Itp 08092015

Induction
Training
Programme
COURSE GUIDE
COURSE GUIDE
Induction Training Programme
for
Group ‘B’ (Non-Gazetted) and Group ‘C’

officers/staff in States
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Practice is the hardest part of
learning, and training is the essence
of transformation.
– Ann Voskamp
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Introduction
Induction Training plays a very important role in preparing the new
entrants in the Government for fulfilling their responsibilities and
citizen centricity. Department of Personnel and Training (DoPT)
launched a new scheme of Induction Training for cutting edge level
functionaries of State Governments { Group B( non-Gazetted) and
group C} during the financial year 2014-15.
The Induction Training was piloted in three States of Tamil Nadu,
Jammu & Kashmir, Maharashtra and it was envisaged that in
subsequent years, the Scheme will be scaled up to cover all the States.
The objective of the Induction Training Programme is to develop
Generic & Domain specific competencies in cutting edge level
government functionaries for strengthening their capabilities and
bring an attitudinal shift, in order to improve the public service
delivery mechanism.
Background
There is an ever-emerging challenge of capacity building of the officers/
employees who join the State Government at cutting-edge level. The
National Training Policy 2012 specifically lays down that the training
will be imparted to all civil servants –
●● At the time of entry into service.
●● At appropriate intervals in the course of their careers.
●● Such training will be made available for all civil servants from the
lowest level functionaries to the highest levels.
●● The opportunities for training will not be restricted only at the
mandated points in a career but will be available to meet needs
as they arise through a mix of conventional courses, distance and
e-learning.
●● Priority will be given to the training of front-line staff, including
training on soft skills, so as to improve customer orientation as
well as quality of service delivery to the citizens.
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Evolution of the Program
The Induction Training programme was piloted in the financial year
of 2014-15, for Group B (Non-gazetted) – Group C officers/staff in 3
States of Maharashtra, Tamil Nadu and Jammu & Kashmir. A total of
75 programmes were targetted across 3 States with 5 programmes in
each of the 5 identified districts of these States, training 3000 cutting
edge employees from departments with high citizen interaction, like
Land Revenue, Education, Health and Family Welfare, Municipality,
etc..
A group of 20 Master Trainers from the 3 states participated in a 3 -day
Training of Trainers Workshop where they were given an overview of
the Induction Training Programme, an understanding of the vision,
the modalities and the structure of implementation. During the
workshop -
1. The participants were given experiential training in the generic
module
2. The templates for generic & domain specific module were
shared with the participants
3. The content developed by the DoPT and the 3 States was
refined and validated
4. The implementation plan and process for the 3 States were
discussed and finalized
The pilot States successfully implemented the training programme in
respective states/districts. A total of 64 programmes were completed in
14 districts and 2790 employees were trained up to March 2015. The
content was contextualized by the states through-
1. Supplementing the generic content with local examples and
resources
2. Developing modules for the domain sector with respect to the
policies, procedures beneficiaries and details of the identified
department/sectors
The content, impact assessment and gap analysis from the experience
of the 3 states has been consolidated to develop the finalized ITP
Module that includes a Course Guide and the Training of Trainer
Manual
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Aim of the Programme
●● To build desired capacity in State Government functionaries at the
cutting-edge level.
●● To promote good-governance and citizen-centricity.
●● To improve Public Services Delivery.
●● To build Competencies for untrained functionaries.
●● To target attitudinal orientation, motivation, upgrade skill and
knowledge.
●● To develop generic and domain specific competencies.
●● To bring about a significant positive change in values and culture
of the organizations.
Programme Objectives and Embedded

Competencies
Part A- 5 Days: Build generic competencies for

effective public service delivery
Objectives and Embedded Competencies
1. To build a citizen centric and inclusive attitude
1.1 People First: Responds Sensitively to the needs of the
Citizens
1.2 Offers transparent, accessible, and responsive services to
citizens
2. To develop empathy and sensitivity in public interface
2.1 Integrity: Acts Ethically
2.2 Empathy: Understand and respond with compassiont
3. To increase accountability and increase ownership
3.1 Takes accountability: Delivers Results consistently
3.2 Initiative and drive: Takes actions on immediate priorities
4. To develop and hone the ability for decision making
4.1 Follows Guidelines effectively
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4.2 Makes clear, consistent, transparent and timely decisions
4.3 Acts with integrity in all decision making
4.4 Distinguishes relevant from irrelevant information
5. To develop effective communication skills of listening, speaking
and presentation
5.1 Listens attentively and presents information clearly
6. To improve interpersonal skills
6.1 Developing others: Expresses positive expectations of
others
6.2 Be optimistic, calm, confident and pleasant
6.3 Be endearing or appealing to others
7. To develop problem-solving, creative and critical thinking skills
7.1 Conceptual thinking: identifies problems, applies basic
rules
7.2 Seeking information: Conducts Basic Search and
appropriate analysis
7.3 Problem solving: Breaks Down Problems and searches for
best solutions
7.4 Responds quickly to new challenges.
8. To promote team cohesion in diverse attributes (Attitude,
Skills, Behaviour, Beliefs)
8.1 Team-work: Cooperates with Others
9. To equip with conflict resolution skills
9.1 Consultation and consensus building: Open to
Consultation
5.2 Communication Skills: Listens attentively and presents
information clearly
10. To promote time management skills
10.1 Planning and coordination: Organises and Schedules
Own Work
11. To foster self-reflection/metacognition
11.1 Self-awareness and self-control: Is Aware of Self and
Restrains Emotional Impulses
11.2 Self Confidence: Acts confidently within job role
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12. To develop skills for Stress Management and build
competencies for personal effectiveness
13. To encourage the importance of personal and workplace
hygiene (Swachh Bharat Abhyan)
Part B: Field/NGO/Site Visits

Objectives
1. To familiarize the trainees with local socio-economic and
cultural environment
2. To observe issues, challenges and problems faced by local
population
3. To explore best practices and solutions to improve Public
Service Delivery
4. To observe the NGO programme structure and impact
5. To develop skills for managing uncertainties
6. To develop a cooperative spirit
Part C- 5 Days: Build organization awareness
and subject specific orientation
Objectives
1. To develop an understanding of the organisation’s mandate,
structure, policies, processes, norms and its interface with other
organisations.
• Organizational awareness: Understands Formal Structure
2. To align attitude and interest with the needs and goals of the
organizations.
• Commitment to the organization: Aligns Self with the
Organisation
3. To give an overview of domain and service specific functions of
the officers/staffs
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4. To develop domain and service specific competency sets for
efficiency and improve Public Service Delivery in consultation
with stakeholder.
• Result Orientation: Focuses on doing what is Expected
• To encourage application of general competencies in their
Job-functions.
Target Group
●● Recently/newly recruited frontline government functionaries of
identified sectors
●● Recently means recruited in last 2 years
●● Those who have received no training since recruitment
●● Belong to Group B (non- gazetted) and Group C
●● Working in sectors which have high interaction with citizens
Suggested Target Sectors
Sectors with high level of citizen interaction
●● Land Revenue
●● Health & Family Welfare
●● Municipality
●● Environment & Forests
●● Rural Development
●● Panchayati Raj
●● Social Welfare
●● Women & Child Development
●● Urban Planning
●● Education Urban Planning
●● Education
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Programme Outline
Broad Contours of the Programme
Key Implementing Institutions; State ATIs
●● A cohort of trainers (retired IAS officers, State Civil officers or
Accounts officers settled in the states), subject matter experts(SME)
will be identified by the State/District ATI’s,
●● These trainers will possess relevant knowledge, skills and facilitation
competencies
●● They will be developed as Master Trainers in content and delivery
matrix of the Induction Training programme, in a two/three
day orientation organized as a part of Training of the Trainers in
General competencies and guidelines for field visit ( PART A AND
PART B) and developing of templates for Domain specific modules
(PART C)
●● The State ATI’s will conduct a Training of Trainers orientation
for the Course Directors, Assistant Course Directors, resource
persons at the State ATI on implementation of the programme,
reviewing the generic training component ( PART A AND PART
B) and training on subject and technical content experts building
organization awareness and subject specific orientation. (PART C)
Content material will be handed to all Master Trainers in the ToT
Programme Duration and Design

The programme will be of a 2 week duration spread over 3 sessions of
5 -2 -5 day modules where:
1. Part A
●● 5-days of the training to build generic competencies in the
participants
●● Developed and delivered on the basis of Generic Modules
(included in the Trainer Module) prepared by DoPT and delivered
in association with ATIs
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2. Part B: 2-day of NGO and field visits
●● A sample programme template is included in the Trainer Module
3. Part C: 5-day on organization awareness and subject specific
orientation
●● Developed and delivered on the basis of Domain Specific Modules
prepared by subject experts of the identified Departments in
coordination with ATIs
●● Sample Module templates are included in the Trainer Module
Course Style
●● Trainee-centered
●● Learning by doing
●● Emphasis on application
●● Peer-learning
●● Individual/Team activities
●● Supported/Supplemented by Visuals, Exercises and Reading
Material
Since the Course is intensive, it is residential. Accordingly, to obtain
full benefit from the Course, it is expected that the participants pay
full attention and time to Course activities.
Programme Flexibility
Mandatory
●● Target Group : New recruits (0-2 Years)
●● Training to be conducted in Districts /at District level
●● Resource persons should be retired IAS officers, State Civil officers,
Accounts officers from the districts
●● Deputation of Course Coordinators/Training Managers to oversee
the programme
●● NGO visit with night halt, for experiential learning
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●● Use of the generic content provided and maintain the flow of the
programme
●● Use the templates provided for developing domain content
Flexibility
●● Selection of districts by the state
●● Identification of Sectors to be targeted
●● Content customization
►► Generic modules adapted from the ToT materials using local
stories, videos, resources
►► Domain Specific modules developed by State ATIs for the
identified sectors
►► Translation into State language
●● State Level Training of Trainers
►► Duration of the training
●● Identification of NGO/Centre of Excellence for Field Visit
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Facilitators
●● Experienced Master Trainers
●● Resource persons from Districts: retired IAS officers, State Civil
officers, Accounts officers
●● Experts on generic and domain areas provided by DoPT/UNDP in
association with ATIs
Facilitation GuidelineS
Training is a planned and controlled learning event intended to fill
performance gap between now and the future
Learning is the transfer of Knowledge, skills/competencies through
training, observations, imitation, trial and error, natural aptitude. A
shift is attempted in Mindsets or mental response, reaction, prejudice
and tendency.
The Three-prong focus of the Training is on building
●● Knowledge—the theoretical know-how to facilitate learning
●● Competencies—the practical skills to facilitate learning
●● Mindset—the attitude, values and emotional intelligence to
facilitate learning
The Learning Objective is to conduct a training session incorporating
the principles of question technique, active listening and trainer
dialogue; Improvise training methodologies according to the
participants and environment; Develop personal abilities conducive to
motivation,communication and learning
Keeping in mind the Training and Learning objectives, the Facilitators
should have:
• Complete understanding and knowledge about the vision, modalities,
design and the content of the programme
• Thoroughness with the resources and tools
• Ability to follow the session plan
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• Ability to understand and adopt an effective style with reference to
the audience
►► Multi-sensory training for lasting impact which includes
content, activities, discussions, displays, creative tasks etc.
►► Clear directions and expectations for each activity
►► Handling questions, disagreements, varying energy levels
►► Planning time for maximum effectiveness
●● Capability to adopt a mix of participatory and authoritative style
of delivery
►► Clear understanding of one’s strengths and limitations so that
methodologies can be built to use both efficiently-voice and
body language
●● Capacity to create a congenial atmosphere
A successful session/workshop is contingent on the level of
preparedness and collectedness the facilitator maintains. Requisite
knowledge, skills and attitude in each session ensures effectiveness.
Each workshop is learning for the facilitator to deliver effective
training sessions
COURSE modules
Module 1 Motivation
Module 2 ‘Personal Effectiveness
Module 3 Personal and Organizational values
Module 4 Qualities of an excellent employee
Module 5 Swachh Bharat Abhiyan
Module 6 Verbal and Non Verbal Communication
Module 7 Citizen Centric Behaviour
Module 8 E-Governance and ICT
Module 9 Problem Solving and Decision Making
Module 10 Managing Conflict
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Module 11 Leadership and Team Building
Module 12 Time Management
Module 13 Stress Management
Module 14 Emotional Intelligence
Module 15 Goal Setting
Module 16 Right to Information (RTI)
Module 17 Feedback
Field Visit Template
Domain Modules
-Template for Design
-Sample Template
- Course Coordination
- Resource Bank and References
COURSE Objectives
Motivation
At the end of the session, participants will be able to –
●● Explain the importance of ‘motivation’
Personal Effectiveness
●● Explain ‘meta-cognition/self-reflection’
●● Demonstrate capacity for meta-cognition/self-reflection ‘The
System’ and employee’s role
Personal and Organizational Values

●● Explain ‘personal’ and ‘organizational’ values
●● Explain the reason/source of inspiration in their life
Qualities of an Excellent Employee

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●● Explain the qualities of an excellent employee
●● Clarify the relationship between ‘dos’ and don’ts of an excellent
employee
Swachch Bharat Abhyan

●● Explain the concept of ‘Swachch Bharat Abhiyan’
●● Apply the larger vision of the mission in their personal and work
life
Verbal and Non Verbal Communication

At the end of the session, participants will be able to
●● Define ‘Verbal’ and ‘Non-Verbal’Communication
●● Demonstrate the use of ‘Verbal’ and ‘Non-Verbal’ Communication
Citizen Centric Behaviour

●● Identify the implications of verbal/non-verbal behaviour in
fostering relationships
●● Differentiate between ‘criticism’ and‘feedback’
●● Differentiate between ‘hearing’ and ‘listening’
●● Display the ‘listening’ and ‘active listening’ skills
E-Governance and ICT

●● Explain ‘E-Governance’
●● Explain the role of ICT
●● Explain ways and means of finding innovative solutions to citizen-
related issues through e-governance
Problem Solving and Decision Making

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At the end of the session participants will be able to
●● Demonstrate problem solving skills
●● Examine the process of information sharing in teams
●● Explore leadership, co-operation and conflict issues in teams
●● Develop problem-solving skills and team- building capabilities
Managing Conflict
●● Explain how principles emerge incompetition
●● Describe the merits of collaboration
●● Demonstrate Dialogue Skills
●● Demonstrate Negotiation Skills
Leadership and Team Building

●● At the end of the session particpants will be able to explain and
demontrate leadership and Team’ building skills of cooperation,
listening, cohesion
►► Explain types of Leadership
►► Explain ‘Cooperation’, ‘Listening’ and ‘Cohesion’
Time Management
●● Explain ‘Time Management’ techniques
Stress Management
●● Identify different sources of stress in their lives
●● Identify ways to reduce stress within the work environment
●● Identify techniques to improve stress management and/or self-care
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Emotional Intelligence
●● At the end of the session, participants will be able explain the factors
helpful in working with emotional intelligence’’
Right to Information (RTI)

●● Explain the evolution and salient features of RTI
●● Explain ‘transparency’ in administration
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●● Explain ‘Accountability’ in administration
Goal Setting
At the end of the session, participants will be able
●● Define Goals and e xplain benefits of of goal setting
●● Describe and explain steps for setting SMART Goals
Programme Assessment
The state ATIs will form a team to review the programme and record
the process. The following will be documented:
1. ToT timetable and list of participants
2. Programme Implementation Plan in the districts with detailed
time table of process, job charts, process flow and resource
persons for sessions
3. Content used for the 12 day programme
4. Observations during the programmes and gap analysis using
a. Feedback form (During training)
b. Pre and post training learning form: Evaluation of trainees
by the trainer (During training)
c. Questionnaire to be administered after 1.5 months to line
managers of the trained government functionaries
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Timetable
Given below is an indication of how the various learning activities are
scheduled into 12 days of the Course. Participants can expect some
‘own-time work’ in the evening.
Day 1–5
DAY AND TIME CONTENT

Monday Registration/Inauguration/Introduction
0900 - 1730
Motivation
Tuesday Personal & Organizational Values
0930 - 1730
Qualities of an Excellent Employee
Swachch Bharat Abhiyan
Verbal and non Verbal Communication
Wednesday E Governance and ICT
0930 - 1730
Managing Conflict
Thursday Time Management
0930 - 1730
Stress management
Friday RTI
0930 - 1730
Goal Setting
Briefing for NGO/Village visit
Feedback Sharing Session
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Time-Table: Day 6 – Day 7
●● Departure for village/Field – Day 5 evening/Day 6
●● Day 6 night stay at village
●● Day 7 departures at 4.30 pm
Time-Table: Day 8 – Day 12
9:30 am -17:30 pm on all days
●● Orientation to State/Districts
●● The Domain specific training is designed to:
►► Develop an understanding of the organization’s mandate,
structure, policies, processes, norms and its interface with
other organizations.
►► Align attitude and interest with the needs and goals of the
organizations.
►► Give an overview of domain and service specific functions of
the officers/staffs
►► Develop domain and service specific competency sets for
efficiency and improve Public Service Delivery in consultation
with stakeholder.
►► Encourage application of general competencies in their Job-
functions
Day 12 - 300pm-530pm
●● Feedback and closing
►► Course Review
►► Immediate Reaction Questionnaire
●● Valediction and handing of certificates
Day 12 300pm-530pm
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Induction
Training
Programme
COURSE GUIDE
INDUCTION TRAINING PROGRAMME
FOR CUTTING EDGE
GOVERNMENT FUNCTIONARIES
TRAINING OF TRAINERS
MANUAL
DoPT Vision
"To create an enabling environment for the
development and management of human resources of the
Government for efficient, effective, accountable,
responsive and transparent governance."
Training Division
Department of Personnel & Training
Old JNU Campus
New Delhi-110067 India
Website: http://persmin.gov.in/otraining/Index.aspx
Induction Training
Programme for Cutting
Edge Government
Functionaries
Training of Trainers Manual
““We are responsible for what we are, and whatever we wish ourselves to be, we
have the power to make ourselves. If what we are now has been the result of our
own past actions, it certainly follows that whatever we wish to be in future can be
produced by our present actions; so we have to know how to act.”
7
TABLE OF CONTENTS
Introduction 9
Aims & Objectives of the Programme
Induction Training Programme
Module Design 14
Sample Template for Modules 15
Schedules 16
Day 1 – 5
Day 6 – 7
Day 8 – 12
Part A: Generic Modules 19
Day 1
Module 1 Motivation 21
Module 2 Personal Effectiveness 34
Day 2
Module 3 Personal and Organizational Values 45
Module 4 Qualities of an Excellent Employee 53
Module 5 Swachh Bharat Abhiyan 65
Module 6 Verbal and Non Verbal Communication 69
Module 7 Citizen Centric Behaviour 87
Day 3
Module 8 E-Governance and ICT 102
Module 9 Problem Solving and Decision Making 115
Module 10 Managing Conflict 127
Module 11 Leadership and Team Building 140
Day 4
Module 12 Time Management 156
Module 13 Stress Management 170
Module 14 Emotional Intelligence 190
Module 15 Goal Setting 203
Day 5
Module 16 Right to Information (RTI) 212
Module 17 Feedback 241
8
Part B: Field/NGO Visit Template 248
Field Visit Template
Part C: Domain Modules 251

Template for Design 252
Sample Template 253
Exampl 1- Jammu & Kashmir
Example 2 - Tamil Nadu
Example 3 - Maharashtra
Appendix 273
Course Coordination 274
Resource Bank 277
Ice Breakers, Games & Energisers
Stories
List of Resources
References 309
9
Introduction
Indian Public administration set-up has a dynamic structure, specifically categorized under several cadres
of Civil Servants. The responsibilities in each cadre can be justified with the pre-defined service delivery,
though the entire system is linked in some way or the other. Service delivery cannot reach its best without
an efficient and effective manpower in the entire system.
The vision of the Induction Training Programme (ITP) for cutting edge officers is to empower them
with the required skills & training so that the government institutions would be able to provide better
public services. Induction Training Programme significantly impacts the Service Delivery and Capacity
Building in Public administration.
As per the The National Training Policy 2012, all civil servants will be provided with training to equip
them with the competencies for their current or future jobs. Such training will be imparted:
●● At the time of entry into service; and
●● At appropriate intervals in the course of their careers.
●● Such training will be made available for all civil servants from the lowest level functionaries to the
highest levels.
●● The opportunities for training will not be restricted only at the mandated points in a career but will be
available to meet needs as they arise through a mix of conventional courses, distance and e-learning.
●● Priority will be given to the training of front-line staff, including training on soft skills, so as to
improve customer orientation as well as quality of service delivery to the citizens.
Aim of the Programme

The Induction Training Programme for Group B (Non-gazetted), Group C officers/staff in States aims
at developing generic and domain specific expertise in the cutting edge officers/staff for considerable
improvement in government capabilities in order
●● to raise and manage public resources more effectively,
●● develop public service delivery
●● become more inclusive, transparent and accountable
This will be successfully achieved with implementation of:
●● Generic Training Programme
●● Visit to NGOs /Centres of Excellence
●● Domain specific Training Programme
10
Objectives of the Programme
●● To build capacity and competence of State Government functionaries at the cutting-edge level
●● To target attitudinal orientation, motivation, upgrade knowledge and skill at the time of induction
into service
●● To develop generic and domain-specific competencies
●● To improve public service delivery by targeting certain specified sectors
●● To bring about a significant positive change in values and culture of the organizations
●● To promote Good-governance and citizen-centricity of administration
11
Target Group
•• Recently/newly recruited frontline government functionaries of identified sectors
– recently means recruited in last 2 years
•• Those who have received no training since recruitment
•• Belong to Group B (non gazetted) and Group C
•• Working in sectors which have high interaction with citizens
Target Sectors
Sectors with High level of citizen interaction like Land Revenue, Health and Family Welfare, Panchayati
Raj, Social Welfare, Women and Child Development, Animal Husbandry, Rural Development. Urban
Planning, Education etc.
Broad Contours of the Pilot Programme

•• Key institution: State Administrative Training Institutes(ATI)
•• Coverage in Pilot programme:
– Training of Trainers Programme(TOT) ; 3 day for 20 trainers from State ATIs, in Dec 2014
– Launched in 2014: 3 states of Jammu & Kashmir, Maharashtra, Tamil Nadu
– In each State: Five districts
– In each District: Five programmes
– In each Programme: Around 40 participants
•• Coverage by March 2015
– 75 programmmes (3 states*5 districts*5 programmes)
– 3000 cutting edge employees (75programmes*40 per programme)
Programme Duration and Design

•• Duration: Two weeks
•• Three distinct 5-2-5 Day Modules where:
– Part A: 5-days Generic Competencies Module
• Developed on the basis of Generic Modules prepared by a group of resource persons (Master Trainers
and experts on generic domain areas) and to be delivered in association with ATIs
– Part B: 2-day of Field/Site visits: NGO and Centres of Excellence
– Part C: 5-days Domain Specific Module (organization awareness and subject specific orientation)
• Developed by subject experts of the identified Departments in coordination with ATIs
Part A- 5 Days: Build generic competencies for effective public service delivery
Key Objectives:
•• To build a citizen centric and inclusive attitude
•• To develop empathy and sensitivity in public interface
•• To increase accountability and increase ownership
•• To develop and hone the ability for decision making
•• To develop effective communication skills of listening, speaking and presentation
•• To improve interpersonal skills
•• To develop problem-solving, creative and critical thinking skills
•• To promote team cohesion in diverse attributes (Attitude, Skills, Behaviour, Beliefs)
•• To equip with conflict resolution skills
•• To promote time management skills
•• To foster self-reflection/metacognition
•• To encourage the importance of personal and workplace hygiene (Swachh Bharat)
12
Part B - Field/Site visits: NGO and Centres of Excellence
•• Duration: 2-Days
•• Key Objectives
– To familiarize the trainees with local socio-economic and cultural environment
– To observe issues, challenges and problems faced by local population
– To explore best practices and solutions to improve Public Service Delivery
Part C- 5 Days: Build organization awareness and subject specific orientation

•• Part C will be in consultation with the stakeholders
•• Suggested key Objectives as guidelines:
– To develop an understanding of the organisation’s mandate, structure, policies, processes, norms and its
interface with other organisations
– To align attitude and interest with the needs and goals of the organizations
– To give an overview of domain and service specific functions of the officers/staffs
– To develop domain and service specific competency sets for efficiency and improve Public Service Delivery
in consultation with stakeholder
– To encourage application of general competencies in their Job-functions
Contents of the Programme package
Trainer Handbook Participant Workbook

•• Introduction •• Background and Program Outline
•• Background and Program Outline •• Modules Overview
•• Course Guide •• Generic Modules
•• Modules Overview •• Participant Handouts
•• Facilitation Guidelines •• Field Visit Guidelines
•• Generic Modules •• Domain Specific Modules
– Activities detailing learning objectives, resources, – department overview, key functions, role
activity flow, debrief and responsibilities, handouts and exercises
•• Field Visit Plan
•• Domain Specific Modules
Stages for Roll out of the Programme
Activity Target Facilitator

2 day TOT Programme Resource Persons/Faculty member DoPT
from ATIs and Trainers / Retd.
Govt. officers in districts
Content Contextualization and State ATIs
Development of Domain Specific
Modules
State level TOTs Trainers / Retd. Govt. officers in Master Trainers
districts and district level resource (State ATIs and Trained
persons Trainers)
District level Trainings Cutting edge officers- Group Master Trainers/Retd. Govt.
B (Non-Gazetted) & Group C officers in districts and District
Officers / Staffs level resource persons
Programme Monitoring District workshops State ATIs/DoPT
Programme Evaluation and State ATIs/DoPT
Impact Assessment
13
Training of Trainer Workshop
•• 2 Day workshop
•• ToT Facilitators/Resource persons:
– 1 Motivational Speaker
– 2 Expert Resource Persons
•• Participants
– Identified resource persons, Master and Recognized Trainers nominated by each ATI
•• Objectives
– The trainers should be role models for the Public Servant and the service delivery,
– The foundational objective is to build general competencies of Trainers and orient them towards program
design and delivery.
•• Embedded Competencies
– To illustrate how perceptions and assumption can affect behaviour and communication
– To build communication skills
– To inculcate respect for time
– To develop sensitivity towards gender and identity
– To develop an understanding of learning styles and behavioural preference
– To encourage sincerity and commitment
– To encourage ethical decision making
Funding
•• For ToT Workshop
– All expenses including travel, lodging & boarding of MT/RT/Resource Persons
– Expenses towards content design, preparation and availability
•• For delivery of the Program
– Funds will be released to ATIs in advance on receipt and approval of project proposal.
– @Rs. 1500 per day per participant
– Per program (40 persons*12 days*1500) =7.2 Lakh
Monitoring
•• Objective
– To improve quality of planning, management and delivery of each programme
– To obtain feedback on content
– To increase the effectiveness in performance and behaviour of participants
•• ATI’s will
– Furnish, on completion, a detailed report of each program including participant details, entry/exit
behaviour, and feedback from faculty and participants.
•• DoPT will
– Provide support by sending teams to ATIs and the training venues.
– Collate and analyse data provided by ATIs for impact assessment and content review
14
Module Design
Day 1 – Day 5
General
1. The generic module is designed to sensitize/develop/enhance the participants
understanding toward citizen centric working environment
2. The generic module is based on participative methodologies that includes exercises /story
/video /game /readings/presentation
3. Each module has detailed Instructional Plan with time allocation for each activity
4. Each module has a list of resources/references/additional resources
Day 6 – Day 7
GeneralField/Site visits: NGO and Centres of Excellence
The NGO/Village visit is designed to:
1. Sensitize the trainees with local socio-economic and cultural environment
2. Observe issues, challenges and problems faced by Local population
Day 8 – Day 12
Domain Specific Training
The Domain specific training is designed to:
1. Develop an understanding of the organization’s mandate, structure, policies, processes,
norms and its interface with other organizations.
2. Align attitude and interest of government functionaries with the needs and goals of the
organization
3. Give an overview of domain and service specific functions of the officers/staffs
4. Develop domain and service specific competency sets for efficiency and improve Public
Service Delivery in consultation with stakeholder
5. Encourage application of general competencies in the government functionary’s Job-
functions.
15
Sample Template for Modules

Module Name
Objective Time Required
Resources Required
Embedded Competencies
Notes
Module Name
ACTIVITY 1: Activity name 1
Time Required Activity Steps
Resources Required
16
Schedule
Part A- 5 Days: Building generic competencies for effective public service delivery
Module No. Content
Day 1
Registration/Inauguration
Introduction and Overview
Module 1 Motivation
Module 2 Personal Effectiveness
Giving Feedback
Day 2
Module 3 Personal And Organizational Values
Module 4 Qualities of an Excellent Employee
Module 5 Swacch Bharat Abhiyan
Module 6 Verbal and Non verbal Communication
Module 7 Citizen Centric Behaviour
Day 3
Module 8 E-Governance and ICT
Module 9 Problem Solving and Decision Making
Module 10 Managing Conflict
Module 11 Leadership ad Team Building
Day 4
Module 12 Time Management
Module 13 Stress Management
Module 14 Emotional Intelligence
Module 15 Goal Setting
Day 5
Module 16 RTI
Module 17 Feedback
Briefing for Day 6 & 7
17
Part B - Field/Site visits: NGO and Centres of Excellence

Day 6-7 Schedule
Day 1
Gathering and Briefing
Departure
Day 2
18
Day 8-12 Schedule
Day 1
Welcome and Briefing
Introduction To Department
Day 2
Day 3
Day 4
Day 5
Valedictory Session
Distribution of Certificates
19
Part A: Generic Module
MODULE GRID
1 2 3 4
Personal and Qualities of
‘Personal
Motivation Organizational an excellent
Effectiveness
Values employee
5 6 7 8
Verbal and
Swachh Bharat Citizen Centric E-Governance and
Non Verbal
Abhiyan Behaviour ICT
Communication
9 10 11 12
Problem Solving
Leadership and Time
and Decision Managing Conflict
Team Building Management
Making
13 14 15 16
Stress Emotional Right to

Goal Setting
Management Intelligence Information (RTI)
17
Feedback
Note: Similar grid can be prepared for domain specific modules

20
21
Module 1
Motivation
Motivation

At the end of the session, participants will be able to 60 minutes
explain ‘motivation’ at the workplace
Resources Required
Embedded Competencies Handout
1.1 Define motivation 1c – List of Motivational films
1.2 Describe self-motivation 1d – Stories on Motivation
1.3 Explain motivation created by organization Presentations
1.4 Explain process of motivating yourself and 1a - Motivation
others 1b - EMB Factors
Videos
Nick Vujicic
212 degrees
Motivation
ACTIVITY 1: Feeling Motivated 1
15 minutes 1. Show Film on Motivation
Resources Required
1c - List of Motivational Films
22
Motivation
ACTIVITY 2: 2
45 minutes 1. Ask participants “why do people not perform?”
2. Ask participants meaning of ‘Motivation’
Resources Required 3. Show presentation 1a slides 1-7
1b - EMB Factors 4. Ask them what factors affect ‘performance’
1d - Motivational Stories 5. Show the Presentation 1b - EMB Factors and
discuss the ‘Environmental’, ‘Motivational’ and
‘Behavioural’ Factors that affect Motivation levels
of individuals
4. Narrate a motivational story. Refer handout 1d
23
1a Motivation
MOTIVATION
Definition of motivation
• The driving force within individuals by which they
attempt to achieve some goal in order to fulfill some
needs or expectation
• The degree to which an individual wants to choose

certain behaviour
24
Six C’s of Motivation..
Challenges Choices
Control Collaboration
Consequences Constructing meaning
Motivation is…
• Complex
• Psychological
• Physical
• Unique to each and every person
• Context sensitive
• Not fully understood
25
MOTIVATION AS A PROCESS
ENERGY DIRECTION PERSISTENCE
It is a process by which a person’s efforts are energized,

directed and sustained towards attaining the goal
• Energy- A measure of intensity or drive
• Direction- Towards organizational goal
• Persistence- Exerting effort to achieve goal
BASIC MODEL OF MOTIVATION

Needs or Result in Drive force To Achieve
expectations (Behaviour or
Action)
Desired Goals
Feedback
Fulfillments Which Provides

26
Motivation for Motivation
Needs
Level 1: Social, Psychological, Safety, Survival
Leve 2: Achievement, Growth, Recognition, Power,
Satisfaction
Qualities of Motivation
• Energizes behaviour
• Directs behaviour
• Enable persistence towards a goal
• Exists in varying details
27
1b EMB Factors
Motivation is “inner drive “ to perform
Self motivation or inner drive comes

when we start enjoying our work
THREE FACTORS AFFECTING

PERFORMANCE
PERFORMANCE
Behavioural
28
3 Conditions to Ensure
Desired Performance
• Skills or Ability
• Environment or proper working conditions
• Motivation or the drive to perform
ENVIRONMENT
People often do not perform as desired because
• They don’t have the tools to do so
• The rules do not permit them to do so
• The procedures prevents them from doing so
• The resources are not available for doing so
• They do not know what they are expected to do

29
MOTIVATION
Often also, people do not perform as desired because-
• They are punished if they perform (by additional work)
• They do not get punished for not performing
• They are rewarded for non-performance (by less work)
• They find no reward for sincere performance
• Performing may be risky
• Not performing means no risks
JOB SATISFACTION
Factors influencing job satisfaction
• The degree of control we have over the way
we do our job
• The scope we have for pride in the work we do
• The amount of recognition we receive
• The environment we work in
• The person we work for; and
• Security, money and promotion prospects
30
BEHAVIOUR
In other cases people do not perform as desired
because -
• They do not know how to do it
• They find it very difficult to do it
• They are not sure whether they are doing the right
thing
• They are slow in doing it and complete it late
31
1c Motivational Films
October Sky
I Am Kalaam
Pay It Forwad
Freedom Writers
The Sangharsh
The Green Mile
Not Just A Piece Of Cloth
Invictus
Lead India-The Tree
Father And Son
Http://Youtu.Be/So3vsbzdmsy
Http://Youtu.Be/Qerukc34smw
Global Oneness Project Llc-Bank Of Short Stories And Videos

32
1d Motivational Stories
Video: Banking on Change – by Pilgrim Films, directed and produced by Andrew Hinton
Mountain Story
“A son and his father were walking on the mountains. Suddenly, his son falls, hurts himself and screams:
“AAAhhhhhhhhhhh!!!” To his surprise, he hears the voice repeating, somewhere in the mountain:
“AAAhhhhhhhhhhh!!!” Curious, he yells: “Who are you?”
He receives the answer: “Who are you?” And then he screams to the mountain: “I admire you!”
The voice answers: “I admire you!” Angered at the response, he screams: “Coward!” He receives the
answer: “Coward!” He looks to his father and asks: “What’s going on?” The father smiles and says:
“My son, pay attention.” Again the man screams: “You are a champion!” The voice answers: “You are a
champion!” The boy is surprised, but does not understand. Then the father explains: “People call this
ECHO, but really this is LIFE.
It gives you back everything you say or do. Our life is simply a reflection of our actions. If you want more
love in the world, create more love in your heart. If you want more competence in your team, improve
your competence. This relationship applies to everything, in all aspects of life; Life will give you back
everything you have given to it.” Your life is not a coincidence. It’s a reflection of you”
Building Your House

An elderly carpenter was ready to retire. He told his employer-contractor of his plans to leave the house-
building business to live a more leisurely life with his wife and enjoy his extended family. He would miss
the paycheck each week, but he wanted to retire. They could get by.
The contractor was sorry to see his good worker go & asked if he could build just one more house as a
personal favor. The carpenter said yes, but over time it was easy to see that his heart was not in his work.
He resorted to shoddy workmanship and used inferior materials. It was an unfortunate way to end a
dedicated career. When the carpenter finished his work, his employer came to inspect the house. Then he
handed the front-door key to the carpenter and said, “This is your house... my gift to you.” The carpenter
was shocked! What a shame! If he had only known he was building his own house, he would have done
it all so differently.
So it is with us. We build our lives, a day at a time, often putting less than our best into the building.
Then, with a shock, we realize we have to live in the house we have built. If we could do it over, we would
do it much differently.
But, you cannot go back. You are the carpenter, and every day you hammer a nail, place a board, or erect
a wall. Someone once said, “Life is a do-it-yourself project.” Your attitudes, and the choices you make
today, help build the “house” you will live in tomorrow. Therefore, build wisely!
Pencil Story
The Pencil Maker took the pencil aside, just before putting him into the box. “There are 5 things you
need to know,” he told the pencil, “Before I send you out into the world. Always remember them and
33
never forget, andyou will become the best pencil you can be.”
“One: You will be able to do many great things, but only if you allow yourself to be held in someone’s
hand.”
“Two: You will experience a painful sharpening from time to time, but you’ll need it to become a better
pencil.”
“Three: You will be able to correct any mistakes you might make.”
“Four: The most important part of you will always be what’s inside.”
“And Five: On every surface you are used on, you must leave your mark. No matter what the condition,
you must continue to write.” The pencil understood and promised to remember, and went into the box
with purpose in its heart.
Now replacing the place of the pencil with you. Always remember them andnever forget, and you will
become the best person you can be.
One: You will be able to do many great things, but only if you allow yourself to be held in God’s hand.
And allow other human beings to access you for the many gifts you possess.
Two: You will experience a painful sharpening from time to time, by going through various problems in
life, but you’ll need it to become a stronger person.
Three: You will be able to correct any mistakes you might make.
Four: The most important part of you will always be what’s on the inside.
And Five: On every surface you walk through, you must leave your mark. No matter what the situation,
you must continue to do your duties.
Allow this parable on the pencil to encourage you to know that you are a special person and only you can
fulfill the purpose to which you were born to accomplish. Never allow yourself to get discouraged and
think that your life is insignificant and cannot make a change.
34
Module 2

At the end of the session, participants will be able 60 minutes
to –
a. Explain ‘meta-cognition/self-reflection’ Resources Required
b. Demonstrate capacity for meta-cognition/ Handouts
self-reflection 2a - Self-Assessment Questionnaire
2b - Are You Ready to Roll Tyre
Embedded Competencies 2c - My Plan of Action
2.1 Define the concept ‘meta-cognition’/self- 2e- Achieving the Plan
reflection’
2.2 Describe thought processes underlying the Presentations
concept 2d - Triangle of Success
2.3 Demonstrate skills for meta-cognition/self- Video
reflection to monitor self-development Personal Effectiveness
ACTIVITY 1: ORIENTATION 1
10 minutes 1. Show PPT 2d - Triangle of Success
2. Explain Knowledge and skills are important to
Resources Required function efficiently but our attitude determines
2d - Triangle of Success success in all spheres of life, personal and at work
35
ACTIVITY 2: SELF-ASSESSMENT QUESTIONNAIRE 2
15 minutes 1. Tell participants that all they need to do is check
the statements that are true about themselves or
Resources Required that they believe in or agree with
2a - Self-Assessment Questionnaire 2. Tell the participants to complete the self-
assessment questionnaire
3. The accuracy of analysis of Questionnaire will
depend on honesty of responses
4. Say the objective is to internalize some of those
attitudes and values or try to learn some of those
skills
ACTIVITY 3: IS YOUR TYRE READY TO ROLL? 3
15 minutes 1. Tell participants to count and write down the
total number of check marks in each section of
Resources Required the Questionnaire
2b - Are You Ready to Roll Tyre 2. Ask them to open handout 2b. Plot where they
2c - My Plan of Action lie on each spoke in the Tyre
3. Ask participants to complete the statement in the
template which starts with
“To be an efficient ,effective and service oriented
officer, I need and plan to work on …….”by
mentioning in full, the sections in which they
scored 3 or less
4. Tell participants that these are the areas/skills/
values/attitudes on which they need to
work in order to become effective, efficient and
citizen centric officers
5. Debrief by saying that: When we consciously
cultivate, acquire and internalize all the skills,
attitudes, values and qualities required for being
an effective Public Service officer, then we can
become positive change-makers
36
ACTIVITY 4: SUMMARY AND DEBRIEF 4
20 minutes 1. Make participants sit in groups of 4
2. Ask them to look at their Personal Action Work
Resources Required Plan put the areas of improvement in different
2e: Achieving the Plan quadrants of 2e: Achieving the plan
3. Discuss 2e with their group members and make
changes if any and ask for suggestions on how/
ways in which they can achieve these better
4. Wrap up the discussion by asking all participants
to keep 2c and 2e as their short term goals
37
2a Self Assessment Questionairre

Personal and organizational values
Score yourself on the questions given to the best of your ability and understanding
5 = highest score
1 = lowest score
I. I believe ‘personal’ and ‘organizational values’ need to be integrated into performance at workplace
5. Always
4. Majority
3. Many times
2. Sometimes
1. Never
II. I possess qualities of a State Government employee which get reflected in my day- to-day work.
5. To a great extent
4. To a major extent
3. Many times
2. To some times
1. Not at all
III. I realize the importance of verbal and non- verbal behaviour in daily work.
4. To a major extent
3. Many times
2. To some times
1. Never
IV. I impress others by my communication skills.
5. Always
3. To some extent
2. Sometimes
1. Never
V. I am able to unfold my personality as per emerging situations at my workplace.
5. Always
4. to a great extent
3. to some extent
2. Sometimes
1. Never
VI. I am aware that ‘time is life and life is time’ and accordingly manage it.
5. Always
4. Majority
3. Many times
2. Sometimes
1. Never
38
VII. People like my company.
5. Always
4. Majority
3. Many times
2. Sometimes
1. Never
VIII. I am a go-getter and can work in a team.
4. Many times
3. To some extent
2. Sometimes
1. Never
IX. I try to be a part of ‘solution’ rather than ‘problem’.
5. Always
4. Many a times
3. Sometimes
2. On a few occasions
1. Never
X. I believe in out of box thinking.
5. Always
4. Many times
3. Sometimes
2. Few occasions
1. Never
XI. I am able to organize myself towards harmony and balance in personal and official life.
5. Always
4. Many times
3. Sometimes
2. Few occasions
1. Never
XII. I recognize that emotions play an important part in life in addition to logic.
5. Always
4. Many times
3. Sometimes
2. Few occasions
1. Never
XIII. I believe that goals should be set and we must reach them.
5. Always
4. Many times
3. Sometimes
2. Few occasions
1. Never
39
2b Are You Ready to Roll?

