional ones first!) leads to a feeling of getting to know
each other.
If you don't look at someone when you are talking or listening to them, they
will get the idea that:
• Keep the following basic points in mind while interacting with someone:
o Verbal
 Smoothness of delivery (lacks stuttering, awkward pauses,
etc.)
 Intelligible speech (not too loud or soft, avoiding monotone
but not dropping off the end of sentences)
 Using muscle words to help describe ideas in conversation.
IMT,
62Ghaziabad

o Non-verbal
 Confident stance (standing up straight but not at attention)
 Touching conversation partner (only where appropriate as
this can be misinterpreted)
1. Behavioral – Team members should try to analyze each others’ motives

and behaviors. They should understand each others’ views and
perspectives. This would help maintain good relationships with team
members.
2. Modest – One should not only respect and admire his/her own work or
success but also of other team members. He/she should not feel jealous of
others’ success.
3. Socially confident – The employee needs to feel comfortable when

meeting with people for the first time, so that he is confident while
interacting with them. If the employee is not at ease then it shows lack of
confidence, which makes it difficult to influence others. Being socially
confident creates a positive impact which helps maintain relationships.
IMT,
63Ghaziabad
Descriptor: Is transparent with his/her people.
Transparency means that there should be no gap between what one does, what one
says and what one believes. One should not hide anything from his/her team
members. Team players to try to share as much information as possible with their
team members.
High Low High
Descriptor: Is transparent with his/her people.
• Roles and • Interpersonal • Trusting

Responsibilities skills
of team members IMT,
64Ghaziabad
Knowledge:
1. Roles and Responsibilities of team members – This knowledge is

needed, so that one can judge what information is needed by whom, who
can use the information in a wrong manner, with whom to share
information and with whom not, when to share information.
The level of transparency needed differs from team member to team

member.
Specially, when in a cross-functional team precaution should be taken

while sharing information. One should not share his/her departments
critical information.
Skills:

understanding and relating to others.
• Identify someone who is good at listening and understanding. Spend

some time observing what she or he does and says. Ask what he or she
was thinking during the conversation and try to use the same reasoning
in your next interaction and monitor the other person’s response to it.
• Over the next two or three weeks, pay close attention to the non-verbal
cues of others when communicating with them. Determine what
emotions are being communicated and check your assessment with the
individual before acting on them. Assess your progress in
understanding others.
IMT,
65Ghaziabad
• Ask your team members for feedback on your interpersonal skills.

Based on feedback, identify one specific behavior you will focus on
improving during the next week. Repeat process periodically. Assess
progress on behaviors you are trying to improve.
• Once a week, walk around in your area. Ask team members how things
are going; what difficulties they are having and what you can do to
help. Revisit their concerns the next time you walk around.
• If you are the team leader, ask each of your team members how your
team can work more effectively with other team. Decide on a plan to
implement some of their suggestions.
1. Trusting – One would share information with his/her team members and
be transparent in his/her working only if he/she considers them as honest
and reliable.
Descriptor: Generates team spirit.
• Team spirit is the spirit of a group that makes the members want the group
to succeed.
• A good team member generates team spirit in others and works together in
order to be productive and successful.
• He/she keeps group interest above individual interest and helps in creating
group synergy in pursue of collective goals.
• People who help create group synergy:
o Model team qualities like respect, helpfulness, and cooperation

o Draw all members into active and enthusiastic participation
o Build team identity, esprit de corps, and commitment
o Protect the group and its reputation; share credit
IMT,
66Ghaziabad
Medium High High
Descriptor: Generates team spirit.
• Team goals • Persuasive • Democratic

• Team mission communication • Persuasive
and vision skills
• Conflict
Management
skills
Knowledge:
1. Team mission and vision – The driving force behind every team is a clear
Team members need to understand the team mission and vision, so that
they work collectively and cooperatively towards the accomplishment of
team goals, while keeping their personal issues aside.
IMT,
67Ghaziabad
2. Team goals – Why has the team been formed and what does it need to
accomplish?
To cultivate optimum team spirit, one must have a good handle on team
goals and overall dynamic. As such, one should be prepared to answer
the following questions –
• Why has the team been formed e.g. for a project, to solve a
problem, or to brainstorm?
• How large is the team - should it be broken up into smaller sub-
groups to foster participation and communication?
• Who all have been assigned to the team, have they worked
together in the past?
• Do you anticipate any internal conflicts or political situations?
• How the accomplishment of team goals would be beneficial to the
individual himself/herself.
Skills:
1. Persuasive Communication skills – It is the ability to alter beliefs,

attitudes, intentions, or behavior of others by the conscious and unconscious use of
words and nonverbal messages. Persuasion involves motivating listeners to accept
a new idea, alter an existing opinion, or act on a given premise.
• Always try to have a clear understanding of the audience and an intense

listener focus.
• The speaker must take the audience through five stages of
understanding in a persuasive speech:
o awareness of the team goals
o understanding the team goals – by showing how the team goals
affect the audience
o understanding the proposed way to achieve those goals
o visualization of the effects of the results – to guide the audience
into imagining how the achievement of team goals would be
beneficial to them
o understanding how they, the audience, must act – indicating
what actions, individually and collectively must be taken.
IMT,
68Ghaziabad
• Use persuasive appeals of credibility, logic and emotion to mobilize the

audience towards achievement of goals.
2. Conflict Management skills – It is the ability to effectively resolve

disputes or manage disagreements among others. It requires the ability to remain
impartial and unbiased.
• Seek out a manager or co-worker who has effective conflict resolution

skills and ask them to coach you or give you feedback.
• Subscribe to management newsletters or websites. Conflict
management is usually a popular topic. Read the articles and apply
what you have learned.
• Research past incidents of workplace violence in both private and
public sector (newspapers, magazines). Form a group discussion on the
initial conflict and how it could have been resolved before violence
occurred.
• Keep a log of situations that involve conflict and stress. Write down key
points and try to identify any common themes.
• Participate in role plays where you must deal with a difficult customer,
coworker, or employee. Ask for feedback.
• Volunteer to assist in mediating between team members to resolve
conflicts.
• Involve yourself in projects or committees that will require working
with challenging persons or colleagues that you have difficulty working
with. Keep a journal of difficult situations and how you handle them.
Identify recurring conflict situations. Investigate the barriers that prevent
agreement to help determine the root cause for disagreement. Discuss your
observations with your manager/team leader and create a plan to address the

efforts. It includes providing level of feedback concerning each team members’
individual progress, as well as feedback on teams’ collective progress.

