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TEAM BUILDING An Assignment

for the subject of

MANAGING INTERPERSONAL & GROUP

BEHAVIOUR

In MBA THIRD SEMESTER

Submitted as part of

MBA (Human Resource Management)

By

Bhawna Khurana

(Roll NO. RDA / PG / 002 / MBA / 2009 J)

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Content

1. Introduction

2. Transforming Groups into Teams

3. Develop Common Goals and Vision

3.1 Strategies To Create Common Goals and Vision

3.2 Value and Harness Diversity

3.2.1 Strategies As a team leader

3.3 Foster Effective Communication

3.3.1 Strategies As a team leader4. Reasons for Team Building

5. Team Building Exercises

5.1 Types of Team Building Exercises

a. Communication Exercise

b. Problem Solving/Decision Making Exercise

c. Planning/Adaptability Exercise

d. Trust Exercise

5.2 Subgroups of Team Building Exercises

a. Simple social activities

b. Group bonding sessions

c. Personal development activitiesd. Team development activities

e. Psychological analysis

6. Prerequisites In Team Building

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6.1 Planning

6.2 Team Building shouldnt be Ad hoc

6.3 Structured Process

6.4 Criterion for A great team

6.5 Awareness

6.6 Interpersonal

6.7 Common Goal

7. Types of Teams

(Permanent teams and temporary teams)7.1. Task Force

7.2. Problem Solving Team

7.3. Product Design Team

7.4. Committee

7.5. Work Group

7.6. Work Team

7.7. Quality Circle

8. Stages of Team Building

8.1 Forming

8.2 Storming

8.3 Norming8.4 Performing

8.5 Adjourning and Transforming

8.6 Norming and Re-Norming

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9. The Four C's of Team Goal Setting

9.1 Clarity

9.2 Criteria

9.3 Challenge

9.4 Commitment

10. Interpersonal Competence & Team Effectiveness

10.1 The right mix of skills.

10.2 The right motivation.

10.3 The ability to solve conflicts11. Team Building & Interpersonal Communication

11.1 Take time to talk.

11.2 Listen

11.3 Be other focused

11.4 Be open to new ideas

11.5 Look for common ground

12. Six Principles of Effective Team Management

13. FIRO-B Fundamental Interpersonal Relations Orientation

13.1 Control and Affection

13.1.1 Inclusion types

13.1.2 Control types13.1.3 Affection types

14. Reference

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TEAM BUILDING

1. IntroductionTeam building retreats designed to develop a team (including group

assessment and group-dynamic games), usually falling somewhere.

A team is a group organized to work together to accomplish a set of

objectives that cannot be achieved effectively by individuals

Team Building refers to a wide range of activities, presented to

businesses, schools, sports teams, religious or nonprofit

organizations designed for improving team performance. Team

building is pursued via a variety of practices, and can range from

simple bonding exercises to complex simulations and multi-day

team building retreats designed to develop a team (including group

assessment and group-dynamic games), usually falling somewherein between. It generally sits within the theory and practice of

organizational development, but can also be applied to sports

teams, school groups, and other contexts. Team building is not to be

confused with "team recreation" that consists of activities for teams

that are strictly recreational. Teambuilding is an important factor in

any environment, its focus is to specialize in bringing out the best

in a team to ensure self development, positive communication,

leadership skills and the ability to work closely together as a team

to problem solve. Work environments tend to focus on individuals

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and personal goals, with reward & recognition singling out the

achievements of individual employees. "How to create effective

teams is a challenge in every organization". Team building can also

refer to the process of selecting or creating a team from scratch.