Section A
Circle your total score for each question(that you got after totalling the total check-marks for each
question in 2a)
In the wheel spokes, rate yourself on your competencies. Join the numbers. If your ratings are low in
certain areas, your ‘tyre is flat’ and you need to build on these to ‘roll’. Think on how you can fix the ‘flat
tyre’.
40
2c 3c MyMy Action
Action Plan
Plan
To be
To be an
anefficient,
efficient,effective and service
effective orientedoriented
and service officer, I need and Iplan
officer, needto work on to work
and plan
on
_______________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________
41
2d Triangle of Success
Triangle of
TRIANGLE OFSuccess
SUCCESS
Knowledge
Skills
• KNOW HOW
• Ability to perform a task
• Ability to apply knowledge and use know-how to
complete tasks and solve problems
• Cognitive and practical and involve use of methods,
materials tools and instruments
• Skills help apply knowledge in a practical situation
42
Attitude
• KNOW WHY
• Demonstrable behaviour
• Ability to apply knowledge and skills and other
abilities to perform with a standard and positivity
• Learning response
Knowledge
• KNOW WHAT
• Knowledge represents the core curriculum
• Understanding of Information
• Outcome of collection and assimilation of
information through learning
• Is theretical and or factual
• Is the foundation for success
43
44
2e Achieving the Plan

Can be
achieved by
self alone
Easy to Difficult to
achieve achieve
Can be
achieved only
by the help of
others
45
Module 3
Personal & Organizational Values

to –
a. Explain ‘personal’ and ‘organizational’ values Resources Required
b. Explain the reason/source of inspiration in Presentation
their life 3a - Values
3b - Influence and Inspire
Embedded Competencies Handout
3.1 Define values in life 3c - My Board of Directors
3.2 Explain ‘personal’ and ‘organizational’ values Video
3.3 Explain the process of imbibing these values Nick Vijucic
through ‘chain of life Everyday

ACTIVITY 1: DEFINITION OF VALUES IN LIFE 1
30 minutes 1. Show the Powerpoint Presentation 3a slide by
slide and initiate a discussion on the basis of it
Resources Required asking questions including:
3a - Values ●● What are values?
●● Name some values…
●● Do values change over time
●● Are values universal?
2. Ask each participant to list 5 values that are
important to them
3. Now group partcipants in groups of 7 and ask
them to share their values and select atleast 7
values they think are important as organizational
values.
4. There should be one value from each participant
46
ACTIVITY 2: INSPIRATION IN LIFE 2
30 minutes 1. Ask participants ‘From whom they are inspired
in their life and why?’
Resources Required 2. Show PPT 3b: Influence and Inspire
3b - Influence and Inspire 3. Ask participiants to refer to handout 3c and fill
3c - My Board of Directors in names of the 5 people who have influenced
Everyday Video them most and the qualities they possess that
are inspirational. 2 people should be who have
inspired them in personal life and 3 on whom
the particpants look up to as government
employees
4. Show Everyday Video
5. Summarize: Each one of us draws inspiration
form within ourselves and our role models who
have inspired us. We look up to people for their
qulaities and these are mostly reflection of the
values that we uphold in our life
47
3a Values
What are Values?
Values
Values
Important Beliefs & Desires
Guiding the way you work
Motivate Actions
Guide your decisions or right and wrong
Shape the way you think
Determine what is important and what is not
48
Kinds of Values
• Values and standards set by
society
• Values and
standards
followed at an Social
Institution
Institutional
Individual
• Values which arise from
family beliefs, education,
awareness and
environment
What are Ethics?

49
Ethics
Values when put into action
A way of how you conduct yourself
Rules of how you behave
Why is Ethical Behaviour Important?

• Ethical behaviour establishes trust
• Ethical behaviour leads to harmony in an
Institution/Organization
• Ethical behaviour leads to good relationships between
people
• Ethical behaviour helps in making better individual and
team decisions
50
3b Influence and Inspire
Influence
• The the power or ability to affect someone’s beliefs
or actions
• The power of producing an effect without effort,
force or direct exercise of command
• A person or thing with ability or power to affect
someone’s action
• The power to produce a physical change
You are influenced when you are (consciously or

unconsciously) driven to emulate someone else’s
work
Inspiration
• The action or power of moving the intellect or
emotions
• The power of producing an effect with the obvious
consciousness of being touched by a person/thing
You are inspired when you are driven or motivated to

progress your own work after being exposed to a
source
The Higher the influence,

higher is the impact
51
3c My Board of Directors
1. My Board of Directors
Label the chairs with person living or dead who have a great influence on your- character, decision
making.
52
2. How/Why do these people Influence/Inspire you? Write few words…

53
Module 4
Qualities of an Excellent Government
Employee
Qualities of an Excellent Government Employee

to –
a. Explain the qualities of an excellent Resources Required
Government employee Presentations
b. Clarify the ‘dos’ and ‘don’ts by an excellent 4a - Cracked Pot
Government employee 4b - Circle of Influence
4c - Qualities of a Good Government Employee-
Embedded Competencies Analysis Sheet
4.1 List the qualities of an excellent Government
employee
4.2 Explain the importance of these qualities
4.3 Explain the process of imbibing these
qualities by ‘Self-talk’
Qualities Of An Excellent Government Employee

ACTIVITY 1: LISTING QUALITIES OF AN EXCELLENT GOVERNMENT 1
EMPLOYEE
30 minutes 1. Divide the participants in two teams – ‘A’ and ‘B’
2. Ask Team ‘A’ to list qualities expected in an
excellent Government employee
3. Ask Team ‘B’ to list ‘What an excellent
Government employee should not do
4. Discuss with whole group and note on the
whiteboard in two separate columns, the qualities
noted by both Team A and Team B
5. Ask them to individually list –
- which of these they possess
- Which of these they do not possess
54
Qualities Of An Excellent Government Employee
ACTIVITY 2: circles of influence 2
30 minutes 1. Draw 4b -circles of influence on the flip chart/
board
Resources Required 2. Ask participants to draw on a blank page
4a - Cracked Pot 3. Say, the amount of control we have over different
4b - Circle of Infuence aspects of our lives differs
4c - Qualities of a Good Government Employee- ●● Circle A are activities/qualities that can be
Analysis Sheet changed through our personal decisions.
methods and approach /individual effort
●● Circle B are activities/qualities that can be
changed only with help of a group/team
●● Circle C are activities/qualities that are
controlled elsewhere but we can make effort
to control/influence them
●● Circle D are factors that influence us but we
have no influence on them
4. Ask participants to look at list they made in
Activity 1 of qualities they did not possess and
would like to imbibe
5. Ask them them to reconsider the list and then list
these in the table 4c and try to give possible ways
to develop these /possible solutions if required
build these..
6. Show story Cracked Pot from PPT 4a
55
4a Cracked Pot
An elderly Chinese
woman had two large
pots, each hung on
the ends of a pole,
which she carried
across her neck.
One of the pots had

a crack in it while the
other pot was perfect
and always delivered a
full portion of water.
56
At the end of the long

walk from the stream
to the house, the
cracked pot arrived
only half full.
For a full two years this

went on daily, with the
woman bringing home
only one and a half pots
of water.
57
Of course, the perfect pot

was proud of its
accomplishments.
But the poor cracked

pot was ashamed of
its own imperfection,
and miserable that it
could only do half of
what it had been
made to do.
58
After 2 years of
what it perceived to
be bitter failure, it
spoke to the woman
one day by the
stream.
“I am ashamed of
myself, because this
crack in my side
causes water to
leak out all the
way back to your
house.”
59
The old woman smiled,

“Did you notice that
there are flowers on
your side of the path,
but not on the other
pot’s side?
That’s because I have

always known about your
flaw, so I planted flower
seeds on your side of the
path, and every day while
we walk back, you water
them.”
60
“For two years I have been able to

pick these beautiful flowers to decorate
the table.”
Without you being just the way you are,

there would not be this beauty to grace
the house.”
61
Each of us has his own unique flaw…
But it’s the cracks and flaws we each have that

make our lives together so very interesting and
rewarding.
62
You’ve just got to take each person for what they

are and look for the good in them.
63
4b Circle of Influence
D
C
B
A
64
4c Qualities of a Good Government Employee:

Analysis Sheet
ADD AS MANY QUALITIES…
Quality Circle Category Possible Solution for developing
Communicator-express yourself
clearly in a /responsible precise
manner
Self Motivated/ taking initiative
Hard Worker
Adaptable, decisive and effective

learner
Team Player
Helping others
Honesty
Ethical- follow rules, inspires and

decides correctly/justly
Disciplined and punctual
Avoid gossip
65
Module 5
Swachh Bharat Abhiyan

to –
a. Explain the importance of ‘Swachh Bharat Resources Required
Mission’ Video
b. Identify their role in the Mission Swachh Bharat
c. List the wider application of the mission in Handout
their personal and work life 5a - Swachh Bharat Mission Pledge
5b - My Personal Pledge
5.1 List the activities leading to ‘Swachh Bharat’
5.2 Explain the steps to be undertaken under the
Mission
5.3 Rededicate to the pledge of ‘Swachh Bharat
Mission
5.4 List areas in personal and work life where the
mission is applicable
Video
Video Link on Swachh bharat abhiyan from Youtube https://mail.google.com/mail/u/0/#inbox/14a392
f57de20228?projector=1
66

ACTIVITY 1: SWACHH BHARAT ABHIYAN 1
15 minutes 1. Ask participants to respond to Clippings/Video
2. Ask participants to rededicate themselves to the
Resources Required Pledge
Swachch Bharat Video 3. Ask participants to list 5 points which state their
5a - Swachch Bharat Pledge role in the success of the Mission
5b - My Personal Pledge

ACTIVITY 2: IMPLEMENTATION OF SWACHH BHARAT ABHIYAN 2
15 minutes 1. Divide participants into groups and ask each
group to develop an Action Plan with regard to
Resources Required the Mission. The plan should indicate
a. 5 personal and 5 organizational applications
of the mission
b. How they propose to implement the Action
Plan
67
5a Swachh Bharat Abhiyan

Pledge
Pledge in English:
http://moud.gov.in/sites/upload_files/moud/files/Swachhta%20Pledge.pdf
Pledge in Hindi
http://moud.gov.in/sites/upload_files/moud/files/Swachchata%20sapath%20%20.pdf
Video
Video Link on Swachh bharat abhiyan from Youtube
https://mail.google.com/mail/u/0/#inbox/14a392f57de20228?projector=1
Video Link on Swachh bharat abhiyan from Youtube https://mail.google.com/mail/u/0/#inbox/14a392f57de2

0228?projector=1
68
5b My Personal Pledge
Swachh Bharat to me means:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How can I contribute to this mission

At a personal level:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
At my work place:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
69
Module 6

a. Define ‘Verbal’ and ‘Non-Verbal’
Communication Resources Required
b. Demonstrate the use of ‘Verbal’ and ‘Non- Handout
Verbal’ Communication 6a - Group Exercise – Rumour Clinic
6b - Rumour Clinic Observation form
Embedded Competencies 6c - Listening Activity
6.1 Explain ‘verbal’ and ‘non-verbal’ 6d - Discussion Questions and Answers
communication Presentation
6.2 Explain their implications in handling 6e - Communication Skills
citizens Videos
6.3 Demonstrate ‘verbal’ and ‘non-verbal’ Power of Words - Blind Man
communication skills
70
ACTIVITY 1: VERBAL COMMUNICATION 1
45 minutes 1
Ask for six volunteers (the rest of the group remains to act as process
Resources Required observers).
6a - Group Exercise on ‘Rumour 2
Clinic’ Ask five of the six volunteers to go into another room. One remains
6b - Rumour Clinic Observation in the meeting room with you and the observers.
Form 3
Flipchart paper and a felt-tipped Distribute Rumour Clinic Observation Forms to the observers, who
marker. are to take notes on the proceedings.
4
Physical Setting Read the ‘accident report’ on the Observation Form to the single
1. A meeting room. All observers volunteer who is with the observers in the meeting room. The
are seated facing an area where volunteer may not take notes in the report.
the Rumour Clinic is staged. 5
2. A separate room/place in which Ask a volunteer in the other room to return. The first volunteer
volunteers can be isolated. repeats the ‘accident report’ to the volunteer from the isolation room.
It is important that the volunteers transmit the message in their own
way, without help. After passing the message the volunteer can be
given an observation sheet and can be with the observers to watch
the remaining volunteers passing the message.
6
Another volunteer returns from the other room, and the second
repeats the ‘accident report’. It is important that the volunteers
transmit the message in their own way, without help.
7
The process is repeated until all the volunteers but the last have had
the message transmitted to them.
8
Then ask the last volunteer to return to the room. Ask this volunteer
to assume the role of a police-officer. The fifth participant repeats
the ‘accident report’ to the police-officer. Afterwards, the police-
officer writes the message on flipchart paper so the group can read it.
9
You post the original message (previously prepared on flipchart
paper) so it can be compared with the police-officer’s version.
10
Ask the observers to report their notes. Ask volunteers to then
discuss their experience.
Debrief with the entire group on implications of the Rumor Clinic.
71
ACTIVITY 2: Listen Well 2
45 minutes 1. Ask for 1 volunteer
2. Invite the volunteer to see the picture in handout
Resources Required 6c and with his/her back towards others, give
6c - Listening Activity instructions to draw the figure.
6d - Discussion Questions and Answers 3. Tell the participant that he/she cannot use of
6e - Communication Skills gestures or answer questions asked by the other
participants
4. After 1 minute of instructions ask the volunteer
to go around to see the drawings
5. Now ask the same/different volunteer to give
instructions once again but this time the
participant volunteer should face the class. He/
she can use gestures and answer questions asked
by the other participants
6. Initiate a discussion based on the discussion
questions and answers given in handout 6d
7. Emphasize that “ listening well is very
important to responding effectively.” Positive
communication enhances citizen centric
behaviour
8. Wrap up by showing the presentation 6e on
Communication Skills
72
6a Rumour Clinic – A Communications

Experiment
OBJECTIVE
To illustrate distortions which may occur in transmission of information from an original source through
several individuals to a final destination.
GROUP SIZE
Unlimited. There should be a minimum of eight participants.
TIME REQUIRED
30 minutes for the exercise
15 minutes for discussion and debrief
MATERIALS
1. Copies of the Rumour Clinic Observation Form for process observers.
2. Flipchart paper and a felt-tipped marker.
PHYSICAL SETTING
1. A meeting room. All observers are seated facing an area where the Rumour Clinic is staged.
2. A separate room in which volunteers can be isolated.
PROCESS
Stage 1
The facilitator asks for six volunteers (the rest of the group remains to act as process observers).
Stage 2
Five of the six volunteers are asked to go into the isolation room. One remains in the meeting room with
the facilitator and the observers.
Stage 3
The facilitator distributes Rumour Clinic Observation Forms to the observers, who are to take notes on
the proceedings.
Stage 4
The facilitator then reads the ‘accident report’ on the observation Form to the single volunteer who is
with the observers in the meeting room. The volunteer may not take notes in the report.
73
The facilitator asks a volunteer in the isolation room to return. The first volunteer repeats the ‘accident
report’ to the volunteer from the isolation room. It is important that the volunteers transmit the message
in their own way, without help. After passing the message the volunteer can be given an observation sheet
and sits in with the observers to watch the remaining volunteers passing the message.
Stage 6
Another volunteer returns from the isolation room, and the second repeats the ‘accident report’. It is
important that the volunteers transmit the message in their own way, without help.
Stage 7
The process is repeated until all the volunteers but the last have had the message transmitted to them.
Stage 8
Then the last volunteer returns to the room. This volunteer is told to assume the role of a police-officer.
The fifth participants repeats the ‘accident report’ to the police-officer. Afterwards, the police-officer
writes the message on flipchart paper so the group can read it.
Stage 9
The facilitator then posts the original message (previously prepared on flipchart paper) so it can be
compared with the police-officer’s version.
Stage 10
Observers are asked to report their notes. Volunteers then discuss their experience. The facilitator leads a
discussion with the entire group on implications of the Rumour Clinic
VARIATIONS
I. The succession of messages can be recorded (either audio or video) for reply during the
processing.
II. The message can be rewritten to be more pertinent to the particular group.
III. The entire group can be used as conveyers of messages (no observers are used). Groups of six are
formed, and five persons from each group are sent to the isolation room. The facilitator reads the
message to the remaining participants. One member from each group is brought back into the
meeting from to the same time to receive the message. The final members simultaneously write
the message for all to see.
74
6b Rumour Clinic Observation Form

ACCIDENT REPORT
“I cannot wait to report this accident to the police. I must get to the hospital as soon as possible.
The delivery truck, heading south, was turning right at the junction when the sports car, heading north,
was attempting to turn left. When they saw that they were turning into the same lane, they both honked
their horns but continued to turn without slowing down. In fact the sports car seemed to be accelerating
just before the crash.”
VOLUNTEER ADDITIONS DELETIONS DISTORTIONS
6
Police- Officer
75
6c Listening Activity
12b
Discussion Questions and Desirable Answers
1. Which set of instructions was better for the audience? First or the second? Why?
76 Communication is a 2 way process in which the listener and speaker are equally
6d Discussion Questions and A nswers

involved.
1. Which set of instructions was better for the audience? First or the second? Why?
Communication is a 2 way process in which the listener and speaker are equally involved.
Speaker Listener
 Needs to communicate the  Uses his body to
message communicate to the speaker
 Alters the language repeating, if he is listening
elaborating and clarifying  Taking cues from the
depending on the listener’s listener, the speaker
responses modifies his speaking –
pausing, repeating,
elaborating
The second set of set

The second instructions made made
of instructions communication a two away
communication twoprocess involving
way process both. both.
involving
Hence, it was better.
Hence, it was better.
2. Which set of instructions was better for the speaker? Why?
2. Which set of instructions was better for the speaker? Why?
The 2nd one because
The 2nd the
onespeaker
becausecould
the speaker could
►► Connect better with the rest of the participants
 Connect better with the class
 Comprehend if the class is able to understand judging from their
►► Comprehend if the participants are able to understand judging from their responses. Based on
responses. Based on this, the speaker could repeat or alter the
this, the speaker could repeat or alter the communication
 Use gestures/signs and other body parts to communicate and create a
►► Use gestures/signs and strong
othervisual
body impact
parts to communicate and create a strong visual impact
3. How did the volunteer feel when facing the class?
3. How did the volunteer feel when facing the participants?
Facing the class helped make the communication process complete.
 The
Facing the class helped volunteer
make speaker felt aprocess
the communication connection with the audience
complete.
 He/She could guess if he/she is being understood from the class
►► The volunteer speaker felt a connection with the audience
responses; could repeat depending on the facial expressions of the
►► He/She could guess ifclass he/she is being understood from the response of the participants; could
4. How
repeat did the volunteer
depending on the facialfeel when facing
expressions away
of the from the class?
participants
 The volunteer speaker did not know if he is being understood
4. How did the volunteer feel when facing away from the participants?
 No connection with the class
►► The volunteer
5. How speaker
did the classdid
feelnot know ifthe
towards hevolunteer/s
is being understood
when he/she was facing away from
them?
►► No connection with the participants
The class felt:
 Little
5. How did the participants feelortowards the volunteer/s
no connection when
with the he/she was facing away from them?
volunteer
 Confusion as questions were not being answered; the class did not
The participants felt:
know what they are doing and if it was right
►► Little
6. How or no
didconnection withtowards
the class feel the volunteer
the volunteer/s when he/she was facing them?
The class felt:
►► Confusion as questions were not being answered; the participants did not know what they are
doing and if it was right
77
6. How did the participants feel towards the volunteer/s when he/she was facing them?
The participants felt:
►► A connection with the volunteer – they could ask questions and get responses, could alter the
pace of the volunteer
A connection with the volunteer – they could ask questions and get
responses, could alter the pace of the volunteer
7. How does the body language play an important role in the communication process?
7. How does the body language play an important role in the communication process?
►► Non verbal communication
Non verbal communication forms anpart
forms an essential essential part of communication.
of communication. 65 % of communication
65 % of communication in the
in the communication process is non-verbal. communication process is non-verbal.
►► Even while listening body

Even while language
listening body(sitting
languageposture,
(sitting nodding of head,offacial
posture, nodding head,expressions etc) are
very important facial expressions etc) are very important
8. What is the difference between listening and hearing?
8. What is the difference between listening and hearing?
Hearing Listening
 Accidental  Focused
Hearing Listening
 Involuntary  Voluntary
•• Accidental
 Effortless vs 
• • Focused
Intentional
•• Invoulnatry
 Physiologica vs  • • Voluntary
Psychologi
•• Effortless l cal•• Intentional
•• Physiological •• Psychological
We are hearing things all the time but listening happens only when we
deliberately pay attention.
►► How
9. We can
are you
hearing
showthings all are
that you the listening?
time but listening happens only when we deliberately pay attention.
 Participate by showing attention, taking notes, asking questions, making
9. How can you show that you are listening?
contextual, valid comments
►► Participate by
 Avoid talking in groups/to
showing someone
attention, else or
taking createasking
notes, distraction
questions, making contextual, valid
comments
►► Avoid talking in groups/to someone else or create distraction
78
6e Communication Skill
COMMUNICATION SKILLS
Communication is a Series of
Experiences
Hearing
Smell
Seeing
Touch
Taste
79
Communication Skills
Communication skills is the ability to use language and

express information
Effective communication skills are a critical element in

your career and personal lives
Communication Goals
To change behavior
To get action
To ensure understanding
To persuade
To get and give

information
80
Most Common Ways to

Communicate
Speaking
Writing
Visual
Image
Body
Language
Types of Communication
• On the basis of organization relationship
• Formal
• Informal
• On the basis of Flow
• Vertical
• Crosswise/Diagonal
• Horizontal
• On the basis of Expression
• Oral
• Written
• Gesture
81
Communication Process
Communication is the process of sending and receiving
information among people…
Feedback
receiver sender
Use of
channel to
transmit
SENDER the RECEIVER
message
Noise
Communication code scheme

Speaker
- Needs to communicate the message
- Alters the language repeating,
elaborating and clarifying depending on
the listener’s responses
Listener
- Uses his body to communicate to the
speaker if he is listening
- Taking cues from the listener, the
speaker modifies his speaking – pausing,
repeating, elaborating
82
Communication Involves Three

Components
• Verbal Messages - the words we choose
• Paraverbal Messages - how we say the words
• Nonverbal Messages - our body language
These Three Components Are Used To

• Send Clear, Concise Messages
• Receive and Correctly Understand Messages Sent to Us
SENDING MESSAGES
Effective Verbal Messages
• Are brief, succinct, and organized
• Are free of jargon
• Do not create resistance in the listener
Non Verbal Messages

• Are the primary way that we
communicate
83
Verbal And Non Verbal

Communication
ParaVerbal Messages
Paraverbal communication refers to the messages that
we transmit through the tone, pitch, and pacing of
our voices
84
Barriers to Communication
• Semantic Barriers
• Emotional Or Psychological Barriers
• Organizational Barriers
• Personal Barriers
Semantic Barriers
• Symbols with different meaning
• Badly expressed message
• Faulty translation
• Unclarified assumption
• Specialist’s language
Affect Written Communication

85
Emotional Or Psychological
Barriers
• Premature evolution
• Inattention
• Loss of transmission & poor retention
• Undue reliance on the written word
• Distrust of communication
• Failure to communicate
Breaks down spoken and nonverbal

communication
Organization Barriers
• Organizational policy
• Organization rules & regulation
• Status relation
• Complexity in organization
Reduce efficiency and effectiveness in performance

86
Personal Barriers
• Barriers in Superior
• Attitude of Superior
• Fear of challenge of authority
• Lack of time
• Lack of awareness
• Barriers in Subordinates
• Unwillingness to communicate
• Lack of proper incentive
Breaks down personal motivation levels and interpersonal

communication
Effective Communication Requires

• Active listening
• Clear thought, ideas and expressions
• Speaking/saying, adequate
• Timing or knowing when to say what
• Integrity of sincerity in communication
• Awareness of others gestures, emotions and
expressions
87
Module 7

a. Identify the implications of verbal/non-verbal
behaviour in fostering relationships Resources Required
b. Differentiate between ‘criticism’ and Handout
‘feedback’ 7a - ‘Behaviour’ –Group Exercise
b. Differentiate between ‘hearing’ and ‘listening’ 7b - Handling Visitors
c. Display the ‘listening’ and ‘active listening’ 7c - Handling Telephone Calls
skills 7d - Bull Activity
Presentation
Embedded Competencies 7e - ‘Listening’ and ‘Active Listening’
7.1 Explain ‘verbal’ and ‘non-verbal’ behaviour
7.2 Explain their implications in fostering
relationships
7.3 Difference between ‘hearing’ and ‘listening’
7.4 Display ‘listening’ and ‘active listening’
7.5 List how to handle telephone calls and handle
visitors
88
ACTIVITY 1: BEHAVIOUR 1
30 minutes 1. Divide participants into groups of 5 and ask
them to do the exercise on Behaviour as given in
Resources Required handout 7a
7a - ‘Behaviour’ 2. They need to present responses as under –
a. ‘Behaviours’ which will build relationship
b. ‘Behaviours’ which may or may not build
relationship
c. ‘Behaviours’ which may undermine a
relationship
3. Debrief: In today’s challenging environment,
successful work relationships and interactctions
with people in a positive way help achieve the
organizational goals. The first step in building
better work relationships is to become aware of
the differences among people—and to be willing
to accept these differences as a positive force
within an organization. It is important to build
constructive and beneficial work relationships
by learning how to analyze situations and
consciously select and use productive
communication and behavioural strategies.

ACTIVITY 2: Listening Actively 2
15 minutes 1. Ask participants to draw three vertical lines
representing mama bull papa bull and baby bull.
Resources Required give them a minute and then see what they have
7d - Bull Activity drawn. Refer handout 7d to debrief
7e - Presentation ‘Listening’ and ‘Active Listening’ 2. Discuss ‘listening’ and ‘active listening’ with
presentations 7e
3. Debrief: listening promotes attitude for citizen
centric behaviour. This supports a participatory,
accountable, responsive, effective and efficient
administration
89
ACTIVITY 3: HANDLING VISITORS/TELEPHONE CALLS 3
30 minutes 1. Make participants into pairs and ask one of them
to be a representative of the government and the
Resources Required other a citizen
Handouts 2. Ask each citizen in the pair to think of an issue
7b - Handling Visitors regarding which they are either calling or visiting
7c - Handling Telephone Calls teh government department
3. Tell each pair to have a conversation regarding
the issue
4. Stop them after 2 minutes and ask some pairs to
say what was the conversation like
Was it polite? Did the citizen feel as if he/she was
being heard? Was there a sense of positvity or of
frustration?
5. Public service must be more than doing a job
efficiently and honestly. It must be a complete
dedication to the people and to the nation.-
Margaret Chase Smith
6. Explain telephone manners. Refer handout 7b
7. Explain the categories of visitors and how to
handle them using handout 7c
90
7a Behaviours Exercise
Categorise the following behaviours into the three headings given below and explain your reasons for
your categorization.
1. Behaviours which may build a relationship:
2. Behaviours which may build or may undermine a relationship:
3. Behaviours which may be expected to undermine a relationship:
VERBAL NON-VERBAL
Acting as superior Nodding
Abrupt changes of direction by consultant Open body posture
Acknowledging limits of own competence Sitting back
Asking client about time available Monitoring time taken
Offer or talk about solutions / ways forward Doodling*
Assuming power or authority Smiling
Being judgmental Fidgeting**
Building on contributions of client Yawning
Challenging client Seeking eye contact
Checking understanding / clarifying Sitting forward
Clarifying purpose / expectations of meeting Looking interested
Contradicting Grunts / encouraging noises
Coldness Silence
Consultant stating difficulties to client Frequently checking time
Criticizing others Closing eyes
Dishonesty of consultant Showing impatience
Empathizing with client Continuous note taking
Exploring feelings of client Mirroring body language
Establishing credibility with client Looking bored
Encouraging client to talk
Encouraging client to make a decision
Exploring client’s willingness to act
Following consultant’s interests not client’s
Giving information to client
Identifying issues with client
Ignoring client’s views
Interrupting / cutting across client
Impatience with client
Maintaining confidentiality
91
VERBAL NON-VERBAL
Offering approval / disapproval of client’s
opinions
Offering instant solutions or selling solutions
Presenting consultant as always successful
Presenting professional image
Probing (leads) exploring client concerns
Rephrasing client statements
Reflecting / mirroring words, examples, tone
of voice
Supporting client without taking sides
Stereotyping client or others
Taking responsibility away from the client
Using client’s language / vocabulary
Using open questions
Using closed questions
Using leading questions
*Doodling: To draw or scribble aimlessly, absence minded or while pre-occupied.
**Fidget :To be constantly making restless little movements/To be uneasy, worry/To make (someone)
disturbed or worried / Restlessness, accompanied by frequent nervous movements/someone who fidgets
or disturbs other
92
7b Handling Visitors
The ‘Government servant’ is also known as ‘Public servant’. Accordingly, the objective of ‘public servant’
should be to serve. In other words, he should not present himself as a master but as a person ever ready
to serve. Mahatma Gandhi said –
“A Customer is the most important visitor on our premises . . .
He is not dependent on us.
We are dependent on him.
He is not an interruption on our work.
He is the purpose of it.
He is not an outsider on our business.
He is a part of it.
We are not doing him a favour by serving him.
He is doing us a favour by giving us an opportunity to do so.”
1. In its broader meaning, the above quotation tells us to take due care of every visitor. It is also said
that -
“Goodwill is earned by many acts and lost by one”.
2. Persons from all walks of life keep visiting Ministries/Departments/ Offices of the Government of
India. These visitors can be broadly classified into the following categories -
1. VIPs
2. Senior officers of the Central Government/State Governments/Union Territories
3. Diplomats
4. Officials of the Ministry/Department/Office
5. Freedom fighters and Ex-servicemen
6. Media persons
7. Business community
8. Religious heads and priests
9. Old people, handicapped persons and others seeking relief
93
10. General public and others
A majority of visitors come with prior appointments. However, some approach even without appointment
depending upon the purpose of their visit.
3. While dealing with visitors, possession of certain personal qualities will always prove to be an
asset to self and the organization. A few of these are -
Wear a smile
3.1 Extend the normal courtesy expected of a public servant while dealing with visitors. It is admitted
that it is not possible to keep smiling throughout the day in the midst of the continuous pressure
of work. However, as far as possible, greet the visitors with a smile. This small act will relieve the
burden of visitor’s problem, to some extent.
Be a patient listener
3.2 Develop the habit of understanding the point/problem of visitor patiently. Any ‘inability’ to help
may be explained in the right perspective without getting angry or using harsh language.
Be empathetic
3.3 We must develop the power to enter into the feeling or spirit of the visitors. While placing him
into the shoes of the visitor, he can appreciate where it pinches. By doing so, he will be able to
feel the magnitude of the problem and become an instrument in the process of solving it.
4. While dealing with visitors of various categories as listed in para 2 above, following tips would
provide help in tackling them in a better way.
VIPs, senior officers, diplomats, etc.
4.1 This category of visitors normally comes with prior appointment. In case they arrive early, they
may be conducted to the appropriate visitors’ room and offered tea, coffee, soft drink, etc., as per
requirement. In case of VIPs, senior diplomats, etc., do not hesitate in receiving them personally
at the gate of the Ministry/Department/Office and also seeing them off. Necessary instructions
regarding their scheduled time of arrival/departure may be left with the Reception, well in
advance.
Officials of the Ministry/Department/Office
4.2 In case, however, some official has personal problem, then he can be given a formal appointment.
Freedom fighters and ex-servicemen
4.3 As we all know, freedom fighters and ex-servicemen had given the best of their life in the service
of the nation. While dealing with them, as a grateful nation, we must show due respect to them.
We must try to render all possible assistance to them. In case the boss is not dealing with their
problems, they may be guided to the concerned officers of the Ministry/Department/Office.
Media persons
4.4 While dealing with persons from the Media/Press, presence of mind has to be displayed. If
a visitor from Media or Press is sitting in the room, do not talk classified matters or matters
concerning the Ministry/Department/Office over the telephone or disclose anything, which may
94
be embarrassing for the Ministry/Department/Office.
Business community
4.5 In view of ‘Make in India’ campaign we should be courteous to persons coming from business
community as the private sector also forms part of the entire development effort of the economy.
Accordingly, persons from private sector may be treated in a cordial manner.
Religious heads and priests
4.6 India is a secular State and accordingly religious heads or priests ailing from any religion may be
given respect due to them irrespective of the personal faith of the official.
Old people, handicapped persons and other seeking relief
4.7 Old people, handicapped persons, etc., should not be asked to wait for long hours even if they
happen to arrive without prior appointment. The nature of their problem and the purpose of
their visit should be ascertained. They must be assured that the information being obtained
from them is a help to attend to their request. We must ascertain what channels the visitor has
exhausted and with what result. They must be shown due respect and care. In case they are not
aware of any facts, they must be told the same in a helpful manner.
General public and others
4.8 While dealing with the general public, it may be appreciated that a person approaches offices only
when he has exhausted all the avenues of redressal at lower levels. He has a problem and either he
is not getting justice or justice is being delayed. The visitor should be offered a proper seat and
made comfortable. They have to be treated like a patient on the reception of a Nursing Home. 5.
The following DOs and DON’Ts will help in better care of visitors;
5.1 In case we are not dealing with the problem of the visitor, it is better to direct him/her to the
appropriate officer. Use of phrases like “I do not know”, “What can I do?”, “Get lost”, etc., must
be avoided.
5.2 In case some delay crops up or is likely to crop up, it should be explained to the visitor in the
right perspective.
5.3 Avoid sitting on the chair while talking to a visitor who is standing.
5.4 In case busy at work when the visitor arrives, first attend to the visitor and then continue with the
wo
With the proper handling of visitors, a good image of the Ministry/Department/Office can be built. Do
not become a hurdle between Department and visitor or stop people from meeting. We are here to
canalize the meeting process. It is always better to earmark a particular time every day for visitors.
95
7c Handling Telephone Calls
Screening the telephone calls is one of the main functions of the official serving at the cutting-edge level.
While discussing this, the focus will be on how to attend/make telephone calls.
Incoming Telephone Calls

As soon as telephone rings, allow two rings because sometimes false ring comes. Take the following steps
(a) say ‘hello’;
(b) do complete ‘wishing’ each other. For example if the other person says ‘Good Morning’, then do
reciprocate along with name of your Department;
(c) In all probability the other person will disclose his identity; if he does not, then ascertain the
full identity of the person who wants to speak e.g. name, designation, name of the Ministry/
Department/ Organisation, etc.;
(d) For holding, ask the other person to hold on, better add ‘please’ in the end e.g. ‘hold on please’
Outgoing Telephone Calls

3. While making telephone calls, the following may be kept in view:
(a) first check the telephone number called;
(b) say ‘Good Morning’, ‘Good Afternoon’, Good Evening’ etc.;
(c) disclose your identity by say ‘I am …….. speaking’;
(d) check whether the person to be called is available;
Telephone manners
4. It is needless to emphasize these. Possession of good manners is always an asset. The following
may be kept in view, depending upon the situation -
(a) if there are many telephones to be attended to at the same time, preference may be given to
outside calls and accordingly intercoms, etc., can wait;
(b) if any visitor/officer comes, while attending to a telephone call, ask him/her to sit down (by
pointing towards the chair);
(c) do not discuss official maters if visitors are sitting in room, who are not supposed to know the
matter;
(d) avoid long talks over the phone and talk to the point;
(e) maintain a smooth and courteous pitch of voice and do not speak unnecessarily loud over the
telephone;
96
(f ) in case not concerned with the subject matter of the caller, then politely divert him to the
concerned officer of the Ministry/Department.
5. Sometimes a lot of telephone calls keep coming in and in between the boss also passes on some
instructions – in such situations there are changes of forgetting any instruction or message. To
avoid such a situation always keep a small register on the table and go on jotting down everything
– i.E. Messages coming through outside calls and whatever is instructed by the boss. After the
calls are over then take action as required. Can note down telephone numbers, etc., On this
register and later on these could be taken on to the proper telephone diary. Maintain this register
date wise.
In case any classified instruction or message had been noted, the same may be destroyed after
done with
97
7d Bull Activity
1. Draw
2. Ask how many participants have drawn these lines?
3. Explain that is that the perception of papa being biggest then mama and then baby
4. Ask how many participants have drawn these lines?
5. Explain that is that this perception is of equality
6. Finally ask how many participants have heard of a female bull???
7. Say, we are so busy hearing instructions that we don’t really listen and especially don’t listen
actively
98
7e Listening & Active Listening
Hearing Listening
• Accidental • Focused
• Voluntary • Voluntary
• Effortless • Intentional
• Physiological • Psychological
Types of Listening
• Inactive listening
• Selective listening
• Active listening
• Reflective Listening
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Listening
• Hearing with a purpose
• Active process of receiving, constructing meaning from,
and responding to spoken and/or nonverbal messages;
to hear something with thoughtful attention
• Based on 3 basic skills: Attitude, Attention and
Adjustment
• Involves 3 basic steps of Hearing, Understanding,
Judging
Active Listening
• A way of listening and responding to another person
that improves mutual understanding
• A way of paying attention to other people that can

make them feel that you are hearing them
• This type of listening is called active because it

requires certain behaviours of the listener
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Benefits of Active Listening
• It forces people to listen attentively to others.

