Teamwork & Interpersonal Relations

Prof. Megha Kochhar

Assistant Professor, Psychology
Megha.kochhar@iilm.edu
 Learnings
• Understanding Teams
• Team Formation
• Creating Effective Teams
• Team Communication
• Conflict Management
• Power Dynamics
• Team Decision Making
• Leadership in Teams
• Team Diversity
Contents
1. Team Dynamics –Formation, Communication, Effectiveness,
Diversity & Decision Making
2. Team Functioning -
3. Team Building
4. Leadership
5. Conflict Management
6. Power Dynamics
 Rating Scale
Dimensions Entry Level Exit Level
Team Formation
Team Effectiveness
Synergy in Teams
Types of Team Conflict Management
Power Bases
Effective Communication styles
Importance of Diversity
Cohesiveness
Adjustment
Emotional Intelligence
Leadership Skills
Self Oriented
Others Oriented
Intrinsic Motivation
Extrinsic Motivation
 Ice- Breaking Activity
True or False (10 mins)
• Each person is asked to make three statements about themselves,
one of which has to be false. The rest of the group then votes on
which “fact” is actually falsehood.
WORKSHOP 1
Group Formation
• Group
Two or more people who
interact with each other to
accomplish certain goals or
meet certain needs.
Name - Game

Have the group sit in a circle where everyone can see the others. The
first person says their name. The next person continues, but after
saying their own name, they repeat the first person’s name.
This continues with each person repeating one more name. Reassure
people towards the end that it’s ok if they get stuck & encourage the
others to jump in to help if anyone is lost.
 INTRODUCTION TO GROUP
DYNAMICS

• The interactions that influence the attitudes and behavior of people

when they are grouped with others either by choice or accidental
circumstances.
• Group dynamics is the study of such interactions
Types of Groups
• Formal Group
• A group that managers establish to achieve organization
goals.
• Informal Group
• A group that managers or nonmanagerial employees form to help achieve
their own goals or to meet their own needs.
Types of groups
• Interest Groups : An informal group of employees seeking to achieve a
common goal related to their membership in an organization
• Primary Groups: is a typically small social group whose members share close,
personal, enduring relationships. Examples include family, childhood friends.
• Secondary Groups: Interact on a less personal level than in a primary group,
and their relationships are temporary rather than long lasting. Since secondary
groups are established to perform functions, people’s roles are more
interchangeable.
Types Cont…..
• Homogenous Groups: Placement of students of similar abilities into one
classroom. Although there may be a range of abilities in one classroom, it is more
limited than the range found in the heterogeneous classroom.
• Heterogeneous Groups: In this, children of approximately the same age are
placed in different classrooms in order to create a relatively even distribution of
students of different abilities as well as different educational and emotional
needs
 STAGES OF GROUP
FORMATION

Dr. Bruce Tuckman published this model in 1965 and added the 5th stage, adjourning,
in the 1970s.

• Forming - polite but untrusting

• Storming - testing others

• Norming - valuing other types

• Performing - flexibility from trust

• Adjourning – Break up of the Group

FORMING
• Definition: Stage 1 teams are generally new teams that are learning
how to work together
• Characteristics of stage 1 teams: Members tend to be tentative and
polite and to have little conflict
• Critical skills and activities: Stage 1 teams need to identify their
purpose, develop group norms, identify group processes, define roles,
build relationships and trust
• Role of facilitator/leader: Stage 1 teams usually need a strong leader
who can help the team go through its forming activities
STORMING
• Definition: Stage 2 teams have moved past the early forming
stages and are now encountering some disagreements and/or
conflict. This is natural, but teams need to find effective ways to
handle conflict before they can move on to stage 3.

• Group characteristics: Members of stage 2 teams tend to exhibit

increased conflict, less conformity and “jockeying” for power.

• Critical skills and activities: Stage 2 teams need to learn how to

resolve conflict; clarify their roles, power, and structure; and build
consensus through re-visiting purpose.

