GOVERNMENT OF KARNATAKA DEPARTMENT OF YOUTH SERVICES AND SPORTS
Item
- Title
-
GOVERNMENT OF KARNATAKA
DEPARTMENT OF YOUTH SERVICES AND SPORTS - extracted text
-
GOVERNMENT OF KARNATAKA
OF
DEPARTMENT
I!
YOUTH
Y U V A
SERVICES AND SPORTS
P
R E R A
N A"
MASTER’S TRAINING PROGRAMME'ON ENTREPRENEURSHIP
PROGRAMME SCHEDULE
23.12,96
MONDAY
I 5es si on
9
1 0.30
Registration
Session 1 1
1 2. 30
Ice Breaker
^1 I I Session 3.00
4.30
Inaugural Function
^/I I
Introduction to the Course
> I V Sess ion
4.30
6.00
6.00
7.30
2 Self Awareness- Who AM
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-
24.12.96 TUESDAY
.2
J.— V’o_ I— <4*
<nvx.
CCt—.
3,
I?
5
Session
9
1 0. 30
Wage Employment Vs
Self Employment
I Session
11.00-
1 2. 30
Dynamics of..Entrepreneurship
Session
1 . 30
3.00
Entreprenurial values
and Attitudes
x^I V S e s si o n
3.30
5.00
Exercise
-'•'S.30
9.30
Eval ua tion - Cui t ura 1 Programmi
on Business
ethics.
25.12.96
WEDNESDAY
I Session
9. IQ
10.30
Industrial/Comm ercial Laws
and In surance
I I 5 cssion
1 1 . CO
1 2.30
Qualities of an En t rep re-rneu r
Interview tilth an Entrepreneu
I I I Session
1 .30
3.00
x IV Session
3.30
5.00
Vocation.1.1 guidance
Different sectors,
in
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. .10
u . 30
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prog r • mmi
-2-
THURSDAY
26,12.96
Session
9
10.30
Role of a trainer in a
training programme.(
II
Session
11
12.30
Training skills and
techniques
III
Session
1.30
3.00
IV
Session
3.30
5.00
y
27.12.96
k>L t t L_A.cy
Micro Lab
Micro Lab-Feed back -
Evening Session
Evaluation
cultural programme
9.30
8.30
I Micro Lab-U^y^s<
j
['
FRIDAY
Session
9
10.30
Formulation o$ Business
J
Report
-
Session
11
12.30
Project Report
III
Session
1.30
3.00
Risk taking behaviour
v>IV
Session
3. 30
5.00
Ring Toss Exercise.
\
\ V
8.30
2§.12.96
-f- III
-V-rC-«_<>- vi
Evaluation
Cultural Programme
9.30
SATURDAY g
•
„
Session
9
10.30
Size, Location,Lay out
Se ssion
11
12.30
Steps in setting a Business-i
Session
1.30
3.00
Session
3.30
5.00
Understanding Achievement x
syndrome
m
<
Thematic Apperception Test"
1
<\»y •
^<5^
l
8.30
9.30
Evaluation
Cultural Programme
I.
-32a>12<96
I
ylll
S#rrDA-Y.
Session
9
-10.30
Marketing Management
- ^u:£^=^z- ,
Session
11
12. 30
Operations Man age men t
:
Session
1<3O-3@OO
Financial’ Management")
Session
3.30-5.00
Financial Management J
8.30-9.30
^valuation
Cultural Programme
30.12.96
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BeX.Xs c/s
MONDAY
Session
9
10.30
T . Q . M - "T^"^
Session
11
12. 30
Negotiation skills for
Bus in e s s — <_•
n.
Ct
■
-^III Session
1.30-3.00
Goal setting for Entreprenuership
Session
3.30-5.00
Tower Building
. 30-9.30
7
6-
21 1 2>96
^1
Evaluation
Cultural Programme
TUSSDAY
Session
9
10.30
Personal Management
Session
11
12. 30
Business Communication
^211 Session
1.30-3.00
Time Management
Sess ion
3.30-5.00
Stress Management
8.30-9.30
Evaluation
Cultural Programme
MM •
I
-4-
1.1.97
WEDNESDAY
Session
9
10.30
Decision Making-
Session
11
12.30
Achievement Planning
Water Boat Exercise.
Session
1.30
3.00
Achievement Planning CM v
Session
3. 30
5.00
Convince and crown Exercise
8.30 - 9.30
2.1.97
Evaluation
Cultural Programme
THURSDAY
I
Session
9
10. 30
Creative Problem solving^
II
Session
11
12.30
Life goal planning Exercise
-
t. -q
III
Session
1.30-
3.00
Evaluation
IV
Session
3.30
5.00
Valedictory Function.
Z / 4 t y’
^7^7'
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CONTENTS
SECTION - A
Page
SELF-EMPLOYMENT CAREER ORIENTATION
•
Career Option - Wage-employment vs. Self-employment
— importance, need and scope.
•
Dynamics of Entrepreneurship - definition, self-employment
as one of growth stages. Process of development of
self-employment/entrepreneurship.
A-3
A-8
SECTION - B
SELF-EMPLOYMENT/ ENTREPRENEURIAL VALUES, ATTITUDE AND
MOTIVATION
•
•
Values and attitudes relevant to entrepreneurship,
Understanding the process of entrepreneurial motivation development,
Entrepreneurial motivation training design, games and exercises, and
Self-employment behavioural competency.
B-3
B-1O
SECTION - C
•
•
•
•
•
•
ENTERPRISE LAUNCHING & RESOURCING
Opportunity Sensing
- scanning, idea generation and project identification
Formulation of Business Plans/Project Reports
Resourcing
C-3
C-1O
C-33
Industrial Commercial Laws and Insurance.
Size, Location and Layout
C<39
Setting up an enterprise.
C-12
C-45
SECTION - D
ENTERPRISE MANAGEMENT
Decision Making
D-3
Marketing Management
D-9
Operation Management
Financial Management
Personnel Management and
D-9O
Business Communications
D-38
D-56
D-6I
Section - A
SELF-EMPLOYMENT
CAREER ORIENTATION
This Section provides understanding and content for:
Career Option - Wage-employment vs. Self-employment
— importance, need and scope.
Dynamics of Entrepreneurship - definition, self-employment as one
of growth stages. Process of development of self-employment/
entrepreneurship.
A-2
CAREER OPTIONS
Training Objectives
• To help participants compare and contrast the two possible career
options —^Wage-employment and Self-employment;
• To develop their appreciation about the importance, need and scope of
self-employment/entrepreneurial career.
Trainer's Notes:
Wage-Employment Vs Self-employment
After completion of education, one has broadly two career options. One
can employ oneself in government service, public and private sectors,
accepting the fixed wage/salary. The other career option is SelfEmployment under which one perceives/innovates an idea, organises
production/services by mobilising resources and finally markets the
products and services. Such persons arc called 'entrepreneurs.'
The former has always limited scope since it does not necessarily
generate resources and can be organised only within the existing
usable wealth. Moreover, wage-employment has a strong tendency for
self-saturation. Once availed, it blocks the employment opportunities
for others for another 10 years (Average 3 promotions in a 30 year
service career). On the other hand, the latter contributes towards
(moss National Product (GNP) by way of producing consumer items,
.mport substitutes or export goods and services. Further, it has unique
characteristics of self-generation. A self-employment activity offers
employment to others. Moreover, an enterprise being an economic
activity, leads to the emergence of other economic activities such as
transport, marketing, communication, etc. This initiates a chain of
activities that creates unending opportunities for employment. Indian
experiences have further proved that employment generated through
self-employment in small industry/business is much cheaper as
compared to that obtained through wage-employment in offices or
even in large industrial establishments. Also, small enterprises provide
learning ground for manufacturing, managerial, technical and problem
A-3
solving skills. Most of these are generally lacking in masses but are
essential for economic progress. Further, small enterprises activate
small size savings of middle class individuals for investment in
entrepreneurial venture. They also provide an outlet for creative urge
among individuals to attain excellence in product design and related
innovations. In the ultimate analysis, the lasting solution of the acute
problem of unemployment lies in the self-employment through
Entrepreneurisation of the Society.
Fig. 1
CAREER OPTIONS
I
Wage-Employment
Self-Employment
_____ I________
(1) NATURE
Self-saturating
& SCOPE
Limited
(3) ORIENTATION
Routine Type
Status quo
Problem Avoiding
Dependent
(4) SATISFACTION
Through compliance
Through pursuing own
idea ancjl creative urge
(5) CONTRIBUTION
Consumes National
Wealth
Generates National
Wealth
(6) EARNING
Fixed (Subsistence)
f7) STATUS
Employee
Self-generating
Unlimited
I
I
I
I
I
Creative
Innovative
Problem Solving
Independent (decision)
I
Growing &
generatyig surplus
Employer
Why Entrepreneurial Career ?
For Fighting the Problem of Unemployment: One of the acute
1.
problems common to all developing countries is the growing
unemployment. There are several reasons for this. Population is
increasing faster than the increase in the volume of the total wage
employment; the range of socio-cultural factors have inculca:ed
inappropriate values in terms of aspirations and expectations of a job.
Whatever may be the reasons, the fact remains that the wige
employment cannot be stretched to more than 5 to 10 per cent of he
total number of the unemployed youth. The alternative left for he
remaining 90 to 95 per cent unemployed youth is to go for sdfemployment.
A-4
2.
For Increasing National Production : Developing countries have
almost a common history - long years of foreign domination, recent
emergence as politically free entities and presently engaged in
attaining economic freedom. In this process (Figure-2) most of them
face the problem of increasing national production largely in the areas
of import substitute goods, consumer goods and services, and export
goods. The first is needed to conserve the outflow of limited national
wealth which is needed much more locally for development purposes.
But no sooner is the process of all round development initiated in
developing.countries, the demand for consumer goods and services
increases enormously. Such demands are to be met by producing more
and more consumer goods and services. This is not enough since no
countxy presently can afford to develop in isolation. On the other hand,
for rapid and lasting progress, the developing countries have to trade
with others for which they need foreign exchange. One of the major
sources of earning foreign exchange is by producing export goods. For
all the three, a country needs more and more new self-employed
entrepreneurs.
Fig. 2
Import
Substitute
Goods
NATIONAL
Consumer
Goods and
Services
PRODUCTION
Export
goods
3.
For Dispersal of Economic Power : Two types of power have
dominated the world affairs since its creation - muscle and economic.
In the earlier times, the former was more dominant whereas in the
modern society the latter has the upper hand. The phenomenon of
economic power is the natural outcome of industrial and business
activities. Unless industrial and business activities are planned,
economic power is likely to be concentrated only in a few hands. This
situation results in many adverse socio-political consequences for
developing nations. One way of preventing such consequences may be
to disperse industrial and business activities among a large number of
A-5
youth through a massive movement of developing entrepreneurship/
self-employment among the youth of developing nations.
4.
For Weakening Monopoly : Monopoly in trade, industry and
business holding is the commonest evil in most of the developing
countries. In addition to political backing, it largely thrives because of
the lack of a sufficient number of entrepreneurs. Planned efforts for
encouraging and supporting self-employment among the youth goes a
long way in weakening the tendency of monopoly holdings since many
self-employed people start manufacturing the goods and services
which otherwise remain the prerogative of a selected few.
5.
For Reinvesting the Profit for the Welfare of the Area of Profit
Generation : When an outsider establishes certain enterprise, most of
the time he does not reinvest the major share of his profit in the area
in which the business unit is located. Largely, the profit is invested at
the place of his origin which may be different from the location of the
unit. This sets a process which can very well be compared with the
blood sucking process practised by leeches. For our understanding,
the purpose can be loosely and metaphorically called 'leech effect'.
The major impacts of the 'leech effect' are seen in comparatively
backward areas of the developing countries themselves. As a result
there is a regular drain-off of the wealth generated out of the local
resources to the areas, comparatively already well developed (Fig.-3).
Fig. 3
.
Siphoning of
profit earned through
Entrepreneurial Activities
Enterprise
established
by alien
Entrepreneurs
based on
local resources
Reinvestment of
Profits generated
for the benefit of
the area of origin
of Entrepreneurs
Resources depleted
'Leech Effect' of Alien Entrepreneurs
A-6
In those areas where the industrial and business activities are
mostly organised by self-employed people coming from outside, a large
share of profits may be reinvested in the area of their origin. In
order to counter the -'leech effect', it is desirable to prepare and
support large number of local youth to go in for self-employment and
set up their enterprises at their native places. The profit earned from
such units will then be reinvested for the welfare of the area of profit
generation.
.
6.
For Balanced Area Development: Alongwith the industrial and
business activities goes a large number of public benefits, such as
roads, transport, communication, health, education, entertainment,
etc. Since these industrial and business activities are concentrated in
and around selected cities of the country, the development is also
limited to these few selected cities. As a result, the country very soon
faces the problem of what might be called unbalanced area
development. Countless examples can be cited from all developing
countries. Till late sixties, in India, more than 50% of the industrial
enterprises were located in only six cities. These cities are today
much more developed than the rest of the country. Similarly, the city
of Bangkok in Thailand, Kuala Lumpur and Penang in Malaysia, Manila
in Philippines, and Seoul in South Korea are some of the examples of
such unbalanced area development.
A planned effort to develop self-employment among the local
population will ensure the supply of self-employed youth from
different parts of the country. Since most of the people, particularly
the small entrepreneurs, prefer setting up their units in and around
their own native places, more self-employed youth from different parts
of the country will ensure the dispersal of industry and business
activity throughout the country.
7.
For Harnessing Youth Vigour: The educated youth are full of
vigour with a sharp ability for articulation. The recent phenomenon of
increasing unemployment is largely due to their excessive dependence
on wage/salary employment, resulting in decline and wastage of youth
vigour. They find themselves without work when they are at the prime
of their youth. In the absence of opportunities to meaningfully engage
themselves, the youth often divert their vigour to violent and anti
social activities. Many a times they engage in self-destruction. The
nation, in short, loses its most valuable resource - the youth vigour.
Self-employment offers an excellent opportunity to harness such youth
vigour. The task is indeed challenging and creative and it requires
extra vigour which is readily available with the youth. In the long run.
this also helps in developing self-confidence among the youth, which
is usually lacking in developing countries.
A-7
DYNAMICS OF ENTREPRENEURSHIP
Training Objectives :
• To develop understanding of the participants of the term
entrepreneurship and its relationship to self-employment;
• To help them to see the links between income generation, self
employment and entrepreneurship as part of the entrepreneurial
growth;
• To introduce to them the process of development of self-employment/
entrepreneurship.
Trainer’s Notes :
ENTREPRENEURSHIP
Definition
Entrepreneurship is the character, practice and/or skill of an
entrepreneur. An entrepreneur is a person who organises, manages
and assumes the risk of a business. Accordingly, entrepreneurship
refers to identifying/innovating ideas, product and services; mobilising
resources; organising production/services and, finally, marketing
them covering the risk with constant strive for growth and excellence.
Stages in Growth
In the context of employment generation, the three terms i.e.,
entrepreneurship, self-employment and income generation are often
used interchangeably. Although there are a lot of commonalities among
these concepts, yet the three terms are not the same. Self
employment refers to full time involvement in one's occupation or
pursuits in which one may or may not have to take any risk to mobilise
inputs and other resources to organise total production and services
or to market the product and services. Income generating activities,
on the other hand, are often part time and casual and practiced for the
purpose of raising additional income. The functions of entrepreneurs,
as explained earlier, suggest that all entrepreneurs are self-employed
and income generating persons. But all self-employed and income
generating persons may not necessarily be entrepreneurs. Similarly,
all self-employed persons are income generating persons, but all
income generating persons may not necessarily be self-employed.
A-8
Accordingly, all the three may be useful means for employment
generation but they all vary in term of their scope and impact with
others.
The three, however, can be viewed as initial, middle and terminal
stages in entrepreneurship growth process.
Fig. 1
ENTREPRENEURSHIP
SELF EMPLOYMENT
INCOME GENERATION
Entrepreneurial Growth Process - Initial, Middle & Terminal Stages
Development Process
Experiences have shown that two major factors have played significant
role in developing entrepreneurship. One of them is the development
of human factor - the entrepreneur himself. Another major factor is
the development of environment where entrepreneurial activities can
flourish and grow.
The human factor refers to the attitude, desire and motivation of an
individual, his capability to perceive the environment changes and
opportunities as well as his ability to solve the problems which he is
likely to face. The training is effective in developing all these aspects
of human factor provided it is planned well with balanced emphasis on
all the aspects. Training has played crucial role for all such strategies
A-9
fl
in initiating and accelerating the process of entrepreneurship
development. The training targets, however, have been both entrepre
neurs and promoters of self-employment/ entrepreneurship.
An analysis of the entrepreneurship development process (that helps
in the emergence of people opting for entrepreneurial career) reveals
that it follows a sequence of development of individual personality,
capabilities and abilities.
The first generation of entrepreneurs requires to develop:
a)
Entrepreneurial quality/motivation;
b)
Capability for enterprise launching/resourcing;
c)
Ability for enterprise management; and
d)
Sense of responsibility to the society that promotes/supports
them.
a) Entrepreneurial Quality/Motivation
Generally, we find people opt for wage-earning career. Society, by
and large, spreads and popularises such orientation. Social
institutions such as the family, as well as school, more or less
support development of qualities like conformity and compliance
which are not conducive to the growth of entrepreneurial values.
As a result of this, creativity, risk taking, perserverance,
innovativeness and problem solving orientation which are some of
the accepted entrepreneurial qualities are not encouraged.
Whenever efforts are made to induct people to entrepreneurial
career, such entrepreneurial qualities are generally found lacking
or dormant. These are required to be aroused to an extent that
people may start opting for entrepreneurial career. This is a basic
requirement and much needed force which drives people to their
new ventures. Left to themselves, such qualities and motivation
will be developed in only very few. Accordingly, as part of the
planned programme of entrepreneurship development, the inputs
have to be thought out and administered effectively to ensure
development of the minimum entrepreneurial qualities/
motivation adequate enough to drive them to entrepreneurial
pursuits.
b) Capability of Enterprise Launching/Resourcing
The opportunity exists in the society but not all of us are sensitive
to it. Most of us in the society can perceive only the apparent and
A-10
traditional openings for earnings. Similarly, resources are also
available but very few make the efforts to make use of these.
Together with economic insight for sensing opportunities in the
area, prospective entrepreneurs may have to develop capability for
selecting suitable project, formulating project report, arranging
plant machinery, etc. and availing facilities and resources relevan '
to the launching of their enterprises. These are to be developed
through training interventions.
c) Ability for Enterprise Management
The enterprise may be small or big, but it demands good
management abilities in its owner/manager. Various factors cf
management such as production, marketing, financial
management, etc. are crucial for entrepreneurs. These have direct
influence on the results and, are therefore, necessary
determinants for sustenance of an enterprise. The management
inputs to the potential entrepreneurs also raise their expectancy
for success. However, the intensity of these inputs may varv
depending upon the size of enterprise that is selected by an
entrepreneur/self-employed person.
d) Social Responsibility and Entrepreneurial Discipline
The entrepreneurs who are developed and promoted at the social
cost have certain responsibility to the society that promotes and
supports them. The Government and other public institutions that
invest on them also expect something in return. In order to
sustain the efforts of developing entrepreneurship, it is necessary
that a sense of responsibility towards the society in general and
towards the entrepreneurial movement in particular needs to be
developed among the potential entrepreneurs, especially those
belonging to the younger generation. These entrepreneurs need
to follow certain discipline which is useful for <entrepreneurial
'
career. Such discipline may cover subjects like repayment
behaviour, response to tax and statutory requirements,
progressive outlook towards labour and above all care for ecology
and environment.
These aspects related to individual behaviour, abilities and capabilities
follow a logical sequence of development which ultimately drives
prospective youth to actual self-employment/entrepreneurial career.
A-11
Integrated Strategy
Entrepreneurship development strategy follows a cycle consisting of
Stimulatory, support and sustaining activities. The stimulatory acti
vities ensure the supply of entrepreneurs ready to take initiative and
organise their enterprises even if this involves risking their career.
The support activities provide infrastructural facilities, resources,
ability and skill to entrepreneurs for enterprise launching and
management. Sustaining activities refer to all such efforts that
facilitate growth and continuity through expansion, modernisation,
diversification, and technology upgradation of on-going healthy
enterprises and opportunity for rehabilitation of sick units. Each group
of activities is highly interacting, supplementary and crucial to each
other. The absence/negligence of any one may render the whole effort
infractuous.
The entrepreneurship growth process can be further accelerated. The
experimentations have amply demonstrated that entrepreneurship can
be developed through planned efforts. Such planned efforts may
require integration of stimulatory, supportive and sustaining activities.
Training has been accepted and found very effective intervention in
motivating and developing entrepreneurial qualities, capabilities and
abilities for enterprise launching and management.
Trainer’s Interventions :
This being the introduction to self-employment/
entrepreneurship, the trainer's intervention will mainly be
presentations and discussions with the help of charts,
diagrams and local illustrations. The local figures and
statistics may be collected to illustrate the concept
discussed in the Trainer's Notes. This will make the
presentation more realistic.
A-12
EbTTREPRENEURIAL DEVELOPMENT CYCLE
1.
2.
3.
4.
5.
6.
7.
8.
9.
Entrepreneurial education
Planned publicity for entrepreneurial opportunities
Identification of potential entrepreneurs through scientific method
Motivational training to new entrepreneurs
Help and guidance in selecting products and preparing project reports
Making available techno-economic information and products profits
Evolving locally suitable new products and processes
Availability of local agencies with trained personnel for entrepreneurial
counselling and promotions
Creating entrepreneurial forum
Support
o/
co
Entrepreneurial
Development
Cycle
CD
C
'cj
tn
13
CO/
-4
1.
2.
3.
4.
5.
6.
7.
8.
9.
Registration of unit
Arranging finance
Providing land, shed, power, water etc.
Guidance for selecting and obtaining
machinery7
Supply of scarce raw materials
5.
Getting licences/import licences
6.
7. Providing common facilities
Granting tax relief or other subsidy
8.
Offering management consultancy
9.
10. Help marketing product
11. Providing information
1.
2.
3.
4.
Help modernization
Help diversification/expansion/substitute production
Additional financing for full capacity utilization
Deferring repayment/interest
Diagnostic industrial extension/consultancy source
Production units legislation/policy change
Product reservation/creating new avenues for marketing
Quality testing and improving services
Need based common facilities centre
Akhouri. M.M.P. Dr., 1977 Balancing the imbalances caused by the known factors of
Entrepreneurial Development - paper presented in the Workshop on technology and
Entrepreneur. Kuala Lumpur. - 25-30 May 1977
A-13
SECTION - B
SELF-EMPLOYMENT/
ENTREPRENEURIAL
VALUES, ATTITUDE &
MOTIVATION
This Section provides understanding and content related to:
Values and attitudes relevant to entrepreneurship,
Understanding the process of entrepreneurial motivation development,
Entrepreneurial motivation training design, games and exercises, and
Self-employment behavioural competency.
D-l
I
SELF-EMPLOYMENT/
ENTREPRENEURIAL VALUES,
ATTITUDE & MOTIVATION
Self-employment as compared to wage employment is a deviant
experience. It requires great persistence, in which the potential
seeker has to face challenges and may even run a moderate risk.
The self-employed persons take decisions and actions which are
directed towards pursuing business goals, carrying personal
responsibility. Since self-employment is a deviant career, it
requires greater energy and inner force which drives people to this
new career. Therefore, as part of the planned programme for SelfEmployment/Entrepreneurship Development, it is necessary to
raise their motivation for self-employment to the level where they
would be persistently able to follow the difficult course of being selfemployed.
Besides initiation, the pursuit of self-employment is full of obstacles
- many times more as compared to wage and salaried employment.
However, in most of the developing countries, youth are not
adequately oriented towards self-employment. They tend to drop
out in the face of problems and hurdles, which are generally
associated with self-employment. These failures not only result in
wastage of efforts and resources but also erode further the self
confidence of youth, making the task of promoters of self
employment more difficult. Motivation is needed for both - the
initiation and the continued persistence to follow the self
employ ment/entrepreneurship goal.
Motivation, however, is linked to the values and attitude that a
person possesses.
Values determine the goal, attitudes provide disposition and
motivation supplies the needed 'energy'. All three combined
together offer behavioural competencies needed to carry out
entrepreneurial pursuits.
To develop such behaviour competencies, therefore, is of crucial
importance in promoting and developing self-employment and
entrepreneurship among the youth.
B-2
R
ENTREPRENEURIAL VALUES & ATTITUDE
Training Objectives :
•
To help participants develop an understanding of different values and
attitudes associated with self-employment/entrepreneurship;
•
To assist them in imbibing appropriate values and altitudes for selfemployment/entrepreneurship;
Trainer's Notes :
ENTREPRENEURIAL VALUES
i
Values are generalised and organised conception influencing behaviour
and nature of human beings. It is a set of beliefs about various aspects
of the world. Values provide standards that guide behaviour. Values are
also reflective of a culture and are widely shared by those belonging to
that culture. Accordingly, values are the inner most layer of the self
which provides the goal and direction to an individual. In terms of
entrepreneurship, it means the cognitive functioning of entrepre
neurship. Values are also responsible for the selectively organised
perception and inter-action which an individual has with his outside
world or the environment.
A set of four values has been generally found prominent among
entrepreneurs. These are directed towards :
a
Innovativeness
b.
Independence/ownership
c.
Outstanding performance/achievement
d.
Respect for work
These values are important differentials between entrepreneurship
and non-entrepreneurship, particularly in terms of their strength and
degrees. For promoting self-employment/entrepreneurship these
values need to be introduced and strengthened through training and
experience.
B-3
ENTREPRENEURSHIP EDUCATION : A CONCEPTUAL MODEL
(Akhouri & Mishra, 1988)
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VALUE
altitude
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j\nVu\\A°n
. To use
MOTIVATION
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•
Need to excel the standard
already set by others
. To look lor Economic Opportunities
•
Concern for achieving
something unique
CT
4^
i^,stan^gpenomance
•
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0 tike 'Hitiative
’
/ ToAnaiySe
s^atiOl
^J^oive in
‘^ork
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ENTERPRISE
LAUNCHING COMPETENCIES
• Environment Scanning
& Opportunity Sensing
Market Assessment
• Project Formulation
Availing Incentives, Support,
Urge to succeed in achieving • Procedurial Requirement
• Resource Mobilization
long term career goal
• Establishing the Unit
"
TENDENCY TO ACT
Need to influence environment
(individuals & situation) for
achieving set goal
I— DRIVING FORCE
enterprise
MANAGEMENT COMPETENCIES
• Decision Making
• Production/Processing
• Financing
• Marketing
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GOAL DIRECTION
X//'
BEHAVIOURAL
COMPETENCIES
• Creativity & Innovation
• Risk Taking
• Initiative
• Problem Solving
• Persistence
• Standard/Quality of Work
Performance
• Information Seeking
• Systematic Planning
• Influencing Others
• Constantly striving for success in
attaining certain standard of
excellence
• Desire to set some standard
and to excel it
• To enjoy freedom of Expression & Action
^7TSpendence/&«nership
^COMPETENCIES
\
I SKILLS
J____
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F
Innovativeness
Entrepreneurship essentially means doing things that are not
generally done in ordinary course of work. Scholars like Schumpeter
further describe an entrepreneur as an "ideas man" and a man of
action who possesses the ability to inspire others and who does not
accept the boundaries .of structured situation.
He is a catalyst of change, able to carry out new combinations;
instrumental in discovering new opportunities, which is the
uniqueness of the entrepreneurial functions.
Innovation is the process of putting new ideas into action. Innovations
may also be repetition of the same idea but at different places and
settings.
An innovator is different from an inventor. While the latter sees the
possibility of new relationships between aspects of existing world the
former makes the relationships. In respect of entrepreneurship,
innovations may be in the area of new product; new methods of
production; opening of new markets; new source of supply of raw
material and creation of new type of industry and enterprises. They
may also be in the area of attributes or qualities of a product,
integrating several usages into one product; and optimum utilisation of
resources.
.An entrepreneur wants to experiment with new -ideas, facing
uncertainty, and therefore, it involves imagination, intuition and taking
risk. Innovations can also be seen through actions such as :
—
—
—
—
—
—
—
—
—
—
—
—
Experimenting with new ideas
Enjoying change
Facing uncertainty in order to try new ideas
Not giving up or becoming upset when errors are made in doing
the new work
Valuing unconventional behaviour
Finding problems to solve
Finding a new use for existing methods or existing equipments or
existing services
Demonstrating originality
Working on a problem which causes great difficulty for others
Providing critical input towards a new idea
Looking for unstructured work assignments
Providing evaluation of proposed ideas
B-5
The anchor of an entrepreneur's career is creativity and innovation, in
the same way as managers find their career anchor on competency
and efficiency.
("Innovative values can be introduced and strengthened in the targeted group
through exercises like Nine Dots exercise. Square puzzle, besides lectures
and discussions as described later in the section".)
Independence/Ownership
Entrepreneurs value freedom of expression and also of action. They do
not like to be controlled by others. They consider it desirable to be the
master of their own. Instead of waiting for suggestions, directions and
initiatives from others, an entrepreneur works out plans of his own
and explores resources to satisfy the inner urge to make his
enterprise a success. This makes him self-reliant and independent.
The inculcation of the value for independence contributes significantly
to the development of 'achievement motivation . When a youth is
encouraged to do things on his own and provided guidance and help
only when needed and sought for, he is being oriented to
independence. Over-protection and over-guidance during early
socialisation often inhibits the emergence of the value of
independence.
(The value of Independence/Ownership is considerably influenced and
encouraged through achievement motivation laboratory as described later
in the manual.)
Outstanding Performance
Performing routine tasks or repeating what others have done is> not
considered important by entrepreneurs since this does not contribute
or strengthen their belief that they■ can influence the environment.
Entrepreneurs develop the value tor outstanding performance,
displaying
displaying certain standards of excellence (characterizing
Achievement Motivation). They believe that they can make their own
destiny eveni though they might have faith in God and other forces and
power. They value and experience their importance due to their
performance and that too outstanding performance. The value for
outstanding performance helps them to accept the mistakes and
improve on them and work for successful completion of the task and
not avoiding it. This naturally leads to systematic planning and use of
information, so crucial for enterprise building and management.
(The value of Outstanding Perfonnance is encouraged through exercises like
ring-toss game. PMB. etc. as part of entrepreneurial motivation laboratory
as described later)
B-6
Respect for Work
One of the major factors which distinguishes the entrepreneurial
culture from non-entrepreneurial culture is the value given to wor
y
its members. It has been commonly observed that persons wi
,
resistance to manual labour have succeeded
^Ut disiike
entrepreneur as compared to those who exhibited a distinct dislike
for working with hands. Entrepreneurs value work and believe t
Inv^hing and everything can be achieved through work and
accordingly work is worship. This value provides the goal direction
which encourages entrepreneurs to pursue a path and career wher
toe rewards and incentives are linked to the degree and quality of
efforts made.
(Tlie value is inculcated and strengthened ttvough games and exercises; h e
ring-toss, tower building as part of entrepreneurial motivation labora J
as described, laterJ
ENTREPRENEURIAL ATTITUDE
Those who have imbibed the above mentioned values generally develop
Lmmon 'tendencies' to act in any given situation. For example those
who value innovativeness, develop tendency to use imagination fo
sen.inTopportunities/goals. They would further show a tendency to
take certain amount of risk while selecting a goal or line of action o
means of tackling a situation. The tendencies to act against any
stimulus are also termed as attitudes. Under given circumstances a
group of persons may decide similar or different course of action
because of similar or different attitudes that theyP^^^Xalonal'
the attitude is defined as an ’enduring organisation of motivational,
tmot o„al perceptual and cognitive process with respect to som
Xeet of individual's work'. Attitudes that show the entrepreneuna
ore-dispositions play a significant part in pursuing entrepreneurial/
self-employment career. The genesis of such attitudes, however, can
be traced to the value system.
self-employment/entrepreneurship are
Important attitudes related to
as follows :
Tendency to use Imagination/Intuition
Under a given situation, the common tendency is to take a course of
action based on the facts which are obvious, observable and common
interpretations of those situations. Unlike this, one may possess
tendency to use imagination for perceMng the not so apparent asp
B-7
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of a given situation and also apply intuition in assessing the future
course. The later tendency is commonly found among w the
entrepreneurs.
Tendency to take Moderate Risk
There is a tendency among entrepreneurs to try such path or goal
which has certain amount of risk, not a common path followed by
many others and also not a routine task. They take up things and task
which have certain amount of uncertainty. Because of this tendency to
take risk, an entrepreneur is tempted to try something new in terms
of ideas, activity, location, time, etc.
To enjoy Freedom of Expression and Action
Entrepreneurs been found having a tendency to enjoy freedom of
expression and action. They don't feel happy getting instructions and
then acting upon them. This tendency very often results in their giving
UP of job/employment and trying their own ventures. Since they value
independence and ownership, they like to think on their own and act
accordingly.
Look for Economic Opportunities
Since entrepreneurs, value independence and ownership, they are
found highly perceptive and keen in locating economic opportunities
for themselves in any given situation. To others, the situation may be
that of a crisis, festival, social, and a recreational, but they have a
tendency to look for economic opportunities in all such situations.
This tendency makes them different from common men or non
entrepreneurs.
To find Satisfaction from Successful Completion of Task
Entrepreneurs are people who value performance, that too
outstanding performance. Successful completion is an indicator of
their performance — whether they are performing well. They have a
tendency to get satisfaction from such feed-back about their
performance. They have a tendency to complete the task against all
odds by mobilising resources and availing help from any source.
To believe that They can change The Environment
Entrepreneurs tend to believe in their capacity to influence
environment. They have a tendency to change it rather than leave
everything to luck and God or to forces beyond their control. This
naturally emerges out of their value for work which makes them
believe that anything and everything can be achieved through their
B-8
own efforts. Being influenced by this value, they develop a tendency to
think that in any given situation they can change and influence the
environment.
To take Initiative
Since entrepreneurs worship work and they believe that for achieving
anything one has to work, the natural tendency among them is to take
initiative. Entrepreneurs have a tendency to' act and not remain on
lookers They have a tendency to act and perform as leaders. Because
of this tendency, they are not mere dreamers but they act for
converting their dream into reality. An entrepreneur shows the
tendency to define task for himself, becomes the source of origin for
any activity and tendency to be proactive.
■
To analyse Situation and plan Action
Since entrepreneurs respect work, they cannot afford to perform any
task without due seriousness. Out of their respect for work, they
develop a tendency to analyse situations and then plan action. They
respect all work in which they are involved, and cannot afford to
neglect it. Analysing situabon into its parts; assessing pros and cons,
weighing against resources; foreseeing alternatives; and planning
action before actual commitment of the task; are some of the things
which distinguish entrepreneurs from others. The work may be
simple or complex, significant or insignificant to the. outsiders but to
an entrepreneur it calls for total commitment.
Trainer’s Interventions :
The
The above
above values and attitudes provide 'goal direction and
'tendency' to act in any given situation. Since these values
and attitudes are commonly found among entrepreneurs,
they form the core of entrepreneurship and are usually
regarded as 'Entrepreneurial Spirit’. The entrepreneurial
spirit is the first thing to be introduced, encouraged and
strengthened in the prospective self-employed/ entrepre
neurs. Once the entrepreneurial spirit is internalised, it
becomes easier and provides logical sequence for them to
feel the need and urge resulting into arousal of entrepre
neurial motivation.
These attitudes are internalised, strengthened and practised
through Entrepreneurial Motivation Laboratory described
later.
B-9
MOTIVATION DEVELOPMENT
Training Objectives :
•
To make participants understand the concept of motivation, its need
and impact on entrepreneurial/self-employment pursuit;
•
To provide them with an opportunity to experience and arouse
entrepreneurial motivation by participating in various games exercises.
Trainer's Notes :
MOTIVATION
Motivation is regarded ’as an inner state that energises activities and
directs or channels behaviour towards goal’. It can also be seen as the
process of arousing action, sustaining the activity in progress and
regulating the pattern of activity. Motivational theories are based on
the fact that behaviour is essentially purposeful and directed towards
the goal. Thus the concept 'motive' refers to the ’purpose’ underlying
all goal-directed actions. Besides biological or survival motives which
are common to entire animal kingdom, human beings possess
different social or psychological motives pertaining to feelings of selfesteem, competencies, social acceptance, self-actualisation, etc. and
Fig. 1
N
B-10
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accordingly pursue varied careers such as that of leaders, managers,
executives, entrepreneurs, reformers, researchers, innovators,
writers, painters, etc. Such motives are results of experiences rather
than heredity, and are developed out of individual interactions with
others. Three general categories of social motives have been identified
as determinants of behaviour: the need for achievement, the need for
power, and the need for affiliation. The need for achievement (nac )
describes the pervading concern to do well and to strive for standard
of excellence in the task one undertakes. The need for power (nP°w)
describes the desire to control, inhuence, or have impact on others.
The need for affiliation (naff) describes the desire to establish,
maintain or renew effective relationship with others. All the three
motives exist in a person. But the choice of career, however, is made
as per the dominant one out of the three.
Fig. 2
For self-employment/entrepreneurship career, the critical motive has
been the need for achievement. In addition, considerable degree of
influence motivation, tolerance to ambiguity, and problem solving
orientation are needed to initiate and pursue the self
employment/entrepreneurial career. Combining all. emerges a 'force',
'drive', 'urge', 'energy' or 'inner state' which is described as
entrepreneurial motivation.
The youth having comparatively weak motivation for self-employment
are likely to withdraw even after starting an enterprise when they face
such hurdles. The drop-out does not merely mean the wastage of time
and money, it also adds to the already existing lack of self-confidence
among the youth of the developing world. In order to avoid such drop
outs and prevent multiplying failure experience, it is necessary to
initially organise efforts to motivate the youth very strongly so that
they can face the hurdles which are inherent in the path of self
employment.
Arousal of entrepreneurial motivation to a level to reach the threshold
of action is necessary both for initiation and for following the course of
being self-employed. This is done through several games and exercises
organised as part of Entrepreneurial Motivation (EMT) Laboratory. The
EMT Lab provides opportunities to its members to examine their
values, and attitudes; assess the strength of different motivational
needs; compare and raise their strength to the level needed for selfemployed/entrepreneurial career; and finally practice the newly learnt
behaviour under non-threatening condition. The basic assumptions
behind organising such EMT laboratory are :
(a) The more thoroughly an individual develops and clearly
conceptualises the associative network defining a motive, the more
likely he is to develop that motive.
(b) The more an individual can link the newly developed associative
network to related actions, a larger degree of change in his
thought and action is likely to occur and endure.
(c) The more an individual can link a newly conceptualised association
action complex to events in his every day life, the more likely will
the motive complex influence his thoughts and action in situations
outside his training experience.
In EMT laboratory, efforts are made to facilitate participants
to work on :
_ Motive and emotive determinates of individual behaviour,
— Achievement motivation and its associated net-work,
B-12
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— Self-study;
— Goal setting;
— Emotional commitment to entrepreneurial goals
— Interpersonal support;
— Influencing the environment and person;
— Coping and tolerance to ambiguity;
— Problem solving; and
— Creativity.
These are experienced in the laboratory through games, exercises and
feedbacks offered under non-threatening atmosphere.
Fig. 3
Trainer's Interventions :
A brief description of such games, exercises, instruments
and procedure of conducting these exercises is illustrated
below. However, for organising such EMT Lab, one needs
to have some personal experience of participating in
similar experiential learning situation.
It is not necessary that all exercises and games included
should be conducted in each EMT training. Facilitator
should make a choice depending on the coverage, his own
confidence to handle the exercise, and the type of group.
B-13
Table - EMT Design
Total time required 25 to 30 Hours.
Input/Objective
Exercises/Games and
Instruments
Unfreezing
Microlab
Understanding Achievement
Syndrome, need system and
motivation pattern
Thematic Appreciation Test
(TAT) and concept session
Risk-taking Behaviour
— Hope for success and fear of
failure;
— Learning from feedback
Ring toss exercise
Analysing Motive Strength;
— Locating achievement
imageries; intensity of
motives, forming achievement
language, etc.
Analysing TAT
— individually and/or in group
Personal efficacy
— Individual life goal;
— Its linkage to
entrepreneurship;
— Locus of control
Analysing Who Am I — individually
and in group
Focusing on Entrepreneurial goal
Tower Building Exercise
Achievement Planning
Tolerance to ambiguities and
uncertainty
Influence Competence
Product Manufacturing Exercise
Tower Building Exercise and
Interface with Entrepreneurs
Communication Exercise and
Convince and Crown Exercise
Entrepreneurial Goal Setting
— Sharing entrepreneurial goal
— Devising clarity in terms of
enterprise building
— Coping with difficulties
— Reinforcing help seeking ability
Problem Solving
Creativity
Action Planning Exercise
Cases and Exercises in Problem
Solving
Exercises on creativity
— Nine dots etc.
B-14
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◄
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GAMES AND EXERCISES
FOR EMT
Set of games and exercises described below are just illustrative and
these can be substituted or suitably adapted to suit the local need.
MTCROLAB*
A Microlab, as the name suggests is organised at the beginning of any
programme to provide reflection of all aspects likely to be covered in
the programme. It is full of physical activity with the major purpose of
promoting communication among the group members and for helping
them overcome barriers due to fear, status consciousness, etc. For this
reason it is also known as an unfreezing exercise. The usual barriers to
free and frank sharing disappear very fast in the microlab. This is
usually very useful where sharing of experiences are essential means of
learning.
Objectives :
(a)
To help participants familiarise themselves with one other;
(b) To help them identify and assess their expectations from the
training programme.
(c) To highlight an integrated process-oriented training with
different modules of the programme; and
(d) To break inhibitions in sharing thoughts and feelings, which are
necessary for experiential learning.
Group Size :
Unlimited.
Time Required :
It depends on the objectives of the microlab. However, one to oneand-a-half hours may serve the purpose for an entrepreneurs training
programme.