• It tends to open people up, to get them to say more.
• Shows empathy
• Builds relationships
Active listeners speak 30% of the time and

listen 70% of the time
ACTIVE LISTENING
• Listening carefully, responding /nodding & interpreting

• Asking Questions and Reflecting the key points back to
the speaker : to clarify understanding
• Giving time to the speaker with minimum interruptions
• Give full attention / Concentrate on what is being said
• Listening for the idea behind words - the purpose
• Trying to visualize the speaker’s point of view
• Listening without prejudice
• First listening and understanding the other person before
responding or trying to make him understand
6
101
“A good listener tries to

understand thoroughly what the
other person is saying. In the end
he may disagree sharply, but
before he disagrees, he wants to
know exactly what it is he is
disagreeing with.”
Kenneth A. WELLS
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Module 8

to –
a. Explain ‘E-Governance’ Resources Required
b. Explain the role of ICT Handout
c. Explain ways and means of finding innovative E-Governance
solutions to citizen-centric issues ICT
through e-governance Case Studies/Success Stories
Presentation
Embedded Competencies E-Governance
8.1 Explain importance of ‘E-Governance’ ICT
8.2 Explain the role of ICT in ‘Information
Society’
8.3 Identify relationship between innovative
solutions through e-governance and citizen-
centric issues

ACTIVITY 1: E-GOVERNANCE 1
30 minutes 1. Ask participants about ‘e-governance’
2. Discuss success stories in ‘e-governance’
Resources Required
Handouts/PPT/Case studies on E-Governance
103

ACTIVITY 2: ROLE OF ICT IN INFORMATION SOCIETY 2
30 minutes 1. Ask participants about ICT
2. How do they ensure that ICT can impact oneself
Resources Required and make work more effective
Handouts/PPT/Case studies on ICT 3. Relevance of ICT in day-to-day citizen services

ACTIVITY 3: RELATIONSHIP BETWEEN INNOVATIVE SOLUTIONS
3
THROUGH E- GOVERNANCE AND CITIZEN-CENTRIC ISSUES
30 minutes 1. Ask participants about their perception of areas
which can be covered by e-governance
Resources Required 2. Ask any innovative solutions in use in their
Videos/Success stories Department in the State
3. Ask them to share success stories of their State
Government
4. Group Work – Give a task/case/problem on how
ICT can improve efficiency
104
Case Study I
ICT Tools for Education –
K-YAN, West Bengal
Chetan Sharma, Datamation
About the Initiative

This publication is a part of the Capacity Building initiative under the National e-Governance Plan
(NeGP) by NeGD with an aim to draw out learnings from various projects implemented in various
States/ UTs and sharing this knowledge, in the form of case studies, with the decision makers and
implementers to benefit them, by way of knowledge creation and skill building, from these experiences
during planning and implementation of various projects under NeGP.
Conceptualised and overseen by the National e-Governance Division (NeGD) of Media lab Asia/DeitY
these case studies are submitted by e-Governance Practitioners from Government and Industry/Research
Institutions. The cases submitted by the authors are vetted by experts from outside and within the
Government for learning and reference value, relevance to future project implementers, planners and to
those involved in e-governance capacity Building programs before they are recommended for publication.
National Institute for Smart Government (NISG), working on behalf of this NeGD provided program
management support and interacted with the authors and subject matter experts in bringing out these
published case studies. It is hoped that these case studies drawn from successful and failed e-Governance
projects would help practitioners to understand the real-time issues involved, typical dilemmas faced by
e-Governance project implementers, and possible solutions to resolve them.
Acknowledgment
NISG sincerely thanks all the authors for documenting and sharing their rich experiences in terms of
challenges and lessons learned and allowing us to publish and use these case studies in various training
programs of NeGD and NISG. NISG also thanks all the external and internal experts who helped review
the submitted cases, providing critical observations and for helping in articulating and presenting the
case studies, both for class room use as well as a reference article.
Copyright License
This case study submitted by author/s and accepted for publication under the project of National
e-Governance Division (NeGD), Ministry of Communications and Information Technology, Government
of India by NISG, the program management agency, is governed by the following license of the Creative
Commons. For any specific permission/feedback the publisher may be contacted. (cc) Creative Common
License - Attribution-Share Alike 2.5 Generic Case Studies on e-Governance in India – 2013 - 2014 Page
| ii The user is therefore free to make derivative works, with credit to the original author.
http://creativecommons.org/licenses/by-sa/2.5/in/
105
Disclaimer
This publication is a work product produced by external authors with information sourced from their
own sources as provided under reference in respective articles and is based on experiences with Projects
undertaken directly or as research initiatives closely working with the project owners or with their consent
to publish the findings. The authors have provided a plagiarism declaration as per project guidelines and
National Institute for Smart Government (NISG) has put in best efforts to validate the authenticity
and learning value of the article submitted. NISG has acted mainly as a content reviewer with support
from identified expert resources. NISG is not responsible for any plagiarism violations or copyright
infringements and respective authors are fully responsible for the same as per respective declarations
provided by them. The case study should not be used as a definite source of data.
The case studies are meant for use as a background and quick reference on the topic(s) by e-Governance
practitioners, and should not be treated as a guideline and/or instructions for undertaking the activities
covered under any e-Governance project/s. It may also be used in a classroom for discussion by the
participants undergoing e-Governance related training programs. The document by no means has any
commercial intention and is solely developed for the purpose of knowledge sharing.
1.0 Abstract
The Government of West Bengal has been implementing the Central Govt. sponsored Sarva Shiksha
Abhiyan ever since its inception and has further focused on improving the universalization of the primary
and secondary education by combining it with the ICT Tools for Education Programme in the Govt.
Schools.
Information & Communication Technology (ICT) is recognized as an important catalyst for social
transformation, and an important tool for education. Integration of the ICT in education projects;
also popularly called Technology in Education (TIE) started getting implemented in early 2002 in
North America & in Europe. The purpose of TIE was generally to familiarize students with the use and
workings of computers, and related social and ethical issues, as well as leverage on the power of the ICTs
for teaching conventional subjects that get registered far effectively compared to conventional teaching-
leaning method. The integrated approach to technology in education (TIE) has prerequisites such as
student use of technology to create learning arte-facts, integrated with curriculum, focused on learning
achievement and teacher designed instruction.
The Department of Education, Govt. of West Bengal, with the active encouragement of the Department
of Information Technology, Govt. of West Bengal, introduced computer based learning (CAL) system
titled `KYAN’ (Vehicle of Knowledge) in a phased manner through West Bengal Electronics Industry
Development Corporation Ltd (WEBEL) mandated ILFS-ETS as implementing agency. The initiative
was an effort to utilize ICT tools such as digital content, alternative power supply solutions, and capacity
building programs to bridge the digital gulf and ensure sustainability. KYAN has been deployed by the
Government of West Bengal in almost all districts.
KYAN modeled on best principles of TIE, was developed in collaboration with the Indian Institute of
Technology (IIT), Mumbai, as a Community Computer. It is effectively a digital multimedia device
which was designed by Dr. Kirti Trivedi in 2004 and commercialized by IETS in 2007. The device
contains a computer with inbuilt projector, content, speakers, and has wireless keyboard and mouse. It
combines the computing power of a computer with an appropriate high luminosity, high resolution, and
large screen projection system.
106
Based on the success of the pilot initiative undertaken in 65 government schools across two districts,
namely Bardhaman and Bankura of West Bengal in 2007–08 wherein the pilot covered 500 teachers and
40,000 students mostly from marginalized section of the society (Scheduled Caste & Scheduled Tribe
communities), the project was scaled up. The project has resulted in significant improvement in the class-
room teaching learning practices apart from improving the morale of teachers, enhanced attendance,
and improved retention of the core academic concepts as well as better recall. Early empirical testing and
assessment carried out amongst the Upper Primary students from Class V through Class-VIII has shown
increase in the academic achievement of the students as is evident from the comparative weighted average
scores of the last examination results compared with the previous time series examination results-prior
to KYAN introduction viz. Bangla-60.29%, Geography-72%, English-83.82%, Math-85.29%, Urdu-
61.76%, Chemistry-69%, EVS-69%, Biology-77.94%, History-72%, Physics-85%
TIE enabled models such as KYAN, have led to large scale replication in many states of the country for
e.g. in Gujarat, Rajasthan, Karnataka there has been an active integration of the teaching and learning
outcomes driven technology model that is housed within the existing Educational System. KYAN project
has also taken a directional shift from many Public Private-Partnership (PPP) initiatives mushrooming in
the country as is evident from the following:
●● Karnataka (with Aptech, NIIT, and Educomp)
●● Assam (Educomp and NIIT)
●● Gujarat (with NIIT and Educomp)
●● Tripura (Educomp and NIIT) ,
●● Delhi (Educomp)
●● Orissa (Educomp) ,
●● Andhra Pradesh (NIIT)
●● West Bengal (Educomp and NIIT)
●● Himachal Pradesh (EDUSATand NIIT)
●● Chhattisgarh (NIIT)
●● Maharashtra (NIIT)\
●● Punjab (Gemini Communication Ltd, Everonn)
●● Haryana (Educomp, Everonn and NIIT)
●● Tamil Nadu (NIIT)
2.0 Key words and tags:
●● ICT tools for Education

●● KYAN
●● CAL
●● Class-Room Teaching Learning Practices
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3.0 Notes to Practitioners/Instructors
Tools such as digital content, alternative power supply solutions and capacity building programs must be
integrated effectively in order to bridge the digital divide and ensure sustainability in spatial distribution
of knowledge leading to improved academic achievements.
●● Participatory management practices with change management at the nucleus of the school governance
structure need to be strengthened in order to ensure successful ICT Tools in Education programmes.
●● Significant motivation and morale build-up of the teachers is necessary in order to ensure successful
delivery of CAL and ICT enabled teaching-learning systems. Teachers are the catalytic agents of
change in the class-room hence it is very important to bring them on board first and foremost with
adequate training and capacity building.
●● Adopt a minimalist hardware implementation model at the classroom level or a group of classroom
level as opposed to setting up of computer labs due to ease of management, lesser investments and
ease of repair.
●● Innovative and extensive CAL pedagogy skills in the development of the content amongst the teachers
and instructors need to be strengthened in order to effectively supplement text-books in tandem. CAL
and ICT for education have to supplement text books effectively.
4.0 Project Context

There is a growing awareness amongst the policymakers globally as well as across India on the emerging
and pivotal role of ICTs in the education sector. There is a wide recognition for addressing digital divide
issues. The integration of ICT at the school and classroom, warrant significant changes in the educational
delivery mechanism, both at the school and classroom level. The Government of West Bengal has been
implementing the Central Govt. sponsored Sarva Shiksha Abhiyan ever since its inception, and has
further focused on improving the universalization of the primary and secondary education by combining
it with the ICT Tools for Education Programme.
In 2007–08, Government of West Bengal took up the scheme for implementation and introduced
computer education in 543 government aided higher secondary schools at a cost of INR 0.4 billion.
The state engaged full time computer teachers in these schools and encouraged computer education. In
2008–09, 2,418 more schools were brought under the ambit of the scheme with training being provided
to other subject teachers to utilize ICTs in the teaching learning process. In 2008–09, under the central
scheme for universalizing secondary education, the Rashtriya Madhyamik Shiksha Abhiyan (RMSA),
five states including West Bengal were selected to implement ICTs in schools.
1,400 schools in West Bengal were each provided with 10 computers, 10 UPSs, 1 scanner, 1 web
camera, 1 projector, and 1 printer at a cost of INR 0.9 billion. Further, the Department of Education,
Government of West Bengal, constituted a committee with the Director of SCERT (State Council of
Education Research and Training), West Bengal, as the chairman to develop strategies for utilizing media
resources like TV and radio to educate students and teachers. KYAN (Vehicle of Knowledge) was one
of the many initiatives of the Govt. of West Bengal. Many of the evaluation studies of ICT Initiatives
in the schools have relied heavily on individual stakeholders self-report, to indicate the success of the
programme and identify outcomes for students. However some caution needs to be must be exercised
in using attitudes as an indicator unless positive attitudes or attitudinal change can be shown to relate to
108
improved learning outcomes. This is not necessarily the case. Parr (2000) noted that attitude has been
shown to have no significant connection to learning outcomes in relation to integrated learning systems
(Wood, Underwood, & Avis 1999).
For this reason Parr excluded attitude as an indicator of learning outcomes in her review of the outcomes
of computer-assisted learning. This debate is relevant to the use of ICT in schools in general. Indicators
that are specifically tailored to the goals of an initiative and to the way ICT is being integrated into the
classroom, such as the ability to handle mathematics and science data (as developed by Passey et al., 2001),
appear to be more valid indicators of the impact of a ICT innovation than generic achievement tests.
International best practices were kept in mind in the conceptual design framework for understanding
the impact of the ICT tools for Education. The indicators were tracked every six months based on a
rigorous data-collection template and these have been used to “realign educational practice with reform
expectations for the ICT Tools for Education”. These indicators developed for KYAN monitoring and
tracking were:
●● Student retention and satisfaction.
●● Academic skill development and contextual problem-solving, that is, how students can
●● apply academic skills to real-life situations.
●● Career exploration and skill development.
According to Principals of schools where the project ICT tools for Education Project have been introduced,
the attendance in the class and pupils attentiveness had increased to 81%. Quality of teaching improved
significantly, which also played a significant role in covering syllabus. There was also improvement in
Math, Science Subject and in English by 81%, 87% and 78% respectively. One interesting fact which
emerged was that the 69% of parents were taking much more interest in the school affairs.
5.0 Project Overview

The project has been implemented successfully in all districts of West Bengal after successful completion
of the pilot project. Phase wise deployment of KYAN project in various districts was as follows:
Phase I (2007)—65 Schools in Bankura and Burdawan
Phase II (2008)—51 schools in North 24 Parganas
●● Phase III (2009)—90 schools across 6 districts (15 each in Cooch Bihar, Malda, Nadia,
●● Purulia, Howrah & South 24 Parganas)
●● Phase IV (2009)—115 schools across the state
Every Govt. school has been given following equipment under the ICT Tools for Education Programme:
●● Two units of KYAN (PCs with Microsoft windows operating system) acronym used for
●● Knowledge-Gyan.
●● Two units of UPS
●● Two units of Trolley Cabinet
●● Two sets of 1090 units of concept based audio-visual teaching aids, locally sourced
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●● content, CBT, Learning English
●● Two units Web Cam and One unit MFD
►► Consumables:
►► 2 reams of A4 size paper, Blank CD-10 units
►► Printer Cartridge 2 units
The equipment based on various rounds of inspection carried out by third party audit (TPA) and
evaluation agencies, was found to be in good working conditions and as well as the equipment was
received by the school contact persons in appropriate condition. All schools were inspected twice a year
by TPA. The TPA also filed their reports on continuing basis to the Project Management Unit (PMU)
comprising of officers from the WEBEL and Department of Education. Understanding the crucial role
of the teachers in bringing out a fundamental change in the teaching-learning paradigm, the teachers
were brought on board. The content in the KYAN, developed by IETS, consists of 1,090 lessons on
various hard to teach topics in all the subjects from kindergarten to Class X. These lessons are preinstalled
in the machine. After the first phase it was realized that the lessons needed to be mapped to the topics
of the textbooks as per the curriculum, and hence IETS did an extensive study and with the help of the
teachers mapped the topics in the textbook to the lessons created by IETS. The content generation for
KYAN has been a continuous process.
The content is updated in all the KYANs installed in all schools of the state as and when required. At
the time of installation, representatives from IETS conduct one-day orientation training for the head
of the institute, followed by a two-day teacher training. On the first day, the teachers are given basic
computer training and the fundamentals of using the KYAN, and on the second day, they are taught
how to navigate to find lessons; they are given a demo of a class and finally as an evaluation process the
teachers are asked to take a small KYAN class, for other teachers giving rise to a healthy competition
among teachers.
After these trainings, the teachers are asked to practice delivering classes with KYAN and once they are
comfortable using the machine they were certified for giving classes to the students. This process brings
a sense of ownership in the teachers. IETS established a call center to address technical, logistical and
administrative issues with the machine, and representatives of IETS also visit the schools to monitor
the progress of KYAN implementation. Amongst the teachers selected in the training, one of them is
assigned the responsibility as an ICT coordinator for the initiative.
This selection is done by the Head Master on the basis of interest and previous knowledge of computers.
The job of an ICT coordinator is to coordinate and encourage teachers to effectively utilize KYAN and
to train other teachers in the school as well. Imparting of soft skills training to the Head Teachers &
Class teachers: This was done rigorously in order to improve the capacities of the stakeholders, and was
undertaken by the Department of Education-Govt. of West Bengal:
●● Orientation for Head Masters/Head Mistress.
●● ICT and Soft Skill training has been imparted to 6 selected teachers from each school who in turn are
supposed to train other teachers of the school
●● ICT coordinator training for 2 selected teachers from each school has already been imparted.
●● School-based handholding support to teachers @ 2 visits per school bi-annually has been given.
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6.0 Impact of KYAN
KYAN has been making positive impact on the teaching-learning process and also in covering class
syllabus. This has been established conclusively from the evaluation data, in comparison to show that
the teaching has improved and this improvement can be quantified in percentile terms as 4% every
quarterly cycle, in comparison to the earlier rounds of field evaluations conducted. From various rounds
of the evaluation it has been safely concluded that the syllabus was covered far more easily on a fast track
basis under KYAN implementation, due to higher retention amongst the students and with improved
teaching-learning outcomes in comparison to a conventional class-room approach.
Competition was considered as one of the best ways to judge the knowledge of the student, and to
maintain the curiosity of the student. Introduction of KYAN in the classroom resulted in 79% teachers
organizing competitions on monthly basis. In order to keep the class attentive as well as for enhanced
learning achievement, questions were asked proactively by the students. This is a well-established norm
even from conventional teaching methods and more so in the case of KYAN where the curiosity enhances
substantially. On a comparative scale during various KYAN evaluation rounds it was found that the
KYAN class students were asking more questions.
After implementation of KYAN there has been a significant increase in the group activities; which
have shown an increase from 67% (before) to78%. Possible reasons for this outcome were expeditious
completion of the syllabus prior to the stipulated period, allowing the students to get more time for the
leisure as well so that they can be involved in certain other creative group activities. The students are also
getting more time for doing revision in their syllabus after the introduction of the KYAN. .
During the process of evaluation, 75% parents reported the students had reduced their addiction
towards the TV. The parents have also responded affirmatively regarding enhancement in their learning
achievement viz. in Maths 85% enhancement in learning achievement, in Biology 77%, in Physics it is
85%.
Example of KYAN implementation: Achana High School, District South 24 Parganas

Achana High School is one government-aided school in the district of South 24 Parganas with around
800 students, where KYAN has been running.
The selection of schools for the deployment of KYAN is based on the number of children from
disadvantaged communities in those schools. Achana High School has more than 90% of the
children belonging to backward communities and hence as per the recommendations of the District
Administration two KYANs were installed in the school in August 2009. This was preceded by a meeting
with Heads of Schools to gauge the interest of the Head Masters in the initiative and a pre-installation
survey was undertaken by the IL&FS team. It is believed that the success of running KYAN in a school
predominantly depends on the will of the Head of the Institution. After the installation of KYAN in the
school along with a UPS for backup power supply, six teachers from the school were provided training to
use the machine. Among the teachers selected in the training one has been selected as an ICT coordinator
for the initiative. This selection has been done by the Head Master on the basis of interest and previous
knowledge of computers. The job of an ICT coordinator is to coordinate and encourage teachers to
effectively utilize KYAN and to train other teachers in the school as well. The Achana School, with its
two devices, has managed to provide 2–3 KYAN classes to a class in one day. The KYANs have been kept
in rooms called the Audio Video (AV) rooms. As per the Head Master, the KYAN classes are extremely
popular with the students, and students often prefer to attend a KYAN class as opposed to a lecture-
111
based class. This holds true not only valid for the high achievers in the class but also the academically
weaker section of the class. KYAN classes have brought interest in the students and have increased class
participation and student attendance.
Hence KYAN has improved the learning experience of the students and has brought more interest in the
students. However, there are certain issues involved with the use of KYAN. One major concern is the
security of the machines; the Audio Video rooms have to be secured to keep the machine safe as there
have been instances where the machines have been stolen. Given the poor physical infrastructure in rural
school, this is a significant challenge. Further lessons are in English and IL&FS has been working on
translating the lessons to Bengali (local language of West Bengal) and Urdu. According to the teachers,
the classes will be much more helpful if they are in Bengali. There are also several issues with the
comprehensiveness of the content and several teachers felt that some topics were not covered in adequate
details. Moreover, the set of 1,090 lessons does not always match to the exact lessons in the West Bengal
School Education Curriculum. The technical support has also been a cause of concern as the schools are
situated in very rural areas and getting local technical support is nearly impossible and hence in case of
any technical problem the school has to depend on the support from IL&FS for troubleshooting, which
sometimes takes more time than expected.
7.0 Issues and Challenges faced during Implementation

The challenges faced in the ICT Tools for Education Project are no different compared to any Computer
aided Learning (CAL) scenario wherein there are severe implementations challenges due to resistance of
the teachers and the school management; despite obvious advantages evident to the teaching community.
Yet change management is one of the most difficult things to implement in traditional settings, apart
from the context of power equations in a school environment and deep rooted teaching practices that
exist. However shortage of schools, highstudent enrolment in the schools, shortage of teachers, falling
academic standards in the wake of over-crowding of classes as also emphasis placed on RTE leading to
large scale student’s enrolment in a very poor infrastructure scenario, electricity failure in the rural areas
bores ominous signs for KYAN success.
The pupil-teacher ratio(PTR) in the Urdu-medium schools in West Bengal is adverse due to acute shortage
of teachers, yet the Govt. of West Bengal managed to motivate the teachers to get involved whole-
heartedly involved with the ICT tools for Education Project leading to the success of the programme.
The breakdown of equipment and servicing of the PC and related equipment in time resulting in down-
time of the equipment which in turns results in loss of significant teaching days in the schools. These have
ranged from 5-8 down time loss in some of the schools of mofussil districts. Fast track development of
content/subjects especially for the secondary classes which can effectively supplement the text-books has
also not occurred on desired fast-track basis and that would need to be substantially up scaled in order to
enhance the success of the project. A major area of concern has been the security of the machines since
the Audio Video rooms have to be secured to keep the machine safe as there have been instances where
the machines have been stolen. Further the work on translating the lessons to Bengali (local language
of West Bengal) and Urdu has not been fully completed. Apart from this, there are also several issues
with the comprehensiveness of the content and several teachers felt that some topics were not covered
in adequate details. Moreover, the set of 1,090 lessons does not always match to the exact lessons in the
West Bengal School Education Curriculum.
112
Secondly, the real benefit of using in-house trainers to train teachers is the integration and internalization
of computer learning; does get defeated to a great extent due to absence of change management and also
resistance shown by the teachers in implementing a pedagogical shift despite the teacher trainers being
a part of the education support system, have studied education and have taught in schools themselves,
and have trained teachers on a variety of subjects and areas; their abilities to contextualize the computer
learning within the larger learning arena needs to be sharpened considerably.
This process of contextualized ICT education by teacher support system allowed for teachers to integrate
computers into their own regular subjects, converting the computer from being a ‘subject of learning’ to
‘process or tool of learning’ which can take the programme to much superior level of quality needs to get
further sharpened and reinforced.
8.0 Key Lessons

Historically the teaching-learning process and the class room practices have been driven by a `chalk and
walk’ focus with very little scope for interactivity. The delivery of the curriculum has been noticed in
a linear way. The schools of West Bengal were no exception; however with the introduction of KYAN
slowly and steadily this process is changing at least in the upper primary classes. The findings of the
ongoing monitoring and evaluation process shows a high degree of enthusiasm in the upper primary
and secondary classes, even for the mainstreaming of ICT enabled learning; apart from the learning of
the new subjects. The higher classes have been seen to be more serious even in comparison to previous
data; and they have also shown improvements in subjects such as Mathematics, Science and Geography
considered being the complicated subjects.
While measuring the performance of the success of the schools in terms of the quality and scores
improvement in the academic session; it was found that while few schools had performed well during the
academic year, many schools needed improvement. The parents have shown greater interest and also been
actively participating in all school affairs after the awareness process has been completed. The parents
expressed satisfaction in the improvement in their ward’s scholastic performance through K-Yan. As per
the parents, the children now show greater interest in attending the school which in turn has helped
increased their regularity in the schools.
The schools also focus much more on extra-curricular activities which were less focused earlier due to
paucity of time. Other State Govt’s learning from the Govt. of West Bengal experience has already
replicated the project in their Govt. schools. For computer education to have any meaningful impact, it
requires complete engagement and ownership of the teachers who are responsible for the basic functions
and activities in the schools. Such engagement itself requires that we accord centrality to the role of the
teacher in the ICT for Education projects as we have accepted in other areas of the teaching and learning
activities.
This means that the basic preparatory processes of training should be handled in-house through the regular
system of teacher training. The real challenges in IPSE are pedagogical (how can we integrate computers
into the learning processes in the schools and see how that can positively impact learning and how we can
avoid the possible negative consequences of such processes) and not technological (installing hardware,
software, basic computer training, support), it would but be logical to move towards adopting ‘ICT
in education’ deployment models that actually help teachers engage with these pedagogical issues. The
discourse would then shift to ‘how can we facilitate teachers to address these issues’ through appropriate
teacher support systems63. Thus bringing the teacher to the centre stage is an essential requirement for
any meaningful outcomes through IPSE.
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Methodology adopted for Case Writing
The Case Study is based on extensive literature review and various rounds of field-evaluations conducted
in the sampled schools across various districts of West Bengal; wherein every sixmonths sampled schools
were visited and data was collected from various stakeholders viz. School Principals, Teachers, Students,
Parents and Community members using following pre-designed questionnaires from every school:
●● Schedule S-1 covering Physical Infrastructure of the School administered to the Head Master/Head
Mistress of the School.
●● Schedule ICT-1 for mapping Teachers Training in KYAN, KYAN Infrastructure and Impact of KYAN
on the School from the Head Master/Head Mistress/Principal’s perspective.
●● Schedule ICT-2 for mapping all ICT and KYAN trained Teachers in the school.
●● Schedule ICT-3 for mapping parent’s perceptions on their Student’s learning achievementsbefore and
after KYAN introduction.
●● Schedule ICT-4 for mapping Community members’ perceptions about teachers and KYAN.
●● Schedule ICT-TT for Classroom observations of Teaching-Learning after the introduction of KYAN.
●● Schedule ICT-TT-1 administered on the student from the schools with KYAN content and
infrastructure for select subjects.
Case Fact Sheet

●● 10% schools didn’t have enough teachers trained in KYAN.
●● Teaching has improved after implementing the KYAN units. Approximately 98% schools have given
a positive response.
●● The impact of KYAN introduction in the classes has helped the schools increase attendance in the
classes as also pupils attentiveness which was 85% and 81% respectively
●● 48.52 % teachers said that their confidence has increased in class.
●● 98% teachers agreed that e-TLM loaded in KYAN can be a supplement of other TLMs but 24% of
teachers have a contrarian view.
●● 57% teachers are organizing special competition or exams based on KYAN lessons, 43% teachers are
not organizing any special exam or competition for KYAN.
●● 79% respondent reported competitions were organized monthly.
●● Teacher’s attitude is changing and they are more cooperative towards the students.
●● After implementation of KYAN, there has been a significant increase in the group activities. It has
increase from up to 78%.
●● 11% TLM is being purchased from the market. 18% of TLM is student driven. 70.58% is being
developed by others method like TTIs, educationalist etc.
●● Most of the community members are satisfied with performance of teachers engaged in the KYAN
teaching.
114
Reference was also made to the paper published in the Research Journal of Management Sciences of Prof.
Paul P.K. and Prof. Mondal N.K. from the Dept. of Environmental Science, The University of Burdwan,
Burdwan, and West Bengal. The paper attempts to analyse the role and performance of Information and
Communication Technology (ICT) in enhancing quality of school education in Burdwan district in
West Bengal many of them covering KYAN. The study covers 65 senior secondary schools encompassing
100 respondents of West Bengal, and the study has proven that
adoption of ICT as a strategic management tool is a welcome sign for all the surveyed schools. The
study result indicates that ICT was successful in predicting the future of new technology for the purpose
of teaching-learning and transaction of curriculum and thereby enhancing quality of education. The
‘Kendell’s Coefficient of Concordance’ shows a significant association between ICT and quality of
education.
The study result revealed a close association among the factors like ‘relative advantage’ of ICT and
quality of education, and also did not conclusively establish any gender disparity effects of ICT on
quality of education. However, the magnitude of quality of education lies in its ability to organize ICT
through establishment of proper infrastructure in the school. This study also showed how ICT has
received extensive recognition as a strategy for upgradation of quality of education through acquired
relative advantage, compatibility, demonstrability and image by overcoming the factors avoidance and
complexities of new technology (ICT).
115
Module 9

demonstrate the problem-solving skills
Resources Required
Competencies 9a - Cutting the Square
9.1 Examine the process of information sharing 9b - Stories
in teams 9c - Zin Obelisk Group Exercise
9.2 Explore leadership, co-operation and conflict 9d - One set of information Cards for each group
issues in teams 9e - A Group Instruction Sheet
9.3 Develop problem-solving skills and team- 9f - Answer and Rationale Sheet for each participant
building capabilities 9g - An Observer Sheet for each observer
Physical setting
A place for each group to meet without disturbing
other groups

ACTIVITY 1: Cutting the squares 1
15 minutes 1. Draw the figure 9a
2. Ask the particpants to follow your instructions
Resources Required a. Step 1: Divide the given figure into 2 equal
9a - Cutting the Square parts (Give 1 minute)
9b - Stories b. Step 2: Divide the given figure into 3 equal
Video on creativity parts (Give 1 minute)
c. Step 3 : Now, divide the given figure into 4
equal parts (Give 5 minutes before putting
the answer on the board)
Note: Equal means same in shape, size and area
3. Refer to handout 9b and narrate 2-3 stories on
creative thinking
4. Show video on creativity
116
ACTIVITY 2: BRIEFING 1
15 minutes 1. Read 9c: Zen Obelisk Exercise to conduct the
following activity
Resources Required 2. Give a copy of the Group Instruction Sheet 9e
9d - One set of information Cards for each Syndicate to each participant and then distribute one set
9e - A Group Instruction Sheet of information cards 9d randomly among the
9g - An Observer Sheet for each observer members of each group
3. Give a copy of the Observer Sheet 9g to each
Observer and brief them to observe the process
in their group but to take no part in the group’s
discussion
117

ACTIVITY 3: GROUP EXERCISE 2
60 minutes 1. The Groups complete the task
2 When all the Groups have finished, the group
Resources Required comes back together and ask the Groups to
9f - Answer and Rationale Sheet for each report back their answers.
participant 3. The Answer and Rationale sheets 9f are handed
out to all participants. When the group has
accepted the correct answer, close the discussion
on the calculations and move on to discuss how
the groups worked
4. Lead a discussion of the experience,
a. First ask the observers to comment based
on the Observer Sheet. (The Observers should
be encouraged to report what they saw and
discouraged from interpreting or making
judgments about why things happened.)
b. Learning points identified from the
activity and for discussion:
Problem solving and decision making
• agreed approach / process / rules helps
• involvement of all team members is essential
if they are all to be committed to the result
• teams take longer to reach a decision but
checking of the logic may result in higher
quality decisions
Behaviours in a team
• everyone’s contribution is important because
information must be shared
• a small number of contributions can be as
valuable as a large number
• commitment to team success encourages
behaviours such as supporting building,
clarifying and summarizing
• timing of contributions is important
• withdrawal of one team member can prevent
team success
Effective group process
• agreeing rules helps
• agreed roles can be helpful
• team members may swap roles during the
exercise
• all roles are important
118
Handling information
• teams rely on members sharing information
• offering information is vital
• withholding information prevents team
success
• any member can seek information if they see
a gap
• grouping information helps reveal gaps
• the relevance of some information may not
be clear displaying information
(on flipchart) helps the whole team see
patterns, omissions etc.
119
9a Cutting the Square

The Figure 2 Equal Parts
3 Equal Parts 4 Equal Parts

120
9b Stories
1. A philosophy professor gave a test to his class. He lifted his chair onto his desk and wrote on
the board simply: “Prove that this chair does not exist.” The class set to work, composing long
complex explanations - except one student, who took just thirty seconds to complete and hand in
his paper, attracting surprised glances from his classmates and the professor. Some days later the
class received their grades for the test. The student who took thirty seconds was judged the best.
His answer was, “What chair?”
2. Assembly line soap manufacturing – A soap manufacturing company followed an assembly line
wherein the soap packets from machines went into boxes and the boxes were sent to the dealers.
The dealers complained that soap packets were empty. To solve the problem, German engineers
were called and they proposed an X-ray machine costing lakhs of rupees. An employee came up
with an innovative solution – put a fan before the soap falls into the box.
3. There are 6 eggs in a basket. Six people each take one of the eggs. One egg is still left in the
basket. How can it be?
Answer: the last person took the basket with the egg in it!
121
9c Zin Obelisk Group Exercise
1. Appoint one member of the group as the coordinator

2. Give the coordinator the Group Instruction Sheets 9e and ask him/her to distribute these to each
member of the group
3. Give the coordinator the Set of Information cards 9d and ask him/her to distribute these to each
member of the group randomly
4. Ask team to complete the task-give 15 minutes
5. Distribute 9f: Answer and rational sheet to each participant
6. Review the activity asking the group observers to use 9g: observer sheet to share their
observations
122
9d Information Cards
A set of 33 information cards is needed for this activity. Type the following sentences on 3’ x 5” cards (one
per card: must use all 33). The cards should be distributed randomly amoung the member of the group,
until all 33 cards have been distributed.
The basic measurement of time in Atlantis is a day

Atlantian day is divided into pinks and ponks.
The height of the zin is 100 feet.
The length of the zin is 50 feet.
The width of the zin is 10 feet.
The zin is built of stone blocks.
Each block is one cubic foot.
Day One in the Atlantian week is called Aqua day.
Day Two in the Atlantian week is called Neptiminus.
Day Three in the Atlantian week is called Shark day.
Day Four in the Atlantian week is called mermaid day.
Day Five in the Atlantian week is called Daydoldrum.
There are Five days in an Atlantian week.
The working day has nine pinks.
Each worker takes rest periods during the working day totalling 16 ponks.
There are eight ponks in a pink.
Workers each lay 150 blocks per pink.
At any time when work is taking place, there is a gang of nine people on site.
One member of each gang has religious duties and does not lay blocks.
No work takes place on daydoldrum.
Each gang includes two women.
What is a cubit?
A cubit is a cube, all sides of which measure one megalithic yard.
There are 3 ½ feet in a megalithic yard.
123
Does work take place on Sunday?
What is a zin?
Which way up does the zin stand?
The zin is made of green blocks.
Green has special religious significance on mermaid day.
Work starts at daybreak on aqua day.
Only one gang is working on the construction of the zin.
There are eight gold scales in a gold fin.
Each block costs two gold fins.
124
9e Group Instruction Sheet

In the ancient city of Atlantis a solid, rectangular obelisk called a zin was built in honour of the goddess
T. The structure tool less than two weeks to complete.
The task of your team is to determine on which day of the week the obelisk was completed. You will be
given cards containing information related to the task. You may share this information verbally, but you
may not show your cards to other participants
125
9f Answer and Rationale Sheet

The answer is Neptiminus.
Rationale
1. The dimensions of the zin indicate that it contains 50,000 cubic feet of stone blocks.
2. The blocks are one cubic foot each. Therefore, 50,000 blocks are required.
3. Each worker works seven pinks in a day (two Pinks are devoted to rest).
4. Each worker lays 150 blocks per Pinks. Therefore each worker lays 1,050 blocks per day.
5. There are eight workers per day. Therefore, 8,400 blocks are laid per working day.
6. The 50,000th blocks, therefore, is laid on the sixth working day.
7. Since work does not take place on Daydoldrum, the Sixth working day is Neptiminus.
126
9g Observer Review Sheet

1. What behaviour helped the group accomplish the task?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
2. Which behaviour hindered the group in completing the task?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. How did leadership emerge in the team?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
4. Who participated most?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. Who participated least?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
6. What feeling did you experience as the task progressed?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
7. What suggestions would you make to improve team performance?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
127
Module 10
Managing Conflict
Managing Conflict

to –
a. Explain how principles emerge in Resources Required
competition Handouts
b. Describe the merits of collaboration 10a - Principles Game (Group Exercise)
c. Demonstrate Dialogue Skills 10b - Tally Sheet(1 for each participants)
d. Demonstrate Negotiation Skills Presentation
10c - Negotiation
Competencies Video
10.1 Explain process of emergence of principles Invictus
10.2 Describe merits of collaboration
10.3 Display Dialogue Skills
10.4 Display Negotiation Skills
Managing Conflict
ACTIVITY 1: BRIEFING 1
15 minutes 1. Divide the participants into two teams – a
“green” team and a “red” team. Seat the groups
Resources Required apart from each other and ask the teams not to
10a - Principles Game (Group Exercise) interact with the other during the exercise except
10b - Tally Sheet(1 for each participants) when instructed to do so.
2. Distribute a copy of the Principles Game Tally
Physical setting 10b Sheet to each participant. Give members
Enough space for the two teams to meet separately time to study the directions and scoring and ask
without over-hearing or disrupting each other. A if there are any questions.
separate location where team representatives can 3. Tell the two teams that the objective is for each
meet in round 4, 9 and 10. team to score as many points as possible. Explain
that no one will probably understand clearly how
the game is played until the activity proceeds.
128
Managing Conflict
ACTIVITY 2: SUPERVISING PRINCIPLES GAME ROUNDS 2
60 minutes 1. Round 1 begins
Each team is given five minutes to decide on a
Resources Required letter. When the time is up, each team passes its
10b - Tally Sheet(1 for each participants) decision to the . The scoring is computed on the
Principles Tally Sheet 10b and the score passes
back to each team member.
2 Rounds 2 and 3 are conducted in a similar
manner to Round 1 but with three minutes for
discussion in each round.
The scoring for each round is entered on a
Principles Tally Sheet and the scores passed back
to each team member.
3. For Round 4, each team sends one
representative to a neutral place to negotiate
for three minutes.
Then the representatives return to their teams.
After three minutes each team passes its decision
to the trainer. The outcome of the round is
doubled and the score is computed and passed to
each team member.
4. Rounds 5 to 8 proceed in the same manner as
the first three rounds, with three minutes for
discussion in each.
The score is computed after each round and
passed to each team member.
5. In Round 9, another special round is
conducted like Round 4 the outcome is
multiplied by 5.
The score is passed to each team member.
6. Round 10 is conducted in the same way as
Round 9, except the outcomes are multiplied
by 10.
7. The entire group meets to tally the final score
and discuss who won and why.
129
Managing Conflict
ACTIVITY 3: DEBRIEFING 3
15 minutes The following questions should be considered:
1. How do you feel about the other members of
Resources Required your own team?
10c - Negotiation 2. How could you have achieved a higher score?
3. What lessons are there for better dialogue?
4. What is required for successful negotiating?
5. Wrap up by showing PPT 10c on Negotiation
130
10a Principles Game
AIMS
1. To show how principles emerge in competition
2. To emphasis the merits of collaboration
GROUP SIZE
Two teams required of not more than eight members each.
TIME REQUIRED
Approximately one hour.
MATERIALS
Copies of Principles Game Tally Sheet for all participants.
PHYSICAL SETTING
Enough space for the two teams to meet separately without over hearing or: disrupting each other. A
separate location where team representatives can meet in round 4,9 and 10.
PROCESS
1. Divide the group into two sub-groups – a “green” team and a “red” team. Seat the groups apart
from each other and ask the teams not to interact with the other during the exercise except when
instructed to do so.
2. Distribute a copy of the Principles Game Tally Sheet to each participant. Give members time to
study the directions and scoring and ask if there are any questions.
Tell the two teams that the objective is for each group to score as many points as possible. Explain
that no one will probably understand clearly how the game is played until the activity proceeds.
3. Round 1 begins. Each team is given five minutes to decide on a letter. When the time is up, each
team passes its decision to the trainer. The scoring is computed on the Principles Tally Sheet and
the score passes back to each team member.
4. Rounds 2 and 3 are conducted in a similar manner to Round 1 but with three minutes for
discussion in each round. The scoring for each round is entered on a Principles Tally Sheet and
the scores passed back to each team member.
5. For Round 4, each team sends one representative to a neutral place to negotiate for three
minutes. Then the representatives return to their teams. After three minutes each team passes
its decision to the trainer. The outcome of the round is doubled and the score is computed and
passed to each team member.
131
6. Rounds 5 to 8 proceed in the same manner as the first three rounds, with three minutes for
discussion in each. The score is computed after each round and passed to each team member.
7. In Round 9, another special round is conducted like Round 4 the outcome is multiplied by 5.
The score is passed to each team member.
8. Round 10 is conducted in the same way as Round 9, except the outcomes are multiplied by 10.
9. The entire group meets to tally the final score and discuss who won and why. The following
questions should be considered
10. Debrief Questions
How do you feel about the other members of your own team?
How could you have achieved a higher score?
What lessons are there for management?
What is required for successful negotiating?