• Role of leader(s): Stage 2 teams need leaders and other team

members who are willing to identify issues and resolve
conflict.
 NORMING
• Definition: Stage 3 teams have successfully moved out of the storming stage
and are ready to move to a higher level of communication and problem-solving.
• Group characteristics: Members of stage 3 teams demonstrate an improved
ability to complete tasks, solve problems, resolve conflict.
• Critical skills and activities: Stage 3 teams need to learn to engage in more
sophisticated problem-solving and decision-making, continue the use of effective
strategies for conflict resolution and take greater levels of responsibility for their
roles
• Role of leader(s): In stage 3, leaders become less directive, team members
feel empowered, and multiple leaders emerge
PERFORMING
• Definition: Stage 4 teams are at the highest level of performance and can
process their strengths and weaknesses while accomplishing their goals.
• Group characteristics: In stage 4, the team takes a flexible approach to roles
and structures depending on the task at hand. The team is able to evaluate its
effectiveness and views conflict is viewed as an opportunity. Stage 4 teams tend
to be energetic, creative, and fun!
• Critical skills and activities: Stage 4 teams need to hold high expectations for
their performance. They often use sub-groups as well as the large group for
decision-making and task completion. Teams also recognize the need to ensure
that all members are in agreement with the role and purpose of sub-groups.
• Role of Leader: In a stage 4 team, it’s often difficult to identify the leader,
because everyone is sharing in leadership.
ADJOURNING
• Bruce Tuckman refined his theory around 1975 and added a fifth stage to the
Forming Storming Norming Performing model
Characteristics of Adjourning
• The team has achieved its purpose and is ready to move on to new things.
• Team members feel good about what they have achieved.
How to address the Adjourning Stage
• Recognize and be sensitive to team member’s vulnerability in this stage.
• Members may feel threatened by the change.
 BENEFITS OF GROUP
FORMATION

• Developing Self Discipline

• Learning problem Solving Skills
• Learning Teamwork Skills
• Leads to clarity of thought
• Strong Identification in the group
• Helps in achieving common objectives
• Makes leadership easier
ACTIVITY 1
Commonalities
• The two partners need to identify one unique items that they
have in common.. After identifying one attributes that they
have in common, these two partners their find another group
of two to form a group of four.

• Again identify one items in common and so on form a group

of total of eight people in the group.

• Now the goal of these eight in a group is to find ONE attribute

that all of them have in common. The more unique and
unusual, the better or at least more interesting.
 Objective of the Activity

• To identify unique and sometimes

unusual events or characteristics
that one has common with other
members of the group.
• Detailed Description of the Activity :
To be added by every student
Stop-Walk
• Scatter your team evenly throughout the room and designate one leader who
will be shouting out commands.
• To start the game, introduce the first two actions: walk and stop. When the
leader says “walk,” the players must start walking aimlessly around the room.
When the leader calls “stop,” the players must stop where they are.
• After practicing this a few times, the leader will reverse the meaning of the two
words. Therefore, “stop” now means “walk” and “walk” means “stop.” When
somebody performs the wrong action, they are eliminated from the game.
• This is a very basic version of this game, but the leader can make the game
more difficult by adding more actions such as clap, jump, sit, and dance. The
meaning of these words can then be reversed.
LEARNING OUTCOME
• Learning to adjust with people having different attributes
• Trying to emerge with traits that bind a group together
• Forming the right groups for the fulfillment of a goal
• Importance of recognizing one`s own potentialities
WORKSHOP 2 – Group Functions
 Essentials for Effective Group
functioning
• Internal Factors
Define Roles
Define Status
Define power
Define leadership
Define Conflict Management Strategies
Define size
Define Norms/ Rules
Group Cohesiveness
https://helpfulprofessor.com/personal-swot-analysis-examples-for-students/
External Factors
• Definite Hierarchy: Who to report to Whom
• Define Authority: seniority and discipline to be followed for smooth
task conduction
• Clear organizational policies: This brings clarity in the work to be
done with proper procedures, rules and norms.
Group Decision Making
• Group decision making is a situation faced when people are brought
together to solve problems in the anticipation that they are more
effective than individuals under the idea of synergy

• Group-think is one of the most dangerous traps in our decision

making. It's particularly because it taps into our deep social
identification mechanisms.
 Guidelines for Effective decision
Making
• Stage 1: Problem Recognition
It is difficult to address a problem unless you are aware that there is one! At
some point, you must become aware of a deficiency or opportunity that
exists in order to kick start the rest of the problems solving process.

• Stage 2: Information Search

Once a problem has been identified, information is gathered about the

nature of the problem and the options that are available. This stage might
involve the examination of sources for information, or it might be more like
´brainstormingµ to generate various possibilities that might be considered
As methods of addressing the problem.
Cont……
• Stage 3: Evaluation of Alternatives
After information about the problem and possible approaches to addressing the
Problem have been laid out, the alternatives must be evaluated.
• Stage 4: Action
Once a choice has been made as to the course of action to take, the action then
must be taken.