Physical Setting
It requires enough unstructured space for the participants to move
around freely.
• Adopted from Trainers' Manual on Developing Entrepreneurial Motivation- Akhouri et al.
NIESBUD New Delhi 1987
B-15
Facilitators organise several events each consisting of a) Physical
action such as work, run, see in the eye of- your partner etc. and b) a
task such as ’share with your partner one of your strengths'. Such
events are repeated till all aspects to be covered during EMT are
symbolically represented.
A Sample of events under Microlab for Potential Entrepreneurs
*
1.
a Walk around.
b. Form a pair, share with each other two reasons why you are
here.
2.
a Run touching opposite walls.
b. Form into new pairs. Talk to each other about your hobbies.
3.
a Move around, changing direction
b. Form into triads. Share with each other one significant
experience you can recollect from your childhood.
4.
’ \
a Walk around.
b. Form into triads. Share with each other two things you like the
most and two things you dislike the most.
5.
a Walk as fast as you can.
b. Form into new pairs. Share with each other two things you
consider to be your strength and two things you consider to be
your weakness.
6.
a Walk slowly; when you walk, greet each other non-verbally.
b. Form into triads. Think of an entrepreneur you have met
whom you consider as very successful. Share with each other
his qualities and what impressed you most about him.
7.
a Walk around, hopping.
b. Form into new pairs with someone you have not met. Share
with each other something about yourself which makes you
think that you can be an entrepreneur.
Source:
Developing Motivation through Experiencing, Pareek, Rao, 1986.
B-16
8.
a Walk fast and put your signature on blackboard.
b. Form into triads. Share with each other something you
consider to be a significant event in your family.
9.
a Walk, close your eyes and move backward.
b. Form into new pairs, share with each other two of your dreams
or two of your goals in life.
10. a Move fast changing direction.
b. Form into new triads. Think of an experience where you did
something wonderful or an experience when you felt 'great'.
Share with others the details of this experience.
11. a Go and rub off your signature, fast,
b. Form into new triads. Tell a story what you learnt from your
parents or in the school which had impressed you. Share with
others the story and why it had impressed you.
12. a Form a circle and then divide into groups of four.
b. Discuss the general problems of entrepreneur and make a list
of the problems. One of you may present it to the total group.
13. a Walk around. Close your eyes while you walk.
b. Stop and open your eyes. Pair with the person closest to you.
Share with each other your experience of any one occasion
when you faced a problem and could solve it successfully.
14. a Re-arrange into groups of four. Discuss the characteristics of
entrepreneurs. One of you may present them after five minutes
to the total group.
b. Presentation by groups on characteristics.
I
15. a Walk around.
b. Form into pairs. Tell your partner the qualities you would like
to develop in yourself to become an entrepreneur. Share with
each other how you feel being here and participating in this
exercise.
16. a Walk and tell the name of the person and check if it is correct:
b. Form into groups of four. Each of you will give a new project
idea to the group. When you are doing this, others will ask you
one question each on the idea.
B-17
Processing :
Due to physical participation, the psychological inhibition for free and
frank intervention often gets reduced. In order to reinforce such
learning, the facilitator may raise the following questions in the group
or individually :
(a)
How do you feel now?
(b)
What did you get out of such experiences?
(c)
(d)
What could be the purpose of such activity?
(e)
Why did you do it?
How deeply were you involved in such activities?
Besides this, the participants may be helped in drawing certain conelusions through group activities.
B-18
4^6
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THEMATIC APPRECIATION TEST (TAT)*
-^>1^
The Thematic Appreciation Test, commonly referred to as TAT, is
used for writing and analysis of achievement-related behaviour. The
test is introduced to the'participants as a ’test of imagination1. They
are shown a set of six pictures1 . Each picture is exposed to them for a
brief period of 20-30 seconds. Next, 5 minutes' time is given to the
participants to write down/articulate the story. The next picture is
exposed followed by story writing (or speaking) as in the previous
case. The process continues till stories on all six pictures are obtained.
Fig. 1
Achievement Syndrome
(Originally suggested by McClelland et al., 1953)
THE PERSON
BLOCKS
GOAL
Need or desire (N)
Anticipation (Ga+)
(Ga -)
Feelings of success
or failure
(G+) (G-)
In the world
(Bw) or in the
person himself
(Bp)
Goal to do
something
better
Act
Unsucc
essful
(1-)
Act successful (1+)
Help
The participants then learn how to code what they have written
according to the standard system for identifying achievement motive.
In this process, the instruments help participants in understanding
their own motive pattern and strength besides introducing to them
. the associative net-work of achievement motivation.
*
Adopted from Trainers' Manual on Developing Entrepreneurial Motivation- Akhouri et al.
NIESBUD New Delhi 1937
1
The standard sLx pictures can be seen in the John Atkinson (Ed.) Motives in Fantasy
Action and Society (Princeton, New Jersey: D. Van Nostr and C., Inc. 1955) and also
in David A. Kolb et al. Organizational Psychology - An Experiential Approach.
Prentice Hall Inc.. New Jersey 1971. TAT pictures, with instruction sheet in.the
form of work-books are available from Mansayan. Delhi, India.
B-19
u
Objectives
To determine the existence and level of achievement motivation
among participants;
ii) To help them internalise the associative network or elements of
achievement motivation;
use of achievement language in
iii) To emphasise the formation and
day-to-day thinking and action.
1)
Fig. 2
xl
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V
Time Required
The total number of sessions required for analysis and discussion
depends upon the movement of the group in terms of stated
objectives. Usually it takes 6 hours. Sessions may be taken in
continuation or distributed over two to three days.
Material Required
Slides, transparencies, pictures, instruction sheets or TAT scoring
sheets.
Setting
This would require a sitting arrangement with a table or desk to
enable writing.
B-20
Process
i) The facilitator emphasises the importance of the task by
encouraging the participants to be as imaginative as possible and to
look beyond what they are going to see in the pictures.
ii) An instruction sheet is distributed to the participants and the
facilitator asks them to go through the instructions with undivided
attention. The facilitator may even read out from the instruction sheet
and provide sufficient time to the participants to check and re-check
certain points which they would like to be clarified. The facilitator at
this point may not add anything beyond what is given in the
instruction sheet.
Instructions
1. Before starting the
participants as follows:
i
exercise,
the facilitator instructs the
"For twenty seconds, you will see a picture on the screen. Then you
will be given five minutes to write a story about what you have seen.
While writing, you may consider the following questions to build up
the story :
—
—
—
—
What is happening? Who are the people?
What has happened in the past that led up to this situation?
What is being thought? What is wanted? By whom?
What will happen? What will be done?
"You should try to make the stories interesting and dramatic and
relate them to a human situation instead merely describing the
picture".
"Do you have any questions?"
2. After the story writing by the participants is over, the facilitator
may create an atmosphere where the 'hold-up' thinking and feeling
may surface in the group. This can be done by putting some lead
questions like :
—
—
What do you feel now?
How much involved were you?
—
—
What do you find of this exercise?
Would you like to work on it?
8-21
This creates further interest amongst the participants, to involve
themselves in the scoring and analysis of data.
3. The facilitator then reveals the purpose of the exercise, that is to
determine the achievement thinking or achievement motivation
present in the participants. Also, the significance of using pictures to
assess the need for achievement is highlighted.
4. How can we tell whether one has the need for achievement in his
thinking?
5. We have standardised the scoring process based on which it has to
be found out whether our stories fulfil any of the following criteria :
Desire for success in competition with others. X
ii) Desire for success in competition with a self-imposed standard of
excellence.
iii) Unique accomplishment.
iv) Long-term involvement.
i)
If the stories fulfil any of the stated criteria, it would be scored as Al
(Achievement Imagery) and indicates, therefore, the presence of
achievement motivation. Whenever there is any doubt'whether or not
one of the criteria for achievement imagery has been met. yet the
story is not totally unrelated to achievement, it is classified as TI (Task
Imagery). Stories in which there is no reference to any achievement
goal are scored as UI (Unrelated Imagery).
The concept of scoring Al, UI and TI is given with examples and the
participants' doubts are clarified before they go in for the subsequent
steps.
6. The participants are given a set of sample stories (See Appendix)
and are asked to score for Al, UI and TI.
7. Discussion is generated about the scored stories and the facilitator
clarifies the doubts of the participants. An impression is also given to
the participants that they are progressing well.within the time-frame.
8. Another set of practice stories may be given to the participants and
they may be asked to score for Al, UI and TI quickly.
9. The facilitator may disclose the expert's scoring of the second set of
practice stories and ask them to find out the points of difference, if
B-22
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/-'
'
■
—.
'
■'
•
;■■'—■■■'
■
;
s
’'''
';?any. By now, it is expected that the participants^wilhfeel secure and-S
confident to a great extent in scoring Al, UI and TI.;v\^x&n£i3
;r ■10.
They may be asked to score their own stories in terms of Al, UI
andTI
:
: .us-.* • .<*
»;'
11... The facilitator may ask them to form a group of three or four and
interchange their scored stories and discuss tiie differences in view
'points, if any. The facilitator has to act as'an expert to sort out the
differences.
■ .
:
The" same story writing can be used for developing further motive
strength by helping them to rewrite the story considering all the
factors above. By doing so, many of them develop the associative
network which in certain ways gets internalised.. yb.C..,. ’
- ------- -----------—
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- - ~
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Scoring Manual for Achievement Motivation (TAT) :
A standard procedure developed by McClelland (1958) is followed in
scoring achievement motivation. To determine the presence of
achievement motivation in an individual, the person is invited to write
a stoiy relating to a series of pictures shown to him. The contents of
the stories are analysed not only to ascertain the presence but also the
level of achievement motivation.
. ' ; . .. . . , , .
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I
Achievement Imagery : The Main Criterion for Scoring: If the
Writer involves an achievement, either , in explicit terms or in an
implied fashion, then the story has achievement imagery.
Achievement goal can be defined as: (1) success in competition
with some standard of excellence, regardless of whether the
individual may achieve the goal or not, or (2) success in
competition with standard of excellence where the individual is in
clear competition with others, and he is determined to win, or to
do better. This being his primary concern. ?
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1. Scoring Achievement Imagery - The Al in a stoiy may take a
number of forms, but all of these are instances of a 'desire to
compete with a standard of excellence'. ‘ •m.f'-A; -- '
(a) Desire for success in competition with others - Here, it is
stated in explicit terms that a character’affirms a desire to
compete with others; Example : . .'He wanted to win the
contest', or, it may be implied using expressions of sentiments
or feelings, Example: 'He is happy because he won the contest'.
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(b) Desire for success in competition with self - In this case a
standard is set up which is primarily self-imposed. It could be
explicit; ’He wants to compete the job by the best possible
technique’; or ’it could be implied, by referring to sentiment or
feelings; Example, ’He is pleased that he found the best
possible technique to compete the Job'.
(c) Unique accomplishment - when a character in a story is
working on something that is out of his line of usual work, then
he is achieving a unique accomplishment. This could be:
creative work, scientific discovery, invention, etc. Here, a
unique accomplishment need not necessarily be explicit or
implied; the very fact that a person is involved in achieving
something unique, is a personal accomplishment, and hence, it
is evidence that the character clearly expresses a desire to
meet a high standard of excellence, without mentioning it.
(d) Long-Term Involvement - If a character in the story states
that he is referring to an achievement goal, which constitutes a
lengthy time period, then it is obvious that the involvement
which could be in terms of a career or any primary goal, is in
itself a standard of excellence. Examples: Career Involvement:
'He wants to become a manager’. ’He has worked'hard all these
years to become an entrepreneur’.
2. Doubtful Achievement Imagery - If there is a story which is
unrelated, either explicitly or implicitly to any competitive
standard, but bears some reference to achievement, then it is
classified as TI. The TI stands for a common 'task' in a routine
problem.
3. Unrelated Imagery - If a story fails to bear any reference,
whatsoever, to any achievement or criteria mentioned above, then
it is generally classified as Unrelated Imagery (UI).
II
Scoring Sub-Categories Achievement Imagery - If a story has Al,
then it can be scored for achievement related sub-categories.
These are :
1. Stated, need for achievement (N) :
(i)
(ii)
(Hi)
Desire to reach achievement goal.
Strong indications of presence of motive/need.
Specific accomplishment.
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(iv)
(v)
(vi)
Reference to personal status.
General desire.
Altruistic desire.
'Need' is scored only once in a story, is stated explicitly, and is a
motivation statement.
2.
Activity design
design to
to lead
lead to
to an achievement goal (Act) The actual
2. Activity
statement of activity, independent of the statement of goal may be
mentioned in the beginning, in - between or at the end. Past
activity can also be indicated.
Act + : Successful activities leading to achievement goal.
Act - : Activities leading towards unsuccessful outcome.
Act ? : Outcome of activity is doubtful.
3. Anticipation of success or failure in relation to the goal (Ga) .
Ga + : Positive anticipation of goal achievement.
Ga - : Negative anticipation of goal achievement.
Both these activities may be present in one story, but each can be
scored only once.
4. Obstacles of blocks (Bp/Bw):
Bp : Internal or external obstacles located within the person, or
personal block.
Bw : Obstacles formed as part of the environment, world or
located in a situation that the
i— character is dealing with; also
scored when difficulty lies either in the personi or in a situation,
Both these activities can occur simultaneously in any story, but
each can be scored only once.
5. Help from another person (H) :
H: Help, aid, sympathy or assistance which encourages the person
to strive for achievement; to be considered from the point of view
of the character in the story.
6. Feelings/emotions connected, with attaining/failing to attain
the goal (Fe) - Feelings or emotions associated with goal
B-25
attainment, positive imagery or frustration of achievement
directed activity.
Fe + :
Positive feelings, imagery, direct objective, definite
accomplishment; beneficiary to others.
Fe - : Negative feelings associated with failure; objective results of
complete failure and deprivation.
Either of the above may appear simultaneously in the same story,
but they can be scored only once.
7. Achievement theme (Th) - When Al is elaborated/enlarged to
become the central theme; it may or may not be an elaboration of
experiences related to striving (successful or not) for an
achievement goal.
Fig. 3
Just look at the picture briefly (10-15 seconds),
turn the page and write the story' it suggests.
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Fig. 4
Just iook.at the picture briefly (10-.15 seconds), turn the page and write outthe story it suggests.
Fig. 5
Just look at the picture brielly (10-15 seconds), turn (he page and write out the story it suggests.
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Fig. 6
Just look at the picture briefly (10-15 Seconds), turn the page and write out the story it suggests.
Fig. 7
Just look at the picture briefly (10-15 seconds), turn the page and write out the story it suggests.
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Fig-8
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1
[fi
t
Just look at the picture briefly (10-15 seconds), turn the page and write out the story it suggests.
Fig. 9
Scoring of Sub-categories
1.
2.
3.
4.
5.
6.
7.
Sub-categories
Svmbol
Score
Need
Activity
N
Act +
or
Act —
or
Act?
+ 1
Ga +
Ga
+ 1
+ 1
Bp
Bw
H
+ 1
+ 1
+ 1
Fe +
Fe —
Th
+ 1
+ 1
+ 1
Goal anticipation
Positive goal anticipation
(a)
Negative goal anticipation
(b)
Obstacle or blocks
Personal blocks
la)
Worldly
blocks
(b)
Help ike :
Feeling
Positive feeling
(a)
Negative feeling
(b)
Achievement theme
+ 1
+ 1
Stories with Al
Maximum obtainable score in one story' will be + 11.
B-29
SELF DISCLOSURE EXERCISE*
Objective :
• To allow the participant to experience various levels of self
disclosure in order to understand himself by identifying his ,
personal strengths and weaknesses.
• To enable the participant to identify and set goals and also clarify
and
the nature of these goals in relation to his strengths
o
weaknesses.
Time Required :
Two hours.
Material Required :
Pencil and sheets of paper to each participant.
Procedure :
Participants receive the material and are allowed ten minutes to write
ten different answers to the question, Who am I? The facilitator should
stress legibility, because participants must be able to read these
answers easily from a distance. Each participant fastens his complete
sheet to the front of the clothing.
Participants circulate in a cocktail party fashion, but vvithout speaking.
They are instructed to make eye contact with each person they
encounter.
The facilitator asks participants to move on to another person about
every’ two minutes.
After this non-verbal phase, participants are told to return to two or
three different people they thought would be interesting. They may
now talk with each other. They may be encouraged to ask questions
which they ordinarily would not.
Processing :
The following questions may help the facilitator to initiate discussions
and generate meaningful learning :
Flow did it feel to describe yourself positively in writing?
1.
2.
How was it like to display your 'assets' for others to see?
3. How did it feel to be chosen/rejectcd?
4. Discuss implication of behaviour to the name of the laboratory?
Adopted from Trainers’ Manual on Developing Entrepreneurial Motivation- Akhouri et al.
NIESBUD New Delhi 1987
B-30
Variations :
Instead of the questions 'Who am I'?, participants can be asked to
complete the open-ended statement, such as 'I am becoming the kind
of person who...' Another focus can be had by using the incomplete
sentence 'I am pretending that
(it is important that at least ten
different responses can be called for so that the participants move
beyond superficial self disclosure. Participants may be asked to avoid
giving demographic data in their answers. The facilitator may illustrate
by pointing out the difference between 'what am I?' (husband, father,
counsellor, etc.) and 'Who am I?' (a taker of risks, managing yourself
towards openness, etc.).
Self-descriptive adjectives can be called instead of answers to the
question. A second column of objectives could be in response to the
question, 'How would I like to be'?
Participants may be permitted to speak in the non-verbal, processing
phase.
After the processing, participants can paste their sheets to a wall so
that the data are available for study at all times. Persons may be
encouraged to edit their sheets at any time during the training event..
As the closure activity, participants may be instructed to write what
they learnt during the training. The type of learning or topic may vaiy.
For example, in a personal growth laboratory the topic can be 'What I
learnt about me' or 'What I am going to do differently'.
B-31
WHO AMI?
‘ ’Who> am I' exercise helps the participants
In EMT laboratory, the
understanding their sense of personal efficacy. Once the self being is
identified, the individual would know how and what to improve.
Further the warm and non-threatening atmosphere of the EMT
laboratory would also provide opportunities to minimise his failure by
increasing his personal effectiveness.
Fig. 1
w
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Objective:
To help the participant to introspect about himself and identify his
goals, strengths and weaknesses.
Time:
Three and a half hours for data collection and analysis, spread over two
days.
Material Required:
'Who am I' Sheet (an ordinary sheet of paper may be used)
Setting:
Peaceful atmosphere, free from any disturbances.
Process:
(1) Instructions to the participants: 'You are in the process of helping
yourself. This process may require a thorough understanding of
yourself and the environment. This is an opportunity to look within
yourself and portray a figure of yourself truly and honestly while
writing 'Who am I'. There are some lead question in the sheet which
you will receive now. Remember, you are not recognised simply by
your name, age, qualifications, experience or antecedents. There are
virtues, strengths and weaknesses, aim in life and different
approaches to deal with the demand of the situations which reveal
oneself to others.
Therefore, try to make a profile which has more relevance
operationally and not theoretically. You will be given 20 minutes to
complete this job'.
Analysis:
(1) The facilitator explains the concept of 'Who am I' in terms of
personal efficacy and scoring of different dimensions.
(2) Participants are asked to score their 'Who am f as per the scoring
proceedure explained.
(3) Three to four groups comprising at least three participants are
asked to inter-change their scoring and discuss it.
(4) The facilitator may move around from group to group and clarify
doubts, if any.
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(5) The scores obtained by the participants are indicated on the board
and the facilitator starts processing the data in terms of presence or
absence of elements among participants in general.
(6) While processing the data, no participant is labelled as superior or
inferior. The view expressed by the participants may be interpreted
and a continuous signal may be given that such dimensions can be
inculcated in thinking and action if we are conscious about the
dimensions. An impression is left on'the participants that successful
entrepreneurs are found with these dimensions. Any doubt arising at
this stage is clarified by the facilitator.
(7) Participants are asked again to write 'Who am I' incorporating
consciously all the stated dimensions.
Dimensions of Who am I?:
Personal efficacy is measured through the method of analysis of selfdescriptive and reflective essays on 'Who am F? The answer to this
exercise was coded to yield 'Pizer's (1969) efficacy score' reflecting
the extent to which an individual described himself as interested in
either the activity goal or the essence goal, as relying on internal
rather than external or lack or resources, as taking initiative rather
than complying, and as solving problems rather than avoiding them.
I
Activity Goal:
A statement of an end-state where one is continuously engaged in
some activity.
Usually introduced by words indicating want, wish, interest in life,
desire, cherish, etc.
Not only the presence of cue words, but the significance of the
scoring of activity goal.
Example - He likes money (not scored for goal). He likes money
because it enables him to expand his business (activity goal).
He wants to be a businessman (essence goal).
He wants to set up an enterprise (activity goal).
II
Essence Goal:
It indicates :
a label.
an identity,
a state of mind.
a position in life.
a change of state, etc.
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v
Example He wants to be a leader.
He wants to be a founder, etc.
Ill Internal Resources:
Expression of resources within a person such as able, competent,
prepared,
experienced,
specific power,
capabilities,
counteractions of weaknesses relevant to the present situation,
etc.
Example
I have the determination and courage to face adversities.
I am confident of achieving anything I want.
With adequate qualification and experience, no wonder he can be
successful in his job.
IV
External Resources:
It indicates the dependency on the outcome of the resources of
other.
Example - I will start an industry^ provided I get financial aid and
full support from the promotional agencies.
V
Lack of Resources:
Presence of a statement indicating explicitly the lack of specific
capabilities relevant to the situation at hand will be scored for this
component.
Example - He fails because he is poorly prepared.
I am in need of better managerial efficiency and organising
capacity.
VI
Global State:
It is scored when the character is vague and uses capitalised
forms of words like world at a large, the universe, the people, the
society, philosophy of life, etc.
Example
I am only in the vast humanity in the world. I feel that the world is
not just the four walls of an office.
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Vn Initiative:
When the character defines the task for himself, becomes the
source of origin for any activity under motion, and a tendency to
be proactive, one would infer the presence of this element. Some
words which may help in scoring the element are decide,
initiative, resolves, focuses, determines, creates, etc.
Example - After considering various factors, I made up my mind
to change the job. I have decided to give a new direction to my
thought process.
VIII Compliance:
In this case, problems are defined by someone for the character.
Work is entrusted to him rather than initiated by him, and is
directly responsive to the demand of others.
Example - To my disappointment, I became an industrialist at my
father's pressure.
I am under the complete control of my father.
I shall not dp anything other than what is being asked by my boss.
IX
Problem Solving:
This is indicated by a tendency to solve problems rather than
yield to the pressure of the problems.
Some conditional clauses indicate an attempt to clarify logical
sequential connection with the help of words such as if, so, when,
since, because, etc.
Example
If he plans well and keeps his balance, Ramesh is likely to
succeed.
X
Problems Avoidance:
Here, there is a tendency to avoid problems; becoming depressed
in the face of a problem, giving up the search for a solution and
remaining in a state of unhappiness by holding on to problems.
Example
Well, what is the use of thinking about it, I can never tackle it.
I am always good to all people and never like to use bad words.
B-36
Scoring Categories:
(1)
Goal
ActivityEssence
(+1)
(-1)
(2)
Locus of resources
Internal
External
Lack of
(+1)
(-1)
(-1)
(3)
Global stage
(-1)
(4)
Initiative
(+1)
(5)
Compliance
(-1)
(6)
Problem solving
(+1) +
(7)
Problem avoiding
(-1) -
"h
-
Variations:
Understanding the self is a broad concept. It can be dealt with the
help of different tests and approaches. In a very restricted sense, this
is also being covered through a test commonly known as ’The
^Entrepreneurial Orientation Inventory' where the facilitator mainly
highlights internal vs external control. In-depth analysis of this
exercise can focus on the strength and weaknesses of an individual in
relation to the dimension - internal vs external control (details can be
seen: The 1985 Annual: Developing Human Resources, University
Associates, Inc. San Diego, California! 92121.)
B-37
RING-TOSS EXERCISE*
This exercise is widely used in entrepreneurial motivation training to
generate data in the classroom on various aspects of risk-taking
behaviour.
Objectives
(a) To enable the participant to examine his own risk-taking
behawour.
(h) To help the participants to examine the tendency to receive and
use feedback information.
(c) To help the participant examine his tendency to take personal
responsibility in accomplishing the task.
(d) To examine one's attitude towards success or failure.
(e) To enable the participant to examine the dynamics of
achievement motivation (or affiliation or power motives) as they
operate through his goal-setting behaviour.
Material Required
A ’peg' mounted on a stable base. The height of the peg may be
upto 9 inches.
(ii) Four light-weight rings with a diameter of about 6-8 inches.
(iii) Distance markers (from 1 to 10 or 12) to facilitate free choice of
positioning for throwing the rings.
(iv) Scoring and recording forms.
(i)
Fig. 1
Steps
Z8/7/6/5/4/3/2/1//^
’peg'
'Rings'
o
Adopted from Trainers' Manual on Developing Entrepreneurial Motivation- Akhouri et al.
NIESBUD New Delhi 1987
B-38
/I-
Setting
The game is to be played in an open space. It should be separated from
the classroom. There should be no tables, chairs, etc., which can
obstruct movement. The peg should be kept at one end from where
the distance should be marked at intervals of one foot.
Time Required
The time taken for this game largely depends on the number of
participants.
A group of 15-20 participants may take about 3 hours to complete the
game.
Size of the Group
A group of 15-20 participants is desirable for this exercise. The
facilitator is required to pay individual attention in order to process
the data and watch carefully the movement of an individual in the
group. This is possible only when the group is relatively small. In case
the group is large, a second facilitator and another set of the kit can be
used for the exercise. In.such a situation, the exercise may be done at
two different places but the processing or analysis of data can be done
for the whole group at a time.
Procedure
The exercise is generally conducted in three rounds and each round
has its modified set of rules which are designed to bring to the surface
specific behaviours. However, it is up to the facilitator to decide the
number of rounds depending upon the specific objectives he has in
mind.
The first round of the game is played by every participant individually.
The second and third rounds are played in the presence of all
participants.
The facilitator may initiate the exercise by saying, "Let us do
something interesting." Or. "Let us break the monotony." The following
instructions could be used: "Now we are going to participate in a 'Ring
toss' game. In this game you arc required to go out one by one. play the
game and return to your scat. Detailed instructions will be given where
you would play the game. Please do not talk or communicate on what
you did."
8-39
First Round
The participants are called one by one to the next room/outside and
the following instruction are given to them:
'The peg you can see there, and there are four rings with you. The
distance has been marked for you. All you have to do is to choose any
one of the marked distances where you would like to stand and throw
the rings on to the 'peg.' Once you choose the distance you cannot
change. All the four rings have to be thrown-from the same distance.
Two out of four rings falling on the peg (ringers) will be considered
success. No trial is allowed. Before throwing the rings please tell me
the distance from where you would like to throw." Before actually
throwing the ring, the participant fills the proforma (see Appendix-1).
He then throws the rings. The distance chosen by him and each
successful throw are recorded by the participant on the given
proforma. After he completes the .first round, the participant is asked
to go back to the classroom and fill the remaining columns of the
proforma. He may be requested not to discuss anything with others.
The facilitator records the distance and number of successful throws.
Second. Round
For the second round, all the participants are called. They are asked to
stand on the other side of the marking as'-observers. Some space
should be left for free movement of the player. Instructions are the
same as in the first round, except that in the second round, they are
free to change the distance (not for every throw). The facilitator
records the distance and number of successful throws.
Third Round
Before starting the third round, the participant may be asked. "How
did you like this game? Would you like to play once again? Fine. If you
agree, lets start the game. This time you have to pay an entry fee of Re.
1/- (amount can vary). Those who do not wish to participate, are free
to do so. This time the success of pay off will be given if two rings go
around the peg." The facilitator here can decide the pay-off for various
distances. He selects the cashier from among the participants. He
collects the money and gives it to those who get the pay off. The
facilitator records again the distance and number of successful throws.
The facilitator then transfers the data of all the three rounds of every
participant on the flipchart/blackboard.
B-40
Processing
Discussing the data is the most important part of this exercise. Till the
time the discussion takes place, the participants may not be aware of
the significance of the data they generated for themselves. The
processing can be done by initiating questions like: How did you feel?
What did you feel while doing the exercise? The facilitator could
further ask the respondents to clarify the responses. The facilitator
might ask, "What did you feel as I made the simple task difficult." The
answer could be "To have more fun." Or, "Making it more challenging."
The facilitator may remember that the data generated by the game and
the behaviour shown by the participants are to be treated as
suggestions rather than conclusions. (The facilitator should not force
any of his conclusions on the participants but should help them raise
questions about themselves) When a participant expresses that the
task was challenging, the facilitator might ask him to elaborate further
or ask what "challenge" means to him and so on. The facilitators can
pick up some typical as well as exceptional cases from the data from
the blackboard.
They can be asked to narrate their whole experience about the game
they played. The following questions may generate meaningful
discussions:
1.
Which round did you enjoy the most? Why?
2.
How did you feel when others were watching you?
3.
Why did you choose the particular distance to throw the rings in
the second round?
4.
What did you play for? What was your goal? Distance or throwing
the rings on to the peg?
'
5.
How did you set your goal?
6.
Why did you throw all the rings together? (if done so)
7.
When the first three were lost, why did you not throw the other
one?
8.
What did you think after the first throw?
9.
What did you think after all the four throws?
The answers given by the participants may be indicative of the
following: avoidance of failure, low risk-taking, high risk-taking, a very
B-41
planned way of approaching the task, calculated goal-setting, interest
in taking
o ochallenge,
o waiting for success, etc.
Some of the hypothetical answers are given below:
1.
2.
I felt I could throw all the rings from there.
I am a sportsperson and therefore I felt I should be able to do so.
3.
I preferred to throw from position 10 as I wanted to throw from
the maximum distance.
4.
I wanted to throw all the rings and therefore I chose 2.
5.
No reason, I just chose the distance.
6.
The position from 6 seemed to be optimum and therefore I chose
to stand there.
7.
I estimated the best possible distance and tried to throw all the
rings.
8.
Four was the position which was moderate, not very far and not
very near.
9.
I would always stand at 10. no matter how many trials are given to .
me.
10. No reason-in particular. I thought I will succeed from there.
Responses (1), (5) and (10) are somewhat similar. It is quite possible
that these participants select their goals at random. They even
perform the test blindly. They need to explore whether in their own
real life behaviour they are doing the same thing by ignoring their
surroundings when they set their goals.
Responses (2) and (6) indicate that they have utilised the information
and their capability in setting their goal. This indicates careful
planning on the part of the participants.
Responses (7) and (8) opted for challenges without much planning.
There seems to be a lot of chance for further explorations.
Responses (3) and (9) did not make a realistic estimate and forgetting
their own capability they wanted to prove themselves as heroes,
knowing they cannot win.
Response (4) indicates that the individual wants to avoid a sense of
failure. He makes sure that he does not fail, in front of others. As a
conscqucn co, the goal-setting is done by understanding one's own
capability.
B-12
Learning Note
The issues and the concept underlying this game have to be brought
into focus through processing, in which the participants have to
internalise them. They have to find a meaning to it and should be able
to relate this to their day-to-day behaviour. Some of the issues which
have to be highlighted in this exercise are:
1.
2.
3.
4.
5.
6.
7.
Hope of success vs. fear of failure.
Goal-setting by keeping in mind the environment.
Moderate risk-taking behaviour.
Goal-setting and concern for excellence.
Learning from feedback and others.
Incentive and goals.
Taking personal responsibility for success or failure.
After processing, the lessons to be learnt from this analysis are varied.
The participants have to see their behaviour, 'here and now’ and
subsequently modify it on their future decisions. Some of the issues
are:
(1) What does success mean to -me? Are all successes equally
satisfying? The successes which are easily attained do not motivate to
improve.
(2) What does failure means to me? Do I learn anything out of my
failure in accomplishing a task which is beyond my capability? And
therefore, it docs not generate any sense of disappointment or
dissatisfaction.
(3) Do I get any satisfaction after attaining a goal which does not
involve exerting my capabilities? My capabilities remain in the dark.
(4) When the consideration of prestige/status and image presentation
decides the goal, it tends to keep a person away from taking personal
responsibilities.
(5) Efforts guided by the hope of success rather than fear of failure,
remain open to risk-taking and one tries more to test one's own
capabilities.
(6) Am I taking a feedback from my own action and learning
something from it?
Variations
The ring-toss exercise can be used in different ways to meet different
purposes. The basic component of this game includes a target of
B-13
r
varying goals, estimating one’s own capabilities through the choice of
goal and an introspective report about one's own performance.
Financial incentives make it more realistic and enhance the value of
goal. Variations may include:
(a)
(b)
(c)
(d)
Change in the number of rings:
Change in the number of rounds;
Flexibility of the distance chosen;
Change in pay-off or points given.
(a) The number of rings can be changed in subsequent trials. The idea
would be to give more allowance in the initial trials as the participants
do not have enough practice. Sometimes extra rings could be given to
the participants, as a trial where the ring-toss game is culturally new.
(b) The number of rounds can be increased. There could be trial
rounds; which could generate more data to the participants about
themselves. The fourth round can also be introduced to get more data
from the group.
(c) Instead of the rigidity of throwing all the rings from the same
distance, the participants may be allowed to change distance in
between, thus increasing their flexibility to undertake certain risks,
and thereby increasing their learning process.
(d) When money is introduced, as an incentive, the decision regarding
pay-off is left to the facilitators. The cut-off point can be varied
depending upon the group performance.
A Note to the Facilitator
Processing the data requires skill, time and patience. A facilitator has
to decide how to use the variations depending on the time available,
the size of the group and the attitude of the group. While processing,
the following points should be kept in mind:
(a) Ability to listen to the participant's statements.
(b) Remember the words stated by the participants and use the same
while processing.
(c) Ability to probe while processing, in order to help the
participants to find a meaning to their action/behaviour.
(d) The facilitator should try to be humorous and dramatise,
whenever necessary, to break the monotonv.
(0 He should use his own ideas and creativity seeing the need of the
group.
B-44
APPENDIX I
A. Experience Sheet
Trials
Table I
I
II
III
1. Where did you stand ? (Distance)
2. How many rings you think
you will be able to put on peg ?
3. How confident you were ?
(in terms of percentage)
Table II
Trial What you consider is responsible
for your success/failure.
How do you feel about
your performance ?
I
II
III
B Ring Toss Score Sheet
Name
Round II
R
D
RoundJ.
D
R
D= Distance chosen. R= Ringers, P
Profit L= Loss.
T3 AC.
Round III
D
R
P/L
TOWER-BUILDING*
This is an important exercise extensively’ used in EMT Laboratory’.
Several cultural values and day-to-day behaviour create and nurture
dependence. The action and decisions by the persons so affected, tend
to heavily depend on instruction and guidance. They virtually become
pawns and significantly lose their initiative and problem solving
capacity. Contrary to that, a prospective self-employed person requires
a lot of initiative and should be aware of his handicaps and
shortcomings. He should be equally perceptive of his strengths and
assets.
In order to counter the age-old experience of dependency among the
youth, the tower building exercise is included in the entrepreneurial
motivation labs. The focus of the exercise is to highlight the concept of
help, encouragement, confidence, value orientation, insight into goal
setting, self-study, etc. The specific objective of using this exercise in
EMT is, however, confined to few aspects only. -
*
Adopted from Trainers' Manual on Developing Entrepreneurial Motivation- Akhouri el al.
NIESBUD New Delhi 1987
D-IG
£- $
Objectives:
To help tiie participants:
(a) understand the goal-setting behaviour in task performance.
(b) internalise the process of helping behaviour and its
consequences -on performance:
t
(c) understand value orientation and its relation to entrepreneurial
performance; and
(d) understand the fact that everyone has certain strengths and
weaknesses which should be viewed as resources and
limitations in solving problems.
Time Required:
One hour to two and a half hours.
Material Required:
(i)
(ii)
(iii)
About 25 wooden blocks (cube-shaped) with plain surface of 5 sq.
cm. each.
Blind-fold or clean handkerchief.
Observation sheet.
Procedure.
The exercise is organised in small groups consisting of five persons.
Three of* them play roles of three members viz the Manager, the
Supervisor and a Young Worker. The remaining two in the group
function as observers. Each group is provided with 20-25 small (5 sq.
cm.) wooden cubes. The task before the group will be to construct a
single column vertical tower by the non-operative hand under the
blind-folded condition. The height of the tower at the end of the Sth
minute will be the indicator of the standard of the performance by the
small group.
The exact set of instructions that a facilitator may provide before
starting the exercise, however, may be as follows:
"We are now going to participate in an interesting exercise. We
shall divide ourselves in small groups of 4 to 5 members each.
In each small group, one person will play the role of a manager,
another person that of a supervisor and the third that of a
young worker. The remaining one or two members will be
observers. The worker is required to build a single column
vertical tower by using the wooden cubes provided to each
group. He will be blind-folded and will work with his non
B-17
operative hand i.e. left hand if he is a right hander or vice
versa. There is no instruction to the manager and supervisor as
to what they will do. Only there is a limitation that they can't
construct the tower by themselves. They are not permitted to
touch trie cubes. Rest can do whatever they like. The number of
cubes in the tower will be counted at the end of the Sth minute
to determine the comparative height of the tower.
Here is some additional information. We had found that a boy
with an average ability can build a tower of upto 12 cubes under
similar conditions.
You will start the game only after I give the 'go' signal and will
not be permitted to continue construction after the time of 5
minutes is over."
The facilitator gives separate instructions to observer(s) indicating
that they will be observers and will not interact with other members of
the group in any other way. They are instructed to observe decision
making process, i.e., encouragement given and received, guidance and
direction offered and received, and differential levels of self
confidence in the worker.
Before the exercise starts, the manager, supervisor and worker are
asked to record, on separate sheets, their estimation of how many
blocks they expect to pile up in the given time and condition. This is
done separately by all the three members without any discussion. Then
their individual estimates are made known to each other and they are
asked to mutually discuss and arrive at a common target before the
work starts.
The data are recorded as follows:
TOWER-BUILDING DATA SHEET
Item
Round/
Group I
Mg
Sup
Wr
I.
Goal Estimation
II.
III.
IV.
Goal Agreed
Goal Achieved
Observers Rating
(rounded average out of total 5)
a. For Influence on Decision Making
b. Guidance and Direction
c. Encouragement
d. Worker's Self-confidence
Time Taken
V.
B-48
Round/
Group II
Round/
Group III
Processing:
The facilitator draws the attention of the participants to various
implications of the data thus recorded. He raises questions and helps
the participants in understanding and internalising the experiences
around the following issues:
We tend to perceive handicaps, shortages, (blind-folded, non
operative hand, etc.) more readily than assets and strengths (sense
of touch, concentration etc.) present in the situation.
_
The thought processes once dominated by considerations of
handicaps, tend to get conditioned in that direction.
_
The more we tend to give guidance and instructions, the more we
create dependency.
Dependency results in loss of initiative and erosion of problem
solving capacity, confidence, and concentration which causes more
and more dependency.
The discussion will help participants to internalise various factors in
the decision-making process that influence performance, to
differentiate between guidance, encouragement and diffusion of
confidence, to understand the significance of ’goal setting’ and
'expectation' in task performance and to plan strategy to overcome
handicaps and shortcomings with the help of existing strengths and
assets.
Variations:
(1) The exercise may be played using either one group at a time, or all
groups at the same time.
(2) Different groups may be given a different set of roles; one group
may comprise father, mother and child, while another group may take
up the role of manager, assistant manager, and worker, etc. Depending
on the situation, two players can also play the game.
B-49
PRODUCT MANUFACTURING EXERCISE’
This exercise is organised in the EMT Labs to explore the
achievement motive and to measure its intensity in an 'action situation'
as well as its relationship to economic productivity. Through the
exercise, a situation is created in which participants are expected to
plan and ac,t in a way that ensures success. The entire achievement
syndrome is simulated in the exercise.
Objectives:
To help the participants to internalise the thought processes
related to high need for achievement.
(b) To give them practice in achievement planning.
(c) To help the participants understand the dynamics of goal setting.
(d) To make them aware about the factors influencing the outcome.
(e) To experience the use of help and resource for achieving goals.
(0 To learn the consequences of planning, feedback, and flexibility in
terms of success.
(a)
a
e?
96
Fig. i
LI
I
5-
*
Adopted from Trainers' Manual on Developing Entrepreneurial Motivation- Akhouri et al.
NIESBUD New Delhi 1987
B-50
Time required:
Two and a half to three hours for 20 participants for two rounds of
play and discussion.
Material required:
w
(ii)
Glossy paper sheets of 25cm x 20cm size and one side printed or
coloured. Approximately 100 such sheets will be required for
each round.
Data record sheet for each participant.
(iii)
Black-board/flip-chart.
Fig. 2
20 Cm
20 Cm
25 cm>
Blank Side
Printed Side
Procedure:
i)
Facilitator introduces the exercise by saying
"You are going to participate in an interesting exercise in which
you are to assume the roles of an owner, manager and a worker
simultaneously. Yours will be a manufacturing enterprise. The
product that you have to manufacture is a special type of boat
called Shallow Water Boat (SWB). This is a defence item. Defence
Department (here the facilitator) will supply the raw-materials at
the rate given below and on the basis of final estimate made by you
before the start of actual manufacturing. Otherwise raw-material is
not available in the open market. The finished product i.e. SWB
will be purchased by the Defence Department (facilitator) on the
price given below provided it meets the following standard:
B-51
—
The two outer sides of the SWB are coloured/printed (as the
case may be).
—
The three comers of the boat are sharp.
—
The middle comer is just coming out of the two folds.
In case of falling short of any one of the three standards, the
Department will reject and refuse to buy the product. Once
rejected, the product (SWB) can’t be sold in the open market for
any price since there is no buyer. Both sub-standard product and
unused raw-material will be a waste and a loss to you.
You will be given 5 minutes to manufacture the product. After 5
minutes, you are not permitted to touch the materials."
