17 - Appendix C PDF
17 - Appendix C PDF
17 - Appendix C PDF
Rajiv Beri is the president of a small company that produces electronic circuits. He
decided to keep a diary of his activities for one day, which is summarized on the
following page:
10.00- 11.00 Met with three stockholders to explore how Rs. 10 lakhs in new funds
could be obtained.
processes.
1.15- 2.15 Worked with the production supervisor to determine why recent units
were not meeting quality control standards.
2.15- 3.15 Instructed departmental heads regarding quality norms of the product
for trade show.
3.15- 4.30 Visited a local bank to determine prospects for borrowing Rs. 10 lakhs.
4.30- 6.30 Worked in the laboratory to try out some news optics to be used in the
production equipment.
Questions:
Rohit joined ABC Ltd, a heavy engineering unit, heaving a turnover of about Rs.20
crores, in the junior management cadre as a direct recruit. During his tenure with the
company, Rohit proved to be a dedicated and sincere worker which him quick
promotions in the organization. He had made a mark in whichever department he had
worked and his department heads were happy with his work. After serving the
company for a period of ten years Rohit felt that there was no scope for further
improvement in his position and started applying for better jobs commensurate with
his experience. He finally succeeded in getting a job but his new employer wanted
him to join within one month. To this Rohit pleaded inability as he was required to
give three month’s notice to his present employer, as per company discuss the matter
with the personnel manager and try to reduce the period to one month by paying two
month’s salary in lieu of the required notice Rohita accordingly submitted this
resignation to the departmental head to recommend his case to the personnel manager
for relieving him after one month. The departmental head said that he would discuss
the matter with the personnel him manager and try his best to help. However the latter
turned down Rohit’s request starting that the rules require him to give three months
notice and that the alternative suggested by Rohit was not acceptable.
When Rohit learnt about the personnel manage response he approached his
prospective employer to explain his difficulty, which was beyond his control and
requested them to extend his joining period to three months. This was accepted by
them as a special case.
The departmental head took up case with the management and suggested that in future
the officers who testing may be permitted to give one month’s notice and two month’s
notice if required so as to ensure against any unnecessary delay in the work of the
department. But the management refnsed to accept this proposal, starting clearly that
the company’s policy cannot be changed.
Questions:
1. Did the management take correct decision in Rohit’s case under the
circumstances?
2. What steps should the departmental head take to ensure that officers who
resigned do not adopt an indifferent attitude towards their work during the
three months notice period?
3. If you were in the position of management, how would you have handled the
situation?
ROLE PLAYS (ON FAYOL’S PRINCIPLES OF MANAGEMENT)
This Role Play is based on Fayol’s Principle of division of work. There are 8 students
in the role play out of which one is acting as manufacturing supervisor, 5 are acting as
workers and one is a customer and one is acting as the Head of manufacturing
department.
Scene 1: The customer places an order for manufacturing 100 lecture stands. The
manufacturing manager asks every worker to complete 20 lecture stands and gives
them time of 2 weeks.
Scene2 (after 2 weeks): He asks the workers about the status of manufacturing lecture
stands. But the workers could not complete the task.
Scene3: He discusses with the head of manufacturing department about the slow
progress of work. The head of department suggests that one worker should do one job
on all the 100 lecture stands. Only one worker will perform on one part of all lecture
stands. The workers will get specialised in their jobs which will reduce the total time
taken to manufacture lecture stands.
Scene4: The supervisor calls the meeting of all the workers and briefs them about the
idea.
This role play shows how division of work helped the organization in achieving
efficiency.
* This role play is based on Fayol’s Principle of Authority and Responsibility. In this
role play, there are 9 members, who are General Manager of a FMCG Company,
Finance Manager, Production Manager, Marketing Manager and his 5 subordinates
Scene 1: Marketing Manager has a meeting with General Manager of the Company
regarding setting the targets for the next quarter. General Manager shows his
expectations that sales should be doubled in the next quarter.
Scene2: Marketing Manager plans with his subordinates that what should be done to
increase the sales. They realises that there is a need to increase the advertising budget
and also the promotion of the products should be done by providing 20% extra
product.
Scene3: Marketing Manager contacts the Finance Manager for extra budget for
advertisement expenses. But because of different constraints the budget could not be
approved.
Scene4: Marketing Manager contacts the production department for increasing their
production capacity so that products could be provided in extra quantity. Again, the
marketing manager could not get the approval for getting the production capacity
increased.
So, finally by the end of the stipulated time the marketing manager was left with no
progress at all just because of lack of authority. This role play suggests that with
increasing responsibility, authority should also be increased otherwise that will lead to
decrease in performance.
Mr Ram and Mr. Aman are the employees at a company FastGear Pvt. Ltd. They are
working under Mr Tyagi, Production Manager and Mr Harish, Marketing Manager.