• Stage 5: Outcomes
The relationship between actions and outcomes is often a complicated one. Many
Situational and environmental factors can impact whether an action has a desired or
even a predictable outcome. It is also notable that the outcomes are feedback to the
problem recognition stage. Thus, whether or not outcomes are successful impacts
whether future problems arise.
ACTIVITY
• Name of the Activity : Case Study
• Objective of the Activity : To learn the importance of group
functioning
• Description of The Activity : Case attached
• Detailed Description of the Activity : To be
added by every student
• Learning outcome -
Learning Outcome
• Smooth functioning of groups
• Inculcating Self discipline
• Increase in self esteem
• Effective use of Power and Authority
• Importance of Empathy and Sympathy
• Negotiation Skills
• Strategic planning
WORKSHOP – 3 TEAMS
Types of Teams
• Work Teams

• Task Teams

• Management teams
Goals
Once the team’s purpose is clarified,
team members must set the goals
the team wishes to accomplish!
 Team Process

Cohesion Adjustment

Development Formation
Reinforcement Definition

Learning
Renewal
Transformation
Formation
• First meeting of the team
• Define what they need to accomplish and how the team will operate
• Develop measures for short and long term success
• Having short term goals, reinvigorates
• Long term is the ultimate purpose
• Establish ground rules of operation
Development
• Cohesion

• Reinforcement
Cohesion
• Comes together as a team
• High energy
• High interest
• Progress is made
• Team is supportive
• Develop relationships
Reinforcement
• Cohesion builds
• Homogeneity builds
• Team members are comfortable with each other
• Start to be interested in self-preservation and self-perpetuation
• Goals should be on creativity and exploration
Learning
• Team learns new skills
• Build relationships to accomplish task
• Commitment and mutual accountability
• Now, team may be confrontational over issues
Transformation
• Results are produced from team activities
• Innovative
• To sustain energy, must stress and press the team
• Needs new challenges, new members, new tasks, new relationships
or…...
Team Values
• Commitment to task
and team members
• Accountability

LEADS TO TRUST
BETWEEN TEAM
MEMBERS
Team Synergy
• Synergy comes from the Greek word synergia, meaning joint work and
cooperative action.
• Synergy is when the result is greater than the sum of the parts.
Synergy is created when things work in concert together to create an
outcome that is in some way of more value than the total of what the
individual inputs is.
 How to energize your team…
and keep it going…?
1. Set a positive example.

2. Give support to create trust.

3. Develop an open line of communication.

4. Create regular and productive meetings.

5. Assess strengths and weaknesses.

6. Develop a VISION & MISSION

 What does team synergy do?

Focuses on all three of the critical team building components

1. Relationships
2. Teamwork and
3. Leadership.
 Eight Characteristics of High Performing
Teams

• A clear, elevating goal.

• A results-driven structure.
• Competent team members.
• Unified commitment.
• Collaborative climate.
• Standards of excellence.
• External support & recognition.
• Principled leadership
WORKSHOP – 4 LEADERSHIP
LEADERSHIP
Leadership is a process where a person exerts
Influence over others and inspires, motivates
And directs their activities to achieve goals