2. Transforming Groups into Teams

Perhaps more than any other factor, common goals and vision mix

to form the glue that binds a team together. Although the 40 people

entering the function room shared the same employer, the body

language, nervous smiles, and superficial conversations made itclear that most did not know each other. The opening speaker did

an excellent job of welcoming all and breaking the ice with his

animated and insightful comments. He was quick to engage his

audience, while his honed wit and mastery of language delighted

all. I found myself enjoying and admiring this character, which I

regarded as an astute and affable presenter. Then he said it: "So, as

you can see, this team has been brought together to achieve the

financial targets by the end of the next year." "What team?" I

inwardly cried. Try as I might, scanning every corner of the room, I

could not see the 'team' he was referring to. Indeed, all I could see

were 40 people in one place at one time. What qualifications arerequired to be a team? What are the differences between a group of

people and a team? And what strategies can a leader adopt to

nurture the transformation from groups into teams?

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3. Develop Common Goals and Vision

Unless a common goal is held for a given venture and each

individual holds the one vision of the shared destination, the

journey will be confusing and the travelers hobbled. Lacking

direction, such a group will fragment as energies are spent in

moving against each other rather than as a team.

3.1 Strategies to Create Common Goals and Vision

1. With your team members, individually record your perception of

the team's common goals and vision, then consider the differingperceptions you detect. This will provide a simple measure of the

degree to which your team shares common goals and visions.

2. In developing common goals and visions, start by asking what

goals and visions (which are also desirable for the organization) the

team members can get truly passionate about. In an increasingly

competitive world, only those destinations passionately sought will

ever be reached.

3. Ensure the team members are clear on the distinction between

their common 'goals' and their individual 'roles'. We can share the

same goal and vision, but take on differing roles in a collaborative

venture. The captain of a steam ship and the stoker share the samedestination, but perform vastly different tasks along the journey.

Ask your team members to express their individual role in terms

that articulate how that role contributes to the common goals and

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vision.

4. When setting collaborative goals, consider both a 'benchmark'

goal and a 'stretch' goal. The former can be defined as 'the

minimum we will accept from ourselves as professionals', while the

latter could be described as a 'reach for the stars' goal and should

carry significant uncertainty as to its achievability. This will allow a

team to keep energized and strive for improvement even beyond

perceived limitations.

3.2 Value and Harness DiversityThe diversity of people on a team can be its greatest asset or its

greatest threat. The determining factors will be the team's ability to

understand diversity, value it, and manage it. Diversity harnessed

can be an awesome engine for achieving high goals.


(A) Undertake a team survey that highlights the diverse work-styles

and roles within your team. Use the data to draw a 'team map' that

clarifies which preferences and roles are well-represented and

which are not. Ask your team to take an outside perspective on the

'team map' - what strategic advice would they give to themselves in

developing the team further? Excellent instruments for this exerciseinclude the Team Management Profile designed by Charles

Margerison and Dick McCann (Team Management Systems) and

the well used Myers-Briggs Type Indicator (MBTI) assessment.

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(B) Target 'understanding and managing diversity' in your team's

training and development schedule.

(C) When it comes to diversity, lead by example. If you do not

value and are not seen to value diversity in your people, your team

members certainly will not.

3.3 Foster Effective Communication

Most of our communication energy is expended on telling others

what we need them to hear when we need them to hear it. Effective

communication requires us to balance this with what they need tohear from us, and when they need to hear it.


(A) Formulate a survey of satisfaction ratings on different forms

and directions of communication within your team. Use the data to

target aspects of communication that have the greatest potential for

improvement. Avoid embarrassment by telling people why you are

doing it!

(B) Encourage paraphrasing as a strategy to enhance active

listening.

(C) Try to finish conversations with the question "Is there anything

else you want to talk about?" to provide opportunities for others toask about what they need to hear.

While many factors will make a team better, common goals and

vision, the ability to harness diversity and the mastery of

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communication will be key differences between a group and a

team.