Mr Harish instructs Mr Ram to contact the distributors regarding the launch of a new
product and instructs Mr. Aman to invite quotations from advertising agencies for the
new product. When Mr. Ram was conversing with the distributors Mr. Tyagi
(production manager) calls him and asks him to collect the price quotes for the raw
material to be used for the production of the new product. Mr. Tyagi asks Mr. Aman
to prepare an estimate of required material. Mr. Aman, ignoring both the instructions,
was busy with a personal call. After half an hour Mr. Harish calls both of them and
asks for the work report. Both the employees could not complete the work assigned to
them. Mr. Ram could not complete the work in spite of his dedication because he was
assigned another duty in the mean time and it created confusion for him regarding the
priority of duty assigned. Mr. Harish did not do any of the jobs assigned and still
could not be held accountable for not performing the job.
Outcome: Because of receiving command and direction from two managers, Mr Ram
could not perform any of the tasks properly and Mr. Harish avoided both the
instructions.
This role play is based on the concept of Scalar chain. There are 4 members of
Production Department having a line relationship, in which Mr X is Mechanical
Engineer in Production department and there are another 4 members in Stores
department where Mr Y is a Storekeeper.
A breakdown occurred in the manufacturing plant of the company. To solve the
problem engineer required some materials and tools from the Stores Department.
Scene 1: Mr X needs some tools from Stores. He talks to his supervisor. The
supervisor says forward me an application for the materials you require.
Scene2: The Supervisor forwards the mail to his boss. And then he forwards the mail
to the Production Manager.
Scene3: Production manager gives the orders to the Head-Stores to issues the
materials required. And further, Mr Y receives the orders to issue materials to Mr X.
This process took a lot of time and breakdown continued for a longer time as the
problem could not be solved immediately.
So Fayol’s principle of scalar chain gives the solution to such kind of problems which
involves communication delay because of following the scalar chain.
The subordinates can cross communicate with each other if authorised by their
respective superiors.
Scene3: The supervisor discusses the idea of employee with the managers in a
meeting. The idea gets approved and the employee is awarded as innovative employee
of the quarter.
Scene4: Later a survey is done on the growth and development level of employees in
the different departments of the company. And it was found that there was a higher
level of development in the employees at Production department, while it was
minimum in employees of quality department, because the employees were not
encouraged to take initiatives in that department.
Ms Libra is working as CEO in Bagan Tea Company. Her company manufactures tea
with tern brand names (e.g. Hari Patti, Lai Patti, swad, Mehak, Khushboo, and
Morning Tea etc.). Every brand has five flavours. Tea of every taste is packed in
packing of 10.grams, 20 grams, 30 grams* 40 grams, 50 grams, 60 grams, 70 grams,
80 grams, 90 grams, 100 grams, 150 grams, 200 grams, 250 grams, 300 grams, 350
grams, 400 grams, 450 grams, 500 grams, 600 grams, 700 grams, 800 grams, 900
grams, 1 Kg, 2 Kg, 3 Kg, 4 Kg and 5 Kg. In this way the company sells tea of one
brand in 135 (1*5*27) packets and all the brands put together are sold on 135*10=
1350 packets.
It is a quick icebreaker and kick-start activity with a helpful underlying purpose for
groups of any size.
For playing the game, we will split the students into four groups. Two of the groups
will be drawing without planning, while another two of the groups will be given time
of 5 minutes for planning. Each of the groups will be given 1 Drawing Sheet. The
groups will be asked to write a code on the top of the sheet and then to draw
something on the sheet. The sheet will be passed to every member of the group and
every member will have to add something to the drawing, with in a time of five
seconds. After one minute of drawing, each team must agree privately a description
(maximum three words) of what they have drawn, and pass this to the facilitator, to be
referred to later. The drawings are then passed around the whole class for each team
to guess and write on the reverse of other team's drawings what they believe the
drawing is or represents. Teams are not permitted to look at the reverse of the
drawings (at other descriptions guessed) until they have decided on a description.
Finally the sheets will be taken back by the teacher and comments will be compared.
It will be followed by a discussion regarding the importance of planning.
Review to compare the planned drawings with unplanned drawings:
• Did the team draw anything recognizable?
• How easy was the understanding between team members?
• How did team members work differently on this task?
• What was the effect of time pressure?
• Was there a natural tendency to draw supportively and harmoniously, or were
there more conflicting ideas?
MANAGEMENT STORY (ON DELEGATION)
A Wolf had been prowling around a flock of Sheep for a long time, and the Shepherd
watched very anxiously to prevent him from carrying off a Lamb. But the Wolf did
not try to do any harm. Instead he seemed to be helping the Shepherd take care of the
Sheep. At last the Shepherd got so used to seeing the Wolf about that he forgot how
wicked he could be.
One day he even went so far as to leave his flock in the Wolfs care while he went on
an errand. But when he came back and saw how many of the flock had been killed
and carried off, he knew how foolish to trust a Wolf as he exclaimed. “I have been
rightly served; why did I trust my sheep to a Wolf?”
Moral:
Delegate your task wisely, and only to people you trust.
In your groups, brainstorm 5 tasks you are currently doing that could be delegated.
Determine who would serve as your best delegate for each of the tasks.
STORY: 11 was walking back to our apartment, the hood of my jacket pulled tight to
keep the rain out, when I saw an older man with a walker struggle to descend the
slippery stairs of his building. When he almost fell, I and several others went over to
help.