IMT,
69Ghaziabad
• Arrange to have regular conversations with some mentors that are

good leaders. Make a point of discussing specific issues, and model
your behavior after the leadership mentors.
• Develop and deliver motivational speeches about your team’s
successes to create positive morale.
• Delegate as much as possible and make challenging assignments
available to everyone. Keep a journal of tasks that were delegated
and their outcome. Provide feedback to team members or
employees.
• Develop a presentation regarding vision of your team. Create a
graphical image that reinforces the key concepts of your vision.
Present your vision at a team meeting.
• Identify future trends and events that will impact the working of
your team. Work with your team to develop strategies to meet future
challenges.
1. Democratic – A good team player should consult widely, involve other

team members in decision-making, so that everybody feels that they are
an important part of the team, and hence strengthen team cohesiveness.
2. Persuasive – One should be persuasive and comfortable using

negotiation so that he/she can change people’s views, and persuade them
to work cooperatively in the interest of the team. This is needed so that
one can persuade team members to keep team interest above individual
interest.
IMT,
70Ghaziabad
Descriptor: Does not steal credit due to others.
People often steal each others credit when working in a team. This is known as
social loafing, where a person might not have contributed a lot to achievement of
team goals, but still he/she gets recognition for the work done by others.
It requires honesty and integrity on part of the person to admit his/her contribution
while crediting others for their’s.
Low Medium High
Descriptor: Does not steal credit due to others.
• Knowledge plays • Leadership skills • Modest

a minor role in
this descriptor.
Knowledge:
Knowledge plays a minor role in this descriptor.
Skills:
IMT,
71Ghaziabad
1. Leadership skills – A team player should be assertive. Assertiveness

comes as a part of leadership skills.
Assertiveness is a way of thinking and behaving that allows a person to
stand up for his or her rights while respecting the rights of others and not
being taken advantage of. Nonassertive people may be passive or
aggressive.
Passive individuals are not committed to their own rights and are more
likely to allow others to infringe on their rights than to stand up and speak
out.
On the other hand, aggressive persons are very likely to defend their own
rights and work to achieve their own goals but are also likely to disregard
the rights of others. Additionally, aggressive individuals insist that their
feelings and needs take precedence over other people's. They also tend to
blame others for problems instead of offering solutions.
A person with an assertive attitude recognizes that each individual has

rights. These rights include not only legal rights but also rights to
individuality, to have and express personal preferences, feelings and
opinions. The assertive individual not only believes in his or her rights but
is committed to preserving those rights.
An assertive person respects the rights and contributions of others and does
not steal credit due to them.
• Develop a value and belief system which allows you to assert

yourself.
• Practice on your friends and family. But tell them what you are
doing first! Enlist their help; ask for feedback on how you're doing.
In the long run, communicating honestly can help your
relationships.
• Be direct and upfront in your behavior.
• Use assertive body language. Face the other person, stand or sit
straight, don't use dismissive gestures, be sure you have a pleasant,
but serious facial expression, keep your voice calm and soft, not
whiney or abrasive.
IMT,
72Ghaziabad
• Use facts, not judgments. Example: "Your punctuation needs work

and your formatting is inconsistent" instead of "This is sloppy
work." or "Did you know that shirt has some spots?" instead of
"You're not going out looking like THAT, are you?"
• Ask people to take ownership of their thoughts, feeling, and
opinions. Example: "I get angry when he breaks his promises."
instead of "He makes me angry." or "I believe the best policy is
to…" instead of "The only sensible thing is to..”
1. Modest – One should not keep on discussing his/her achievements all the
time, but should also respect others achievements.
IMT,
73Ghaziabad
Descriptor: Is able to garner requisite support from other team members.
Low High High
Descriptor: Is able to garner requisite support from other team members.
• Knowledge plays • Negotiating/ • Persuasive

a minor role in Influencing skills • Emotionally
this descriptor. • Social skills Controlled
IMT,
74Ghaziabad
• Outgoing
Knowledge:
Knowledge plays a minor role in this descriptor.
Skills:
1. Negotiating/Influencing skills – It is the ability to facilitate positive

dialogue with others with the goal of resolving differences, reaching compromises,
or influencing the listener. It involves working cooperatively with others to resolve
issues, which impede team or personal success.
• Volunteer to negotiate a problem with a customer.

• Attend an Alternative Dispute Resolution (ADR) workshop.
• Meet with someone whose negotiating skills you would classify as
win/win. Find out what she or he does and apply what you learn to
similar situations.
• When preparing for a negotiation, practice in front of your manager,
colleagues, or family members.
• Do some brainstorming and list a number of ways that you could act to
influence a situation, then consider which are most likely to be
effective.
• Ask for feedback from people who did not support an idea or proposal
you developed. Find out what you could have been done to persuade
them.
• Videotape yourself participating in a role-play where you are
persuading someone to take action. Review it and give yourself
feedback on your approach.
• Invite your manager/team leader to observe you in a meeting where you
will be negotiating or influencing a group. Ask for feedback.
• Negotiate a contract with a customer.
IMT,
75Ghaziabad
• Volunteer to serve as a mediator.

• Volunteer to work on a cross-functional team.
• Make a presentation to senior management/team leader about providing
an innovative product or service to customers.
• Remain relaxed, or at a tolerable level of anxiety while in social

situations
listening. In addition, if your body and face give the unconscious
message that you are nervous, it will be more difficult to build rapport
with others.

o Feeding back what you've heard - "So he went to the dentist?
What happened?"
o Referring back to others' comments later on - "You know how
you were saying earlier…"
person is talking.
IMT,
76Ghaziabad

forced at first) with another's conversation not only increases your
comfort levels, it makes them feel interesting.

happens, the language, speech patterns, body movement and posture
and other aspects of communication can synchronize down to
incredibly fine levels.
Rapport is an unconscious process, but it can be encouraged by

conscious efforts.

o Reflecting back language and speech, including rate, volume,
tone, and words
If you don't look at someone when you are talking or listening to them,
they will get the idea that:
• Keep the following basic points in mind while interacting with

someone:
o Verbal
IMT,
77Ghaziabad
 Smoothness of delivery (lacks stuttering, awkward

pauses, etc.)
 Intelligible speech (not too loud or soft, avoiding
monotone but not dropping off the end of sentences)
 Using muscle words to help describe ideas in
conversation.
o Non-verbal
 Confident stance (standing up straight but not at
attention)
 Touching conversation partner (only where appropriate
as this can be misinterpreted)
Personality traits:
1. Persuasive – One should be persuasive so that he/she can persuade the

other person to provide him/her the necessary support.
2. Outgoing – One needs to be outgoing, so that he/she can ask for support as
and when needed. Many people hesitate in asking for help. This is
detrimental to the interest of the team.
3. Emotionally Controlled – The employee should be emotionally controlled

emotions aside and does not mix them with professional life.
One asks for support when some task needs to be done, when one needs
help. We may be stressed from within, but we should be controlled while
asking for support.
IMT,
78Ghaziabad
Descriptor: Brings to bear a blend of stern but flexible approach in interactions

with people.
Firmness Achievement of
with team goals with
Flexibility cooperation
• Team players should be direct, straightforward and assertive while

interacting with each other. But at the same time they should not behave
rudely or aggressively with others.
• One should stick to his/her point if he/she feels it is correct. But he/she
should not act stubborn.
• One should be flexible enough to listen to views and opinions of others.