4. Reasons for Team Building

Reasons for Team Building include

1. Improving communication

2. Making the workplace more enjoyable

3. Motivating a team

4. Getting to know each other

5. Getting everyone "onto the same page", including goal setting6. Teaching the team self-regulation strategies

Helping participants to learn more about themselves (strengths and

weaknesses)

7. Identifying and utilizing the strengths of team members

8. Improving team productivity

9. Practicing effective collaboration with team members

5. Team Building Exercises

Team building exercises consist of a variety of tasks designed to

develop group members and their ability to work together

effectively. There are many types of team building Activities that

range from kids games to games that involve novel complex tasksand are designed for specific needs there are also more complex

team building exercises that are composed of multiple exercises

such as ropes courses, corporate drumming and exercises that last

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over several days. The purpose of team building exercises is to

assist teams in becoming cohesive units of individuals that can

effectively work together to complete tasks.

5.1 Types of Team Building Exercises

a. Communication Exercise

This type of team building exercise is exactly what it sounds like.

Communications exercises are problem solving activities that are

geared towards improving communication skills. The issues teams

encounter in these exercises are solved by communicatingeffectively with each other.

Goal: Create an activity which highlights the importance of good

communication in team performance and/or potential problems

with communication.

b. Problem Solving/Decision Making Exercise

Problem Solving/Decision making exercises focus specifically on

groups working together to solve difficult problems or make

complex decisions. These exercises are some of the most common

as they appear to have the most direct link to what employers want

their teams to be able to do.

Goal: Give team a problem in which the solution is not easilyapparent or requires the team to come up with a creative solution

c. Planning/Adaptability Exercise

These exercises focus on aspects of planning and being adaptable to

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change. These are important things for teams to be able to do when

they are assigned complex tasks or decisions.

Goal: Show the importance of planning before implementing a

solution

d. Trust Exercise

A trust exercise involves engaging team members in a way that will

induce trust between them. They are sometimes difficult exercises

to implement as there are varying degrees of trust between

individuals and varying degrees of individual comfort trustingothers in general.

Goal: Create trust between team members

5.2 Subgroups of Team Building Exercises

a. Simple social activities

To encourage team members to spend time together

b. Group bonding sessions

Company sponsored fun activities to get to know team members

(sometimes intending also to inspire creativity)

c. Personal development activities

Individual programs given to groups (sometimes physically

challenging)d. Team development activities

Group-dynamic games designed to help individuals discover how

they approach a problem, how the team works together, and

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discover better methods

e. Psychological analysis

Of team roles, and training in how to work better together and

combinations of the above.

6. Prerequisites In Team Building

The following are the important requirements of team building

process:-

6.1 Planning

Plans are drawn and made. Individuals from the team can also participate in decision making process by participative decision

making. After approval, the copies of the plan is distributed

among the members of the team and it is made crystal clear that

every member have understands the plan. Progress shall be

monitored against the plan.

6.2 Team Building shouldnt be Ad hoc

Generally the team building effort is ad hoc in nature that is no

formal prior planning is done before forming the team.

6.3 Structured Process

If you want to build a team rather than just bond the individuals

closer, you need a structured process. You need to decide beforeyou start what improvements you want and can realistically expect

the team to achieve.

6.4 Criterion for A great team

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a. Members sharing leadership responsibility and rotating other

roles as needed.

b. All participating in idea generation, problem solving, and

decision-making

c. Members showing support, respect, and trust for one another.

d. All taking actions and doing work that is necessary to reach team

goals.

e. Members managing conflict by confronting issues and

inappropriate behaviors. The best teams display thesecharacteristics in their roles, attitudes, behaviors, and working as

group and dedicated individuals.

Team members need to help each other work towards developing

these characteristics to build their continued work ethic and skills.

As teams continue to grow in popularity within business,

understanding and using the five characteristics of great teams may

help teams and organization measure their success in team

development.

6.5 Awareness

There must be an awareness of unity on the part of all its members.

6.6 InterpersonalRelationship: There must be interpersonal relationship. Members

must have a chance to contribute, learn from and work with others.

6.7 Common Goal

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She member must have the ability to act together toward a common

goal.