There was an Access-A-Ride van (a Metropolitan Transit Authority vehicle for people
with disabilities) waiting for him. The driver was inside, warm and dry, as he watched
us straining to help his passenger cross the sidewalk in the pouring rain.
Then he opened the window and yelled over the sound of the rain coming down, "He
might not be able to make it today."
"Hold on," we yelled (there were five of us now) as we helped the man move around
the back of the van, "he can make it."
Traffic on 84th street had stopped. We caught the man from falling a few times,
hoisted him back up, and finally got hint to the van door, which the driver then
opened from the inside to reveal a set of stairs. The man with the walker would never
make it.
"What about your side door, the one with the electric lift?" I asked.
"Oh yeah," the driver answered, "hold on." He put his coat over his head, came out in
the rain with the rest of us, and operated the lift.
Once the man with the walker was in safely, we all began to move away when the
driver opened the window one more time and yelled, "Thanks for your help."
So, here's my question: Why will five strangers volunteer to help a man they don't
know in the pouring rain — and think about the electric lift themselves — while the
paid driver sat inside and waited?
Perhaps the driver is simply a jerk? Perhaps. But I don't think so. Once we suggested
the lift, he didn't resist or complain; he came outside and did it immediately. And he
wasn't obnoxious either. When he thanked us for our help, he seemed sincere.
Maybe it's because the driver is not permitted to leave the vehicle? I checked the
MTA website to see if there was policy against drivers assisting passengers. On the
contrary, it states "As long as the driver doesn't lose sight of the vehicle and is not
more than 100 feet away from it, the driver can assist you to and from the vehicle,
help you up or down the curb or one step and assist you in boarding the vehicle."
So why didn't the driver help? Part of the answer is probably that for him, an old man
struggling with a walker isn't a one-time thing, it's every day every stop, and the sight
doesn't compel him to act.
But that answer isn't good enough. After all, it's his job to help. That's when it
suddenly hit me: The reason the driver didn't help might be precisely because he was
paid to.
Some participants received five dollars, some fifty cents, and some were asked to do it
as a favor. How hard did each group work? The five dollar group dragged, on
average, 159 circles. The fifty cents group dragged 101 circles. And the group that
was paid nothing but asked to do it as a favor? They dragged 168 circles.
Unfair Treatment
Ravi Shankar has been with Silvenline Industries Ltd. (SIL) for over 5 years and
during that time has progressed to the current position of Senior System Analyst. He
is generally pleased with the company and thoroughly enjoys he creative demands of
his job.
One Saturday afternoon in the executive fitness' centre, while talking to his friend
Ishwar Dayal, a colleague in the Networking Section, Shankar discovered that
department had hired an IIT graduate as a programmer analyst. Shankar, although a
jovial fellow, got upset when he learned that the new recruit’s starting pay was only
Rs. 3000 a month higher than his own. Shankar was bewildered. He felt that he was
being treated unfairly.
The following Monday morning Shankar confronted Keith Weston, the HRD manager
and asked if what he had heard was true. Weston spologetically admitted that it was
and attempted to explain the company’s position “Shankar, the market for analysis is
very tight and more so if we want qualified people from IITs. Without a premium
salary, the company can’t draw people from IITs, competing with global majors in the
field. We desperately needed another analyst and this was the way we could get one”.
Shankar asked Weston whether his salary would be adjusted accordingly. Western
replied: “Your package will be decided at the time of performance review after six
months. We are also thinking of employee stock option plan this year for those who
have put in 5 years of service. Long term service awards for people like you are also
in the pipeline. You are during a great job and I am sure your immediate boss will
recommend a raise. You will not have anything to complain against SIL after six
months.
After returning back to his residence, Shankar took out his CV ornamented the same a
bit, before finally sending it a cross to IT consultants in and around Mumbai. Before
setting, he was saying to himself: “Six months is a pretty long time”.
Questions:
Each of the following work situations stresses the denial of one of four basic needs:
(1) security (2) social, (3) self-esteem, and (4) self-actualization. After each situation
write the number of the need being denied. Refer to the text if necessary.
Ram Gopal is the regional sales Manager for the Northern Division of Maharana
Appliances Ltd. (MAL), a medium sized manufacture of kitchen appliances, including
electric and gas rangers refrigerators microwave ovens, dishwashers and disposals.
His division covers four states, i.e., Delhi, Punjab, Haryana, Himachal Pradesh and
major metros of U.P.
Job assignments of sales executives reporting to him tend to fall into two categories:
Regular areas, Expansion areas.
The policy offers an incentive bonus for sales in in-metropolitan areas. Sales
executives are entitled to 5% commission on sales in new area. The company has
estimated that because of population growth and new industry moving into rural
pockers an aggressive salesman might be able to increase his or her annual income by
as much as 30% Ram Gopal assumed that job posting in new area would be highly
lucrative. When a vacancy arose last month in Kanpur, he presumed that he would be
able to find a person without much of a problem. He decided to offer the job to an
individual who had a combination of experience representing the firm and a high sales
performance measured by him in the past. Harikishan, by virtue of his experience and
competence in generating demand in unexplored areas was a natural choice. He had
15 years of experience with the company and had recorded the highest levels of sales
in the district 3 time out of past 5 years.