LEADER: The person exerting the influence

Leadership Styles
1. Autocratic Leadership Style
• Manager retains as much power and decision making authority as
possible
• Does not consult staff, nor allowed to give any input
• Staff expected to obey orders without receiving any explanations
• Structured set of rewards and punishments
Leadership Styles
2. Bureaucratic Leadership Style
• Manages “by the book¨
• Everything done according to procedure or policy
If not covered by the book, referred to the next
Level above
• A police officer not a leader
• Enforces the rules
Leadership Styles
3. Democratic Leadership Style
• Also known as participative style
• Encourages staff to be a part of the decision making
• Keeps staff informed about everything that affects their work and
shares decision making and problem solving responsibilities
Leadership Styles
4. Laissez-Faire Leadership Style
• Also known as the “hands-off¨ style
• The manager provides little or no direction
and gives staff as much freedom as possible
• All authority or power given to the staff and
they determine goals, make decisions, and
resolve problems on their own
Leadership Styles
5. Transformational Leadership
• Working for a Transformational Leader can be a wonderful and uplifting experience.
They put passion and energy into everything. They care about you and want you to
succeed
• Whilst the Transformational Leader seeks overtly to transform the organization, there is
also a tacit promise to followers that they also will be transformed in some way,
perhaps to be more like this amazing leader. In some respects, then, the followers are
the product of the transformation.
• Transformational Leaders are often charismatic, who succeed through a belief
in themselves rather than a belief in others.
Leadership Styles
6. Transactional Leadership
• The transactional leader works through creating clear structures whereby it is clear what is
required of their subordinates, and the rewards that they get for following orders. Punishments
are not always mentioned, but they are also well-understood and formal systems of discipline
are usually in place..
• When the Transactional Leader allocates work to a subordinate, they are considered to be fully
responsible for it, whether or not they have the resources or capability to carry it out. When
things go wrong, then the subordinate is considered to be personally at fault, and is punished
for their failure
• Transactional leadership is based in contingency, in that reward or punishment is contingent
upon performance
KURT LEWIN
• Kurt Lewin and colleagues did leadership decision experiments in
1939 and identified three different styles of leadership, in particular
around decision-making.
1. Autocratic
2. Democratic and
3. Laissez-Faire
SELF LEADERSHIP
• Self Leadership is an enabling process whereby a
person learns to know him/herself better and
through this better self understanding is able to
steer his/her life better.
 Rules For Self Leadership
1. Set Goals for your Life not just for your Job – “ Meaning of Life”
2. Take Initiative. Volunteer to be the first, be daring, bold, brave and fearless, willing to fall
down, fail and get up again for another round
3. Be humble and give away the credit, going before others is not only the path of leading
4. Learn to Love ideas and experiments
5. Believe that beauty exists in everything and in everyone, and then go about finding it. You’ll
be amazed how little you have to invent and much is waiting to be displayed
6. Be a lifelong learner Surround yourself with mentors and people smarter than you. Seek to
be continually inspired by something.
7. Care for and about people. Compassion and empathy become you, and keep you ever-
connected to your humanity. People will choose you to lead them.
ACTIVITY -
• Name of the Activity - Scale on Self Leadership
• Objective of the Activity – To asses our leadership style
• Brief Description – Attach the scale
Instructions:
• Rate yourself on a scale of 1 to 5, with 5 being a definite YES and 1 being a
definite NO.
• Be honest about your answers as this survey is only for you own self-
assessment.
• Circle the number which you feel most closely represents your feelings about
the task
• Learning Outcome of the activity: Identifying leadership skills in oneself and
others ( Scores)
Leadership Pizza
Instructions
• You start the exercise by presenting the model of the Leadership Pizza: It is a reflection and self-
assessment tool where you think about the most important skills and attitudes that you need to master in
order to be a great leader.

• You may present your own version of the leadership pizza to demonstrate an example. Emphasise that
your version is just an example, and they should think about what is important for leadership in their own
perspective.
• Assign time for participants to prepare their own set of important leadership skills and attributes, and ask
them to draw a pizza shape and label the slices with the items they listed.
• At this point, you may ask people to share their drawings with the group and explain which labels have
they chosen. You may discuss certain decisions and identify common patterns in the group's perception of
a good leader.
• Ask participants to assess themselves on a scale of 1 to 10 for each slice. (10 is the edge if the slice, 1 is
the core of the pizza). This self-assessment should serve as a baseline for setting up their own personal
goals for leadership development. The areas where they find them weaker should receive more focus in
their future development.
Skills
• Integrity

• Vision & Inspire

• Empathy

• Value & Acknowledge People

• Passion & Purpose

• Self-awareness

• Self-efficiency

• Prioritization
Workshop – 5 Conflict Management
Conflict is…
The interaction of
interdependent people who
perceive incompatible goals
and interference from each
other in achieving those
goals.
-Hoeker & Wilmot
Take Home Message
• Conflict is:
• Inevitable
• Necessary
• Useful
Advantages of Conflict
• Diffuse more serious conflicts
• Stimulate search for new facts or solutions
• Enhance relationships
• Increase cohesiveness

Conflict should be managed not eliminated

Disavantages of Conflict
• Time consuming
• Disrupts progress/ problem solving
• Detracts from job at hand
• Keeps people apart; if unresolved
• Poor quality, lowers productivity
• Reduces team effectiveness
Sources of Conflict
• Fear • Mishandling conflict in
• Dishonesty the past
• Boundaries • Hidden agenda
• Negligence • Revenge
• Need to be right • Fighting the “last war”
• Miscommunication
Conflict Management
The use of strategies and
tactics to move parties
toward resolution or at least
containment of a dispute
that avoids further
escalation and relationship
destruction.