7. Types of Teams

Today we find all kinds of teams in society, and they generally fall

into one of two primary groups: permanent teams and temporary

teams. Here are some of the common types:

7.1. Task Force

A temporary team assembled to investigate a specific issue or

problem.7.2. Problem Solving Team

A temporary team assembled to solve a specific problem.

7.3. Product Design Team

A temporary team assembled to design a new product or service.

7.4. Committee

A temporary or permanent group of people assembled to act upon

some matter.

7.5. Work Group

A permanent group of workers who receive direction from a

Designated leader.

7.6. Work Team (also called Self-Directed Work Team or Self-Managed Work Team) an ongoing group of workers who share a

common mission who collectively manage their own affairs within

predetermined boundaries.

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7.7. Quality Circle

A group of workers from the same functional area who meet

regularly to uncover and solve work-related problems and seek

work improvement opportunities

8 Stages of Team Building

(a) The Forming (b) Storming

(c) Norming (d) Performing

model of group development was first proposed by Bruce

Tuckman in 1965, who maintained that these phases are allnecessary and inevitable in order for the team to grow, to face up to

challenges, to tackle problems, to find solutions, to plan work, and

to deliver results. This model has become the basis for subsequent

models of group development and team dynamics and a

management theory frequently used to describe the behavior of

existing teams. It has also taken a firm hold in the field of

experiential education since in many outdoor education centers

team building and leadership development are key goals.

8.1 Forming

In the first stages of team building, the forming of the team takes

place. The team meets and learns about the opportunity andchallenges, and then agrees on goals and begins to tackle the tasks.

Team members tend to behave quite independently. They may be

motivated but are usually relatively uninformed of the issues and

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objectives of the team. Team members are usually on their best

behavior but very focused on themselves. Mature team members

begin to model appropriate behavior even at this early phase.

Sharing the knowledge of the concept of "Teams - Forming,

Storming, Norming, Performing" is extremely helpful to the team.

Supervisors of the team tend to need to be directive during this

phase. The forming stage of any team is important because in this

stage the members of the team get to know one another and make

new friends. This is also a good opportunity to see how eachmember of the team works as an individual and how they respond

to pressure.

8.2 Storming

Every group will then enter the storming stage in which different

ideas compete for consideration. The team addresses issues such as

what problems they are really supposed to solve, how they will

function independently and together and what leadership model

they will accept. Team members open up to each other and confront

each other's ideas and perspectives. In some cases storming can be

resolved quickly. In others, the team never leaves this stage. The

maturity of some team members usually determines whether theteam will ever move out of this stage. Some team members will

focus on minutiae to evade real issues. The storming stage is

necessary to the growth of the team. It can be contentious,

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unpleasant and even painful to members of the team who are averse

to conflict. Tolerance of each team member and their differences

needs to be emphasized. Without tolerance and patience the team

will fail. This phase can become destructive to the team and will

lower motivation if allowed to get out of control.

Supervisors of the team during this phase may be more accessible

but tend to still need to be directive in their guidance of decision-

making and professional behavior. The groups will therefore

resolve their differences and group members will be able toparticipate with one another more comfortably and they won't feel

that they are being judged in any way and will therefore share their

own opinions and views.

8.3 Norming

At some point, the team may enter the norming stage. Team

members adjust their behavior to each other as they develop work

habits that make teamwork seem more natural and fluid. Team

members often work through this stage by agreeing on rules,

values, professional behavior, shared methods, working tools and

even taboos. During this phase, team members begin to trust each

other. Motivation increases as the team gets more acquainted withthe project. Teams in this phase may lose their creativity if the

norming behaviors become too strong and begin to stifle healthy

dissent and the team begins to exhibit groupthink. Supervisors of

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the team during this phase tend to be participative more than in the

earlier stages. The team members can be expected to take more

responsibility for making decisions and for their professional

behavior. Views seen before of members at the start begin to

change as they know each other better. The team feels a sense of

achievement for getting so far, however some can begin to feel

threatened by the amount of responsibility they have been given.