132
10b Principles Game Tally Sheet

DIRECTIONS
For ten rounds, the green team will choose either an ‘A’ or ‘B’ and the red team will choose either an ‘X’
or a ‘Y’. The scope for each team is determined by both teams joint decision. It is computed according
to the following schedule:
Green Team Red Team
Choice Choice
A X Both teams win 3 points
A Y Green team loses 6 points
Red team wins 6 points
B X Green team wins 6 points
Red team loses 6 points
B Y Both teams lose 3 points
CHOICE CUMULATIVE POINTS

ROUND
GREEN TEAM RED TEAM GREEN TEAM RED TEAM
1
2
3
*4
5
6
7
8
**9
***10
* Results are doubled for this round
** Results are multiplied by 5 for this round
*** Results are multiplied by 10 for this round
133
10c Negotiaitons
Negotiation
Negotiation is a process where each party involved in
negotiating tries to gain an advantage for themselves by
the end of the process. Negotiation is intended to aim
at compromise.
‘The process by
which we search for
the terms to obtain
what we want from ‘Negotiation is an explicit
somebody who voluntary traded exchange
wants something between people who want
from us’ something from each other’
To negotiate is
to trade
something we
have for
something we
want.
Confer with others to
reach a compromise
or agreement.
2
134
Debunking Negotiation Myths
• Myth 1: There must be a winner & a loser

• Myth 2: Appears to involve conflict
• Myth 3: Negotiation is not an option
• Myth 4: Only cheap, petty people haggle
• Myth 5: A good negotiator is manipulative
Negotiating Behaviour
3 types of behaviour that we can display and encounter
when in a negotiating situation
Red Blue Purple
4
135
Red Behaviour
• Manipulation
• Aggressive
• Intimidation
• Exploitation
• Always seeking the best for you
• No concern for person you are negotiating with
• Taking
People behave in this manner when they fear
exploitation by the other party, but by behaving this way
to protect themselves, they provoke the behavior they
are trying to avoid.
5
Blue Behaviour
• Win win approach
• Cooperation
• Trusting
• Pacifying
• Relational
• Giving
Behavioural Dilemma faced is: do you cooperate (blue) or
defect (red)?
Can you trust the other person? And to what extent?
Trusting someone involves risk, on the one hand being too
trusting is naïve and on the other, not trusting at all can
create deceitful behaviour.
The answer is to merge blue and red behaviour into purple.
6
136
Purple Behaviour
• Give me some of what I want (red)
• I’ll give you some of what you want (blue)
• Deal with people as they are not how you think they are
• Good intentions
• Two way exchange
• Purple behaviour incites purple behaviour
• Tit for tat strategies
• Open
• People know where they stand
• Determination to solve problems by both sets of criteria of the
merits of the case and/or the terms of a negotiated exchange
To the red behaviourist the message is loud and clear. ‘You will get
nothing from me unless and until I get something from you’
7
The Four Phases of Negotiation
8
137
34 Characteristics of an
Effective Negotiator
1. Preparation and planning skill
2. Knowledge of the subject
3. Ability to think clearly and rapidly under pressure
and uncertainty
4. Ability to express thoughts verbally
5. Listening skill
6. Judgement and general intelligence
7. Integrity
8. Ability to persuade others
9
9. Patience
10. Decisiveness
11. Ability to win respect and confidence of opponent
12. General problem-solving and analytical skills
13. Self-control, especially of emotions and their visibility
14. Insight into other’ feelings
15. Persistence and determination
16. Ability to perceive and exploit available power to
achieve objective
10
138
17. Insight into hidden needs and reactions of own and
opponent’s organisation
18. Ability to lead and control members of own team
or group
19. Previous negotiating experience
20. Personal sense of security
21. Open-mindedness (tolerance of other viewpoints)
22. Competitiveness (desire to complete and win)
23. Skill in communicating and co-ordinating various
objectives within own organisation
11
24. Debating ability (skill in parrying questions and
answers across the table)
25. Willingness to risk being disliked
26. Ability to act out skillfully a variety of negotiating
roles or postures
27. Status or rank in organisation
28. Tolerance to ambiguity and uncertainty
29. Skill in communicating by signs, gestures and
silence (non-verbal language)
12
139
30. Compromising temperament
31. Attractive personality and sense of humour (degree
to which people enjoy being with the person)
32. Trusting temperament
33. Willingness to take somewhat above-average
business or career risks
34. Willingness to employ force, threat or bluff
13
TWO ESSENTIAL ELEMENTS IN

NEGOTIATION
REASONABILITY
&
FLEXIBILITY
14
140
Module 11

demonstrate the ‘team-building’ skills
Resources Required
Competencies Handout
11.1 Explain ‘Team’ 11a - Broken Squares
11.2 Demonstrate ‘team-building’ skills 11b - Instructions to make broken squares
11.3 Analyse aspects of cooperation in team work 11c - Broken Squares Observer instruction sheet
11.4 Identify behaviours that help or hinder team 11d: Broken Squares Group instruction Sheet
work 11e - Stone Soup Story
11.5 Demonstrate Leadership skills Presentations
11f - Hare and Tortoise
Video
T.E.A.M
Knitted Mouse
Resources
Blindfold cloth(20)
Rope
Note: The trainer can make the Broken Squares as per
11a and 11b or can use the game of Tangoes /Tangram
(available at any games/toys store)
141
ACTIVITY 1: BROKEN SQUARES 1
45 minutes I. Begin with a discussion of the meaning of co-operation; this
should lead to hypotheses about what is essential to successful
Resources Required group co-operation in problems-solving.
11a - ‘Broken Squares’ II. Tell the groups they will conduct an experiment to test these
11b - Instructions to make the set of hypotheses. Points such as the following are likely to emerge.
broken squares 1. Each individual should understand the total problem
11c - Broken Squares Observer 2. Each individual should understand that they can
Instruction Sheet contribute towards solving the total problem.
11d - Broken Squares Group 3. Each individual should be aware of the potential
Instruction sheet contributions of other individuals.
4. There is a need to recognize the problems of other
Physical Setting individuals in order to aid them in making their
A table that will seat five participants maximum contribution.
is needed for each group. Tables should 5. Groups that pay attention to their own problem-solving
be spaced far enough apart so that no processes are likely to be more effective than groups that
group can see the puzzle-solving results do not.
of other groups. III. Form groups of six with five participants plus the observer.
The observers are each given a copy of the Broken Squares
Observer Instruction Sheet. Ask each group to distribute
among its members the sets of broken squares (five
envelopes). The envelopes are to remain unopened until the
signal to begin work is given.
IV. Read the Broken Squares Group Instruction Sheet to all the
groups, calling for questions or questioning groups about
their understanding of the instructions.
V. Tell the groups to begin work. It is important to monitor
groups during the exercise to check that observers are
enforcing the rules established in the instructions.
VI. When all groups have completed the task, lead a discussion
on the experience. Observers are asked to report on what they
saw during the exercise, based on the observation sheet.
142
OBSERVERS LEARNING POINTS
The following learning points may emerge from the discussion:
1. Some team members lose sight of the total problem and see it
in terms of an individual task.
2. Some individuals can behave selfishly; they are pre-occupied
with their own performance.
3. Team members don’t recognize how they can help other team
members to succeed.
4. Frustration is created when progress is not being made in
achieving the task.
5. Frustration can lead to attempts to break the rules.
6. Some team members may just give up.
7. The motives for giving pieces away may be interpreted as help
in achieving the task or withdrawing from the task.
8. Team members need to stay involved with the progress of all
team members if they are to identify and take opportunities
to help
9. Some team members try to dominate even without talking.
10. Competition is a powerful force which can be used
constructively to achieve group success or destructively for
personal motives.
11. Lack of effective communication is a major barrier to success.
If the teams were able to communicate the task would
become easier.
12. Non-verbal communication can be observed as being very
powerful.
13. Teams may develop a strategy for passing pieces between
members.
Debriefing
When leading the discussion, be careful to ask questions based on
the behaviours observed. The group should be led to draw their
own conclusions about the learning points. Resist telling the group
what they have learned as there is a risk that they will reject the
learning and feel manipulated.
Encourage the groups to relate this experience to their “back-home”
situations.
The broken squares are units of the Department, unless all work
together, the key purpose of the Department may be difficult to
achieve.
143
ACTIVITY 2: TEAM-BUILDING 2
35 minutes 1. Explain the purpose of exercise
2. Ask for ten volunteers who are physically fit,
Resources Required particularly in hands and legs
10 black-cloth folds 3. Blind-fold ten volunteers
One rope 4. Hold their hand and take them to different
directions so that they lose direction
Physical setting 5. Make them stand in a semi-circle
Open ground 6. Brief them about the objective of the group
exercise
7. The main aim of the group exercise to learn the
dynamics of team-building
8. Explain the task, namely,
a) the blind-fold team has to find a rope in the
ground
b) after locating, make a square
10. Maximum time given is 10 minutes
11. Ask other participants to stand at important
points in the ground so that no one is
hurt
12. After time is over, ask volunteers to remove folds
13. Let each volunteer give his version about task
and role of team members
14. Observers to give their views about the success/
failure causes
Team Work
ACTIVITY 2: TEAM-BUILDING 3
10 minutes 1. Debrief the importance of team by showing
video T.E.A.M
Resources Required 2. Show PPT 11f or narrate story 11e Stone Soup
Video T.E.A.M
11e - Stone Soup Story
11f - Presentation: Hare and Tortoise
144
11a Broken Squares
Goals
I. To analyse some aspects of co-operation in solving group problem.
II. To enable participants to identify behaviours which may help or hinder the solving of a group
problem.
Group Size
Groups of 6 with 5 participants and 1 observer in each group.
Time Required
Approximately 45 minutes.
Materials
I. A set of broken squares (prepared according to directions following) for each group of
participants.
II. One copy for each group of the Broken Squares Group Instruction sheet.
III. One copy for each observer of the Broken Squares Observer Instruction Sheet.
Physical Setting
A table that will seat five participants is needed for each group. Tables should be spaced far enough apart
so that no group can see the puzzle-solving results of other groups.
Process
I. The trainer can begin with a discussion of the meaning of co-operation; this should lead to
hypotheses about what is essential to successful group co-operation in problems-solving. The
trainer tells the groups they will conduct an experiment to test these hypotheses. Points such as
the following are likely to emerge.
1. Each individual should understand the total problem
2. Each individual should understand that they can contribute towards solving the total
problem.
3. Each individual should be aware of the potential contributions of other individuals.
4. There is a need to recognize the problems of other individuals in order to aid them in
making their maximum contribution.
5. Groups that pay attention to their own problem-solving processes are likely to be more
effective than groups that do not.
145
II. The trainer forms groups of six with five participants plus the observer. The observers are each
given a copy of the Broken Squares Observer Instruction Sheet. The trainer then asks each group
to distribute among its members the sets of broken squares (five envelopes). The envelopes are to
remain unopened until the signal to begin work is given.
III. The trainer reads the Broken Squares Group Instruction Sheet to all the groups, calling for
questions or questioning groups about their understanding of the instructions.
IV. The groups are then told to begin work. It is important that the trainer monitors groups during
the exercise to check that observers are enforcing the rules established in the instructions.
V. When all groups have completed the task, the trainer leads a discussion on the experience.
Observers are asked to report on what they saw during the exercise, based on the observation
sheet.
The following learning points may emerge from the discussion:
●● Some team members lose sight of the total problem and see it in terms of an individual task.
●● Some individuals can behave selfishly; they are pre-occupied with their own performance.
●● Team members don’t recognize how they can help other team members to succeed.
●● Frustration is created when progress is not being made in achieving the task.
●● Frustration can lead to attempts to break the rules.
●● Some team members may just give up.
●● The motives for giving pieces away may be interpreted as help in achieving the task or withdrawing
from the task.
●● Team members need to stay involved with the progress of all team members if they are to identify and
take opportunities to help
●● Some team members try to dominate even without talking.
●● Competition is a powerful force which can be used constructively to achieve group success or
destructively for personal motives.
●● Lack of effective communication is a major barrier to success. If the teams were able to communicate
the task would become easier.
●● Non-verbal communication can be observed as being very powerful.
●● Teams may develop a strategy for passing pieces between members.
When leading the discussion the trainer should be careful to ask questions based on the behaviours
observed. The group should be led to draw their own conclusions about the learning points. The trainer
must resist telling the group what they have learned as there is a risk that they will reject the learning and
feel manipulated.
The trainer may say ‘I noticed that Jean made a square and then seemed to lose interest. What happened
and how did other team members feel?’
The discussion should end with the trainer encouraging the groups to relate this experience to their
“back-home” situations.
146
Variations
I. When one member makes a square and fails to co-operate with the remaining members, the
other four can be formed into two-person subgroups to make squares of the leftover pieces. They
discuss their results, and the exercise is resumed.
II. The five-person teams can be given advice by the trainer, the observer or by one appointed
member of the team. This may be best from a person who has done the exercise before.
The advice may be limited to reminding the group of the task and the options they have to help
other team members. It can extend into suggesting that a team member needs to break their
square for the team to succeed: confirming the size of the square required: that all the pieces of
card must be used.
III. Ten-person teams can be formed, with two duplicate sets of five squares each distributed among
them. Teams of six to nine persons can be formed; in this case, prepare a broken square set with
one square for each person, duplicating as many of the five squares as necessary.
IV. An intergroup competition can be established, with appropriate recognition to the group that
solves the problem first.
V. Members may be permitted to talk during the problem-solving, or one member may be given
permission to speak.
VI. Members may be permitted to write messages to each other during the problem-solving.
147
11b Directions for Making a Set of Broken

Squares
A set consists of five envelopes containing pieces of cardboard cut into different patterns which, when
properly arranged, will form five squares of equal size. One set should be provided for each group of five
DIRECTIONS
persons. FOR MAKING A SET OF BROKEN SQUARES
A Toset
prepare a set, cut out
consists of fivefive
cardboard squares, each
envelopes exactly 6” X 6”
containing (150mm of
pieces X 150mm). Place the
cardboard cut into different patterns which, when properly
squares in a row and mark them as below, pencilling the letters lightly so they can the erased.
arranged, will form five squares of equal size. One set should
beThe lines should
provided forbeeach
so drawn
groupthat,of
when the pieces
five are cut out, those marked A will be exactly the same
persons.
size, all pieces marked C the same size, etc. Several combinations are possible that will form one or two
Tosquares,
prepare a set,
but only cut out five
one combination cardboard
will form squares,
all five squares, each 6”each exactly
X 6”. After drawing the lines on the
6” X 6” (150mm X 150mm). Place the squares in a row and mark
squares
them as and labelling
below, the sections with
pencilling the letters, cut each
letters square along
lightly the lines
so they canintothe
smaller pieces to make
the parts
erased. of the puzzle.
D
3” A
F
B 6"
E
3” A C C F
CCC
G
I
H
J
A A
The lines should be so drawn that, when the pieces are cut
Labelthose
out, the fivemarked
envelopes
A 1, 2, 3,be4 and
will 5. Distribute
exactly the samethe cardboard
size, allpiecespieces
into the five envelopes as
follows:Cenvelope
marked the same1 hassize,
pieces I,etc.
H, E;Several
2 has A, A,combinations
A, C; 3 has A, J; are
4 has possible
D, F; and 5 has G, B, F, C.
that will form one or two squares, but only one combination
Eraseform
will the pencilled
all fiveletter squares,
from each piece
eachand6”write, instead,
X 6”. the number
After drawingof thethe
envelope it is in. This
makeson
lines it easy
theto squares
return the pieces
and to the proper envelope,
labelling for subsequent
the sections with use, after a group has completed
letters,
cut
the each
task. square along the lines into smaller pieces to make
the parts of the puzzle.
Each set may be made from a different colour of cardboard.
Label the five envelopes 1, 2, 3, 4 and 5. Distribute the
cardboard pieces into the five envelopes as follows: envelope
1 has pieces I, H, E; 2 has A, A, A, C; 3 has A, J; 4 has D,
F; and 5 has G, B, F, C.
Erase the pencilled letter from each piece and write, instead,
the number of the envelope it is in. This makes it easy to
return the pieces to the proper envelope, for subsequent use,
after a group has completed the task.
148
11c Broken Square Observer Instruction

Sheet
Your job is part observer and part judge. As a judge, you should make sure each participant observes the
following rules:
1. There is to be no talking, pointing, or any other kind of communicating.
2. Participants may give pieces directly to other participants but may not take pieces from other
members.
3. Participants may not place their pieces into the centre for others to take.
4. It is permissible for members to give away all their pieces of the puzzle, even if they have already
formed a square.
As an observer, look for the following:
1. Who is willing to give away pieces of the puzzle?
2. Does anyone finish “their” puzzle and then withdraw from the group problem-solving?
3. Is there anyone who continually struggles with their pieces, yet is unwilling to give any or all of
them away?
4. Who is actively engaged in putting the pieces together during the exercise?
5. Who is taking an active interest in how other team members are progressing?
6. What is the level of frustration and anxiety?
7. Is there any turning point at which the group begins to co-operate effectively and how did it
develop?
8. Does anyone try to violate the rules by talking or pointing as a means of helping fellow members
solve the problem?
149
11d Broken Squares Group Instruction Sheet
Each of you has an envelope which contains pieces of cardboard for forming squares. When the trainer
gives the signal to begin, the task of your group is to form five squares of equal size. The task will not be
complete until every individual has before them a perfect square of the same size as those in front of the
other group members.
Specific limitations are imposed upon your group during this exercise.
1. No member may speak.
2. No member may ask another member for a piece or in any way signal that another person is to
pass a piece. (Members may voluntarily give pieces to other members).
150
11e Stone soup

Many years ago three soldiers, hungry and weary of battle, came upon a small village. The villagers,
suffering a meager harvest and the many years of war, quickly hid what little they had to eat and met the
three at the village square, wringing their hands and bemoaning the lack of anything to eat.
The soldiers spoke quietly among themselves and the first soldier then turned to the village elders. “Your
tired fields have left you nothing to share, so we will share what little we have: the secret of how to make
soup from stones.”
Naturally the villagers were intrigued and soon a fire was put to the town’s greatest kettle as the soldiers
dropped in three smooth stones. “Now this will be a fine soup”, said the second soldier; “but a pinch
of salt and some parsley would make it wonderful!” Up jumped a villager, crying “What luck! I’ve just
remembered where some’s been left!” And off she ran, returning with an apronful of parsley and a turnip.
As the kettle boiled on, the memory of the village improved: soon barley, carrots, beef and cream had
found their way into the great pot, and a cask of wine was rolled into the square as all sat down to feast.
They ate and danced and sang well into the night, refreshed by the feast and their new-found friends. In
the morning the three soldiers awoke to find the entire village standing before them. At their feet lay a
satchel of the village’s best breads and cheese. “You have given us the greatest of gifts: the secret of how to
make soup from stones”, said an elder, “and we shall never forget.” The third soldier turned to the crowd,
and said: “There is no secret, but this is certain: it is only by sharing that we may make a feast”. And off
the soldiers wandered, down the road.
151
11f Hare & Tortoise

Once upon a time a tortoise and a
hare had an argument about who
was faster.
That’s not true.
Hare The fastest runner is
& me!
Tortoise
I’m the fastest
runner.
They decided to settle The hare shot ahead and ran briskly for
the argument with a race. some time. Then seeing that he was far
They agreed on a route Fine!
ahead of the tortoise, he thought he'd sit
and started off. under a tree for some time and relax
before continuing the race.
Poor guy! Even if I
take a nap, he
Ok, let’s have
cannot catch up
a race.
with me.
He sat under the tree and soon fell asleep. The tortoise plodding on overtook
him and soon finished the race,
emerging as the undisputed champ.
152
The hare woke up and realized that he'd

lost the race.
The moral of the story

slow and steady wins the race.
The hare was disappointed

at losing the race and he
did some deep thinking. He
realized that he'd lost the Why did I
race only because he had lose the race?
The story continues … been overconfident,

careless and lax. If he had
not taken things for granted,
there's no way the tortoise
could have beaten him.
So he challenged the This time, the hare went all

tortoise to another race. out and ran without stopping
The tortoise agreed. Ok. from start to finish. He won
by a huge margin.
Can we have
another race?
153
The moral of the story?
Fast and consistent beats the slow and steady. But the story still doesn't end
It's good to be slow and steady; but it's better to be
here …
fast and reliable.
The tortoise did some thinking He thought for a while,

this time, and realized that there's and then challenged
no way he can beat the hare in a the hare to another race, Can we have another race?
race the way it was currently but on a slightly This time we’ll go
formatted. How can I different route. through a different route.
can win the The hare agreed.
hare?
Sure!
They started off. In keeping with The hare sat there wondering what
his self-made commitment to be to do. In the meantime the tortoise
consistently fast, the hare took off came along, got into the river,
and ran at top speed until he came swam to the opposite bank,
to a broad river. The finishing continued walking and finished the
line was a couple of kilometers Goal race.
on the other side of the river.
What
should I
do?
154
They started off. In keeping with The hare sat there wondering what
his self-made commitment to be to do. In the meantime the tortoise
consistently fast, the hare took off came along, got into the river,
and ran at top speed until he came swam to the opposite bank,
to a broad river. The finishing continued walking and finished the
line was a couple of kilometers Goal race.
on the other side of the river.
What
should I
do?
The moral of the story? The story, however, still hasn't

First identify your core strength and then work on ended …
your goal. Identifying your core strength will help in
personal growth and advancement
The hare and the tortoise, by So they decided to do the

this time, had become pretty last race again, but to run
Great! I think we
good friends and they did some as a team this time. could do it much
thinking together. Both realized better, if we two
that the last race could have help each other.
been run much better.
Hi, buddy. How

about doing our last
race again?
155
They started off, and this time the There, the tortoise took over and
hare carried the tortoise till the swam across with the hare on his
riverbank. back.
On the opposite bank, the hare The moral of the story?

again carried the tortoise and they
reached the finishing line together. It's good to be individually brilliant and to have
They both felt a greater sense of strong core strengths; but it is more important to
satisfaction than they'd felt earlier. work in a team using everyone’s strengths.
Without doing so, you might perform brilliantly in

one situation but do poorly in another.
As a team using everyone’s strengths, you will do well

regardless of the situation
Teamwork is mainly about developing a match to the

situation - being able to identify the person with the
relevant strength for a situation to take on the
leadership role in that situation
Let’s build stronger teams!
When we stop competing against someone and
instead start competing against the situation together,
we perform far better.
156
Module 12
Time Management
Time Management

explain ‘Time Management’ techniques
Resources Required
Embedded Competencies Presentations
12.1 Explain ‘Time Management’ 12a - Time Management
12.2 Identify ‘Time Management’ techniques 12b - Jar of Life
12c - Must Should Could
Video
Charlie
Time Management
ACTIVITY 1: TIME MANAGEMENT 1
20 minutes 1. Ask participants meaning of ‘Managing Time’
2. What are the benefits of managing time well?
Resources Required 3. Why do we need to Manage Time?
12a - PPT ‘Time Management’ 4. What are the obstacles to managing time well?
5. How can we plan our time better?
Note on the board as you ask questions 1-4.
6. Show Presentation 12a
157
Time Management
ACTIVITY 2: TIME MANAGEMENT TECHNIQUES 2
20 minutes 1. Ask participants to list the activities they do in a
day (this need not be accurate details but a broad
Resources Required list of activities they do each day and add in a
12b - Jar of Life few that are done only on one/some days
2. Narrate the story of “ Jar of Life” 12b
Time Management
ACTIVITY 3: WRAPUP 3
20 minutes 1. Ask the participants to circle which they consider
“Time Wasters”
Resources Required 2. Put up Presentation 12c and explain concept of
12c - Must Should Could “Must Should Could”
Video Charlie
158
12a Time Management
Time Management
Managing time so that the right time is

allocated to the right activity
Time Management is needed

• To save time
• To reduce stress
• To function effectively
• To increase work output
• To have control over job responsibilities
159
Obstacles to Time management

• Unclear objectives
• Disorganization
• Inability to say No
• Interruptions
• Periods of Inactivity
• Too many things at once
• Stress and Fatique
Managing Time
5 Aspects
Planning & Managing Dealing

Goal Setting Yourself with others
Your time Getting

Results
160
Habits for Good Time

Management
• Making Notes and Checklists
– Keep appointment records
– Activity logs indicating time spent on a job
• Goal Setting
– Focus on end result
• Planning
– Developing and Action plan towards the goal
• Prioritization
• Scheduling
– Schedule time for important issues
– Contingency time
• Self Management
– Delegate routine tasks
– Confront indecisions and delays
– Take stress out
Spent Time Matrix

URGENT NOT URGENT
Q2
Q1 Prevention
IMPORTANT Relationship
Crisis
Building
Deadlines Planning
Recreation
Q3 Q4
Interruptions Pleasant activities
NOT IMPORTANT
Busy Work
Some Meetings
Time Wasters
Popular Activities Trivia
161
QUADRANT 1
• STRESS
• BURNOUT
• CRISIS MANAGEMENT
• FIREFIGHTING
• FOCUS ON IMMEDIATE
QUADRANT 3
• SHORT TERM FOCUS
• CRISIS MANAGEMENT
• LOW EMPHASIS ON GOALS
• LACK OF CONTROL
• CASUAL RELATIONSHIP
162
QUADRANT 3&4
• TOTAL IRRESPONSIBILITY
• HIGH DEPENDANCY ON OTHERS FOR BASICS
• LACK OF FOCUS
• LACK OF RESPONSIBILITY AND COMMITMENT
QUADRANT 2
• VISION
• FOCUS
• PERSPECTIVE
• COHERENCE
• BALANCE
• DISCIPLINE
• CONTROL
• ITERPERSONAL POSITIVE RELATIONS
• PORTABILITY
163
To be in QUADRANT 2 requires
• DEFINING CLEARLY organizational roles and
specifically your role
• Selection of SMART GOALS
• ORGANIZE: Development and utilization of schedules
• ADAPT daily in to the work role
• LEARN TO SAY NO
SMART GOALS
• SPECIFIC
• MEASURABLE
• ACHIEVABLE
• REALISTIC
• TIME BOUND
164
PRIORITISE
• DO
• DELEGATE
• DELAY
• DELETE
Address the Urgent

Accomplish what you can early
Attach deadlines to things you delay
Learn to say No to
• NOT IMPORTANT NOT URGENT WORK
• NOT IMPORTANT BUT URGENT WORK
You can’t do everything

Don’ t undertake things you can’t complete
Remain consistent to your goals
165
Concentrate on the task at Hand

• Focus on the goal and
• Tune out interruptions
166
12b The Jar of life –

Stones, Pebbles and Sand
One day, an old professor of Management, was invited to lecture on the topic of “Efficient Time
Management” in front of a group of 15 officers representing different departments in the ministries. The
old professor was given 1 hr to lecture.
Standing in front of this group of officers, who were willing to write down every word that would come
out of the famous professor’s mouth, the professor slowly met eyes with each officer, one by one, and
finally said, “we are going to conduct an experiment”: Jar of rocks
From under the table that stood between the professor and the listeners, the professor pulled out a big
glass jar and gently placed it in front of him.
Next, he pulled out from under the table a bag of stones, each the size of a tennis ball, and placed the
stones one by one in the jar. He did so until there was no room to add another stone in the jar. Lifting
his gaze to the officers, the professor asked, “Is the jar full?” The managers replied, “Yes”.
The professor paused for a moment, and replied, “Really?”
Once again, he reached under the table and pulled out a bag full of pebbles. Carefully, the professor
poured the pebbles in and slightly rattled the jar, allowing the pebbles to slip through the larger stones,
until they settled at the bottom. Again, the professor lifted his gaze to his audience and asked, “Is the jar
full?”
At this point, the officers began to understand his intentions. One replied, “apparently not!”
“Correct”, replied the old professor, now pulling out a bag of sand from under the table. Cautiously, the
professor poured the sand into the jar. The sand filled up the spaces between the stones and the pebbles.
Yet again, the professor asked, “Is the jar full?”
Without hesitation, the entire group of officers replied in unison, “NO!”
“Correct”, replied the professor. And as was expected by the officers, the professor reached for the pitcher
of water that was on the table, and poured water in the jar until it was absolutely full. The professor now
lifted his gaze once again and asked, “What great truth can we surmise from this experiment?”
●● With his thoughts on the lecture topic, one officer quickly replied, “We learn that as full as our
schedules may appear, if we only increase our effort, it is always possible to add more meetings and
tasks.”
●● “No”, replied the professor. The great truth that we can conclude from this experiment is:
If we don’t put all the larger stones in the jar first, we will never be able to fit all of them later.
The auditorium fell silent, as every officer processed the significance of the professor’s words in their
entirety.
The old professor continued, “What are the large stones in your life? Health? Family? Friends? Your goals?
167
Doing what you love? Fighting for a Cause? Taking time for yourself?”
What we must remember is that
●● It is most important to include the lager stones in our lives, because if we don’t do so, we are likely to
miss out on life altogether.
●● If we give priority to the smaller things in life (pebbles & sand), our lives will be filled up with less
important things, leaving little or no time for the things in our lives that are most important to us.
Because of this, never forget to ask yourself,

What are the Large Stones in your Life? And once you identify them, be sure to put them first in your
“Jar of Life”.
168
12c Must Should Could
Must Should Could

of
Time Management
TIME MANAGEMENT
Sand and Water
GEMENT
COULD
SHOULD Pebbles
MUST Big Rocks
OBJECTIVE
2
169
Must
• Set goals
• Prioritize
• Organize
• Learn when to say “NO”
• Concentrate on the task at hand
• Consider personal time
3
170
Module 13
Stress Management
Stress Management

to –
a. Identify different sources of stress in their Resources Required
lives Handouts
b. Identify ways to reduce stress within the work 13b: Stress Questionnaire
environment 13c: Personal Life Event Analysis
c. Identify techniques to improve stress 13d: Exercises for Managing Stress
management and/or self-care 13f: Self Care Prescription
13g Stress Reduction Planning form
Competencies Presentations
13.1 Define stress, including its positive and 13a: Stress and Reactions to Stress
negative aspects 13e: Building Positive Energies
13.2 To explore sources and consequences of stress
13.3 To improve knowledge regarding stress
management strategies
13.4 To set personal goals for self-care
13.5 To facilitate group learning and peer support
171
Stress Management
ACTIVITY 1: Identifying stress and reactions to stress 1
30 minutes 1. Ask participants: how they define Stress?
2. Note inputs from the group on a flipchart/board
Resources Required 3. Ask, When does stress have a negative effect on
Presentation 13a: Stress and Reactions to Stress us?  
4. Say, Stress is caused by various factors; some are
external (such as where we live and work), and
internal (such as physical ailments, worrying).
Some factors we can control and others we
cannot.
5. Show Presentation 13a: Stress and Reactions to
Stress slides 1, 2
6. How do we react to Stress?
Fight or Flight Response:
i. We all have an innate biological to severe
stress, whereby the nervous system is aroused
and the body releases the hormone cortisol.
This stress hormone helps us run faster or
fight harder in life threatening/survival /
traumatic situations. We experience increased
heart rate and respiratory rate, perspiration,
increased muscle tension and energy.
ii. The problem with our fight or flight response
is that while it should be triggered in life
threatening/survival /traumatic situations
today it can be triggered At work, at home,
iii. Show Presentation 13a: Stress and Reactions
to Stress, slide 3
7. Ask participants to complete 13b: Stress
Questionnaire. Give them 5 minutes to complete
and score this to see their general stress level
8. Summarize: Effects of stress can effect our
performance (personal and work), depending on
how we perceive stress and how we react to it.
Each person experiences stress and responds to
it in a unique way, depending on our personality
and individual internal/external resources
172
Stress Management
ACTIVITY 2: Exploring sources of stress 2
30 minutes 1. Ask participants to complete 13c: Personal
Life Event Analysis. Give them 10 minutes to
Resources Required complete and analyse the sources of their stress
Handout 2. Instructions
13c: Personal Life Event Analysis a. Circle the numbers on the right beside
Presentation various events that may have occurred
13a: Stress and Reactions to Stress in the past 12 months (if something has
occurred more than once, you will be circling
that number however many times you
experienced it. For example, if you moved
twice, note that you circle the value twice).
This exercise is only for you and will not be
shared with the group
b. Scoring the results - When you are finished
circling the life event’s associated numbers on
the right side of the form, add up the total of
all the numbers you circled
c. Analyzing the results - When done adding
your score, note that the higher your
number, the higher your stress. If your results
are over 150, your stress is considered on the
high end and it will be important for you to
use ways to manage your stress to prevent
physical illness
3. Show Presentation 13a slide 4 : Discuss the
consequences of different stressors on a persons
mind, body performance at workplace, social and
emotional well being
173
Stress Management
ACTIVITY 3: Strategies for Stress Management/Reduction 3
and Relaxation
30 minutes 1. It is helpful for everyone to find ways to integrate
stress management techniques into our daily
Resources Required lives. With practice, we all can learn how to
Handout better spot stressors and stay in control when the
13d: Exercises for Managing Stress pressure builds.
Presentation 2. It takes time, commitment, self-exploration
13e: Building Positive Energies and experimentation. A central part of stress
management is finding ways to build new habits
for yourself, so that you have practical tools
readily available as stressful situations arise.
3. Show Presentation 13e: Building Positive
Energies
a. Self-awareness is the foundation of stress
management
b. Become aware of stress by observing your
muscles, and your breath: If you notice
muscle tension or other internal signals
(such as tightness in your jaw or hands,
neck, tightness in your stomach, headache),
your body is telling you that you are under
excessive stress. Another signal of stress
is when you notice that your breathing
becomes shallow, or when you “forget”
to breathe (versus relaxed deeper belly
breathing).
c. Reduce Stress through Self-Care: Exercise,
Socialize and connect with others, Take
breaks, make healthy food an d drink
choices, avoid habits that affect body and
mind like smoking etc, enjoy cultural and
social activities, create a balanced schedule,
d. Share handout 13d: Stress reducing
Exercises
174
Stress Management
ACTIVITY 4: Personal Goal Setting 4
30 minutes 1. 1. Say we have talked a lot about stress and
different techniques we can use to better cope
Resources Required with and combat stress. We also tried out a few
13f: Self Care Prescription different kinds of stress reduction approaches
13g - Stress Reduction Planning Format to expose you to some possible ways to enhance
your self-care.
2. Now let’s do an individual activity (described
below) that will help each of you to begin
developing a self-care plan.
3. Give handout 13f: Self Care Prescription
4. Ask participants to write down at least two
specific, concrete things they would like to start
doing right away to support their self-care and
stress reduction efforts.
5. Say, This will serve as a reminder of the
commitments you have made to yourself!
6. Allow participants to discuss their experiences
doing this exercise, and their thinking about
what they can reasonably commit to. Provide
encouragement that they do have the ability to
follow through with their Self-Care Prescription.
7. Suggest that they support one another by
reminding their colleagues in the training
to follow through with doing the activities
identified.
8. Distribute 13g: Stress Reduction Planning
format. Ask them to use this whenever required
/in situation of stress for reflection and solution
finding
175
13a Stress Management
Stress
• (Richard S. Lazarus ):
Stress is a condition or feeling experienced when a
person perceives that “demands exceed the personal
and social resources the individual is able to
mobilize.”
• In other words, stress is something we experience
when we face a situation and our ability to cope is
challenged. We feel we’ve lost control of events.
• Stress is anything that causes physical and/or mental
wear and tear on the body and mind”
Negative Aspects of Stress

• Environmental Stressors
• Family-related stressors
• Workplace Stressors
• Physical Stressors
Stress is usually related to everyday experiences,

worries and challenges at work, home, in the
community
176
Reactions to Stress
• Release of hormone Cortisol
• Triggers the Fight or flight Response (Walter cannon)
– Triggered in life threatening/survival /traumatic
situations
– Today it can be triggered at work, at home, even if
the situation if not life threatening
Consequences of Stress
In the mind
• Feeling anxious, overwhelmed, irritable, angry, upset, sad/depressed, “jumpy”/hyper vigilant, fearful
• Having nightmares, obsessive thinking, emotional or angry outbursts
• Poor concentration/memory, poor problem solving or decision making, etc.
In behaviour
• Withdrawing from co-workers
• Taking breaks/resting, talking too much
• Angry outbursts (with co-workers or patients)
• Loss or increase of appetite
• Jumping from one activity to another (unfocused)
• Unhealthy or bad habits adoption
In the body
• Fatigue, headaches, dizziness, weakness, nausea, muscle tightness (neck, shoulders, jaw)
• Sweating, shallow breathing, rapid heart rate, teeth grinding, etc. Spiritually
• Feelings of loss or direction and purpose, emptiness
• Feeling punished, apathy, crisis of faith, etc.
In the workplace
• Low morale, apathy, silence, impaired communication, isolation, lack of teamwork and team spirit
• Low productivity, aggressive or confrontational behaviour, high rates of absenteeism due to stress
and illness, wrong habits, etc.
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13b Stress Questionnaire

For each question, circle the number that represents your present situation.
1. Do you feel drained of energy at the end of the day?
Hardly ever almost always