Ram Gopal called Hari into his office in the morning and offered the position to him
in Kanpur. He also explained the reasons for shifting Kanpur and the attractive
compensation package that comes along with the offer. He fully expected Hari to
jump at the offer. Instead, he was shocked by Hari’s reply:
“I appreciate your offer, Ram; but I have not made up my mind as yet. In
all probability, the answer would be in the negative.
Questions:
1. What type of need do you attribute to Hari in rejection to the job offer?
2. What kinds of needs do you think Ram assessed Hari would base in reaction to
the offer?
3. What are the differences between these needs and how might such differences
explain what happened?
4. How would you go about trying to get Hari to accept the job offer and make
the change in his decision?
Many people confuse or merge the different attributes of management and leadership.
This exercise enables people to understand the differences. Anyone can lead, inspire,
and motivate others. Leadership is not the exclusive responsibility of the CEO,
directors and senior managers. Encourage staff at all levels to aspire to and apply the
principles of good leadership, and the whole organization will benefit. Everyone, in
their own way, can be a leader. In fact, organizations which have poor leadership at
the top actually provide a great opportunity for ordinary staff and junior managers
take responsibility for leading, inspiring and helping to develop others. Don't wait to
be led - be a leader yourself!
Issue the list which can be given to a group or team. Then ask the participants to
identify the items that are associated with managing, and those that are associated
with leading. Groups of over five people can be spilt into teams of three, to enable
fuller participation and a variety of answers for review and discussion. Each team
must have their own space to organise their answers.
ANS:
1
| Managing Leading
i reporting team-building
monitoring taking responsibility
j budgeting identifying the need fdr action
i measuring having courage
i applying rules and policies consulting with team
i
discipline giving responsibility to others
running meetings determining direction
interviewing explaining decisions
recruiting making painful decisions
counselling defining aims and objectives
coaching being honest with people
problem-solving developing strategy
I decision-making keeping promises
mentoring working alongside team members
negotiating sharing a vision with team members
selling and persuading motivating others
doing things right using systems doing the right thing
communicating instructions taking people with you
; assessing performance developing successors
appraising people inspiring others
getting people to do things resolving conflict
formal team briefing allowing the team to make mistakes
responding to emails taking responsibility for mistakes
i planning schedules nurturing and growing people
delegating giving praise
reacting to requests thanking people
reviewing performance giving constructive feedback
time management accepting criticism and suggestions
organising resources being determined
, implementing tactics acting with integrity
listening
Choice of A Leader
Mr. Viswanath Dutt has an excellent track record in the company. During his fruitful
association with the company, to be precise ten years he has always shown a high
degree of enthusiasm and initiative in his work. He is still young (35 years) dynamic
and aggressive. He is result - oriented and oriented and is more interested in ends
rather than means. One of the workers, testifying his leadership qualities, remarked
thus: “Though he is harsh at times, you will know where you stand when you work
with him. When you have done a good job he lets you know it”. Mr. Dutt is willing to
shoulder additional responsibility. He decides things quickly and when action is
required he is always on his roes.
During his 15 years tenure in the company, Mr. Rajnarain has entered himself to all
his colleagues by his superior workmanship and pleasing manners. He always
believes in the principal of employee participation in the decision making process.
Unlike Mr. Dutt, he encourages his subordinates to come out with innovative ideas
and useful suggestions. Before arriving at a decision he always makes it a point to
consult his subordinates. Not surprisingly, all his subordinates are very pleased to
work under him and praise his leadership qualities. They readily admit that the
participative climate has encouraged them to use their talents fully in the services of
the organization. Company records also bear evidence for the increase in the
production soon after Rajnarain become the head of his department.
Questions:
3. If you were the main character in this story, what would you have done?
4. Write a story from your house, how any of your family members might apply this
concept.
WORKSHEET-II
1. If you could give the person (Mr. Vijay Singh) a name according to his role what
would that name be?
2. What do you think could have happened after he planned for the robbery?
4. What Mr. Vijay Singh could have done to avoid failure in his planning?
1. To what all different functions does this movie relate to ? Tick them.
i) Planning
ii) Organising
iii) Staffing
iv) Directing
v) Controlling
2. Write the name of one movie which is related to recruitment and selection.
3. If you are asked to search for a trainer to train blind people, how you would have
searched?
5. If there had been only two persons selected for the robbery, how it could have
affected the outcome?
6. Reconstruct the roles of main characters to create new outcomes in the story.
7. If you were to google about recruitment opeople for a workshop, what 3 keywords
would you enter for your search?
WORKSHEET- IV
1. What award does Mr Vijay Singh Rajput gets in this movie and how many times he
had won that award?
2. What, according to you, were the different factors of motivation for the different
characters in the movie? Relate those to Maslow’s needs for motivation.
3. If you were at the place of first blind person i.e. Arjun, Would you have accepted the
invitation for training. Why and why not?
4. What other motivating factor Mr Vijay Singh could use to agree Ms Neha Shrivastav?
5. What would you do if the person you want to recruit does not want to do job with
you? (Take the example from Ms Neha Shrivastav, who did not want to do the job
offered by Mr Vijay).