They would try to resist the pressure and resist reverting to

storming again.8.4 Performing

Some teams will reach the performing stage. These high-

performing teams are able to function as a unit as they find ways to

get the job done smoothly and effectively without inappropriate

conflict or the need for external supervision. Team members have

become interdependent. By this time they are motivated and

knowledgeable. The team members are now competent,

autonomous and able to handle the decision-making process

without supervision. Dissent is expected and allowed as long as it is

channeled through means acceptable to the team. Supervisors of the

team during this phase are almost always participative. The teamwill make most of the necessary decisions. Even the most high-

performing teams will revert to earlier stages in certain

circumstances. Many long-standing teams will go through these

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cycles many times as they react to changing circumstances. For

example, a change in leadership may cause the team to revert to

storming as the new people challenge the existing norms and

dynamics of the team.

8.5 Adjourning and Transforming

Tuckman later added a fifth phase, adjourning, that involves

completing the task and breaking up the team. Others call it the

phase for mourning A team that lasts may transcend to a

transforming phase of achievement. Transformational managementcan produce major changes in performance through synergy and is

considered to be more far-reaching than transactional management

8.6 Norming and Re-Norming

Timothy Biggs suggested that an additional stage be added of

Norming after Forming and renaming the traditional Norming stage

Re-Norming. This addition is designed to reflect that there is a

period after Forming where the performance of a team gradually

improves and the interference of leader content with that level of

performance will prevent a team progressing through the Storming

stage to true performance. This puts the emphasis back on the team

and leader as the Storming stage must be actively engaged in tosucceed too many 'diplomats' or 'peacemakers' especially in a

leadership role may prevent the team from reaching their full

potential.

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9. The Four C's of Team Goal Setting

Goals are a great way to improve team performance. Clear goals

with measurable standards must be developed and agreed upon with

the team. One simple way to help determine what team goals

should be is to utilize the four C's of goal setting. The C's stand for

goal clarity, measurable criteria, worthwhile challenge, and team

commitment.

9.1 Clarity

in a team goal means it is easily understood by all membersinvolved. The definition of the goal is specific enough that there is

no misunderstanding about what is to be accomplished and the team

fully understands what is expected of them. With a clear goal, those

working towards achieving it will know what they need to do or

learn in order to meet their target objective. Clarification assures

the team understands why the goal is a worthwhile and relevant one

for them to work towards

9.2 Criteria

spelled out in a goal are the performance measures that must be

reached in order for the team to know they have hit their target. The

criterion is a unit of measure in quantity or percentage to beaccomplished during a specified timeframe and agreed to by the

team. Having this criterion provides regular feedback for the team

along the course of the goal so they can make adjustments to their

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work and behaviors. Without this information, it is hard for the

team to understand their reward and recognition structure develops

their work plan, and ask for adjustments or help with barriers when

necessary

9.3 Challenge

Within the goal is a way to give the team the opportunity to stretch

their skills and show what they can do. A meaningful goal should

not just maintain the status quo or accomplish a little more. Instead

it should motivate the team to stretch themselves without breakingdown their spirits or greatly interfering with their quality

procedures or necessary routine tasks. A goal that is too small or

too large can be more damaging than it is challenging or

motivating.

9.4 Commitment

Is the team agreeing to the responsibility and accountability of

reaching the goal the best way to get team commitment is for the

team to participate in the goal setting process? The team must

understand how their goal fits with the organization's visions,

mission, and objectives. For the team to commit to any goal, they

must be involved in the decision making process and receive theappropriate information or training to know what they can

accomplish and why it is important Utilize the C's for building team

goal clarity, assigning measurable criteria, giving a worthwhile

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challenge, and getting full team commitment. The four C's are an

easy method of determining what team goals should be. Clear team

goals with agreed to measurements are one of the best ways to

improve team performance.