1 2 3 4 5
2. Do you relax properly when at home?
Never Always
1 2 3 4 5
3. Do you experience muscular stiffness and tension?
Never Frequently
1 2 3 4 5
4. Do you worry about your job?
Never Continually
1 2 3 4 5
5. Do you other say that you relax sufficiently?
Yes No
1 2 3 4 5
6. Do you feel low?
Never Frequently
1 2 3 4 5
7. Do you plan your working life so that you know the course of the day?
Frequently Never
1 2 3 4 5
8. How concerned are you about other what think of you?
Not concerned Very concerned

1 2 3 4 5
9. Do you commit yourself to tight schedules?
Never Frequently
1 2 3 4 5
10. Do you allow work to spill over into your private life?
Never Frequently
1 2 3 4 5
Interpretation
0 -15 low
35 + very high
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13c Personal Life Event Analysis

Life Events Stress Analysis
To learn your level of stress, circle the number to the right of any event that has happened in your life
during the past 12 months.
Event value
Divorce 73
Marital problem 65
Death of close family member 100
Personal injury or illness 53
Marriage 50
New job 47
No friends at workplace 15
Leaving family 45
Change in family member’s health 44
Pregnancy 40
Sexual difficulties 39
Addition to family 39
Home readjustment 39
Change in financial status 38
Death of close friend 37
Career change 36
Pressure of supporting family 55
Loan of high value 31
Change in work responsibilities 29
Family member leaving home 29
Trouble with in-laws 29
Outstanding personal achievement 28
Spouse begins or ceases working 26
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Finishing education 26
Change in living conditions 25
Revision of personal habits 24
Trouble with boss 23
Change in work hours, conditions 20
Change in home location 20
Change in recreational habits 19
Change in social activities 18
But not very high amount 17
Change in sleeping habits 16
Change in number of family gatherings 15
Change in eating habits 15
Vacation 13
Festival season 12
Problems adjusting at new workplace 11
How to Analyze Your Score
Add the circled values. If your total score is more than 150, find ways to reduce
stress in your daily life so that your stress level doesn’t increase. The higher the
score, the harder one needs to work at staying physically well.
Suggested Uses for Personal Life Events Analysis
1. Become familiar with the different events and the amounts of stress they promote.
2. Put the list of events where your family can easily refer to it several times a day.
3. Practice recognizing the stress level when one of these events happens.
4. Think about the meaning of the event for you and identify your feelings.
5. Think about the different ways you can adjust to the event.
6. Take your time in arriving at decisions.
7. Anticipate life changes and plan for them well in advance whenever possible.
8. Pace yourself. It can be done even if you are in a hurry.
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9. Look at the accomplishment of a task as a part of ongoing daily living; avoid looking at such an achievement
as a stopping point. Congratulate yourself and push ahead.
10. Recognize that your internal mechanism of coping with stress is directly tied to how your health and well
being will be influenced by it.
*Note: This scale is derived from the Holmes-Rahe Social Readjustment Scale.
Holmes, T. & Rahe, R. (1967) “Holmes-Rahe Social Readjustment Rating Scale”,
Journal of Psychosomatic Research, vol. II.
181
13d Exercises for Stress Management

4-7-8 Breathing Exercise
Deep breathing is a simple but very effective method of relaxation. It can be used to “take a deep breath”
to calm someone down in a crisis, as well as in meditation, prayer or during slow stretching of your
muscles. You can use this technique in combination with the other two techniques (progressive muscle
relaxation and visualization) to reduce stress.
This exercise is utterly simple, takes almost no time, requires no equipment, and can be done anywhere.
●● Although you can do the exercise in any position, preferablysit with your back straight while learning
this exercise.
●● Place the tip of your tongue against the ridge of tissue just behind the upper front teeth, and keep it
there through the entire exercise.
●● You will exhale through your mouth around your tongue; try pursing your lips slightly if this seems
awkward.
●● Exhale completely through your mouth, making a whoosh sound.
●● Close your mouth and inhale quietly through your nose to a mental count of four.
●● Hold your breath for a count of seven.
●● Exhale completely through your mouth, making a whoosh sound to a count of eight.
This is one breath. Now inhale again and repeat the cycle three more times for a total of four breaths.
Progressive Relaxation: The “CALM” Exercise

This relaxation strategy is designed to help you relax muscles that have become tense due to stress.
Because you have immediate and direct control over your muscles, you can learn to relax them on
command. However, this is a skill that requires practice.
As the word “CALM” is used here, each letter stands for a particular muscle group to relax. The “C”
stands for chest, “A” stands for arms (including hands and shoulders), “L” stands for legs (including feet),
and “M” stands for mouth (including jaw).
For this exercise, say the word “CALM” to yourself. If you are able, close your eyes so you can concentrate
better. As you repeat the word to yourself, scan each of the four areas for muscle tension (5 seconds),
then relax that area (30 seconds). Move from Chest to the Arms to the Legs to the Mouth, scanning for
tension and releasing any that exists, as you rehearse the word “CALM”.
Repeat this as long as needed, but at least 30-60 seconds. If you are using a particular muscle group and
cannot relax it (for example, you are walking down the street), simply focus on the other muscle groups.
182
The CALM Exercise
Chest: Chest/torso sinks back into the chair Arms: Shoulders and arms sag, hands rest in lap Legs: Loose
and flexible, not crossed Mouth: Jaw drops slightly
Source: Robinson, P. and Reiter, J., Behavioral Consultation and Primary Care: A Guide to Integrating
Services, Springer, 2007.
Visual Imagery
Instructions
●● Find a quiet place and sit comfortably.
●● Close your eyes.
●● Focus on your breath and begin to quiet your mind.
●● Now begin to imagine yourself in a scene or in a place (real or imaginary) that is safe, peaceful, restful
and happy to you. Bring yourself – body and mind – fully to this place.
●● Bring in all your senses and notice:
►► Sight: What do you see? (colors of sky, sand, water?).
►► Sounds: What do you hear? (running water, birds, familiar voice of a loving family member?)
►► Smells: What do you smell? (salt in the air, fragrance of certain food or flowers?)
►► Touch: What can you feel? (breeze on your body, warmth of sun?).
►► Taste: What can you taste? (salt on your tongue from the sea water, sweetness from eating a
specific fruit?)
●● Allow yourself to completely enjoy the beauty of this place. Feel yourself relaxed, safe, peaceful and
happy here. Enjoy the colors, smells, sounds, taste, feelings –note all the detail of your surroundings.
●● Continue this visualization in silence for 3-10 minutes (or more).
●● Before leaving the place you have created in your mind, take a “picture” of it.
●● Slowly open your eyes.
●● Revisit this image by visualizing it any time you are in a stressful situation (even when at your desk,
taking a walk, when eating your lunch).
Example: If you like beaches

“See” in your mind’s eye a beautiful beach. The sun is shining warmly, the breeze coming from the ocean
is soft and warm, palm trees are overhead and a few seagulls circle about. Imagine walking barefoot in the
warm sand, feel your feet sink in the sand with each step. Walk toward the water’s edge and let the water
roll over your feet. Jump in the water; it is warm, gentle and very refreshing. Come out of the water and
walk to your big beach towel, lay down and relax. Rest for a while in all the peace and beauty surrounding
you. Imagine how it looks, how it sounds, how it smells. Breathe in deeply the warm ocean air, stay as
long as you like.
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When you are ready to leave, go to the edge of the water and throw in anything that has been bothering
you, anything you wish to be rid of in your life, anything you are feeling sad or angry about, anything
you worry about (e.g. problems at home, violence in your neighborhood, bullies, death of a loved one,
issues with friends). Picture it as a big rock, a chain, a heavy bag over your shoulders, or any image that
helps you see it as undesirable. Throw it in the ocean as far as you can. Watch it sink and get taken by the
waves. When the “visit” is done, be thankful for the release of the burden, the problem, the worry; then
walk peacefully back through the warm sand and take a rest on your beach towel.
1. Practice this imagery for 10 minutes
2. Notice the change in mood when you open your eyes
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13e Building Positive Energies
Building Resilience to stress

The ability to bounce back, cope, renew, and revitalize
Self Awareness Recognize the

and self Value of
observation Relationships
Self Care and

Energizing the
• Body
Learn to Learn
• Mind
• Emotions
• Social
Build Physical Energy

• MOVE! Every 90 to 120 minutes
• Climb stairs
• Park further away and walk the distance
• Do stretch exercises at your desk
• Deep breathing and relaxation techniques
• Good nutrition
• Rest and sleep
185
Build Mental Energy

•The brain becomes stimulated by
chronic stress
•Repeated activation of our stress

center, the amygdala, can cause it to
get in the “stuck position”
•We can change the wiring of our

brains with mental exercises and
practice
Build Emotional Energy

• Stop treating our emotions as good or bad
• Our thoughts, feelings and actions are the keys

to understanding ourselves
• When we understand ourselves we make better

decisions, have healthier relationships, and can
lead more effective and fulfilling lives
• We all have emotional triggers, situations or

irritations that provoke an emotional response
• Becoming more conscious of the situations that

trigger an emotional response helps us to
manage our responses more effectively
186
Build Social Energy

• Having meaningful
relationships
• Creating support systems
• Being open and curious
about others
• Making use of learning
partners
• Sharing ideas
• Acknowledging feelings
• Taking feedback well
187
13f Self-care Prescription

Instructions: Write down at least two activities you would like to integrate into your day to support
self- care and stress management. Be specific.
Example: Deep breathing two times a day at 06:00 AM and 10:00 PM
Activity 1: ___________________________________________________________________
(list specific activity and frequency)
Activity 2: ___________________________________________________________________
(list specific activity and frequency)
Activity 3: ___________________________________________________________________
(list specific activity and frequency
188
13g Stress Reduction Planning Form

If you are experiencing significant stress, it can be helpful to plan how this can be reduced. Complete
the planning form below and repeat the stress Questionnaire after two months to monitor your progress.
1. Identify three ways in which you can build relaxation into your day.
a) __________________________________________________________________
___________________________________________________________________
b) ___________________________________________________________________
___________________________________________________________________
c) ___________________________________________________________________
___________________________________________________________________
2. What situations are giving you the greatest at the present time? List the most significant.
a) ___________________________________________________________________
___________________________________________________________________
b) ___________________________________________________________________
___________________________________________________________________
c) ___________________________________________________________________
___________________________________________________________________
3. Identify which characteristics are making these situations particularly stressful.
a) ___________________________________________________________________
___________________________________________________________________
b) ___________________________________________________________________
___________________________________________________________________
c) ___________________________________________________________________
___________________________________________________________________
4. Suggest three ways in which you can get some support and help in relation to each situation
listed in question2 on the previous page.
Situation A
1) ___________________________________________________________________
___________________________________________________________________
2) ___________________________________________________________________
189
___________________________________________________________________
3) ___________________________________________________________________
___________________________________________________________________
Situation B
1) __________________________________________________________________
__________________________________________________________________
2) __________________________________________________________________
__________________________________________________________________
3) __________________________________________________________________
__________________________________________________________________
Situation C
1) __________________________________________________________________
__________________________________________________________________
2) __________________________________________________________________
__________________________________________________________________
3) __________________________________________________________________
__________________________________________________________________
5. Suggest three ways in which you can express your feelings about these situations more fully.
a) __________________________________________________________________
__________________________________________________________________
b) __________________________________________________________________
__________________________________________________________________
c) __________________________________________________________________
__________________________________________________________________
6. If you were a friend looking at you, what advice would you give?
a) __________________________________________________________________
__________________________________________________________________
b) __________________________________________________________________
__________________________________________________________________
c) __________________________________________________________________
__________________________________________________________________
190
Module 14

At the end of the session, participants will be 75 minutes
able explain the factors helpful in working with
emotional intelligence’ Resources Required
Presentation
Competencies 14a - Emotions in Pictures
14.1 Define emotional intelligence framework 14b - Emotional Intelligence
14.2 Explain factors responsible for developing Handouts
emotional intelligence 14c - Emotional Intelligence
14d - Emotions
14e - EQ Tips
Video
Good day
191
ACTIVITY 1: Emotional Intelligence framework 1
35 minutes 1. Show Power Point presentation 14a-Emotion in
pictures
Resources Required 2. Say
14a - Presentation:Emotion in Pictures a. Describe the emotion in these pictures
14b - Presentation: Emotional Intelligence • Picture1: Anger, Upset, Ferocious
14c - Handout: Emotional Intelligence • Picture 2: Enthusiasm, Hope, Full of Life,
Energetic, Vibrant
• Picture 3: Love, Hug, Together
• Picture 4: Sad, Despair, Depressed
• Picture 5: Chaos, Confusion
• Picture 6: Zest for life, Hope, Energy
• Picture 7: Nostalgic , Peaceful, Thoughtless ,
Quiet
3. Ask
a. Are pictures easier to understand if you think
of emotions in these pictures?
b. Do you think emotions/ feelings have a
connection to the mind and body?
c. What are Emotions?
• Emotions are reactions we have to what
happens around us and we use “feeling
words” to describe them
4. How is EQ different from IQ
a) IQ means when we work through logic
b) EQ means when we use emotions and
feelings, in addition
5. Show Presentation 14b: Emotional Intelligence
Refer Handout 14c to discuss slide 4
192
ACTIVITY 2: developing Emotional Intelligence 2
40 minutes 1. Divide participants into pairs
2. Give handout 14d and ask each participant to
Resources Required circle a feeling they had in the last week
14d - Emotions 3. Ask them in pairs to discuss what reactions/
14e - EQ Tips feelings these emotions bring in their body/mind
Video 4. Summarize-emotions, feelings and bring
Good day reactions in our body and difference thoughts in
our minds. The body and mind move with the
feelings-That is why it is called EMOTION-it
creates motion in the body
5 Developing Emotional Intelligence is important
for physical, mental well being; improved
relationships; cooperative and least conflict
situations; developing leadership skills and
achieving success
6. Share EQ tips from 14e
7. Show Video: Good Day
193
14a Emotions in Pictures
Emotions
in
Pictures
Use feeling words to describe

these pictures
1
2
194
3 4
7
195
14b Emotional Intelligence
Emotional intelligence is the ability to perceive emotions, to

access and generate emotions so as to assist thought, to
understand emotions and emotional knowledge, and to
reflectively regulate emotions so as to promote emotional and
intellectual growth.
Mayer & Salovey
Emotional intelligence is the ability to recognize one's own

and other people's emotions, to discriminate between
different feelings and label them appropriately, and to use
emotional information to guide thinking and behaviour.
Andrew Coleman
196
Intelligence Emotional
Quotient (IQ) Quotient (EQ)
• measure of intelligence • one measures
through standardised Emotional Intelligence
tests Or one’s own feelings as
• the traditional way of well as the emotions of
testing a person’s others
capability and
intelligence
• a number used to
express the apparent
relative intelligence of a
Self- Awareness
Emotional Self Awareness
Social Awareness
Accurate Self Assessment
Empathy
Self confidence
Organizational Awareness
Ability to notice our true feelings
Service Orientation
Helps to have better control over decisions,
communication, reactions
Emotional
Intelligence
Relationship Management
Self Management
Developing others
Emotional Self control
Inspirational Leadership
Transparency
Change Catalyst
Adaptability Orientation
Influence
Achievement Optimism
Conflict management
Initiative
Teamwork and Collaboration
197
14c Emotional Intelligence

Emotional Intelligence Means
●● Self Awareness
●● Social Awareness
●● Self management
●● Relationships management
Self Awareness
Knowing one’s internal states, preference, resources, and intuitions
●● Emotional awareness: Recognizing one’s emotions and their effects
●● Accurate self-assessment: Knowing one’s strengths and limits
●● Self-confidence: A strong sense of one’s self-worth and capabilities
Self-Management
Managing one’s internal states, impulses, and resources
●● Self-Control: Keeping disruptive emotions and impulses in check
●● Trustworthiness: Maintaining standards of honesty and integrity
●● Conscientiousness: Taking responsibility for personal performance
●● Adaptability: Flexibility in handling change
●● Innovation: Being comfortable with novel ideas, approaches, and new information.
●● Achievement drive: Striving to improve or meet a standard of excellence
●● Commitment: Aligning with the goals of the group or organization
●● Initiative: Readiness to act on opportunities
●● Optimism: Persistence in pursuing
Social Awareness
These competencies determine how we handle relationships and induce desirable responses.
●● Empathy: Awareness of others’ feelings, needs, and concerns
●● Service orientation: Anticipating, recognizing, and meeting customers’ needs
●● Leveraging diversity: Cultivating opportunities through different kinds of people
198
Relationship Management
●● Understanding others: Sensing other’s feelings and perspectives, and taking an active interest in their
concerns
●● Developing others: Sensing others’ development needs and bolstering their abilities
●● Political awareness: Reading a group’s emotional currents and power relationships
●● Influence: Wielding effective tactics for persuasion
●● Communication: Listening openly and sending convincing message
●● Conflict management: Negotiating and resolving disagreements
●● Leadership: Initiating or managing change
●● Building bonds: Nurturing instrumental relationships
●● Collaboration and cooperation: Working with others toward shared goals
●● Team capabilities: Creating group synergy in pursuing collective goals.
199
14d Emotions
Astonished Manipulative
Biased Nostalgic
Confused Overwhelmed
Detached Powerless
Eccentric Refreshed
Full of Life Self-doubting
Fussy Thoughtless
Gentle Useless
Hesitant Wicked
Immature Worshipful
Involved Ecstatic
Moody Enthusiastic
200
14e EQ TIPS
Developing Emotional Intelligence is important for
Physical Health – The ability to take care of our bodies and especially to manage our stress, which has
an incredible impact on our overall wellness, is heavily tied to our emotional intelligence. Only by being
aware of our emotional state and our reactions to stress in our lives can we hope to manage stress and
maintain good health.
Mental Well-Being – Emotional intelligence affects our attitude and outlook on life. It can also help to
alleviate anxiety and avoid depression and mood swings. A high level of emotional intelligence directly
correlates to a positive attitude and happier outlook on life.
Relationships – By better understanding and managing our emotions, we are better able to communicate
our feelings in a more constructive way. We are also better able to understand and relate to those with
whom we are in relationships. Understanding the needs, feelings, and responses of those we care about
leads to stronger and more fulfilling relationships.
Conflict Resolution – When we can discern people’s emotions and empathize with their perspective, it’s
much easier to resolve conflicts or possibly avoid them before they start. We are also better at negotiation
due to the very nature of our ability to understand the needs and desires of others. It’s easier to give
people what they want if we can perceive what it is.
Success – Higher emotional intelligence helps us to be stronger internal motivators, which can reduce
procrastination, increase self-confidence, and improve our ability to focus on a goal. It also allows us to
create better networks of support, overcome setbacks, and persevere with a more resilient outlook. Our
ability to delay gratification and see the long-term directly affects our ability to succeed.
Leadership – The ability to understand what motivates others, relate in a positive manner, and to build
stronger bonds with others in the workplace inevitably makes those with higher emotional intelligence
better leaders. An effective leader can recognize what the needs of his people are, so that those needs can
be met in a way that encourages higher performance and workplace satisfaction. An emotionally savvy
and intelligent leader is also able to build stronger teams by strategically utilizing the emotional diversity
of their team members to benefit the team as a whole.
1. ANGER
●● Take deep breaths
●● Exercise or do any type of physical activity
●● Write your feelings and thoughts in a journal
●● Draw pictures about your stressors or anger
●● Talk to someone about your feelings and stress
●● Listen to music when angry or stressed
201
●● Blow your angry feelings into a balloon
●● Punch pillows, cushions as if they were the objects of your anger
2. NEGATIVE THOUGHTS
●● Think what good can be seen in the person / situation that is giving you negative thoughts.
●● For example, you are thinking why is it that the boss picks up on you. Probably, you can change your
cycle of thoughts by thinking, “I’ll take this comment of the boss as a challenge and show him I’m
capable of appreciative work.”
3. STRESS
●● Strike a balance between tasks
●● Know your capacities and limitations
●● Eat properly at regular intervals
●● Sleep well
●● Discuss problems with friends or family
●● Use positive self talk: e.g. when worried, say “I’m fine; There is no danger”.
●● Develop a hobby: outdoor activities
►► Swimming- Water has the ability to soothe the nerves
►► Reading- diverts the mind and opens it to a broader thinking
►► Dancing-Calms, uses energy, brings balance and harmony
►► Learn or listen to Music-relaxes and calms nerves, evokes a pleasant feeling
●● Get a massage
●● Keep a small pebble in your pocket. When you need help to feel calm, put your hand in your pocket
and hold the pebble.
Six seconds pause-

When you feel angry or stressed out (recognize the physical signs: tiredness, tongue going dry, flushed
face, sweating palms...)
Before reacting, take a deep breath and think of:
●● Six good places visited
●● Six favourite foods
●● Six good friends
●● Six favourite games
202
Count up to six forwards and backwards. Before you know the intensity of your emotion will subside,
and you can make sensible decisions.
It takes six seconds to manage anger

It takes six seconds to create compassion
It takes six seconds to change the world
203
Module 15
Goal Setting
Goal Setting

Define Goals
Describe SMART Goals Resources Required
Explain steps for setting SMART Goals Presentation
Explain benefits of of goal setting 15a - Setting SMART Goals
15b - Goal Setting Checklist
Competencies 15c - Review Sheet
15.1 Define Goals
15.2 Describe SMART Goals
15.3 Explainst steps for setting SMART Goals
15.4 Explain benefits of of goal setting
Goal Setting
ACTIVITY 1: SMART Goals 1
20 minutes 1. Write the word “Goal” on the board.
2. Ask participants what they mean by GOAL
Resources Required 3. Show Presentation 15a: Setting SMART Goals
15a - Setting SMART Goals 4. Discuss what is a Goal, SMART Goals and Why
Goal Setting is Important
5. Conclude by saying commitment to a goal
and your beliefs ensures both personal and
professional success
204
Goal Setting
ACTIVITY 2: Setting SMART Goals 2
40 minutes 1. Ask all participants to refer to Handout 15b:
Goal Setting Checklist. Give them 15 minutes to
Resources Required complete it and score themselves
15b - Goal Setting Checklist 2. Share
15c - Review Sheet 30-40 points is an average score
A higher score means an unusually systematic
approach
A lower score suggests insufficient skills/attention
given to setting goals
3. Ask all the participants to complete the chart in
handout 15c: Review Sheet. They can also be
seated in groups (department specific/colleagues
from the same department)
4. Conclude (20 minutes)
- Goals guide and direct behaviour
- Goals provide challenges and standards against
which individuals and organizations can be
assessed
- Goals justify the performance of a task and the
use of resources
- Goals define the basis of organizational design
- Goals serve as an organizing function for a
person’s work
205
15a Setting SMART Goals
Setting SMART Goals
GOAL
• Something you would like to achieve
• Give focus, direction and purpose
• Are Short Term when they can be accomplished in
the near future
• Are Long Term when they are far reaching and take
longer to achieve
206
Goals can be
• Routine: Describe regular ongoing activities
• Problem Solving: Describing activities designed to
remedy performance areas that need improvement
• Innovative: Describing activities that create or expand
capabilities
• Personal Growth: Describing activities pursued for
personal development
• Job Enrichment: Expanding the current job with different
activities
SMART Goals
Specific
G
Measurable Higher
O performance levels
Achievable A =
Relevant Greater motivation
L
Time-Bound S
207
S- SPECIFIC
• What details do you want to accomplish?
• A concise statement of the goal that tells what needs
to be accomplished and when – the specific results
or outcomes expected.
M- MEASURABLE
• All goals should have a way to evaluate whether or
not they were accomplished
• Include in the specific goal statement the
measurements to be used to determine that the
results or outcomes expected have been achieved.
• Measurements need not necessarily be quantitative.
208
A- ATTAINABLE
• Goals must be something you are capable of
reaching
• The expected results or outcomes must be within the
authority, skill, and knowledge level
• The resources needed to achieve the goal must be
available to you
R- RELEVANT
• Make goals that are important to you and your work.
• The expected results or outcomes should support
the department’s s mission and plan
• The results or outcomes should contribute to the
department’s needs or the employee’s personal
development
209
T- TIME - BOUND
• Make sure that you have a time set as a “dead line”
so your goal is not unending
• Deadlines for achieving expected results and
outcomes should be set, not left open-ended
• Deadlines can be extended when circumstances
warrant, but should be re-set and monitored
Tips to Goal Setting

• Write down your goals and look at them often!
• If you achieved your goals too easily, make your next goals
harder
• Failure to meet goals only matters if you don’t learn
something from your mistakes
Goal setting is am important method of:

–Deciding what’s important for you to achieve
–Motivating yourself
–Building self-confidence
210
15b Goal Setting Checklist

Complete the checklist by marking each line where appropriate. Then total your scores at the bottom.
I never discuss I always discuss

goals with my goals thoroughly
1 2 3 4 5
colleagues with my Colleagues
Sessions to update
My goal-setting
goals are held
sessions are a year
1 2 3 4 5 every three month or.
or more apart.
more frequently.
I consider fewer than
I consider between three
three or more than six
1 2 3 4 5 and six major goals.
major goals.
I rarely clarify how we I make sure that
are going to measure tangible measures of
1 2 3 4 5
success. success are agreed on.
We rarely meet to We meet regularly to
discuss performance. 1 2 3 4 5 discuss performance.
Goals are open to
Once set, goals
renegotiation when
rarely are changed. 1 2 3 4 5
situations change.
I specify only the
I clearly identify my
duties/responsibilities
1 2 3 4 5 role.
of subordinates.
Unachievable goals Goals almost
often are set. 1 2 3 4 5 always can be achieved.
Individual objectives are
We rarely check the
checked to ensure
organizational relevance
1 2 3 4 5 organizational
on individual goals.
relevance
211
15c Review Sheet

Criteria for effective Goal setting Ways in which I can improve
1.
1. Thorough discussion with subordinates a. _______________________________________
b. _______________________________________
c. _______________________________________
2. Goal updated frequently a. _______________________________________
b. _______________________________________
c. _______________________________________
3. Goal considered comprehensively a. _______________________________________
b. _______________________________________
c. _______________________________________
4. Clear criteria for judging success a. _______________________________________
b. _______________________________________
c. _______________________________________
5. Regular meetings to discuss performance a. _______________________________________
b. _______________________________________
c. _______________________________________
6. Flexibility when circumstances change a. _______________________________________
b. _______________________________________
c. _______________________________________
7. All goals/responsibilities are specified a. _______________________________________
b. _______________________________________
c. _______________________________________
8. Achievable goal a. _______________________________________
b. _______________________________________
c. _______________________________________
9. Link between personal and organizational goals a. _______________________________________
clarified b. _______________________________________
c. _______________________________________
10. Clear communication about goals of all a. _______________________________________
involved b. _______________________________________
c. _______________________________________
212
Module 16

a. describe the evolution of Right to
Information Resources Required
b. explain the salient features of RTI Handouts
c. explain ‘transparency’ in administration Right to Information (RTI) Act
d. explain ‘accountability’ in administration Salient features of RTI
‘Transparency’ in administration
Competencies ‘Accountability’ in administration
16.1 Describe the evolution of Right to Presentations
Information (RTI) Act 16a - RTI Template
16.2 Explain the salient features of the RTI 16b - RTI Sample Presentation
16.3 Explain ‘transparency’ in administration as
stipulated in RTI Act Resources
16.4 Explain ‘accountability’ in service delivery
system

ACTIVITY 1: EVOLUTION OF RTI 1
10 minutes 1. Ask participants about the evolution of RTI
2. Important stages in the evolution
Resources Required
213

ACTIVITY 2: SALIENT FEATURES OF RTI 1
30 minutes 1. Ask important provision of the RTI Act
2. Explain salient features of RTI
Resources Required

ACTIVITY 3: EXPLAIN ‘TRANSPARENCY’ IN ADMINISTRATION AS 1
STIPULATED IN RTI ACT
60 minutes 1. Ask the meaning of ‘transparency’ in
administration
Resources Required 2. Write responses on the White Board
3. Explain ‘transparency’
4. Discuss ‘success stories’ on ‘transparency’

ACTIVITY 4: EXPLAIN ‘ACCOUNTABILITY’ IN ADMINISTRATION AS 1
STIPULATED IN RTI ACT
60 minutes 1. Ask the meaning of ‘accuntability’ in
administration
Resources Required 2. Write responses on the White Board
3. Explain ‘accountability’ with importance of time-
lines’
4. Discuss ‘success stories’ on ‘accountability’
5. Give illustrations of ‘best management practices’
214
16a RTI Template

Sample Template
AIM
To familiarize participants with the Right to Information (RTI) Act
THEMES
1. Enactments
2. Evolution
3. Why RTI?
4. What constitutes ‘Information’
5. Right to Information
6. Exemptions
7. Important provisions of RTI
8. Applicability
9. Publications
10. Public Information Officer
11. Appellate Authority
12. Request for obtaining information
13. Mode of payment
14. Role of Public Information officer
15. Prescribed Fee
16. Disposal of request
17. Appeal formats
18. Penalties
19. Action taken in ‘good faith’
20. Bar of jurisdiction of courts
21. Implementation mechanism
215
16b RTI (Sample Presentation)

The Right to information Act.
2005
Dr. Sunil Dhapte

Director SIUD
YASHADA
Pune
Various enactments
• The Right to Information Act, 2005
• The Central Information Commission (Appeal
Procedure) Rules, 2005
• The Right to Information (Regulation of fee and cost)
Rules, 2005
• Maharashtra The Right to Information (Regulation of
fee and cost) Rules, 2005
2
216
Basic Information
• Assent of President on 15th June 2005
• Came in to force – 12th Oct 2005
• The freedom of information Act 2002
• Maharashtra Right to Information Act 2002
Reasons
• Setting practical regime of Right to Information for
citizen.
• Secure access to information under the control of public
authority.
• Promote transparency and accountability.
• Democracy require an informed citizenry and
transparency of information.
• Contain corruption.
• Hold authorities accountable.
• Efficient operations, optimum use of limited fiscal
resources and preservation of confidentiality of sensitive
information has conflict with revelation of information.
• To harmonize conflicting interests. 4
217
Contents
• 1- Preliminary
• 2- Right to Information and obligation of public
authority
• 3- The central information commission
• 4- The state information commission
• 5- Powers and functions of the information
commission, appeal and penalties
• 6- Miscellaneous
• Total 31 sections
Who has this right?
6
218
All citizens have right to

information
What do you mean by information?
8
219
Information
• Any material in any form • Contracts
• Records • Reports
• Documents • Papers
• Memos • Samples
• E-mails • Models
• Opinions • Data material held in any
• Advices electronic form
• Press releases • Information relating to any
• Circulars private body which can be
• Orders accessed by a public
• Logbooks authority under any other
law S -2 ( f )
9
What is the meaning of right to

information?
10
220
Right to Information
• Right to information accessible
• Right to inspection of work, documents, records
• Right to taking notes, extracts or certified copies of
document or records
• Right to taking certified samples of material
• Right to obtaining information in the form of
diskettes, floppies, tapes, video cassettes or in any
other electronic mode S-2(j)
11
Can citizen ask any information?
12
221
Exemptions S-8
• A) Affect the sovereignty and integrity of India
• Security
• Strategic, scientific or economic interest of the
state
• Relations with foreign state
• Lead to incitement of an offence
• B) Forbidden to be publish by any court
• Disclosure may constitute contempt of court
• C) Breach of privilege of parliament or legislature
• D) Commercial confidence
• Trade secrets
13
Cont.
• Intellectual property.
• Harm the competitive position of a third party.
• E) Information available to a person in his fiduciary
relationship.
• F) Information received in confidence from foreign
government.
• G) Endanger the life or physical safety.
• H) Impede the the process of investigation.
• I) Cabinet papers. * *
• J) Personal information which has no relationship to
any public activity or interest.
• Infringement of copyright. S-9
14
222
Important Provision
• Information ordinarily provided in the form in which
it is sought
unless
• It would disproportionately divert the resources of
the public authority
or
• It would detrimental to the safety or preservation of
records in question. S7(9)
15
Is this act apply to all?
16
223
Act not Applicable S-24
• Act is not applicable to certain central and state

agencies.
• Basically investigating agencies.
• IB, RAW, BSF, CRPF etc.
• 18 agencies.
• Exception –Cases relating Corruption and Human
Rights
17
To whom the act precisely apply?
18
224
Public Authority
• Any authority, or body, or institution of self government
• Established or constituted by
• Constitution, any law made by parliament, any law
made by State legislature,notification issued or order
made by appropriate government.
• Also includes
• Body owned, controlled or substantially financed.
• NGO substantially financed.
• Directly or indirectly by funds provided by
appropriate government. S -2 ( h )
•
19
Is there any obligation on

public authority?
20
225
Publications S-4[1(b)]
• Particulars of organization, functions and duties

• Power and duties of officers and employees
• Procedure of decision making process, channels of
supervision and accountability
• Norms set for the discharge of functions
• The rules, regulations, instructions, manuals and records
held by it
21
Cont.
• Statement of the categories of documents
• Particulars about arrangement exists for consultation
with or representation by public in relation to the
formulation of its policy or implementation
• Statement of boards, councils, committees and other
bodies and its details
• Directory of its officers and employees
• Monthly remuneration received by each of its officers
and employees
22
226
Cont.
• Budget allocated, plans, proposed expenditure, and
reports on disbursement
• Execution of subsidy programs, details of beneficiaries
• Recipients of concessions, permits or authorities
granted
• Information available in electronic form
• Facilities available to citizens for obtaining information
• Names, designations and other particulars of PIO’s
• Any other information prescribed
23
Public Information Officer S-5
• PIO in all administrative units or offices

• One or man,
• within 100 day. S-5(1)
• PIO shall render reasonable assistance to the person
seeking informatio. S-5(3)
• PIO may seek the assistance of any other officer as he
consider it necessary for the discharge of duties S-5(4)
• The other officer shall be treated as PI S-5(5)
24
227
Appellate Authority
• Who is senior in rank to PIO S- 19(1)
• Information commission
25
How and where to apply for

information?
26
228
Request for Obtaining Information

• Application, request in writing or through electronic
media
• in English, Hindi or in the official language of the area
• Fees Rs. 10/-
• Application to APIO or PIO
• Specify the particulars of information required
• If applicant is not able to make the request in writing,
PIO shall render assistant to reduce the oral request in
written form S-6(1)
27
Modes of Payment
• Cash, DD, Bankers cheque, Court fee stamp
• BPL
• Urban. (certificate of municipal corporation /
council, Nagar Panchayat)
• Rural. (certificate of gram panchayat )
• Ration card (yellow ration card attested copy)
• KeMaA- 2006/ Pra. Ka.7 / 06/5 GAD.dt. 20 – 06
– 2006
28
229
Annexure A
(See rule 3)
Application for obtaining information under the Right to Information Act 2005.
Affix here
To,
court fee
The State Public Information officer,
stamp of
(Name of the office with address)
Rs.10.
1. Full name of the applicant:
2.Address:
3.Particulars of information required:
i) Subject matter of information.*
ii) The period to which the information relates.#
iii) Description of the information required.$
iv) Whether information required by post or in person:
(The actual postal charges shall be included in additional fees)
v) In case by post: (Ordinary, Registered or Speed)
4. Whether the appli8cant is below poverty line:
(If yes, attach the photocopy of there of)
Place.
Date. Signature.
* Broad category of the subject to be included.
(Such as grant of govt. land / service matters / licenses, etc.)
# Relevant period for which information is required to be indicated.
$ Specific details of the information are required to be included. 29
What is the role of PIO?
30
230
Reason is not required

Personal details of applicant not required.
S-6(2)
If public authority is different or information required is
with other authority, transfer application to concern
authority within 5 days and inform applicant
immediately about transfer. S-6(3)
31
Information may be provided or reject the request within

30 days
Information concerns about life or liberty of a person shall
be provided within 48 hours. S-7(1)
Fails to give decision within time deemed to have refused
the request S-7(2)
If further fee or cost required, intimate the applicant,
about details of further fees or cost with calculations
32
231
Request to deposit fees or cost.