WORKSHEET-V
1. What different methods of training were used to provide training in this movie?
2. If you could go back home and change clothes to fit this topic, what would you wear
and why?
3. If you were to have a bumper sticker on your car about this concept, what would it
say?
4. If one person is not able to learn with the methods adopted, what would you suggest
the trainer?
5. What are some of the things you wondered about while watching the movie?
6. Write the name of another movie which utilizes the concept of training in some way.
7. If you are asked to train one person on communication skills, how would you train,
which methods would you use and why?
MANAGEMENT
M AN AG EM ENTs ART an of
I
| IT IS THE PROCESS OF IT IS THE PROCESS OF
•PLANNING • PLANNING
•ORGANIZING •ORGANIZING
•STAFFING •STAFFING
•DIRECTING :«
1
r
i
zY.
IT IS THE PROCESS OF
•PLANNING
•ORGANIZING
•STAFFING
•DIRECTING
•CONTROLLING
MANAGEMENT
-GOAL ORIENTED PROCESS
-GOAL ORIENTED PROCESS
I
-ALL PERVASIVE - ALL PERVASIVE
-MULT1DIMENT10NAL -MULTIDIMENTIONAL
• MANAGEMENT OF WORK
• MANAGEMENT OF PEOPLE
• MANAGEMENT OF OPERATIONS
•
MANAGEMENT OF WORK
MANAGEMENT OF PEOPLE a
-CONTINUOUS PROCESS
-ALL PERVASIVE
• MANAGEMENT OF PEOPLE
• MANAGEMENT OF OPERATIONS
-GROUP ACTIVITY
-INTANGIBLE FORCE
PLANNING
\ t 1 J t
* *
I I t
t t
i» (do
ORGANISING 4
FEATURES
UWORK DIVISION
FEATURES
□WORK DIVISION
□COORDINATION
□PLURALITY OF PEOPLE
□COMMON OBJECTIVE
□MACHINE OF MGMT
PROCESS OF STAFFING
PROCESS OF STAFFING
Unsatisfied Needs
Tension
Drives
Search Behaviour
Need Satisfied
Reduction of Tension
LEADERSHIP IS THE ABILITY OF
INFLUENCING PEOPLE TO STRIVE WILLINGLY
FOR MUTUAL OBJECTIVES
CHARACTERISTICS OF LEADERSHIP
1. SETTING PERFORMANCE STANDARDS
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C. E. P., Agra - 4
31. 5 1?. TT ^
(MEASUREMENT OF LEVEL OF ASPIRATION)
x$3T V N
T. M. No. 458715
fT R TJcRlij ^rfr^T :—
3FT (Name) .................................................................................................. (Sex)................................... 3115 (Age)'
^ (Caste) ................................................... UW>I/*Ur1 (Rural/Urban)' ................. TcR(Ed. Level) ..........................
Rrai =FI Tig s ir (Parent Occupation & Income)..........................
Pic&l
>D
C/5
Trial No. G .D . S. N. T. R.
50 ^ (c irc le s)
t krW f ^
I
Practice
sFR if iHTOTWTHlf (human face) % M l 33
5traf3#a( 511
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<
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uS
1
^ ^ k r % % ti5 c |^ R 5 r E T r a 3 k r ? k r
On
INSTRUCTIONS
0
You are going to do a simple task, you have a page containing 50 circles in front of
00
you and have to draw four lines in these circles, so that they may appear like a human face.
VO
You must draw lines in a sequence—Right eye, Left eye, Nose and M outh. Work from left
to right across the rows and then proceed to the next line.
O
I-*
For each trial 30 seconds are alloted for work and at the end of this tim e duration you + Score =
will be asked to stop the performance and count the number of completed faces and enter
it in lower box. This trial will be treated as PRACTiaE TRIAL. In the next trials you have —Score =
to do the same things alongwith to put the number of faces in the upper box which you Mean =
intend to complete w ithin 30 seconds time duration on the basis of last actual performance.
Th^s you have to com plete 10 trials for actuajwork*
* 1983. N A TIO N A L PSYCHOLOGICAL CORPORATION, 4/230, Kacheri Gh5t7Agra-282 004 (U.P.)