Following this, the facilitator displays the Information Sheet:
INFORMATION SHEET
A.
B.
c.
D.
Average time required for manufacturing
single unit under normal condition
Cost of Raw-materials
— When you buy 3 or less
— When you buy 4 to 7 units
— When you buy > 7
The sale price of finished
goods with quality
The cost of changing the
preliminary estimate will be
calculated
50 Seconds
@ $ 10,000
$ $ 9,500
@ $ 9,000
each
13,500
each
@ $
@ $ 500 for
unit difference
between 1st and
the final estimate.
5 Minutes
E.
Time given for Manufacturing
ii)
Facilitator will explain the technology of making SWB by
demonstrating each step. After this, the participants are asked to
record their first estimate.
Hi) The facilitator will invite participants to take up time trial. The
sheets (raw-materials) will be supplied free for the trial. The
participants will try to make the boat and the facilitator will
B-52
announce the time with an interval of 30 seconds. Each
participant will be advised to record answers to all questions
under time trial given in the performance sheet.
iv)
The participants will be instructed to make the final estimate, and
complete the C & D part of the Performance Sheet.
V)
The facilitator gives time for any preparation they want to make
and then distribute the raw-material (sheets) as per final estimate
and announce the time of commencement. Then he will keep on
announcing time with an interval of 30 seconds or one minute as
has been agreed upon. At the end of 5 minutes, the work stops,
the facilitator then goes for quality inspection. The participants
are advised to answer questions under D E & F of the
Performance Sheet. Discussion is initiated openly.
Processing:
Following the exercise, the participants discuss their performance
together. The facilitator helps them to focus on their behaviour
regarding their goal setting, risk taking, realistic self-appraisal, use of
feedback to improve performance, and the- effect of task involvement
on performance. While discussing the actual behaviour of individual
participants, they are called back to- help them internalise the
intensity of achievement motive in manufacturing situation and its
relationship to economic productivity.
After processing, the same exercise can be repeated. This will
improve the group performance and set confidence in them that the
performance can be improved through achievement planning.
B-53
PERFORMANCE SHEET
A. First Estimate
1.
2.
3.
(1st Estimate)
How many do you plan to make in five minutes?
How confident (in term of %) are you?
Why do you think so?
%
B. Time Trial
How much time did you take for
1.
manufacturing one unit?
2. To what extent (in terms of %) did your product
meet the quality requirement?
Sec/Mints.
C. Revised Estimate
1. How many now, you decide
to make in 5 minutes?
2. Why do you think so?
3. Difference between 1st & revised estimates
in terms of number of units
(Fina
Estimate
D. Estimated Investment
1. Price of raw-materials
(As per final estimate)
2. Cost of change in the first & final estimate
(if any)
E.
$
$
Total. Investment
Return
1. How many did you make in the given 5 minutes?
2. How many could you sell?
3. Income from sale
F. Profit & Loss
1. Deduct sales price (E3) from the
sum of the cost of raw-materials
(DI) and cost of change in estimate
(Do) i.e. [E3 - (D j+ Do]
9.
$
$
$
G. What according to you cause (s) the
profit or loss?
1.
3.
5.
X
X
2.
6.
8.
10.
13-54
or
Profit
.Loss
Directions for Making the Shallow-Water Boat
These are directions for making a Shallow-Water Boat. Foi each step there is
a picture shovwng what to do. and another picture showing what it should then
look like. There are nine steps.
Start work keeping the printed side up facing you.
YOU
A
1. Fold AB to CD.
C
It should now look like this
J
F
E
2. Keeping this folded side up. fold in along
JG and JH so that E and F meet at point K.
B-55
G
K
X
H
make sure there
is a point here
/
It should now look like this
M
L
3. Fold the loose ends N+P in opposite
direction at the mark LM
It should now look like this
While folding
N
After folding
4. Fold the two loose comers (on each side) against each
other
While folding
After folding
5. Hold it in hands with the open side (R) down. 'Open up R
with your fingers, and keep pulling it apart until the points
S and T meet.
/\/ /^7
S
R
B-56
T
Turn the paper so S is facing up and T is underneath. It
should now look like this
s
u
6.Fold up S to U and T to U
ST
T
It should now look like this
While folding
\
S
SU
After folding
7. Hold in hands, with the open side, V, down. Open Vwith
your fingers and keep pulling it apart until the points W
and X meet. Turn the paper so W is facing up and X is
underneath.
It should look like the diagram shown here
B-57
W
"■X
V
8. Grab Y (front and back at the left to point) with
left hand, and Z (front and back at the top right
point) with right hand and pull apart as far as it will
go-
It should now look like this
9. Stand it up. You have finished making your
Shallow Water Boat
Quality Control Points for the Shallow Water Boat
1. The printed lines must appear on the outside
(bothsides) of the boat.
2. The middle point must be a point, not a curve.
3. The middle point must come even with or above
the sides of the boat.
B-58
.Z
N
j^T-
CONVINCE AND CROWN*
Objectives
(a) To provide an understanding of the process of influencing others.
(b) To understand one's own need to influence an organisational
setting and experience its consequences in terms of one's own
and organisational goal.
(c) To experience the superordinate goal and to modify the intensity
of self goal.
Participants are introduced to the idea that often one is required to
influence others and entrepreneurs are often engaged in influencing
customers and the members of support and service agencies. They are
also required to influence workers of their organisations. It may
therefore be important to understand the process of influencing and
experience success by practising the known methods/process.
Fig. 1
*
Adopted from Trainers' Manual on Developing Entrepreneurial Motivation- Akhourl et al.
NIESBUD New Delhi 1987
B-59
Time Required
Approximately fifty minutes.
Material Required
A small 'model mike’..
Procedure
The facilitator divides the whole group into small groups of six to ten
persons. Out of these, one group is brought to the centre and its
members asked to sit in a circle. The members of the other groups
become the observers. They are asked to note, but advised not to
speak. The facilitator then explains the game as follows:
Your group will discuss the topic announced to you. (A debatable topic
selected should be related to the job/area of work of the participants.
For example, in an EMT laboratory the topic can be 'Banks are one real
hurdle in developing entrepreneurs'.) While discussing the topic, you
have to convince your colleagues about your view-point. For your effort
to convince others, each one of you is going to be awarded. These
awards will be in the form of red stars given to each speaker. The
system of awards is as follows:
For speaking first time in the group
For speaking second time in the group
For speaking third time in the group
For speaking fourth time in the group
For speaking fifth time in the group
-5 stars
-4 stars
-3 stars
-2 stars
-1 Star
After the fifth time, you will not get any stars, but the frequencies of
speech will be counted.
The member with the maximum stars will be elected as the leader of
the group. Accordingly, the total number of stars obtained by each
group will be counted. The group with the maximum stars will be
declared as the winning group and the leader of that group will be
crowned.
Instructions to be followed
There are some rules every member has to follow:
1. One can speak only when the ’model mike' is in his hands.
2. One can give this model mike to anybody he likes but can't ask for it
either verbally or through non-verbal signals.
B-60
3. One can snatch away the model mike from the hands of other.
However, in that case, the group loses two stars for each snatching,
but there is no loss in the number of stars allotted to individuals.
Variations
It is possible that in one group more than one person gets the same
number of stars. In such a case, the facilitator allocates more time to
those members only and counts the frequency of speaking by each
member in the given period of time. On the basis of the number of
times one speaks, (taking the model mike in head), the leader will be
decided. The rule of snatching will continue in this case as well.
In case two groups get the same number of stars, the leader of these
groups will be called for further discussion and on the basis of
frequency count of speaking, the final leader will be decided and the
group will be crowned.
Fig. 2
B-61
A
Background Notes
The exercise provides opportunities to develop one’s ability to
convince and leadership qualities. It also helps the participants to get
some insight into the positive ways of influencing others.
A successful leader always has a positive way of approaching others.
The positive approach is only possible when a leader possesses and
demonstrates the following:
Sincerity of purpose: This shows concern and gets communicated to
the audience. Leader starts the process of listening and also presents
his view-points clearly.
Positive listening: Another feature which is necessary is to understand
the others' view-point and then present one’s own view-point. This
helps in convincing.
Empathy: A unique quality that helps in understanding others. Any
evidence of empathy displayed by the leader has a magical effect on
listeners. They are impressed by such observations.
Assertive: The leader should be able to present his point of view by
taking the initiative and should be able to convince by being logical.
Factual and logical: In order to convince, the leader may have to quote
facts and present his view-points in a logical way based on factual data.
This helps the listeners to decide in favour of the leader s stand.
Respect/acceptance of other view points: The leader should have
respect for the view-points of others and demonstrate tolerance and
patience to accept their ideas though he might disagree with them.
This starts a process of change in the group.
Mutual concern: A leader is effective if he can display a concern for
superordinate goal for which the group is discussing or working. This
makes him acceptable even if people disagree with his ideas or logic.
All these qualities are demonstrated in this exercise. The facilitator
should be able to conduct the exercise in such a way that all these
aspects of leadership and influencing process are demonstrated and
also bv picking up the participants own experiences during the
exercise.
B-62
-A.—
CREATIVITY AND PROBLEM SOLVING
as a discovery of something that is novel,
Creativity is often referred to
■ economical or elegant or valuable. The
but also useful or relevant, or
"-.MT, invoives divergent thinking, the seeking of relationships
process
between previously unrelated concepts or frame of re^eren
,
exnloring the under-known. It has the characteristics of wide search
0/exploration, leaps of imagination, incubation and sometim
•ir'nplv fresh insights Every entrepreneur/self-employed person
Sd Sgb ened rfaUve proSem solving abWty. tneidently. it has
S“n fou^d that creativity training generally raises various divergent
thinking, openness and fluency ability at least moderate y.
Objectives :
(a) To provide an experience of creative problem solving
to relate to things and ideas which were
(b) To help participants
previously unrelated.
thinking and experience
(c) To offer opportunity to practice open
impact on problem solving.
(d) To remove the barriers of creative thinking, if any.
*
Adopted from Trainers' Manual
NIESBUD New Delhi 1987
on Developing Entrepreneurial Motivation- Akhoun et al.
B-63
I\\ Yet?-
I: THE NINE DOTS PROBLEM
Material:
4-
Nine dots printed on paper and pencil.
Time Required:
30 minutes.
Procedure :
1. Distribute the sheets on which nine dots are printed.
2. State the problem as ”to join all the 9 dots with the help of only 4
straight lines without lifting pen from beginning to end. Retracing
of a line is not permitted. But crossing of one line by another is
allowed".
3. Give them 10-15 minutes time to solve the problem.
4. Display the solution to the entire group if solution have been
worked out by one or the few of the participants.
5. In case the group fails to solve, display the solution on board.
B-64
AVVUi-
START
FINISH
Processing
Discuss with the group on what happened in arriving at the solution.
What blocked the growth of creative thinking. The group may be
helped to identify the barriers like -self imposed and pre-conceived
notion, evaluating too quickly, fear of looking like a fool. etc. Role of
openness that provides wider space for trial and experimentation
rather than trying the set pattern within limited space. Problems
always have less limitation than the available opening for solution but
these areas are unknown, unfamiliar and deviation requires creativity.
II. COUNTING SQUARES
Material required :
Printed square sheet and pencil
Time required :
25 minutes
Procedure :
1. Distribute sheet on which square boxes are numbered A to P with
4 equal rows and 4 equal columns.
2.
Ask the participants to count the number of squares they see and
write it on the paper.
B-65
A
B
c
D
E
F
G
H
I
J
K
L
M
N
O
P
3.
Let the participants disclose the answer after ten minutes.
4.
Write the answers on black board.
5.
Indicate the right solution if any participant could work it out.
6.
Continue the exercise till correct number is perceived by the
group.
7.
Present the solution if no one could work out correctly.
Processing :
Discuss with the group variations in the answers? Where did we
miscalculate our counting? What may be the blocks within us which
restrict us to see only what we want to see? Seeing something beyond
the limit generates creativity.
Solution.:
Squares of one box (A top)
Square of 2 boxes
ABEF, CDGH.
IJMN, KLOP
BCFG. JKNO,
FGJK, EFIJ
GHKL
Square of 3 boxes
ABCEFGIJK
BCDFGHJKL
EFGIJKMNO
—16
FGHJKLNOP
Square of 4 boxes
ABCDEFGHIJKLMNOP
—1
Total
30
B-66
Ml
m. THINKING PROBLEM
Material Required :
Printed pictures with briefing.
Time Required :
30 minutes.
Procedure:
1. Divide the participants into two groups.
2. Distribute the first picture with briefing to one group and the
second with a different briefing to other group.
3.
4.
Ask them to write on the basis of briefing
Encourage the participants to reveal what they have written.
Reverse the process.
6. Disclose to the participants that they have the same picture with
different cues.
Processing :
Generate discussion on why we view differently the same object but
different cues. Does the individual thinking channelise our covert
action?
Generally working at things in different ways open up a whole ran^e of
alternate actions and possibilities. Through this process, possibilities
are made to be innovative and creative.
What do you think the pretty young lady in the furcoat and turning her
face away is thinking? Think for two minutes and then write.
5.
B-67
What do you think the ugly old woman having no teeth and black shawl
is thinking? Think for two minutes and then write.
B-68
SECTION - C
ENTERPRISE LAUNCHING
& RESOURCING
This Section provides content and methodology for:
•
Opportunity Sensing - scanning, idea generation and project
identification
‘
.
•
Formulation of Business Plans/Project Reports
Resourcing
Industrial Commercial Laws and Insurance.
•
Size, Location and Layout
•
Setting up an enterprise.
c-i
ENTERPRISE LAUNCHING &
RESOURCING
The opportunity exists in the society but not all of us
are sensitive to it. Most groups in the society can
perceive only the obvious and traditional openings of
earning. Similarly, the resources are also available
but very few attempt to make use of these resources.
Besides economic insight for sensing opportunities,
prospective entrepreneurs may have to develop
capability of selecting, suitable projects, formulating
project reports, arranging plants, machinery, etc. and
availing existing facilities and resources relevant to
launching of enterprises. These are to be developed
through training interventions.
Enterprise launching and resourcing, therefore,
requires a lot of insight and capability which can be
developed through efforts and purposive interaction.
Besides training, interfacing with various input giving
agencies and fellow entrepreneurs improve such
capabilities remarkably.
C-2
OPPORTUNITY SENSING
Training Objectives:
.
Develop foresight and skiUs of the participants for sensing and
identifying sound business opportunities.
•
Enhance their ability to identify appropriate projects based on
entrepreneur’s capabihties and resources available in the environment.
Trainer's Notes:
To be a successful self-employed person, it is necessary to have the
foresight and quality of sensing opportunities. It is an important
entrepreneurial function which calls for the ability and eagerness to
perceive and receive the curious signals, sieve and process them for
arriving at a final decision in favour of an idea/enterprise. A self—
employed person searches for, and identifies an opportunity before
working energetically to convert it into a business reality. Opportunity
is a result of interaction between-the need of the society, capability of
the entrepreneur and resources available in the environment. He does
this by being alert to the world around him. The process of
'opportunity sensing' involves three steps:
(a)
Scanning the Environment;
(b)
Idea Generation; and
(c)
Product Identification.
SCANNING THE ENVIRONMENT
Scanning of environment refers to the understanding of socio-culture,
economic, technological, fashion and even the changing life style and
aspirations of local people. It is not a matter of just observing the
obvious in the environment but sensing the emerging opportunities
out of the interaction of such futuristic/emerging needs of goods and
services which otherwise are not perceived by general masses.
Scanning of environment is done by collecting information from
various sources.
7
C-3
Personal Informal Sources:
iFamily
ii.
iv. Colleagues
v.
vii. Employees
Customers
Salesmen
Personal Formal Sources:
ibankers
ip
Friends
Social contacts
Business Councillors
Impersonal Written Sources:
iMagazines
ii.
iv. Newsletters
v.
Impersonal Oral Sources:
iTrade shows
iii. Professional
Organisations
iii.
vi.
Journals
Newspapers
ii.
iv.
v.
iii.
vi.
Books
Catalogues
Seminars/Workshops
Small Business Organisations
Suppliers/Dealers
One should use as j-----many sources as possible for the purpose of
scanning the environment.
. IDEA GENERATION
The emlronmenf scanning- as described earlier will result In the
“ed^eTS:^^1^5 OUt °f-hiCh b~
:nan“:
number of ways of idea generation. Solving people's problems:
Listening to a housewife wishing
• for a water filter which should be
attached to the faucet to give
direct supply of filtered water gives
a business idea' for a new water
filter.
Combining two or more ideas:
Selling different items in one shop
3
presents the 'new idea' of a
departmental store.
New ways of doing old things:
Popularising gas lighter as
substitute for match box for
. lighting gas oven gives the Idea off a
new product.
Instead of selling pizza in a bakery
shop, the sale through mobile vans
C-4
at different locations gives a ’new
idea' for an old product.
Improving the product/service:
Milk which is usually supplied in
bottles when packed in sachet or
tetra-packs seen as 'new idea’
Extending somebody else's
successful idea to other settings:
The successful introduction of a
new product service gives ideas
for repeating to catch growing
market in other places e.g.
electric mosquito repellent in
most of the developing countries.
Adding new value to an old
product:
Ball point pens used for writing to
have printed name of customers
may be a 'new idea' for its use as
publicity material.
Doing market research:
Determining demand-supply gap
through market, research gives
'new idea' for new products and
services.
*Use of a hobby':
Hobby of collecting flowers may
give rise to a business idea of 'dried
flower' art objects.
Building up the skills:
Skills very often give ideas of skill
based enterprises. Typing skill can
be used for starting a typing school.
Turning waste materials into
something useful:
Availability of waste paper gives the
idea of an enterprise making paper
products.
Bringing ideas home
from holidays, visits:
Difficulties faced in arranging
accommodation during holidays/
visits may give rise to an idea of
starting a travel agency, providing
these facilities.
Brain storming:
A group of persons sit together and
generate as many business ideas as
possible. One idea leads to another.
C-5
Ideas that appear to be crazy may
prove future boon.
Checking published lists:
Several publications list down
business opportunities. Scanning
such lists gives ’business idea’s.
Talking and listening to people:
By being a keen listener, one can
find out what people need or what
new suggestions they have to offer
for setting up new ventures.
Day dreaming and fantasising:
This may sound funny but can be
very useful for generating business
ideas. Variety of video games are an
example.
Understanding what things
do rather than what they are:
Attractive glass container has a
function of carrying wine but often
used as decoration piece.
Thinking of product use with
change in size and shape:
Take the case of a plastic paper
weight. Reduction in size gives an
idea of a dice; whereas an increase
in size may lead to the idea of
plastic stool for drawing room.
Commercialising inventions:
Inventions in the laboratories may
give ideas for their commerciali
sation.
Yellow Page Directory:
Yellow Page Directory often
describes products and services.
This may also help in generating
ideas of repeating or evolving
substitutes for these items in
different locations or combining
many of them under one venture.
Changing fashion and life style:
Changes in fashion require new
.products and services - short hair
style of ladies leads to the need for
more 'ladies hair cut saloons.'
Cluster of business:
Certain areas are famous for
industry/business in cluster. More
C-6
business ideas can be used due to
the availability of the skills and
customers in that area.
Multiple use:
Certain uses are conveniently
combined giving ideas for new
products e.g. nail cutter with bottle
opener in a key ring.
PROJECT IDENTIFICATION
A sound business opportunity is the resultant of appropriate
interaction between the need of the society, capability of an
entrepreneur and resources available in the environment. The idea
thus generated (in the previous exercise) needs its conversion into
exact entrepreneurial/business opportunities by the interaction of the
need, capability and resources.
Dynamics of Project Identification
Need of the Society (People^
Entrepreneurial
Opportunity
Capability of Entrepreneurs
Resources available in
the Environment
i) Need of the Society (People): An idea may be very good but for
converting it into an entrepreneurial opportunity, people must feel its
need. If the need has not been felt, the idea will remain dormant till
efforts are made to convert this heed into a felt need in the society. In
case such felt needs already exist, the job of the entrepreneur is
comparatively simple. But before finalising the project such needs of
C-7
the society should be ascertained through various means as described
earlier, (see 'Scanning')
ii) Capability of Entrepreneurs: Prospective self-employed persons may
possess a variety of capabilities and potential due to different family
background, previous experience, exposures and personality traits.
These varied capabilities make an entrepreneur more suitable for
certain projects and less capable for others. These require careful
matching with the existing and desirable capabilities of the
entrepreneurs for pursuing the given business opportunities.
iii) Resources Available in the Environment: In order to convert ideas
into business opportunities, certain resources are required. These may
be in terms of finance, raw-material, technology, infrastructural
facilities, physical features, climate and skills. For final identification of
the project, it is necessary to list the type of resources required and
also the kind of resources available in the environment and which can
be procured.
Trainer's Interventions:
To provide insight and skill for sensing business
opportunities, training activities may be organised under
three steps.
The First step will include the assignment of listing of
items/goods and services used or likely to be used in
future. The participants will do such listing through
personal contacts and/or by referring to written and oral
sources of information, (refer to section on 'Scanning')
The Second step will involve dividing people into smaller
groups of 4 to 5 for brain storming and discussion to name
various business ideas under few headings provided to
each group. These headings will be distributed to the
groups out of the list of items provided under the
preceding step.
Once the group has completed the list, ask individual
member to select 4 to 5 ideas out of the total, which
interest/attract them the most as an entrepreneur/selfemployed person.
C-8
f
a
In the Third step, the participants will work as individuals
or in (new) groups consisUng of members with the same
business ideas. The member(s) will now list and give
weightage to various items under the categories need,
capability and resources. They will be assisted to match
the existing and required level in respect to each group to
finally identify a project.
Business Idea.
A. Need of the Society (People)
Not felt but
~
possibilities remain in future
Felt
B. Capability
Present in the
Entrepreneurs (you).
Rank the intensity
present out of the
total 100
Required for the Business
Idea. Rank the intensity
required out of the
total 100
100%
100%
C. Resources
Present in the
Environment.
Rank the extent
out of total 100
Required for the
selected Business Idea.
Rank the extent out
of total 100
100%
C-9
100%
FORMULATION OF BUSINESS
PLAN/PROJECT REPORT
Training Objectives:
• To highlight the significance of business plan/project report in setting
up an enterprise.
• To apprise the participants of the steps in the preparation of a
business plan/ project report.
• To discuss contents of a business plan/project report.
• To determine various project details like size, plant and machinery,
labour, raw material, implementation schedule, profit generation stage,
etc.
Trainer’s Notes:
A project is a planned activity. The business enterprise which an
entrepreneur will set up, if based on proper planning, becomes the
entrepreneur's project. A project report is a business plan which
provides all the necessary information of the unit proposed to be set
up. It is an explanation of how an entrepreneur intends to succeed in
business in the coming few years, achieve his targets, control costings,
and maintain cash flows, etc.
A business plan will be useful to the:
a)
b)
c)
Entrepreneur
Bankers
Government Departments
The business plan should be so prepared that it provides complete
information that may be required by bankers and other agencies that
may assist in setting up the enterprise. It should inspire faith that the
entrepreneur will succeed in the business and will be in a position to
repay the loans raised to finance the business.
C-10
Steps in the Preparation of a Business Plan/Project Report:
Various steps involved in preparing a business plan/project report are
as follows:—
i r.
IDEA GENERATION
MARKET RESEARCH
PROJECT IDENTIFICATION
ORGANISATIONAL PLAN
OPERATING PLAN
BUSINESS PLAN/
PROJECT REPORT
RESOURCING PLAN
CASH PLAN
c
- (.
t
>—7
PROFIT PLAN
STEP-UP PLAN
SETTING UP THE ENTERPRISE
C-1I
74-—
BODY OF A BUSINESS PLAN/PROJECT REPORT:
The Business Plan (also referred to as Project Report) has the
following main components. However, these components may vary
from country to country in terms of elaboration, sequencing and
nature of information required.
General Information
$
&
This should include information about the product/services proposed
to be manufactured/offered; brief write-up abouf the constitution of
the firm^'organisational chart, etc.
Project Description
Various aspects required to be described are:
— Site-
pt-CLCG,.
— Infrastructural facilities available -j c Ur,
— Raw-materials required-^.
q.-- 1
— Man-power requirements., ta-a
i
— Technology selected
1
— Manufacturing processes;
— List of machinery and equipment (A— . u—-O-^-J A -x^z^C
V'o r -j-
_
»-<::2- LLC-V.<- -*
'^2-
.
i<Sl__ sl-£-
‘SH '^A-5‘1
'
.-i_ .
Market Potential
The following aspects of the market and marketing are required to be
described:
, , . /> ,
sA
— Demand and supply position — Price expected to be realised.
j—— Marketing strategy I,
C
'
^-icAd
</J ;
.
-
'V
This part of the Project Report should be able to answer questions
'
,y. ■ such as:
. xHow the products are to be sold?
kz>
'(
X-.^x’ Who would be the customers?
VYlldL pucc
will be
ue vAAdAg^v*
-------------What
price will
charged *wx
for the products?
3^
i
/y /UA7^
A'
';
\Z:x-^How much will be sold in a month?
How will people get to know about the product and the business
enterprise?
How will the product reach the consumers?
C-12
;
----- OWtk-K-T
Total Capital Cost
j 1/X_ V
This constitutes two types of capital. They are (a) Fixed Capital; and (b)
Working Capital.
a) Fixed Capital: ■ It is required to acquire long life items such as;
— Land and Building
— Plant and Machinery' i r
-4= 4^-1
.
/p L^<SJ>u-
— Furniture and Fixtures— Installation cost
/'c
— Miscellaneous Items like tools, dies,^ etc^^
b) Working Capital: Besides the fixed capital cost, some funds will be
required to carry out the day to day operations. These funds are known
as 'working capital' which will be determined as follows:
Constituents of Working Capital
A.
AMOUNT
ITEMS
cL
1.
2.
3.
4.
5.
Cash in hand/bank
Raw-materials
Stocks in process
Bills receivable
Finished goods
Total Working Capital
Sources of Finance
The total fixed capital cost and working capital will give the initial
amount of funds (total project cost) required to set up and start the
business. Unless these are arranged, the business cannot start
successfully. This means that the entrepreneur should now plan his
sources of finance and indicate them in the business plan.
C-13
\
Possible Sources of Finance
AMOUNT
SOURCE
1.
2.
3.
4.
Own funds
Banks
Erie nd s / Rel atives
Others
TOTAL
The total Project Cost and the total of Funds available from various
sources should match.
Other Financial Aspects
A '
While setting up a business, it is necessary to determine what will be
the likely income, cost of production, profits at various stages and the
plan of repayment.
The above details c^n’-be presented in the following manner:
— Production cost
— Raw-materials
— Consumable stores
— Repair and maintenance cost
— Labour wages— Salaries - Administration staff
— Stationery and Printing
— Postage and Telegrams
— Travelling and Conveyance
— Publicity Expenses — Sales Commission
— Interest
— Rates and Taxes
— Miscellaneous Expenses^
-
•
TOTAL COST
C-14
th- ■
u Ot-
Profits
Profit Estimates:
B
— Likely Sales
Less Production Cost
A
— Operating/Net Profit
B-A = C
Less Income Tax
D
— Net Profit after Tax
C-D
Stage of Profit Generation: The minimum level of production/sales at
which there is no profit or loss is referred as Break-even Point . This
stage has to be calculated both in terms of volume of production and
quantum of sales. These are to be included as part of the Business
Plan/Project Report (Details for the calculation of Break-even
Point/Stage of Profit Generation are given later in this Chapter).
f
Economic & Social Variables O- zVh’"1 61CT7
-
A
bx.cc
The Project that will be set up may:
— generate import substitution,
25-44.
— utilise local resources,-
— deal in life saving drugs
— be an ancillary uniU
LlC
‘A
& ' / o. t-c _
•c
— produce export items
— be a technological innovation -
These factors can be highlighted in the Business Plan so that the
product or the service, when it is being appraised, gets a favourable
response.
Other Project-related Information
These details are generally given as Annexes to the main Business
Plan/Project Report. However, some financial institutions may ask for
this information as part of the Plan/Report. Here the following details
may be included:
C-15
•p
\
* Project Size: The project size should be such that it is manageable and
economical (i.e. it should yield adequate profits) and it should be
possible to set it up within the investment amount.
Following questions regarding the size may be answered:
— Do I have the quantum of money required for a project?
— Can I arrange finance from outside sources to set up the project
of that size?
— Does the project size yield profits sufficient to repay loans, pay
taxes and provide for personal drawings of the entrepreneurs?
— What are the sizes of the machines available?
— What is the break-even point?
— Does the production cost compare favourably with those of other
competitors?
— What is the total market for product(s) proposed?
— How much market share will I be able to acquire?
— How much sales can be made at the proposed price?
*Plant and Machinery: The choice of machinery will depend upon the
.. project size contemplated and the choice of technology. This is a very
crucial decision which is to be taken only once during the life time of
the project. The important factors to be considered for selection of
machinery are:
.
— Available alternatives
— Inputs required
— Availability of skilled manpower for machinery proposed
— Cost effectiveness of the machinery and likely production cost
— After-sales service provided by machinery suppliers
— Life expectancy of the machinery
— Arrangement for training for operating the machines.
* Labour Requirements: Answers to the following questions help in
determining labour requirement: -
— Is skilled labour available?
— What arrangements are required to train the labour?
— If so, where?
C-16
The labour and staff requirements are indicated as follows:
Monthly
salary
S.No.
Particulars
1.
2.
3.
4.
Skilled workers
Semi-skilled workers
Unskilled workers
Administrative staff
Number
of persons
Total
Salary /Month
TOTAL
* Raw-material Requirements: Answers to the following questions will
be helpful:
— What raw-materials are required?
— What are the sources of such raw-materials?
— Is raw-material required to be imported?
__ What is the price for each of the items 'of raw-materials
required?
S. No.
Item
Qtyrequired
Rate
Value
Remarks
> Time Scheduling: When a business is being set up, number of
situations may crop up causing delays in its implementation. Since
time is money, any delay in project implementation increases the
project cost. To keep such cost under control, a project
implementation schedule should is prepared and given. A simple
format for this purpose is described in the table.
C-17
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity
Arranging bank loans
Construction of building
Supply of machinery7
Installation of machinery
Recruitment of workers
Training of workers
Ordering raw-materials
Procurement of raw-materials
Trial run
Commercial production
Duration
Months
Against each activity, the likely duration can be indicated. Under the
month column, the commencement and completion time of activities
could be shown with the help of bars. This also helps in illstrating:
a)
Activities which should be started simultaneously
b)
Activities which may be carried out simultaneously
c)
Sequence of activities
d)
The effect of delays on subsequent activities.
CALCULATION OF BREAK-EVEN POINT
\
Find the answers to :
1)
What is the selling price per unit?
A
2)
What is the direct-cost per unit?
B
3)
Contribution per unit (A-B)
C
4)
How manv
•/ units wdll be sold in a month?
D
5)
Total contribution (CxD)
E
6)
Monthly overheads
F
7)
Likely monthly profit (E-F)
G
8)
What is the monthly sales target
H
C-18
■
/ '
4 c-
Profit = Contribution - Overheads - &
(G) = (E) - (F)
The above information is used to plot a Profit Volume Graph. Put the
figures calculated above in the appropriate boxes:
E
.F
D/12
The Profit Volume Graph shows that :
It you sell no unit in a month, what profit/loss you wall make?
ii) If you achieve the sales target (H). what, profit or loss do you
make?
iii) How manv units are needed to be sold to achieve the profit
target (G) ?
i)
Example : John wishes to sell 100 units in any one month and the
contribution per unit is $ 5. Then the maximum contribution per
month would be 5x100 = S 500. The graph will work out as follows:
C-19
(b) Estimated Demand : There are about 60 Government and quasi
Government hospitals in addition to more than 100 private hospitals
in the district.
Visits to some hospitals and medical shops revealed that the following
is their annual consumption of absorbent cotton;
1)
2)
3)
4)
5)
Hospital A 6,000 bundles of 500 grams each
Hospital B 2,000 bundles of 400 grams each
Hospital C 3,000 bundles of 400 grams each
Hospital D 3,000 bundles of 400 grams each
Hospital E 5,000 kg.
Besides, there are a number of other hospitals, viz: railway hospitals,
mental hospital, T.B. hospital, dispensaries, family planning centres
and primaiy health centres that are using absorbent cotton.
There are nearly 37 medical shops at Ranchi besides the few more
shops spread over other places in the district which are selling
absorbent cotton. The minimum sale per shop is nearly 25 kg permonth.
Considering the existing r
consumption
pattern given above, it is
estimated that the demand in the district is about" _J
25 tonnes. In the
state, there are 8 medical colleges and attached to them are 8 big
hospitals besides several dispensaries, primary health centres; T.B.
hospitals; leprosy clinics, hundreds of medical shops. The estimated
demand for the entire state would be around 400 tonnes.
(c) Availability of Raw Material : The main raw materials required are
ginned cotton and soft cotton waste from textile mills, and the first
cut lint from the cotton-seed oil extraction units. About 6 lakh acres of
land is under cotton cultivation in the district itself, producing
approximately 18.000 tonnes of cotton in addition to the cotton grown
in the adjoining districts. Soft cotton waste to an extent of 200 tonnes
per year is also available from three large-scale spinning mills and six
small-scale units in the district. .
The process suggested in this study is on the basis of utilisation of
50% raw cotton of short-staple variety and 50% cotton waste. It is
expected that about 16% of raw cotton and cotton waste will be
wasted during the various stages of manufacture. To manufacture
16,750 kg of absorbent cotton per month. 10.000 kg of raw cotton
and 10.000 kg of soft cotton waste are needed. Both are locally
C-24
available. The chemicals such as bleaching powder, textile soap,
whitening agent, sulphuric acid can also be obtained from the local
markets.
(d) Distribution Channels : As absorbent cotton is a dispensing item,
it is generally sold in medical shops. The manufacturing units will have
to allow some discount to the sellers. The range of discount may vary
from 10% to 15%. Salesmen have also to be appointed as the product
has limited use. As Governments and quasi-Govemment agencies are
the bulk consumers of this product, the manufacturing unit should
first establish contacts with them. As the prices of raw cotton are
subject to severe fluctuations, cash sales should be done to the extent
possible. However, short-term credit facilities may also be allowed in
case of assured markets and to have good contracts with the dealers.
(e) Market Checking : It was observed during the visits to many
medical shops that absorbent cotton supplied by firms A,D,G, located
in other states are moving fast in the market. It is, therefore,
necessary that the product of the proposed unit compares favourably
with that of the existing suppliers both in quality and price.
Absorbent cotton is sold in rolled packets in blue-kraft paper called
'match paper'. It is very important for the new entrant to collect data
on the package practices that are in vogue in the market.
IH. Location and size of the plant
The unit requires plenty of water. It is estimated that 80,000 litres of
water are needed per day.
Considering the acute water problem that is existing in many parts of
the district, Ranchi offers the best possible location. Apart from the
water facility, it is a commercial and trading centre for cotton. Being
junction and connected by National Highway, there would
the radway
i
not be any difficulty either in getting the raw material or sending the
finished goods from this place.
' ' ' in
' i the industrial estate at Ranchi, the
Though there is space available
the industrial estate is double than the rate
water rate charged in t-_
■ !. Moreover, as the unit should have a well
charged outside the estate
and a pump-set of its own, it is suggested that the unit may be located
outside the industrial estate.
Though there is a demand for 400 tonnes of absorbent cotton per year
in the entire state, it is suggested that a plant with a capacity to
C-25
I
manufacture 200 tonnes per year, working for 300 days in a year, may
be started.
IV. Process of Manufacture* :
i. Opening and Cleaning : All cotton must be thoroughly processed
before it can be used in surgical dressing. Lint cotton contains varying
amounts of leaf and stem material which are removed by mechanical
opening and cleaning equipment. Linters must also be cleaned
thoroughly. Other grades of cotton may or may not be mechanically
cleaned, depending upon the foreign matter present.
ii. Pickering and Lapping : Cotton is further cleaned and fpade into
laps so that it can be conveniently handled in kiering, bleaching and
washing operations.
Hi. Kiering, Bleaching and Washing : The cleaned cotton material in
laps are then boiled in C vessels with lids having steam heating
arrangement. In the boiling process, the cotton is treated with 1-2 per
cent sodium hydroxide solution containing soap (or detergents) and a
sequestering agent, such as tetrasodium pyrophosphate at a
temperature of 200-250°F for 1-3 hours under pressure. This
treatment removes much of the natural waxes and oils and also softens
and disintegrates any foreign material that may remain after the
cleaning operation. It is then washed with water in the kier itself and
bleached in tanks with chemicals, such as hydrogen peroxide or
'sbdiuf, hypochlorite and treated with calculated amount of dilute
sulphuric acid to neutralise any excess of alkali. The cotton is again
washed with water. The bleaching not only whitens the cotton but also
improves its wetting properties and assists in disintegration of any
remaining foreign materials. After boiling, bleaching and washing, the
cotton is fed to hydro-extractor to remove as much water as possible,
dried in compartment driers and then picked and carded or
garnetted on equipment similar to that used in textile mills.
iv. Carding : The dried cotton is once again set through pickering and
lapping machines where it is thoroughly opened and made into laps.
The laps are fed into carding machines and taken into the rolling and
cutting machine. A sheet of paper is inserted under the laps and rolled
together simultaneously compressing the cotton. The cotton rolls are
cut into suitable lengths by saw. The small rolls are packed in blue
craft paper (match paper) after weighing.
*
From Encyclopaedia of Chemical Technology, Kirk-Other
C-26
u. Specifications : The quality of absorbent cotton is controlled
according to the IP and Drugs Control specifications and so the
Government and semi-Govemment Departments insist on such quality
The other buyers are not that particular about quality and so about hah
the existing demand is for non-standard absorbent cotton. The quality
can be controlled by the addibon of chemicals and desired blending o
cotton and cotton comber.
V. Requirement of the Unit
(i) Land and Buildings : The unit would need about half an acre to
house the buildings, equipment, laboratory and godown space for
stocking the raw cotton and cotton waste. The design of the building
and the plant may be had from the Small Business Development
Agency or from any of the existing unit outside the state.
(ii)
Equipment: Most of the equipment suggested can be obtained
from the existing textile mills on a second-hand basis and used after
necessary adjustments. It is the normal practice amongst the
absorbent cotton units to go in for second hand machinery.
Skills: The skills involved in the manufacture of absorbent cotton
are not complicated. The quality control has to be maintained as per
the Drugs Control Regulations. A chemist with experience in
is essential. Skilled workers are
laboratory andl— testing equipment
.
required for bleaching process. The other skilled workers required
are machine operators, boiler attendants and a machine-room
foreman.
(iii)
Theses skills are locally available as there are textile mills in these
areas.
CAPITAL REQUIREMENT FOR A UNIT MANUFACTURING 670 Kgs OF
ABSORBENT COTTON PER DAY
$
1)
2)
3)
4)
5)
6)
Land half an acre
Building 100 'x50' at $ 15 per sq. ft.
Well
Pump-Set
Cleaning and opening machinery, along with
pickering and lapping machine with motor at
$ 15.000 each (2 Nos.)
Kiers (Boiling Pan) at the rate of $ 3.000
each (3 Nos.)
C-27
4,000
75,000
10,000
5,000
30.000
9,000
7)I
8)I
Water tank for storage
Bleaching tanks at the rate of $ 1,000
each (5 Nos.)
9) Hydro-extractor at the rate of $ 3,000
each (2 Nos.)
10) Carding Machines at the rate of $ 40,000
each (4 Nos.)
ID Drying Oven (1 No.)
12) Boiler (1 No.)
13) Cutting Machine (1 No.)
14) Rolling Machine (1 No.)
15) Laboratory equipment
16) Weighing scales, tools and other accessories
17) Installation charges at 10%
18) Office Furniture
19) Raw Materials (per month)
(a) GINNED COTTON
10,000 kgs. of low staple cotton at the
rate of $ 2,250 per tonne
10,000 kgs. of waste cotton at the rate
of $ 1000 per tonne
(b) CHEMICALS
Caustic soda and soap
Bleaching Powder
Sulphuric acid
Match paper
Miscellaneous (gum, thread etc.)
20) Manager at $ 500 p.m. (1 no.)
21) Chemist at $ 250 p.m. ( 1 no.)
22) Accountant at $ 200 p.m. (1 no.)
23) Boiler Attendants at $ 150 each (2 Nos.)
24) Machine Supervisors at $ 150 each (2 Nos.)
25) Clerk at $ 150 p.m.
26) Unskilled workers at $ 2 per worker
per day (20 Nos.)
27) Skilled workers at $ 6 per worker
per day (8 Nos.)
28) Watchman at $ 100 each (2 Nos.)
29) Electricity 50 HP
30) Fuel at $ 30 per day
31) Water
32) Packing
C-28
3,000
5,000
6,000
1,60,000
40,000
10.000
2,000
2,500
4,000
3,000
27,950
3,000
22,500
10,000
3,000
650
200
1,500
450
500
250
200
300
300
150
1,000
1,200
200
1.350
750
25
500
Specifications : The quality of absorbent cotton is controlled
according to the IP and Drugs Control specifications and so the
Government and semi-Government Departments insist on such quality.
The other buyers are not that particular about quality and so about l>alf
the existing demand is for non-standard absorbent cotton. The quality
can be controlled by the addition of chemicals and desired blending of
cotton and cotton comber.
V.
V. Requirement of the Unit
(i) Land and Buildings : The unit would need about half an acre to
house the buildings, equipment, laboratory and godown space for
stocking the raw cotton and cotton waste. The design of the building
and the plant may be had from the Small Business Development
Agency or from any of the existing unit outside the state.
(ii) Equipment: Most of the equipment suggested can be obtained
from the existing textile mills on a second-hand basis and used after
necessary adjustments. It is the normal practice amongst the
absorbent cotton units to go in for second hand machinery.