That is, one should be firm while giving the required space to others.
Low High High
Descriptor: Brings to bear a blend of stern but flexible approach in interactions with people.
IMT,
79Ghaziabad
• Knowledge plays • Assertiveness • Emotionally

a minor role in
Knowledge: skills Controlled
this descriptor. • Interpersonal • Democratic
Knowledge plays little role in this descriptor.skills • Adaptable
• Relaxed
Skills:
1. Leadership skills – One should be assertive in order to bear a blend of

stern but flexible approach in interactions with people. Assertiveness comes
as a part of leadership skills.
Assertiveness is a way of thinking and behaving that allows a person to

stand up for his or her rights while respecting the rights of others and not
being taken advantage of. Nonassertive people may be passive or
aggressive.
Passive individuals are not committed to their own rights and are more
likely to allow others to infringe on their rights than to stand up and speak
out.
On the other hand, aggressive persons are very likely to defend their own
rights and work to achieve their own goals but are also likely to disregard
the rights of others. Additionally, aggressive individuals insist that their
feelings and needs take precedence over other people's. They also tend to
blame others for problems instead of offering solutions.
A person with an assertive attitude recognizes that each individual has

rights. These rights include not only legal rights but also rights to
individuality, to have and express personal preferences, feelings and
opinions. The assertive individual not only believes in his or her rights but
also is committed to preserving those rights.
• Try and avoid the fear of displeasing others or not being liked. You
may avoid some immediate unpleasantness by not being assertive,
but you could also jeopardize the relationships in the long run if you
refuse to assert yourself and feel taken advantage of over and over
again.
IMT,
80Ghaziabad
• Develop a value and belief system, which allows you to assert

yourself.
• Maintain direct eye contact; keep your posture open and relaxed; be
sure your facial expression agrees with the message; keep a level,
well-modulated tone of voice; select an appropriate time to be
assertive.
• Practice on your friends and family. But tell them what you are
doing first! Enlist their help; ask for feedback on how you're doing.
In the long run, communicating honestly can help your
relationships.
• Be direct and upfront in your behavior.
• Use assertive body language. Face the other person, stand or sit
straight, don't use dismissive gestures, be sure you have a pleasant,
but serious facial expression, keep your voice calm and soft, not
whiney or abrasive.
• Use "I" statements. Keep the focus on the problem you're having,
not on accusing or blaming the other person. Example: "I'd like to
be able to tell my stories without interruption." instead of "You're
always interrupting my stories!"
• Use facts, not judgments. Example: "Your punctuation needs work
and your formatting is inconsistent" instead of "This is sloppy
work." or "Did you know that shirt has some spots?" instead of
"You're not going out looking like THAT, are you?"
• Express ownership of your thoughts, feeling, and opinions.
Example: "I get angry when he breaks his promises." instead of "He
makes me angry." or "I believe the best policy is to…" instead of
"The only sensible thing is to …"
• Make clear, direct, requests. Don't invite the person to say no.
Example: "Will you please ... ?" instead of "Would you mind … ?"
or "Why don't you … ?"
2. Interpersonal skills – It refers to one’s ability to interact firmly but

flexibly with others.
These skills are needed as they help a person welcome other peoples views
while putting forward their point.
IMT,
81Ghaziabad
• Be open-minded while others are speaking.

• Make it a habit to take decisions only after listening to everybody’s
views.
• Do not be stubborn regarding your views. There may be disagreements.
But they should not result into conflicts.
• Tell your peers you are trying to improve your flexibility and ask them
to give you feedback when you are or are not being flexible. Keep a log
of the situation and determine ways in which you could be more
flexible in the future.
• Each week commit to doing something different (e.g., spend time with
someone from a different background, listen to different music, take a
different route home).
• Make a list of routine tasks in your team.
• Volunteer to do a task that is different from your normal work.
• Volunteer to work with someone whose viewpoint is different from
yours.
1. Emotionally controlled – The employee should be emotionally controlled

emotions aside and does not mix them with professional life. One should
not consider personal issues while listening to other peoples’ views. That is,
personal bias should not come in the way of achievement of team goals.
2. Adaptable – One should change his/her behavior according to the

situations and people. He/she should not be stubborn.
3. Relaxed – One should stay relaxed and not get aggressive while dealing
with others.
IMT,
82Ghaziabad
Descriptor: Takes a personal interest in others.
• A good team player regularly interacts with his/her team members. He/she
asks team members how things are going, what difficulties they are having
and what he/she can do to help them towards the achievement of team
goals.
• He/she listens to their problems, understands them, empathizes with them,

supports them and provides solutions as needed.
• He/she also strives for the individual development of his/her team

members.
• A good team leader also provides the necessary training as the tasks
demand. He/she cares for the growth of his/her team members.
IMT,
83Ghaziabad
Medium High High
Descriptor: Takes a personal interest in others.
• Roles and • Interpersonal • Caring

Responsibilities skills • Affiliative
• Current level of • Social skills
skills • Listening skills
• Problems faced
by team
members
Knowledge:

himself/herself aware of the roles and responsibilities of the different
people within the organization, that is, knowledge of who takes care of
what. This is needed so that he/she can help them in whatever manner
possible.
The above knowledge can be acquired by interacting more and more with
the team members.
2. Current level of skills – Team leader should be aware of the current level
of skills of his/her team members so that he/she can provide them
IMT,
84Ghaziabad
necessary training for their individual development, to open more growth

perspectives for them in the future.
3. Problems faced by team members – In order to help the team members

one should be aware of the problems they are facing, so that he/she can
suggest solutions to them.
Skills:

verbal clues. Body language/positioning and eye contact of listener is
considered. Ability to understand and derive meaning from spoken
material. Requires the ability to remain attentive.
Listening skills are needed so that the team members can listen to each
other’s personal interests, their problems, etc. effectively.