Period from intimation to payment of fees
excluded from 30 days.
PIO should give information about his right, with
respect to review the decision about amount of
fees charged, form of access provided, particulars
of appellate authority, time limit, process, other
forms. S-7(3)
33
Whether the applicant has to pay

any fee?
34
232
Fee
• Application fee S- 6 (1)
• Prescribed fee S- 7 (1)
• Prescribed by the appropriate authority.
• Further fee S- 7 ( 3)
• Representing the cost of providing the information.
• Prescribed by PIO
• Printed or electronic form S- 7 ( 5)
• Prescribed by the appropriate authority.
Nominal charges like Rs. 2, 3, 4 may not be asked. If
no additional postal charge required, may be send
without asking to pay.
Ke.ma.a2008/pr.Ka.93/08six(ma.a)
35
Prescribed Fee
• Section 7 (1).
• A-4 / A-3 copy Rs 2/-
Larger size Actual cost / price
• Samples or models Actual cost / price
Plus postal charges.
• Inspection of records 1st hr. no fee
• Rs. 5/- for each 15 minute or part thereof.
• Section 7 (5).
• Diskette or floppy Rs 50/-
• Printed form Price fixed
Rs 2/- for per photocopy
• Plus postal charges.
• Mode of payment.
• Cash, DD, Bankers cheque, MO.
36
233
How the request is disposed off?
37
Disposal
• Copy of published information with price
• BPL applicant no fees 6 (1), 7 (1,5)
• Information free of charge if fails to comply the time limits
S-7(6)
• Consider the representation of third party S-7(7)
• If application rejected then, communicate the applicant,
• The reasons for such rejection
• Period for appeal
• Particulars of appellate authority
• Information shall provided in the form in which it is sought
38
234
Whether the applicant has

right to appeal?
39
Appeal S-19
• 1st Appeal Appellate authority 30 days
• 2nd Appeal Information Commission 90 days
• Fees Rs 20
• Onus to prove on PIO
• Appellate authority shall disposed of the appeal
within 30 days. The period can extended not more
than 45 days
40
235
Annexure B
{See rule 5(1)}
Appeal under section 19 (1) of the Right to Information Act 2005.
From --- --- --
(Appellant’s name and address.)
To. ---- ---- -
Affix here (Name / designation / address of the appellate authority.)
court fee
1. Full name of the appellant:
stamp of
Rs.20. 2. Address:
3. Particulars of the state information officer:
4. Date of receipt of the order appealed against:
(If order passed.)
5. Last date for filing the appeal:
6. The grounds for appeal.
7. Particulars of the information:
i) Nature and subject matter of information required:
ii) Name of the Office or Department to which the
information relates.
Place:
Date: Signature of the Applicant.
41
Annexure B
{See rule 5(2)}
Second appeal under section 19 (3) of the Right to Information Act 2005.
From --- --- --
Affix here (Appellant’s name and address.)

court fee To. ---- ---- -
stamp of
Rs.20. 1. Full name of the appellant:
2. Address:
3. Particulars of the state information officer:
4. Particulars of the first appellate authority:
5. Date of receipt of the order appealed against:
6. Last date for filing the appeal:
7. The grounds for appeal.
8. Particulars of the information:
i) Nature and subject matter of information required:
ii) Name of the Office or Department to which the information
relates.
Place:
Date: Signature of the Applicant.
42
236
Is there any punishment?
43
Penalties S-20
• When ?
• Refuse to receive application
• Time limit exceed
• Incorrect, incomplete or misleading
information provided
• Destroyed the information
• Penalty
• Rs. 250/- each day till information furnished
• Maximum Rs 25000/-
• PIO shall be given opportunity of being heard
• Burden of proof on PIO
• Recommend for disciplinary action
44
237
Action taken in good faith S-21
• No suit, prosecution or other legal proceeding shall

lie
45
Action in good Faith – Sec.21

• Prompt, just, fair, reasonable, equitable & bonafide- an
act which is honestly done
• Documentations of effort made to obtain information
• Separate registers for receipt of applications &
acknowledgement of applications
• Registers for transfer of applications to other public
authority/offices
• Maintenance of Roznama
• Any internal order or communication as regards the
information
• Providing table space for inspection of documents
• Laying down procedures for making available samples,
models, reports, microfilms, facsimile, etc.
46
238
Overriding Effect S-22
• No effect of Official secrecy Act or any other law
47
Official Secrets Act 1923
THEN NOW
48
239
Bar of Jurisdiction of courts S-21
• Court has no jurisdiction unless by way of appeal
49
Who monitor the implementation

of the act?
50
240
State Information Commission

• Chief Information Commissioner, Information
Commissioners up to 10
• Appointment by Governor on recommendation of
committee, consisting Chief Minister, Leader of the
Opposition in the Assembly and a Cabinet Minister
• Status same as Election Commissioner and Chief
Secretary
51
Thank you
52
241
Module 17
Feedback
Feedback

At the end of the session, participants will be able to Day 1: 30 minutes
a. differentiate between criticism and feedback Day 4: 30 minutes
b. give positive/developmental feedback Day 5: 120 minutes
Competencies Resources Required

17.1 Explain ‘Criticism Handouts
17.2 Explain feedback and precautions in giving/ 17a - Feedback
receiving it 17b - Feedback Handout
17c - Feedback and Criticism
242
Activity 1
Activity Steps
Day 1: Share the Feedback Handout 17b and explain the purpose of Feedback -refer handout 17a
Day 4: Ask participants to complete the Feedback handout 17b
Day 5:
1. Ask participants difference between feedback and Criticism

2. Explain the difference-refer handout 17c
3. Ask participants to write their names on a blank sheet of paper and pass it around the room
4. Let all participants note the feedback on that sheet for the participant whose name is on the sheet
NOTE: PLEASE ASK PARTICIPANTS TO REVISIT THEIR FEEDBACK IN THE LIGHT OF
THE HANDOUT “FEEDBACK AND CRITICISM”
5. Let the sheet be handed to the person whose name is on it
6. Let participants know this is for their personal growth and they do not have to share it with anyone
243
17a Feedback
Discuss on Day 1
Objective
1. To get Peer feedback
2. To list areas of strengths, and areas of improvement
3. To get suggestions on method to improve competencies
Process
1. Ask participants to refer to Handout: Stop Start Continue
2. Let them know that over the next 5 days during the course activities, each participant will observe
their team mates, other participants on the generic competencies of
a. Team spirit
b. Ability for Self-Reflection
c. Verbal communication skill
d. Listening skills
e. Sensitivity to others
f. Creativity
g. Problem solving skill
h. Time management skills etc
3. Each participant will note the name of the member they are working with/interacting with/
observing and their observation.
4. This process wil continue through the 4 days and on the 5th day there will be a Feedback Sharing
session
The objective of the feedback session WILL NOT BE
●● TO CRITISIZE OR FIND FAULT
●● PERSONAL
●● DERROGATORY
●● SHARED WITH ANYONE OUTSIDE THE TRAINING HALL
244
All Feedback WILL BE

●● DEVELOPMENTAL
●● GIVEN IN A POSITIVE WAY
●● ACEPTED AS POSITIVE FEEDBACK AND NOT NEGATIVE CRITISIZM
●● COLLECTIVE
245
17b Feedback Handout

To be filled by participants from Day 1-3
Complete on Day 4
Discuss on Day 5
S.No. Participant Name Start Stop Continue

1
10
11
12
13
14
15
16
17
18
246
S.No. Participant Name Start Stop Continue
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
247
17c Feedback and Criticism

These words are used to express our views about others. Let us try to appreciate the feelings behind these.
FEEDBACK CRITICISM
Objective Subjective
On Action/Activity On a person
Based on facts which can be verified Based on opinion or judgment
For improvement Destroys morale
Can be positive/negative statement Negative statement
Effective feedback must be –
●● Timely
●● Constructive
●● Supportive
●● Non-threatening
●● Builds on trust
248
Part B: FIELD VISIT TEMPLATE DESIGN

VISIT to NGO/ CENTRE OF EXCELLENCE
AIM
1. To familiarize the participants with the local social, cultural and economic environment
2. To observe issues, challenges and problems faced by local citizens
3. To explore best practices and solutions to improve Public Service Delivery
4. To observe the NGO programme structure and impact
5. To develop skills for managing uncertainties
6. To develop a cooperative spirit
THEMES
1. Observe practical aspects of new ideas-implementation challenges, methods and solutions;
2. Generate thoughts for implementation of ideas
3. Usefulness /Impact of ideas to participants and host organization
4. Securing first-hand information from experienced people
5. Sensitivity to ground realities, particularly in the areas of health, education and rural development etc.
where citizen interaction is high
6. Generating a patient, caring and sharing attitude towards deprived sections of citizens
DESIGN and IMPLEMENTATION

1. Factor into design
●● Aim/objective
●● Timing
●● Location
●● Distance
●● Mode of transport
●● Size of the team and
●● Availability of accompanying trainer
2. Create opportunities for
●● Collection, analysis of data and preparation of Report
●● Individual/team work
3. Make Provision for sustaining the intense experience through sharing of learning points
249
FIELD/NGO VISIT: PLANNING
Before the Field Visit
●● Liaison at individual/institutional-level with host organization/NGO

●● Make suitable night-stay arrangements
●● Clarifying the Aim/Objectives of the visit
●● Specific tasks to be undertaken during the visit
●● Prepare a schedule of activities/meetings
●● Include evening/cultural activities with local citizens
●● Brief participants about
●● The activities of host organization/NGO
●● The culture and customs of the place to be visited
●● Logical formation of Teams by distributing talent/gender, etc.
●● Give solution-orientation and encourage creative/new ideas
During the Field Visit
●● Participants to respect the local customs/traditions

●● Participants to observe
●● Meet/interview stakeholders to collect hard and soft data
●● Analyze and convert data into required information
●● Complete the team work
●● Draft report preparation work
After the Field Visit
●● Share learnings and experiences

●● Present the report
●● Draw out the learning points
●● Prepare Action Plan for self/organization
250
Part C: DOMAIN MODULES

Template for Design
CONTENT MODULES
1. To follow Sample Template given for Generic Competencies
2. To formulate ‘Flow of the Modules’ Day wise from Day 8 to Day 12
3. To formulate ‘Modules Grid’
OVERVIEW OF THE DEPARTMENT

Methodology: Power Point Presentation by Domain Expert
Content:
AIM
To develop an awareness about the Department
●● History of the Department
●● Latest Annual Report of the Department (as placed before Legislative Assembly)
●● Organizational Chart
●● Main activities /functions of the Department
●● Main Regulatory Provisions
●● Policies/Programmes
●● Major Schemes of the Department
●● Major targets
●● Major supporting Departments/Organizations
●● Rules/Regulations
●● Procedures/Practices (based on Manuals, etc.)
●● Goods and Services
●● Beneficiaries
●● Effectiveness of the schemes
SUGGESTED TOPICS
●● Central and State Government System
●● Department Orientation (presentation) and visit
251
●● Office Procedures
●● Disciplinary procedures
●● Role efficacy
●● Financial management
●● Change management
●● Records management
●● IT enabled Services in state
252
Sample Template
EXAMPLE 1 - FOREST DEPARTMENT (Jammu & Kashmir)
MODULE 1a
Jammu & Kashmir State Forest Policy, 2011
Objective
At the end of the session, participants will be able to state the ‘Preamble’ of the Policy
Time Required
Resources Required
MODULE 1b
Objective
At the end of the session, participants will be able to describe ‘Background’ of the Policy
1b.1 Tell Forest Area of Jammu & Kashmir
1b.2 Narrate functions and importance of Forests
1b.3 Tell present status of Forests
Time Required
Resources Required
MODULE 1c
Objective
At the end of the session, participants will be able to describe the ‘Basic Objectives’ of the Policy
Time Required
Resources Required
MODULE 1d
Objective
At the end of the session, participants will be able to explain the ‘Strategy’ of the Policy
253
1d.1 Tell ‘Area under Forests’
1d.2 Tell ‘Protection of Forest Land’
1d.3 Define ‘Protection, Conservation and Development of Natural Forests’
1d.4 How the ‘Diversion of Forest Land for Non-Forestry Purposes’, is done
1d.5 How ‘Expanding Forest and Tree Cover’ done
1d.6 How ‘Supply of Timber and Other Wood Based Produce’ is done
1d.7 Define ‘Management of Concessions’
1d.8 Define process of ‘Meeting Domestic Fodder and Firewood Requirements’
1d.9 Define ‘Non-Timber forest Produce’
1d.10 State meaning of ‘Wildlife Conservation’
1d.11 Define ‘Biodiversity Conservation’
1d.12 Explain relationship of ‘Forests and Climate Change’
1d.13 Tell about ‘Eco-Tourism and Nature Tourism’
1d.14 Define ‘Participatory Forest Management and Forestry Extension’
1d.15 How ‘Revenue Generation’ is done
1d.16 Explain importance of ‘Forestry Research’
1d.17 Show awareness of ‘Development of Infrastructure and Human Resources’
1d.18 Define ‘Legal and Institutional Framework’
1d.19 Tell about ‘Investment Needs’
1d.20 How ‘Resolution of Inter-Sectoral Conflicts’ takes place
1d.21 How ‘Implementation and Review’ of the Policy carried out
Time Required
Resources Required
MODULE 2
Objective
At the end of the session, participants will be able to explain the salient features of ‘The Jammu &
Kashmir Forest Act, 1987
2.1 Comprehend Chapter-I of the Act
2.2 Describe ‘Demarcated Forests’
254
2.3 Describe ‘Undemarcated Forests’
2.4 Tell about ‘Formation of Village Forests’
2.5 Tell as to how ‘Control of Timber and other Forest Produce in Transit’ is done
2.6 Define the process of ‘Collection of Drift and Stranded Timber’
Time Required
Resources Required
MODULE 3
Objective
Kashmir Forest (Conservation) Act, 1997
Time Required
Resources Required
MODULE 4
Objective
Kashmir Wildlife (Protection) Act, 1978
4.2 Describe provisions relating to ‘Hunting of Wild Animals’
Time Required
Resources Required
MODULE 5
Objective
At the end of the session, participants will be able to explain the salient features of ‘The Environment
(Protection) Act, 1986’
5.2 Describe provisions relating to ‘General Powers of the Central Government’
Time Required
Resources Required
255
MODULE 6
Objective
Kashmir Forest (Protection) Force Act, 2001’
Time Required
Resources Required
‘PERFORMANCE AIDS’ CAN BE DEVELOPED AS CHECKLISTS ON –

●● CONTROL OF TIMBER AND OTHER FOREST PRODUCE IN TRANSIT
●● COLLECTION OF DRIFT AND STRANDED TIMBER
●● HUNTING OF WILD ANIMALS
●● GENERAL POWERS OF THE CENTRAL GOVERNMENT
●● POWERS TO ARREST WITHOUT WARRANT AND PROCEDURE TO BE FOLLOWED
256
EXAMPLE 2 : OFFICE PROCEDURES (TAMIL NADU)
What is Office??
An office is a place where the office employees are engaged in a specific activity to implement the
government schemes. A mother in a house is also doing works, but nobody is giving her salary, so
it cannot be called an office. For an office, the persons working there should be paid salary by that
organization. To get financial benefit only employees work in office.
Generally there will be more of paper work in office. Office employees do preparatory works and submit
them to capable officers to take necessary decisions.
Briefly said, office is a place to deal and examine with matters with reference to law, rules and regulations
and sub rules. Information processing centre, gets details examines it, and takes appropriate decisions and
sends them out. It stores the records and information. We can call an office as a Control Tower.
Office Procedures / System:

What for office procedure required?
A short story:
In an office there were 4 persons as named EVERYBODY, SOMEBODY, ANYBOD and NOBODY.
An important work has to be done.
EVERYBODY thought SOMEBODY will do that work.
ANYBODY could have done that, but NOBODY did it.
SOMEBODY became angry at this, because it was a work of EVERYBODY.
What EVERYBODY thought was that it could have been done by ANYBODY.
But NOBODY could have done it.
In fact where NOBODY blamed ANYBODY, EVERYBODY shifted the blame on SOMEBODY.
What do you know from this story? It is known that no kind of procedures is followed in that office. Is
an office procedure is necessary for every office? Only on the basis of some well defined procedures and
considered absolutely necessary. If an office is to function well and efficiently, a procedure is a must there.
In office right from getting information, examine it, take appropriate action on it and pass appropriate
orders, procedure is necessary.
Functions of an office:
1. Collect information:
Information can be gathered in various ways.
Through telephone, email, fax, online, letters, periodicals and orally. Thus in many angles information
can be gathered. Gathered information should be preserved carefully.
257
2. Classification of information:
Information should be gathered in appropriate files so as to use them as and when required. For example,
Establishment Section papers, relating to selection of candidates for appointment should be kept in
one file and papers relating to one’s seniority should be kept in another file. Likewise papers relating to
sanction of advance payment of employees should be kept in another file.
3. Process of information:
The information should be processed on the basis of rules and guidelines and precedents and submitted
to the appropriate officer for talking a decision. For this in a file there will be two parts as 1. Current file
and 2. Note file.
In the current file, the office copy of the outgoing draft letters will be kept. In the note file, officer’s notes,
queries and orders will be kept.
4. Communication of decisions:
The decisions taken should be communicated to the concerned persons in the concerned outside offices.
Any decisions taken, orders passed should be sent to the concerned persons in writing or other wise there
will not be any use, of that decisions / orders. The means used to do this action is called as Draft.
5. Monitoring of progress:
This is given importance in government offices. Are the decision sent out and implemented properly? It is
very important to monitor this. For this purpose half yearly, quarterly, monthly, fortnightly, weekly and
daily periodicals are prescribed. Procedures of receiving them from the subordinate officers, compiling
them and sending them to the superior officers are being followed. At the same time, prescribing more
than the required number of periodicals and calling for reports will defeat its very purpose. It is therefore,
better to receive accurate reports and take action on them.
6. Storing of Information:
The files on which action has been completed should be properly disposed of. as L Dis (One year
disposal), K Dis (Three year disposal), D Dis (Ten year disposal) and R Dis (Permanent disposal). There
should be properly page numbered, bound and covered with docket sheets and sent to records room,
after obtaining the acknowledgement of the record people.
Sl. No Official Duties Means Required

1 Receive information either orally or in Incoming information
writing
2 Categories of information Maintenance of files
3 Processing of information Office note
4 Communicating the decision taken after Write draft letters, get approval of the
the process officers concerned and send out after fair
copying
5 To monitor whether the subordinate office Periodicals / reports
or the individual or the other office has
taken action on the decisions taken
6 Storing of information. Record management
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Office Procedure:
In all government offices in Tamil Nadu “Tottenham system” is being followed in a big way.
Who is Tottenham?
He is the man who introduced this office procedure. Sir Richard Tottenham belongs to the Indian Civil
Service of the then British government. He worked as District Collector in North Arcot District in the
pre independent India.
Before the Tottenham’s office procedures came in existence in government offices, “Maclean’s disposal
number system“ was in vogue. As per Tottenham office procedure, Secretariat office procedure manual,
Revenue Department Board office procedure manual, District Office manual have been introduced.
District Office is being used to a major extent in the District Collector’s offices and other government
offices. This procedure is based on the “bureaucracy principle”. According to this, the office is divided
into many sections and it will look like a pyramid. District Collector will be on top and the section heads
/ superintendents / clerks will be at the bottom.
The office is an organization having officers in many ranks from the bottom to the top. “Hierarchy”. For
administrative convenience, the office will be divided into many sections depending upon the nature of
the office.
●● Administrative Section
●● Accounts Section
●● Planning Section
●● Fair copy Section
●● Audit Section
In each section, there will be many clerks.
The head of the office will be having administrative power of the entire office. Likewise, section heads /
superintendents will be having employees working in that section and the sections under their control.
●● Distribute the tapals allotted as per the distribution register to the concerned clerk and advice to take
proper action on them.
●● Discussions of the files submitted by the clerk and send them to the superior officers for appropriate
decision.
●● To supervise whether the approved draft letters have been sent to the out side offices after fair copying.
●● To supervise whether the periodicals / reports are maintained properly.
●● To check the personal registers of the clerks at appropriate intervals, point out the delays and expedite
them.
●● Maintain discipline in the section.
●● Maintenance of attendance register / late attendance register
●● To be a role model to others.
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Now let us see what are the functions of the section clerk.
●● To obey and carry out the instructions of the section head.
●● Acknowledge tapals received.
●● Register the tapals in the personal register.
●● To take action on tapals within three days.
●● Take action on DO letters within 24 hours.
●● Write draft letters.
●● After fair copying, get the signature of the officers and send them out.
●● Maintain the reminder dairy and put up reminder letter on the due date.
●● Maintain periodical register and take action on the due date.
●● After obtaining the orders of the officer, dispose the files depending upon their nature. (L Dis, K Dis,
K Dis or R Dis).
●● Prepare index slips before sending the file to the records.
●● Maintain stock file.
●● To submit the personal registers, periodical registers, reminder dairy, stock files to the section head
and officer properly on the due date.
●● Protect official secrets.
1. Distribution Registers:
In big offices, consolidated distribution registers and section wise distribution registers should be
maintained in the prescribed form.
All tapals received in the office should be noted in the distributed register duly acknowledged.
Service registers, documents, confidential files, cheques / drafts should be handed over to the concerned
clerks. The clerks will acknowledge the receipt of tapals in the distribution register by affixing the
signatures. The clerk / section head should on 1 11 and 21st of each month compare the personal
registers and distribution registers and verify that all the tapals received have been registered in the
personal registers. The head of the office should check the registers at least twice in a month.
The section head should certify that the tapals received daily have been given distribution register number
and were given to the clerks concerned and their acknowledgement obtained.
Distribution Register Form:
Serial Number Enclosure if any Section of the Nature of disposal Initial of the record
Junior assistant and dates clerk
And assistant and
his initials

Numbers disposed of and sent to record room should be rounded in the distribution register in red ink.
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2. Personal Register:
Among all the registers to be maintained by the section clerks, personal register is the most important
one. Through this,
●● We can easily ascertain the stage at which a particular file is kept at a particular time.
●● There were 11 columns in the personal register that was in vogue since 1966. But on the basis of
administrative reforms, they have been simplified and there on at present seven columns only. They
are as follows:
Serial Current file Date of 1 Subject Date on Date of Nature of

Number number receipt 2From whom which next action disposal and
received action was date
3.Letter number taken
and date
●● As soon as the tapals are received, they should be sorted out into fresh and registered tapals. Fresh
tapals should be registered serial number wise.
●● Tapals relating to old file should be written number wise as per the distribution register and the old
file numbers should be noted against each.
●● If the files are pending for over 3 months, such file numbers should be registered in the brought
forward register, serial number wise.
●● The file numbers brought forward should be rounded of in the personal registers.
●● Brought forward register need not be written every year.
●● The personal registers make the clerks fully accountable.
Arrear List:
Every clerk should prepare an arrear list each month and business return over in 6 months and bring
down the number of files pending for over one year, only taking action on a war footing basis.
Number of files pending within 3 months Section / Junior assistant and assistant
Over 3 months Number of files pending ss
Over 6 months
Over 1 year
Total
Percentage of pendency
Remarks
Other registers to be maintained in the office.
1. Fair copy register.
2. Dispatch register.
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3. Local tapal delivery registers.
4. Stamp a/c register.
5. Pending register (Clerk wise).
6. Consolidated pending register.
7. Call book.
8. Security registers (Register of valuable articles).
9. Petition copy register.
10. Records issue register.
11. Suits register.
12. Register of important letters received from HOD.
13. Special register of tapals received by registered post.
Office Procedure:
1. Attendance time.
●● On working days, office working hours from 10.00 am to 5.45 pm.
●● Lunch hours between 1.00pm to 2.00 pm (30 minutes).
●● All the staff members should not go for lunch at a time.
●● Notified holidays as permitted by the government, leave may be taken (only 3 days in a year).
2. Attendance register.
●● Immediately after coming to office, should record their initials against their names in Tamil.
●● Attendance register should be closed after 10 minutes after the office hour.
●● Should sign in the special register for late attendance.
●● In a month, if with permission come to office late on 3 days, and if without permission come to office
late on 3 days, half a day and one day CL respectively will be forfeited.
●● Disciplinary action will be taken against those who come to office late continuously.
3. Availing of CL:
●● To proceed on CL only after giving applications and getting orders on them.
●● Before granting CL, the number of days of CL available at his credit in the CL leave register should
be verified.
●● Eligibility - 12 days in a year.
●● Not to avail CL continuously exceeding 10 days at a time.
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●● Temporary employees will be granted subject to their eligibility.
●● Leave applications should be filed in a consolidated current file and maintained.
●● For every officer a page should be allotted.
Official Discipline etc:
●● The employees should conduct themselves in a quiet and dignified manner, should be courteous with
other employees.
●● Speak in a low voice. Try to maintain complete silence in the office.
●● Should do not reveal any information which they come to know on official matters to outsiders / to
others working in office.
●● If any body approaches to get such information, he should be politely directed to get the same from
the section Head and other superior officers.
●● Should not accept any kind of gifts or remuneration from those who approach you for official purposes.
●● Should not write anonymous letters expressing your grievances.
●● Should express their grievances to the Head of the office in writing.
●● Instead of expressing lengthy grievances orally it is better to do it in writing.
Sorting out of Tapals and Registration:
●● All tapals received in office should be opened in the presence of the head of the office.
●● If he is on camp, this should be done in the presence of the office manager or the superintendent.
●● The tapals should be registered in the Personal Register’s by the office clerks on the date of receipt
itself.
●● They will be subject to severe disciplinary action for delay in this regard.
●● The clerks should arrange the tapals received by them, and file them in separate files for follow up
action.
Tapals and file management:
Parts of file:
1. Current file
2. Note file.
What is file??
File is nothing but a bunch of papers relating to a particular subject, which contains letters related to
office notes and matters.
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Current File:
Before opening a file, on receipt of tapal, the clerk will carefully examine whether there is previous
correspondence relating to that matter. In this connection, he will examine the record index and the PR’s.
Hence when a file is already current, it is wrong to open a new file.
In case a new file is to be opened, the tapal received should be tagged on with the other tapals relating to
the subject and a new file created. All tapals and office copies should be arranged in chronological order.
The current file should be numbered on the right side in red ink.
Time bound reports and cheques / drafts should not be added on with the current file.
Note File:
●● Today’s note file becomes tomorrow’s history.

●● The clerk should not write the matters contained in the current file, tapals verbatim.
●● He should write in the note file only matters on which decision has to be taken.
●● He should note the important old letters, government orders, and guidelines in the margin.
●● Under the RTI Act, the note file should also be sent to Right to Information commission. (previously
it was not so)
In a note file:
●● 1/3 margin to be left before writing on the paper.

●● All the pages should be numbered in the blue ink.
●● While writing do not leave any gap.
●● All the conclusions done in the note, the officer should affix his initials.
●● Same size of papers should be used in the note file.
●● Previous files and records should be put up with flagging’s.
●● While flagging different records, GO’s, books and maps etc, it should be done with separate flags like,
A. B, C and so on.
●● While putting up the previous file for reference, they should be put up as linked files.
Office Note:
Why should we write this??

In government offices action is continuous process. Employees may come and go, but office goes on and
on. That is why it is necessary to put everything in writing. In the note file, factual details, rules and
regulations act, procedures, precedence’s etc will ne noted down. Considering all these, will help to take
appropriate decisions.
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●● Except exempted items, note file should be written in Tamil. While writing in English, it should be
in simple language.
●● It should be written briefly.
●● Should be written in paragraphs.
●● While writing draft letters, the following should be borne in mind.
●● Government should be noted in plural and other departments should be noted in singular forms.
●● (Example: Government have ordered, Rural Development Department has issued orders)
●● Slang language should not be used.
●● You should not use the sentence “By the undersigned officer”.
Communication:
To understand one’s feelings and thoughts by others and to induce them to act according to that, is
communication.
As far as the government offices are concerned, the information is communicated to outside offices by
the following means.
1. Letters (including DO letters)

2. Memo to subordinate officers
3. Proceedings
4. U.O. note
5. Telegram
6. Circular
7. Endorsement
8. Telex message / fax
9. Press release
10. Notice
11. Office orders
12. Email
13. SMS
Fair copying and dispatch:
This is an important activity. All the draft letters approved by the officers will have to be sent to the
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appropriate officers by typing, through computer or by fair copying.
Kinds of delivery:
1. Local Delivery
2. By post by affixing postage stamps.
3. Latest method of dispatch
To send tapals by post, postage stamps should be affixed.
Details relating to office procedures have been given above, let us be benefitted by following them.
Duties and Responsibilities of Panchayat Assistants:
1. Preparation of tax demands and sending them.

2. Maintenance of revenue collection including Panchayat taxes receipt books and related other registers.
3. Collection of fees for unhygienic and hazardous professions.
4. Maintenance of 1 to 31 registers relating to expenses including cash book.
5. Maintenance of Panchayat property registers.
6. Arrangements for the monthly meeting of the Panchayat.
7. Arrangements for the grama sabha meetings.
8. Send the Panchayat resolutions to the BDO (Panchayat) and AD’s (Panchayat).
9. Numbering of chalans, entry in the cash books, and send reports to the EO (Panchayat), Deputy BDO and
the AD (Panchayats)
10. Assist the village Panchayat President in the supply of drinking water in the Panchayat, maintenance of
street lights, roads inclusive works. Implementation of schemes introduced by central / state governments.
11. Preparation of the budget of the Panchayat.
12. Maintenance of the registers relating to village Panchayat roads, Panchayat union roads and panchayat
poramboke lands.
13. Maintenance of pay disbursement registers for the Panchayat employees.
14. All clerical works relating to the village Panchayat.
15. Maintenance of the NMR daily attendance register of the workers under the Mahatma Gandhi National
Rural Employment Guarantee Scheme.
16. Other works that will be entrusted to him by the Director of Rural Development and Panchayats and the
District Collector.
Duties and responsibilities under the Mahatma Gandhi National Rural Employment Guarantee
Scheme:
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As per the letter No: 738 75/2009 dated 13.11.2009, of the government RD and Panchayat, the duties
are as follows:
1. Under National Rural Employment Scheme, at the Panchayat level maintenance of 1 to 5 registers.
2. To get the daily NMR attendance list maintained under the Mahatma Gandhi National Rural Employment
Guarantee Scheme, from the Makkal Nala Paniyalar and send it to the office.
3. To get the cheques memo to pay daily wages to the workers working under the Mahatma Gandhi National
Rural Employment Guarantee Scheme and get the it encashed at the bank after getting the signature of the
village Panchayat President and Vice President.
4. Disbursement of the weekly wages in the presence of the Payment Committee.
5. To remit the undisbursed wages of the workers in their respective bank accounts.
Registers to be maintained by the Panchayat Assistants:
Form Registers
Form 1 House tax demand notice: This has to be sent with the details i.e., Name of the house
owner, category of house, tax to be paid.
Form 2 House tax receipt: This has to be given to the person paying tax.
Form 3 House tax (Arrear and Current) demand register: This will be in force for 5 years. If tax
has to be paid for a new house, this can be included in this register. If deletion is to be
made, it can also be made in the first page of the register, rate of tax, the basis (cost of
investment, extent value, annual / rental value should be noted. The resolution to that
effect to be enclosed. Further, resolution fixing the tax rates should also be enclosed.
Form 4 Professional tax receipt: This has to be given to the person paying the professional tax.
Form 5 Professional tax (Arrears and Current) demand register: Names of the persons paying
professional tax details should be entered in this register.
Form 6 Miscellaneous receipt: This has to be given to persons who pay these taxes for having the
tax.
Form 7 Taxes and collection of miscellaneous items register: This is a register maintained for
collection of house tax, advertisement tax and other Panchayat taxes decided by the
Panchayat.
Form 8 Subsidies and allotted items collection register: This contains state financial subsidy and
allocated receipts.
Form 9 Village Panchayat fund chitta: In this register daily receipt items should be entered.
Form 10 Miscellaneous demand, collection and arrear register: All tax items and lease fees, other
fees, collection details, and arrears should be registered.
Form 11 Cash register (Village Panchayat fund account): For each fund account separate cash
book entries to be made. In this register daily receipts and expenditure items should be
entered.
Form 12 Recoverable advances register: If the village Panchayat gives advance for any expenditure,
that advance should be given only after entering in this register.
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Form Registers
Form 13 Categorized amount payment register or Panchayat sanctioned list register: All items
of payments by cash or cheque after the sanction of the list should be entered in this
register.
Form 14 Debt receipt register: This is a register in which acknowledgement is obtained for the
money given.
Form 15 Estimates and collection register: (Village Panchayat Fund account): Estimation for the
works taken up through the Panchayat funds, and allocated amount and expenditure
statement should be entered.
Form 16 Ledger of Village Panchayat’s properties: The details of all the assets created through the
Panchayat fund and Panchayat’s properties should be entered item wise.
Form 17 Maintenance register: Panchayat properties should be entered item wise.
Form 18 Street lights, accessories, spare parts of hand pumps, public health related things and
other utility articles and stock register: Stock details of all the articles purchased by the
Panchayat to be entered in this register.
Form 19 Voucher: Details of receipt books to be entered.
Form 20 Stock register of money value forms, measurement books and contract forms etc, stock
particulars of money value forms and other forms to be entered. Money value forms,
receipt books for professional tax and advertisement and miscellaneous taxes stationery
stock and security deposit.
Form 21 Unsold articles register: stock of goods that will fall into repair and useless things to be
entered.
Form 22 Register showing stocks of cement, steel, doors, doorway, windows and other
construction materials register: Stock of cement, steel doors, windows, tar and other
materials received through the Panchayat to be entered in this register.
Form 23 Cash book (Provided for subsidy account): All receipt items given for the state and
central government schemes to be entered.
Form 24 Register of categorized amount of receipts and payments (Subsidy granted account):
Receipts of 12th Finance Commission subsidy amount and last rites amount and
expenditure items to be entered.
Form 25 Estimates and collection register (Sanctioned subsidy account): In this account,
particulars related to estimates and fund allocations for the capital and maintenance
works undertaken to be noted.
Form 26 Village Panchayat Plan Fund account: In this account, receipts and details of the works
done should be entered.
Form 27 Categorized receipts and expenditure register (Plan fund account): Details of amount
received and disbursed under Jawahar Employment Scheme, Indira Housing Scheme,
and Central Rural Conservancy Scheme should be entered in this register.
Form 28 Plan works register: All the plan works taken up for the benefit of village Panchayat to be
entered in this register. Entries about estimates and allocations.
Form 29 Details of beneficiaries through the plan are contained in this register.
29 (a) Integrated Rural Development Plan: Details of beneficiaries, subsidy etc, under this plan
are entered in this register.
29 (b) Indira Housing Scheme (Group Houses): Details of beneficiaries, subsidy etc, under this
scheme are entered in this register.
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Form Registers
29 (c) . Central Rural Health Scheme register (for each house lavatories): Details of individual
lavatories, persons who built them and subsidy granted etc are entered in this register
29 (d) . Others: In addition to the above schemes, details of beneficiaries, subsidy received under
the schemes announced by the central government from time to time are entered in this
register
Form 30 Monthly details of the categorized receipts and expenditure under 3 categorized accounts
which have to be sent to the Inspector after getting the approval of the Village Panchayat.
Form 31 This is a sample form for preparation of budget for the Village Panchayat. In this,
previous year’s income and expenditure and the anticipated income and expenditure for
the coming year will be noted.
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EXAMPLE 3: JOB CHARTS (MAHARASHTRA)
COURSE DIRECTOR
Training Management Related Functions :
1. To remain in close contact with relevant executives (particularly Training Coordinators) of Government,
Semi-Government and Non-Government organizations and identify the training needs of prospective
trainees of the Academy.
2. To draft Training Course Profiles (TCPs) of assigned course.
3. To function as a Course Director for the training courses. This involves performing the various activities
related to training within prescribed time limits with the help of Associate Course Director as briefly
described below :
4. To correspond with nominating authorities and obtaining nominations,
5. To correspond with nominees and ensure participation,
6. To prepare course schedule and ensure resource person’s contribution
7. To conduct the training programmes with the help of Associate Course Director and Course Assistant
8. To settle administrative matter
9. To exercise supervisory control over Associate Course Director, Course Assistant and Resource Persons.
10. To prepare reading material course
Assistant Course Director

Training Management Related Function:
Assist in effective organizing and conduct of assigned training courses (This involves performance of
under mentioned activities)
Obtaining Nominations :
1. To draft, type and mark copies of the letters to be sent to nominating authorities; and
2. To dispatch the letters
Corresponding with Nominees :
1. To draft, type and make copies of the letters to be sent to nominating authorities ; and
Preparing Course Schedule :
1. To type the course schedule drafts;

2. To make and distribute the copies
Corresponding with Resource Persons :
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1. To draft, type and make copies of the letters to be sent to resource persons ; and
Corresponding for Administrative Services :
1. To draft CD’s Circular and notes and fill various formats to be sent to various service provider sections of
the Academy
2. To make arrangement for the dispatch of these to various sections
Conducting Course :
1. To register participants and distribute the stationery items and reading materials
2. To receive and attend Resource Persons and provide them course related material and information
3. To facilitate Resource Persons for conduct of their sessions
4. To make payments to Resource Persons
5. To attend participants legitimate needs
6. To prepare course completion certificates and relieving reports for the participants
7. To attend the field visit / village visit
Settling Administrative Matters :
1. To dispatch participant’s relieving reports

2. To dispatch mess service utilization slips
3. To return balance stock of stationery items
4. To return books and video cassettes
5. To deposit with the library the reading material
6. To send information to course cell (Training Manager)
7. To settle course advance account
8. To maintain course file
Administration Related Functions :
1. To maintain course files, resource persons directory and various records related to training courses
2. To submit to the superiors the records and registers for scrutiny
3. To register and deposit the records with the record room
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APPENDIX
Course Coordination
COURSE DIRECTORS
The course coordination includes organizing and managing all the related activities that a trainer has to
perform as distinct from the efforts and activities required for designing and delivering a training. These
activities provide a conducive atmosphere for the training activity to be performed and ensure effective
training is imparted.
All the course coordination activities can be divided in three stages.
The first stage: Pre Training Activities
1. Obtaining Nominations :
●● To draft, type and mark copies of the letters to be sent to nominating authorities; and
●● To dispatch the letters
2. Corresponding with Nominees :
●● To draft, type and make copies of the letters to be sent to nominating authorities ; and
●● Send participants relevant information about the travel arrangements
3. Preparing Course Schedule :
●● To type the course schedule drafts;

●● To make and distribute the copies
●● Finalise schedule with the concerned organizations for local/outdoor visits
4.. Corresponding with Resource Persons :
●● To draft, type and make copies of the letters to be sent to resource persons ; and
5. Corresponding for Administrative Services :
●● To draft CD’s Circular and notes and fill various formats to be sent to various service provider sections
of the Academy for hostel, classrooms, visual and training aids, Out-Door Management
●● To make arrangement for the dispatch of these to various sections
●● Finalise appointments awith the concerned organizations for local/outdoor visits. Collect relevant
information about the travel arrangements
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Second Stage: Training Event Management
6. Conducting Course :
●● Preparation for reception of particpants

●● To register participants and distribute the stationery items and reading materials
●● To receive and attend Resource Persons and provide them course related material and information
●● To facilitate Resource Persons for conduct of their sessions
●● To make payments to Resource Persons
●● To attend participants legitimate needs
●● To prepare course completion certificates and relieving reports for the participants
●● To attend the field visit / village visit
Stage 3: Conclusion and Post training Event

7. Settling Administrative Matters :
●● To dispatch participant’s relieving reports

●● To dispatch mess service utilization slips
●● To return balance stock of stationery items
●● To return books and video cassettes
●● To deposit with the library the reading material
●● To send information to course cell (Training Manager)
●● To settle course advance account
●● To maintain course file
8. Administration Related Functions :
●● To maintain course files, resource persons directory and various records related to training courses
●● To submit to the superiors the records and registers for scrutiny
●● To register and deposit the records with the record room
●● Preparation of list of the participants giving their official and residential addresses is prepared.
●● Preparation of the certificates of participation
●● Arrangements for group-photograph
●● The feed back of the participants is obtained and compiled generally in the prescribed evaluation
formats.
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RESOURCE BANK
ICE BREAKERS
Ice breaker 1– Human Knots
An ideal game for when you want a quick energy boost.
Get your group to make a circle, and face center. Have group shuffle up close, shoulder to shoulder and
close their eyes. When all ready, ask them to carefully reach out and clasp hands, any hands, with people
in the circle.
As facilitator, open your eyes and check that each hand is joined to only one other hand, and that there
is a healthy amount of intermingling.
When you’re satisfied they’re ready, ask the group to open their eyes and start un-tangling the knot
without letting go hands.
Eventually the group will untangle into a perfect circle, maybe with a breakaway smaller circle. Get
everyone to clap and congratulate themselves for a job well done.
Caution – this is a physical activity so ensure that people are suitably dressed, physically able and willing
to take part.
Ice breaker 2 – Catch!

Ideal for groups who need to learn names quickly. Not ideal for groups of complete strangers as it relies
on knowing at least one or two of the group’s names!
Get your group to form a circle. The purpose of the game is to learn names by throwing the ball. Each
person must throw the ball 3 times.
Start the game by throwing the ball to someone you know – say their name as you throw the ball. This
person throws the ball to someone else and says their name. And so on, until each person has thrown the
ball 3 times.
If some poor soul is left out, take the lead and throw the ball to them asking their name.
Ice breaker Game 3 - Ha ha ha!