-Aschenbrenner
Conflict Management 1
• Identify critical information
• Whose problem is this?
• What is the situation?
• Issues, history, players, stake holders
Conflict management Styles
• Avoidance - You completely withdraw from the conflict,
as if it doesn't exist.
• Accommodation - You put aside your goals and
basically give in, although inside you are frustrated and
angry
• Compromise- You give up something and so does the other
party, but neither of you is totally satisfied.
• Integration - You and the other party work together to
find a solution that satisfies both of you
• Effective Communication Skills
• Domination - You force your point until the other party
eventually gives up.
ACTIVITY -
• Name of the Activity : Test to Judge your
Conflict Management Style
Objective of the Activity : To know your effective style for managing
Conflicts in life
Description of the Activity : Test Attached
Learning outcome: Discuss your Conflict handling Style
If you talk to a man in a language he
understands, that goes to his head.
If you talk to him in his language,
that goes to his heart
Workshop – 6 Power To Empower
 Sharing Power: Empowerment

Another positive strategy for managing political behaviour is empowerment –

sharing power within an organization.

• Jay Conger defines empowerment as “creating conditions for heightened

motivation through the development of a strong sense of personal self-efficacy”.

• This means sharing power in such a way that individuals learn to believe in their
ability to do the job

• The driving idea of empowerment is that the individuals closest to the work and
to the customers should make the decisions and that this makes the best use of
employees’ skills and talents
 Empowerment Skills

• Competence skills are the first set of skills required for

empowerment.

• Empowerment requires certain process skills

• Empowerment skills involves the development of

cooperative and helping behaviors.

• Communication skills are a final set of essential

empowerment skills
Empowerment

• Is the process by which managers help others to acquire and

use the power needed to make decisions affecting
themselves and their work.
• Empowerment is a key foundation of the increasingly popular
self-managing work teams and other creative worker
involvement groups.

The Power Keys to Empowerment

• The concept of empowerment emphasizes the ability to make

things happen.
• Power is still relational, but in terms of problems and
opportunities, not individuals.
 GUIDELINES FOR IMPLEMENTING
EMPOWERMENT

• Delegation of authority to lower levels should be

clear and unambiguous.
• Planning must be integrated and participative at all
levels.
• Managers at all levels, but especially the top, should
exercise
 GUIDELINES FOR IMPLEMENTING
EMPOWERMENT

 Power at this stage is that at ‘an organizational level’

workplace counselors can get into a mind-set of
‘powerlessness’ and forget that, as described above, they
do have sources of power
 As Fincham and Rhodes (1992) suggest, ‘making it in an
organization means learning to navigate in the subtle and
dangerous currents that bring awards.
 Organizational Politics exist and services can be at risk if
counselors are unaware of the impact politics can have on
their ability to deliver a competent service.
 The interpersonal skills required to build good
relationships are not to be underestimated, as they ensure
that the counseling service is consulted, included in
discussions and offered relevant assignments.
 French and Raven (1967) distinguish between
the following types of power:

• Reward Power: The ability to deliver positive consequences or remove negative ones, e.g.
transfers, praise, thanks, time off in lieu and performance related pay.

• Coercive Power: The ability to mete out negative consequences or remove positive ones, e.g.
punishments, disapproval, not promoting annual reports.

• Legitimate Power : Others accept that you ought to have power over them because of your
position, e.g. your role, grade, official Power, e.g., the police.

• Referent Power: Others identify with you or want to be like you, e.g. role models.
Types of Power
• Expert Power : Others see you as having some special knowledge or skill (doctors,
counselors).

• Information Power: Others believe you have resources or information which will be useful to
them, e.g. messengers, networks and formal clubs.

• Internal Power: This is the power which comes from within the individual and is often called
‘personal power’. It is perhaps one of the most important sources of power because others
cannot take it away. Internal power can, however, be reduced by various forms of ‘internal
blockages’; for example, stress, illness, depression, refusal to use it, regarding the
responsibility of power as too frightening, or low self
Using Power Ethically
Determining weather a power-related behaviour is ethical is
complex. Another way to look at the ethics surrounding the use
of power is to ask three questions that show the criteria for
examining power related behaviours.

 Does the behaviour produce a good outcome for people both

inside and outside the organization? This question represents
the criterion of utilitarian outcomes.