• Restate, in your own words, what the other person has said. In this way,
you know that you understood their meaning and they know that your
responses are more than lip service.
• Make 'I'm listening' noises - 'Uh-huh', 'really?', 'oh yes?' etc.
• Refer back to others' comments or statements later on - "You know how
you were saying earlier…"
• Physical stillness, eye contact and attentiveness while the other person
is talking.
IMT,
85Ghaziabad
interact and communicate with others to assist status in the social structure
and other motivations. Social rules and social relations are created,
communicated, and changed in verbal and nonverbal ways creating social
complexity useful in identifying outsiders and intelligent breeding partners.
Social skills are needed so as to interact with people in a manner that

makes them feel that you are taking interest in them. This would make the
other personal feel more comfortable in interacting with you.
• Remain relaxed, or at a tolerable level of anxiety while in social

situations
listening. In addition, if your body and face give the unconscious
message that you are uninterested, it will be more difficult to build
rapport with others.

alleviated by focusing strongly on someone else. A fascination
(even if forced at first) with another's conversation not only
increases your comfort levels, it makes them feel interesting.
Rapport is a state of understanding or connection that occurs in a

good social interaction. Rapport occurs on an unconscious level,
and when it happens, the language, speech patterns, body
movement and posture and other aspects of communication can
synchronize down to incredibly fine levels.
IMT,
86Ghaziabad
Rapport is an unconscious process, but it can be encouraged by

conscious efforts.

o Reflecting back language and speech, including rate,
volume, tone, and words
If you don't look at someone when you are talking or listening to

them, they will get the idea that:

o You are uninterested
3. Interpersonal skills – It is the extent to which a team player gets along and
interacts positively with team members.
Interpersonal skills are needed so that team players can understand and
relate with each other.
• Interact regularly. Once a week, walk around in your area. Ask team
members how things are going; what difficulties they are having and
what you can do to help. Revisit their concerns the next time you walk
around.
• Smile. Few people want to be around someone who is always down in
the dumps. Do your best to be friendly and upbeat with your team
members. Maintain a positive, cheerful attitude about work and about
life. Smile often. The positive energy you radiate will draw others to
you.
IMT,
87Ghaziabad
• Be appreciative. Find one positive thing about everyone you work with
encouragement. Make colleagues feel welcome when they call or stop
by your office. If you let others know that they are appreciated, they’ll
feel more comfortable communicating with you.
• Pay attention to others. Observe what’s going on in other people’s
lives. Acknowledge their happy milestones, and express concern and
sympathy for difficult situations such as an illness or death. Make eye
contact and address people by their first names. Ask others for their
opinions.
• Humor them. Don’t be afraid to be funny or clever. Most people are
drawn to a person that can make them laugh. Use your sense of humor
as an effective tool to lower barriers and gain people’s affection.
• See it from their side. Empathy means being able to put yourself in
someone else’s shoes and understand how they feel. Try to view
situations and responses from another person’s perspective. This can be
accomplished through staying in touch with your own emotions; those
who are cut off from their own feelings are often unable to empathize
with others.
1. Caring – Only if one cares for his/her team members would he/she be
sympathetic and considerate towards them. If a person is not caring enough
then he/she may not help others solve their problems, and would not work
for their development. He/she would then be focused just on personal
development.
2. Affiliative – In order to find interest in others the employee should find it

interesting to interact with people having different personalities and
varying interests. This would help him/her listen effectively to their
thoughts, opinions and problems.
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Descriptor: Reciprocates support to others.
Support
Encourag
Help Assist
e
• Team members support each other's efforts to learn by helping, assisting

and encouraging each other. This is achieved by orally explaining to each
other how to solve problems, by sharing knowledge, and discussing
connections between present and past learning.
• Team members should alternate in taking roles in the team in order to

support each other. Roles include leader, the mediator (encourager),
innovator and other roles as needed by the team.
• The mediator acts to continue discussion, to initiate alternate solutions

when one method has stalled, to keep the team focused on task, and to
ensure the involvement of every team member. In small teams, the leader
assumes these functions.
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Low Low High
Descriptor: Reciprocates support to others.
• Needs of team • Listening skills • Caring

members • Problem Solving • Affiliative
• Roles and skills • Evaluative
Responsibilities
Knowledge:
1. Needs of team members – Team members should be aware of each other’s

needs and help others in accomplishment of tasks.
For this purpose they should interact with each other regularly and ask for
and give support and assistance when one needs.

himself/herself aware of the roles and responsibilities of the different
people within the organization, that is, knowledge of who takes care of
what. This is needed so that he/she can help them in whatever manner
possible.
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The above knowledge can be acquired by interacting with the team

members on a regular basis.
Skills:

verbal clues. Body language/positioning and eye contact of listener is
considered. Ability to understand and derive meaning from spoken
material. Requires the ability to remain attentive.

• Volunteer to summarize information discussed during team meetings.
• Keep a log of situations where you made an attempt to listen
effectively. List the situation, what you did well and what you need to
work on.
• Ask a colleague or manager to observe and critique your listening skills
when you interact with others. Work on problem areas.
• Listen to books on audiotape. Write a summary of the book or discuss
the main ideas with others.
• Facilitate focus group sessions.
• Volunteer to serve on an interview panel.
• Meet with customers to discuss their needs or problems they are having
with a service or product.
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1. Problem Solving skills – Problem solving is the process of tackling

problems in a systematic and rational way. It is the ability to recognize
problems and devise and implement plans of action.
Problem solving skills are needed so that team members can understand
each other’s problems, and support each other by proposing
solutions to problems.
• Brainstorming – asking the team members to present the problem to

the team and have the team brainstorm about possible causes of the
problem. Determine which factors are symptoms of the problem
and which factors are causes of the problem;
• making the team embers play games that increase problem solving
skills (e.g., bridge);
• identifying a problem that the other team member was not able to
solve and then taking some time to reconsider the issue. This can be
done by writing down solutions that could have been used to solve
the problem and then using them in similar situations;
• asking the team members to: identify problems that were
unexpected and see if there is a trend. Determine the root cause of
the problem, and also what could have been done to prevent the
problem from occurring. Identify the cost to the organization if the
problem is not solved and the impact of the alternatives that were
identified;
• motivate the team members to examine various problems from
different perspectives. For example, how would the boss or
someone with excellent problem solving skills would have handled
the problem?
• Examine the projects that the team would be working on within the
next 6 months. Make a list of the problems that the team is
anticipated to face. Ask the team members to determine the root
causes of the problems and action steps to overcome those
problems. Check to see if the team has faced similar problems in the
past. If so, how did the team address the problem and what was the
outcome?
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1. Caring – One needs to have a caring (sympathetic an considerate) attitude

towards his/her team members in order to support them in their work.
2. Affiliative – To help others and support them it is necessary to find interest

in interacting with people of varying interests and solving their problems.
QUALITY
ORIENTATION
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Committed to the achievement and maintenance of

quality; sets high standards of performance to meet
customer requirements.
Competency: Quality Orientation
Committed to the achievement and maintenance of quality; sets high standards of

performance to meet customer requirements.
Descriptor: Keeps to the TQM practices.
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TQM (Total Quality Management) is a Japanese approach towards quality

improvement. It is a management approach for an organization, centered on
quality, based on the participation of all its members and aiming at long-term
success through customer satisfaction, and benefits to all members of the
organization and to society.
The Total Quality Management (TQM) paradigm focuses on elimination of causes

of defects and, thereby, improves quality of systems, products, and services.
Enhancement of quality leads to total customer satisfaction.
TQM requires that the company maintains quality standard in all aspects of its
business. This requires employees to ensure that things are done right the first time
and that defects and waste are eliminated from operations.
TQM Based
Initiatives:
Standards
Kaizen
5S Projects in
Daily Management own areas for
Higher
Autonomous maintenance
level of
Maintenance and Better
customer
QC circles improvement quality
satisfaction
Problem Solving in quality
Knowledge:
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Effective implementation of TQM requires knowledge about the following

mechanisms:
1. Standards for the job –
• Work Instructions
• Procedures
• Guidelines
• Regulations
• Process documents and work flows
• Production standards
• Safety, health, and environment (SHE) regulations
• Quality assurance (QA) regulations.
2. Kaizen – For details on KAIZEN refer to “Kaizen Manual version 3.0”.
3. 5S’s – For details on 5S refer to “5S Manual version 1.0”.
4. Daily management – For details on Daily Management refer to “TQM