P A G E -2
TRIAL NO. PRACTICE
TIME: 30 SECONDS
oo o o o o o o o o Expected Score
o
o
oo oo oo oo oooo
o o o
ooo o
oo oo oo oo ooo
Actual Score
o
o
3
CD
X
■o
OOOOO
0.0000
ooooo
ooooo
ooooo
ooooo
ooooo
Actual Score
ftjRIT MIKIl'ti cl^HH 5RTCT Wil Mr<4i^TT cnc^lfd* W <ST JiTRira
(G oal Descrepancy Score) (Expected score on this trial) (A ctual sco re on immediate past trial)
G.D.S. l ] [ ]
f*T5Rfl himi* jp ira tp ctiwfsiaB RPRira ^ W tT ^ T 5 I filT O
(Attainment Discrepancy Score) (A ctual score on the trial) (E xpected score on the same trial)
A D .S
l£?. Zt. 3HI. wm 5
/(N.TjR. Scores)
TRIAL NO. 2 TIME : 30 SECONDS
Expected Score
o
O
o o o o o o0 oo
o0 o0000-00
O OOOOOQOOO
Actual Score
ooooooooo
<?W*I I^Rn WWFK dlc'fcifcri'fr W *t «R >ii'-ai'h
spihi tsi Jtrara ^
(Goal Descrepancy Score) (Expected score on this trial) (Actual score on immediate past trial)
G.D.S. l 1 [ 1
OTcrf®*! f’TvRTT 5JFdf=Fi , f , ,, •
'iddM JMId ____ r Mlkii't)
3>T'dtdH'fc
™ Jf?w Jnmk
(Attainment Discrepancy Score) (Actual score on the trial) (Expected score on the same trial)
A.D.S
Tpl. 3TR. 5TFRtich
(N.T.^ff^ Scores) T
PAGE-5
TRIAL NO. 3 TIME: 30 SECONDS
w
o
o
ooooo
OOOOO
ooooo
ooooo
OOOOO (/>
o
o
n
cR*! {^T^n HIcd!4» TO *FTJic^RIT dlr'WlcH* tplRT «iiwR(et»
(Goal Descrepancy Score) = (Expected score on this trial) (Actual score on immediate past trial)
to
G.D.S.
Jir'Rii'Efi sftfan
[ 1
qrectfct-E ^iimU «|IhWwra
I ]
tfr^Rn 5TRTi^;
(Attainment Discrepancy Score) = (Actual score on the trial) (Expected score on the same trial)
, A.D.S I ) [ ]
v&. It. am:,
(H if.R . Scores)
TRIAL NO. 4 TIME: 30 SECONDS
(Goal Descrepancy Score) (Expected score on this triaO (Actual score on immediate past trial)
G.D.S. [ 1
3H<riR*t Pracn stops
J
ctlklfa'S STOi«f> ^ tr t o[ srsrraT stops
(Attainment Discrepancy Score) (Actual score on the trial) (Expected score on the same trial)
]
AD.S f ]'
1
t^sT. <3. 3TR". STOI^ T
(N.T^L Scores)
>
PAGE-7
TRIAL NO. 5 TIME : 30 SECONDS
w
S’
o
8
T>
ooooo
ooooo
ooooo
ooooo
ooooo «
tt
o
o
chfHH WET m 5R W Wtifo 'drcSfilfirW 5RTO JilRfFS
(Goal Descrepancy Score) (Expected score on this trial) (Actual score on immediate past trial)
G.D.S. [ I
f«*J pT^raT
(Attainment Discrepancy Score)
qrdwR w 1
trrara
(Actual score on the trial)
^H W 3>T
]
(Expected score on the same trial)
AD.S
A m. strain Y
(&T.R. Scores) = i Y
PAGE-8
TRIAL NO. 6 TIM E : 30 SECONDS
Expected Score
OOOOOOOO
OOOOOOOO
00000000
OOOOOOOO
Actual S core
. cWttflHraitnmfa . c .......
__ L
._ ^ JRRT <5T €fl JfTOPT
(Goal Descrepancy Score) (Expected score on this trial) (Actual score on immediate past trial)
II
G.D.S. [ 1 [ 1
ftsra n iF ^ ; W ST
c^ l MMfa
mm t o snmicu
(Attainment Discrepancy Score) (Actual score on the trial) (Expected score on the same trial)
AD.S
Wl z ). 3trt. T
(NXR. S ^res) 4
PAGE-9
TRIAL NO. 7 TIME: 30 SECONDS
ooooo
ooooo
ooooo
ooooo
Actual Score
fasten tf#RFt TO TT 5fc^rrsj? . dlr+llcHi ^ tpire 35T
(Goal Descrepancy Score) (Expected score on this trial) (Actual score on immediate past trial)
G.D.S.
ftvrar jnqrics O hh
I J
^51 cTRRrf^RR Slimi'*
I ]
3>I Jtr*U*sJT
(Attainment Discrepancy Score) ' (Actual score on the trial) (Expected score on the same trial)
A .D .S l 1
xpt. et. 3ttt. 5nOfi
C&T.R. Scores)
TRIAL NO. 8 TIME : 30 SECONDS
TJ
o
0)
CO
x
o
UJ
4)
t>
a
ooooo
OOOOO
ooooo
OOOOO
ooooo
Actual Score
ooooo
oo oo oo oo oo oo oo oo
oo oo oo oo oo oo oo oo Actual Score
^ fc m JfMR;
(Goal Descrepancy Score)
Wm m T?TT3fTTRIPS
(Expected score on this trial)
dlc'SlfcI'S TTFET Ttf TRIPS
(Actual score on immediate past trial)
[ 1 ’ =
G.D.S. [ ]
s Tcff®*} Pram
’
ct&TR TTTO «FI TRIPS TcfaR T O ! ^STTrTTSJTHRli'S
(Attainment Discrepancy Score) (Actual score on the trial) (Expected score on the same trial)
A.D.S
133. St. 3 TTT. TRIPS
(N.T.f^Scores) Y
Y
TRIAL NO. 10 TIM E : 30 SECONDS
0
o
TJ
CO
0
O
to
ooooo
ooooo
ooooo
ooooo
ooooo
ooooo
0000.0
ooooo
ooooo 1
0
3
ow0
CO
0
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1
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19 39 59 79 99
N in
20 40 GO 00 100
______ l_,.......... . ... -__
cj.ef vi f?............ VcfUcG jflTjjr rm^:r................................