10. Interpersonal Competence & Team Effectiveness

Team effectiveness refers to the system of getting people in a

company or institution to work together effectively. The idea

behind team effectiveness is that a group of people working

together can achieve much more than if the individuals of the teamwere working on their own. Team effectiveness is determined by a

number of factors, such as:

10.1 The right mix of skills.

Team effectiveness depends in part on bringing together people

who have different skills that somehow complement each other.

This can mean different technical abilities or communication skills.

In fact, teaming up people who share the exact same characteristics

is often a recipe for disaster. Team effectiveness depends on people

taking on different roles in a group setting. If there is no agreement

on who does what in the group, it is unlikely that the team will

prosper.10.2 The right motivation.

Team effectiveness is directly linked to the interest that the group

has on the project. If the job is too easy or too difficult, or if the

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rewards for achieving the end result do not seem worth the effort,

the team may end up working half-heartedly in the project. The task

should also have a clear outcome. Working towards a specific goal

enhances team effectiveness significantly.

10.3 The ability to solve conflicts

(Without compromising the qualityof the project)

Team work has one major downfall. Sometimes groups end up

making decisions they know are not in the best interest of the

project, just so they can keep the process moving. Conflict is innateto any work done in groups, and should be taken as part of the

challenge rather than as something to be avoided by compromising.

Team effectiveness should be increased, not compromised, through

conflict. One way to enhance team effectiveness is to agree

beforehand on a code of conduct. As conflicts arise, it is important

to know how to deal with them. What is allowed and what is not?

How will the team deal with disagreements? Is open discussion

favored or will the group vote on major decisions? Knowing what

to expect and having the plan will make the process of working in

group much easier.

11. Team Building & Interpersonal Communication

When you are working in small groups, you may find yourself

isolated from the larger workplace, working intensely on a project

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that has become a vital part of yourself. Every member of the group

will likely have that same experience, and a sense of dependence on

one another will occur. While that personal ownership of a project

has many wonderful benefits, one danger is that interpersonal

communication may deteriorate. This is usually caused by

dependence becoming overdependence, and increased irritability

will usually result. There may also be an increased tendency to

perceive disagreement within the group as a personal attack.

Psychologists refer to this as the lifeboat syndrome. time to focuson your interpersonal communication skills and style here are some

suggestions:

11.1 Take time to talk.

Sometimes when youre working very closely with someone, you

feel like you can read their mind, and that they can read yours.

Thats all good until youre wrong about it. Taking the time to

talk things through, even when its about insignificant details, is a

team building activity, as well as just being practical.

11.2 Listen.

Its an activity. That means it requires your active involvement

11.3 Be other focused

Ask for opinions of others before promulgating yours. It builds

camaraderie when opinions and ideas are valued.

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11.4 Be open to new ideas.

Whether its exposure to new people, things, processes, or simply

trying something new, an open mindset goes a long ways toward

promoting harmony within a group. There is no one RIGHT way to

do something. There may be a RIGHT way for you, but youve got

other people to consider as well. Find what works for the group, not

just you.

11.5 Look for common ground.

When things get tense, its easy to focus on differences, rather thancommonalities. If this starts happening, use your skills to move

things back to the shared beliefs and values, and then move

forward. Being a leader is a lot more work than just being one of

the team. You are responsible for keeping it moving forward, and

meeting your objectives. You cant control human dynamics, but

you can conduct yourself in a way that shows your team that you

are committed to working through all the issues on the road to

success.

12. Six Principles of Effective Team Management

Individual department or functional managers need to embrace

ownership and responsibility for success and accomplishing definedstrategic initiatives. However, to maximize the effectiveness of the

organization, managers must be able to work with one another to

achieve common goals.

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To be effective the following six principles apply:

1. Accountability must be at the forefront of every initiative.

Employees do want to be held accountable and they willing accept

responsibility given the necessary training, information and the

organization encourages empowerment.

2. Minimize oversight through confidence and empowerment. Do

not micro manage. Workers will accept more responsibility if

management isn't constantly looking over their shoulder. This

encourages innovation and creativity but it requires effectivecommunication.