Basic Course”.
5. Quality Circles – For details refer “16 QCC manual version 2.1”.
6. Domain Knowledge - Domain knowledge is knowledge about the specific

environment in which the employee operates. The requirements for domain
knowledge differ from employee to employee.
Domain knowledge can be acquired from users in the domain (as domain
specialists/experts) or by working in the domain. However, the problem
arises when the domain expert is not skillful in communicating the needs or
does not know how to determine those needs.
An effective method for developing and refining knowledge about a

particular domain is by creating a repository of project experiences.
Subsequent projects can then benefit from these experiences by locating
similar projects and reusing the knowledge accumulated in the repository.
7. PDCA cycle – For details refer “TQM Basic Course – Band OA.
8. Problem Solving Process – Refer “TQM Basic Course”.
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9. Autonomous Maintenance – Refer “Autonomous Maintenance manual”.
Skills:
1. Problem solving skills – Refer above.
2. Observation skills – Refer above.
3. Learning skills – Learning skills refer to the desire and effort to acquire
new knowledge and skills for work. It is the concern for the acquisition of
new job knowledge. Learning skills can be developed by -
1
 Ask the manager and/or colleagues to point out sources of information
that can help to increase knowledge in a particular area. Review the
information and share the learning with others.
 Commit to reading professional journals, books, and articles that will
expand the knowledge in a particular area.
 Regularly view the organization’s website and/or intranet.
 Volunteer to accompany and/or stand in for the manager at meetings.
 Keep abreast of new legislation. Sharing with others how it impacts the
work unit or department.
 Make a list of areas that the employee would like to know more about.
Identify specific steps you can be taken to enhance knowledge in these
areas (e.g., reading books, attending classes, talking to experts).
 Become an active member in a professional or community organization.
 Ask someone to become your mentor.
 Ask for feedback when working on projects and keep a journal of the
feedback that you receive. Then identifying trends that reveal areas for
improvement and devise a learning strategy to develop skills in these
areas.
 Teach yourself how to use software programs that will help on the job.
 Attend meetings in other work units or departments to learn more about
what they are working on.
 Volunteer to work on a project outside of your work unit or department.
 Join an online discussion group or participate in roundtable discussions
on a topic in your field.
 Implement a Lunch and Learn program where your colleagues can
share information about what they have learned in their field every
month.
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 Develop a new concept that would impact the industry and develop a
plan to support its implementation
 Establish professional goals and develop a personal learning agenda,
which includes specific steps needed to accomplish these goals.
Personality:
1. Rule Following – For effective implementation of TQM an employee

needs to be rule following. That is, he needs to follow rules and regulations,
set clear guidelines, and should not easily break rules. The employee needs
to be disciplined.
2. Data Rational – Implementation of TQM requires the employee to deal

with a lot of data. So, the employee should enjoy working with numbers
and analyzing statistical information, so that the decisions are based on
facts and figures. This avoids any random decisions on the part of
employees.
3. Evaluative – TQM implementation requires critical evaluation of

information, so that the potential limitations and errors are identified, and
the various actions needed for improvement are taken.
4. Conceptual – A proper understanding of the concept of TQM is crucial to

effective implementation of TQM. It requires the employee to have interest
in theories and abstract concepts of TQ M.
5. Detail Conscious – It is important for the employee to focus on minute

details, for focused improvement so that corrective actions can be taken
wherever needed. Also the employee must follow a methodical, organized
and systematic approach to work for TQM implementation.
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Descriptor: Ensures quality and meets customer expectations. Focuses on the

customer and ensures that the customer is satisfied.
Customer satisfaction is the degree to which customer expectations of a product or

service are met or exceeded.
The expectations of different customers for the same product or service will vary
according to:
• social and demographic factors

• economic situation
• educational standards
• competitor products
• experience
Satisfied customers:
• do not switch easily

• require no advertising or other persuasion, and they bring a friend along
with them.
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• profit and growth come from these customers who can boast about the
product or service - the loyal customers.
• it takes a lot less money to increase the retention of current customers than
to find new ones-but employees don't give it as much effort as they should
because it take a lot of energy and effort.
However, top performers:
• build positive long-term relationships with customers

• bend rules and make decisions for the long-term good of the customer
relationship when necessary
• tend to retain customers and build loyalty
No Satisfaction
First time Regular Loyal
dissatisfacti and Value
customer customer customer
on creation
Figure 1 Example - Marketing
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Compensation
Packages
Employee
Satisfaction
Other Benefits
and Retention
Job Profile
Figure 2 Example - HR
Knowledge:
 Systems and Procedures –
• understanding of the formal and informal systems and

procedures in the organization
• in depth understanding of the organizational constraints
and the various offerings.
Knowledge regarding organizational systems and procedures can be

acquired in the following ways:
• Review documents that provide information regarding

the organization’s history, structure and operating
environment (e.g., organizational charts). Regularly
review the contents on the organization’s intranet,
newsletters, websites, etc.
• Read the department's strategic, information technology,
and workforce plan. Ask your manager about anything
that you do not understand.
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• List out the things you would like to know more about in
your organization. Locate documents or people within
the organization that can provide you with this
information.
• Identify someone who has been with the organization for
a long time. Ask the person about the organization’s
history, how things get done, how decisions are made,
key players in the organization, how to get buy-in, and
the political culture of the organization.
• Accompany your manager to meetings and/or volunteer
to “stand in” for your supervisor when she or he cannot
attend a meeting.
• Take advantage of opportunities where informal
discussions about the organization may take place.
Participate in events outside of the work environment.
• Regularly attend meetings outside of your work unit or
division. Introduce yourself at meetings. Find out what the
other people do and how it impacts your work.
• Conduct informational interviews with people from other
work units or divisions. Find out what they do and
problems they are facing and/or will be facing in the
future. Explore ways in which your department may assist
them.
• Volunteer to work on cross-functional teams and/or
committees. Seek input from others about ways in which
you can increase your organizational knowledge.
 Customer requirements –
• Quality is “consistently meeting customer’s expectations”.