(iii) Skills: The skills involved in the manufacture of absorbent cotton
are not complicated. The quality control has to be maintained as per
the Drugs Control Regulations. A chemist with experience in
laboratory and testing equipment is essential. Skilled workers are
required for bleaching process. The other skilled workers required
are machine operators, boiler attendants and a machine-room
foreman.
Theses skills are locally available as there are textile mills in these
areas.
CAPITAL REQUIREMENT FOR A UNIT MANUFACTURING 670 Kgs OF
ABSORBENT COTTON PER DAY
$
1)
2)
3)
4)
5)
6)
Land half an acre
Building 100 'x50' at $ 15 per sq. ft.
Well
Pump-Set
Cleaning and opening machinery, along with
pickering and lapping machine with motor at
$ 15.000 each (2 Nos.)
Kiers (Boiling Pan) at the rate of $ 3.000
each (3 Nos.)
C-27
4,000
75,000
10,000
5,000
30,000
9,000
Water tank for storage
Bleaching tanks at the rate of $ 1,000
each (5 Nos.)
9) Hydro-extractor at the rate of $ 3,000
each (2 Nos.)
10) Carding Machines at the rate of $ 40,000
each (4 Nos.)
11) Drying Oven (1 No.)
12) Boiler (1 No.)
13) Cutting Machine (1 No.)
14) Rolling Machine (1 No.)
15) Laboratoiy equipment
16) Weighing scales, tools and other accessories
17) Installation charges at 10%
18) Office Furniture
19) Raw Materials (per month)
(a) GINNED COTTON
10,000 kgs. of low staple cotton at the
rate of $ 2,250 per tonne
10,000 kgs. of waste cotton at the rate
of $ 1000 per tonne
(b) CHEMICALS
Caustic soda and soap
Bleaching Powder
Sulphuric acid
Match paper
Miscellaneous (gum, thread etc.)
20) Manager at $ 500 p.m. (1 no.)
21) Chemist at $ 250 p.m. ( 1 no.)
22) Accountant at $ 200 p.m. (1 no.)
23) Boiler Attendants at $ 150 each (2 Nos.)
24) Machine Supervisors at $ 150 each (2 Nos.)
25) Clerk at $ 150 p.m.
26) Unskilled workers at $ 2 per worker
per day (20 Nos.)
27) Skilled workers at $ 6 per worker
per day (8 Nos.)
28) Watchman at $ 100 each (2 Nos.)
29) Electricity 50 HP
30) Fuel at $ 30 per day
3 1) Water
32) Packing
7)
8)
C-28
3,000
5,000
6,000
1,60,000
40,000
10,000
2,000
2,500
4,000
3,000
27,950
3,000
22,500
10,000
-.3,000
650
200
1,500
450
500
250
200
300
300
150
1,000
1,200
200
1.350
750
25
500
33)
34)
400
500
Advertising and publicity
Repairs and maintenance
Assumptions for Cost Calculations
35)
36)
37)
38)
39)
40)
41)
L
n.
Depreciation
(a) Machinery 10%
(b) Buildings, office furniture and well 5%
Interest on total capital investment @ 10% p.a.
Pre-operative expenses $ 5,000
The Working Capital is calculated for 3 months
Insurance $ 1 % on machinery and building.
It is assumed that the unit will work for 25
days in a month.
The sale price per kg. of absorbent cotton is
expected to be $ 4.50
Fixed Capital
$ 4,000
75,000
10,000
Land
Building
Well
Machinery and equip
ment with installations)
Office furniture
3,07,450
3,000
Total
3,99,450
Working Capital (Per month)
Raw materials (19 a & b)
Utilities (29 to 31)
Wages (26 & 27)
Salaries to staff (20 to 25 & 28)
Repairs and maintenance
Insurance
Advertisement (33)
Packing (32)
$ 38,300
2,125
2,200
1,900
500
317
400
500
46,242
For three months
46.2'12 x 3
1,38,726
C-29
m.
Total Capital Investment
$ 3.99,450
1,38,726
5,000
5,4.3,176
5,43,200
Fixed capital
Working Capital
Pre-operative exps.
Total
or say
IV.
Cost Calculations
(a) Fixed Cost (per annum)
1. Interest @ 10% on total
capital of $ 5,43,200
Depreciation:
2.
On plant and machinery
and pumpset @ 10% on
$ 3,07,450
ii) On building & well
@ 5% on 85,000
iii) On office furniture
& fixtures'® 5%
54.320
i)
3.
4.
5.
6.
Salaries of office staff
Insurance
Advertisement
Repairs & Renewals
Total $
(b) Variable Cost
Raw materials
Wages of skilled and
unskilled workers
Packing
Utilities
30,745
4,250
150
22,800
3,825
4,800
6.000
1,26,890
4.58,600
26.400
6.000
25.500
5,17,500
Total $
Total Cost of Project
1,26,800
FLxed Cost
5.17.500
Variable Cost
6.44,390
Total cost
Unit variable cost per tonne : $ 2,575
C-30
V. Returns
(a) Total RECEIPTS
(b) Sale of 2.01.000 kgs.
@ $ 4.50 per kg.
Less commission- @ 15%
Net sales revenue
Less total cost
Profits before taxes per annum
9,04,500
1,35.675
7.68,825
6.44.390
1,24,435
Return on Total Investment
The break even point at 65.9 tonnes per annum means that this unit
will make no profit or loss if it is manufacturing 65.9 tonnes per year.
If it produces more than this, it will start making profits. If it
manufactures less than 65.9 tonnes per year, it will make a loss.
The break even point at 32.8% of the total capacity means that it
will break even at this capacity utilisation.
Trainer’s Interventions:
This is an important intervention in helping the
entrepreneur to crystalise his thoughts and translate his
dreams into reality. It has great practical utility. The
trainer may explain with illustrations the concept and
steps involved in the preparation of a project
report/business plan. In this process, its significance,
structure, agencies may be discussed which can help
furnish information, reference material, data requirements
and studying one or two typical business plans/project
reports.
The trainees may be assisted in the preparation of an
actual business plan/project report on a selected project.
Quite possibly, some entrepreneurs may not have decided
on a project. Such participants may select any item so that
they are able to acquire necessary skills of preparing a
project report.
If banks and financial institutions have certain
expectations/horms, the trainer may explain the rationale
behind such requirements. Involvement of a local banker
or member from a financial institution will make the
C-31
business plan/project report realistic and also help raise
funds without the usual difficulties.
The trainer will play the role of a facilitator when
participants prepare the project reports and guide them
in the collection and use of such data, their presentation
in proper format and in making necessaiy calculations.
This will build desired familiarity and provide greater
insight into the implications of any economic change.
*In case some groups are not upto the mark in respect of
calculating figures they may be given small exercises
relating to parts of a project report. For example
determining working capital requirements; sources of
finance; cost of production; profit estimates; and fixed
assets requirements, etc.
♦Exercises and assignments are most suited for certain
topics like opportunity sensing, project identification and
calculations. This must be encouraged.
♦Transparencies can be used for explaining concepts like
the flow chart for the preparation of a Business Plan/
Project Report (as included in-Trainer's Notes).
It needs to be emphasised that project report/business
plan is not a theoretical exercise for certain organisations
but is a blue print for business operations.
C-32
-4 u-..
bi
RESOURCING
Training Objectives:
• To familiarise participants with various organisations that can support
the entrepreneur in setting up an enterprise.
• To help them know about various types of resources required for
establishing anew enterprise.
• To help them understand basic start up problems and initiatives
required to overcome these.
• To develop their competency to organise all resources required for
setting up the business unit successfully.
Trainer’s Notes:
Networking of Individuals/Orgamzations
To set up a small business; particularly a manufacturing enterprise, an
entrepreneur needs to develop a network of individuals/organisations
who can help him in various stages of setting up an enterprise and
running it. Typically, assistance may be sought from the following:
— Small Business Club
— Bankers
— Solicitors
— Suppliers
— Technical Consultants
— College/University Business Deptts.
— Research Laboratories
— Exhibitions, Trade Fairs, Authorities
— Chamber of Commerce
— Entrepreneurs Association
— Trade Association
— Relatives/Friends
— Technical Training Institutes
— Small Business Development Organisations
C-33
RESOURCES
Relatives/
Friends
Small Business
Development
Organisation
Technical
Training
Institute
Small Business
Club
Trade
Association
Bankers
Entrepreneurs
Association
Solicitors
Chamber of
Commerce
Suppliers
Exhibitions,Trade Fairs
Technical
Consultant
College/
University Business
Departments
Research
Laboratories
Can you add any other in your area?
1.
2.
3.
4.
C-34
Categories of Resources
Resources may be further categorised as ★PHYSICAL RESOURCES - premises, supplies of raw materials, tools,
equipments, machinery, etc.
technical know-how, prototypes,
★TECHNICAL RESOURCES designs, technical training, etc. ■
★FINANCIAL RESOURCE - funds needed for physical, technical
facilities and inputs for the enterprise.
★HUMAN RESOURCES - workers/managers
★MARKETING RESOURCES - dealers, wholesellers, stockists, agents,
salesmen, marketing organisations, particularly those for small
enterprises, etc.
Before tapping any of the resources, it is necessary to assess the
requirements.
Ask yourself * Do I really need it?
* Can I get it now?
* Con I get it for nothing?
* What is the associated cost?
* Can I arrange it on hire?
* Can I obtain it on credit?
* Where can I buy it the cheapest?
Resourcing Fund — Without money, no progress can be made. The
start-up cash will include -
* Fixed Capital
* Working Capital
FIXED CAPITAL is the money required to buy premises, furniture and
fixtures. machinery, tools, equipments and vehicles - assets that last
long.
WORKING CAPITAL is the money required to buy raw material and foi
turning it into finished goods for sale to customers - such sales may be
on credit basis.
C-35
Working Capital is also called "Circulating Capital" or "Current Capital"
because it is required for current purposes and circulates through the
working capital cycle (also called "operating cycle" or "cash-to-cash
cycle").
Initial problems crop up because working capital requirement is
ignored or under-estimated. Lack of it gives rise to cash flow problems
as may be clear from the working capital cycle shown below:
___________________ ^.CASH_____________________
Raw
Materials
Sales to
Customers
Work in
Progress
inished
Stock
Working Capital Cycle
Fixed Capital and Working Capital give the. total start-up cash required
and can be raised as — Loans
— Risk Capital
— Grants
— Own Funds
Loans will be granted by banks. Risk capital and grants can be obtained
from Small Business Development Organisations. Loans raised are
required to be paid back, with interest.
If money is lent to the enterprise, there shall be strings attached
(conditions) like 'to be used to purchase machinery'. Make sure you
understand these conditions. It is, therefore, important to find out
before hand the terms and conditions associated with each resourcing.
Grants are usually required to be applied for in advance. For example,
there may be a grant for purchasing premises and if applied after
obtaining the premises, it may not be given.
Man and Material Resourcing — A lot of resourcing is needed to
organise appropriate work-force or a work-place. Determine the
C-36
organisational chart for managing various critical areas. Such critical
areas are — the whole business
(seeing various areas are managed)
— purchases and supplies
— manufacturing
— inventory
— marketing and sales
— accounting and finance
— personnel
— legal aspects
— public relations
Also decide the firm's constitution regarding :
— proprietorship
— partnership
— company or corporation
— cooperative society
Now look for the organisations and institutions (illustrated in the
beginning of this Chapter) from where such human resources can be
mobilised, developed or trained.
Resourcing for Premises — Look out for a location that suits your
business requirement. The space should be sufficient to take care of
today’s and tomorrow’s requirements. Probably you need reprographic
equipment, telephone, specialised machinery and services. Are you
going to own them? Or else, arrange easy access to each of your
requirements?
Trainer’s Interventions:
A transparency bn the ’’typical support system” would help
attract and sustain participants' attention. Encourage
students to add some more.
A visit mav be organised to some oi the resource
organisations where participants may collect brochures on
the type and kind of assistance offered by them and
relevant application forms. Interaction with the officials
C-37
who provide assistance and the brochures/forms thus
obtained will reassure them that such a system exists and
does respond.
The ’Working Capital Cycle’ can also be projected through
a transparency and need for optimum working capital
highlighted by discussing repercussions of having either
more or less.
The relative assessment of helpfulness and extent of
assistance rendered by each of the resourcing agency can
also be presented through an interface with an existing
entrepreneur of the locality.
C-38
INDUSTRIAL/COMMERCIAL
LAWS AND INSURANCE
Training Objectives:
•
To acquaint participants with various legal obligations that every
enterprise has to meet.
•
To impress upon them that compliance is always better in case of legal
obligations.
Trainer’s Notes:
No one is above law. Small business, particularly has been observed to
enter many grey areas resulting in penalties for non-observance of
legal requirements. Small entrepreneurs are required to, and should,
abide by the laws of the nation. They may flout the laws not purposely
but out of sheer ignorance.
A good entrepreneur should seek -reliable advice on nearly every
aspect concerning legality, liability and insurance cover.
It is not necessary that to run a business one must be a legal expert but
one must have sufficient background to discuss legal needs
intelligently with various parties.
Some typical legal aspects relevant to entrepreneurial pursuits are:
Taxes
— Corporate tax
— Value added tax/sales tax
— Customs
— Excise
— Income tax
Constitution of the Firm
— Partnership
— Proprietorship
— Cooperative Society
— Corporation/Limited liability company
C-39
Banking Laws
Insurance Laws
Labour Laws
— Contract labour
— Employee benefits
— Health
— Safety
— Industrial and occupation hazards
— Industrial disputes
— Child labour
— Minimum wages
— Unions
— Bonus
— Compensation
— Trade unions
— Women employees
— Payment of wages
Partnership Act
— Rights and obligations of partners
— Termination and dissolution.
Patents, Trademarks and Copyrights
Sale of Goods Act
Renting, Hiring and Leasing
Constitution:
Regarding constitution of‘ the firm,, the entrepreneur should make
choice at the beginning can save much
careful decisions. Proper
1
trouble and expenses later. It could also be used' as a tax-saving device.
Health Care and Working Conditions:
Health care in a manufacturing enterprise implies that premis>es,
. Most
through
equipment, etc. should be in good condition.
------ countries,
-laws, have laid down the minimum requirements with regard to
industrial safety, health and the welfare of employees, with a view to
reducing accidents and occupational diseases. Ultimately this is goo
for you and your enterprise as well.
C-40
A good working environment attracts better employees, improves
productivity and impresses visitors. Regular inspections reduce health
hazards at the work place and facilitate the work of the employees.
Typical features of a good working environment are clean air, adequate
lighting, correct temperature, low noise level and ergonomically sound
working conditions.
Insurance:
Various assets in the enterprise like machinery, equipment, furniture,
stocks, etc. need to be adequately insured. This small payment can
save from total ruin arising out of:
theft
pilferage
fire
food
earthquake
riots
civil commotion
— accidents
The banks may insist upon insurance of items against which they have
given loans. Do not try to save this small expense. It will be penny wise
and pound foolish.
Trainer’s Interventions:
To be effective, it is suggested that the trainer collects
some industrial and commercial laws specifically applicable to the country and self-employment. They may be
used as illustrations for training purpose. The content of
the Trainer’s Notes are just indicative since laws vary from
country to country and also in different parts of the same
countiy.
C-41
I4-
SIZE, LOCATION, LAYOUT,
SANITATION Etc.
Training Objective:
To highlight the importance of size, location, layout and sanitation in
both planning and implementing the project.
Trainer’s Notes:
hile establishing the unit, an entrepreneur is required to pay
attention to various aspects like size, location, layout, sanitation, etc.
Such factors should preferably be considered by him at the project
p anning stage and need to be taken care of at the project
implementation stage.
Size
The various factors to be considered in determining plant size have
been highlighted m the Chapter "Determining Project Size'. Size
would also encompass factors like the land, building, etc.
Land size should be such as to take care of storage of raw materials and
imshed goods as well as construction of factory for
processing/manufacturing. Its size should be such as to take care of
present and future requirements for expansion. This would also apply
to the building which may be constructed/rented.
Location
Proper location of an enterprise is crucial for its success. Raw
material, skilled labour and market are the factors that help
production in a manufacturing unit and should be available near the
location of the proposed unit. Location of manufacturing
establishments would depend upon their type which could be:
— Resource based
— Demand based
— Skill based
— Foot loose
C-42
For resource based units like agro-industry, nearness to raw material
is a definite advantage. Thus a sugar factory should be located near
si igor-cane growing area. Otherwise transport cost for raw material
will be high. Similarly, for demand-based industries location near the
market is advisable, and for skill-based industries like gold
erhbroidery, locate the unit in a place where such skilled workers are
available.
A unit located in a residential or commercial area has to take note of
the local bye-laws and should not be a nuisance to the neighbourhood
in terms of pollution (including sound), work force, transport
bottleneck, etc.
Layout
Layout can be for (a) workshop (b) workplace. Workshop layout is the
way in which machines, work-benches and storage places are placed
in relation to each other in a workshop. Good layout would ensure that
men, materials and work flow easily. Bad layout will increase the cost
as the space and labour required will be more. Time wasted in moving
and handling adds to the cost and not to the value of product. Even if
best layout is not possible, an. .improvement can always be attempted
through better planning.
. .
To take an illustration, the flow of operations in a floor mill or mineral
grinding unit shall be:
Raw materials
Pulverising
Cleaning
Sieving
Of the following layouts (A/B) of machinery which is better ?
Cleaning
Bagging
Cleaning
Pulverising
Sieving
Pulverising
Bagging
Sieving
B
A
Obviously B is better
Workplace layout is the way ini which tools, materials and finished
products are laid out at the place where work is done. This is equally
important as the workshop layout. In a good workplace layout, tools
like spanners, screw drivers, measuring gauges, etc. are kept at their
C-43
ft'"'ct
'Ta:
p Y*<r
C
s, K <rx_l
K^o-y-
<? t/xvy' rua r tci -
proper places and within easy reach to save time and efforts of the
worker.
Sanitation Working conditions must be congenial. Thus, bad lighting would result
in bad and slow work. Passages full of materials and rubbish can cause
accidents and disease. The absence of guards on machines, lack of
goggles for welding make working dangerous. Suffering of workers
increases entrepreneur's cost. He should ensure sanitation and
congenial working conditions in terms of adequate ventilation,
decreased noise and vibration to enhance productivity.
Trainer's Interventions:
Lecture and discussion. Illustration of local industrial, and
commercial laws will make learning more vivid.
C-44
71
STEPS IN SETTING UP A BUSINESS
ENTERPRISE
Training Objective:
• To make the participants aware of the various steps involved in setting
up an enterprise.
Trainer's Notes:
The steps in setting up a small industrial enterprise are:
1)
Decision to go into business: This is the most crucial decision a
youth has to take, shunning wage-employment and opting for selfemployment/entrepreneurship.
2)
Analysis of Strengths/Weaknesses: Having decided to become an
entrepreneur, the young person has to analyse his strengths/
weaknesses. This will enable him to know what type and size of
business would be most suitable. This will vary from person to
person.
3)
Product Selection: The next step is to decide what business to
the product or range of products. The level of
venture into
activity will help in deciding the size of business and form of
ownership. One could generate a number of project ideas through
environmental scanning, short list a few items, closely examine
each one of these and finally, select the product/service.
Market Survey: It is easy to manufacture an item but difficult to
4)
sell. So it is prudent to survey the market before embarking upon
production and to be satisfied that the product chosen is in demand. It
will also be necessary to identify the changes required in product
design: determine demand-supply gap; and ascertain the extent of
competition, potential share of the market, pricing and the
distribution policy. The principle is produce what people demand.
5)
Decision about ownership: A firm can be constituted as
proprietorship, partnership, limited company (Public or Private),
cooperative society etc. This will depend upon the type, purpose
and size of your business. One may also decide on the form of
C-45
STEPS IN SETTING UP A BUSINESS ENTERPRISES
1
Decision to go
for a Business
2
Analysis of
strengths and
weaknesses
4
Market Survey
Form of ownership L-
6
Location
3
Production
Selection
9
Project Report
7
Technology
II
8
Machines
I
I
I
~
Growth
_r
10
Finance
I
__ I
Ii
i
i
11
Power
12
Install
ation
15
Production
16
Marketing
17
Quantity
C-46
13
Man
power
14
Raw
Material
6)
ownership based on resources at hand or from the point of saving
on taxes.
Location: The next step will be to decide on the place where the
unit is to be located. Will it be hired or owned? The size of the
plot, covered area, and the exact site will have to be decided.
7)
Technology: To manufacture any one item, various processings
are available. Information on all available technology should be_
collected and one of them should be identified. This will be useful
in determining the machinery and equipment to be installed.
8)
Machinery and Equipment: Having chosen the technology, the
machinery and equipment required for manufacturing the chosen
products/services have to be decided, suppliers identified and
costs estimated. One may have to plan well in advance for
machinery and equipment, especially if it has to be procured from
outside the town, state or country...
.
9)
Project Report: The economic viability and technical feasibility of
the product selected has to be established through a project
report business plan. A project report will be helpful in
formulating the financial, production, marketing and management
plans. It will also be useful in obtaining finance, premises, power,
registration, raw material quotas, etc.
10) Finance: Funds either as fixed or working capital will be needed
to set up an enterprise. Its availability, sources and procedure to
obtain should be ascertained. It may take a longer time to obtain
finance, and accordingly, it should be planned.
1 1) Power Connection: Energy will be required be run the show and
accordingly it must be planned well in advance.
12) Installation of Machinery: Having arranged finance, work shed.
power, etc. the next step is to procure the machinery and arrange
its installation.
13) Recruitment of Manpower: Manpower requirement is estimated
at the time of formulating project/business plan. The recruitment
of suitable persons should precede actual operation.
.
14) Raw Materials: The raw materials required may be available locally
or may have to be imported. Government agencies can assist if raw
materials required are scarce or have to be imported.
C-47
. .
AlAC\A./r|
15) Production: P
Production needs to be organised to ensure the
optimum use of manpower, materialI <or machine's installed capacity.
Production of the proposed items should be takeni up In two stages:
L— Trial production^
— Commercial production
Only after successfully launching the product at trial stage,
commercial production should commence.
16} Marketing: Having manufactured the product, the stage comes for
its marketing. At this stage various aspects like distribution
channels, commission structure, pricing, advertising/publicity,
etc. are considered and executed.
Like production, marketing should initially be attempted in two
stages:
— Test Marketing
— Commercial Marketing
Test marketing will save the enterprise from going into disrepute.
It will also assist in carrying out modifications and in designing
features of the product.
•Having successfully test-marketed, the product/s. should be
thrown for commercial marketing.
' ' 17) Monitoring — Periodical monitoring and evaluation in terms of
production, quality, marketing and profitability helps in the
growth of the firm.
">
pOt U I AfCM _
t e
^Qj= p.L<
Trainer’s Interventions:
This is the occasion to consolidate learning. Steps which
have been described in this section are just the summary
of all that have been covered under sections A to D.
Participants may be involved in spelling out the steps and
if responses are not in sequence, arrange them with the
help of the diagram included in the Trainer’s Notes.
_ tr7) $t rV
22^^
C-48
SECTION - D "
a
ENTERPRISE
MANAGEMENT
This Section is devoted to concepts and management practices related to :
Decision Making
Marketing Management
Operation Management
Financial Management
Personnel Management and
Business Communications
D-l
ENTERPRISE MANAGEMENT
I
An enterprise may be small or big, but the role of
management is equally important to attain success.
In case of first generation entrepreneurs, the
management functions such as planning, organising,
directing, controlling, coordinating, motivating and
communicating are performed by the owner.
Therefore, besides playing the entrepreneurial role
of sensing opportunities and mobilising resources,
one should have the ability to perform managerial
functions affecting men, machinery, materials, money
and market to achieve the entrepreneurial goal. The
management ability requires skill at decision making,
as well as managing production, finance, marketing
and personnel. One should also be able to
communicate effectively. Such skills are acquired by
understanding various concepts of management
coupled with practical experience. The entire
management functions should be seen as a control
system guiding activities towards a set goal.
0-2
DECISION MAKING
Training Objectives :
• To develop in the participants an appreciation of the need and
importance of decision making in managing an enterprise.
• To make participants aware'of the decision making process.
• To help them develop skills required for decision making.
Trainer's Notes :
Decision making is one of the significant managerial functions that
every entrepreneur/self-employed person has to perform.
i
Decision making involves the selection of a course of action among
several alternatives.
Some decisions are routinal in the sense that they are highly
repetitive, and individually have little impact on the overall functioning
of an organisation.
At the same time, there are certain basic decisions which are unique,
and involve large amounts of investment and long term commitments.
Both types of decisions are important to the successful running of an
enterprise. Usually decisions are based on:
1)
Past experience (or sometimes intuition) - Experience is a useful
teacher and used in many decision making situations. It is
especially useful for routine decisions where the situation is
repetitive. In cases where situations keep on changing, the past
experiences may not lead to a rationale or logical solution.
Excessive dependence on past experience for decision making
tends to ignore the fact that environment is constantly changing
and new problems/events require a pragmatic approach.
2)
Experimentation - It helps trying out certain alternatives as pilot
projects. For instance, a firm may test a new product for its
acceptability in a small but representative market segment before
launching it on a nationwise basis. Or else, one may test the
proficiency of a worker for a few days before offering him
D-3
I
permanent employment. This method is comparatively expensive
since it involves both time and money.
3)
Analysis - The most scientific and widely used method for
decision making is through systematic analysis. The process of
analysis involves splitting the problem into parts to identify and
enlist alternatives available. This will enable the selection of an
alternative which meets optimally the requirements for the
project.
Steps In Decision Making
A decision is a judgement based on value-analysis of different courses
of action. Decision making is. therefore, a process of selecting one out
of several alternatives. The process involves many steps.
Step 1 - Defining Problem
In any decision making process, the firlst
step is to clearly define the problem. The real problem is often not the
same which is apparent. For instance, in a company selling its
products satisfactorily but incurring losses, the apparent problem may
be low price, but actual problem may be the high percentage of rejects
at the shop floor. The time and efforts invested in identifying the real
problem is an investment to ensure the quality of the'decision.
Step 2 - Analysing Situation
Following the identification of problem,
a thorough analysis of the situation is required to locate the need. This
is done by describing the total environment.
Step 3 - Determining Objectives
The gap between the existing and
desirable situation provides the direction one may have to take. This
direction is often termed as the ’objective’.
The objectives should neither be too broad nor too narrow in nature.
Suppose a firm is facing the problem of shortage of working capital, an
objective like "improve the financial management of the firm" will be
too broad and not really helpful in solving the problem. On the other
hand, an objective like "reduce the raw-material inventory to the bare
minimum" will be too narrow and restrictive. It tends to dictate a
course of action even before the analysis of the problem is undertaken.
In this case, a set of objectives relating to effective inventory control
system may be needed. Whenever there are multiple objectives, it is
useful to identify priorities in order to determine their relabve
importance in the context of the problem.
D-4
I
7 Working Out a Plan of Action
Evaluating & Comparing
Alternatives
6
0
4
0
2
1
Locating Alternatives
I?o r m u 1 a t i n g.. C ri t e ri a
Determining Objectives
Analysing Situation
Defining Problem
Steps In Decision Making
D-5
Step 4 - Formulating Criteria
If the objective is to procure and instal
an equipment within a. specified time, the criteria for the evaluation of
various alternative sources could be :
a)
b)
c)
d)
specifications and suitability7 of the equipment offered,
cost of the equipment,
repair and maintenance aspects, and
reliability of the supplier in terms of the delivery time and after
sale services.
Thus, criteria are also sometimes referred to as "parameters” or
"decision rules". The criteria should be developed before the
alternatives are considered.
Step 5 - Locating Alternatives
The quality of a decision is related to
the number and quality of the alternatives available. There are always
several alternatives available to any course of action. One has to think
hard to generate the possible alternatives. Many of them may not have
been tried on previous occasions. Our vision should not be restricted
by past experience alone. It is seen that many innovative and highly
successful ideas emerge through ingenuity and creativity.
Sometimes it is beneficial to involve several people as a group for the
identification of alternatives. A well-known technique for stimulating
the thinking process of a group is 'brainstorming'. It involves the use
of a group to generate ideas pertaining to a particular problem in a
free and uninhibited environment. Even vague and random ideas are
encouraged. An effort is made to improve upon the various ideas
presented and even to combine several ideas into still another one.
The basic purpose of the exercise is to minimise the chances of not
considering any worthwhile alternative due to limitations of individual
thinking.
Step 6 - Evaluating and Comparing Alternatives
Each of the
alternatives thus identified may have certain advantages and
disadvantages. These have to be evaluated against the criteria
stipulated under Step-4. Only very7 rarely is an alternative found to
fulfill all criteria. Often such alternatives are chosen which are
comparatively closer to the set criteria.
In most business situations, however, the decision are futuristic and
the outcome has certain amount of uncertainty. Entrepreneurs are
usually required to take such calculated risk in taking business-related
decisions. But while taking such risks, one must weigh the pros and
D-6
cons objectively. One’s own feelings or predispositions providing a bias
to the analysis must be avoided. Certain stereotype, generalised ideas
such as "one must produce the best quality goods to be able to sell"
must be used with caution. They may not be valid under all
circumstances.
Since there may be multiple objectives, some may even be conflicting
with others. In such cases, the satisfaction of one objective may
preclude the fulfilment of the other. The selection of the best
alternative therefore, becomes quite complex and a compromise may
have to be made. The long term objective of the enterprise may be
taken as the guiding factor for taking a decision in favour of one or a
set of alternatives.
Step 7 - Working out a Plan of Action
The action plan specifies the
implementation aspects of a decision. Time is the essence of any
action plan and. therefore, the timing of each activity in the plan must
be specified. Besides time, the decision should indicate the who,
where and how parts of the process of implementation. The
manpower and the financial resources required for the
implementation of the plan must be worked out and provided for.
Whenever the involvement of outsiders is required for
implementation, the plan must be thoroughly explained to them.
Due to the uncertainties, associated with any futuristic decision, there
is always a risk that the action plan may not proceed as envisaged.
Some of the variables may change substantially over time. Accordingly,
flexibility is a golden rule to adjust minor deviations. A good decision
maker should foresee the variable which may change substantially over
a period of time and draw up a contingency plan. The contingency
plan spells out, in brief, the steps required to be taken in case the
original plan misfires due to unforeseen circumstances.
Trainer’s Interventions :
*
The management concept may be explained to the
participants. It may be illustrated by comparing to a
control svstem facilitating a vehicle to reach the
destination. Elements involved in this, such as the quantity
and the cost of fuel required, speed, stoppages on the way.
barrier crossings, etc., portray many a dimension of a
control system symbolising several management functions.
D-7
>
Provide them
with Products
and
Services
StudyCustomer's
Needs and
Wants
Marketing Orientation
The best way of sensing opportunities for new ideas is to study the
benefits that people are buying in a product rather than its physical
features.
Why do people go to hill station during summer?
What BENEFITS they are seeking?
•
•
•
Cool atmosphere
Green sight
Scenery ‘ -
Relaxation
•
o
Cheap fruits
Summer festivals.
Change
Fun
Romance
For instance, in India the desert cooler market grew because many
people wanted the cool atmosphere for which desert cooler is much
cheaper and available for longer duration than a visit to a hill station.
Identifying WHY people buy rather than WHAT they buy is essential to
successful marketing.
Marketing means that entrepreneurs manufacture what they could sell
to the consumer, and not sell what he could manufacture.
'Marketing Orientation' has become increasingly relevant to low
technology industries and services such as :
Wearing Apparel
Consumer durables
Transportation
Grocery
Health/Beauty aids
Cosmetics, etc.
Successful marketing depends on the degree to which resources of
the enterprise are effectively mobilised to respond to the current and
anticipated consumer needs.
D-10
MARKET ASSESSMENT
The market is composed of a wide variety of customers with different
backgrounds and spread over a wide geographical areas. As the first
step, an entrepreneur is required to know the potential demand of the
products or services he wants to offer. It may also be necessary to
understand the nature and the extent of’competition in its marketing
and the prevailing trade practices. Such efforts help assess the
market. Depending upon several factors like the availability of
resources, the scale of operation, and the impact on profitability, one
may decide the customer group, called the market segment, which is
of interest to the enterprise.
The marketing assessment involves three major steps -
a) Analysis of demand;
b) Understanding the competitive situation; and
c) Trade practices.
Analysis of Demand
Demand Analysis refers to assessment of the willingness and ability of
the customers to buy products or services. Three sources are
commonly used to collect information for analysing demand.
i)
Primary sources - An enterprise may have household as well as
institutional demand for its product. The demand from the
household customers is usually met through the dealers and, as
such, a rough estimate of the total demand from such customers
could be made by personally contacting the dealers selling the
items. Similarly, a number of institutions using the items may be
contacted to ascertain the demand. Such personalised contacts
with primary sources are possible only when customers are
concentrated in a limited area.
ii)
Secondary Sources - In case the potential customers are scattered
over a wide area, published data regarding population, production,
economic condition, living habits, census data, and development
plans of the respective state or country are used to estimate the
demand.
iii)
Sample Survey - When the potential customers are spread over a
wide area and are large in number, information is obtained by
sending a questionnaire through mail to a small but representative
D-ll
sample. It may be necessary to consult an expert in drawing the
sample and designing the questionnaire.
Elasticity of Demand: Demand at what Price? Demand for some
products and services is more flexible than for others. Demand is said
to be ELASTIC when a small change in the price effects a large change
in the quantum of demand. If a change in price does not substantially
change the quantity of demand, the demand is said to be INELASTIC.
For a product, the demand for which is highly elastic, a high
managerial efficiency is required to maintain price stability.
o
o •
u.
OJ
o
£
CU
Quantity in Demand
Quantity in Demand
Elastic Demand
Inelastic Demand
Elasticity of Demand
Understanding the Competitive Situation
Competitive situation demands special attention in the whole exercise
of market assessment. To understand it in respect of a given
product/service, an entrepreneur is required to answer questions
such as :
How many enterprises are offering the same or similar
goods/services.
What are their market share?
What are the strengths and weaknesses of their products?
What kind of consumer image does each product enjoy?
What trade practices the competitors employ?
Who are the major customers of each brand?
D-12
/
Competitive
Products
Market
Share
Competitive Situation
Product Product's Discount Credit
Features Image
to
Terms
Dealers
Major
Customers
Brand A
Brand B
Brand C
The answers to such questions may be tabulated for understanding the
competition. The analysis (SWOT-strengths, weaknesses, opportuni
ties and threats analysis) will tune his marketing efforts to the
requirement of the customers and trade by highlighting the areas of
opportunities and threat.
Trade Practices
Trade Practices reveal the mode, means and modalities of serving
customers with products/services. Very often, due to the spread of
customers, "or their buying habits or even the nature of the products-, it •
is not feasible for an entrepreneur to reach customers directly. A host
of middlemen like distributors, wholesalers, retailers, commission
agents, brokers, super markets and export houses are employed to
provide various types of services on different terms and conditions. A
study of the prevailing trade practices in the beginning would enable
entrepreneurs prepare a more realistic plan for marketing the
product or services.
MARKET SEGMENTATION
The market consists of a 1large number of individuals having different
characteristics. They differ in their education, employment, income,
status, preferences, likes, and dislikes and opinions. Not all of them
are the potential customers for a product.
’■
Through market segmentation, groups of customers are identified
sharing some common characteristics and are considered as the
target group or segment for the product.
D-13
Basis of Market Segmentation
i) Geographical :
Village, Town, State, Country, Region, Hill,
Valley, Rural, Urban, etc.
Country
Enterprise
State
A
District
—District in which the business
is located
Geog. Segment.
ii) Demographic :
Age - Children, Youth, Adult, Old
Sex - Male, Female
Income - High, Middle, Low, Below Poverty Line
Occupation - Executives, Professionals, Farmers
Education - Primary, Secondary, Tertiary.
Language -
High income group
Male
Between 20-45 years Age
Male between 20-45 year age belonging to high
Income group - Demg. Segmentation
0-14
IV
Hi) Psychographic
Attitude conservative, liberal, radical
Autonomy - independant/dependant
Work
Orientation - Hardworking. Fun loving
Extrovert
Funloving
I Fun-loxdng Extrovert SEGMENT
There can be many more basis for segmentation such as habit-smoker,
non-smoker, etc. The identified SEGMENT must be sufficiently
different from the rest to justify calling it a segment. Segmentation is
useful and cost effective since it helps selecting appropriate methods
of selling, pricing, packing and promoting the product/service.
MARKETING MIX
There are several marketing aspects under the control of the
entrepreneur. He can choose the features or attributes of his product,
keep its price high or low, advertise it through newspapers or radio,
sell it through own salesmen or through retailers, and so on. In each
decision, there are a large number of possible alternatives.
Entrepreneur has to evolve a proper 'mix' of all the decisions so that
they yield the desired results. The basic marketing decision areas such
as product, price, promotion, and place (popularly called 4 Ps)
constitute the 'marketing mix' of a company.
Marketing mix is an essential part of marketing management. It is
used as a "tool-kit” for integrating various kinds of marketing decisions
to formulate strategy.
D-15
II
MARKETING MIX
FIRM
>
1. Product
2. Price
3. Promotion
4. Place
(Distribution)
TARGET
MARKETS
Marketing Strategy of ABC
Target market segment : Households in high income group, living in
urban areas, and status conscious.
Product :
Black and white, and colour television sets
incorporating latest imported technology.
Price :
High, to project a superior quality image of
the product but not high enough to make it
put of the reach of those in the lower
bracket of the high income group.
Promotion :
Heavy advertising in high image magazines
and TV stressing on product features.
Place (or distribution) :
Through sophisticated retailers in selected
urban areas.
The marketing mix of different companies selling different products is
different. A company selling tooth paste will have a different
marketing mix from a company selling industrial tools or television
sets as illustrated under the Marketing Strategy of z\BC. These
differences are not anomalies. They represent the strategics in the
effort to obtain distinctive advantage and competitive edge in the
market.
Various elements of the marketing jjiix interact and arc
interdependent. A decision to enhance the product quality will have
repercussions on its price; a policy of widening the distribution
network will entail a corresponding increase in advertising; the
introduction of a promotional scheme to win over the competition will
require active support from the channel members; and so on.
D-16
Moreover if a product is of high quality, it should be sold through high
quality (or reputed) retailers, and advertisements should project and
build up the high quality image. Thus, a good marketing mix should
have logical
and consistent fit between two or more elements,
o
Product Policy
A .product is anything that is offered to the market for sale at a price.
It can be a physical product like a typewriter or a service provided by a
travel agent.
I. Types of Products
A. Consumer Products : Goods which are bought by individual
households without requiring further processing, i.e. soaps, television
sets, toys, clothes, and furniture are all consumer products. These
consumer goods could be further categorised as :
- Durable Goods : which survive many uses and have a relatively
long life (e.g. refrigerators, typewriters, fans. etc.).
- Non-durable Goods : which are consumed in one or few uses and
last a relatively short period (e.g. soft drinks, soap, cigarettes,
etc.).
-
Convenience Goods : which are frequently purchased with
mirllmum of efforts in deciding (e.g. newspapers, tooth brushes,
etc.).
- Shopping Goods : which are bought after comparisons at the
retail outlets (e.g. readymade garments, furniture, curtains, etc.).
- Speciality Goods : which have unique features and, therefore,
require special purchasing efforts (e.g. sporting equipment,
stereo systems, racing cars, etc.).
B. Industrial Products : Industrial products are goods which are sold to
other business firms, either for their own consumption or for
producing other goods. They can be further categorised as :
-
Capital Goods : e.g. machines and equipments used in factories,
offices, or stores.
Raw Materials and Parts : (e.g. steel sheets, nuts and bolts, etc.).
Supplies and Services : (e.g. lubricating oils, grease, repair and
maintenance services).
D-17
S nonna! phys.ea! products.
is their intangible nature. Some services 1 Ke teach
degree of Intangibility while some other like health
tangible and intangible components.
na
»
II. Product Mix
„__1 by a firm for sale. It
Product mix is the set of all the products offered
different varieties of soap,
may consist of a single product line such as <----different varieties of soap and
or more than one product line such as
toothpaste.
its product mix. The factors affecting the choice
of the product mix of
a company are :
Profits and sales growth potential
a
b.
Stability in sales
c.
Better customer service
d.
Utilisation of available know-how
company
e.
Cost reduction
f.
Better capacity utilisation.
III. Packaging -
tx 6
and other strengths of the
.
lot of promotional readymade
value
Packaging, over the years has acquired aa J^^J^^and
; like cosmetics, playing c_
product. Many Pr°^
through fancy and
attractive to the customers
~ performs several functions, including :
a
Protection from damage during handling, transportatior .
storage, etc.
in the minds of the
b. Creating a distinctive brand image
customers.
■_ 3 aspects of the product
about various
c. Providing information
oTihTmanufac’turer. date of manufacture.
like weight, name c.
contents, etc.
D-18
d. Making the product attractive to the customers, Cosmetics
field is an excellent example.
c. Improving the handling, con vcnicnce during storage.
transport and displaying.
Many new materials and technologies are now available for packaging
of different products. While designing the package for a product, a
firm should consider the following :
a The functions which are to be performed through packaging;
b. The practice being followed by the industry;
c The availability of any new materials, technologies, or styles;
d. The tastes, preferences, and convenience of the customers;
and
e. The costs involved.
IV. Branding:
A brand is a word. mark, symbol. or combination thereof used to
identify the goods or sendees.
A brand name is that part of a brand which can be vocalised (e.g.
Gillete. Sony, Citizen).
A brand mark is that part of-a brand which can be recognised but not
vocalised.
A trade mark is that part of a brand which has legal protection for
exclusive use.
We see that most products that are sold today are branded. Some of
the advantages of branding are :
a It helps in giving a distinctive image to the product;
b. It helps in communicating to the customers some desirable
features of the product;
c. It makes it easy for the customers to order and identify the
product;
d. It could help in providing legal protection against imitation;
e. It helps in building a loyal set of customers;
f it helps in earning goodvall for a company which is useful for
growth and diversification.