3. Managers need to function more as facilitators and leaders.

Coaching is a skill set that should be required training for all

managers to improve team management. Regular performance

discussions should be scheduled and strictly held to.

4. Performance management & performance measurement are key

contributors to improved team management. Goals should be

measurable and specific. Creating score cards is an effective tool to

improve team performance

5. Information sharing and effective communication is critical.

Teams must have unrestricted access to all relevant information. Ifyou can't trust someone on the team then they shouldn't be on the

team.

6. Manager skill sets must be continuously reviewed and upgraded

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to allow them the opportunity to adopt new skills specifically

related to coaching and mentoring.

The manager's role must be redefined for the team environment and

an emphasis on the servant style of leadership ("The Lead Wolf"

model) is essential. Organizations that maximize success embrace

the concept of "Team Leadership" and their managers are skilled at

leading group problem-solving sessions maximizing collaboration

across all functional units. A forum exists to educate and train

managers on the problems and concerns of other functionaldepartments. Communication is kept at the "Adult" level and an

explicit understanding of respect exists throughout the culture of

the organization. This feeling of mutual respect, trust and maturity

becomes the foundation for teamwork and problem solving.

13. FIRO-B

Fundamental Interpersonal Relations Orientation (FIRO) is a

theory of interpersonal relations, introduced by William Schutz in

1958. According to the theory, three dimensions of interpersonal

relations are necessary and sufficient to explain most human

interaction. The dimensions are called Inclusion,

13.1 Control and Affection.These categories measure how much interaction a person wants in

the areas of socializing, leadership and responsibilities, and more

intimate personal relations. FIRO-B was created, based on this

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theory, a measurement instrument with scales that assess the

behavioral aspects of the three dimensions. Scores are graded from

0-9 in scales of expressed and wanted behavior, which define how

much a person expresses to others, and how much he wants from

others. Schutz believed that FIRO scores in themselves were not

terminal, and can and do change, and did not encourage typology;

however, the four temperaments were eventually mapped to the

FIRO-B scales, which led to the creation of a theory of Five

Temperaments. Schutz himself discussed the impact of extreme behavior in the areas of inclusion, control, and affection as

indicated by scores on the FIRO-B. For each area of interpersonal

need the following three types of behavior would be evident: (1)

deficient, (2) excessive, and (3) ideal. Deficient was defined as

indicating that an individual was not trying to directly satisfy the

need. Excessive was defined as indicating that an individual was

constantly trying to satisfy the need. Ideal referred to satisfaction of

the need. From this, he identified the following types

13.1.1 Inclusion types.1. The undersocial (low EI, low WI)

2. The oversocial (high EI, high WI)

3. The social (moderate EI, moderate WI)

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13.1.2 Control types

1. The abdicrat (low EC, high WC)

2. The autocrat (high EC, low WC)

3. The democrat (moderate EC, moderate WC)

13.1.3 Affection types

1. The underpersonal (low EA, low WA)

2. The overpersonal (high EA, high WA)3. The personal (moderate EA moderate WA)

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14. Reference:1. Beach, Dale S. Personnel: The Management of People at Work, 4th

Edition. Macmillan, New York (1980).

2. Flippo, Edwin B. Personnel Management. 6thEdition. McGraw Hill,

New York (1984).

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31/31

3. Armstrong, Michael. A Handbook of Personnel Managemen

Practices. 3rd Edition. Kogan Page London (1988).

4. Human Resource Planning & Development ,The Global Open

University Nagaland

5. The Economist .com

6. utexas.edu.html

7. Wikipedia.com

8. Google.com

9. Worlstrans.org

10. Pirate.shu.edu

11. Scribd.com

12. Community4me.com

13. Blurtit.com

14. Buzzle.com

15. VU Pakistan Lectures on Human Resource MGT501,

By Professor Dr. Muktar Ahmad.

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