Meeting expectations is “conformance to requirements”.
• Customer’s requirements may be formal written
requirements or informal mental expectations of meeting
their purpose or satisfying their needs.
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• A product may meet formally defined “requirement

specifications” and yet fail to be a quality product,
indicating defective requirements.
• So, understanding customer requirements clearly and then
interpreting them correctly is critical to achievement of
quality, and hence for satisfaction of customer.
Ways to determine customer requirements and measure customer

satisfaction are:
• Surveys - Intuitive logic says the higher the satisfaction

level, the better product. Thus, customer satisfaction is
also a good indicator of the quality of the product.
• Customer feedback - Positive feedback indicates what is
good about the product or service and should be
consistently maintained. Negative feedback throws a light
on the areas where there is scope for improvement in
quality and hence an opportunity.
Customer requirements for a marketing employee may be good

quality product, functional specifications, etc.
Customer requirements for an HR employee would employees’

requirements in terms of compensation packages, training
programs, other benefits like medical insurance, etc.
 Market trends – An employee should keep himself/herself updated

with the prevailing market trends. Knowledge of the market trends
needed differs from role to role. For eg.
• For a marketing person it may be knowledge about the

offerings of the various competitors. This would indicate
the customer demands, and help the organization change
its offerings, so as to keep its products at par with those of
competitors.
• For an HR person the customer would be the employee,
and he would need knowledge about the compensation
packages offered in the market for various posts, so that
appropriate salary can be offered to the various employees.
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• For a Finance person it may be knowledge of the

prevailing interest rates of the various Financial
Institutions.
Knowledge of the prevailing market trends can be acquired through:
• Market Research
• Surveys - The organization can conduct surveys by itself,
or can gather information from surveys conducted by
others.
An employee should also possess knowledge of estimation tools to

predict future market trends (such as changes in customer demands,
changes in interest rates, etc. as per the area).
 Customer Relationship Management – CRM aims at providing

better service to your customers than your competitors.
A good CRM capability:
• improves the service to customers

• reduces costs, wastage, and complaints
• reduces staff stress, because attrition - a major cause of
stress - reduces as services and relationships improve
• enables instant market research as well: opening the lines
of communications with your customers gives you direct
constant market reaction to your products, services and
performance, far better than any market survey
• helps you grow your business: customers stay with you
longer; customer churn rates reduce; referrals to new
customers increase from increasing numbers of satisfied
customers; demand reduces on fire-fighting and trouble-
shooting staff, and overall the organization's service flows
and teams work more efficiently and more happily
Employees can learn about CRM by reading books on CRM or

through the material on internet.
 External Environment – External environment consists of factors

outside the organization:
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• legal
• political
• social
• technology
• competition
Knowledge about the external environment can be acquired in the

following ways:
• Spend some time gathering information about the

product and service offerings of the various competitors.
Identify relationships between the products and services
offered by your organization and those of competitors.
• Regularly read information on the websites of your
competitors.
• Read documents and publications and listen to television
programs to learn more about the structure and politics of
state government. Consider how the information you have
learned impacts your organization’s offerings and hence
the customer.
• Talk to others outside of your organization about their
perceptions of your organization. Take the information you
have gathered into consideration when making decisions,
for further improvement. Also, share this information with
others in your organization.
• Attend seminars and lectures outside of your organization.
Participate in external forums that discuss current
government issues and future trends. Think about how the
information you have learned impacts your work.
• Scan your environment to identify both internal and
external factors impacting the department. Consider the
impact of the factors on the department and establish a
plan of action to address any issues for quality
improvement and satisfaction for customer requirements.
• Go through various magazines that talk about the
technological advances in various areas.
• Establish a list of great resources where you can get
information regarding current social, demographic,
technology, legal, and environmental trends. Prepare a
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quarterly report summarizing the trends and establish a

formal system for tracking them. Determine if any
changes are needed in your area based on the information
gathered.
Skills:
1. Skills at collecting, organizing and interpreting information about

different customers – The first step to improving customer satisfaction is
to collect good information and correctly analyze that data. Sufficient time
and resources should be dedicated to: gather customer information, conduct
quality monitoring (call monitoring), analyze the data, and communicate
results to all affected parties, especially the leaders who can authorize
investment in corrective action. Information may be new or static
(customer names, addresses, contact numbers, etc.). These skills can be
developed in the following ways:
• Take a Microsoft Access class to learn how to create or maintain a

customer database.
• Take a Microsoft Outlook class to learn how to organize emails,
schedules, and contact information.
• Establish an electronic system for storing great websites and/or
articles in your field. Organize information in a format so that it is
easily accessible to colleagues.
• Establish a method for identifying customer needs and/or problems.
Analyze information and present findings to others.
• Interact with customers on a regular basis for maintaining and updating
information.
2. Problem Solving Skills – Problem solving is the process of tackling

problems and devise and implement plans of action. PSP skills are
important for identifying the shortfalls and inefficiencies in carrying out
various tasks, so that actions can be taken for task improvement. Problem
solving skills can be developed by –
o reasoning – Discovering a rule or a principle underlying the

relationship between two or more objects and applying when
solving a problem;
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o Brainstorming – ask the employee to present the problem to a group

of people and have the group brainstorm about possible causes of
the problem. Determine which factors are symptoms of the problem
o making the employee play games that increase problem solving
o identifying a problem that the employee was not able to solve and
then taking some time to reconsider the issue. This can be done by
writing down solutions that could have been used to solve the
problem and then using them in similar situations;
o ask the employee to: identify problems brought forth by customers
that were unexpected and see if there is a trend. Determine the root
cause of the problem, and also what could have been done to
prevent the problem from occurring. Identify the cost to the
organization if the problem is not solved and the impact of the
alternatives that were identified;
o motivate the employee to examine various problems from different
perspectives. For example, how would the boss or someone with
excellent problem solving skills would have handled the problem?
o Examine the projects that the employee would be working on
within the next 6 months. Make a list of the problems that the
employee is anticipated to face. Ask the employee to determine the
root causes of the problems and action steps to overcome those
problems. Check to see if the employee has faced similar problems
in the past. If so, how did the employee address the problem and
what was the outcome?
o Identify someone who is successful at solving problems and ask if
there is a problem that the employee can think through with her or
him to enhance his/her problem solving skills. Make the employee
discuss the problem with the person. Ask the employee to look for
causal relationships and develop a response to the problem. Then
compare the employee’s response to the other person’s response.
Discuss similarities and differences in their responses.
Personality:
1. Adaptable – The employee should be able to change his/her behavior and

as per different situations and customers. Different customers have
different demands and each customer needs to be treated differently. So, in
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order to achieve customer satisfaction it is important that the employee is

adaptable.
2. Innovative – An employee should generate new ideas and be creative, so

that the existing products and services can be improved to fulfill the
customer requirements, and also new products and services can be
introduced with the changing needs for further satisfaction of the customer.
3. Behavioral – The employee needs to understand the behavior of various

customers, and analyze them, in order to offer them the desired product and
satisfy them.
4. Evaluative – Critical evaluation of information about various customers is

very important to learn about their desires and interests. An employee
should be able to look for potential limitations so that necessary
improvements can be made to improve quality and remove errors, thereby
leading to customer satisfaction.
5. Competitive – The employee should have a need to win, so that he
consistently focuses on improvements, so that the products are at par with
those of competitors, thereby creating higher value for the customers.