D-19
V. Product Service (After Sales Service)
For many products, there is need for service after they are sold and
delivered to the customer. In fact, for products like television sets,
typewriters, computers, and automobiles, the availability of after-sales
services is important criteria for deciding the purchase. Companies
manufacturing such items spend large amounts of money in making
the services available to the customers.
The services include:
a
b.
Installation, maintenance and repairs of the equipment;
Training of the customers on various aspects of product use;
and
c.
Provisioning of spare parts.
Provision of good after-sales service can be used as a strong marketing
point in case of many products. It increases the salebility of a product
by generating confidence in the minds of the consumers. Moreover,
satisfied customers ensure not only repeat purchases but also act as a
source of publicity for the firm. Recognising the importance of after
sales services, many firms emphasise this aspect in their advertising.
Pricing
The price of a product is the amount of money a consumer must pay to
have it.
Pricing decisions are extremely important as they greatly influence
the profitability of a firm. Moreover, price is perhaps the most handy
tool available to a firm to adopt its marketing strategy to changes in
demand, costs, and competitive situation.
Many factors, both economic and non-economic, influence the pricing
decisions. These are:
a
Cost
b.
Demand
c. Competition
d. Government regulations
e. Behaviour of the consumers, and
f.
The objectives of the enterprise.
Some methods and policies which are used individually or collectively
in taking pricing decisions regarding pricing arc:
D-20
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-V
JS a t
.
, 1 cj c
I. Cost Plus Pricing
The total cost of the product is first determined. (Total cost is the
sum of variable costs and fixed costs that are attributable to one unit of
output). A margin of profit is then added to determine the price.
Suppose the total cost of making a fan is $ 400. If the manufacturer
wishes to have a margin of 20% on the sale price, what should be the
selling price?
To answer this question, let us assume the sale price is x S. The
margin of the manufacturer is x-400 (as the total cost is $ 400). Since
the margin required is 20% of x, i.e. 0.2 x, we have;
or
0.2 x
x - 400
0.8 x
400
x
400 = $ 500
.8
This method has several advantages :
a
It is easy to operate,
b? . The.prices can be adjusted according to the changes in the
costs.
c. The entrepreneurs become cost conscious, and
d. The profitability is known easily.
There are certain disadvantages as well in using this method, since it
does not take into account demand aspects, and other external
environmental factors.
II. Variable Price Policy
Some entrepreneurs adopt a policy of charging different prices from
dilferent customers depending upon the situation prevailing in the
market. This policy is usually adopted when the product is sold in
dilferent market segments. Situation under which the variable price
policy is adopted are:
a
Difference in the order size of the customers:
b.
Difference in the anticipated business from different
customers:
D-21
♦
c.
Difference in the bargaining power of the customers;
d.
Ignorance of the buyers;
e.
Localised difference in the demand, and
f.
Difference in the ability to pay.
Under this policy, the minimum price is determined by the total cost
of the product, and the maximum price by the customers' ability to
pay. Bargaining is normally resorted to in finalising a deal. However,
the use of this method may affect the goodwill of the company in the
long run.
HL Base Price and Discounts
Under the variable price policy, the prices are changed according to
the particular situation. Under the base price and discounts policy, a
base price or list price is fixed and varying discounts are offered to
different categories of customers. The discounts are offered uniformly
to all customers and each one of them can avail these on satisfying the
stipulated conditions.
The discounts are of several kinds;
’ "
a: Trade discounts is available to the members of the trade to cover
their costs and provide them with a margin as incentive.
b. Quantity discount is available to the bulk purchasers of the product.
c. Cash discount is given to the customers making cash down or
immediate payment.
d. Seasonal discount is given to boost the sale of a product during slack
season.
IV. Market Rate Method
If the nature of the product manufactured by a firm is such that it is
largely indistinguishable from those of the competitors, or it it is found
that all manufacturers are charging more or less the same price lor
their products, the market rate method of pricing is usually adopted.
The price is guided by the prevailing market rate. This method, is
quite common in the case of services like courier, tailoring, or car or
scooter servicing. The advantage of this method, specially tor newly
established small scale firms, is that they get some immunity trom the
vagaries of price fluctuations.
D-22
IU
CX-^-
p c-4
f-
V. Two Price Strategies'^
a) Skimming Strategy : This is a strategy of setting an extremely high
initial price that skims the cream of demand so that the investment is
recovered in the shortest possible time. This strategy is seldom
possible except when the product is an innovative one and is expected
to command good reception from the market. It usually requires heavy
promotional expenditure. One cannot continue with such a strategy for
a long period of time as the competitors would enter the market. The
price is permitted to fall as it becomes difficult to maintain abnormally
high price in the face of competition.
b) Penetration Strategy : The opposite of skimming strategy is the
penetration strategy. A very low price is charged as the major
instrument for rapid penetration or creation of a mass market. The
emphasis here is on achieving a high sales turnover even at a low
margin. This strategy is adopted when the demand is expected to be
price elastic, i.e. customers are price sensitive, and when the
economies of large scale output are substantial.
Markup and Margins: Regular gain to retailer or wholesaler
(middleman in distribution channel) are usually referred to as
MARKUP or MARGIN.
MARKUP is calculated on the basis of Cost.
MARGIN is calculated on the basis of Price.
. % in terms of Cost - MARKUP
Cost
Price
S 16
Selling
Price
$ 20
, /
^4/
25%
% in terms of Selling Price M/URGIN
20%
Although the amount is the same, both Markup & Margins differ in
terms of percentage.
Distributors are interested in MARGINS since it gives them the idea of
direct gain in relation to the volume of sale.
Producers are interested in MARKUP since it gives them the idea of
gain on investment.
D-23
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Promotion
Promotion, which is one of the 4Ps of the marketing mix, consists of
three major components : (1) Advertising; (2) Personal Selling, and
(3) Sales Promotion. All these are the tools available to a firm to
influence the customers in favour of its product through
communication with them.
I. Advertising ; ^7^00^5^; 0^^^.
- z' v»r
Advertising is mass, paid communication under clear sponsorship, the
ultimate aim of which is to impart information, develop attitude, and
induce action beneficial to the sponsorer. The objective of advertising
is to reach a large number of people, and to develop a positive
disposition of the target group towards the product or sendee.
The primary goal of advertising is to improve the likelihood of
customers buying the advertised product.
Besides, it is used to perform certain other functions such as
To make an announcement of a sales promotion scheme;
To expand the distribution network;
To counteract the competitors' moves;
To build up the enthusiasm of the dealers towards the
company's products;
•
To support the personal selling efforts; and
•
To boost the image of the company.
II. Advertising Media<
•
•
•
•
Media generally used for advertising are:
Newspapers
Magazines
Trade Journals
Television
Radio
Cinema (Slides or films)
Outdoor billboards, posters, display cards (e.g. on buses).
Yellow Pages
Direct Mail
Speciality advertising (e.g. distribution of such items as
calendars, shopping bags, writing pads, etc.)
One or more of these media are selected on the basis of their
effectiveness in reaching the advertising message to the target
customers.
D-2 i
cc
i-
c y '7;
u
Designing an Advertisement : While designing an advertisement, what
is to be said, and how it is to be said are of equal importance. The
advertisement should be able to persuade the customers to buy a
product by conveying to them a persuasive and unique proposition,
called unique selling proposition (USP). The presentation of the
proposition should be such that it gives an added force to it.
A check-list for assessing the effectiveness of an advertisement
includes:
Does the advertisement place emphasis on the rio'ht rhino's?
•
Is the presentation persuasive?
•
Is the advertisement interesting to read?
•
Is it easy to read?
•
Is it able to draw attention?
III. Personal Selling
Personal selling is man to man selling and. thus, it is a two way
communication process between the seller and the buyer. Personal
selling is used to perform several functions such as:
•
Order booking
•
Enquiry generation
•
Technical assistance to the customers
•
Customer sendee
•
Price negotiation
•
Collection of payments
•
Market information.
Personal selling is extensively used for selling industrial products. In
case
<--------- of
— consumer
products, the role ol personal selling is pre
dominantly to meet the requirements of the trade.
What makes a good Salesman?
Salesmen in different companies
<
differ widely in terms of their
education, skills, and even salaries. Some of them are successful and
others just perform the duties assigned to them as a routine.
Characteristics that distinguish a good salesman from the ordinary'
---------- / arc:
D-25
1. Thorough Knowledge of the Merchandise: A salesman is supposed to
know his subject well. He must be in a position to discuss the
advantages, various uses, and special features of the merchandise.
2. Preparation for each-visit: A good Salesman plan every visit properly
and make preparations. Previous appointment is helpful in eliciting
positive response from the customer. The salesman is ready with all
the relevant information and support material that may be required
during the meeting.
3. Understanding of the Buyers Interests: Selling involves the
matching of the interests of the buyer and the seller. A good salesman
notes and appreciates the viewpoint of the buyer. He anticipates the
objections of the customers and provides sound and satisfying answers.
4. Trustworthiness: A good salesman generates confidence in the
customers through fair dealings, helpful attitudes and honouring his
commitments. He does not make false claims or give false assurances.
Developing trustworthiness takes time but the benefits are lasting.
IV. Sales Promotion:
Advertising provides the customers with a reason to buy a product:
whereas sales promotion provides an incentive. There are a large
number of sales promotion tools or methods. These m.ay be directed
towards the consumers or the members of the trade. Some of these
are:
Price offs: offers a discount in price for a special period.
Samples: distribution of free or subsidised samples.
Premiums: offer of an article (e.g. a spoon or a cake of soap) as an
incentive to buy the product.
Quantity Offs: offering more quantity of a product at no extra cost.
Coupons: These entitle the bearer to a stated saving in price on
the purchase of a specific product.
Contests: The consumers arc invited to participate in contests or
compaigns and are given prizes.
Buying Allowances: Special discounts offered to the trade for a
specific period.
Display Goods: Special display items like racks, banners etc.
distributed free to the dealers.
Advertising Allowances: A part of the expenditure incurred by
dealers on advertising is reimbursed.
Dealer Sales Contests: The dealers arc invited to participate in
sales contests and win prizes.
D-26
Place (Distribution)
When a manufacturer produces something, it has to be moved nearer
to the place of consumption. Consumers may be scattered in large
areas and. therefore, a firm usually has to take the help of middlemen
to reach them.
Basically there are three alternatives available to a firm to reach its
consumers:
Manufacturer
>
Consumer
Direct Selling
Manufacturer
Retailer
Consumer
Manufacturer to Retailer to Consumer
Manufacturer
Wholesaler
Retailer
Consumer
Manufacturer to Wholesaler to Retailer to Consumer
The channels which are used by various firms to reach the ultimate
consumers are called Marketing Channels. The various intermediate
members of the marketing channel, like wholesalers and retailers are
called intermediaries.
Wholesalers are those intermediaries who buy goods from the
producers and sell them to the retailers or other bulk customers.
Retailers are those intermediaries who sell primarily to the ultimate
consumers. Thev usuallv sell in small lots, and deal in a large varietv of
products.
D-27
A firm should consider the following important aspects while selecting
the alternative channels.
a.
b.
Level of its operations;
c.
Buying habits of the consumers;
d.
e.
The industry practice;
Dispersion of the consumers.
Nature of the product;
For exam e. i thu firm is making high value capital goods which are
sold to in: lit .tional customers located in a small geographical area, it
can possibxy employ direct selling method which has no intermediary.
Trainer's Interventions:
1. For any product of their interest, the participants
should be asked to think of the "benefits” they may offer to
the customers. The trainer should help them to bring into
focus both the tangible and intangible benefits. They mav
appreciate that as the quality of the product is increased,
its price tends to rise. The exercise will sharpen their
understanding of the marketing concept.
2. Take a product, say. shoes or jeans, and ask the
participants to do the exercise of market segmentation.
Allow them to make necessaiy assumptions regarding the
location of the firm, approximate price range, quality of
the product, and other factors they think will be of
relevance. Then explain the concept with the help of
transparencies.
Some exploring questions will be required to reach the
point where the market segment is defined in specific
terms with respect to all the relevant variables. The final
solution should encompass all the three bases of market
segmentation as mentioned in the note.
3. The exercise of the study of the competition and the
competitive products is extremely useful for formulating
the marketing policies. The participants may be asked to
do the exercise for the product according to the
framework given below:
D-2S
Special
Discount
Credit
Brand
Approx.
Shoes/
Product
To
Terms
Image
Market
Jeans
Attributes
Dealers
Product
Price
Share
Brand 'A‘
Brand 'B'
Brand 'C
_______________________
4. Continue the exercise and let them formulate the
market mix for the firm making the product. See that the
'marketing mix' has consistency within its various
elements.
5. Ask them to formulate a strategy7 for the ’promotion’ of
the product. Let them have an idea of the cost of one
insertion of an1 advertisement in a national daily or a
magazine. Most of the participants may find, both in terms
of the resources available and in terms of the effectiveness,
it is not practical to advertise in such media. Discuss as to
what else could be done to promote the product.
6. If the help of the middlemen in required, ask the
participants to determine the number of wholesalers or
retailers to be employed, and at what terms and
conditions.
Use transparencies or charts to illustrate the concepts
and calculations.
7.
D-29
11
OPERATIONS MANAGEMENT
Training Objectives:
• Help participants understand the role and importance of production
planning and scheduling.
• Provide them the methods and skills of inventory control.
• Develop their understanding of the need and use of quality control.
• Make them aware about the concept of value analysis.
Trainer's Notes:
A product is produced through a combination of raw materials,
processing or assembling the various parts, using the sendees of
workers, machines, tools and power. Whatever is produced or
processed should be with ,a minimum waste of' material, time anc
efforts and should also have quality. The total efforts of performing
these activities efficiently come under the preview of Operations
Management.
'
• *
1 ^-PRODUCTION PLAN AND SCHEDULING
Any operation, whether it is in a manufacturing or a service enter
prise. requires detailed planning about supplies, work and mainte
nance. Based on market assessment and segmentation, a sales forecast
of various products for the ensuing year may be prepared. Accordingly,
the requirements of man hours, capacity utilization of machines and
inputs needed for manufacturing products or offering services are
estimated.
The supply of inputs, raw materials, tools and spares are planned
indicating the source, period and mode of procurement. The plan of
supplies should have flexibility to suit the changing customers'
requirement.
The production work needs to be planned considering the type of Line
flow where the production goes in sequence changing in characters of
all the items until the final product emerges. Example: tools of
D-30
different pattern. Batch_prQduGtien, where components are produced
in batches, may be oiTsame machines by resetting them//?-=fc-> , ‘ v'
Jobbing is where the product is manufactured as per customers’
specification.
The work should be planned to use maximum capacity of machines
and provide work for each workman so that he does not have to wait
for any job. Similarly, there should be sufficient workers to cover all
machines and functions (simultaneously or in sequence).
Maintenance is planned best by drawing a preventive maintenance
schedule where the machines will be stopped in a staggered and pre
planned manner. The important aspect of planning is that work should
not stop when needed.
h. -ocamho:; Plcuuuiir/_ and__ Qantrol is the means by which a
manufacturing plan is determined, information issued for its execution
and data collected to plan control at all stages. The successful
production control is attained through four steps (1) Plan the route
based on the standard. capacity of each machine, decide how much
load is to be put on each (85% capacity utilization is considered good).
(2) Scheduling - an instruction proce'dyr.e to ensure that all concerned
know what needs to be done and by what time. (3) Availability of
materials required and supplies as per schedule: and (4) Monitoring
i. e. to compare the plan with actual events, outputs and stocks. Careful
analvsis will show that some work can be brought back on schedule by
making a few changes or by using the spare capacity of these machines
that are ahead of schedule.
Z
INVENTORY CONTROL
A business unit requires to keep inventories of raw materials, goods in
progress (semi-finished goods), and finished goods, both in stock and
in transit. It has many advantages : (1) Materials are readily available
when required for production/use: (2) Quantity discounts results in
large orders: (3) The finished goods inventory allows a firm to meet
the requirements of the customers promptly. (4) The demand may
fluctuate over time and the finished goods inventory helps in reducing
the impact of such fluctuations on the process of production.
However, "holding the inventory" has certain costs, called 'cavrijing
costs'.
D-31
lJ
Since holding inventory has advantages and carrying costs, a balance
has to be reached.
When to order Inventory?
In order to decide when to order an Inventory, one has to decide:
a) Order lead time:
Average time that elapses between placing an
order and receiving the goods;
b) Usage rate: the average rate at which the inventory is dravm down
over a period: and
c) Reorder point: the level at which a new order must be placed so
that the inventory is replenished before the stock reaches zero level
(stock out).
A reorder point is estimated by using the formula
Reorder Point = Usage rate x Lead time.
Suppose a company uses 10 units of an item per day (usage rate), and
the order lead time is 15 days, a new order must be placed when the
inventory level reaches 150 units (reorder point 150 = usage rate 10 x
lead time 15} so that the inventory is replenished before a stock out
occurs.
’ ’•
How much to Order?
To determine how much to order, a concept called the Economic
Order Quantity (EOQ) is used. Though maintaining large inventories
involves carrying costs, the placing of an order also involves order
processing costs consisting of the cost of materials (stationery,
stamps etc.) and purchase establishment expenses. If the ordered
quantity is large, an order has to be placed less often. But as the order
size increases, the carrying costs also increase. Thus, the total orderprocessing costs increase when the size of individual orders is
reduced, and carrying costs increase when the order quantity is
increased. The situation is depicted in the Fig.
- S<----/
‘o
S'
) OOKyt
i. Y-J
1^' ’
0-32
Total Cost
Carring Cost
co
o
O
I[
1
Order-processing
costs
y
(
i
Q (Economic Order Quantity)
Relationship of costs with order quantity
A balance between these two opposing costs - carrying costs and
order-processing costs, can be achieved by computing the Economic
Order Quantity Q*. with the help of the formula
Q* = V 2CSI
where
C = the annual usage (or demand) of the item, in units
S = the cost to place one order
I = annual earning cost per unit.
Suppose the annual usage of an item is 2000 units, ordering costs are
S 50 an order, and the carrying costs are S 20 per unit per year then
the Economic Order Quantity is
Q,_y2(2000)(50)
= 100 units.
The formula for EOQ is however based on the assumptions that
a) ordering cost is constant i.e., it does not van with the size of the
order:
b) the cost of carrying an additional unit of inventory is constant:
c) there are no quantity discounts available, and
D-33
d) the usage or consumption is in a steady state and is known with
certaintv.
3-^rWhlch items of the Inventory Claim Built of the Value?
To know which items constitute the bulk of the value of total
inventory, a technique commonly known as the zlBC analysis is used.
It has been observed that out of a long list of inventory’, a relatively
small percentage, approximately 20%. lock up a major share (70-8096)
of capital, whereas relatively small cost (say 5% of capital) is used to
buy the bulk of the items in tlae inventory’. These items, which occupy
small volume (20%) and account for major capital (70-80%) are
termed 'A' Category^ items.
Another 20% of the items may account for 10-15% of the total value
and are termed ’B' Categorv items.
The remaining 60% of the items which account for only about 10% of
the total value are termed ’C Category' items.
25^rSteps involved in ABC analysis
For each item calculate the total cost (number of pieces)
Arrange these items in progressively decreasing order
Calculate and write the cumulative total cost in third column
Then compute the % of cumulative total to a) total comulative and
b) total number of items and record a+b in column 4 & 5
respectively.
Tabulation
Item
Total
% of range
Commulative
% of
cost S
total cost S
S20000
of 200 items
1.
2.
3.
4.
1
2
3
20
40
100
198
199
200
1.000
900
850
300
100
20
5
5
3
1.000'T
1.900 C
A
2.750 I
12,000
16.000
18,000
19,992
19,997
20.000
D-34
5
9.5
13.75
60
80
90
99.96
99.98
100
.5
1.0
1.5
10
20
50
99
99.5
100
A'Zi c-1
Classification
'
% of
Items
% of
Total
20
67
22
60
A = Sr 1-20
B= Sr. 21-60
C = Sr. all others upto
200
20
C-Remaining 22 items
value S 700
o °0
o o
o
Cost Amount
Cost per group of
items
12.000
4,000
11
A-3 items
value $ 8000
oo o
0
(J
B-5 items >
value S’ 1300
O Q
Total Inventory of 30 Items value $ 10.000
Each item under category A is crucial to an organization m terms of
inventory control, purchase efficiency, and working capita
management.
PURCHASING
It is estimated that, on the average, a manufacturing company spends
about half of its sales income on the purchase of materials and
dollar
components. It is said that •' ai g
----- -saved is a dollar earned". A
company which fails to see the value
------ of a 'dollar saved' may soon be out
of business.
D-35
Purchasing function is best performed by buying materials of the ricjlit
quality, in the riejhi quantity, at the nyht time, al the riqht price, and
from the right source.
This is clone bv :
a) Pursuing Open Document Policy;
b) Maintaining proper inventory records regarding stock at hand,
detailed specifications, sources of supply, recorder quantity, purchase
price, usage rate etc. In case there are large number of purchase
items, then ABC analysis may be required;
c) Developing good vendor relationships to ensure emergenev supply,
scope to modify an order, readiness to bear with delayed payments
arising out of financial exigencies and finally to be sure about the
quality of supply;
d) Creating alternate sources of supply to minimise the chances of
stock outs, dependency on single supplier who may start dictating and
avail benefit of cost reduction as per prevailing market price.
QUALITY CONTROL *
Quality refers to the intended use and the price of a product. A
technically excellent product may be prohibitively costly,’’and there is
no point in making a product that the customers cannot afford to buv.
Quality, thus, is a relative term and must be viewed as such.
When a company decides to manufacture goods of a particular quality
level, it must ensure that this level of quality is maintained
consistently. In technical terms, the variations in the quality of
products must be kept within the specified tolerance limits.
- Prevention of the occurence of a fault,
- Detection of it as soon as it occurs, and
- Rectifying it at the earliest.
For attaining quality standards, there must be clearly stated standards
with reference to raw materials, components, workmanship,
packaging, performance and all other benefits that customers are
expecting from the goods and sendees. Quality testing and measuring
equipment of the required specifications should be considered as
essential components of the unit. Various methods like 100%
inspection, spot checking, and inspecting as per a sampling plan are
used for quality testing. Under sampling plan, only a portion of the
D-36
I
incoming material is inspected. The number of items to be inspected,
or the size of the sample, is determined statistically.
If the finished product is a high value item. 10096 inspection is usually
carried out so that no substandard product reaches the customers. A
stamp of quality approval is affixed on each item. In some cases even
destructive tests like impact testing, and test for resistance to fire are
also carried out on a small fraction of the items. This should be
considered as investment rather than wastage.
While the benefits, both tangible and intangible, of quality control are
many, there are also costs involved in the process. As the quality
control is made rigorous, the costs tend to increase. One has to strike
a balance between the costs and the benefits arising out of quality
control. This balance will depend upon the quality control needs of a
particular organization.
Trainer's Interventions:
The appropriate intervention could be a lecture discussion
with the help of diagrams used in the Trainer's Notes. A
few exercises can be given with assumed data to perform
ABC analysis. Similarly, any specimen from the common
life should be given and the participants may be asked to
indicate the various aspects in which they are seeking
quality. Following this, the quality control concept should
be explained. To effectively explain the concepr oi
operation management, it is recommended that some 'unit
wsit' can be arranged with a note about what to observe.
D-37
FINANCIAL MANAGEMENT
Training Objectives:
• To acquaint participants with basic accounting system.
• To help them to understand the methods of preparing statements of
accounts such as Balance Sheet and Operating Statement.
• To provide insight into the use of several financial ratios useful for
understanding the financial performance of the enterprise.
Trainer’s Notes:
STATEMENTS OF ACCOUNTS
Two statements of accounts are often used to describe the
performance of an enterprise i.e. a) balance sheet, and b) operatin g
statement which is also referred to as profit and loss account. Beside^
indicators of performance, these statements are also viewed as legal
requirements.
Statements of Accounts
Operating Statement (also
known as Profit and Loss
Account)
Balance Sheet
Shows income, cost of sales,
gross profit, expenses, tax and
net profit during a period of
time say year ending 31 Dec,
1988.
Shows what a firm owns
and what it owes at a
particular date in terms of
assets and liabilities
respectively
D-38
ft
___ 0^-. ‘ f\J
’J
1
The Balance Sheet
A balance sheet is a statement of what a firm owns and what it owes at
a particular date. The things that are owned by a company are called
its 'assets, and various sums of money that it owes are called its
liabilities. Assets include land, building, machinery, stocks of finished
goods, raw materials, etc., and anything else that it owns. To acquire
these assets, the firm must obtain money from various sources like
banks or other financial institutions and investors (or shareholders). It
may also owe money to its suppliers and other individuals. These are
its liabilities.
BALANCE SHEET
What the firm OWNS
What the firm OWES
Cash-in-hand and in Bank.
Stocks of goods for sale.
Machinery' and Equipment.
Furniture and Fixtures.
Buildings
Share Contributions.
Borrowings from Banks.
Donation and
Accumulated Profits
ASSETS
LIABILITIES
Current
Assets
TJlT Fixed
Assets
Current
Liabilities
Cash-In-Hand
Cash In Bank
Stocks
Debtors
etc
Machinery.
Equipment.
Furniture.
Building
etc.
Shon Term
Borrowings.
Creditors
Converts to
cash In next
year
Does not
convert to
cash in
next year
Payment
due
next year
TOTAL ASSETS
Long Term
+ Liabilities
+
Equity
Development
Loans
Share
Capital.
Accumu
lated
Profits
PayTnent not
due next year
TOTAL LABILITIES
The total assets always equal the total liabilities. In other words, they
balance each other.
D-39
ABC INDUSTRIES LTD.
Balance Sheet as at 31.12.1988
Assets
Current Assets
Cash in bank
Cash in hand
Accounts receivable
Securities and
Deposits
Finished Products
Work in progress
(Semi-finished
Products)
Raw materials
Other supplies
Liabilities
$
2.000
1.000
12.000
10.000
$
10.000
25.000
5,000
3.000
8.000
43.000
15.000
25.000
5.000
78.000
Fixed Assets
Land
Building
Plant & Machinery
Vehicles
Furniture, etc.
Current Liabilities
Bank Overdraft
Accounts payable
Interest Payable
Provision for
taxation
30.000
45.000
80,000
25.000
5,000
Long Term Liabilities
Term loan (secured
for fixed assets)
at 12% p.a.
Unsecured loan from
development bank
at 15% p.a.
100.000
50.000
450,000
Shareholders’ funds
Capital
Earned Surplus
50,000
20,000
185.000
70.000
TOTAL
263.000
TOTAL
263,000
Operating Statement
One important information for every owner/manager is to know
whether a business has earned a profit or not during a particular
period i.e. the profitability of a business during a period (often one
year). The operating statement is also known as profit and loss
account. Depending on whether there is a surplus or deficit, the
business is said to have earned a profit or incurred a loss during the
D-40
specific period. A simplified profit and loss account of hypothetical
company ABC Industries has been illustrated for the year ending 31st
December. 1988.
ABC INDUSTRIES LTD.
Profit and Loss Account for the year ending 31.12.1988
Income
Sales
Other income
$
S
450,000
10,000
460,000
Cost of Sales
(+) Stock January 1. 1988
(+) Purchases
(-) Stock Dec. 31. 1988
Total cost of goods sold
40.000
232.000
35.000
237,000
Gross Profit
223,000
Operating and Selling Expenses
Salaries and wages
Rent
Advertising
Travelling ,
Interest paid
Maintenance & repair
24,000
18,000
6.000
10.000
11,000
12,000
Total Operating & Selling Expenditure
81,000
Profit before tax
Tax
Net profit
Dividends
142,000
44,000
98,000
18.000
Retainer earr "Ig'S cr
arnea sutthus
80.000
Tire important terms used m the profit and loss account are explained
as follows:
Income: The
_ne profit and loss account starts with the total of all the
revenues or income earned during the period. For a manufacturing
unit, the income is predominantly from the sale of goods.
D-41
Cost of goods sold: The cost of goods sold is computed by deducting
the price of balanced stock from the total cost of old stock and new
purchases during the period. The cost of raw materials used during
the period is obtained from the records and stock statements.
Similarly, the changes in the work in progress and finished goods
inventories (not shown in the simple profit and loss account given
above) must also be taken into account.
Gross profit: The gross profit or gross margin indicates the profit
earned through the manufacturing operation and is derived by
deducting the total cost of goods sold from the income.
Operating and selling expenses: These are the general administrative,
selling and financial expenses, not strictly related to the
manufacturing process during the period.
Profit before tax: By deducting the operating expenses from the gross
profit, we arrive at the profit before tax.
Net profit: When we deduct the tax from the profit before tax, we get
the figure of net profit. This is the amount which is available for
distribution as dividend to the shareholders or owners. Usually a
portion of the net profit is distributed as dividends and the balance is
retained in the business as retained earnings?
BASIC ACCOUNTING MECHANICS
Whenever a business transaction takes place, it has to be recorded in a
systematic manner. There are three basic account books or journals in
which the transactions are recorded.These are the cash book for
recording cash transactions: the sales day book (for recording credit
sales transactions), and the purchase book (for recording credit
purchase transactions). The residual transactions can be recorded in
the proper journal
A separate ledger is used for T-accounts segregated into separate
groups or heads for the ease of identification.The entries in the basic
account books or journal are transferred to the ledger under these
heads of accounts. Thus, there will be separate accounts lor purchases,
sales, and individual creditors in the ledger.
The T-accounts have debit and credit sides as shown below:
TITLE OF THE ACCOUNT
Debit side (Dr)
Credit side (Cr)
D-12
The debit is on the left hand side of the T-Account and the credit on
the right hand side. Each transaction will have debit and credit entries
of equal amount, and as such the system is called the double entry
system. The total of all credit and debit entries at any point of time
must also be equal.
For the cash account the procedure for debit or credit entries is
simple. Debit what comes in (receipts) and credit what goes out
(payments). Thus, entries in the cash book will look as under:
CASH ACCOUNT
(Payments) Cr
Dr (Receipts)
Date
To balance b/f
To receipts
(details)
Date
By Payment
(details)
10.000
2.000
4,000
By payment
(details)
5,000
Bv balance c/d
3,000
12.000
To balance b/f
3.000
12,000
' i the cash account, and the
Both debit and the credit items are there in
is taken
as a balance brought
net effect, which is debit oi Rs.3000/- iforward for further transactions.
n made in the
Let us now examine how the debit and credit entries are
-of the
A
double entry system of accounting in respect
c. T-accounts.
—debit entry signifies an increase in the asset: account
a--------- and a credit entry
an increase in the liability account. It is knoum
1-------- from the knowledge of
the balance sheet that
ASSETS
LIABILITIES
Thus, an increase in one asset may either have a corresponding
increase in liabilities, or a decrease in some other asset lor the balance
to be maintained. The following situations may mise.
D-43
First effect
Corresponding effect
Increase in asset (Dr)
Decrease in asset (Cr)
Increase in liability (Cr)
Decrease in asset (Cr)
Increase in asset (Dr)
Decrease in liability (Dr)
Increase in liability (Cr)
Increase in asset (Dr)
Decrease in liability(Dr)
Decrease in liability (Dr)
Decrease in asset (Cr)
Increase in liability (Cr)
An Illustration
The procedure for double entry is further explained with the help of
some illustrative entries in respect of a company called XYZ Business
Co.:
1) Mr. Smith, the owner, brings in S20.000 in cash as his capital for
the business.
2)
Bank opens an account in the name of XYZ Busin-ess Co. by giving
term loan of 850,000.
3)
Machines worth $25,000 arc purchased against cheque payment.
4)
Goods worth 820,000 purchased in cash.
5)
810.000 withdrawn from bank for business purpose.
6)
Sales worth S25.000 made to Mr.John on Credit.
7)
$5000 paid to the workers as wages.
8)
Mr. John makes a paxmient of 85.000 in cash.
9)
Cash sales worth $ 5.000 made.
The entries in the T-accounts for the above transactions can be made
as under:
D-44
CASH
Cr.
Dr.
S
S
20,000
(4) By payment for
merchandise
20.000
(5) To receipt from
bank
10.000
(7) By payment of
wages
5,000
(8) To receipt from
Mr. John
5,000
By balance c/f
15,000
(9) To receipt from
sales
5.000
(1) To receipt from
Mr. Smith
40.000
40.000
To balance b/f
15.000
OWNER'S EQUITY
Cr.
Dr.
(1) By cash from
- 8.
Mr. Smith
20.000
BANK ACCOUNT
Cr.
Dr
8
$
(2) To deposit
(3) By Cheque for
50.000
machine payment 25.000
(5) By Cheque
withdrawal
10,000
35.000
By balance c/cl
50,000
50.000
To balance b/d
15,000
15,000
D-15
LOAN ACCOUNT
Dr.
Cr.
$
(2) By term loan
50.000
MACHINERY
Dr.
Cr.
(3) To purchase of
machine
25.000
MERCHANDISE
Dr.
Cr.
S
$
(4) To purchase
20.000
SALES
Dr.
Cr.
S
S
(6) By sales
25.000
(9) By sales
5.000
MR. JOHN
Dr.
Cr.
S
$
(6) To Bill No....
25.000
(8) By cash payment
5,000
WAGES
Dr.
Cr.
S
$
(7) To wages
5,000
Once all the entries are posted, every account is closed by balancing
the debit and credit sides and finding out the net balance. This has
been done in respect of the cash, and the bank account. We can
extract a trial balance from the ledger on any particular date by
D-16
collecting all debit and credit balances. Trial balance tor above
example will be as follows:
TRIAL BALANCE AS ON.
Cr.
Dr.
S
$
Cash
Bank
Plant & Machinery
Merchandise
Debtors (Mr. John)
Wages
Owner's equity
Loan from bank
Sales
15,000
15,000
25,000
20,000
20,000
5,000
20,000
50.000
-30.000
100,000
100.000
The profit and loss account and the balance sheet form the trial
balance:
Several entries and adjustments for the inventory of the merchandise,
depreciation, bank interest, etc., must be made. In order to simplify,
let us assume that at the end of the period, the company has the
closing stock of S 5,000 worth of merchandise. Thus the cost oi goods
sold comes to S 20.000 (purchase)—$ 5,000 (closing stock)=$ 15.000
The simplified profit and loss account will look like:
PROFIT AND LOSS ACCOUNT FOR THE PERIOD
$
$
30.000
Income from sales
Cost of goods sold
15.000
Wages
5,000
20,000
10.000
Profit
D-17
BALANCE SHEET AS ON
Assets
S
Liabilities
$
' Loan from Bank
50.000
Cash at hand
15.000
Cash at bank
15.000
Owner's equity
20.000
Amounts receivable
20.000
Earned surplus
10.000
Merchandise
Plant & Machinery
5.000
25.000
80.000
80.000
Note that for the next accounting period, the merchandise account
shall have S 5.000 as the debit balance since S15.000 worth of
merchandise has been sold during the current period.
COSTS, REVENUE, AND BREAK-EVEN POINT
In any manufacturing establishment, it is essential to identify various
costs involved primarily for the purpose of planning and control. For
example, the information on the cost of manufacturing a product is
highly relevant for pricing decisions. The relationship between the ,
costs and the revenue determines the profitability of a unit.
One way of classifying the costs in a manufacturing organisation is by
identifying the direct manufacturing costs and the indirect
manufacturing costs. Direct costs are those which could be directly
identified with the manufactured product. Thus the raw materials
consumed in the manufacturing process are part of direct costs.The
salaries, wages and other compensation paid to the workers involved
in the manufacturing process are also part of direct costs, indirect
costs, on ths otner nand, are those costs whicn' are incurred for
carrying out tne manufacturing operations but are not direct:;
identifiable witn tne. end-product, v/ages paid to the supervisory staff,
support senaces and supplies, factory rent, repairs and maintenance
expenses, depreciation, insurance, tools used and water ano
electricity lor tne establishment are all examnles of indirect
manufacturing overheads. Note that the labour costs mav have both
direct labour and indirect labour components.
For many kinus ol managerial decisions, it may be necessary to know
the cost associated with a unit of output. In other words, the total cost
D-48
that is incurred in manufacturing one unit of the product. For this the
costs are classified as:
Variable costs - which vary in direct or approximately direct
proportion to the, number of units produced (e.g. direct material cost
and direct labour cost). Variable costs are determined in terms of per
unit of output.
Fixed costs - which are relatively free of the level of production.
Example of fixed costs are interest charges, administrative salaries,
factory overheads, and insurance.Fixed costs are period costs, i.e. they
pertain to a period of time rather than to the number of units
produced.
Total cost is the sum total of the variable costs and the fixed costs per
unit of output. Suppose the fixed costs per month of a firm are $ 5,000
and it makes 500 units of product during this period. The fixed costs
per unit of output wall be $10.Thus, the total cost indicates the cost a
firm incurs in the manufacture of a unit of output at its particular level
of operation.
Incremental cost is the additional variable costs associated with
producing one additional unit of the item.
Marginal cost is the additional total cost associated with producing
one additional unit of the item.
Concept of Break-Even Point: A business incurs costs in anticipation of
earning revenue. Revenue is the money it gets in exchange for the
products and sendees it sells. If the revenue in a particular period is
more than the costs incurred, we say that the business has earned a
profit. If the revenue earned falls short of the costs incurred, the
business is said to have made a loss.
The break-even point is the volume of production al which a firm
neither makes a profit nor a loss. In other words, at. the break-even
point, the revenue equals the total cost. The formula lor computing
the break-even point is simple:
Total revenue (R) = Price (P) x Number of Units sold (Q).
Total cost (C) = Fixed costs (F) + Q x Variable costs Per unit (V)
By definition, at break-even point. R = C
D-49
F + QB x V. where QB is the quantity sold at the
Or. P x QB
Break-even Point.
Thus. QB ( P - V) = F
Or. QB = pfv
Fixed Costs
Thus, break-even 'sales volume= Price . variable Costs per UHit
Since, price minus variable costs per unit is the contribution per unit
of output, the break-even sales volume can also be expressed as:
____ Fixed costs____
Break-even sales volume = Contribution per unit
In the above computation, total revenue and total cost are taken for a
particular period. Thus, if the fixed costs is taken for a month, the
break-even sales volume will also pertain to one month's period.
From the formula for the break-even point, it is clear that a firm's
break-even point can be lowered by:
—
reducing the fixed costs,
—
increasing the price of the product, and
—
reducing the variable costs.
From the control point of view, it may not be easy to charge a higher
price for the product due to the competitive environment in the
market.
It may be extremely difficult to alter the variable costs due to the
demand and supply position. Fixed costs are comparatively more
amenable to control and as such an area which requires prudent
planning.
WORKING CAPITAL MANAGEMENT
In addition to the investment in fixed assets, a firm must carry
additional cash, inventories, and amounts receivables. Once the fixed
assets are acquired, raw materials have to be purchased, processed
into finished goods, delivered to the customers, and then the payment
received as per the terms of sale. This process of consumption and
generation of funds takes a definite time and a business has to provide
for the funds required during this period. This requirement of funds
D-50
for running the operations of a unit is called its working capital
requirement. The cycle of utilisation and generation of funds in a
typical manufacturing organisation is illustrated in the Fig.
Input
Raw
Materials
Inventory
Manufac
turing
Process
Finished
Goods
Inventory
Delivery
to
Customers
Collection
of
Payment
Marketing
Inputs
Fig. Utilisation and generation of funds
The cycle of operations shown is a continuous one, and as such, a
business has to provide for the funds for this cycle perennially. The
amount of working capital required will depend upon the level of
operations. A firm manufacturing one hundred fans per day will
require more .funds than a firm manufacturing fifty fans per day- The
amount of working capital required will also depend upon the length
of the cycle of operation: longer the cycle, greater is the requirement
of funds. For example, if the period of collection of payment increases
from one month to two months, the firm shall require working capital
for additional one month of accounts receivable.
Under normal circumstances, it is expected that the cash generation
(output) will be more than the cash consumption (input) so that the
business is able to meet its obligations regarding interest on loan,
dividends, growth, etc. Due to the dynamic nature of business
operations, it is extremely difficult to make a precise assessment of its
working capital requirements. The requirement changes from time to
time.
For the sake of simplicity it may be assumed that all the iunds that are
consumed during the cycle are required at the beginning ot the cycle
itself. Usuailv, the requirement ot funds for the period of cycle (say,
three months) is taken in respect of the following items:
a. Raw materials
b. Consumables like water and electricity
c. Staff and labour
d. Other miscellaneous expenses.
D-51
AND
DOCUMENTATION
UNIT
o v__
Output
It should be understood that the needs pertaining to the working
capital are dictated not only by the characterstics of the manufacturing
process but also by the characterstics of the market. In many
industries, a liberal credit term has to be offered to the customers as a
norm; it has ceased to be regarded as a special favour. For example,
large institutional customers have their own compulsions and policies
to buy their requirements from tire suppliers who are able to offer longcredit periods^ Any assessment of the working capital needs will be
more realistic if it is based on such market characterstics.
While assessing the working capital needs, we must also cater for the
marketing expenses. One must learn to treat working capital as
dependent on the production as well as the marketing activities of an
enterprise. In the case of several consumer products, the funds
required for marketing activities may be quite substantial, even more
than the production requirement. There are many cases where the
entrepreneurs started their operations in small, half-built sheds, spent
considerable amount on marketing, and achieved exemplary7 success.
Thus, a realistic assessment of the budgetary needs for marketing
helps in arriving at a pragmatic figure for the working capital
requirements of an enterprise.
TIME VALUE OF MONEY
For investment purposes, a return of S 100 today is more'valuable than
a return of S 100 alter five years. Consequently, the timing of return is
extremely important in financial decision making. Let us acquaint
ourselves with certain formulae which are based on the time value of
money.