An informal ice breaker for groups of 7 or so. Do not play with people with sense of humour by-passes.
Have each person lay in a line on the floor side by side, like sardines in a tin. Each person must lay their
left hand lightly on the stomach of the person on their left. (Assuming all their heads are on the same
side!)
Person 1 says “HA”. Person 2 says “HA HA”. Person 3 says “HA HA HA” and so on up the line. Any
gigglers must be taken out the line and people left shuffle along to fill the whole. Start the game again
with Person 1 and keep going until everyone has laughed and no-one is left.
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Ice breaker Game 4 - Circles
Duration: 5 - 10 minutes
Objective: This energiser provides a little head-scratcher for participants and can be used as a pick me up
after a break or to inject a bit of interest at any point.
Instructions:Provide participants with the ‘Circle’ sheet provided (next page) as a handout and ask them
to solve the puzzle. The first one to achieve the task wins.
The task is relatively simple, but it does break up a training course and will test brain power. It’s useful
to use during a training course on problem solving or you can use it as part of a communication session
where you ask one participant to describe the solution to the other.
The solution is also provided at the end.
Circles
Can you turn the rows of ‘O’s below into a circle by moving just two of the ‘O’s?
In other words turn this…
***
Into this…
****
Solution… Move the O at the top right of the first row and the O in the middle of the bottom row
picture one to the position of the bottom two O’s in picture two
Ice breaker Game 5 - Dirty 33

Duration: 10-15 minutes
Objective To help participants to re-focus their minds during a lull in a training programme
Resources Needed
Flip chart and marker pen
Dirty Thirty Grid – enough for each participant to have a copy
*****
Instructions
Draw the following table on the flip chart, with the list of numbers underneath it before starting this
activity
*****
1, 2, 3, 4, 5, 6, 10, 11, 12, 12, 13, 14, 14
Distribute the Dirty Thirty grid so that each participant has a copy.
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Ask the group complete the square, so that all columns and rows add up to 30. Make it clear that they
must only use the numbers listed in the handout.
After a few minutes, complete the grid on the flip chart by showing the correct answer below:
*****
Dirty Thirty Grid
Complete the grid, so that all columns and rows add up to 30. You must use only the numbers listed
under the grid.
*****
Ice breaker Game 6 - Blind Polygon

What: A challenging problem-solving initiative that casts light on the team’s listening skills, roles, meeting
dynamics and problem-solving processes.
Group Size: 10-30
Time: 15 mins
Props: One blindfold per participant; one 50 - 100 foot length of rope; video camera (optional)
Objective: For the blindfolded group to form a perfect square (or triangle, or hexagon if you’re somewhat
sadistic ...) with the rope.
Instructions:Blindfold the group, lay a rope on the ground somewhere in their midst, then cryptically
tell them that there is something in their midst that they will need to find, that they will know it when
they find it, and that you will give the group further instructions when each person is holding the prop.
Instruct them to move slowly and with their hands out in front of them to prevent bumps. After the
group finds the rope, tell them to make it into as perfect a square as they can, and that they will have
up to twenty minutes to do so. Videotape the whole affair. When the group decides that it has made a
square, they can remove their blindfolds and check their work. Total time to this point is 30 minutes.
Pop the tape into a VCR and play it back for the group, pausing it at points and inviting participants to
observe and point out significant aspects of their group process. Debrief time is 30 minutes for a total of
one hour.
Facilitator Notes:
●● This activity is challenging - expect some resistance or “checking-out.”
●● POSSIBLE USES:
►► ASSESSMENT / OWNERSHIP OF ISSUES: When used at the beginning of a training
day, have the group identify the strengths that they observe and the opportunities for growth.
Depending upon the group’s performance, can also be used at the conclusion of training to note
improvement.
►► SKILLS PRACTICE: Can also be used following classroom training as skills practice on identified
areas for improvement. In this activity, the group must 1) hold a meeting, 2) problem-solve, and
3) make a decision, so it is most appropriate as part of any of these trainings.
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Ice breaker Game 7: Mirror Image
●● This activity involves people in pairs, with one person mirroring the actions and movements of the
other person.
●● Body movement exercises can be most revealing, confronting and rewarding. “Human sculpting
via mirroring” brings body movement exploration into the dyad. By reflecting body movements of
another, several subtle but complex processes are activated, heightening self- and other-awareness.
Immediate non-verbal feedback exercises in the right time and place have the potential to be
transformational. Other times this can simply be a fun loosen-upperer.
●● Works with any size group; split into pairs/couples.
●● Although it is simple, the activity can be confronting, and requires mature leadership and a well
chosen moment/sequence/program.
●● Usually make sure the social ice is well and truly broken, and that there have been other body
movement and physical warmup/stretching exercises, with some laughter and some seriousness.
●● Offer a demonstration. Invite a volunteer to stand facing you about half a metre apart. The instructor
initiates action, with the other person following in “mirror image”.
●● Make your movements interesting and slow enough for the other person to mime as if they were a
full length mirror.
●● Also include zany stretches/contortions to get a few laughs, especially facial gymnastics. Include action
sequences for tasks like brushing your teeth. The demonstration helps to loosen up conceptions and
inhibitions.
●● In pairs, one person stretches, the other follows. Then swap after some time.
●● Debrief
►► Was it difficult to be the mirror image?
►► Was it a little irritating to see the person behave not exactly the same way as you?
►► Does the same apply to the people we meet?
►► Are people are mirror images?
►► Can we accept them as they are?
Notes
●● Variation: Reverse-mirror image. Try following partner’s movements in reverse-mirror image (i.e.,
swap left <-> right)
The exercise can be done in different ways to emphasize difference aspects, e.g., for trust-building, drama
warmup, ice breaker, etc
Ice breaker Game 8: Seven- Up

1. Ask Participants to form a Circle.
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2. Describe the procedures of the game.
3. The person starting the game will say one indicating either his/her right or left side by putting the
palm of the hand on the chest.
4. The person on the right or left so indicated by the first person will Say two.”
5. This second person then indicates another person either on his/her right or left side in the same
say as the first person did. In this way the game will continue until it reaches the sixth person.
6. The seventh person should say “seven up,’’ putting his/her palm on the head pointing either right
or left.
7. The game starts again with the eighth person.
8. Participants will play the game quickly and who make mistake or cannot follow the rules are
disqualified and will be out of the game.
9. Select one person to start the game.
10. Supervise the game, select the first, second and third remaining players and give them rewards.
Appropriate number of participants: 10-15 persons
Time required: 10-15 minutes
Note: If the number of participants is large, then divide them two groups.
Ice breaker Game 9: Multiple use of marker pen

1. Ask participants to form a circle in the middle of the training room. Tell them that they will now
play a game that requires innovative thinking and performance skills.
2. Take a comb and demonstrate how it can be used to write and as a knife to cut something.
3. Hand over the comb to a participant and ask his/ her to demonstrate something new. After his/
her performance, the participant hands over this comb to another participant
To show something new using the same com.
4. Ask other participants to guess what the demonstration is about.
5. Continue this exercise until everyone finishes his or her performance.
Time required: 10 minutes
Note: Trainers can use any object –comb, scale, paper, handkerchief, string, etc.
Ice breaker Game 10:Nine dot

1. Distribute to each participant a piece of paper and a pen.
2. Draw nine dots on the chalkboard or whiteboard.
3. Ask participants to draw nine dots on their paper and join them as follows.
• Dots must be joined by four straight lines
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• Pen should not be pulled off the paper
4. Participants who can join nine dots before anyone else will be announced the winners.
5. Let the others try until most of them are successful.
6. Finally ask any of the participants to show how s/he joined the nine dots.
Ice breaker Game 11: Square game

1. Distribute to each participant a piece of paper and a pen.
2. Draw the 4 x 4 square shown below on the board.
3. Ask participant to draw a similar square on their paper.
4. Ask them to count as many squares as they can find in the big square.
(Tell participants not to count the rectangles but only the squares.)
5. Let the participants call out the number of squares they could count.
6. There are 30 squares in the big square.
7. Participants who can call out the correct number first will be announced the champions.
8. Let the other try and count the number.
Time required: 5 -10 minutes
Ice breaker Game 12: Team –building

1. Ask participants to form groups (6-8 person in each group).
2. Tell the participants that they will now play a game that requires cooperation and support form
group members.
3. Take several newspapers or big sheets of paper (one for each group) and put them on the floor in
different corners of the room.
4. Assign each group to a sheet of paper in one of the corners.
5. Ask each group to stand inside the boundary then fold the paper into half ask them to stand
inside the boundary of the paper thus reduced in size.
6. Reduce the size of the paper 3-4 more times.
7. Continue the exercise until no group can fit all of its members on the paper.
Ice breaker Game 13: Introducing yourself

Fold sheets of full –size white paper into four sections. Give a folder sheet and a pen to each participant.
Ask them to do the following.
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1. In the upper left section of the sheet resulting from the fold, write down name, job title and
organization.
2. In the upper right section of the sheet, indicate two expected results from the training.
3. In the lower left section of the sheet, write down your favourite foods and hobbies.
4. In the lower right section, draw any symbol or picture that you feel describes your life-style. (
Example: open sky, symbol of openness, being open- minded)
5. On completion of the exercise, ash participants to present. Each person will be allowed 2-3
minutes for his or her presentation.
Note: The amount and types of information to write in each section can be changed.
Ice breaker Game 14: Machine game

1. Select picture according to the number of participants. One picture is necessary for every two
participants. (If the total number of participants is 20, then select 10 pictures.
2. Cut each picture into two pieces.
3. Distribute the pieces of picture randomly to each participant.
4. Ask each participant to find the other part of the picture to make it complete.
5. When participants find the matching halves of their picture, ask each pair to sit together for five
minutes and get to know each other.
6. During the plenary ask each member of the pair to introduce the other
Ice breaker Game 15: Paper ball

1. Ask Participants to form a circle in the middle of the training room.
2. Make a ball by rolling up newspaper or used paper.
3. Throw the ball to any participant for them to catch, and ask the participant to introduce him/
herself and to state what they expect from the training.
4. After the introduction, ask him/her to throw the ball to someone else.
5. Continue this exercise until everyone finishes introducing him or herself.
Ice breaker Game 16: Bingo

1. Distribute bingo sheets (as Prepared below) to all the participants.
2. Ask each participant to go to another participant to see if they both can respond with a “yes’’ to
the items in the boxes on the sheet.
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3. If there is agreement on any item, the other participant must sign hid/her name in the
appropriate box.
4. Have each participant do the same with all the others. The participant who gets signatures in all
the boxes has to announce the names of the people from whom s/ he obtained signatures and will
be declared the winner.
Example of a Bingo Sheet
●● Have to children or more
●● Enjoy spicy food
●● Check e- mail at least once a day
●● Like romantic movies
●● Like Ice-Cream
●● Had hair cut within two weeks
●● Enjoy travelling
●● Like Swimming
●● Like to Sing
●● Believe in horoscopes
●● Like yellow rather than red
Time required 10 -15 minutes
Ice breaker Game 17: The Betting Ring

Betting ring is an opportunity to ask a question which is answered by everyone in the group. A question
is asked. A response is recorded from each participant. A prize or motivation aid is awarded to the person
with the most correct answer.
How to use a batting ring
●● Select a question on a subject that is familiar to the participants but to which they are unlikely to
know the correct answer
●● Choose a question for which there is a measurable answer, weight, volume, area, number etc.
●● Don “t guess the answer – if you can’t work out the correct answer, don’t ask that question
●● Make sure everyone understands the question and give them time to do a rule of thumb calculation
●● Ask each participant in turn to give his answer and record it where everyone can see. If possible, make
a rule that no two people can give the same answer
●● Reveal the correct answer
●● Award a prize for nearest correct answer – something small and consumable, for example sweets, that
anybody would be pleased to receive
●● Explain the reason for the answer
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When to use a betting ring
●● At a time in the day when teaching is difficult, for example after lunch or when people are hot and
tired
●● As a finale to a topic
●● To illustrate the importance of a subject
●● When the level of participants are varied
Why use a betting ring
●● To introduce excitement and competition
●● To encourage the audience to think /plan
●● To gat individual participation
●● To brainstorm
Ice breaker Game 17: Buzz groups

This is a question or statement that is displayed on a flipchart and participants generate their responses
in small groups. Responses are listed and the participants select common responses for discussion as a
whole.
How to use buzz groups-DISCUSSION
●● Tell the participants to scan the lists
●● Ask what items are common to all lists. After one has been suggested, underline it on each list
●● Invite nominated participants to explain the item.
What do you mean by..............?
Can you give me an example from your own experience?
●● Repeat the process for the next item
●● When the discussion is well established, you can pick on particular items on any list and request
explanation
●● At the end of the discussion, summarize briefly and make a positive link with what happens next
When to use buzz groups
●● At the start of a presentation
●● After a break
●● To change the subject
Why use buzz groups
●● To establish current levels of knowledge and understanding within the group
●● To establish previous experience
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QUICK GAMES/ENERGISERS
A Case of Doubles
Objective
●● To have fun
Number of participants: Unlimited
Material Required: None
Steps
1. The Facilitator writes on the board ‘?TTFFSS?’
2. The Facilitator asks the participants to guess the two missing alphabets.
Variation: The activity can be done in groups to demonstrate the benefit of synergy, if used as a
small group exercise.
Solution
The 2 missing letters are ‘O’ and ‘E’. Why? The sequence of letters is composed of the first letter of each
number between 1 and 8 – One Two Three Four Five Six Seven Eight
Source: Adapted and modified from 103 Additional Training Games by Gary Kroehnert
The Pencils
Objective
●● To have fun
●● Build synergy and energy in classroom space
Number of participants: 35-40
Material Required: An object like a pen/pencil/duster, etc.
Steps
1. The Facilitator asks for 3 volunteers who will be called as ‘Finders’ to leave the room. Before they
do so, the facilitator shows them the chosen object and tells them that this will be hidden and
they will need to find it without talking to anyone.
2. Once the finders go out, the facilitator along with the participants hides the object.
3. The Facilitator instructs that the participants in the room will need to clap as the finders try to
find the object. The closer any of the finders gets to the object, the louder the clapping.
4. Finders enter the room. Participants in the room keep clapping softly or loudly till the time the
object is found.
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Source: Adapted and modified from Conflict And Communication – A Guide through the labyrinth of
conflict Management by Daniel Shapiro
That’s Impossible
Objective
●● To have fun
●● To make everyone laugh
Steps
1. The Facilitator tells the participants that they are going to undergo a test (And, if they pass the
test, their class will be cut short).
2. The Facilitator asks the participants to place one of their hands on the desk in front of them with
all of their fingers spread out. Now, he/she asks them to tilt their hand up slightly at the back
(near the wrist) and tuck their middle finger underneath as far as they can. Now, they are to place
their hand down as flat as they can on the table, keeping the middle finger tucked under.
3. The Facilitator asks the participants to raise their thumb off the table. Once everyone has done
so, the thumbs are put down.
4. The Facilitator asks them to raise their pinkie/little finger. Once done, all keep it back down.
5. The Facilitator asks them to raise their index finger. Once done, all keep it back down.
6. The Facilitator says, “If you can raise your ring finger, I will give you free time” (or any other
reward)
Note to Facilitator: If everyone has their hand in the correct position, it is almost impossible to lift the
appointed finger off the table. If anyone does, just tell them it was not lifted high enough.
Source: Adapted and modified from 103 Additional Training Games by Gary Kroehnert
Add ‘em Up
Objective
●● To have fun
●● To develop a sense of competition
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Steps
1. The Facilitator puts the below mentioned table on the board
8 1 ?
3 5 ?
4 9 ?
2. The Facilitator asks the participants to guess the missing numbers. The answers will make all of
the rows, columns and diagonals add to the same number.
Variation: This can be done in small groups to promote teamwork and synergy
Solution
8 1 6
3 5 7
4 9 2
Source: Adapted and Modified from 103 Additional Training Games by Gary Kroehnert
Team Up
Objective
●● To have fun
●● To develop a sense of competition
●● To develop group synergy
Number of participants: Unlimited, divided into smaller groups of 6-8
Steps
1. The Facilitator puts the below mentioned table on the board
3 2 1 1
3 1 4 3
4 3 2 4
2 2 1 4
2. The Facilitator informs the groups that their task is to divide the number square put on the board
into four equal parts, each part containing one of each number.
Variation: This can be done as an individual task in case of lack of time or a time limit can be set while
the task is being done in teams
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Solution
3 2 1 1
3 1 4 3
4 3 2 4
2 2 1 4
Source: Adapted and modified from 100 Training Games by Gary Kroehnert
Co-Operation
Objective
●● To allow participants to see how they can achieve more goals, if they work together rather than
compete with each other
Number of participants: Unlimited; Even numbers
Steps
1. The Facilitator asks participants to form pairs and each pair stands facing each other.
2. The Facilitator instructs partners to hold their partner’s right hand with their own right hand
(similar to a handshake).
3. Now, the Facilitator tells the participants that this is a ‘wish-making’ exercise and each participant
can make as many wishes as he/she wants in 60 seconds.
4. After 60 seconds, the Facilitator tells the participants that good luck will strike them and they
will be granted one of their wishes each time they can touch their right hip with their right hand
while still holding onto their partner. The Facilitator gives 60 seconds to the participants to have
as many wishes granted as they can.
5. The Facilitator can ask a few pairs with very high or very low wish score to demonstrate.
Possible Debrief Questions
●● Why was it that some pairs had almost all their wishes granted?
●● Why was it that some pairs had none or very few wishes granted?
●● Are we all naturally competitive? Why?
Note to the Facilitator: Some participants may be uncomfortable pairing with people of opposite sex for this
activity.
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Approach & Avoid
Objective
●● To energise a group
●● To provide a mental break
●● To have fun
Material Required: None. A large open space indoors or outdoors is necessary to conduct this activity.
Steps:
1. The Facilitator asks each participant to silently select one person they want to approach and one
person they want to avoid. This has to be though eye contact only. No actions or gestures are
allowed.
2. The Facilitator tells the participants that once the activity starts, at no point of time they can
be stationery and they are to get as close as possible to the person they want to approach; and
simultaneously, get as far away as possible from the person they want to avoid.
Source: Modified and adapted from How To Motivate Audiences by R. Bruce Baum
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GAMES
What did you see?
Objective
●● To enhance observation skills
Number of participants: Unlimited; paired for the activity
Material Required: Copy of what did you see handout for each participant or questions from the
handout written on a chart/board. Paper and pen for participants in case the questions are written on
the board/chart
Steps
1. The Facilitator prepares for the activity by pairing the participants and keeping the ‘What Do you
see?’ handouts ready. In case of no handouts, the questions are to be written on the board/chart,
but kept hidden for the first part of the activity.
2. The Facilitator tells the participants that each member of a pair will introduce himself/herself by
saying his/her full name, hobbies and favourite food.
3. When the introductions have finished, the facilitator asks each pair to turn their back on each
other so that they are completely out of sight of each other.
4. The Facilitator, now hands over a copy of the handout ‘What Do You See?’ or unveils the
questions and hands out paper pen for each person to write the answers.
5. The Facilitator gives 1 minute to complete the questions and then asks the pairs to turn around
and check how many answers have they got right.
●● Who had the highest score?
●● Why is it that some people seem to be more observant than others?
●● How can we improve our observation powers?
Note to Facilitator: The questions in the handout can be modified depending on the audience. Just ensure that
the questions can be answered by sharp observation.
What Did You See?

(Handout)
You have just spent some time talking to your partner and introducing yourselves to each other, so you
should know the other person reasonably well. Let’s test this assumption.
1. What is your partner’s first name?
__________________________________________
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2. What is his/her surname?
__________________________________________
3. What is the colour of his/her eyes?
__________________________________________
4. Is he/she wearing spectacles? If yes, describe them.
__________________________________________
5. What is the colour of his/her hair?
__________________________________________
6. Is the top collar button of their shirt closed?
__________________________________________
7. Is he/she wearing any jewelry? If yes, describe.
_________________________________________
2. Who am I?
Objective
●● Encourage self-reflection
Number of participants: Unlimited; paired for the activity
Material Required: Pen/Pencil and paper for each participant
Steps
1. The Facilitator instructs the participants that they would be responding in writing to 10
questions, so they should keep their paper and pencils ready
2. The Facilitator then asks the participants ‘Who am I?’ 10 consecutive times.
3. In the end, the facilitator asks participants to cross off 3 responses, then 3 more and encourages
them to share the last 2-3.
Possible Debrief Questions:
●● What types of responses did you write?
●● How did it feel to cross items off?
●● What types of responses were crossed off first/last (e.g. most negative, less important, etc.)?
●● What did you learn about how you see yourself?
Source: Wilmes, Scott & Rice, created by Juan Moreno
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3. The Ball Game
Objective
●● To promote teamwork and problem solving and memory building
Number of participants: 30-35; standing in a circle
Material Required: A table-tennis ball, a stopwatch
Steps
1. The Facilitator explains the rules of the game
a. The game begins and ends with the facilitator
b. Each person must touch the ball only once
c. The ball can not be passed by a participant to anyone standing on either side of him/her
d. Each participant must also remember the order of who has the ball before his/her and who
he/she gives the ball to; these are the only rules of the game
2. The facilitator throws the ball to someone in the group, who then throws it to someone else, etc.,
until the last person throws it back to the facilitator.
3. The facilitator or timer tells the group how long the process took. (Participants were not
previously informed, it would be timed).
4. The Facilitator instructs the group to cut their time in half and repeat the process until the group
cuts their time down to 3-5 seconds for a group of 25 participants.
●● How the group could complete the task in 3 seconds when it took ____ minutes, the first time?
●● What helped you reach the goal?
●● What hindered you? How did you look at the problem in new ways?
●● What does this tell us about human nature?
●● Did anyone else suggest that you do it in less time other than the facilitator? Who or why not?
Note to Facilitator: This activity takes approximately 20 minutes for group of about 25 people. It will take
the group several tries to refine their strategies (e.g., standing next to people who pass them the ball, asking the
facilitator to play an active role in moving the ball). The facilitator should not answer questions except to repeat
the rules mentioned in the beginning of the game.
Source: Wilmes, Scott & Rice, created by Juan Moreno
4. Reincarnation
Objective
●● To get the participants to know each other better
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Number of participants: 30-35; Larger groups can be grouped into smaller groups
Steps
1. In small groups or individually, the Facilitator asks everyone to answer the question, “If it
were possible for you to be anyone else, living or dead, who would you be and why?
●● Did that give a better insight into other people?
●● Did that give you a better insight into yourself?
Note to Facilitator: This game is also ideal for a session requiring introductions. In case a participant does
not want to be anyone else, encourage him to think of someone who he looks upto and admires. If still, he/she
does not want to share, let him/her be.
Source: Unknown
5. Post Me a Note
Objective
●● To get the participants to thinking positively about others
●● To get the participants give positive messages to others
●● To make participants feel good about themselves
Number of participants: 25-30 (The more the number of participants, the longer it will take); preferable
seated in a circle
Material Required: An envelope and pen/pencil for each participant; number of strips of paper; pen/
pencil for each
Steps
1. The Facilitator tells the participants that they will be involved in a positive reflection exercise
and distributes to each participant a pen, an envelope and enough strips of paper to write one
comment per person in the group.
2. The Facilitator asks each participant to write their name on the front of 1 envelope and then pass
it on to the person sitting on his/her right who thinks of a nice or positive point about the person
whose name appears on the envelope, writes it on a strip of paper and puts it into the envelope.
The envelope is then further passed on to the person on their right and so on.
3. When all envelopes have completed full circle, tell participants that they may go through their
own envelope and read the comments.
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1. How does everyone feel?
2. Does anyone have any comments in their envelope that they would like to talk about?
Note to the Facilitator: Ideally, you should also participate in the task. In case of large group sizes, as a
variation, the participants can be broken down into smaller groups for the activity. Also, this is an ideal end of
the session/year activity.
6. Alphabetter
Objective
●● To promote team building
●● To encourage fast thinking and problem solving
●● To promote the ability to spell
Number of participants: 13 to 26 per group
Duration: 15 minutes
Material Required: A space where participants can stand next to each other to spell words; cards with
each alphabet
Steps
1. The Facilitator tells the participants that they are going to participate in a spelling exercise as a
team.
Variation: Select a theme of the words, put forth to spell.
2. If there are thirteen people in a group, the Facilitator assigns each person two letters. If there are
twenty-six people, each is assigned one letter. This can be done randomly by having all letters of
the alphabet on separate cards. The cards are fanned face down and each person takes one or two.
The Facilitator instructs the participants that no words will be allowed after this.
3. The Facilitator (or a volunteer in case of extra participants) calls out various words and the
individual who possess those letters run up and spell out the word(s) standing in a sequence so
the word is spelled correctly.
4. Suggested words for this activity are: mustard, zebra, oxen, washing, very, jump, quiet, drive,
cloak, flying.
●● Was it easy making words without talking? Why?
●● Did it get better as more and more words were made? Why?
●● How did you communicate in absence of words?
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Note to Facilitator: Do not use words which have the two alphabets repeated in case there is only one
person representing the alphabet.
Source: Modified and adapted from How To Motivate Audiences by R. Bruce Baum
7. Hog Call
Objective
●● To promote trust, communication and listening skills
Material Required: None. However, this works best with a large clear area or space indoors or out.
Steps
1. The Facilitator arranges participants in pairs. In case of odd number, there is one group of 3.
2. The Facilitator instructs each pair that together, they need to come up with a compound word or
two words that go together in some logical way. Examples can be from the group or given to all
(e.g. hotdog, sunshine, light bulb, salt and pepper, etc.). In case of the group of 3, they should
come up with 3 words that go together in some logical way (Example – Red, Yellow and Blue).
3. The Facilitator tells the participants that they should do so huddled together so that others can’t
hear them.
4. After 2 minutes, the Facilitator tells each pair to assign one part of the word or words to one
person and the other part(s) to the other person(s) (e.g. one person is “hot” and the other is
“dog”). The same process repeats in case of a trio as well.
5. The Facilitator now directs each pair to separate and go towards opposite sides of the room. Once
they have reached the farthest possible point, both groups should then be facing each other, but
they should not be standing directly across from their partner.
6. The Facilitator now tells the participants that in a minute everyone will close his or her eyes and
try to find their partner by moving slowly forward calling out their own part of the word or
words. At the same time, their partner is moving forward calling out his/her term. Thus, everyone
will be moving forward with their eyes closed calling out their term simultaneously. When they
find their partner, they can open their eyes and should move to the side so others who are still
looking can find their partner.
●● How do you feel after this activity?
●● Did you feel scared while your eyes were shut? Why?
●● What helped you find your partner?
Note to the Facilitator: As this activity involves closed eyes, please ensure that there are no obstacles as it can
lead to accidents.
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Stand & Declare
Objective
●● To understand perspectives and difference in view points
●● To objectively think and justify the stand taken
Number of Participants: 35-40
Duration: 10 minutes to 30 minutes
Material Required: Perspective Labels pasted on the wall
Steps:
1. The Facilitator has two options to begin
a. The Facilitator makes a statement to the group, to which members can strongly agree, agree,
disagree, or strongly disagree. So the perspective labels in this option are:
i. Strongly Agree
ii. Yes, I Agree
iii. No, I Disagree
iv. Strongly Disagree
For example, the facilitator says “India deserves democracy”. The participants can choose out of
the four options of the perspective labels.
b. The Facilitator selects a theme and shortlists 4 major arguments/examples. The 4 shortlisted
arguments/examples become the perspective labels.
For example, the facilitator says, “Who is an example of exemplary leadership?”
Perspective Labels: Mother Teresa; Adolf Hitler; Mahatma Gandhi; MahendrrSingh Dhoni
The participants need to choose one of the 4 perspective labels
2. The Facilitator pastes the perspective labels in the four corners of the room prior to starting the
activity
3. The Participants are asked to choose their stance from the perspective labels pasted on the walls
and stand next to it. This will divide all participants in four groups
4. Members from each opinion group get 5 minutes to discuss their stance and are then asked to
explain it, fleshing out the many facets of the issue. Participants must listen carefully, and can
change positions, if they change perspectives
●● How did you decide your stance? Did you think it through or tried choosing the ‘majority’?
●● Did you want to change your stance during the activity?
●● Did anyone’s arguments convince you to change your stance? Why?
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●● Did your arguments convince anyone to change their stance?
●● Did you change your stance mentally and did not change positions? Why?
Note to the Facilitator: This activity helps everyone express their individual opinions/thoughts without
being aggressive and so must be carefully facilitated. Questions are intentionally stated to allow for personal
interpretation and to limit responses to one of the four categories. Several group members will want to take some
sort of an intermediate stance, but should be encouraged to choose the stance about which they feel the strongest,
or which is their instinctive response.
Source: Adapted and modified from http://www.uvm.edu/~dewey/reflection_manual/activities.html
Frierian Fish Bowl

Objective
●● To engage everyone to share their opinions on a particular issue
●● To think about different perspectives about a particular issue
Number of Participants: 35-40; Organised in groups of 6-8 sitting in small circles/groups
Duration: 15 minutes
Material Required
●● Index Card/paper pieces – 1 per participant, kept in the center of each group; Facilitators can use a
bowl/hat to keep all index cards
●● Pencils/Pens for each participant
Steps
1. The Facilitator chooses an issue for discussion. This needs to be a statement or a question, which
can have multiple arguments/reasons. The statement/question can be written on the board/chart
paper. For example, “There exists a glass ceiling for women in the corporate world.”
2. Each group member writes his/her perspective/opinion or a reason for the issue highlighted in the
statement on the index card/piece of paper and puts it in the center of the group (in the bowl/
hat). Note: no names should be written. The facilitator can give 2 minutes for this.
3. Once all groups have put in their ‘stance’ in the center of their respective tables, each member,
within his/her groups picks up a card. Note: In case a member gets his/own card, then reshuffle
and pick again. Examples of stance taken: The ceiling is a cliché and no longer exists in reality
OR This is a compromise women make for their families OR The thinking is still centered
around men taking leadership roles.
4. Each member carefully reads the selected card and thinks about the response written. He/she
shares what is written and justifies it with a background/argument.
Variation: Each member can respond with their opinion to the response written in the card or
give a personal reaction.
5. Repeat this for all in each small group.
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●● Did you get to think of the issue from a new perspective? How?
●● Did everyone get an opportunity to put in their opinion? Why?
Note to the Facilitator: Once all group members have picked up a card which has the response of a different
individual, the facilitator needs to clarify what each member needs to comment on. Does it need to be their
opinion? Thinking and justifying the response from someone else’s viewpoint? Personal Reaction? It is also
important to discourage personal judgment of any viewpoint or efforts to find out the writer of a specific
response.
Source: Adapted and modified from http://www.uvm.edu/~dewey/reflection_manual/activities.html
Grounding
Objective
●● To engage learners of different learning styles
●● To build stronger cohesive well aware teams
Number of participants: 15-20, seated in a large circle along with the facilitator
Steps
1. The Facilitator begins the process by providing an overview of the task/project the group is
involved in. This can be used as an introduction exercise or also as a conflict resolution game
during completion of a particular group task
2. The Facilitator puts the following questions on the board
a. What is your name?
b. What is your role in the task/project?
c. How do you feel? (right now in the group)
d. What are your expectations from the group?
Note: The Facilitator should listen to each member – looking at him/her and not getting distracted. Also, the
questions can be modified as long they focus on both facts and feelings.
3. The facilitator instructs the participants to answer these questions one by one and begins doing so
himself/herself thereby providing a model for the rest to follow
1. This process is called grounding. Why do you think this is so called?
Draw parallels to the concept of grounding in installing electrical fittings which ensure safety of
appliances and users. This process explores facts and feelings and hence engages participants from
all learning styles providing a ground for connections.
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2. Do you think this helped us understand each other better? Why or How?
3. Were you able to be honest in voicing your feelings and expectations? Why or why not?
4. Did you find some people with similar/very different or unexpected reactions?
Note to Facilitator: This is a whole-brain activity. The fact based questions address the left side of the person’s
brain and the feelings based questions engage the right side. As a result, this ensures that all participants are
participating wholly and not partly.
Source: Modified and adapted from http://www.experiential-learning-games.com/icebreakers.html
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Stories
The Ribbon Story

Once a boss decided to start an appreciation drive in his department. He brought beautiful turquoise blue
ribbon badges to the class with the words “You have made a difference”. He personally spoke to each employee
and pinned a ribbon on their coats. He also gave them three more ribbons asking them to find people who have
made a difference in their lives and give it to them.
The employees were thinking about whom to give the other ribbons to. One child decided to give it to his
mother. The other to his sister.
One employee was contemplating who to give it to. He narrowed down on a manager from his previous
department who was like an inspiration to him. The employee visited him that evening and handed over the
ribbon. He further gave the manager 2 ribbons asking him to hand them over to someone who has made a
difference in his life.
The manager too was confused. He finally went to his boss and said, “Even though I might have disappointed
you several times and not lived up to your expectations, I thank you for having faith in me. I want you to know
that I look up to you and that you have made a difference in my life.” The boss was surprised, pleasantly so.
The manager further added, “Here is one more ribbon for you to give to someone who has made a difference
in your life.”
The boss kept the badge in his pocket thinking that he might not really want to give it to someone. Then late
at night at home, he saw his son – sad and low. He suddenly remembered the ribbon – he called his son and
handed over the ribbon to him, “Son, I might have not spent much time with you during all your growing up
years, but I just want you to know that you are special to me and that having you in my life has made a difference
to me.”
The son was taken aback with these unexpected words. He held the ribbon in his hands for a minute and burst
out crying. He hugged his father tight and said, “Dad! Inside my room is a letter for mum and you telling you
how sorry I was to have always disappointed you. I was about to commit suicide. But this ribbon has changed
it forever. Thank you for telling me you care!”
Wooden Bowl
A frail old man went to live with his son, daughter-in-law, and a four-year old grandson. The old man’s hands
trembled, his eyesight was blurred, and his step faltered. The family ate together nightly at the dinner table.
But the elderly grandfather’s shaky hands and failing sight made eating rather difficult. Peas rolled off his spoon
onto the floor. When he grasped the glass often milk spilled on the tablecloth. The son and daughter-in-law
became irritated with the mess. “We must do something about grandfather,” said the son. I’ve had enough of
his spilled milk, noisy eating, and food on the floor. So the husband and wife set a small table in the corner.
There, grandfather ate alone while the rest of the family enjoyed dinner at the dinner table. Since grandfather
had broken a dish or two, his food was served in a wooden bowl. Sometimes when the family glanced in
grandfather’s direction, he had a tear in his eye as he ate alone. Still, the only words the couple had for him were
sharp admonitions when he dropped a fork or spilled food. The four-year-old watched it all in silence.
One evening before supper, the father noticed his son playing with wood scraps on the floor. He asked the child
sweetly, “What are you making?” Just as sweetly, the boy responded, “Oh, I am making a little bowl for you and
mama to eat your food from when I grow up.” The four-year-old smiled and went back to work. The words so
struck the parents that they were speechless. Then tears started to stream down their cheeks. Though no word
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was spoken, both knew what must be done. That evening the husband took grandfather’s hand and gently led
him back to the family table.
For the remainder of his days he ate every meal with the family. And for some reason, neither husband nor
wife seemed to care any longer when a fork was dropped, milk spilled, or the tablecloth soiled. Children are
remarkably perceptive. Their eyes ever observe, their ears ever listen, and their minds ever process the messages
they absorb. If they see us patiently provide a happy home atmosphere for family members, they will imitate
that attitude for the rest of their lives. The wise parent realizes that every day those building blocks are being
laid for the child’s future.
Let us all be wise builders and role models. Take care of yourself, and those you love ... today, and everyday!
Two Frogs
A group of frogs were traveling through the woods, and two of them fell into a deep pit. When the other frogs
saw how deep the pit was, they told the two frogs that they were as good as dead. The two frogs ignored the
comments and tried to jump up out of the pit with all their might. The other frogs kept telling them to stop,
that they were as good as dead. Finally, one of the frogs took heed to what the other frogs were saying and gave
up. He fell down and died.
The other frog continued to jump as hard as he could. Once again, the crowd of frogs yelled at him to stop the
pain and just die. He jumped even harder and finally made it out. When he got out, the other frogs said, “Did
you not hear us?” The frog explained to them that he was deaf. He thought they were encouraging him the
entire time.
This story teaches two lessons:
1. There is power of life and death in the tongue. An encouraging word to someone who is down can lift
them up and help them make it through the day.
2. A destructive word to someone who is down can be what it takes to kill them.
Be careful of what you say. Speak life to those who cross your path. The power of words... it is sometimes hard to
understand that an encouraging word can go such a long way. Anyone can speak words that tend to rob another
of the spirit to continue in difficult times. Special is the individual who will take the time to encourage another.
Mountain Story
“A son and his father were walking on the mountains.
Suddenly, his son falls, hurts himself and screams:
“AAAhhhhhhhhhhh!!!”
To his surprise, he hears the voice repeating, somewhere in the mountain: “AAAhhhhhhhhhhh!!!”
Curious, he yells: “Who are you?”
He receives the answer: “Who are you?”
And then he screams to the mountain: “I admire you!”
The voice answers: “I admire you!”
Angered at the response, he screams: “Coward!”
He receives the answer: “Coward!”
He looks to his father and asks: “What’s going on?”
The father smiles and says: “My son, pay attention.”
Again the man screams: “You are a champion!”
The voice answers: “You are a champion!”
The boy is surprised, but does not understand.
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Then the father explains: “People call this ECHO, but really this is LIFE.
It gives you back everything you say or do.
Our life is simply a reflection of our actions.
If you want more love in the world, create more love in your heart.
If you want more competence in your team, improve your competence.
This relationship applies to everything, in all aspects of life;
Life will give you back everything you have given to it.”
Your life is not a coincidence. It’s a reflection of you”
Building Your House

An elderly carpenter was ready to retire. He told his employer-contractor of his plans to leave the house-building
business to live a more leisurely life with his wife and enjoy his extended family. He would miss the paycheck
each week, but he wanted to retire. They could get by.
The contractor was sorry to see his good worker go & asked if he could build just one more house as a personal
favor. The carpenter said yes, but over time it was easy to see that his heart was not in his work. He resorted to
shoddy workmanship and used inferior materials. It was an unfortunate way to end a dedicated career. When
the carpenter finished his work, his employer came to inspect the house. Then he handed the front-door key to
the carpenter and said, “This is your house... my gift to you.” The carpenter was shocked! What a shame! If he
had only known he was building his own house, he would have done it all so differently.
So it is with us. We build our lives, a day at a time, often putting less than our best into the building. Then,
with a shock, we realize we have to live in the house we have built. If we could do it over, we would do it much
differently.
But, you cannot go back. You are the carpenter, and every day you hammer a nail, place a board, or erect a wall.
Someone once said, “Life is a do-it-yourself project.” Your attitudes, and the choices you make today, help build
the “house” you will live in tomorrow. Therefore, build wisely!
Pencil Story
The Pencil Maker took the pencil aside, just before putting him into the box. “There are 5 things you need
to know,” he told the pencil, “Before I send you out into the world. Always remember them and never forget,
andyou will become the best pencil you can be.”
“One: You will be able to do many great things, but only if you allow yourself to be held in someone’s hand.”
“Two: You will experience a painful sharpening from time to time, but you’ll need it to become a better pencil.”
“Three: You will be able to correct any mistakes you might make.”
“Four: The most important part of you will always be what’s inside.”
“And Five: On every surface you are used on, you must leave your mark. No matter what the condition, you
must continue to write.” The pencil understood and promised to remember, and went into the box with purpose
in its heart.
Now replacing the place of the pencil with you. Always remember them andnever forget, and you will become
the best person you can be.
One: You will be able to do many great things, but only if you allow yourself to be held in God’s hand. And
allow other human beings to access you for the many gifts you possess.
Two: You will experience a painful sharpening from time to time, by going through various problems in life, but
you’ll need it to become a stronger person.
Three: You will be able to correct any mistakes you might make.
Four: The most important part of you will always be what’s on the inside.
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And Five: On every surface you walk through, you must leave your mark. No matter what the situation, you
must continue to do your duties.
Allow this parable on the pencil to encourage you to know that you are a special person and only you can fulfill
the purpose to which you were born to accomplish. Never allow yourself to get discouraged and think that your
life is insignificant and cannot make a change.
A Determined Spirit
Once upon a time, a small bird named Tasoo lived in a vast jungle. One hot summer day, a terrible wildfire
erupted and the flames devoured many trees and animals living in the jungle. Other birds flew high into the
sky and far away to safety, but Tasoo couldn’t bear to leave her precious jungle home to burn. Day and night,
she flew with all her might back and forth to the river, filling her tiny beak with water to drop on the raging
fires. Tasoo’s rare heart of courage and unshakable determination moved the heavenly gods to shed tears, and a
great rain poured down upon the jungle, extinguishing the flames. And so it is that even the smallest actions of
a determined spirit can change the world.
Abdul Kalam Story