Descriptor: Ensures the tasks are achieved to a high degree of quality.
This descriptor is mainly concerned with the performance aspect of the various
tasks and processes. The employee must ensure that the various tasks and
processes are carried out efficiently by solving problems as and when they stem, so
that the problems do not lead to further pitfalls in the final products or services.
The employees should keep the following guidelines in mind when creating tasks:
• A sound strategy for developing good task is to start with the math goals
and skills, developing specific scoring guidelines for the task, and then
creating the activities. That is, starting with the end in mind and then going
backward from there. To ensure this, goals should be clear and not
confusing. Also, the goals should be scorable, and not vague.
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• Achieving high quality tasks is challenging. Once the task is achieved, the
employee should pilot it with colleagues and revise it, based on their
responses.
Improved Improved
ability to outcome or
Improved
meet better
quality of
customer quality end
tasks
requirements product
Knowledge:
1. Information –
 Standards – Standards specify how repetitive tasks are to be

performed. The employee should possess knowledge regarding –
• functional standards
• technical standards
• quality standards
• standards relating to job policies, procedures, work instructions,
etc.
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 Statistical tools – Statistical tools help in the prevention and

detection of errors. They can also be utilized to determine the
current process capability and what is attainable, so that reasonable
quality targets can be set. The employee should possess knowledge
regarding statistical tools such as –
• measures of central tendency and dispersion

• confidence intervals
• hypothesis testing
• frequency distributions and histograms
• probability distributions etc.
 Domain Knowledge - Domain knowledge is knowledge about the

specific environment in which the employee operates. The
requirements for domain knowledge differ from employee to
employee.
Domain knowledge can be acquired from users in the domain (as

domain specialists/experts) or by working in the domain. However,
the problem arises when the domain expert is not skillful in
communicating the needs or does not know how to determine those
needs.
An effective method for developing and refining knowledge about a

particular domain is by creating a repository of project experiences.
Subsequent projects can then benefit from these experiences by
locating similar projects and reusing the knowledge accumulated in
the repository.
 IT Technology – Knowledge about the latest state-of-the-art

technologies specific to the domain is needed for optimal utilization
of resources and improvement of processes to achieve higher levels
of quality. The IT knowledge required would be different for
different roles.
Skills:
1. Technical skills specific to the domain – Technical skills are important for
efficient use of technology for the accomplishment of various tasks and
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processes in the employees’ domain. The requirement of these skills differs

from role to role. They can be acquired by –
 periodically selecting technologies that an employee does not

normally use and then encouraging the employee to learn to use it
by reading the instructions and practicing;
 asking someone who is proficient in a technology that is unfamiliar
to the employee to teach the basics;
 devising a “how to” manual for available technologies;
 making a list of training courses, seminars, conferences and/or
workshops that will help the employee develop his/her technical
skills and then asking the employee to apply the concepts learned in
training on the job; Give feedback to the employee regarding
change in on-the job behavior.
 asking the employee to volunteer for involvement in projects that
require the use of technology he/she does not normally use.
2. Problem solving skills – Problem solving is the process of tackling

 reasoning – Discovering a rule or a principle underlying the

solving a problem;
 Brainstorming – ask the employee to present the problem to a group
 making the employee play games that increase problem solving
 identifying a problem that the employee was not able to solve and
 ask the employee to: identify problems brought forth by customers
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 motivate the employee to examine various problems from different
 Examine the projects that the employee would be working on
 Identify someone who is successful at solving problems and ask if
3. Observation skills – Observation skills help to assess how the various

processes and tasks are being achieved. Based on the observations the
employee can make decisions whether to continue or modify the way the
various tasks are accomplished. Observation skills can be developed by –
 increasing patience in order to slow down and watch;

 paying close attention to the physical surroundings: who, what,
when, where and how;
 observing with an optimistic curiosity;
 asking questions that can be answered through observing;
 increasing awareness about people’s reactions, emotions, and
motivations.
Personality:
1. Detail Conscious – It is important for the employee to focus on minute

details, while following a methodical, organized and systematic approach,
so that even small errors can be removed, and tasks are achieved to a high
degree of quality, leading to a quality end product.
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112Ghaziabad
2. Rule Following – The employee must be able to abide by the rules and
regulations, while following clear guidelines, so that various tasks are
achieved in an efficient and systematic manner, without any ambiguities.

Descriptor: Constantly focuses on improvements and bettering the inputs.
• An employee should constantly focus on Quality Improvement. That is, in

order to offer quality services, improvements should happen every day and
not once a year.
• The process of “Input” → “Identifying Need” → “Improving Plan” →
“Monitoring Outcomes” → back to “Input” should be a part of every staff
meeting, management meeting, team meeting, and Board or Policy Council
meeting.
• In many cases ongoing situations would be identified quickly and ideas for
improvement would be sought for immediate implementation. This would
lead to improved quality on a day-to-day basis.
• An employee should try to involve senior managers also in the quality
improvement process.
• Constant quality improvement can be carried in the following way:
First, FOCUS on a particular issue.
o Find a process to improve

o Organize to improve a process
o Clarify what is known
o Understand variation
o Select a process improvement
Then, move through a process improvement plan, PDCA
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o Plan: create a timeline of resources, activities, training and target

dates. Develop a data collection plan, the tools for measuring
outcomes, and thresholds for determining when targets have been
met.
o Do: implement interventions and collect data.
o Check: analyze results of data and evaluate reasons for variation.
o Act: act on what is learned and determine next steps. If the
intervention is successful, work to make it part of standard
operating procedure. If it is not successful, analyze sources of
failure, design new solutions and repeat the PDCA cycle.
Plan
Do
Act
Chec
k
Knowledge:
1. Systems and Procedures – An employee should have knowledge of

current systems and procedures, so that once a level of quality is achieved
they can be regularly visited, verified and updated as necessary.
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2. Kaizen – Kaizen means "improvement". Kaizen strategy calls for never-

ending efforts for improvement involving everyone in the organization –
managers and workers alike.
An employee should focus on two things as a part of constant quality

improvement:
i. Maintenance of quality, and
ii. Improvement of quality
The objective of the maintenance function is that employee should

maintain current technological, managerial, and operating standards. Under
the maintenance function, the employee must first establish policies, rules,
directives and standard operating procedures (SOPs) and then work
towards ensuring that he/she follows SOP. The latter can be achieved
through discipline.
The improvement function is aimed at improving current standards. Under
the improvement function, the employee must work continuously towards
revising the current standards, once they have been mastered, and
establishing higher ones. Improvement can be broken down between
innovation and Kaizen. Innovation involves a drastic improvement in the
existing process and requires large investments. Kaizen signifies small
improvements as a result of coordinated continuous efforts by all
employees.
For details on KAIZEN refer to “Kaizen Manual version 3.0”.
3. Quality Circles – For details refer “16 QCC manual version 2.1”.
Skills:
1. Problem solving skills – Problem solving is the process of tackling