Compound Interest
The formula for computing the terminal value (A) of an amount (P)
invested at an interest rate r per annum at the end of n years is:
A
=
P (1 + r)n
Example : If we invest a sum of S 1000 at an interest rate of 10%
compounded annually, its terminal value at the end of 3 years shall be :
A
= 1000 (1 + .1 )3
= 1000 x 1.331
= $ 1331
And. at the end of 20 years. $ 6727.4
D-52
It is common that interest is not compounded annually but quarterly,
or half-yearly. In the example given above, if the interest is
compounded half yearly, the same formula can be used but r will now
become. 77- = .05 and n will become 3 x 2 =6 as there will be 6 half
yearly periods in 3 years. Thus, the terminal value, if the interest is
compounded half yearly, shall be:
A
1000 (1 + .05)6
1000 x 1.34
$1340
Present Value
Present value implies the value at the present time of an amount of
money to be realised some time in the future.
This can be found from the same formula which is used for compound
interest.
Since, A = P (1 +r)n
A
P = (l+r)n = A (1 + r)-n
In this case, P will be the present value of the amount A which we are
going to realise after a period of n years at r interest rate.
Example : What is the present value of S 10000. to be
received after 5 years if the interest rate is 12% per annum?
Putting the values in the formula, we get.
i
P=
=
=
10000 (1 + .12)-5
10000 x .56742
$ 5674.2
Standard Annuity Formula
A series of even cash flows is called an annuity. The standard annuity
problem can be defined as: Suppose a man periodically deposits a
certain amount of money R with a bank at an interest rate of r per
period. How much will be in his account after n such payments ?
D-53
t
j
i
4
The standard annuity formula is :
S(n)=
F
-
(1 +r)n 1
_r
Where, S(n) is the amount after n payments.
• Example 1: If a man deposits $ 1000 per annum for 10 years under a
recurring deposit scheme carrying an interest rate of 14% per annum,
how much will he get on maturity ?
1,000
S(n)
(1 + .14)10— 1
.14
3.7072—1
.14
$19,337
1,000
=
(Present value tables are available for computation)
Example 2 : -How much should a man deposit annually to accumulate
$20,000 in 15 years if interest rate is 12% compounded annually ?
Here we have to find R, thus
20,000 = R
(1+.12)15— 1
.12
= Rx 37.279
or, R
= $ 536.49
Present Value of an Annuity
The present value PV of an annuity is given by the formula:
Rd-d+D-H
r
R = the payment made each period
r = interest rate per period
n = number of periods
pv=
Where,
D-54
Example : What amount should be invested now to receive an income
of $5000 at the end of each year for 10 year if the interest rate is 12%.
PV =
500 (1—(1+.12)-10
.12
500 (1—.32197)
.12
= $28251
Trainer's Interventions:
The teaching of financial management requires some
amount of calculation. Every concept statement when
explained with the help of illustrations as given in the
trainer's note must be followed by short exercise for the
participants.
The data presented in the trainers' note may be
distributed and participant may be helped in preparing
statement as presented in the note.
D-55
PERSONNEL MANAGEMENT
Training Objectives:
•
To help participants appreciate the role of human resource
management in running a small enterprise.
•
To make them understand the recruitment and selection process.
To make them aware about method(s)
compensation package to the employees, and
•
of determining the
To explain to them the process of motivating employees and sustaining
their motivation.
Trainer's Notes:
All factors of production, namely, men. machines, and money are
important for the successful running of an enterprise. Managing
personnel involves assessment of manpower requirement; organising
their recruitment and selection; and devising their compensation
package and sustaining their motivation.
MANPOWER PLANNING
To assess the manpower requirement, a number of questions have to
be answered:
a) What kinds of manpower needed?
b) How many of what kind?
c) What should be their background, education and experience?
d) What will be their compensation package and career opening?
BASIC INFORMATION FOR MANPOWER PLANNING
Kinds 01 manpower
required
How many
With what edu
cation, experience
& skills
a) Managerial
b) Clerical
c) Accounts
d) Salesman
e) Skilled
f) Semi-skilled
g) Un-skilled
D-56
What will be
their compensa
tion package
Answers to these questions will van* depending upon several things
like the size of the enterprise, the nature of the product, the demand
and supply position with respect to manpower, the location of the
enterprise, and the goverment rules and regulations. A small
entrepreneur’s business is very simple; Because1 of this he is commonly
referred to as the "owner-manager". His manpower planning starts
from the requirements at his factor}’ or workshop. Depending upon
the process and level of manufacture, he may employ some skilled,
semi-skilled, and unskilled workers. If required, he employs a
supervisor to look after the various operations at the unit. The number
of persons required at each point is estimated as per the workload.
Workstudy helps in deciding such numbers. The organisation chart of
a typical small enterprise employing around ten to fifteen persons will
be somewhat like the one shown in the Fig.
Owner - Manager
Factory’
Superxnsor
i
Salesman
Accountant
Typist
i
Skilled
Workers
1
Semi-skillec. Unskilled
Workers
Workers
Organisation chart of a Small Enterprise
The structure shows that the salesman, accountant, and typist are
directly under the control of the owner-manager. As the organisation
grows in size, a part of the decision making authority is passed on to
other employees.
RECRUITMENT AND SELECTION
Once the manpower needs are identified, the positions are filled
through the process of recruitment and selection. The recruitment
D-57
?
process requires that the job specifications in respect of each position
must be clearly defined.
This information is conveyed to the prospective candidates through- Word of mouth.
- Employment agencies,
- Vocational institutions, or
- Advertisements.
A small unit, especially if it is new. may also convey information about
its own activities, objectives,growth plans, and any other points of
strength to put itself in an attractive situation. Such information
should be based on factual data and a realistic assessment so as to
avoid raising unfounded expectations in the applicants. If persons
possessing the required skills are expected to be available locally or in
the vicinity, referrals from the existing employees can be a good
source of recruiting people.
Selection involves choosing the most suitable person for employment
among candidates.The relevant information about the candidates is
obtained through:
—Application forms which are designed to elicit the desired
information,
— Written tests and exercises,
— Personal interviews, and
— Practical assessment.
The choice of the method(s) depends upon the educational
qualification of the candidates, and the nature of the job. For example,
a skilled worker can be best evaluated through practical assessment
in a work situation rather than through written tests or interviews.
Candidates also have their expectations regarding these. They may
wish to seek additional information on certain aspects relating to the
job such as work content, responsibilities, working conditions,
promotion opportunities for long term growth, and degree of job
security. The selection process facilitates exchange of information
between the employer and the employee. The candidates who fulfill
the requirements of the job and whose expectations the company is
able to meet are selected.
D-58
COMPENSATING AND MOTIVATING EMPLOYEES
The employees have to be compensated for what they do for an
organisation. Besides the salary and perquisites, there are many other
things which help in retaining them in the\company and sustain their
motivation.
'
Direct Compensation: Employees expect fair wages commensurate
with their skills,experience,and job content. Wages should be
ascertained keeping in mind the cost of living in the particular
r .^^s^^W-focality. These should be revised periodically to account for
inflation so that the real wages do not go down over the time,
wages must have a system of yearly increments which should be
a flexible enough to reward good performance.
1)
-'T
^1.
Fringe Benefits: The fringe benefits or indirect compensation that
an organization provides to its employees include insurance
against accidents, leave, travel concessions, medical
facilities.subsidised meals, uniforms, housing etc.
I
Promotion: Employees expect to improve their position m the
hierarchy over the time. This improvement in the position is
termed as promotion. Promotion helps an employee to feel
important and useful to the firm. It enhances his status within and
outside the organisation. Through promotion, he looks forward to
accomplishing more challenging tasks, including participation in
the decision making process.
4)
Job Security: One reason why many people are reluctant to join
small enterprise even at higher salaries are their apprehensions
about job security'. An enterprise which is able to dispel such
apprehension benefits substantially in the long run.
5)
Working Conditions: One primary cause of dissatisfaction of
workers is 'the quality of their working life' which includes
reasonable hours of work
a work place
rest period
tea breaks
provisions of a room for recreation, lunch, etc.
availability of safety equipment and first aid facilities, and
water cooler, lavatory, etc.
D-59
I-
These things may not improve productivity, but will help in
preventing job dissatisfaction among workers. The management
must also ensure that cordiality and friendliness is maintained
between the workers. An environment should be created in which
the superiors and senior employees and workers develop mutual
respect for each other.
6.
^Considerate Management: An employer who is alert to the
problems of his employees can create a happy and motivated work
force. A small firm has an advantage that the employer can be.,
close to the employees and any complaints and irritants can be”^
solved expeditiously. Because of direct control, performance
evaluation is more or less instantaneous. Timely praise for good
performance helps in motivating "the employees. The attitude of
the management should be fair and positive in evaluating
performance.
In most countries, there are government rules and regulations which
govern toe employee-employer relations. These may pertain to
minimun: wages', 'minimum age for employment', 'working hours',
extra payment for overtime', 'leave salary', 'holidays', 'medical benefits',
'bonus', ‘maternity leave', 'workers' right to form a union', and so on.
The policies'with respect to the workers must be formulated within
the frame work imposed by such rules and regulations.
Trainer's Interventions
The trainer should suggest to the participants a product
and the number ol units to be produced in an year. (This
may be taken from own experience, or from any case or
illustration in this Manual).
The participants should be asked to fill up the chart
included in Trainer's Notes and prepare the organisation
chart. After they complete the exercise, the concept of
Manpower Planning should be discussed in detail.
The trainer should explain to the participants various
aspects oi compensating and motivating employees. The
constraints and limitations of a small firm in this respect
must be brought out during discussions.
D-60
A
Af)
■I!
vk
-
BUSINESS COMMUNICATION
Training Objectives
•
To help participants to understand the role and importance of
communication in business
•
To acquaint them with various channels of communication and their
appropriate use in business.
Trainer’s Notes:
BUSINESS COMMUNICATION
Communication is becoming increasingly important for successful
management of an enterprise. It may be internal communication for
employer-employee understanding or external communication with
customers, promoters or. the community in general. To an
entrepreneur, communication with any of these groups is significant
since it affects business.
Communication is a process of sharing an idea, thought, concept and
information. In business world, it may take a variety of forms, such as -
— an order
— a request or appeal
— an announcement
— an information
— an instruction
— a report
— an advertisement
— an imitation
— a greeting
— a clarification
— a reply or an enquiry'.
Wliatever may be the form, the purpose is the same i.e. ’message must
get across, and must be understood by the recipient in the same way
as has been conceived by the communicator (entrepreneur). In order
to project successfully, communication skill must be developed. The
D-61
I
skill comes from practising the application of a set of rules for
effective communication. These rules should apply to any business.
National & International Govt.
Law and Tax Authority
Promoters such as
institutions offering
finance, power, land,
shed, technolog}\
processing, etc.
Customers
>
.Entrepreneur
—-------------------- 1
Suppliers of inputs
such as raw materials,
labour, etc.
Dealers
Retailers
Consumers
Agency providing
goodwill, newspapers etc.
Employees
Manager
Supervisors
Clerks/Accountants
^Skilled and
Unskilled
Workers
Communication World of an Entrepreneur
EFFECTIVE COMMUNICATION
Significant factors essential for effective communication are:
a) Adequate understanding of the Recipient: The communicator
(businessman) must appreciate the fact that what is known to him may
or may not be known to the other party. The terms, contents, and
symbols used as part of the message must be within the "frame of
reference" of the recipient. It is communicator's responsibility to
varify it before including them in the message.
b) Use of suitable Language: In communication, language plays an
important role. The language here is not confined to English. French,
etc., but it also refers to the level of understanding of the same
D-62
T
' -----
©HCy.
L
bv'
^26.
h V)()■
language. For example, an instruction manual written by an engineer
must be so worded as to be understood by those for whom it is
intended. They may or may not know the engineering terms, but are
definitely going to use the manual. Again a technical report to the
board must be in a language comprehensible by non-technical board
members.
c. Clarity: The value of communication is reduced if there is verbosity,
complicated pharasing, and lack of objectivity. The use of various
forms like figures, illustrations, graphics, etc., increases the
communication effectiveness.
d. Brevity: A golden rule of effective communication is the brevity of
presentations. It pays both in speech and writing. It is all the more
important in the busy business world today. The central idea should be
illustrated in short sentences and with least possible words without
losing any essential aspect
.
>
e. Use of appropriate media: There are a number of media available for_l<L
communication. Selection of single medium or a combination of
e?
media, appropriate to the audience is necessary. The choice of media
”
may also depend on the quality, content and size of the message. At'
times, onlv single medium is available. In that case, the content of"
communication needs to be given in suitable formats without losing
the essential part of it. For example, if communication through a letter
will not be as fast as desired, the message may have to
communicated through telephone, telex or fax. The selection of
anyone of these media will be appropriate but the contents have to be * -r- v
reformulated appropriately.
f. Appropriate time: The effectiveness of communication is enhanced’
or reduced depending on the time and occasion selected for sharing
the information. The business has to be very perceptive to determine
the time and occasion appropriate for communicating the particular
message. Many regular messages such as greetings, announcements,
etc., are accordingly planned well ahead.
**
CHANNELS OF COMMUNICATIONS
Channels through which messages flow between the communicator
and the recipient are often termed as channels of communication.
According to the mode of presentation, these can be categorised as
oral, written, visual and audio-visual.
D-63
I. Oral Communication
a. The telephone system: It provides the standard form of oral
communication employed in business. Besides, it is also used for
internal communication (inter-office and inter-department.) informal
conferences of departmental heads and for the dictation of letters.
Selling on the phone saves valuable time. But to make it work, selling
has to be efficient and professional.
To illustrate, let us peruse the following conversation:Caller:
We are the Small Business Consultant Ltd. and my name is
Sumikard. Do you know us?"
Customer:
"I am soriy Mr. Sumikard, I am not in a position to place
you."
Caller:
"I am sorry to hear that. Small Business Consultant Ltd. is,
in fact, serving successfully the small business
entrepreneurs over a decade. More importantly, we
provide tailor made consultancy and training for small
business in most of the major disciplines;- finance,
marketing, salesmanship, personnel management,
computer skills, etc. Do you have any consultancy or
-r,
training need at .the present time?"
lhe prospective customer in the ahove illustration is drawn into
conversation. Do you know us?" is an open question. The answer may
be 'yes' or 'no'. We have seen the planning done by the Caller to
respond further after receiving 'no'. Let us examine how he does when
the response is 'yes'
Customer: "Yes. I think I have heard of your company but do not
remember meeting you personally."
Caller:
"Oh! Good. Then you know the important services offered
by Small Business Consultant Ltd. More importantly, you
will know that we provide tailor made consultancy/
training for small business in most of the major
disciplines; finance, marketing, salesmanship, personnel
management, computer skills, etc."
"Do you have any consultancy/training needs at the present
time?"
Customer: "Well, we have continuing training needs of one kind or the
another."
D-64
Caller:
"Good. We would like an opportunity for talking to you to
see if we can offer a training system that might be of
interest. I know the whole day you are busy at your factory
site except on Thursdays, the day on which we are open."
Customer: "You are light".
"How about having lunch with a group of small
Caller :
entrepreneurs who are visiting our campus on Thursday,
You can peep into one or two of our seminar rooms to see
us in action. We could talk about any of the specific
problems you may have. Would next Thuisday be more
convenient?"
The above conversation illustrates very well the preparation made by
the Caller (entrepreneur) for facing the prospective answers yes or
’no’, both without losing the customer.
b. Interviewing'. This provides an opportunity for the communicator to
directly observe the reactions of the receipient. In this case we also
get the opportunity to answer queries and provide clarifications. This
method has been found very useful in business to pursue
customers/promoters taking favourable decisions. This channel Oi
communication is also used very often for selection of peisonnel. The
' -extended form of interview is now used in mass media like Television
and Radio and is proving eifective. This is a communication channel
reaching a large audience. Here again careful planning is a must.
c. Radio: Radio provides a means of communication which has been
widelv used for advertisement and to a lesser extent foi promoting
public relations.
d. Personal selling: Personal selling mainly depends on oral
communication although it is much more effective when
supplemented with visual and audio-visual aids. The presentation of
the samples and specimen in personal selling increases
communication effectiveness.
e. Meetings and Conferences: This is a technique usually adopted in
internal communications and it largely depends on oral communica
tion. The intention of the communicator comes loud and clear, and
accordingly 'sincerity' and 'honesty of purpose plays an important role.
f. Joint Consultations: Joint consultation provides a forum for
discussion between employers and employees about mutually
important issues such as enterprise policy changes, proposed future
developments, new processes and manufacturing methods.
D-65
II. Written Communication:
In business, written communication is used very often for placing
orders, submitting tenders/quotations. announcements, advertise
ments, day-to-day correspondence, official publications, reports, etc.
a. Letters: A letter is written with opening salutation (e.g. 'dear sirs' or
’gentlemen') and the complimentary closure (e.g. 'yours faithfully' or
'sincerely'). Often the quality of paper, quality of typing, wide space,
margin and even the design and style of printed letter head, speak
about the enterprise. It is very important that the entrepreneurs take
care of each one of them. For example, an enterprise engaged in
producing quality products also communicates credibility or doubts in
tiie mind of the customer through the quality of the letter.
b. Annual Reports: Annual report of the business provides information
to shareholders, to the customers and also to the promoters. Clear cut
stated policies and vivid presentation of the performance increases
the credibility of the organization.
c. Memoranda: Internal memoranda usually circulate freely in most
offices giving information and/or instructions as part of the normal
day-to-day administration.
d. Official Publications : A great deal of information in textual or tabular form is obtained from official publications, much of which is of value to
business organisations. Official publications may be in the form of
Newsletters or Periodicals giving guidance and information to people
sharing marketing channels of the products and sendees.
e. Telex and Fax: Telex is one of the recent modes of communication
which has also an element of telecommunication. It is very fast and
also has the provision for getting a return reply. What is more
important in telex and fax is the recorded communication. To use
these efficiently, one requires practice in formulating message in brief
without allowing distortions.
f. Reports: A report is a very important written communication in
which, according to its nature and purpose, the businessman presents
a collection of facts, and number of alternatives, and states conclusions
and recommendations. Reports are usually ; i) routine ii) special iii)
statutory and iv) technical.
Routine Report e.g. official or sales report
Special Report e.g. customers' behaviour, response, etc.
D-66
I
Statutory Reports are made to meet the statutory requirements. For
example,certain limited companies are required to send a statutory
report to every member of the company, at least 14 days before
holding the statutory meeting.
Technical Reports are those which describe principally the technical
aspects covering a lot of statistics and figures. In report writing, care
should be taken to ensure simplicity by avoiding jargons and technical
language. Even a technical report ought to be reduced to non-technical
words if it is to be presented to laymen.
Quality should be maintained in terms of language, printing, content
and layout.
The rules of punctuation must be carefully observed throughout,
otherwise the sense of the report may be lost.
Wherever possible, positive statements should be preferred over
negative ones.
Often impersonal reporting is preferred except the address by the
Chairman/M.D. which is well received if quoted with personal accents.
Readability should receive due importance while preparing the report.
The format of reports, its layout, printing,. use of paragraphs, sub
headings, headings and suitable appendices will .make the report an
effective means of communication.
Reports are also useful feedback to the entrepreneurs. These are often
used as bench-mark (particularly the annual reports) for deciding the
future course of action.
g. Yellow Pages. Thei recent mode of communication between
entrepreneur and
l---- their
------ customer is through 'yellow pages' which is
becoming very popular. It is very effective means of locating firms ol
needed specification. Since the yellow pages are categorised,
information regarding products, sendees, special features, and contact
addresses should be clearly and accurately illustrated.
III. Visual and Audio Visuals Aids :
To. a modern businessman, several visual and audio-visual means of
communication are available. These means of communication are often
used for external communication with customers and promoters.
a) Television: Television is very powerful medium for communicating
with a larger audience (customers) spread over wide areas.
Communication through television, however, demands sophisticated
skill to present message across in "shortest possible time . Since it is
D-67
-HL
very powerful audio visual medium, all the symbols ^nd back ground as
well as the spoken words must be integrated to convey the message
with due persuasion. However, the use of this channel involves
comparatively higher costs and may not be feasible for the beginner
(self-employed persons).
b) Films and. Film slides: These are used by many companies for a
variety of purposes such as introducing the product, attracting
customers, giving information, attracting investment, etc.
Businessmen often use films or film slides at public places such as
cinema houses, exhibition grounds, etc.
c) Advertisements in Newspapers and Magazines: This is a means of
communication often used by entrepreneurs for prospecting business.
A repeated use of a particular brand in advertisements enhances the
familiarity of the company with the customers.
d) Posters and Hoardings: Posters, hoardings and leaflets are the
written means of communication but often used as visuals particularly
when displayed at busy streets and other public places. These are
mostly presented through symbols, figures with words usually used in
the form of slogans.
e) Statistical Graphs: Statistics in textual form are included under
written form-of communication but statistics are also produced in
statistical graphs; maps, etc., where the emphasis is upon size, colour *’
and not upon the written contents.
f) Close Circuit Television: It is the latest addition in means of
communication, usually employed for demonstration of mechanical
actions of products and machineries.
!
Business communication plays crucial role in making the business a
successful venture. There should be careful planning, adequate fund
and constant improvement in the use of various communication
channels suitable to the need and stage of growth of an enterprise.
Communication should be considered as important managerial
function.
Trainer’s Interventions:
For teaching the subject of communication, the best approach
may be to use various channels and audio-visual aids. The
models can illustrate different aspects of an advertisement.
Mock personal selling can be organised in the class to
illustrate various aspects of effective communication.
D-68
4
A/
TIME MANAGEMENT
INTRODUCTION:
You. see there aren't too many secrets behind effective
t i m e m a n a g e m e n t.. T In e p r i n >::: i p 1. e ;a r e n o m o r e t h a n c o m m o n
sense.
But if they are just common sense why haven't we
a 11 b e c o m e e f f e s t i v e a t m a n a g i. n* g o u. r t i. m e ? Q u i t e s i m p 1 y
w e d o n o t d e v o t e s u f f i c i e n t t i tri e a n d e n e r g y t o p 1 a n n i n g
t h i s m o s t p r e c i o u. s r e s o u. r c. e o f a 11 »
V e r y f e ui p e op 1 e r e a 11 y man -hlg e t h e i r t i m e w e 11, How o f t e n
we have heard “If only I had more time". This
is
the
vo i c e
of
reg re t
a n d d e s p -a i r »
S o m e p e o p 1 e a c t u a 11 y
believe that if they had 2.4 hrs in a day they would do
mor e
an d t hey wou1d n ot be t i me pr e ss ur ed,
Th e y s t i11
would be pressured because they do not really understand
t bi e 1 ’ u/ o r k i n g s m a r t er" p r i n c i p 1 e ,
11 i s n o t t h e t i m e
in
min lutes and hours you work its how you work and how you
determines
s t r u. c t u. r e y o u r a
v a i 11a
b 11e
t i me h i ch d
e t e r m i n a s you r
avai
ab
r a t e -.o f s u c c e s s »
“You. do nt
Gm ar her “ ..
bi. a v e
t o w o r k h a r d e r . You. only have
to
Vx.»o r k
How often have
young manager
bi a v e you
y o u. watched
m a t o h e d the
t h e budding
b u. d d i n g younc*
staying
late at the office.
office«
Probably too often.
often„ He , is
suffering from the old myth of believing that being seen
to be working
is
the same as actually
achieving
something.
Like too many of us he cannot differentiate
between simply being at work and actually doing it..
<
What is Time?
a t ou r
the most v a 1 u. -a b 1 e r e s o u r >c e ui e h -a v e
T i me
i
c. a n we buy
W e c. a n n o t s t o r e time in -a bank nor can
di••apo•sal«
timer.
All iM
wee can do is use i t c o n s t r u c t i v e 1 y o r-v uf a s t e
i t;» T i m e 1i s
o a >n an ag e r i a 1 ass e t w* i c ri i s i r r e p 1 ac ab 1 e an d
s h o u. 1 d b e t r e a t e d as s u. C h « T i tn e i s a s c a r c e r e s o u r c e a n d
t h e u. 11 i m a t e m a n a g e r’ i a 1 c: o n s t r a i n t Consider how
bi o i-aJ mush
m u c bi time
t i m ewew ehave
h a v e ata tour
c> u rd disposal
i s p o s a 1« «
There
are only
o n 1 y 2.4
2 4 hours
h o u r s i in
n tthe
h e dday..
a y» GGenerally
e n e r a 11 y wee spend
s pi e n d eight
B hours for work and spend
hours sleeping, allocate 8
the
rest
travelling, eating
e a t i. n g and
a n d relaxing^
r e 1 a ;• •: i. n g » If we do not make
e i gh t h
o u r s at
a t jwork,
?j o r k , we can end up
the most of the eight
hours
either staying
la be or
or
t a k i n g work
taking
w o r k home with u.s ..
Sometimes we end up doing both. In effect this reduces
the
amount of time we have to spend relaxing, with our
f a m i 1 y o r p e r s u. i n g o u. r i n t e r e s t o r h o b b i e s »
Th e m a j o r
point here is “If we can not ma.ke the hours work far us,
we end up spending less time doing the things we enjoy,"
i s a n e s s e n t i a 1 c o m p o n a n t o f t h e m an ag e r i a 1
Re 1xation
Constan11y working and spend ing our time doing
d ay <
leads to f ru.s t rati on 7
wo r k wh itch h as 1 i 111 e p ay of f
a n x i e t y, c. o n f 1 i c. t a n d s t cess, A
• n e f f i c i e n t m a n a g e r i s an
h e a 11 h y m a n a g e r w h o d e v e 1 o p s a. sense of balance and uses
1
>
h i s t i m e in t; h e b e s t p o s s i b 1 >? w a y» H e
hi mse1f
‘ ‘ Am
I
constan t; 1 y
Hi a k i n g t h e b a s t p o s s i b 1 e use of my
t i ma
asks
r ight
now»
At t i tu.de .
mo r e
The biggest s t u. m b 1 i n g b 1 o c k t o d e v e 1 d p> i. n g n e ^.(,
Th i s
innovat i ve an d t i m e s a v i n g h ab i t s1 i s a 11 i t u.d e »
alone stends in t h e v,! a y a n d s t o p s y o u. fro m 1 e a r- n i n g
Commi t
to unlearn old ways and habits:-;..
B e p r e p a r- e d
am.
you.se 1 f now to the culture and philosophy of what- [
going to say. if you have remained with me this far yoi.>.
1 as t
an e
but
are on
the !M -a yt o c li a n g i n g y o u r- 1. i ( e ,
1 as t
the
andd wwas
a sttee ssom
o meett iimmee f o r
S i t b as k art
indulgence ..
o n ui a s t e i t»
B e c -a u. s e t o •- m o r r o jy o u m a y ]. i e t u
Because
t i me , G o
t i me
t F-y out tthe
h e methods of becoming am e f f e c t i v e
manager»
Where does the Time go?( Eg of Govt offices)
Work is
i n t e r e t for most people 5 bu. t- w e
i s a central
f" e n t r a 1. life interest
ne ed
t i m e t o r e 1 a ;< f r o m t h e s t r e -s s a n d s t r a i n s o f our
The
t h i s >.
j us t
work..
Time management helps us to do
effective time manager who gets at least 10 hours oi|«t of
t h e G h ou. r s n o r m a 1 w o r k i n g d o e s t h i s b y working u.j i t h
purpose r a t h e r t h e n j u s t ».-v o r k i n g ri a r d e r ,
i s doing the job right,
Ef f ic: iency
d o i ng t h e r i gh t j ob «
u
-
-i
I
1
effectiv eness
is
e f f ic i |n tu «
t h a t we
vi e ail
a 11 know people who a r e
I
am sure that
Th e
ver
r y 1.1111 e n
bu.u.ssy
annd
ac:h ieve ve
w ay-s
ay s
b
y a
d
They are a 1 uj
to
‘1 e f f e c t i v e 1 ’ m a n a g e r e n s u r e s t h -a t h e c o m m i t s h i s t i m; ?
achieving high priority key results.
is
the key to effetive m-anageo.en t»
T i me management
t i m e m a n a g e m e n t p r i n c. i p 1 e s a n d a p pi 1 y i n g t h e m
Fo1 lowing
achi eve
i 11 h e 1 p you
to your sp ec i a 1 c i rcums t anc es ,
It will
also enable you. to create a demino
mo r e »
e f f e c t, amongst those with whom you work including your
your colleagues and your boss„ Your new hkb i ts
s t af f ,
a n d e f f e c t i v e n e s s w i 11. i m p v' e s s u. p o n and influance •; h e i r
ac t i on s and b eh a v i ou. r «
How well do you. manage your time?
t li e
is
Mos t o f- us believe that we are using our time
W e a 1 sa f e e 1
th at
a s s e s s i si g and
best way p o s s i b 1 e »
•; h e i r
r e c o r d i n g where time goes is an encroachment on
m an y p e r e i v e n e
t e c h n i q u e s a s a t h r e a t, r a t h e r
wonIdn
than as a means to achieve more and reduce stress.
G o m e p & o p 1 e b e 1 i e v e t h a t t h e i r p o s i t i o n i. s s u. f f i c e n';
reflect their ability and authority to manage.
to
If
is wh a t
They know how to do their job. After all t h a t
But if you question t h e m , rnos t of
thev are paid to do.
the
them would agree that if they had two more hours i n
d a. y t h e y c o u 1 d achieve more n
he 1p
i t h 2 6 h o u r s b u t can
I c: a n n o t d e s i g n •3. d a y
W e 11,
the
look
at
How
?
you. to
t o make th e mas t o f you. r t i me .
management
.
t
ime
f o 11 o w i n g 1 i s t o f t h e s y m p t o s a f p a a r
to
you.
»
How many of these s r e ap p 1 i c ab 1 e
Symptoms of poor time management .
N e v e r h a v i n g t i m e to do the r a a 11 y i m p o r-1 -a n t w o r l< «
th e
too much time to the urgent rather than
-x Devoting
impor tan t.
Ai. F" r e q u e n 11 y s t a y i n g 1 a t e a t; t h e o f f i c. e
-X- Taking work home
the
vj i t ri
t o k e e p up-to-date
time
•x- Rarely having
p ape rwork
■x Doing the work of others
•x- F e e 1 i n g i n d i s p e n s i b 1 e
-x- At tending too many mee t ings
-x- H a v i n g d i f f c: u 11 y i f i s a y i n g ' n a ’
•x- Letting o t h e r s d i c t; a t e h o i y o u u s e y o u. r t ime
t i me
and
an i o{..j.s
f e e 1 i ng
s t r es s e d ,
Frec^uerit 1 y
prassured.
-x- Rarely completing work on time.
?4-
I f y o la e x p e r i e n c e more them 50X of these symptoms
a r e n e e d 1 e s s .1. y o v e r s t r a s s e d -a n d c a n 1 e -a r r\ t c? w o >' k
effect ively.
you. r
mo r e
We all have a 1 i f e -s tor e o f t i me . We shou 1 d p 1 an. r o m ae: e
resource » Yesterday is
the most of it . Time is a scarce resource.
Ule need,
need to have
make
the
most
of
tomorrow,
kle
gone. Let u.s
Th e r e
approach
to
time
management.
There
are
a s ys t e m a t i u
four stages tt o t h i s a p p r o a c h .
The need for time management.
n e e d e x i s t s i e you
First we
uje all have t o r' e c o g n i s e t h a t a
comm i 11 ed to exam ining n e w m e t h o d s f o r
have
t D be
to
W i t h o u. t c o m m i t m e n t -a n d
getting the most out of the day.
not succeed
succeed..
If
to
you
wi
1
1
I f you. fail
mo t i v a t i. on ,
recognize that you could, should and can get more out of
a f ra
r a i d you w i 1111 nev
nev e r b e
at> 1 e
t h e s am e t i m e . then I am a
t ime .
old
habits
of
whiling
away
your
to give up your
re a1ized the
re
iis
s a nee d
tor
t ime
there
Once you h a v e
you
have
to
find
out
where
the
time
t In e n
managemen t
it?
H
o
w
m
uc:
h
t
i
m
e
y
o
u.
s
p
e
n
d
i
n
m
e
e
tings
•.
Who uses
goes.
□n the phone? etc.
Collection of information
information, _ I
T h e only way to find out is to collect
However for
s e e that"’ most of you. already have a diaryt h i s c t} 11 e c. t i o n o f i n f >n r a t i o n , a 11 o f y o u s h o u 1 d h a v e a
1 o g - ¥ o i.a h v e t o a c c o u n t f o r y o u. r t i m e i< e e p
th e
t i me
for
10
days
and
till
it
twice
a
dayAn
half
hour
log
time period is i d e a 1 - T h e n 1 o g f o r e a c h s e g m e n t w h a t y o u.
d i d •, who took up the time? and what was the outcome’j'
There a r- e s o m e m a j o r p o i n t s w h ih hi a v e to he developed
I:j e f o r e u s i n g t h e 1 o g » F i r s t f- i 11 i n g t h e log may ap p e a r
But i t i s
t i m e c on s um i n g t e d i ou.s an d b o r i n g » 11 c an b e ..
th e
wh
ere
a small price to pay for accurately finding
time goes.
Many people believe that they really control t h e i r t i file»
t h e y know
k nj where
wh e r e
They also believe that they
it h as gone n
1 f perception
p e r c e p t i o n of
of
Unfortunately the self
their own vol e
be
performance criteria and key result areas c an
d istorted»
Tin e i r
c 1 a’r i t y o f v is
i s i on i s b 1 ur r ed an.d t in e y s ee on 1y
the d isp a r ity
w h a t t bi e y
i. s h
ttoo sseeee ««
C o n s e q u. e ri 11 y
between perceived and real consumptic»n ot t ime i s h i g h .
C o 11 e c t i o n o f e f f e c t i v e p e r t i n e n t i ri f o r m a t i o ri i s t h e k e y
t o t i m e m a n a g e m e n t b e h a v i o u r . I f m a n a g e r s a r e u.n u? i 11 i n g
then clearly
o r n o t d i s c i p 1 i n e d t o f i 11 i n t h e i r 1 og ,
t h e i r p e r c e p> t i o n n e e d t o i m p r o v e a n d t h e 11 • p e r f o r m an c e
is low.
Time Analysis
Th is requires you t o f ind
T h e T h i r d s t a g e i s a n a 1 y s i s.
11st you.
o u. t w h a t c o n s u.
um e s yo
u u. r t i m e . 0n c e you. h a v e a
t ime
1
eg
it
imate
w i 11
have
t c> d i s t i n g u. i s h b e t uj e e n t h e
lead
to
wh
ich
us e r s t h os e
those
t h i n g s an d ac t ivi ties
the
time
an d
s u. c c e s s ?
an d o r g an i z a t i o n a 1
performs 1
the
1
i11
1
e
of
v
a
1
ue
to
yon and
which
ere
ate
waste rs
wast
e
rs
o r g an. i sat ionx □nee you. i d e n t i f y t h e p r i m e t i m e
r id of
you can d e v e 1 o p s t r a t e g i e s a n d tactics to getmore
all,
Just
think
how
much
a
n
d
f
o
r
a
11
,
J
u.s
t
them once
the
effective you. would be if you. managed to eradicate
p r inc ip 1e t i m e w as t e r s in your life and your job.
Action Plan
stage is action, where managers devise new
The final
i n n o v a t i v e w a y s "of structuring their time and their day,
t h a t t h e y h a v e t o d e y e 1 o p a p 1 a n t ’n a t
is
This means
a
r
ound
re
a
1
pr
ior
i
t
i
es
»
The
p
1
an
i
s
a
b
1
u.
e
st ru.ctu.red
print for ensuring that
they
fulfil
the
targets
in
their
t l'i a t t h e y f u 1 f i 1
k e y r e s u. 11 a r e a s ,
k. e y
a v e>?
If y
o u. h a v e b e e n d i s c i p 1 i n e d , h a.
f o 11 o > e d t h e
you.
have
activities and taken appropriate action, you. will
e r ad i c a t e d t h e n e e d t o i mp ro v e yola r las e o f t i me . . But be
careful, you. can soon slip back to old habits. I f i n d i t
useful
to go through this exercise at least once e v e ry
s i x m o n t ti s .
T h e r e a r- e a 1 «w a y s n e w t i m e u? a s t e r s waiting
t o c o n. s la ni e y o u. r 11 tn e a n d r e d u. c e y o la r a f f e c t i v e n e ss ■<
Identifying the Time Wasters
tT: a n a g e r s a s s u It e t h a t t h e y c a n g :i. v e a p r e c‘ i s e
M an y
th a t
of how they spent their day. Th s y f e e 1
br-»eakdown
f
rom
mos
t;
ti’i e
t h e y h a v e control and know how to get
p
eri
od
of
2
But if you can keep a. log for a
the i. r t ime «
spend
your
to 3 week-s you v-.f i 11 he su.rprisad what you.
time doing.
m u. c h o T time we can spend doing things
11 i s a m a z i n g h o
those th ings
We select only
i\.f h i o h w e a r e u. n a v-j a r e »
af
r
out our own
W
e
c
a
r
e
f
u.
1
1
y
t
1
1
e
t h a t w e- wish to recalIm
personal ■ t i ine ‘.'J as t e rs ' »
I f w e w e r e r e a 11 y c r- i t i c. a 11 y aw a r e and wished to. admit
w e m i g h t b e ab 1 e
t o ola r p qq r t i m e m an ag e vn e n *.» b e 11 a v i ou. r
t o t a k e t h e n e c e s s a r y a c t i o n t >o i m. p r o v e it and reduce
t i m e s p e n t o n u n i < n p o r t a n t n o n p r »o d u. c t i v e work.. We might
let
even stop doing work that
t h a t; 1■ we
v j e pay others to do, and
them get on with it.
those
th ings
U.-5 t o i o e n t i f y
t i »n e 1 og h e 1 p s las
Keeping a
if
we
adhere
to
that take up ou. r t i m e o 11 h e 1 p s , b a c: -a la s e
t
h
r
o
u.
g
h
o
u
t
t
h
e
1 og a t Sp ec i f i ad t i m es
11-* a
comp 1et ing
re
1
i
ahle
record
day, we can at least get an accurate and
of where our t i m e r a a. 11 y g o e s .
Personal Analysis.
Work through your time log.. I d e n t i f y t h a r t a j o r pat terns
how much of your t ime
a n d t r e n d s w h i c h a p □ a a r , c alowlate
a.
ta1ep hones,
is •spent on r o u. t i n e t a s k s , r e p c> r t w r i t i n g ,
paper
work,
a
1
1
e
n
d
i
n
g
>
n
e
e
t
i
n
g
s
to col 1 eagu.es ,
t-all< ing
i
d
a
a
is
The
f
o
r
m
e
e
t
i
n
g
s
,
e
t
c
.
preparing
t rave 11ing,
wh
ich
t
h
i
n
y
s
oflist
of
those
that
you. d ave1op a
s i g n i f i c. a n 11 y e a t into your t i o '! e .
ri
th is;
Nou? comes t h e rno m e n t o f t r la t h . ¥ o u. I"; a v e to arrange
the
1 i s t of items in t o two s e pe ra t e 1i s t s. L e t us ca 11
'
those
things
• Leg itimate t ime consumers ,
1 i si t
f i rst
i (ri • : r o v i n g y o u rto
which you
you.
do each day which add
results and your effectiveness .
'should
The other 1 i s t, t o b e 1 ab e 11 e d ' T i m e wasters',
b u t add
those t h i n g s w h i c: h. c c? n s la m e y o u. v' t i. m e i n >::: 1 ud e
or
departmentai
in
terms of
individual,
1 i 111 e
t; h e
I ri o t hi e r vv
u; o r d s t li
l"i e s e
are
o rg an i s a t i. o n a 1
su.s c»? s s t i m e V-! as t e r s » L. e t u.s 1 o o k a t s o m e t i tn e vj a s t e r s v.
IDENTIFYING THE TIME WASTERS
Key time wasters
Paperwork
Do you.
routine
sp e nd
t o o m u. s h t i m e
paperwork?
Ofl
the
s t e ad y “ s t a t e
or
t h an
u f i. tth
h
th i s rath e r
Do you. k e e p you. vs a 1 f b u. s y w
on mo r e d i. f f :i. c 11 t a s k s ? I f so, what is
sp e nd i n g t i m e
?•
the causa of t hi e
prob
fdr
ather,
Do you. find at the end of every month that you.r
tray is
s t i 11 full ?
p e n d i r* Q
Do you. find
f i n d that paper work distracts you
more
important work ?
Do y
you.
o u. p la r- p o s e 1 y
i. m p o r t a n t
p ap e r
s k i 11 s 5 c o n f i d e n c e ,
do the job n
i.‘.; i t h
f a i ‘.I. t o d e a 1
p roc as t i n -a t eth e
or
do
you.
lack
u,:o r {< ,
to
self- d i s c. i p 1 i n e a n d m o t i v a t i o n
Meet ings
Do you. feel that you. have to attend too m a n y m e e t i n g s
re a h ed
is
and
the value of
the d e»::: i s i o rv
that
time
put
into
them.
?
amount of
d i s p r op o r t i on t e t o t h e
Are you confusing attendance at meetings with peformance
i,e,
seem to be there but nut adding value to the
p r ou’ e e d i n g s..
Telephone calls
Does the t e 1 e p tv o n a r u. 1 e a <'! H d i f.: t a t e y o la r u; o r k a n d
the day ?
during
tasks
Do you. feel that you. have little control o v e r the phone ?
In ah i 1 i ty to say 1 No '
Do you. f e e 1 p r e s s u r i s e d t o s a y
ii>o r *< ?
to do
y e s ■' »,kf h e n o t h e r s a s k you.
Do you have difficulty in being assertive and stat ing
ad d i t i on a 1
you. r true feelings whenever asfeed to take on
d u. t i e s
Do you take on additional work from others because
have difficulty saying 'no' ?
you.
Peop1e
Dues the presence of others distract you from your work ?
Do yoJ...t let otbiers interru.pt and st>0p yot.i k/he-n
k; o r k. i n g c.i n a d d i t i o n a 1. d u. t i e s
Do
you fall
to the
o rg an i s a t i on d r i f t e r s ?
wn i. mp
and
tactlas
yau
a. r &
of
the
Procrast inat ion
to a
D o y o u. o ‘f t e n f i n d i t d i f f i c u. 11 t o a p p 1 y y o u. r s e 1 f
f i n d t h i s mo r e d i f f i cu. 11 vs i t h bi 1 g li
task
? do you
p r- i o r i t y ujo r k. ?