i. 2 4 7 0 9
rporlor V. Super Excellen
Poor V. Duli Pull Low Average Bright Sf
v-‘ :r ^h7 ' r< ' n’ f-iipivi iihw in7; afirnran
SCORING KEY
2 3 22 31 42 4 62 2 82 19
3 2 23 2 43 3 63 3 83 5
4 2 24 21 44 6 64 5 84 17
5 3 25 1 45 2 65 1 85 5
6 5 26 3 46 3 66 24 86 3
7 1 27 3 47 3 67 2 87 2
8 2 28 41 48 4 68 4 88 3
9 3 29 1 49 1 69 1 89 4
10 2 30 4 50 2 70 20 90 2
11 4 31 57 51 4 71 3 91 2
12 3 32 4 52 12 72 2 92 11
13 2 33 32 53 3 73 3 93 3
14 4 34 2 54 3 74 2 94 6
15 3 35 5 55 26 75 8 95 2
16 1 36 3 56 2 76 4 96 3
17 4 37 2 57 4 77 28 97 4
18 3 38 1 58 3 78 4 98 2
19 2 39 64 59 1 79 2 99 2
20 1 40 2 60 17 80 3 100 4
TOIddl (E.P.I.)
wm......................
N = ED E= ED L = ED
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SCORING KEY
Eysenck Personality Inventory
Reusable Booklet
in
T.M. Regd. No. 564848
Copyright Regd. No. <5- A-73256/2005 Dt. 13.5.05
(.English Version)
4
r INSTRUCTIONS
1. Read each statement carefully. Decide how you generally behave and
work. Your response should be based on the following :
(a) It is not necessary that your study habits or attitudes are always
according to the statement. Your., answer should be based on how
you generally work in that situation.
(b) Decide you answer on your present study habit/attitude. Your answer
should not be based on ‘How should I work’ but on ‘How generally I
work at present’.
2. Give your answers on the separate answersheet provided. Please do not
write or put any mark in this test booklet.
EXAMPLE
Statement: When it is time to submit my homework, l complete it hastily
and submit. In this way I more often write wrong answer.
(i) If you always act likewise then put a [7 in the column of Yes.
(ii) If you sometimes act likewise or you can not say so decisively, then
put a ' (71 in the column of?
(iii) If you never act likewise then put a V in the column of No.
t
2 | Reusable Booklet of TS HA
*0 STATEMENTS
1.. I do not keep attention seeking things like Radio, T. V., Film Magazines,
Novels, Toys etc. in my study room.
2. In my opinion teachers do not try to understand problems of students.
3. Whenever I have any doubt in studies I ask my teachers for clarification
without thinking what other students will think about me.
4. I generally do my homework in the vacant period or extra time or in
recess. In this I have more time to study at home.
5. While studying in class, I write down the statements of the teachers
without thinking.
6. I can remember well the study material which I write and study than by
reading only.
7. I seek help of elders in doing my homework.
8. Any type of noise does not disturb me in studying.
9. Some days before examinations, I do not go to School/College and study
at home.
10. In my opinion writing answers in good handwriting fetch good marks.
11. My vocabulary increases by looking into'the dictionary.
12. Untill and unless I do not repeat the answer, of any question two or three
times, I do not remember it.
13. While studying in class I am lost in the dreams of the happy future, and it
distracts my attention from the subject being taught.
14. I like to do my homework before time of submission.
15. In my opinion it is wastage of time to look into the suggestions given by
the teacher in the checked homework. '
16. I can pass in examination with good marks if i am tought by teachers of
my liking.
17. I seldom get books issued from library.
18. While studying my concentration is disturbed due to people coming and
playing of Radio/T.V. and noise outside my studyroom.
19. After contineously studying for some days, I do not have mood to study.
20. While studying I note down unimportant subject matter as well which
afterwards prove to be unwanted.
Reusable Booklet of T S H A I 3
rSr.
No.
STATEMENTS
21. I prefer to be tanght by that teacher who gives very less homework.
22. ' I cramme poetry by singing it.
23. I do my homework as soon as I reach home from School.
24. At home even after I sit for studies I can concentrate in studies after long
■ time.
25. Before answering any question, I think over it twice or thrice.
26. If I am playing, when it is time to attend class, I do not leave playing to go
to class.
27. I get lazy while studying.
28. In my opinion every student must learn atleast one foreign language so
that he can study the thoughts of thinkers of other countries.
29. Even when I do not understand the .subject matter, I feel hesitation in
asking the teacher.
30. Financial problems in the family is a hurdle in my concentrating in studies.
31. Even though, in examination I write tQ the last second, I fail to attempt all
the questions due to my slow speed of writing.
32. My teachers help me whenever I contact them for removal of subject
difficulties.
33. While attempting objective type test, while marking yes or no, I am in
conflict and fail to keep my opinion. So I cross the answers given first. But
afterwards I find that my first given answers were correct.