IMT,
115Ghaziabad
 reasoning – Discovering a rule or a principle underlying the

solving a problem;
 Brainstorming – ask the employee to present the problem to a group
 making the employee play games that increase problem solving
 identifying a problem that the employee was not able to solve and
 ask the employee to: identify problems brought forth by customers
 motivate the employee to examine various problems from different
 Examine the projects that the employee would be working on
 Identify someone who is successful at solving problems and ask if
2. Observation skills – Observation skills help to assess how the various

processes and tasks are being achieved. Based on the observations the
employee can make decisions whether to continue or modify the way the
various tasks are accomplished. Observation skills can be developed by –
IMT,
116Ghaziabad
 increasing patience in order to slow down and watch;

 paying close attention to the physical surroundings: who, what,
when, where and how;
 observing with an optimistic curiosity;
 asking questions that can be answered through observing;
 increasing awareness about people’s reactions, emotions, and
motivations.
Personality:
1. Innovative – An employee should be innovative so that he/she can

consistently develop new ideas for continuous improvement. Development
of new ideas would lead to better and better quality over time.
2. Evaluative – One should be evaluative so that he/she critically evaluate

information to look for potential limitations, so that errors can be corrected
and changes can be made.
RECCOMENDATIONS
• Descriptors need to be revised as some are overlapping and vague. They

should be made more specific.
• Also a few descriptors need to be included:
IMT,
117Ghaziabad
o Team Working –
 Group Think
 Team Cohesiveness
• The 32 personality traits given do not cover all personality aspects. Some
more traits need to be added. Some traits that cover the following aspects
should be included –
o Enthusiasm
o Confidence
o Commitment
o Empathetic
o Flexible
o Helping
REFERENCES
BOOKS:
• Competency at Work (By Spencer & Spencer)
IMT,
118Ghaziabad
• Interpersonal Skills Training (By Philip Burnard)

• Leadership Skills Training (By Elizabeth M Cristopher & Larry E Smith)
• Problem Solving Skills (By Mike Robson)
INTERNET LINKS:
• http://www.google.co.in/search?hl=en&q=personality+traits&meta=
• http://www.squarewheels.com/scottswriting/empower.html (customer
satisfaction)
• http://www.confirmit.com/solutions/survey/customer_satisfaction/
• http://www.nbrii.com/blog/10FactorsThatAffectCustomerSatisfaction.aspx
• http://search.bnet.com/search/customer+satisfaction+and+process+improve
ment+and+quality+management+system.html
• http://www.businessballs.com/crmcustomerrelationshipmanagement.htm
• http://www.instam.org/files/rrm/QUALITY_MANAGEMENT_AND_CUS
TOMER_DEMANDS.pdf
• http://www.learner.org/channel/workshops/missinglink/pdf/tools3.pdf
• http://www.leadershipadvantage.com/tskills.shtml
• http://www.teambuildinginc.com/tps/020c7.htm
• http://www.trustedleader.org/team_values_g.asp?page=75
• http://en.wikipedia.org/wiki/Teamwork
• http://sbinfocanada.about.com/od/businessplanning/a/bizplanningpr.htm
IMT,
119Ghaziabad

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Summer Training Project

OVERVIEW OF THE COMPANY

• To be an inspired, caring organization

To be one of the most admired business organizations in India, deeply

• To be World Leader in at least one of its businesses with global operations

SRF CORE BUSINESSES

• THE INDUSTRIAL SYNTHETICS BUSINESS, which manufactures

• THE COATED FABRICS BUSINESS, which manufactures high quality

• THE BELTING FABRICS BUSINESS, which manufactures fabric used

• THE FLUOROCHEMICALS BUSINESS, which manufactures

• THE PACKAGING FILMS BUSINESS, which manufactures Biaxially

• THE PHARMA CHEMICALS BUSINESS, which manufactures

• PROCUREMENT SOLUTIONS & SERVICES: Procurement of

• THE ENGINEERING PLASTICS LIMITED caters to the Nylon

Industrial Synthetics Business PFB (Kashipur)

INTRODUCTION TO THE PROJECT

OJT Skills Performance

OBJECTIVES OF THE PROJECT

In today’s competitive corporate scenario where there is a minimal level of

Fig 1.1 Leadership Pyramid

Talent Talent Pool

Fig 1.2 Model For HIGH PERFORMING ORGANIZATION

Within a Business context and specific to a company, Competency describes a

The following ICEBERG analogy brings a deeper understanding of the term

knowledge etc, which is in various combinations; enable an individual to display

Fig 1.3 The Iceberg Analogy

“Intent” “Action” “Outcome”

Competency therefore is defined as:

“Competencies are sets of behaviors that are instrumental in the delivery of

It is sometimes debated that whether intelligence quotient is a true indicator of job

Co-operates works well with others in the pursuit of

Descriptor: Is an effective team player – interacts with multiple interfaces within

An effective team player is very good at networking. He interacts with multiple

Knowledge Skills Personality Factors

High High High

Knowledge Skills Personality Factors

• Good Database • Influencing/Neg • Outgoing

1. Good Database – An effective team player should maintain a good

For maintaining a good database the employee needs to have knowledge of

2. Knowledge of roles and responsibilities – An effective team player keeps

1. Influencing/Negotiating skills – It is the ability to facilitate positive

Suggested Activities for Development

• Volunteer to negotiate a problem with other employees.

2. Interpersonal skills – It is the extent to which an employee gets along and

Suggested Activities for Development

• Identify someone who is good at listening and understanding. Spend

1. Outgoing – The employee should be lively and animated when interacting

2. Affiliative – Also the employee should find it interesting to interact with

3. Emotionally controlled – The employee should be emotionally controlled

4. Trusting – One needs to be trusting to share information. If one does not

Knowledge Skills Personality Factors

High High High

Knowledge Skills Personality Factors

• Motivational • Leadership skills • Behavioral

1. Motivational Profile of Team Members – Motivational profile of an

This knowledge can be acquired by tracking the performance of each team

• In different work environments

Then by noting the situations in which his/her performance is low,

• Organization rules and regulations

• Inappropriate working conditions

He can acquire this knowledge by observing the team members, by asking

4. Strengths and Weaknesses of Team Members – This information is

1. Leadership skills – It is the ability to effectively manage and guide team