Do you. find i t d i f f i»::: u 11 t o d o t h e v • o u. t i n e a n d m u. n d a n e ?
Do you. tend to apply you.r talents to those tasks wh ich
you. find i n t a r e s t i n g a n. d r e k • .y. r d i n g ?
Unclear goals and priorities
Do you f i nd i t d i f f i c:u. 11 t a d e f i n a y o 1.1 r k. e y r e -s u. 1 fc .?.reas ?
Have you u 1 early assessed the- key results and priorities
you. wish to achieve o v e r t bi e n e ;< t s i x mon t hs ?
the urgent trivia takes over from
b bi e
Do you. find conflict .amoriQ the goals and priorities
se t ?
you
D o y o u. f i n d t h a t
i m p o r t a r»t w o r k .?
Delegation
work. to complete
Do you find you. have a great deal of work
but find it difficult allocating it to you.r staff z?
Are you. clear on the □ r e c: i s e c. r i t e r i a b y uf h. i c h y o u.
d e 1 eg a t e ?
can
Are you the subject of over delegation, or do you.
vj o r k d e 1. e g a t e d u. p f -r o m y o u. v s ub o r d i n a t e s ?
bi a v ©
Stress
Do you. c o n s t a n 11 y f i n d i t d i f f i c u. 11
feel
th-at the
anxiety
results and
effect
on
you.r
performance
?
nega b i v e
your
to as bi i e v e
g e n e r -3. t e d has a
Do you f e e 1 that time pressures create too much personal
stress?
Have you. i d e n t i f i e d y o u. r p e r s o n a 1 s t r e s s o r s
necessary action to reduce their intensity ?
Career Planning
H a v e y d u. d e v e 1 o pi e d a p 'J. -a n o f
an d
t a k e r*.
'where you. go from here'
Have you i d e n t i f i e d c: 1 e a r c: a r e e r g o a 1 -is ?
W in a t a c t i o n c a n y o u
t ake
P o t e n t i a 1 and 1 i f e go a ]. s ?
TAKING
to
r e a 1 i -=5 s*
yD'j.r
c. a r- s s* r-
ACTION
A11 i t u.d e
1 e c t u r e s b y t h e m s e 1 v e s c: an hot change you. r
Words and
1s
Ho i.'i t o p r ac t i c a t h e s e n e w behavlours
b e h a v 1 ou. r .
re 1 ated d i r e c 11 y t o y c.■ u. r c o m m 11 m e n t t o t r y 1 n g ou t n e i'.!
1 d e as r.
that
If y o u. h a v e a n e g a t i v e .=111 i. t u.d e a n d d u n o 1; b e 11 e v e
,
it
will
notu
But
if
you
are
.pcpsi
t i ve
a syst em wi11 work
The
t h a t t h e sys t e mi v/ i 11 wo r k ,
iitt w i 1 .
and believe
eXpert
tion
er
of
any
manager
becoming
an
expert
pr
act
s ec r e t
t
tmen
t
n
h.
t
i
iff
e
man
ag
e
m
e
n
t
1
1
e
s
i
h
i
s
c
cmm
a n d a d v o c a t e o ft o t h e s ys t e m „
What will his team expect?
His team may find that he will now spend
t h e m,
h e 1 p i ng
t oc b m m u. n i c a t e a n d a g r e e
feed
■a v1 e a sH e u/ i 11 g i v e 1 n. f o r m a t i o n a n d
Con s i d e r s
' t i me
a s t i n g <a c: t i v t i e s ' and
much
as hec an
can tohelp the t e a ff = iii e in b e r s
re so. 1 ts »
Leading By
time talking to
r e su. 11
to k ey
hack on sj^h^-t he
he will do as
achiev e
the i r
amP 1 •
the
e f f e u. t i v e m n a g e r k n o uf s t h a t o t h e r s o n 1I y t a k e
The
they see -a demonst r at ion of how th 1nga
1. e ad when
a
t h e y require
‘•should
beh
They need direction and they
th e
leader1 to show them the way- Leading by example L s
th e
influence
only way by which you can hope
to
b e h a v i u u. r a n d a c t i o n s o -f o t h e r s .
Defining The Parameters.
What p r i n c i p 1 e s c an u/e fo11ow wh1ch he1p us mod1
b e h a v 1 o u. r s o t h a t j.m e c an achieve more each day?
ou r
Information
Everyone has to make use of information to do the work»
T h e q u a 1 i t y o f t h e d e c i s i o n t h a t you. reach is determined
fa y t h e r e 11 a b i 1 i t y a n d a c c u r a c y o f the i n f o r m a t i o n h i c h
yola cu lie c t,9 d e v e 1 op ati d u s e .
Peop1e
A manager is r e s p o n s :i b 1 e f o r g e 11 i n g o t h e r s t o
ac: r? i e v e
an'd
h i s r e su 11 s » H e i s j ud g e d b y h i s ah i 1 i t y to d e v e 1 op
mo t i v a t e a t e am of p eop 1 e t o d o j us t t h i s «
Negotation
If you want s >:.•} m e o n e t o d o s o m e t h i n g . Y o u must let
f; :n e m
y ou. r a h i 1 i t y to
know..
Your c o {•n m u. n i c a t i o n s k i .11 s a n d
a n d p e r s u ad e o t h e r s t o p u r s u e
•3.
course
of
influense
as t ion are t h e pi r e •- r e q u i s i t e s f o rs u u c e s s »
M -an a g e r s
i t ri g o od s o c: i. a 1 s k i 11, who d i sp1 ay a profound
i ri t e rp a rson a 1 c.p e t anc. e us e those who can get others t Q
identify with, and meet specified targets»
Key Result Areas
(KRA).
‘f h e, f o u. r• k e y r e s u 11
a ~ e as a r* e n. a i n e 1. y
1 - D e c: .1S i o n m a ?: i n g
2« I n f o r cn a t i o n
7 Peop1e
4... N e go t i a t i »on
a
Th e s e h e 1 p
to
i t h i n wh i s h
>n d e f i n e t h e p a. r a rr( e t e r s
u.s e
the
i< e y
fn a n a g e r >:::• a n mmeasure
e a s u r e r'i i m s e 1 ’ r« H e s h o u. 1 d
he
r e s u 11 p r og r amm. e r t o
i d e n t i f y u.!h e r e h e should
t bi e
f o c u. s s i n g h i s a 11 e n 11 o n »
H e s h O u. 1 d as k himse1f
f o 11 o w i. n g q u. e s i o n
i ri
e ach
w i t bi i n
e a ch
area
Is the
time spent on the KRA sommansurate
t h. e
[■' e w a r d s o r a u h i e v e m e n t s a n d v a 1 u e g a i n e d ?
i t ;• >
the
What
a r e t h e k e y t as s t h a t I should achieve
o f t h e s e a r e as
t h e ac: t i v i t i e s and task
What a r e
h i c:h t ah a up t i ra a ?
•s-
ad v an t ag e s o f f i 11 i ng i n t h e k e y r e s u 11 s p rog ramcrve
Th e
and
that
it
force's one to keep away from
woolly
is
amb i g uous wo r k t as k s an ci b e mo r e sp e c i f i s . .
KEY RESULT
1 AREAS
INFORMATION
DECISION
MAKING
NEGOTIATION
PEOPLE
! Identify
< Key Tasks
I
I
I What are
\ Key
I
Activities <*
--- I...
I
I
I
< Time Spent *
! 2/ Value
!
Gained
<
Short
and long - Term priorities.
Now that you have identified your KF1A, it is time
to
examine your long and short term goals. This you achieve
b y e :< a fn i n i n g
t h e k e y a c: t i v i t e s a n d t a s k -s y o u. a i m t o
completeB Some of these tasks may appear very important,
but
the pay off generated is minimal to your long
term
goa 1 s „
T h e s e a r ea c
c. 1 e a r 1 y a c t i. v i t i e s u?h i c h y a u s h o u 1 d
m i fi i m i a e i n t h e f u. t u r e «
11
i s r e 1 -a t i v e 1 y e a s y t o f o r g e t y o u r 1 o n g t e rm
b e a u. s e t h e y a r e s o f a r o f f t a t y o Lt. m a y h i n i< y o
p 1 e n t y o f t i m e t p a»-“ h i e v e t h e m '
y o u a r' e w r a n g »
Souner or
11ate
a t e r, that 1ong term priority is
r > e e d s om e f a i r 1 y r a p i d ac t i on «
goals
h av e
r
going
to
We
are all judged, not only by the degree to which w e
m e e t s h a r t t e r m g o a .1 s 7 b u t a 1 s o h o hi w # p 1 a n r e s o u r c: e s t o
me a t
1 o n g t e r m g o a 1 s F" a i 1 i n g t o a c h i a v e t h e m suggests
that hi
wee d
do
o n o t p os s e s s t h e s t r a t e g io e r v i a hi»
and
d e mon t r a t e s
that we
a r e aware of the
are
importance of
me e t i ng
1 ong t e rm go a 1 s ,•# wee f a i 1 to n* an ag e ou r t i me
to
do SO.
As each day passes these long term goals come n e a r e r » We
r e ac h
a s t a g e wh e r e , i f w e h a v e n o t
t a k en e f f ec t i v e
far
ast i on?
we start to panic. We have probably spent
for
too mush t i m e >::> n t; h e s h o r-1 t e r m g o a 1 s . T h e reason
They a r e
this
is t h -a t £.»e' f i n d t h e m e a s i e r t o a c h i e v a ,
t e rm
Let us not spend ta>o much time on short
tang ib1e»
t a rm
certainly not at the cost of long
obj ectives •>
t e rm
on e s B
I f we do ,
w e s h a 11
b e con r us i n g sh o v t
e f f i c: i e n c y w i t h e f f e l: t i v e n e s s , W e h a v e t o e n s u r e t h a t hi e
h av e
t h e b a I a n c e r i g In t» E v e r y d a y w e s h u u 1 d t a k e some
action,
no matter how small, to enable us to wo r k
' step}”
t o w a r d s »:□ u. r 1 o n g t e r m g c* a 1 s« W e s hi o u 1 d a d o p t t h e
b y-s t e p ap p r o ac h ' wh i c: h hi i 11 hi e 1 p us ach i e v e t h e m a j o r
obj ecti ves»
1O
Priorities.
Now that you have assessed your p r i o r i t i e s -7 i t i s
t o r an k
th em i n o
rd e r o
order
off i m p' o r't a n c e . We shuuId
p riorities*which relate tor-
t i me
hi a v e
-> D e c i s i o n m a k i n g
-x- I n f o r m a t i o n m a n a g e m e n t
•X- P e o p 1 e , i n c 1 u d i n g m o t i v a t i or» 3 t r- a i n i n g a n d c o a. c h i n g , arid
N e g o t i a t i b n , o u r a b i 1. i t y t o i n f 1 u e n c e o t h e r s .
W e s h o la 1 d r a n k o la r ? r i o r i t i e s A, B, C □ Those priort i e s vie
are of
hcs e
tthat
hat
s t ra teg i c
classify as A's a r e tthose
to
i m p o r t an c e « 'B ' s a r e o f op e r a t i uri a 1 v a 1 la e an d h e 1 p us
intermediate targets and C‘s relate day to d ay
achieve
rout ine •.
□n a d a y -• t o d a y b a s i s, y o u. c -a n s e t a n d m e e t p r i o i i 11 e s .
r e a. 11 y
¥ o la -a r e n e v q r g o i r. g t o a c h i e e
th e
Ce rtain 1y i t e ills i n -a
f e v? cju. r s, b u t y ou. c an m a k e soma
im.por tnat
ac t i v i t i e s
in
p rogress b y b r e a k i ?-> g d o n t h e a. t e p s a n d
the
wh ich you have t o e n g a g e y o la r s e '.I. f i n o r d e r t o m a k e
j?/ r o b 1 e m' >::.•> r au o r k m a n a g e ab 1 e n W r i. t i n g a 1 i. s t o ‘f pi r i o r i t i e s
i s n o t e n »:•> u g h . ¥ o la s h ola 1 d -a 1 s o list them i n t h a o r d e r o f
do
to
i r >. p o r t a r> c e
o t h e r w i s e y u u v? i 11 n e v a r get down
t a c k 1 i n g t h e p r >:□ b 1 e m o f- a c h i e v i n g 11"; e iTi.
Which should I do first ?
people suggest that they tackle the easy problems
Some
to
s o t; h e y h a v e the
t In e r e s t o f t h e d a y t o a 11 u c a t e
f i r s t;
it
i.
m
p
o
r
t
a
n
t
i
s
s
e
s
»
T
This
h
i
s
c
can
a
n
b
be
e
a
m
mistake
i
s
t
a
k
e
7
b
e
c.:
a
u
s
e
th e
7
a s t r a t e g y -a d cj
o p t e d b y m a >*}
n y m a n a g e r s v-;
v.; hi o u n w i 11. i. n g 1 y
is
P r ar; t i c e p roc r as t i n at i on
The Urgent takes over from the Important.
FCv e ry
Th e y h a v e p la t o f f d o i n g t h e m os t i mp o r t a n t tuo r k .
t h a t f r e q »u e n 11 y , t h e la r g e n t t a l< e s o v e r
knows
manager
t h i -s .
t h e i mp o r t an t. ¥ou. have to plan in spite of
f rum
for some
to
r e q u i r a s a. d i sc i p 1 i n e that is hard
Th i s
a 11 a. i n « A11 oc a t e y ou r se 1 f 10 m i nla. t es a t th e beg i n i ng of
E v e n b e 11 e r- g e t t o wo r k
t h e d a. y t o t ac I-.: 1. e t h e p r ob 1 e m B
those
on e h
o u r e a r I y ™ n o t e V e r y d a y, b u. t c e r t a i n 1 y on
hour
d a y s vj
wh
h iich
c. h y o la h a v e p u t a s i d e f o r s o m e h i g h p r i o r i t y
work .
Confusing Performance with Attendance.
Staying late at the end of the day does not really h e 1, p
b e c aus e you a r e t i r e d an d w i 11 p r ob ab 1 y need regular
'■ c a f f e i n e i n j e c t i o n s , ' c u p s o f c o f f e e t o k e e p y o u a 1 e r t»
11
The Daily Planner.
The only way to break out of a n. e g a t i v e a 11 i t u d e i s to
the
use t h e d a i 1 y p 1 a n. n e r „ M a k e a c o m m i t m ent n o w t o u & e
d a i 1 y p 1 a n n e r a n d a o tn p 1 e t e i t e a c h d a y , h e f o r e y a« a s t a r t
work «
Must, should and like
'Hus t, ' 'shou1d“ and '1ike' princip1e he Ips fnanac> =? rs add
an e 1 e rn e n t; o f r e a 1 i t y t o t h e i r wo r k „ Divi»de work j p i n t a
and work* ybu 1 i k e
work you must do, work you should do,
t o d o ..
WITBUOMTRN
(What Is The Best Use Of My Time Ri^ht Now)
fallow b y
a g o 1 d e n r u. 1 e im h i h s h o u 1 d b e
is
This
Ask yourself during ths day what is the ib est
everyone«
use of my time right now.
1£
A
TFA.TNTNn
A c c '■ j r• d :i i' ) ■ -?
A1 .1 e n
to
SF.’TI.. I.S
R >' a 11:
ci i i d
c.on h r?) led
urr
T e a c 11 i n g
i s d e f i n e. d a s a system of
" Mici q
t eac hi i ng
'•.'in
"i s r • •' ■ • i f i
be hc2
h hva L /i i i:::i k e s i5 t r? o s s i b 1. e- t o c •? r ic r 11, r- a t c? o
t cj practice teacliing under control L. d cor idi h i one " .
v 5. ou i •■ and ho
The rn;:i 1 n focus
und
in
ti 'MIS
.•■■.I ill
c. oul d
sic I 1 J
I: o .suit
MT CRM
7 RAIN TNG
1.
2.
He / She
I.■pi • ac. 15 cc d
I• bie
He/She
a
se s
c ho
ur ide r
11
r-ai ■ I '.
I.■ uh
e'
r-c-' Ii■ ■. d
to
t r • a i. r i j n g
l: I p-
r . . h... -•d condi.
.f
< crop o s i. f <■
I at e
of
rn i
f:;!
r c
t e c I in i quo s.
s p e c 5. f :i c
to
a
s:7<. i .1 1
specifIc
content
Co be
pr ac t i
’■ d.
( f:3 \ir\-y c,mall
c o n t e n I p o :i n t
be taught ) arttt,abl',et'fro practice
'-i
ski11«
plans
to
sk i 1 J.
si-, i .1. .1
FROGF" IX.IRR
the
chosen
the
m i cro
Somo t i rue c
t e si c I • i i. n g
in I cr o
s e .1 e c I:? s
of
prac I: i. c I rig
on
I i. mi.11. a t i on ..
I: r ■' a i r i e e
The
Poi-1ion
3.
;i s
to
the selected content focusing on
for about 5 to 6 minutes.
teach,
p r a c t i. c e d,
be
C he
4.
ci n i s e x e c u t e <;i i n s i rn 1.1.1 a t i on w
with
T l i e p 1 an
i t hi a f e w peer $:• acting
as students. This
T h i s may
rn a y be
b e recorded
r e c o r d e d on
o n audio
a ij d :i o or
o r video recorders
de pe nd i ng on av a i1a b11i t y o f rcsou r - ce s a n d 111 e skill be in g
pract iced.
5.
The
by
recording
a
is
d i s c u s s i on
of
c o rn p e t e n c y
t hi e
r ■e t eac he s
and
t hat
recorded.
8„
The recording is
t hi i s
is
t hi e
and
rep.l. ans:..
The
fac tori1y
t ra i nee
to
t r-a.i nee
7’.
1 de a 11 y
st rong
t he
Ba sed
h ra i nee
back
t bie
or :i t: i quo
t hie
1 6.
on
keep!ng
trainee which i s fol 1 owed
w e a l< p o 5. n t s o f t he
the skill in focus.
played
on
cyc 1 e
level
of
p .1 ayed
bac t
i s
f or a reor It i cue sessi on,
o f opera t i or i .1 s h o be. re pc11, c'■.! t i 1 I ci sat i s e r f o r rn a n c e s r e g a r d i r i g 111 e sk i. .1 .1 ■ in quest .i on
reached..
A R F.kl SKILLS FXF’I. ATNLL’
Foursample
st i mulati on.
sic i .1 .1 s
are
explained
for
•your
chio i c e
to
practice
in
. • >i
6)
Caste
: (1) SC
(4) MBC
(2) ST
(5) OC
(3) BC v'
7)
Religion
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
(3) Hindu 'Z
(4) Muslim
Family particulars
8)
S.No
Relationship
(1)
(2)
Father
Mother
r
A
l
Age
Sex
Income/
month
Occu
Edn.
f Ib-fi-S
51
Alive/dea4
Alive/dead
FtnALE
f
I 7) 9)10)
) 9)
(2) Town
(3) City
: (1) Tamil
(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(2) Own house
(3) Official quarters v/*
(2) Rs.300 - 500
(5) Rs.2,000 - 3,000
(8) Rs.5.000 - 6,000
(3) Rs.500 - 1,000
(6) Rs 3.000 - 4,000
(9) Above Rs.6,000 s/
: (1) Village
Native Place
Remarks
TflrniL NftDU
Native State
(Write the name)
11) Native District
(Write the name)
*
12) Native Diocese
(Write the name if you are a
Catholic)
| 13) Mother tongue
14) The house you live in is
(4) No house
15) Total income of the family
per month
g
Yi
16) For Higher Secondary Students
(Subject Combination)
78
17) For Students of Technical
Institutions
18) Whether you are a boarder or
Hosteller
Govt.
7 19) Whether you receive
Scholarship
: (1) Less than Rs.300
(4) Rs-.l.OOO- 2.000
(7) Rs.4.000 - 5.000
Academic ! Vocational
: (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course .
Year . . .
(1) Boarder
(2) Hosteller
(3) Loan Scholarship
: (1) Free Scholarship
(4) Not applicable
(2) Merit Scholarship
20) Whether you receive free books
: (1) Yes
(2) No v/
21) Whether you are handicapped
: (1) Yes
(2) No
7
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus
(6) Car
1
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NCC.
(3) J .RC.
9
Date:
Al
Signature:
1 .
QUFIS1 I ON I NG
U l i <■.
a„
h.
is
composiIe
Cil
Rr-omp t i ng
Ref’ocusir ig
r ed i rec tt. i:i i11ig
\3
ai id
z: ill:.'
f l ie
5:.| ’ 1 1 .1 .
higher
cl.
I.i s i r i g
p r - o I? i n g
e.
R n c o 1.1 r - a g i n g
f .
<1..
U
II.
T r •i. n e e
r ■ e p e a t i rt g
115 s
own
i ..
T ra i ne e
a n s w e r- i n g
o w ri
q 11 c s t i o n s
<?n
I hr
» ’
si ib
.a I.: I: >:■ mp t . S-
i ndi..ir L
t i or i o f
s t :i. rnu 1. a t e
t: o
••■■I. i 1 I -:••.
s t u d e r 11 s
t :i one
cine
in
Ino
loll
r
c rani-,
r-mr- i I-n)=|
a t: i Q|
oi iI
tto
o
r-i •’ ’ ."'il :ii n
HP p ||
oi\'-
:i
r->■ oil.
■i i Id
I o'
'Il!
I.
I -
si i 1 1 or. -i • ok
■-1< -ill-'
i 1 1 -■
skill
r
I;
...... ... I - I < ■ IIlI cat
m i
•’.-old
f I s
i ri:. t :i. gat i •••"■;
I.J r 11 Is a
o o 11 r I / i i y t. >:■
" e .1. i c i t :i rig" i -e - on e-" •:::•
r io t
ip
-• d
mi
i i •
a; -i r ’-ael i
fr err
c-
■ Irr-nd
■ ni: .
’■ ai.’er
a
n- I -j Hr r
prnc. tf- :iI c :i rig
pr-ac
r io I. I n
- !• i .! J
. r i f . C’ |f <- -I-i
■ H. p
F | .p | i r
ti r■
mad'?
ap|.-i-oach.
ci i.! r s I:: :i r* 11 :i n -a
r ion • i e c i• oncle 111 c
ci u e- s t i o n s
Cl'i'. » i(C Of
of 1,1-0?
the
I he may
a 11 d
i
11 a vc
de due t: i ve
to
ci l i e- s--1 i o r i s
ciuc?s t i o11s
I i -r r-i I i i p 111
| y | r will
I 1 !• ] )
a I.'
r e s p o n d i 11 g
sc- ssi on .. Thr
r < • nc I ri 11'■’i po i nt
i ..pl . i ) I
ar c
qi .i e s t i o ri s
an d
1.1 is e-.r-
o <f
A ff ••• u
f: -■ aohinci
-A- i J I
guc c t i oi is
level
d i vergc n t
i 11 g
t I > i
guc •? I. i or i
i.k-..iiig
AsI■. i 11g
f
•:: oini-’■•4'1 er11
•:<r
t h-
int-n-i
11 r"
• I.'i de nt
<::J I::
ip ar r I :i ng at
the ’•.c-r ic er-1 orhu I" r • c* c 11cinric I i s I rig s t u d e ri t s t hoi. i'.il 11,
1
1
'i
e
c
o
1.1
e
g
e
:
s
t
u
d
e
n
t '■ ar c c. apab 1 e
r i.. 11 e o r .1 a w o n p
pn
r 5.
i. ri
nc
c i p 1 e be c a u s e
high
order
c-f
reason
I nei
of
abstr<;i>- t
reaso
r 11 .ng . Tn other words it is a
pi-occ ss:i r rj..
inf or in a I: i or i
2.
3 1 1 MUL.U3 VAR J AT J CM
Th i s
i s ,a ga i r i
s 1:1.1 n u .1. i
of
a.
I ■
I 1 1 1
o s :i t e . Sk
■ -<»■ 5 1 1..
I ■ 1 i "i g
y o i„ 11 -
ina
i. is i i io
J 1:
f oc use s
t a k i 11 g
si. 11 - sI■• i 1 1 s
i t
suit ablc
a
Mo du 1. a I: i no
I: I io
f i •om
ri
:t r - 5 '■ t -/
mono I. oi i'..-I j ?
man / .
i rio 1 •.• e d
IP •
Cl
A
fcw
■ I
analog)-
vo J ce
f .
i. is i i ra
body
.1 r.n'i'- n ia or
■ i.
G i v i i i-j
.al i
5 nd i ’■>' I dria 1
h.
11 • ?. i 11 -a
I l ie
c 11 .a 11
on
or i br - i n-j ,i ng
away
&
w .a y
a’. »:■ t i. i i* i a ■• I i rin Hi'
li ide n I’ c i i • * I.
■■■■ I i mi i .1 i i■■ i ! i. I:: :i I r ' I hI i !• I i 11
I 11. mu.-1 '■.■■ or •
ami • I •
1 .i r ’ ■
l. i I
Sc i is i 11•■■i
Vai : ill'
ii
-..•I.
c o rn
pre sen ta I: ion..
T he
.1 I s. I.' d r.-o .1 ow
cl i. dac l: ic
Cl il •
a
i r 11.: o
or-
- n r.I
homi'c!
a
i n
I-1 rnI c a-' I H i - ’ ■ i .1 ri 111.: :l I-'
Of
f
• '..ib • I i 1 I '
in .i micro t a-.:. I i :i. I r J ’• OS .1. on.. I I i' -. • I io i c c o f I he
!■ hie
r e eoi ir c r? •"•
would depend on I.: he ava i 1 ahi .1 i t y Of
arid
sk. i .1.1 s
at. i l. i f y
I" i. m u .1 i
uor d
(skill)
of the t: e a c 11 r ” t c> v a r - y 11 is
of
noi.i
]
cl
c ai ? t i or i
too
often
"■'
“
-rnc
t
5.
rn
c-• v a r - y J n g 111 e s t i m 1.11 u s
def e a t
11 r? pili -pose ( c •?' in r. ■ r - c s s I. i-i - -j t o o many s t i mi ll i o :i t: l i i n a ■? hor- r t i rn e ) .
H- i -
'ii
- • ■ml. ■ i 11.11 i < -i i
I 7) Religion
: (I) SC
(4) MBC
(2) ST
(5) OC
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
k>4) Muslim
I?
’7
8)
•A
0
BC
(3) Hindu
Family particulars
S.No
Relationship
(1)
(2)
Father
Mother
Age
■6
Sex
Edn.
11ft Lt
L' ■ ic m
FenfttE
S'L C
Occu
Income/
month
Remarks
./Alivezdeed
yx^Alive/dedd-
House vHFF
J
t
i
Native Place
V
: (1) Village
(2) Tov/n
<5; City
•. -J 10) Native State
'K
(Write the name)
11) Native District
(Write the name)
N s i P -1, 7
Native Diocese
7 £ 12)k (Write
the name if you are a
Catholic)
6 13) Mother tongue
5
14) The house you live in is
15) Total income of the family
per month
: (1) Tamil
kx(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(4) No house
, (2) Own house
<?) Official uuar-ers
: (1) Less than Rs.300
(4) Rs. 1,000 - 2.000
Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs 2.000 - 3.000
(8) Rs.5,000 - 6.000
(3) Rs.500 - 1,000
<6; Rs 3.000 - 4.000
(9) Above Rs 6.000
Academic f Vocational
9?
1$) For Higher Secondary Students
(Subject Combination)
17) For Students of Technical
Institutions
'■ (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year .
7' 18) Whether you are a boarder or
Hosteller
7 19) Whether you receive Govt.
Scholarship
(1) Boarder
: (1) Free Scholarship
(4) Not applicable
(2; Hosteller
(2) Merit Scholarship
(3; Loan Scholarship
20) Whether you receive free books
: (1) Yes
No
.^9
21) Whether you are handicapped
: (1) Yes
U2TNo
|
22) Mode of transport to the School
vOrWalking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus
<6) Car
: (1) N.S.S.
(2) NCC
(3) J RC
23) Whether you are a member of
(4) Scouting
Date:
Signature:
3..
DEMONSTRATION
:
This
is also a composite skill. The sub •-•component s of the
I: i 1 I.
w o u .1 d d e p e n d o n t h e s u b j e c t a 1 e a f r o m w h I c h t 11 e t e a c 11 i ri g r> o 5 r 11 5. s
selec Ted. T11 e c o 111 p o n e- n t s r e q 1..1 i r ed t o cl e rn c - n s t r a t e p h o i 1 e t i c
I- i 1.1
by
a
.1 a n g u a g e t e a q 11 c r w o u 1 d I? e q t.. 1 i t e d i f f e r e n t f r . m
a
:i enc c
t:eache r
dernonstrat ing tine use of a measuring i.nstrument or
•rn ■
me rc e
t: c acl ier
d e 1 n o n s t r a t i n g t l -i e j o u r 1 "i a 1 p o t i 11 g s o f
a
t
of
business t r a n s- a c t i o n s. A f e w c o m rn o n s'.. 1 b s I-i .1 -1 s. c o1.1. d I:, c
a
h
c.
d.
e.
f„
o
h
a r o i.. i s .1 ri g c 11 r i o «■ i I:: y
c I") e c k i r i g I • r i e s t
co ord i na t: i ng e x n .1 ana I: i on w i t h man i r'l.i .1 .a t: I •••n
f o c u s i 11 g o r i d e t a i 1 s
seguenoing
p o :i n I: i ri g t o p o s s i b .1 e e r- r' o r s
h i g h 1 i g r 111 r i g p r e c a 1.11 ,i o n s
repeat: ing 111e soquei• i»;■ e at: cl f a s t: e r
to
ac: 11.1a .1. ar I. ion
D e p e n d 5. n g o n t h e s u b j e c t:
t i ons cou 1. d be made,.
4.
area
of* I:: l i e
t:
I:: ;i ii i' .i.l .:"i t
a c h o r ci <:.l d j t; i o n s a nd
de.- J e...
CLOSURE
i. s a ski.1. J with
This
is
w :i t l-i power such c omr-onet 11r. wl ie n oomr>ar od t <■.■
t: h^
a b o v t?
3
s?
!■: 1 1 1 s „ TThere
h e r e c o i.. i .1. d b e var 5. ou.-:::. ao I.: i v I I: i e s that: could
be
1.11 “i d e r t a I-: e n
h y I - T > o t e a c 11 r * i r i o r c 1 e i
I.: o r? r f o r m t h i s.
I: i 1 1 .
Th- / a ie r e v i r i 13 g, 31.. 1 fn j n11- j 5 f•, g, que s t i.on ii rg
I.: o . , The main aim of the
s I-; i .11 i s t: - 1 - e i n f • r c e w 11 a t i s I a 1.1 g h t
s t a r 1 d i r"i g. T11 e c o m p o n e n t
c o u 1. d b e
b. .
c.
d
a 11r I c h c
C o n s o 1 i. d a t i. n g t: 11 e p o i. n t; s
/\ s I i. 11 g a i :•> p .1. i. c a t: i o 11 J »? v e 1. q u e t: i. o ri •
A s !••: i. n g r e v i. e w ' i 1.1 e s t i. o n s
I... i n I-i n g w |-i a t i. s t a u g 11 f t o I:, l ie who .1 e
A 11 1.11c o m p o n e n t s may
combi na t; ion.
no I
be
u s e d»
!• ■
con t e ri t
Re .1. e-van t:
on
t udon t <.
•.'nder -
s t rue I: ur c
one e
rn a y
he
Jn
6)
qj 7)
Caste
: (1) SC
(4) MBC
(2) ST
(5) OC
(3) scy
Religion
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
(3) Hindu^-
(4) Muslim
07
or.
8)
Family particulars
S.No
Relationship
Age
(1)
(2)
Father
Mother
mo
Sex
Income/
month
Occu
Edn.
0h
•
I’ ^rkoJ'9
Remarks
Alive/dead
Alive/dead
itub
i
i
/
)
'I
9)
Native Place
: (1) Village
(2) Town
(3) City
: (1) Tamil,
(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(4) No house
(2) Own hous^
(3) Official quarters
(2) Rs.300 - 500
‘ • ^(5) Rs.2,000 - 3,000
(8) Rs.5,000 - 6,000
(3) Rs.500 - 1,000
(6) Rs.3,000 - 4,000
(9) Above Rs.6,000
| 10) Native State
(Write the name)
Native District
JLc 11) (Write
the name)
%.12) Native Diocese
(Write the name if you are a
Catholic)
| 13) Mother tongue
14) The house you live in is
15) Total income of the family
per month
T2
16) For Higher Secondary Students
(Subject Combination)
g
I
7
17) For Students of Technical
Institutions
18) Whether you are a boarder or
Hosteller
19) Whether you receive Govt.
Scholarship
: (1) Less than Rs.300
(4) Rs.1,000 - 2,000
(7) Rs.4,000 - 5.000
Academic I Vocational
: (1) 1st Subject .
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year ..
(1) Boarder
(2) Hosteller
(3) Loan Scholarship
: (1) Free Scholarship
(4) Not applicable
(2) Merit Scholarship
20) Whether you receive free books
:• (1) Yes
(2) No
21) Whether you are’ handicapped
: (1) Yes
(2) N^
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus
(6) Car
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NCC.
(3) J.RC
Date: I n[ ~
Signature:
ROLE or
TRAINER TN TRAINING
ar rIn trai.ni.rig rne thodo 1.ogy , t |Ti e m a :t r i o b j c c. 1:5. v c •.?: for the trainer
t wo - f o 1. d :
ri) s t i rm. i .1 a t i ng or i I ’ ‘ a .1 T ac 1.11 I :i, e s o
' f .1 c: ar no i ; and
)
t w 5 ri
c; t ■' c a t i 11 g c o r i d i I.:: i. o 11 .-?■• f o i - 1 c a i - r i .1 n -g . Tri Older 1.0• achieve those
< |i.m j. r ig
in'.! I I- i p 1 r ;
I • •.? h’-. f or r }
and
ob j c r I.: 5. vc s „
I. he t r a i ii'" r • i: d. y
aff':’r the t ra 1 n 5. ng.. Ea'? h ••f I: Ihic■•?:’• r •.•Jos r ■ I'.-ri i
/ a r ar t :i o.i .1. nr- s ’? t
r-'-.i i•,i i 11g
- •. '■c r
111ni ' < '..’i r
of
coiin.trio i e s and <■ r 11 .’"ii .1
r I..
t ..:ii
t o non-?: i h-i .1 5 •
>'<' ..■.tri
’.tn
I i '.•? •:-.
Th'.’ i c .1 al.d c onir -' I. r. i ic .). e
b'.. ■" I l.c? Ul id'". i :. I • -1
e :i r :g
n" -•..
thoI*i as co11sI.s-1 5.rig •:• f 111
tl ii"r<■. '•• rnr• oner11 ••• * !••• I iO'. J .1 •" '.I "b- , a1
ari'-l
r.f
f c-r-mariee
s 1:5 1.1 s.. A i "i e f f e c t i. v pci'*
r- e r
f o r - rn a 11 c e »: ■' f
n y rod
irivo.l ves the u r,
.iHpr.
|r
lie
/
,
n i o r' e
11-1 a n j r. i y I: c • 11 y c • ■ n i p'? I c 11 c ■/, Tri
t.T , i
r r a i ncr
t ;i on tl r:.- k'" /
r'c> 1 >■'i n
I.: l ie throe pha-?
ph a? eis
cis of
c-f I.: ra I ni. ng are
15r st
id'"nt if led
pre ••• t rain ing > dur i. ng t raini ng3 a 11 d p o s t t r a i n i r i • ~i
c-ut'-? o' lent i a 1 / ,
m a j or
t r a i n e r r e s p o n a i. b i 1. :i. t i e s, a ri d c o r r • e s i:-' o r i d 5.11 g
coin!?'-? T ei ic ies ,
a r - e a 1 s o d e s c ri b e d.
T h e s e r o 1. e s a nd r ■' e s p o n s i b i. J. i t: i. e s a i - e or cen t <■ d her- as
di ..■-15. no t ,
t h o 1.1 g 11 t l i e y a r e a I:: t; I. n i e s o y e r-1. a r?- r- :i 11 g , and rnos t .1. y inter related in
oii'ir i >' no. i e s
rea 1 i t y..
Nah / oT 11 >e s e ro .. e si "• e "a r - C' i ’i i b 5. J i t 5 s a n d
n i a y a r • p •:■■■ n r c o n i rn o n t: o c o r i v e 11 i on a .1 and par t 5 c 5. pa t or y t re ’ n i rig , b’41
t l'i e r"
a r- e s o rn y d i s t: i n c t* 5. v e e 1. e mo i 11 ■- f or- par I 5 c I.r-o I. or y U airing a?
merit i oned l ici e .
I RAI NCR ROI E?.
The
pro
var :i. ous I:: r '.■ 'i 5 ne r i -o I. c s < a 11
I., ra.i i ling, I.. r-i',:i i 11 i ng arid pry. I
? r ’ r i
’ l l
r-T
L I ir <
se s :
I: ra I n i ng .
A. Rr-e T r-a I n 5. ng
1 ..
Ti • c:i :i 11 .i r ig
idci i T i (' y i ng aiH.: I |. ..... np.-t ) ;r,
cont ci 11: , and de i •jr i i ng I:: he
The
role
objocLive
:j j-py
r.’i
.1 »• ar r i :i ng
11 ■
' • '■ I
I c <:• I: i i“ig and identi Tyirig and I: inii ■ 1 a t; :i. ng .1
■ n i i- i'?.i no c ds
oh j ecl: i ve s ,
ont en I. , and do s igni. r ig t: I ie progr-amine
.] i s 11 r i g
* working
'*•
01.1 t
sc '.|nor io .i 11ci
re .1 a t e d con T e r 11: ■" /mo T ri'-id/rna t: <■■■ r i .-i 1 •' /e x o rc i
I., l i'.?
i dent i f y i 11g res<onr-'ce- persons
r *t? pai i ng arid se .1 ec I:: i.ng
i nt
gr ...•iitifK
1 c a i •• n i n g m a t: c r * ;i a 1
i nt q
\n b
5)
Class
6)
Caste
7)
Religion
V/K <<'lV kk-
: (1) SC
(4) MBC
(2) ST
(5) OC
(3) BC.
: (1) Catholic \
(2) Non Catholic
Christian
(5) Any other
(3) Hindu
(4) Muslim
Family particulars
8)
9)
S.No
Relationship
(1)
(2)
Father
Mother
Age
Edn.
Sex
Income/
month
Occu
Remarks
Alive/dead
Alive/dead
: (1) Village
Native Place
10) Native State
(Write the name)
11) Native District
(Write the name)
12) Native Diocese
(Write the name if you are a
Catholic)
u
(2) Town
(3) City
: Vv' 11 <-•
13) Mother tongue
: (1) Tamil
(4) Any other
(2) Malayalam
(3) Telugu
14) The house you live in is
: (1) Rented t
(4) No house
(2) Own house
(3) Official quarters
: (1) Less than Rs.300
(4) Rs.1,000 - 2.000
(7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs.2.000 - 3,000
(8) Rs.5,000 - 6.000
(3) Rs.500 - 1,000
(6) Rs.3,000 - 4,000
(9) Above Rs.6,000
15) Total income of the family
per month
Academic / Vocational
16) For Higher Secondary Students
(Subject Combination)
17) For Students of Technical
Institutions
18) Whether you are a boarder or
Hosteller
(2) 2nd Subject
(4) 4th Subject
: (1) 1st Subject
(3) 3rd Subject
: Course .
Year . . .
(1) Boarder
(2) Hosteller
: (1) Free Scholarship
(4) Not applicable
(2) Merit Scholarship
20) Whether you receive free books
: (1) Yes
(2) No
21) Whether you are handicapped
: (1) Yes
(2) No
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus
(6) Car
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) N.C.C.
(3) J.RC.
19) Whether you receive Govt.
Scholarship
(3) Loan Scholarship
i
Date:
. I I
/
T
Signature: .
■ IX ♦ .:
■ ^il r.< i
'
I
Adm ;i. r 15. s I. ro I. or • /Organ :i. sei ”
The role
o f e n s u r i n g a n d rn e t i. c 1.11. o i.; I y p. 1 a n n i 11 g i n rid vant-|-pfact 1 :L t :l.es, learning materials, required equipment,
par 15. c i pan t s
and other r' e 1 a t e d <.? o n i p o n e nt s o f th z 11- a j n in.j e v e r 11. arid the c. oor-<
d i na t ;i on o f 111 e p r1 o g r - a 111 m e 1 o g i s t i. ■.;
*
choos i n-g
venue and time
se1ec ti ng and
cl iedul i r.id Tae 5. .1 i t :i c :::
i ■ - -j 11.1 . :ii d >• <on11111.1 (i i. -.. a I., i r i -j. w 1 111
' i I Ir
t r a 5. i lee
Programm e
i. d e i 'i t i. f y i n g
*
a i - r zt i ’i g ,1 n g
ar id
ne e de d
t he
sc I ic du .1 i r ig I. l ie t i me o f c o t r a i nee
d i. s t r * i h l 11 i. n g t r a i. n i 11 g rn a I: e r i. a 1 s
Mt
a r • r a 11 g 5 n g
R..
During
1.
Faci1it a t or
f. I ! ■
s u p r • o r t.
5 / .•? t e rn a t
the
fjii id
•'..ir «•; c
r- e s o u r- c e 3
T rrri. 11 j r ry
r ci 1 e
1. e a r r i
d i mu
venue
trai n:i ng
T h e-
r
p 1 a r i • ?. f
of
f r- o rn
gu 1 d i ng
e ac h
o t he r
f
t he-.
1 e arn i ng
arid the
gr-'oup
process
e
f uric t i one
i ndi vidual -
that
’■ f.fe
t i.ve 1 ;■
r:
* eliciting opinions.