Leadership comes not always from taking leadership, but more often from giving leadership away. Great leader
create leader and not pygmies. If you create pygmies you get leader-sheep, not leadership. If you wish to grow
your muscle for leadership just think of distributing leadership. If you want your knowledge to grow, create
teachers and not students. Like a master creates masterpieces, leaders grow leaders. Here is a story shared with
us by the president of India, Dr.Abdul Kalam about India’s first launch of spacecraft.
Before his illustrious career as the president of the world’s largest democracy, Dr Kalam was a very distinguished
space scientist.
He was appointed a mission director for the launch of India’s first spacecraft. His boss, Professor Satish Dhawan,
was the leader of this space programme. He was a mentor and a guide to Dr. Kalam.
He received all the support from Professor Dhawan. On the D-day of launch, Dr. Kalam pressed the button for
the rocket to go up, but the result was a disaster.
The Indian media was naturally very critical of the scientist’s failed mission. Professor Dhawan took upon
himself the responsibility for the failed launch. When a furious journalist commented how the expensive space
programme had drowned millions of Indian rupees into the Bay of Bengal, Professor Dhawan assured the
journalists that within a year the programme would succeed.
Indeed, within a year, India’s first space satellite was launched successfully into space. This time the media was
flush with praise for India’s breakthrough achievement. When it came to facing the media this time, Professor
Dhawan pushed Dr. Kalam ahead of himself to share the limelight. Thus he created a great leader that India
calls its president today.
Akbar’s Gold Coins

The wisdom of Birbal was unparalleled during the reign of Emperor Akbar. But Akbar’s brother in law was
extremely jealous of him. He asked the Emperor to dispense with Birbal’s services and appoint him in his place.
He gave ample assurance that he would prove to be more efficient and capable than Birbal. Before Akbar could
take a decision on this matter, this news reached Birbal.
Birbal resigned and left. Akbar’s brother in law was made the minister in place of Birbal. Akbar decided to test
the new minister. He gave three hundred gold coins to him and said, Spend these gold coins such that, I get a
hundred gold coins here in this life; a hundred gold coins in the other world and another hundred gold coins
neither here nor there.
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The minister found the entire situation to be a maze of confusion and hopelessness. He spent sleepless nights
worrying over how he would get himself out of this mess. Thinking in circles was making him go crazy. Eventually,
on the advice of his wife he sought Birbal’s help. Birbal said, Just give me the gold cons. I shall handle the rest.
Birbal walked the streets of the city holding the bag of gold coins in his hand. He noticed a rich merchant
celebrating his son’s wedding. Birbal gave a hundred gold coins to him and bowed courteously saying, “The
Emperor Akbar sends you his good wishes and blessings for the wedding of your son. Please accept the gift he
has sent. The merchant felt honoured that the king had sent a special messenger with such a precious gift. He
honoured Birbal and gave him a large number of expensive gifts and a bag of gold coins as a return gift for the
king.
Next, Birbal went to the area of the city were the poor people lived. There he bought food and clothing in
exchange for a hundred gold coins and distributed them in the name of the Emperor.
When he came back to town he organized a concert of music and dance. He spent a hundred gold coins on it.
The next day Birbal entered Akbar’s darbar and announced that he had done all that the king had asked his
brother-in-law to do. The Emperor waited to know how he had done it. Birbal repeated the sequences of all the
events and then said, The money I gave to the merchant for the wedding of his son – you have got back while
on this earth. The money I spent on buying food and clothing for the poor“you will get it in the other world”.
The money I spent on the musical concert“you will get neither here nor there.”
This is true even today.
The money you spend on friends is returned or reciprocated in some form or the other.
Money spent on charity gets converted into blessings from God which becomes your eternal property.
Money spent on pleasures is just frittered away!
So when you spend money, think a little, if not a lot!
Balloon Story
There was a man who made his living selling balloons at a fair. He had balloons of many different colors,
including red, yellow, blue, and green. Whenever business was slow, he would release a helium-filled balloon
into the air. When the children saw the balloon go up, they all wanted one. They would come up to him; balloon
and his sales would go up. All day, he continued to release a balloon whenever the sales slowed down. One day,
the balloon man felt someone tugging at his jacket. He turned around and a little boy asked, “If you release a
black balloon, would that also fly?” Move by the boy’s concern, the man replied gently, “Son, it is not the color
of the balloon; it is what’s inside that makes it go up.”
COMPASSION AND RESPECT

A white woman, about 50 years old, was seated next to a black man.
Very disturbed by this, she called the air hostess. “You obviously do not see it then?” she asked. “You placed me
next to a black man. I did not agree to sit next to someone from such a repugnant group. Give me an alternative
seat.”
“Be calm please,” the hostess replied.
“Almost all the places on this flight are taken. I will go to see if another place is available.”
The hostess went away & then came back a few minutes later.
“Madam, just as I thought, there are no other available seats in Economy Class.
I spoke to the captain & he informed me that there is also no seat in Business Class. All the same, we still have
one place in First Class.”
Before the woman could say anything, the hostess continued.
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“It is not usual for our company to permit someone from Economy Class to sit in First Class. However, given the
circumstances, the captain feels that it would be scandalous to make someone sit next to someone so disgusting.”
The Hostess turned to the black guy, & said, “Therefore, Sir, if you would like to, please collect your hand luggage,
a seat awaits you in First Class.”
At that moment, the other passengers, who’d been shocked by what they had just witnessed, stood up &
applauded.
This is a true story. If you are against racism.
WELL DONE, British Airways!!
Building Your House

An elderly carpenter was ready to retire. He told his employer-contractor of his plans to leave the house-building
business to live a more leisurely life with his wife and enjoy his extended family. He would miss the paycheck
each week, but he wanted to retire. They could get by.
The contractor was sorry to see his good worker go & asked if he could build just one more house as a personal
favor. The carpenter said yes, but over time it was easy to see that his heart was not in his work. He resorted to
shoddy workmanship and used inferior materials. It was an unfortunate way to end a dedicated career. When
the carpenter finished his work, his employer came to inspect the house. Then he handed the front-door key to
the carpenter and said, “This is your house... my gift to you.” The carpenter was shocked! What a shame! If he
had only known he was building his own house, he would have done it all so differently.
So it is with us. We build our lives, a day at a time, often putting less than our best into the building. Then,
with a shock, we realize we have to live in the house we have built. If we could do it over, we would do it much
differently.
But, you cannot go back. You are the carpenter, and every day you hammer a nail, place a board, or erect a wall.
Someone once said, “Life is a do-it-yourself project.” Your attitudes, and the choices you make today, help build
the “house” you will live in tomorrow. Therefore, build wisely!
Dabbawala’s of Mumbai
Heard of leadership without a leader? You may wonder how leadership can happen without the existence of
a designated leader. Yet this happens in organization, countries and institutions. When all members of an
organization commit to doing their best, leadership no longer remains the occupation of any one leader.
Leadership gets distributed throughout. An example of such leadership without leaders is the Dabbawala’s of
Mumbai.
The Dabbawala’s of Mumbai deliver hot lunch boxes from the homes of office workers in Mumbai to their
offices. Any one dabbawalas carries about eighty kilos of weight in trays, for distances of five kilometers or
more, often in bicycles. There are about five thousand carriers who transfer two hundred thousand boxes to
roughly eighty thousand destinations. The numbers of mistakes these dabbawalas make is less than 1 percent.
That makes them more efficient than some of the top organizations in the worlds such as Federal Express and
American Airlines.
The dabbawalas are not led by any charismatic leader. They share trust and work on the basis of the bond
that they form with each other. In short, they deliver world-class service through distributed leadership. The
leadership secret of the dabbawalas is based on two principles: a great purpose and human beings bonding
around the purpose. When asked, Mr Talekar, a dabbawalas, told me, ‘every single dabbawalas connects with
another based on this single purpose: if we do not deliver lunches on time, people will go hungry. We all know
it is a crime to let people go hungry.’
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Dealing With Adversity
A daughter who was dealing with adversity complained to her father about her life and how things were so hard
for her. She did not know how she was going to make it and wanted to give up. She was tired of fighting and
struggling. It seemed as one problem was solved a new one arose.
Her father, a chef, took her to the kitchen. He filled three pots with water and placed each on a high fire. Soon
the pots came to a boil. In one he placed carrots, in the second he placed eggs, and in the last he placed ground
coffee beans. He let them sit and boil, without saying a word.
The daughter sucked her teeth and impatiently waited, wondering what he was doing. In about twenty minutes
he turned off the burners. He fished the carrots out and placed them in a bowl. He pulled the eggs out and
placed them in a bowl. Then he ladled the coffee out and placed it in a mug. Turning to her he asked, “Daring,
what do you see?” she replied: “Carrots, eggs, and coffee,”
He brought her closer and asked her to feel the carrots. She did and noted that they were soft. He then asked
her to take an egg and break it. After pulling off the shell, she observed the hard-boiled egg. Finally, he asked
her to sip the coffee. She smiled as she tasted its rich aroma. She humbly asked. “What does it mean, Father?”
He explained that each of them had faced the same adversity, boiling water, but each reacted differently. The
carrot went in strong, hard, and unrelenting. But after being subjected to the boiling water, it softened and
became weak. The egg had been fragile. Its thin outer shell had protected its liquid interior. But after sitting
through the boiling water, its inside became hardened. The ground coffee beans were unique, however. After
they were in the boiling water, they had changed to the water. “Which are you?” he asked his daughter. “When
adversity knocks on your door, how do you respond? Are you a carrot, an egg, or a coffee bean?”
Story of Gandhi
Success comes not from chasing success. Success comes as a result of decisiveness and contribution to a large
cause. Leaders get great success by making momentous decision that enhances their contribution to the world.
They break free from their small selfish gains and claim a greater world for themselves.
Gandhi was travelling by a train when one of his shoes fell on the railway track. The train had already begun to
move. It was therefore difficult to get back the shoe that had fallen on the track. If this had happened to us, we
would probably cry or complain about our misfortune. Gandhi did something that was remarkably different.
He took off the other shoe that he was wearing and threw it away alongside the shoe that had fallen on the track,
when a co-passenger asked Gandhi why he threw the other shoe, Gandhi said, ‘when a poor man finds the other
of the pair, he will have a pair to wear. One shoe is of no use to either me or him.
The Law of the Garbage Truck

One day I hopped in a taxi and we took off for the airport. We were driving in the right lane when suddenly a
black car jumped out of a parking space right in front of us. My taxi driver slammed on his brakes,skidded, and
missed the other car by just inches. The driver of the othercar whipped his head around and started yelling at
us. My taxi driver justsmiled and waved at the guy. And I mean he was really friendly.So I asked, ‘Why did you
just do that? This guy almost ruined your car and sent us to the hospital!’ This is when my taxi driver taught me
what I now call, ‘The Law of the Garbage Truck’. He explained that many people are like garbage trucks. They
run around full of garbage, full of frustration, full of anger, and full of disappointment. As their garbage piles
up, they need a place to dump it and sometimes they’ll dump it on you. Don’t take it personally. Just smile,
wave, wish them well, and move on. Don’t take their garbage and spread it to other people at work, at home, or
on the streets. The bottom line is that successful people do not let garbage trucks take over their day. Life’s too
short to wake up in the morning with regrets, so..... ‘Love the people who treat you right. Pray for the ones who
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don’t- that they see the wisdom of their foolish ways’ Life is ten percent what you make it and ninety percent
how you take it!
God’s Camera
A little girl walked to and from school daily. Though the weather that morning was questionable and clouds
were forming, she made her daily trek to the elementary school. As the afternoon progressed, the winds whipped
up, along with thunder and lightning. The mother of the little girl felt concerned that her daughter would be
frightened as she walked home from school and she herself feared that the electrical storm might harm her
child. Following the roar of thunder, lightning, like a flaming word, would cut through the sky. Full of concern,
the mother quickly got into her car and drove along the route to her child’s school. As she did so, she saw her
little girl walking along, but at each flash of lightning, the child would stop, look up and smile. Another and
another were to follow quickly and with each, the little girl would look at the streak of light and smile. When
the mother’s car drove up beside the child, she lowered the window and called to her, ‘What are you doing? Why
do you keep stopping?’
The child answered, ‘I am trying to look pretty, and God keeps taking my picture’.
Face the storms that come your way and don’t forget to SMILE!
Growing Good Corn

There once was a farmer who grew award-winning corn. Each year he entered his corn in the state fair where it
won a blue ribbon.
One year a newspaper reporter interviewed him and learned something interesting about how he grew it. The
reporter discovered that the farmer shared his seed corn with his neighbors.
“How can you afford to share your best seed corn with your neighbors when they are entering corn in competition
with yours each year?” the reporter asked.
“Why sir,” said the farmer, “didn’t you know? The wind picks up pollen from the ripening corn and swirls it
from field to field. If my neighbors grow inferior corn, cross-pollination will steadily degrade the quality of my
corn. If I am to grow good corn, I must help my neighbors grow good corn.”
He is very much aware of the connectedness of life. His corn cannot improve unless his neighbor’s corn also
improves.
So it is with our lives. Those who choose to live in peace must help their neighbors to live in peace. Those who
choose to live well must help others to live well, for the value of a life is measured by the lives it touches. And
those who choose to be happy must help others to find happiness, for the welfare of each is bound up with the
welfare of all.
The lesson for each of us is this: if we are to grow good corn, we must help our neighbors grow good corn.
305
List of Resources
Handouts
1c Motivational Films 10a Principles Game
4b Circles of Influence 11a Broken Squares
5a Swachh Bharat Abhiyan 11b Directions for Making a Set of Broken
6a Rumour Clinic – A Communications 11c Broken Square Observer Instruction
Experiment
6c Listening Activity 13d Exercises for Stress Management
6d Listening Activity 14c Emotional Intelligence
7b Handling Visitors 14d Emotions
7c Handling Telephone Calls 14e EQ TIPS
7d Bull Activity RTI
E-Governance and ICT Salient features of RTI
9a Cutting the Square Transparency in Administration
9c Zin Obelisk Group Exercise Accountability in administration
9d Information Cards 17a Feedback
9f Answer and Rationale Sheet 17c Feedback and Criticism
9g Observer Review Sheet
PresentationS
1a Motivation 11f Hare & Tortoise
1b EMB Factors 12a Time Management
2d Triangle of Success 12c Must Should Could
3a Values 13a Stress Management
3b Influence and Inspire 13e Building Positive Energies
4a Cracked Pot 14a Emotions in Pictures
6e Communication Skill 14b Emotional Intelligence
7e Listening & Active Listening 15a Setting SMART Goals
E-Governance and ICT 16a RTI Template
10c Negotiations 16b RTI (Sample Presentation)
Exercises
2a Self -Assessment Questionnaire 10b Principles Game Tally Sheet
2b Are You Ready to Roll? 11d Broken Squares Group Instruction Sheet
2c My Action Plan 13b Stress Questionnaire
2e Achieving the Plan 13c Stress Questionnaire
3c My Board of Directors 13f Self-care Prescription
4c Qualities of a Good Government Employee: 13g Stress Reduction Planning Form
Analysis Sheet
306
5b My Personal Pledge 15b Goal Setting Checklist
6b Rumour Clinic Observation Form 15c Review Sheet
7a Behaviours Exercise 17b Feedback Handout
9e Group Instruction Sheet
Stories
1d Motivational Stories 11e Stone soup
4a Cracked Pot 12b The Jar of life – Stones, Pebbles and Sand
9b Stories
Videos
1 Nick Vujicic 7 Creativity
2 212 degrees 8 Invictus
3 Personal Effectiveness 9 T.E.A.M
4 Everyday 10 Knitted Mouse
5 Swacch Bharat 11 Charlie
6 Blind Man 12 Good Day
Case StudIES
1 ICT Tools for Education -
2 RTI (Local Cases)
307
References
1. On Becoming A Leader by Warren G. Bennis
2. Leadership by James MacGregor Burns
3. Leadership Is An Art by Max De Pree
4. On Leadership by John William Gardner
5. What Leaders Really Do by John P. Kotter
6. Best Practice Handbook for Educators and Trainers by Colin Beard, John P. Wilson
7. A Handbook of Reflective and Experiential Learning: Theory and Practice-April 22, 2004 by Jennider A.
Moon
8. The Handbook of Experiential Learning-March 30, 2007 by Melvin L. Silberman
9. Teaching Web Search Skills: Techniques and Strategies of Top Trainers by Greg R. Notess
10. The Effective Executive: The Definitive Guide to Getting the Right Things Done
by Peter F. Drucker
11. The Knowing-Doing Gap: How Smart Companies Turn Knowledge into Action
by Jeffrey Pfeffer and Robert I. Sutton (Harvard Business School Press, 1999)
12. Deep Change: Discovering the Leader Within by Robert E. Quinn (Jossey-Bass, 1996)
13. The Leadership Challenge, Fifth Edition by James M. Kouzes and Barry Z. Posner (Jossey-Bass, 2012)
14. Goals by: (Gary Ryan Blair)
15. Eat That Frog! (By: Brian Tracy)
16. Habits Die Hard (by: John J. Murphy & Mac Anderson)
17. Finish Strong (by: Dan Green)
18. Pulling Together (by: John J. Murphy)
19. Achieve Any Goal (by: Brian Tracy)
20. Pebble in the Shoe (by: Jim Fannin)
21. Handbook of Conflict Management William J. Pammer Jr.; Jerri Killian.
22. The Art of Managing Everyday Conflict: Understanding Emotions and Power Struggles Erik A. Fisher;
Steven W. Sharp.
23. Managing Conflict in Organizations M. Afzalur Rahim.
24. From Chaos to Order: Exploring New Frontiers in Conflict Management Shelton, Charlotte D.; Darling,
John R.
25. Man’s Search For Meaning – Victor E Frankl
26. The Power of Positive Thinking – Norman Vincent Peale
27. Don’t Sweat the Small Stuff … and it’s all small stuff: Simple Ways to Keep the Little Things from Taking
Over Your Life – Richard Carlson
28. Think and Grow Rich – Napolean Hill
29. The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change – Stephen R. Covey
30. A New Earth: Awakening to Your Life’s Purpose by Eckhart Tolle
31. The Power of Now: A Guide to Spiritual Enlightenment by Eckhart Tolle
308
32. Man’s Search for Meaning by Viktor E. Frankl
33. The Four Agreements: A Practical Guide to Personal Freedom by Miguel Ruiz
34. The Fire Starter Sessions: A Soulful + Practical Guide to Creating Success on Your Own Terms
by Danielle LaPorte
35. An Introductory Course in Training and Training Methods for Management Development – ILO Geneva
36. The Catcher in the Rye by J.D. Salinger
37. How to Win Friends and Influence People by Dale Carnegie
38. Made to Stick: Why Some Ideas Survive and Others Die by Chip Heath
39. Getting to Yes: Negotiating an Agreement Without Giving In by Roger Fisher
40. Nonviolent Communication: A Language of Life by Marshall B. Rosenberg
41. Influence: The Psychology of Persuasion by Robert B. Cialdini
42. Just Listen: Discover the Secret to Getting Through to Absolutely Anyone by Mark Goulston
43. Difficult Conversations: How to Discuss What Matters Most by Douglas Stone
44. 100 Training Games by Gary Kroehner
45. 103 Additional Training Games-Gary Kroehner
46. 102 Extra Training Games-Gary Kroehner
47. Over 600 Icebreakers & Games: Hundreds of Ice Breaker Questions, Team... Jennifer Carter
48. The Big Book of Business Games: Icebreakers, Creativity Exercises...John W. Newstrom
49. Who Moved My Cheese? An Amazing Way to Deal with Change in Your Work and in Your Life by Spencer
Johnson
50. Fish! A Remarkable Way to Boost Morale and Improve Resultsby Harry Paul, John Christensen, and
Stephen C. Lundin
51. Building a Values-Driven Organization by Richard Barrett
52. Decision Making and Problem Solving (Hindi)by Manish Ranjan
53. First things first by Stephen Covey
54. The 80/20 Principle: The Secret to Achieving More with Less by Richard Koch
55. Goals: Goals, Achieve Goals, Manifestation, Belief & Visualization, goal setting, smart goals, how to set
goals by Zac Dixon
FOR CUTTING EDGE
GOVERNMENT FUNCTIONARIES
TRAINING OF TRAINERS
MANUAL
DoPT Vision
"To create an enabling environment for the
development and management of human resources of the
Government for efficient, effective, accountable,
responsive and transparent governance."
Training Division
Department of Personnel & Training
Old JNU Campus
New Delhi-110067 India
Website: http://persmin.gov.in/otraining/Index.aspx

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CONCEPT PAPER
Induction Training
Programme
For Group B (Non-Gazetted) and Group C
Officers/Staffs in States
Training Division
Department of Personnel and

Training
Background
The National Training Policy 2012, all civil servants will be provided with training to equip them with the competencies
for their current or future jobs. Such training will be imparted:
- At the time of their entry into service, and
- At appropriate intervals in the course of their careers.
- Such training will be made available for all civil servants from the lowest level functionaries to the highest levels.
- The opportunities for training will not be restricted only at mandated points in a career but will be available to meet
needs as they arise through a mix of conventional courses, distance and e‐learning.
- Priority will be given to the training of front‐line staff, including training on soft skills, so as to improve customer
orientation as well as quality of service delivery to the citizens.
Why there are a large number of

Untrained Functionaries?
Huge numbers
Induction Training is critical for:

Decentralized Recruitment - Public services delivery - Untrained recruit
- Street level functionaries - Setting norms& expectations
- Quality Defines Perception - Attitudinal orientation
Inadequate Funds
- Building Competencies for untrained - Culture change
functionaries - Culture of high performance
Lack of Institutions at ground
level - High personal standards
- Cost-effective process
Objective
- To build capacity and competence of State Govt.
functionaries at the cutting edge level
- To target attitudinal orientation, motivation, upgrade skill
and knowledge at the time of induction into service
- To develop generic and domain specific competencies
- To improve public service delivery by targeting certain

sectors
- To bring about a significant positive change in values and

culture of the organizations
- To promote Good-governance and citizen centricity of
administration
Target Group
Recently/newly recruited frontline government functionaries of identified sectors
Recently means recruited in last 2 years
Those who have received no training since recruitment
Belong to Group B (non- gazetted) and Group C
Working in sectors which have high interaction with citizens
Target Sector
– Land Revenue
– Health & Family Welfare
– Municipal Corporation
– Education Department
– Environment & Forest Department
– Rural Development & Panchayati Raj
– Social Welfare, Women & Child Development etc.
Sectors in each state to be identified by respective ATIs

Guidelines
Guidelines for Resource Persons for content development:
 Be aware of and identify with the broad vision of the programme

• Recognize the need and have the desire for change in motivation levels and attitude towards citizen
centric administration
• Collaborative, permissive and experimental in their mindset and process
• Knowledge of experiential tools and techniques,
• Is aware of and has the ability to research best practices in curriculum development
• Has access to material resources
Guidelines for Module development:
• Meet the objective and build specific competencies in accordance with the competencies listed in the
concept note
• Should be Activity based to target different adult learning styles
• Should be practical, applicable, experiential
• Should draw on local best practices and resources
Guidelines for Language and Style of content:
• Language should be
• Simple and comply with national standards
• In first person
• In present tense
• Case study methodology should
• Be real world
• Draw local /state level/Indian examples
• Stories/Videos/Films should largely be regional/national
• Sources should be sighted for all tools/techniques/resources used in the content
• Web links, readings and references should be recommended for each Module
• Each activity should include a clear debrief that is linked to the objective and competency that the
module is attempting to build
• Each module should carry atleast 3 examples of application of the concept/activity in the real work
situation/personal life of the participant
Broad Contour
Key institution: State ATIs
Coverage in Pilot program:
– In 3 states: J&K, Maharashtra, Tamil Nadu
– In each State: five districts
– In each District: Five programmes
– In each Program: about 40 participants
Thus, by 31 March 2015, Target:

– 75 programs (3 states*5 districts*5 programs)
– 3000 cutting edge employees (75programs*40 per program)
Programme Duration NETW ORKS
and Design
• Duration: Two weeks
• Three distinct 5-2-5 Day modules where:
– Part A: 5-days Generic Competencies Module
• To be developed on the basis of Generic Modules prepared by a grouo of
resource persons (master trainers and experts on generic domain areas)
and to be delivered in association with ATIs
– Part B: 2-day of NGO and field/site visits
– Part C: 5-days Domain Specific Module (organization awareness and subject
specific orientation)
• To be developed on the basis of Domain Specific Modules by subject
experts of the identified Departments in coordination with ATIs
Induction Training Program for field Group B (Non-gazetted and GroupC

Government functionaries of states
Pilot in 3 States: 2014-15 Scale -up in subsequent years

Programme Flow
Part A- 5 Days: Build generic competencies for effective public service delivery
Key Objectives and embedded competencies:
1. To build a citizen centric and inclusive attitude
1.1 People First: Responds Sensitively to the needs of the Citizens
2. To develop empathy and sensitivity in public interface
2.1 Integrity: Acts Ethically
1.3 Empathy: Understand unspoken content
3. To increase accountability and increase ownership
2.4 Takes accountability: Delivers Results consistently
4.3 Initiative and drive: Takes actions on immediate priorities
4. To develop and hone the ability for decision making
3.2 Decision making: Follows Guidelines effectively
5. To develop effective communication skills of listening, speaking and presentation
4.11 Communication skills: Listens attentively and presents information clearly
6. To improve interpersonal skills
4.9 Developing others: Expresses positive expectations of others
4.11 Communication skills: Listens attentively and presents information clearly
7. To develop problem-solving, creative and critical thinking skills
4.2 Conceptual thinking: Applies Basic Rules
4.4 Seeking information: Conducts Basic Search
4.8 Problem solving: Breaks Down Problems
8. To promote team cohesion in diverse attributes (Attitude, Skills, Behaviour, Beliefs)
4.12 Team-work: Cooperates with Others
9. To equip with conflict resolution skills
3.1 Consultation and consensus building: Open to Consultation and Presents Views in a Concise Manner
with the help of Data
3.2 Decision making: Follows Guidelines Effectively
10. To promote time management skills
3.2 Decision making: Follows Guidelines Effectively
4.5 Planning and coordination: Organises and Schedules Own Work
11. To foster self-reflection/metacognition
4.10 Self-awareness and self-control: Is Aware of Self and Restrains Emotional Impulses
2.2: Self Confidence: Acts confidently within job role
12. To develop skills for Stress Management and build competencies
13. To encourage the importance of personal and workplace hygiene (Swachch Bharat Abhyan)To equip
with conflict resolution skills
Part B: Field/NGO/Site Visits
Key Objectives:
1. To familiarize the trainees with local socio-economic and cultural environment
2. To observe issues, challenges and problems faced by Local population
3. To explore best practices and solutions to improve Public Service Delivery

Key Objectives:
1. To develop an understanding of the organisation’s mandate, structure, policies, processes, norms and
its interface with other organisations.
2. To align attitude and interest with the needs and goals of the organizations.
1.4 Commitment to the organization: Aligns Self with the Organisation
3. To give an overview of domain and service specific functions of the officers/staffs
1.3 Organizational awareness: Understands Formal Structure
4. To develop domain and service specific competency sets for efficiency and improve Public Service
Delivery in consultation with stakeholder.
4.1 Result Orientation: Focuses on doing what is Expected
4.2 To encourage application of general competencies in their Job-functions.
Programme Package
Trainer Handbook Participant Workbook

Introduction Background and Program Outline
Background and Program Outline Course Guide
Course Guide Modules Overview
Modules Overview Generic Modules
Facilitation guidelines Participant handouts
Generic Modules - Field visit guidelines
Activities detailing learning objectives, - Domain specific modules
resources, activity flow, debrief Department overview, key functions,
- Field Visit Plan role and responsibilities, handouts and
- Domain specific modules exercises
Module Outline
General:
1. Interesting and captivating Name for the Module

2. Time required for conducting the entire Module (hours/days)
3. State the Learning Objectives of the Module
4. List the intended competencies the Module will sensitize/develop/enhance in the participant
5. Give a detailed Instructional Plan with time allocation for each activity
6. Assessment (if included)
a. Formative/developmental
b. Instructions to score, administer and coach
c. Self, peer or facilitator led
7. List the resources required for the activity
8. Handouts for trainer and for the participants should be numbered as
a. T: Trainer handout
Will detail the exercises/story/video/game/readings/presentation etc. for the reference of the
trainer for their knowledge enhancement and will carry instructions for administering the
activity and for debrief at the end of the activity
NUMBERING: (For ex: Module 1 will be numbered as T1a/T1b etc)
b. P: Participant handout
Will be included in the participant Workbook and will carry the exercise/test etc. that the
participant needs to complete or engage in ; reading reference materials and a growth chart to
map their development, and a section for notes
NUMBERING: (For ex: Module 1 handouts will be numbered P1a/P1b etc
4.3
Sample Template
Module Name

1.0
Resources Required
1.1
Notes


Module name
ACTIVITY 1:
1
1.
Resources Required
Debrief and wrap-up

Module name
2
Activity 2:
Time Required 6.
7.
8.
Resources Required
Debrief and wrap-up

Activity Steps
1.
2.
3.
4.
5.
Guidelines for Day 1 – Day 5
Session Time Day 0 Day 1 Day 2 Day 3 Day 4 Day 5
7:00 am-
0 Yoga Yoga Yoga Yoga Yoga
8:00 am
Check in
Recap of Day
1 Inauguration 1 and Check-in Check-in Check-in
Overview of
Day 2
2 overview of ITP
Motivational
3 Team Work
talk
Icebreaking Problem
4 Negotiation
Session Solving
and dialogue Stress
Understanding Decision
Communicati Game management
the System and Making
on Case based / Resilience
your role in it Game
discussions in presentation
from Group
5 groups
Understanding Work-Case
the big picture studies
to the
individual
Lunch
metacognition
programme
objectives and
6 Registration Handing of ITP Kit individual
Stop Start
Logistics expectations
Case Studies Continue-
( Moving to
Presentation RTI Feedback
self)
E-Governance transparency/A Sessions
Asssessements
and ICT : ccountability/
of Strengths
7 innovative Initiative
(are you ready
solutions to
to roll)
citizen related
Values
issues by e- Continuous
personal ,
8 gov Learning
universal and
avenues
constitutional Time
managemen Building
Workplace
t Stress Networks and
Hygiene
9 Management/ finding
Swachch
Resilience solutions with
Bharat
the group
Peer Peer
Peer Feedback Peer Feedback
Feedback Feedback
through the through the Briefing for
through the through the
10 programme programme NGO/Village
programme programme
Stop /Start/ Stop /Start/ Visit
Stop /Start/ Stop /Start/
Continue Continue
Continue Continue
Workshop Wrap up And Workshop Workshop Workshop
11
Checkout checkout Checkout Checkout Checkout
Walk/fun
12 Film Film Group Work Free Time
activity
For colour coded modules: These modules will be devloped by DoPT. Ideas and suggestions are welcome from Resource persons.
Village /NGO Attachment/ Centres of Excellence - 2 Days Day 6/7
Name of the participant: Dates:

Group No. :
Name of the village/NGO/Centre of Excellence:
Objectives of the 2-day programme:
Methodology:
Expectations from the participants:

Sessions Time Day 8 Day 9 Day 10 Day 11 Day 12
7:00 am-
0 Yoga Yoga Yoga Yoga Yoga
8:00 am
Overview of Check in
1 programme for Recap of Day 1 and Check-in Check-in Check-in
Days 8-12 Overview of Day 2
presentation on
convergence of
2 Goal setting
Presentation on learning’s from 10 days
Departments and of workshop
charter of the
departments Session on identification Personal
3 Department Visit of issues which citizens Development
to observe faced while interacting Plan
best/worst with your department;
practices Group work on how to
4 find solutions at your
Office procedures,
level or these issues, in
processes, policies Feedback Session
the backdrop of
Checklists
learning’s of the past 12-
5
13 days of the training
Lunch
Financial Closing
6
management remarks
Department Visit
cultural programme guideline
to observe
7 and preparation time for
best/worst Distribution
participants
practices of
certificates
8
Workshop Wrap up And Workshop Valedictory

9 Workshop Checkout
Checkout checkout Checkout address
Evening/Post Cultural Programme
10
training (participant led)
Training of Trainers
Structure
15. Three/Five Day workshop: Mid December, 2014

16. ToT Facilitators/Resource persons:
- 1 Motivational Speaker
- 2 expert resource persons
- Provided by DoPT/UNDP
17. Participants (about 20)
- 5 MT/RT/identified resource persons for program delivery: nominated by each ATI
- 3 Content validation experts: engaged by DoPT
18. Broad Objective
- Review and modifications of content
- Finalization of the content
Objective
5. The trainers should be role models for the Public Servant and the service delivery,
6. Thus, the foundational objective is to build general competencies of Trainers and orient them towards
program design and delivery.
7. Suggested key Objectives:
8. To illustrate how perceptions and assumption can affect behaviour and communication
9. To build communication skills
10. To inculcate respect for time
11. To develop sensitivity towards gender and identity
12. To develop an understanding of learning styles and behavioural preference
13. To encourage sincerity and commitment
14. To encourage ethical decision making
ToT: 5 Days State ToT
5 Resource persons DG ATI; ATI Faculty;

from ATI/ DoPT Resource persons
Guidelines for Resource Persons attending ToT and facilitation of the Induction Training Programme:
1. Complete understanding and knowledge about the vision, modalities, design and the content of the
programme
2. Thoroughness with the resources and tools
3. Ability to follow the session plan
4. Ability to understand and adopt an effective style with reference to the audience
o Multi-sensory training for lasting impact which includes content, activities, discussions, displays,
creative tasks etc.
o Clear directions and expectations for each activity
o Handling questions, disagreements, varying energy levels
o Planning time for maximum effectiveness
5. Capability to adopt a mix of participatory and authoritative style of delivery
o Clear understanding of one’s strengths and limitations so that methodologies can be built to use
both efficiently-voice and body language
6. Capacity to create a congenial atmosphere
A successful session/workshop is contingent on the level of preparedness and collectedness the

facilitator maintains. Requisite knowledge, skills and attitude in each session ensures effectiveness.
Each workshop is learning for the facilitator to deliver effective training sessions
Experience Sharing Workshop
To be held:
- After completion of all 75 programs in pilot

- Around April/May 2015
Participants:
- Those present today

- MT/RT/Resource persons/content developers
Objective:
- Lessons learnt
- Sharing Experience
- To decide Content and ToTs for program scale up
Monitoring
Objective:
- Learning from pilot should improve full scale rollout
ATI’s will:
- Furnish, on completion, a detailed report of each program including participant details, entry/exit
behaviour, and feedback from faculty and participants.
DoPT will:
- Provide support by sending teams to ATIs and the training venues.

- Collate and analyse data provided by ATIs for next level ToTs/Content improvement
Timelines
From To Activity
24 Nov 5 Dec Content Development by ATIs
Mid December Mid December ToT/Content Design Workshop
Preparation of content for

15 Dec 30 Dec
Rollout- printing etc.
1 Jan 15 31 March 15 Roll out of pilot program

Roll out of Induction Training Programme 2015
The Training Division in the Department of Personnel and Training had launched a pilot
capacity building programme in three States of Jammu & Kashmir, Maharashtra and Tamil Nadu for
newly recruited cutting edge level government functionaries to develop in them Generic & Domain
specific competencies. This was done in order to promote a citizen centric attitude in the
employees, for better public service delivery and promote good practices towards achieving the
vision of citizen centric governance.
2. After successful completion of the Pilot, a 12 Days Induction Training Programme (ITP) is
being launched in 103 districts of 21 States with a Two Day Regional Training of Trainers (ToT)
Workshop at various State ATIs. One day blood donation camp during the middle of the course and
one night stay in the village as part of field/NGO visit has been made compulsory in the 12 Days
Induction Training Programme. The motivational speaker for the inaugural session of the
workshop/training programme in the districts is to be selected from amongst the inspirational
achievers/national award winners/sports persons available locally.
3. This programme is proposed to be launched in five districts of each of 21 select States for
350 (70 in each district) newly recruited (0-2 years) Group ‘B’ (non-gazetted) and Group ‘C’ State
Government frontline functionaries of select Departments. The trainers for this training programme
will be developed from amongst serving/retired IAS Officers, Sate Civil Service Officer, Accounts
Officers, professors/academicians etc. settled in the respective districts. The pool of trainers in each
district will include a lady trainer, a psychologist/behavioural science expert. This programme is fully
funded by Government of India.
4. The content of the programme aims to develop soft skills, domain knowledge and a positive
attitude in the participants. A training manual along with course guide has been developed for all
the participants. The tools and methodology used in the content module to build the requisite
competencies are as follows:
Day Modules Tools/Methodologies
Games
Stories
Group Exercise
Part A: Programme
Day 1 - Day 5 Videos
Generic Modules - 16 Modules Feedback
Presentations
Group Discussions
Networking and
Role Play
Continuous
NGO/Village visit with night Learning
stay Avenues
Part B:
Day 6 - Day 7 Observation of best practices
Exposure Visit
Presentation and Discussion
Case Study
Presentations
Part C: Case Study
Domain/Sector/Department Reference Material
Specific modules (To be Observation of department schemes/policies
Day 8 - Day 12
developed basis sample and impact
templates)
5. A monitoring mechanism at Central and State Level to oversee the implementation of
Induction Training Programme has been devised. Monitoring at Central level will be done through
Central Monitoring Teams which would supervise the Regional ToT programme and implementation
of the programme in all States. Monitoring at state level would be done by a committee comprising
of three members constituted by the State ATIs who would be responsible for monitoring the
trainings in each district and uploading data with videos in the template provided by this
Department, on the respective websites and would be required to furnish the same to DoPT.
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Induction

Induction Training Programme

Group ‘B’ (Non-Gazetted) and Group ‘C’

Programme Objectives and Embedded

Part A- 5 Days: Build generic competencies for

Part B: Field/NGO/Site Visits

Programme Duration and Design

●● Explain the importance of ‘motivation’

Personal and Organizational Values

Qualities of an Excellent Employee

Swachch Bharat Abhyan

Verbal and Non Verbal Communication

Citizen Centric Behaviour

E-Governance and ICT

Problem Solving and Decision Making

Leadership and Team Building

Right to Information (RTI)

DAY AND TIME CONTENT

Training of Trainers Manual

Part A: Generic Modules 19

Part C: Domain Modules 251

Aim of the Programme

Broad Contours of the Pilot Programme

Programme Duration and Design

Part C- 5 Days: Build organization awareness and subject specific orientation

Contents of the Programme package

Trainer Handbook Participant Workbook

Stages for Roll out of the Programme

Activity Target Facilitator

Sample Template for Modules

Objective Time Required

Part B - Field/Site visits: NGO and Centres of Excellence

Stress Emotional Right to

Note: Similar grid can be prepared for domain specific modules

Objective Time Required

• The degree to which an individual wants to choose

Six C’s of Motivation..

Consequences Constructing meaning

ENERGY DIRECTION PERSISTENCE

It is a process by which a person’s efforts are energized,

BASIC MODEL OF MOTIVATION

Fulfillments Which Provides

Motivation for Motivation

Motivation is “inner drive “ to perform

Self motivation or inner drive comes

THREE FACTORS AFFECTING

• Environment or proper working conditions

• Motivation or the drive to perform

• They don’t have the tools to do so

• The rules do not permit them to do so

• The procedures prevents them from doing so

• The resources are not available for doing so

• They do not know what they are expected to do

• They do not get punished for not performing

• They are rewarded for non-performance (by less work)

• They find no reward for sincere performance

• Performing may be risky

• Not performing means no risks

Global Oneness Project Llc-Bank Of Short Stories And Videos

6d Discussion Questions and A nswers