 Does the behaviour respect he rights of all parties? This

question emphasizes the criterion of indicidual rights.

 Does the behaviour treat all parties equitably and fairly? This
question represents the criterion of distributive justice.
Using Power Ethically
To be considered ethical, power-related behaviour must meet all three
criteria. If the behaviour fails to meet the criteria, then alternative
actions should be considered

Two Faces of Power: One Positive, One Negative

Personal Power: Power used for personal gain
Individuals who rely on personal power at its extreme might be
considered Machiavellian – willing to do whatever it takes to get one’s
own way. Niccolo Machiavelli was an Italian statesman during the
sixteenth century who wrote ‘The Prince, a guide for acquiring and using
power’.

Social Power: Power used to create motivation or to accomplish group

goals. McClelland clearly favors the use of social power by managers.
Power To Empower
McClelland has found that managers who use power successfully
have four power oriented characteristics.

1. Belief in the authority System

2. Preference for work and discipline
3. Altruism
4. Belief in Justice

McClelland takes a definite stand on the proper use of power by

managers. When power is used for the good of the group,
rather than for individual gain, it is positive.
Activity
• Name of the Activity – Feel the Power of Self
• Objective of the Activity – to understand the use and misuse of Power
• Description of the Activity –
You have to quote an explain a moment where you planned to work or get some
work done using power and political behavior
After quoting the incident reflect what power you sed to get the work done, was it
political in behavior and why was it important.
Detailed Description - To be written by every student
Learning outcome -
"One finger cannot lift a pebble."
"One finger cannot lift a pebble."
Journal For Success
 All slides not be attached. Three Slides from each
Workshop to be included. i.e. 15 slides min. The print of the
Workshops in the Ppt not to be taken. Workshops i.e Activities have
to be hand written)
 The Activities to be written like always. Workshop
wise in the format prescribed.
ACTIVITIES
ACTIVITY 1
Name of the Activity – Ice- breaking “Name Game”
Objective of the Activity – To know each other better
Brief Description of the Activity - Have the group sit in a circle where
everyone can see the others. The first person says their name. The next
person continues, but after saying their own name, they repeat the first
person’s name.
This continues with each person repeating one more name. Reassure
people towards the end that it’s ok if they get stuck & encourage the
others to jump in to help if anyone is lost.
Learning Outcome
Activity 2
Name of the Activity – Commonalities
Objective of the Activity – Team Formation
Brief Description of the Activity –
The two partners need to identify one unique items that they have in common.. After
identifying one attributes that they have in common, these two partners their find
another group of two to form a group of four.
Again identify one items in common and so on form a group of total of eight people in
the group.
Now the goal of these eight in a group is to find ONE attribute that all of them have in
common. The more unique and unusual, the better or at least more interesting.

Learning Outcome
Activity 3
Name of the Activity – SWOT Analysis
Objective of the Activity – Know your Team members
Brief Description of the Activity –
Do SWOT Analysis of your Team

Learning Outcome
Activity 4
Name of the Activity – Role Play on “Team Functioning”
Objective of the Activity – To understand Team Functioning & its
effectiveness
Brief Description of the Activity –
Role Play
List the Observations of the Role Play
Learning Outcome
Activity 5
Name of the Activity – Scavengers Hunt
Objective of the Activity – Team Effectiveness
Brief Description of the Activity –
Students were given a list of items and dived in teams with Time limit.
Explain how you did the activity.
Learning Outcome
ACTIVITY 6
• Name of the Activity - Scale on Self Leadership
• Objective of the Activity – To assess our leadership style
• Brief Description – Attach the scale
Instructions:
Rate yourself on a scale of 1 to 5, with 5 being a definite YES and 1 being a
definite NO.
• Be honest about your answers as this survey is only for you own self-
assessment.
• Circle the number which you feel most closely represents your feelings about
the task
• Learning Outcome of the activity: Identifying leadership skills in oneself and
others ( Scores)
Activity 7
Name of the Activity – Conflict Management
Objective of the Activity – Know your Conflict Management Style
Brief Description of the Activity –
List your Style & Explain
Learning Outcome
Activity 8
Name of the Activity – Feel the Power of Self
Objective of the Activity – to understand the use and misuse of Power
Description of the Activity –
You have to quote and explain a moment where you planned to work or
get some work done using power and political behavior
After quoting the incident reflect what power you use to get the work
done, was it political in behavior and why was it important.
To be written by every student
Learning outcome -