M:
n 11 a n -i 11 g
focusing
"
M-
i • a i ■ I: i e J j -. a t i o n
11 a i i ice’
allr-i 11 i nr
s i. i rn i n. ri r i i 11 g a 11 d . y r 11:: I • i cor- g a r i i s i 11 g g i -.... i..i ? •> z.
r.i c-1 -|
i r i t erve n i ng
2.
in
t l ie
i z- i n - j
111 a t
proc
•■■ri I. l ie51- r-ot ct it ial i t i e <■
i iif or ma t i or i
os'.
s
and
n
- de
a i '■
ss'J
ad-Jr
s<
Instruet or
T h ■■■
r • <;•< .1 e
of
ohjeel i ve.o
r oi nnen t
arid
pi -ovi di no
P r e c r 111.11 g
crcat-'i ng an-.l
l ie 1 p i ng
ge ne ra t e
i nf or rka t ion
d i re c t i. ng
I ri for n i - < I i .;;i i-1
sustaining
and
nc u
a11-J
s t r i. ic
ire d 1 corn i. ng
ro.le p .1. a /
and di scu.-Js i or is.
1 /=-|on f rilg
j, -js .... f i I m s , and 5. o t ar* •-
ol: l icr
m a I - ■ i • i .a 1.
The
C oi ir r-'-.r- I I
r•
red*
of
n t,
1 ar - 5 f / I n j
.1 c ar n i ng
J
i mu 1 at I oi l--
•/ I d* o
t a r>z ,
.-.i. i or ■•.■I • I i ng .an-1 <n ! .i d i i ig i r idi vi dual
t r a i i r: c ::
s t r" e s. s a r i d s 11 ” a i n and helping trainees- to as sc
po t en t i a) i t i. es and i > er.son a 1. compe t enci es,
so as to eriat.-] c
ref 1ect, gr ow c.-ii"id c11ange.
per-'5.ods
*
*
*
envi -
conesp I:
game s
’.is i r ig
T.
edne
z t rue. I., uro <:J
I z am 5 ng
of
developing a r a p p o r” t w i. 1.11 t r • a i. ri e e s
s I -i o w I. n g g e n i j i n e ij.,..i
:i. n11..t e
<..• rr ■’ e s t
c i n di rec t. i ng t l ie 5
comim ini s il i ng -■■-i u a one t-- ' '11'
I
i ■■■
or •g.anisi ng sc csi|?ns t o enhance
■-■ ■■■ .1 f - conf i dorr:
o f : o m e i 11 - J 1 \ • i. j. j a 1 s
or
>■ 1 f
-arid
dur? n?
s
their
111 e rn
groot li
t <■
6)
Caste
: (1) SC
(4) MBC
(2) ST
(5) OC
(3) BC.
7)
Religion
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
(3) Hindu
(4) Muslim
8)
9)
Family particulars
S.No
Relationship
(1)
(2)
Father
Mother
Age
Native Place
Sex
Edn.
Occu
Income/
month
Remarks
Alive/dead
Alive/dead
: (1) Village
(2) Town
(3) City
13) Mother tongue
: (1) Tamils"1
(4) Any other
(2) Malayalam
(3) Telugu
14) The house you live in is
: (1) Rented
(4) No house
(2) Own house
(3) Official quarters
(1) Less than Rs.300 /
(4) Rs.1,000 - 2,000
(7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs.2,000 - 3,000
(8) Rs.5,000 - 6,000
(3) Rs.500 - 1.000
(6) Rs.3.000 - 4,000
(9) Above Rs.6,000
10) Native State
(Write the name)
11) Native District
(Write the name)
12) Native Diocese
(Write the name if you are a
Catholic)
15) Total income of the family
per month
Academic / Vocational
16) For Higher Secondary Students
(Subject Combination)
17) For Students of Technical
Institutions
18) Whether you are a boarder or
Hosteller
19) Whether you receive Govt.
Scholarship
: (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year . .
(1) Boarder
(2) Hosteller
: (1) Free Scholarship
(4) Not applicable
(2) Merit Scholarship
20) Whether you receive free books
: (1) Yes
(2) No
21) Whether you are handicapped
: (1) Yes
(2) No
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus
(6) Car
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NCC.
(3) J.RC.
Date:
- S? -
/
Signature:
ll
(3) Loan Scholarship
F'c cor .•:.k r
ri i
f
enab 1 e i.ioi •. 1 t
Hihi n L .. :i i i.i i"ig r t c o i I :■
f 1.1 (j.. i ■ o c .• ■ • 1 r,g, ; 4i •1,:4 j ...: j s cirid doc..uir.cnt at :i on
cb^ei -.'ing lc,.;n.l/ |-.ol le flog
fi ia :i r 11 a :i n 1. i <j dt. a i 1 e d i "i o I c ■ ■.
*
5
of
con L e. ri t'
ai i-J
or i
a
i. J a i .1 /
t?1 a s i
•;:!? id
oi'i t m n t:
pro'. ■..
F.', /3 111 a I.: ■.-.•r
. . ; 1
role of
The
a-x-sc
t r ai ne e
... J
t he.
. io
j pg
me ■: Fioiii
’a
a •;
' •..< -. .1 .1
■ ■! J. <1 it
■ib.il.'
•
: i ■
evaluat i on
vj r ■ i • t t e r i
ua i r ig
i i . .
i ’J' >! l III. i i I .. J- i. ...
Imp a cd: of t. 1'1'.;. I. rai n i. rig
• ■ill ■ i i l
i ..
i
.
! • .i i .
I
Planning
■
\ > e i-1.> a 1
dii11n
|:>r
ori
I I io
I.
re port ■■■.■
to
cis.cs
an
CV'C lit
* utilising the c'/a 1 ua t i on de a i go tO Cl....Gt;1 e.e (. i i j'.'.li '.' i di la I
I ihi I -Ki .;•>
i. .ledge
Hlllll'
•■II
l|p
1
-in be l iavi our ] at I., j t nd .'.•.? ‘Zd
.d1‘"!
hi id
“I 'ii'i'r|,ol.i
Oil'll
f o r ri i i i i g
t e e. i' i n g c: o
i h m11 ,ii t1t1 e <■. t o a s :i. s t i i 'i day - ■ to-day
evaluations
. )( , ; .
.,
*
cu .duet: i ng . m i <-l f- t.e r (fi
*
shari ng - re fel e cd.d ona
f.'i"’
r.e v j e;v-...
■ i I . d i
I
l o ..e-./?.jn - vr i-gsi nJ: c:;i ri a .1 i / s i. s > u I, >t h go- t rraii'rier’11 ■1 ■ I I■ Ii lj..
i d i ng ire Ie veii i t i f e 4 dh’-at: k ■ ■■.! I ........ .. d _■
i . . ■ . . . >• - . ■ . .
; r t.
• t .
i I
Ji i d.
i- ■. d. i
6.
Or gafii ■:.:.c,r;-/z^d,i,id n:i 11 ..it or /rionagcr
I' •• t ‘
... i I I i iii i .... ■ • i i.'
Thc
ctf-'mar.aoii,^' ap , t C,
fi ku r i ci gin g
t i rn
a j) g
... (.. ..=4 r-_| ■» Cl {; n ,-j
rj e
programme,
.''. ;... i i ..i i. .
i ■ .i /i i ,.r log.. i
nianaging time arid e I 'cie e
f■ u •
h ■■■ e
ion
sol Ml j"ig j.,ii i„ tieftp d e-1 a-i.: od • L’d- aC c •.♦.dViViiOGJdi bki/ 11 f dod,1 •die r1' ogi-. iinme
or gani od-M-ig ■•C:; t ;i -.'.i i - ,Uohhi' I Tif -e./ ai- -i • i \/a
I ..
r e i iHr.i.ii
nr., j d:
I.. ■ .
*
managing 'th''” J e di
of f J. I nd! ; :d to.: ) : ;
i iTj
iTi k..i‘1. i i
; i
C .
Poat
1.
Repor t
The
/ "'rilOp
I 'f:<r a k £•■,
i
..
Tr a :i rf j rig ,
■ I I !. ; I i •
I• 1
I I Hi i i i i ,
IJi' :i, t c
of
pr e paring
*
orgarri -h: .trig
*
di sscminaf iri-
c.l
re
j| - f
of
t: l ie
t r-a.i r ri rig
programme
the (-e levant :i r.f onnat j op f qr h^., re|?pr:l7Wi t :i no
o a
1 1 p
a r t ii c
a r 11
s ‘ and others
ng the re ports tto
all
part
cii p
pan
ts,'
i ri t e r- e s t e d
2.
i r •.'..i i i "i. i
during the
i' el a i eh 'ia'l
i i -f .1 i.:;.d,. i -i i f / Il,; i•
r- ■! I : I ■ ■ .11
..'h I i ■ i p. .i It •
; i u. i i. ii. j
.id ■il-rr:
Fo.1 .1 ojjr+up • coord i na t: or
Ttr o 1
■ of ! Odn t i i-iu i r id1 ;d8i 11 ac. t -■ wit Ii i r I'd i \z i ch ia 1 s
i -eat i one
t o a s c.. e a j mppr. |; .... f ..........
v
indi vi 'Uda J s^an'd’ or b‘v.{ ci’i l-'.g-' L l ^1’ nece^ary
and
I heir-
organ -
p;" c
m'd■’d fc ;i de. > ■. e ■-o i! fi-!1 ri
.................. fj C;’;1 IfC-'-H-haaCCI Ah'J-'eLW-Y■ ” i'i'idi dd-i ■)
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.
... fr -
f . . ) I . .1 I | |< .
<- ofrimuni.ca t i. rig a t rr e g u .1. ci t - i r 11; e r v a .1. s
i * •biglllf.kh.dhao|.z. from hcitl-i MiaanCa: at ions
c o 1.1 a t. i n g ■ 1: a a r f i i n g
'
f • ■ .
n i-? e id s i.f'brd it hit!
i« > > i > .
.
I
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and
i wx t' diMZHdt >
i I.
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individuals
if'di.l.\ 'dMiVgned
i i"
■i
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I
6)
Ca^te
7)
Religion
8)
Family particulars
—
S.No Relationship
(DSC f/b <* '
(4) MBC
: (1) Catholic '
(4) Muslim
(1)
(2)
9)
Age
Sex
(2) ST
(5) OC
(3; 3C
(2) Non Catholic
Christian
(5) Any other
(3) H:ncu
Edn
Occu
Income/
Father
Mother
Ro marks
Anve/cieac
Ahve/ceac
Native Place
: (1) Village*
(2) Town
(3) C:tv
10) Native State
(Write the name)
'‘I1 A'!)
11) Native District
(Write the name)
. > "/*
/V- r-
12) Native Diocese
(Write the name if you are a
Catholic)
■J
13' Mother tongue
: (1) Tamil
(4) Any other
(2) Malayalam
(3) Telugu
14
: (1) Rented
(4) No house
(2) Own house
(3) Offtmal gjarers
: (1) Less than Rs.300
(4) Rs.1,000 - 2.000,
(7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs 2 000 - 3 000
(8) Rs.5.000 - 6,000
(3) Rs. 500 - 1 090
(6) Rs 3 COO - 4 000
(9) Above Rs.6.990
The house you live in is
15) Total income of the family
per month
Academic / Vocational
16) For Higher Secondary Students
(Subjebt Combination)
17) For Students of Technical
Institutions
18) Whether you are a boarder or
Hosteller
: (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year ..
(1) Boarder
(2) Hosteller
19) Whether you receive Govt
: (I) I 'rec* Schol.imhip
(4) Not applicable
(2) Mo-ril Scholarr.hjp
20) Whether you receive free books
: (1) Yes
(2) No
21) Whether you are handicapped
: (1) Yes
(2) No
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two v/heeler
(3) bus
(6) Car
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NCC.
(3J J RC
Srhol.ii ::!ii| >
Date:
Signature:
4-
M1’ I ho cl
Leo t ij r-c
t j p«.
Some
*
The
*
It
*
T |-1 e
METHODr
TFATMTMG
C’irF-ERFNT
for
an
s h o i .i .1 d
s iJ b j e c. t
s I -i <• ul d
e f f e c I: i ve
be
prepared ahead of the session
be
to
.1 inl ed
c 1 e ar i /
i n t r o d u e? t i o 11
J c c b ijr
ths
t o
oh j■•• <
learning
tl i ..
should
lecture
••
5
on'J
•• tin 1 1 c ng? •
be
s t i rnu l . ■il i ng
within
*
■ I ||,.| ! 1 .1
trainer
Th-"
The
I rn I ri'; r-
•- l
I: I ic
.1 <?c Lui "c
ii ■'■. 1 a t e d
* IL
.-.l iou 1 d
H . |
mo t i va t e
d i f f e r- n I:,
Hse
of
11 3
c oi 11 ei-11.
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t i rmt ■ ■
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h ■:
c an
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tiou 1 d
r
=lh 1
ho
st i pul at ed
the.
")i p 1
■.. .1 c a i •
•"lio'ii'-|
*
It
*
Learnsrs’
of
nta
*
*
I::
i
I •'
..f
’■
the
c ? 5 c i H • I
•i f
dor
t. he
long
is
w i 111
1 r
si I OU .1 cl
11 ,p
t
."it I'UIK-’I
par t i c; I pa t ion
lecture
the
the
h>!.’
ir
.1 c c:i r r i c t" ■:.•
111 ■:
c
1 c c t ui -e
coo
and
Tli •■ -•
11 a i r i c r
h o cl y
hear-
) •• arner
.lecture
the
1? e
IJ o u 1 d
of
aw ar e
111 e
d u r ■ i. n '"j
rn o v e rn e n t s
th H
m.-i'L'-
a i i ■ a n-j c n i e n t ■.;.
s c a t i r i ci
P r o p e i'
/1 , r ■- - ■- i on ■
hie/her
s-o
lee tune
to
a
I
d’-hi
the
1earners
*
0 on tent
'*•
The
I: r.ai i ici ■
I
Tl io
] ancn. p<i'.'
- if
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hou 1 d
and
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fol J owi n<i
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it
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to
c j.. i inal.. e .
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.
the
Lui .1'Ji. t rj
of
f
;1
■
*9
6)
3 V
Caste
: (1) SC
(4) MBC
(2) ST
(5) OC
(3) BC
Religion
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
(3) Hindu
(4) Muslim
C^L
8)
c7e
<35
Family particulars
S.No
Relationship
Age
(1)
(2)
Father
Mother
37
Sex
Edn.
Occu
Income/
month
000
Remarks
Alive/dead
' Alive/dead
t
I
9)
Native Place
: (1) Village "
(2) Town
(3) City
Q r)nvL n swi'
p- p p.
10) Native State
(Write the name)
Clc^ 11) Native District
(Write the name)
<=1^ 12) Native Diocese
(Write the name if you are a
Catholic)
13) Mother tongue
I
14) The house you live in is
^2
O
15) Total income of the family
per month
9??
93
cy ^2
: (1) Tamil
(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(4) No house
(2) Own house
(3) Official quarters
: (1) Less than Rs.300
(4) Rs. 1,000- 2.000
• (7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs.2,000 - 3,000
(8) Rs.5.000 - 6,000
(3) Rs.500 - 1,000
(6) Rs 3,000 - 4.000
(9) Above Rs 6.000
Academic /'Vocational
16) FonHigher Secondary Students
(Subject Combination)
: ,(1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
-^2 17) For Students of Technical
Institutions
F
or
7 18) Whether ydv\are a boarder
Hosteller
7
Q
19) Whether you
: Course
Year . .
(1) Boarder
(2) Hosteller
ceive Govt
: (1) Free Scholarship
(4) Not applicable
(2) Merit Scholarship
20) Whether you receive free books
: (1) Yes
(2) No
21) Whether you are’handicapped
: (1) Yes
(2) No
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) CycleX
(5) Two wheeler
(3) bus
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NCC
f3) J RC.
Y^holarship
Date:
Lk
dz
Signature:
(3) Loan Scholarship
(6) Car
•.i- rtF-F
r'ASf "••Tl I DY
riDTI |HD
St
The
use
steps::
of
t he
c a.?
■-■■■■ t ud/ me t hod
•“lr< ri':
I 1 idy
* r e a d i n g o i • I t e si r ■ i r i g a
a.- ■?
*' i. i id I \• i
in .1 r f .1. >■: ■. t 5 or i
*
rn a 11 g r - oi P d i s e i.. i a s i o r a (to explore
* e x t r- si c t i n s 5 g I t t s
* c o 1 .1. e <- t i ve ar in .1. >' s I s
* s u 111 m a i - is. a 11 o r t
Fac i J i t a tor-’s
Ccv-c
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t l-i--’
in
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t i or i■:■■■ 3 i r iv 11, i r ig i nt c. r • i: ■ t-e t at i oi ie , d r a w i. 11 -j pat a 1 .1 -.. .1 ...
reality and what ’ s harp-', n i ng in tlr- ■proup
-H e
t I i i i -| g s t h a t a f a c i .1 i t a t o r d o e s in ttiis met I d.
• i-*r
P a c e oof
f c a s e s t u d y a n a 1 y s i s la a s t o b e I - e p I.:
may
'.•i-->-iUh a t
o n e g r o u p o f 1 e a r n e r s rn a >■ b e t o t a 11 y r- e d1 r n d n n t f r -f- -i n -t-l-r:-»
gri..ip. The f ac i 1 11 at or • shou 1 d t here f «■ -r ■ • heei > I r i m i n• I ' ‘ II :-: >. 1
I •d
learners
and the objectives to I..-' a- hioved. In th-, al ■ • i h
of
a
p'-ad i I y eivai 1 Dhl o- cnee stud/, tti-- fa-f . v i !I i tat
t at or l in - !• r-r e r-ar '
- ’'i
as well, pi-op ar i r ig and using case .... . I,L ud
udii c es i -tuI r•!
.-T .]
skill.
The
wi th
■
i t■
Fol e*-F.l oy Method
Role-P’lay
:i s
a s t r L i c 11.. i r - d e x r • c r • j e i i e e in w 11 i <- h 1 “
op pot- f uni I. y
t o ac t oi. 11 i -r ob 1 -: mo -... - -i i-.. c i ■ r i i ng 1 ium- .ir >
I ii iinm i
i nl. er a- • t i on-- he f r'.r--- a gi ••>i.ip < >f <•
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t-on.o.
T. t
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I Ir
p 1 a y •? - J i. I “I “IO 11.1."I 1 1. i. fc . Thi - I •I--- ’ ■ t lie r |
II! .J
ref 1ect i oni t i ir-i.?il i c r r <• I. i y
f' - .|l I
gi yi.-| i I
a
and the acIors.
O "I" |T p>
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-ind
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TN US INC ROLF-Fl AY
1 -■ ,. i: Tii rr.i
he f oi -c
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i ••.. I ’.JI
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and
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r
-1 ■
|.
m..: I t .. I
!r. - 1 • '
I
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The facilitator should identify a prob Tern ■
won 1. d be me an i ngf u .1 t o t lie gr -our ■ ar id won 1 d
1 e a r • n 5 n g ob j
I i 1? s „
a
in- -
i- i- , ! I :■
I
Caste
6)
X 1) Religion
0/
0/
06 8) Family particulars
S.No
Relationship
(1)
(2)
Father
Mother
03
03
r
*3 9)
)
: (1) SCV
(4) MBC
(2) ST
(5) OC
(3) BC
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other-
(3) Hindu
(4) Muslim
Age
Sex
Edn.
Occu
6- SZC
7^^
37
Native Place
10) Native State
(Write the name)
: (1) Village
14) The house you live in is
£>^>15) Total income of the family
X
per month
/2
Remarks
^Alive/dead
^Alive/dead
X/1 I—
(2) Town
(3) City
: (1) Tamil (X
(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(4) No house
(2) Own house
(3) Official quarters
: (1) Less than Rs.300
(4) Rs.1,000 - 2,000
(7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs 2,000 - 3.000
(8) Rs.5,000 - 6,000
(3) Rs.500 - 1,000
(6) Rs 3.000 - 4.000
(9) Above Rs 6.000
I /cy-v *• \
(3^ 11) Native District
(Write the name)
C:| 12) Native Diocese
(Write the name if you are a
Catholic)
f 13) Mother tongue
Income/
month
A
r«.
Academic / Vocational
li
For Higher Secondary Students
(Subject Combination)
17)
7
7
r Students of Technical
Institutions
18) Whether you are a boarder or
\
Hosteller
19) Whethenyou receive Govt.
\
Scholarship
: (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year ..
(1) Boarder
(2) Hosteller
: (1) Free Scholarship
(4) Not applicable
(2) Merit Scholarship '(3) Loan Scholarship
: (1) Yes
(2) No
: (1) Yes
(2) No
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus
(6) Car
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NC.C
(3)JRC
20) Whether yol receive free books
C| 21) Whether you are’ handicapped
Date:
\ck V*
Signature:
pt ' • I.--1
Ti l'?
complex
A ..
Hl
-,
a-.: I ■-i
Fl.-I
di r r-..i- nt i oh.
or-
irid i v i dua 1
io
i .11 I. :.:i t
11 o ij .1 d
iii
.1
1
hi -r ic i
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role,
if .
s e 11 i n g
and
what
.1 e
ho
he
role
in
I I f-
■
1
Tlii given
he
ha--'r
t
I: /
Hr-
■•
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a
i f
of
it
the
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r-.ole
hi j111 i -jl 11
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I. r ',r t i - : I
how
h
.
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no hi. c vc d
11<
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i-
111
and
par-1 :i c u .l. ai
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have t."---j!. in t-j
W< J
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play,
to
• 1 '
.
cl as
rat i on a .1 <-
t he
t hr oi.igh
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1
it
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effected
I?■' '■ h
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1
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he
t
a l
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Z o rn c t i ft i c .
some t .i me .-■•
ri-'d
’,11 l
or
aririi'u:. }
Fa- I >
foi •
has
L o p p eI.
f e 11 n-j
p 1 a ;■ '■ d .
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t: h e
1. I ngs
f
to
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>
can
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'..■n h i m/!'- :
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p J a c.c ,
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to
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their-
r io t
cf t I. 5 . d ..
r
fir-
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i ri'.I i ••' i dua I
ar id
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record
T. 11
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t. l ie
at cried.
s :i t u.a t i oni
3..
i i idi vi dua 1 ■
fa
Thc
7.
d .i f f •. t-c n I..
an /
For
ri’it
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P.1 a/-: d,
t hem “ e 1.s
t l ie
a bo 1.11
I
I o
Ij -j
I
I f
- ul I
•::: r .?'• i f J iii.'i/
among
dec id.:
r-o 1 c s?.
I. l ii
i t
oh^cr'.v'r
a -• -■ J ji i
I
6.
01: Ip rw I • c
I l ie
volunteer
5.
we .1 1 -r|/- f j lie cl,
in
I r
■
p.: d
r
-Im-i'!
!
tapped
a
and
poinl-
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tli'i:
fur-1. If i ■
T i iito
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-I lOI.i.1d
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11.
(
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th-
woi
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tr-i- d
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test
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n
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p rob 1 c m
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dj f fi'cnF
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t hc
pr-ot• 1.eni,
I ■ r• a '.'.Li' -.
•
1 I : •
■
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c i. j-.i-j • - I h in-7 .
or
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of
: i ■
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on
•'! ■ i 11 i ■. j iI
■:1 i a g n oi ■
i 11-i
an' I
p l i.-ii -.' rig
f• d
w
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g o ni si .1 .1 s a t i. <• n a
5n
rn o r'?
Up
or
I i
11'i.'H i
c:l
a
a
w! i'.i 1 ■.
i r.' i
• ) t ' I it 5. ’..FK.
i- .
Flii :
:j .1 ’
poar t i <: •11 .ai
■
c^7)
Caste
: (1) SC
(4) MBC
(2XST
t5)OC
(SJ BC
Religion
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
(^fiindu
(4) Muslim
8)
i
Family particulars
S.No
Relationship
co
Father
Mother
Age
Sex
Edn.
P'l/iA
8^
Income/
month
Occu
03
(2)
Remarks
Alive/dead
Alive/dead
3^
cci
. i
i
i
I 9)
Native Place
: (^Village
(2) Town
(3) City
:
Tamil
(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(4) No house
(l/Own house
(3) Official quarters
: (llLess than Rs.300
(f) Rs.1,000 - 2,000
(7) Rs.4,000 - 5,000
(2kRs.3OO - 500
(3) Rs.2,000 - 3.000
(8) Rs.5,000 - 6.000
(3) Rs.500 - 1.000
(6) Rs 3.000 - 4.000
(9) Above Rs.6,000
I 10) Native State
(Write the name)
i
<97^) Native District
(Wrke the name)
6} $2) Native Diocese
(Write the name if you are a
Catholic)
I 13) Mother tongue
£> 14) The house you live in is
15) Total income of the family
per month
05
Academic / Vocational
16) For Higher Secondary Students
(Subject Combination)
o-* ? 17) For Students of Technical
Institutions
ve
18) Whether you are a boarder or
Hosteller
$
19) Whether you receive Govt.
Scholarship
(2) 2nd Subject
(4) 4th Subject
: (1) 1st Subject
(3) 3rd Subject
: Course
Year ..
(1) Boarder -
: (1) Free Scholarship
(lyljot applicable
(2) Hosteller —
(2) Merit Scholarship
(3) Loan Scholarship
: (1) Yes
No
£ 21) Whether you are’ handicapped
: (1) Yes
K^) No
3 22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
K bus
(6) Car
23) Whether you are a member of
: (1) N.S.S.
plj^couting
(2) N.CC.
(3) J.R.C.
20) Whether you receive free books
Date:
I 6 A / -? /
Signature:
FORMS OF ROLE-PLAY
Tlicrc nr-c variouo farms
%
a.
'■1
| - I n>-
I
ar rii t i j m- ’ |
•Is.
S imp1e Ro let rR lay
In
thI s
f orrn a sma J 1 gr onp p-er- f oi-ni ■ ■
observer-., o r • t w o p c i - s«? n s r - o i c
ters and then interchange
The
and
how
J ar
t lie
h.
th'-'
r---1
Play two differ-, i;
their r' o 1 e • .
f ormer' I .e 1 ps to de ve .1 op sensi t i vi t /
cthe self. Tn the latter*-,
1 '■") t 11~: i ■*-, it
i t c-an
c- a n h--diverse at f i t ude , f c1. i n -i
ci 11 d |:. • -: t
. n j .1. ,i t 5 ■ •; sets of situations - Roth sets of reactione --v
o b s e 1 - y e r s c a r 1 1 e a d to rich insights.
t
-
.’i
..
■ r
Multiple Pole Flay
In this, the same • i t uat i mi i is <„c rmc t ■ ■:. - J I,./
exorcise could also be simultans-Oil- 1 y
wit. li o b s c r v e i - s a n d ff ac. i 1 i t a t <-r . They t■ h ■
r i e n c >: ■ s a n d i n s i o 111 ss and compare
h- .1 is 11 i i .1 i .ji a different sets of
c.
i- ,•
th-
n'
■■
■
Jiff-.r :r'
-har-; 'L n
■'O- d I .-.-r
TLi -
Socio■Drama
A
r ’ °1 e.D1 a y w ti i c I -i f o c i.. i s- e s. on a
a r• a r t i <•.: i.. 11 <-•» r soc i al i
be
e f f e c t i ve 1 y de m on s t r a t e d duf - i n g a
ii
Far ■ '■ i »• - ?. -u s »• <
t h e n c o .11 e c t i v e 1 y £3 ri a J. y s e i t a ri •. I d i •. e 1.1.s
the re.111
_
r- e 1 a f e d d y n a rn .1 c s.
s1 --
SimulaLi on
An
int erric t i ve learning me I Ird s i mul at :i r-r i
5
a t 11 'j
c om p .1. c x i -c a .1 i L y s i t ua I. i c-n w j t h i 11
on i.
t r a I n i n<j
programme.
Various
roles ar
par t i e i pan t s and t he e x etc I ■.>■■■■■
Lal--. - pj.
f PI
'-'’f
t i me . Vat i - ji r-.:.
\.,i-1 -j (•
■rind ■
ti i I ir ■
the j n t c r • . t .f o i •) I:. e t w <.? c 11 I. he
ac L or s .
Dim • i i io
•- ■ L
-> r
i- .
d j f f ■-1 - y i
r..- r ; .
• ’ r I ■f
■■
' r t:.-v
i mi 11.11. J • u i
Pl""ir'-'
activity it.-e.l-r,
tain control oven Un- process.,
•"nsI..!i c.
t l ie r- - I i swing
/
f 1
'■
I. . ;
■. - i n -
’ r ::! 1 .
The
stage Shoirld be
c t for the
i rm >1 ••1. I' ■ ■ •.
i ■?.,.?
i n - I: r ij-: f ions shoul dI I. ’
di ven in an
' .' I
r
J
a
/
>■
ar
it r .•
in-J l l-ie ol.’-j -r t j vc s •of till-.:.
i mu.I at ;i on,
:
we1
J
a
7
M
,,-.
- '■ ' !’ !■" r;.
the ac t ;l v i t y and roles t o
be played.. If L :i rue perm i t s ,
go
over
the instrueti ons t wi ce and •.he<71-:
witli bh-1 :ar n i 111 c y h a v e u n d e r* s t o o d t l ie in.
r
r
if
/
Caste
: (1) SC
(4) MBC
(2) ST
(5) OC
Religion
: (1) Catholic
© 3 8) Family particulars
& 3
S.No Relationship
(4) Muslim
(2) Non Catholic
Christian
(5) Any other
Age
C9
tri
^6)
7)
©7
©y
(1)
(2)
0)
ol
9)
f
i
i
Z
Father
Mother
Native Place
Sex
Edn.
rUc
: (1) Village
bc
Occu
((/Hmdu
Income/
AasE- f'r4*yh- r003
Remarks
Alive/{fesi
Alive/cfeEfc
(•2/Town
(3) City
: ckTamil
(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(4) No house
(£/6wn house
(3) Official quarters
: (1) Less than Rs.300
(4) Rs.1,000- 2,000
(7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs.2,000 - 3,000
(8) Rs.5.000 - 6,000
(3) Rs.500 - 1,000
(6) Rs 3,000 - 4,000
(^Abo-ze Rs 6.000
10) Native State
(Write the name)
F Lqjo'aX- PJoAkU
11) Native District
(Write the name)
f1 io,
12) Native Diocese
(Write the name if you are a
Catholic)
I 13) Mother tongue
14) The house you live in is
15) Total income of the family
per month
ss
O'?
05 16) For Higher Secondary Students
9?
(Subject Combination)
17) For Students of Technical
Institutions
or
7 18) Whether you are a boarder
Hosteller
Govt.
7 19) Whether you receive
Scholarship
20) Whether you receive free books
1
Academic / Vocational
: (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year . ,
(1) Boarder
: (1) Free Scholarship
(4) Not applicable
(2) Hosteller
(2) Merit Scholarship
(3) Loan Scholarship
: (1) Yes
(2<No
21) Whether you are’ handicapped
: (1) Yes
(s/no
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(Vfbus
(6) Car
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NCC.
(3) J.RC.
Date:
Signature:
r
< "
c\J 6)
7)
Caste
: (1) SC
(4) MBC
(2) ST
(5) OC
(3) BC
Religion
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
(3) Hindu
(4) Muslim
8)
O'i
b A
o *0 I
Family particulars
S.No
Relationship
(1)
(2)
Father
Mother
Age
Sex
Edn.
Occu
Income/
month
qa
g>Sc.'BE.D
2ooe>
55
B6C
1,^00
CiaABk
Remarks
Alive/elew
Alive/aefisi
Olf
I 9)
II
Native Place
: (1) Village
(2) Town
(3) City
: (1) Tamil
(4) Any other
(2) Malayalam
(3) Telugu
: (1) Rented
(4) No house
(2) Own house
(3) Official quarters
: (1) Less than Rs.300
(4) Rs.1,000- 2.000
(7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs.2,000 - 3,000'
(8)' Rs.5,000 - 6,000
Native
iNauve oiaie
State
I 10) (Write
the name) I AMiLNckDU
j) H) Native District
(Write the name)
N-Arco?
9§12) Native Diocese
(Write the name if you are a
Catholic)
| 13) Mother tongue
14) The house you live in is
15) Total income of the family
per month
°li
*7 8^
(3) Rs.500 - 1,000
' (6) Rs.3,000 - 4,000
(9) Above Rs.6,000
Academic / Vocational
16) For Higher Secondary Students
(Subject Combination)
17) For Students of Technical
Institutions
Y 18) Whether you are a boarder or
Hosteller
: (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year . .
(1) Boarder
(2) Hosteller
^7 19) Whether you receive Govt.
: (1) Free Scholarship
(4) Not applicable
(2) Merit Scholarship
20) Whether you receive free books
: (1) Yes
(2) No
21) Whether you are handicapped
: (1) Yes
(2) No
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus
(6) Car
23) Whether you are a member of
: (I) N.S.S.
(4) Scouting
(2) NCC.
(3) J.RC.
Scholarship
□
Date: 19 ~
~ 9 I,
Signature: SP
(3) Loan Scholarship
■
2.
The
schedule and the place to be used should
also be
An initial time to let participants get into their
is necessary somet imes.
3.
The
facilitator's should observe the process
w h i c h c o u 1. d b e u s e d i n t h e d e b r i e f i n g 1 a t e r.
a fid
made
t ClP
4. In the process of the simulation, if the objectives of
1 earning
h a v e b e e n a ch iev ed in a s h or t e r pe r i od o f time than
p.l anned
the exercise should be stopped.
After the activity is completed, a c .1. o s 1.1 r• e s h o u 1 d t:> e
5.
c .1 ecif.1 y
announced. The closure should not he t oo abrup t. IIff
par’t i c i pan t s
are
still
deeply immersed i n t h e i r r o 1 e s , m o r e t i m
me
e
s hi
bi o u
ij 1 d
be
given before closing.
6. It would be helpful if a break is given right after t. hi
act i v i t y, since it will help shift t h e f o c u s o f i n d i v i d u a 1 s ci'.-j ay
f r cm
the
scene as well as give them time to distance themselves
f rorn
the
experience.
This
is an important
stage,
-s i no e
otherwise
part ici pants.
will continue their roles i nto t he dehrie f ing
sion.
One
could
play a simple game or sing or
do
some
o t he r
activity to create the break.
After Simulation
(Debriefing)
Participants have been through an intense e x p e r i e n c e an d a
or oc ess
of
reflection has set in.. Therefore, reaching out
to
each
participant
to
explore his/her feelings as we 11
as
di stanci ng
oneself from the activity is very essential f or 1 ear n5 ng.
1.
Put:
a char t: up wi th the questions to he asked.
e . g.
What happened to you in the activity?
* What were your f e e 1 i n g s d u r i n g the activity?
Are there any paral1 els in real
2.
1 i f e?
While participants share their feelings,
write it down on the chart.
the trainer show1d
It
is
important to keep in mind that the facilitator
does
not
question or counter the feelings of participants. They should
be
accepted
as they are; one could further explore t hem
by
ask ing
questions like: What happened? What did you do then?
3. The f a c i 1 i t a t o r s h o 1.11 d not
feel i ri g s s h a r e d. For example,
exarnpl e,
anx ious.
’ You
’Facilitator:
’
tre ated
you 1 i k e t h i e ? ’ S
Such
ueh
Let- the participant share why
p u t d o w n h i s / bi a r c o n c 1 u s i o m ? on the
the participant says: ’.I am f ee 1 i rig
are feeling anxious
because
Sudha
i r 11 e r- p r- e t a t i o n s. s h c<». i .1 d b e
avci ded.
he is feeling anxious.
4. Collate all the sets of experiences shared and draw Ocir-a 1 lei?
with w h a t |-i a p p e n e d i n r e a 1 i t y . W h y d o e s it ha p p e n ? A d i scussi on
could take place on the key issues.
and c oncer't ua 1
5.
As a summary, key points can be highlighted,
of
frameworks presented. This provides a closure on the content
the activity.
USE OF VIDEO IN TRAINING
Rote n t i a 1 s o f V i. d e o
uor R .
Video has a lot of pot en ti a1 as a n aid t o our ed 11 c a t i ona J
Like
S e v e r a 1 o r g a n i s a t i o n s are using it for- their training work,
several other media. it is a carrier of our thoughts and beliefs.
Just
as literacy can be used as a weapon for progressive s o c i al
change,
so can the video. People using vide'-' can create a .? e n s e
of self identity and self control.
quality of video.
is a lot of fuss about the technical
There
L oca 1
product ion a n d I":- a r t i c i p a t i o n d o n o t a 1 w a y s r• e s. u 11
in a
professionally made video film. This is mainly because prof essional
facilities are not available at the local
level,
Above
all, the objective is not to produce professional quality video,
the
to
objective i s p e o p 1. e ’ s p a r t .1 c i p a t i o n, a n d t h e i r ef f or t s
exercise control o v e r t h i s s o c a 11 e d t e c bi n i. c a .1
toy.
Here
the
process becomes more i m p o r t ant t h a n t h e f i n a .1 o u t c o m e .
r
6)
Caste
: (1) SC
(4) MBC
(2) ST
(5) OC
(3) BC./
7)
Religion
: (1) Catholic
(2) Non Catholic
Christian
(5) Any other
(3) Hindus ’
(4) Muslim
8)
^3
\
Family particulars
S.No
Relationship
(1)
(2)
Father
Mother
Age
Sex
Edn.
Occu
Income/
month
Mw/dead
Alive/dead
mJ
Native Place
Remarks
: (1) Village
(2) Town
(3) Cityv/
13) Mother tongue
: (1) Tamil
(4) Any other
(2) Malayalam
(3) Telugu V
14) The house you live in is
: (1) Renteds/
(4) No house
(2) Own house
(3) Official quarters
: (1) Less than Rs.300
(4) Rs.1,000 - 2,000
(7) Rs.4,000 - 5,000
(2) Rs.300 - 500
(5) Rs.2,000 - 3,000
(8) Rs.5,000 - 6,000
(3) Rs.500 - 1.000
(6) Rs.3,000 - 4,000
(9) Above Rs.6,000
9)
I 10) Native State
h
(Write the name)
Native District
(Write the name)
12) Native Diocese
(Write the name if you are a
Catholic)
|
15) Total income of the family
per month
9?
Academic / Vocational
16) For Higher Secondary Students
(Subject Combination)
17) For Students of Technical
Institutions
18) Whether you are a boarder or
Hosteller
€ 19) Whether you receive Govt.
: (1) 1st Subject
(3) 3rd Subject
(2) 2nd Subject
(4) 4th Subject
: Course
Year . .
(1) Boarder
(2) Hosteller
: (1) Free Scholarship
(4) Not applicable^/
(2) Merit Scholarship
20) Whether you receive free books
: (1) Yes
(2) No/
21) Whether you are’ handicapped
: (1) Yes
(2) No/
22) Mode of transport to the School
: (1) Walking
(4) Train
(2) Cycle
(5) Two wheeler
(3) bus /
(6) Car
23) Whether you are a member of
: (1) N.S.S.
(4) Scouting
(2) NCC.
(3) J.RC
Scholarship
Date:
•
Signature:
•
-i i ,
(3) Loan Scholarship
A.
a)
GOAL SETTING
STUDY GOALS
1.
2
3.
b) ANY OTHER GOALS
1.
2.
3.
B. ANALYSIS OF GOALS
1. Are they - Specific ?
- Measurable ?
Demanding ?
Achievable ?
2. Differentiate between :
long term goals
short term goals
3. Prioriti se short term goals
4. Break goals into tasks by results.
5. Set deadlines
Daily
i
Weekly
c) Compare goals with activities in time log.
d)
Share in groups
monthly
A
TIME J/ASTER8
1..Absence of Goals - Objectives
• 2. Lack of priorities
3. Not setting deadlines
4. Attempting too much at one time
5.
Personal disorganization
6 » I nd e ci si on
7. Irocrastination
8. Leaving tasks unfinished
9 . Inability to say ’no'
10. Poor filing / information system
11. Habits (negative)
12. Lack of self discipline
E.YiERl'J AL:
«r *
»
•» i ■>
—7•
r
1.
dro^; —in—v i si tor s at home / hostel
2.
Friends
3. Mass media ~ TV / Films / Magazines /
N ewspapers
4. Over socializing
5.
Routines
6. Parents
7. Lack of dynamision / direction in the class
room
8. Teachers
n
ANALYSIS OF A TIME LOG
QUESTIONS
1. Do you have daily tasks with deadlines ?
2. How much of the activities done relate to goals of yours ?
i
3. How much of your activities are O.K. and to be improvised
and how much to be eliminated and cut short ?
4, How much uninterrupted time you have in a day ?
5. What are the reasons for not completing the planned tasks
within deadlines ?
List them.
>• .
6. Arrive at tentative solutions for controlling, minimising,
eliminating interruptions.
7. Of the solutions, suggested above, which .three will you
implement immediately ?
5^ IhcuLty Planned
t& l^e (Hone
i.
i.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
Jlike la da
SltMld da
Ma^t (Ho•1.•••••••••'
1.
1.
2.
2
2.
•3.•
3
3.
4
4
4.
5.
5
5.
6.
6.
6.
/IdiOHA
■ ? ■
CPS —No.
13
.<
7
JI -. J
V
-GOALS
: (1)
(2)
(3)
NAME :
.'TASKS
(1)
(2)
(3)
DATE :
ACTIVITTES
PRIORITY
l.Imp & Urg
2.imp—Not Urg
3 .Routine
4.Time Waster
-JTvr-
■J <
TIME ■
ACTIVITIES
TIME
comments
1. Eliminate
2. Cut Short
3.Improvise
4.O.K
I
-I
3
8.00
1.00
8.30
1.30
9.00
2.00
9.30
2.30
1
3.00
10.00
T
T
10.30
i
I
3.30
11.00
4.00
11.30
4.30
12.00
5o00
—
PRIORITY
l.Imp & Urg.
2.lmp-2lot Urg
3. Routine
4. Time Waster
COMMENTS
1. Eliminate
2 .Cut Short
3.Improvise
4.O.K.
- Media
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