34. I study my notes to the last moment of entering into the examination hall.
35. I like to study in noiseless seclusive room.
38. i can not concentrate in study of any subject for more than an hour.
37. I mostly find that due to not paying attention over small mistakes. I score
less marks.
38. I write my answer to any question keeping in view the thoughts of different
thinkers.
39. My teachers have always complaints of my wayward answers and bad
handwriting.
40. The joy of studying without pre-planning is not in the pre-planned studies.
Therefore I never pre-plan my studies.
4 I Reusable Booklet of TS HA
f Sr. STATEMENTS
\,N0.
41. It is difficult for me to concentrate in studies when I do not get joy in studies.
42. I complete the homework of each subject the same day.
43. I so think that I should leave studies and take up some serive or business
so that I can help my family financially.
44. If two students study jointly, then the study is better and there is joy in it.
45. I mostly start answering without reading and understanding the question
fully.
46. I have to do many household works at home, therefore, I get less time to
study at home.
47. Games, social service, gossiping with friends, visiting cinema and club are
hinderances in my studies.
48. I never hesitate to express my view point which I think correct in the class.
49. In the periods of somesubjects which are not interesting, I am bored and I
then draw pictures of write letter or lost in dreams.
50. In my opinion higher studies are wastage of money, time and labour.
51. When teacher is teaching in class, I do not take notes without thinking.
52. The more written work I do, the more I remember.
53. In my opinion knoweldge does not increase by reading books only, but it
is necessary to put the earned knowledge to practice.
54. I complete my homework only when I have fear of punishment.
55. To remember any subject matter by heart, I read it in loud sound and do
this repeatedly In this way I can remember fast.
56. I think that by not expressing thought clearly and systematically in
examination is the reason of my securing low'marks.
57. I generally do not pay attention towards handwriting and neatness in
classwork, homework and in examination.
58. Before sitting for studies, I pre-decide the time limit, content to study and how
much work to do.,
59. I study with objective to just pass in the examination only.
60. Since I am left with no time, I can not revise my answers before handing
over the answerbook in the examination.
i .......... ..... 'I * —w"lt _ _____
............. " " 1 ______ 11 ... __ __ >
\
© 2010. All rights reserved. Reproduction in any form is a violation of Copyright Act.
Reusable Booklet of Test of Study Habits and Attitudes (TSHA-m) English Version.
ANSWER SHEET
OF
, T M Regd. No. 564838
Copyright Regd. No. ©A-73256/2O05 Di, 13.5.05
T S H A
Dr. C R Mathur (Alwar) (English / Hindi)
Date {f&m) : :
© Check
.Ct - _ .fv
fCTFf) ?
$ ? wm; IT
? ■TeT 5FW ¥T ?
1 16 31 46
2 17 ■ 32 47
3 18 33 48
1
4 19 34 49
5 20 35 50-
6 21 36 51
7 22 37 52
• *4'
8 23 38 53
9 24 39 54
10 25 ,
40 55
11 26 41 56
12 2? 42 57 _
' 43
13 28 58
- ,
‘
14 29 . 44 • 59
• ,
'
15 30 • 45 60
Check ©
Scoring Key ‘A’ Based Obtained Score
Converted Z-Score
Converted T-Score
Grade Category
Put s/ if diagnosed :
indecisive
10 Poor handwriting
53 Education is only bookish answer
knowledge. 43 Wants to leave studies, do 27 Laziness while studying
service and to help family 31 Slow writing speed
financially
© /j Study Habits
45 Answers without under
37 Petty errors in answers
4 Home work not in time. standing the question 56 Thought not clear in answers
5 Study Notes without under 57 Cuttings and corrections in
standing © Concentration answers
6 Cramming 8 Noise disturbance in studies 59 Studies without goals
7 ' No help in Homework 60 Time problem in Examination
13 Day Dreaming
4 I Answer Sheet of T S H A
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[<D 2010 All right reserved. Reproductidn in any form is a violation of Copyright Act. Answer Sh'eet of Test of Study Habits and Attitudes (TSHA).
PSYXCQM
SERVICES
SOLAT .i
NAME:AGE:SEX:_
DIRECTIONS
Please read the following statements carefully. Each statement has two parts ‘a’
and ‘b’, followed by boxes in the end. Put a tick mark in the box whichever statement
is triie for you. You may tick both the statements in a pair if both are true for you or
you may leave both the statements if none of them are true for you.
i
13. I understand lessons easily when taught through examples. a □
_
16. I can give various answers in different forms and ways to a particular question. aQ
I can give only one answer to tr particular question. b □
4
3
I
26. Wheri 1 think about a matter 1 think about it as a whole unit. ai □
Wherj I think about a matter I think it in segments and its merits and demerits, b □
34. I can easily find out directions even in unfamiliar places. a’O
I can easily find out directions only in familiar places. b Q
43.1 do not have the nature of punishing btjiers, when things go bad for jnjef a &
I have the nature of punishing others when things go bad for me. b □
.46.1 have strong memory and remembrance for images and pictures. aQ
I have strong memory and remembrance for voices. b□
48.1 have the ability to tell the characteristic features of an object by touching, a □
I have no ability to tell the characteristic features of an object by touching. b □
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