This document discusses effective teaching and leadership in education. It provides definitions of effective teachers and discusses their characteristics. Some key points: - Effective teachers can adjust their instruction to meet student needs and deliver content in a variety of ways. They assume responsibility if students do not learn rather than blaming external factors. - Teachers need strong efficacy, the belief that they can make a difference for students. This is linked to student achievement but can be challenging for new teachers to develop. - Developing clear expectations, procedures, and respect is important for classroom management. Teachers must also hold high expectations for all students and push them to excel. - Reflection on one's teaching practice and how to improve is important

1. Teacher Manager Leader
Dr. N.Asokan M.Sc., M.E.,Ph.D
Faculty Trainer & Former Principal
9445191369 ntvasokan@gmail.com

2. Highly Effective Teacher

3. Research Findings
• Teacher has not only no claims to an intellectual
life of his own, but an adequate workmanlike
competence in the skills he/she to impart
• IAS, IPS, UPSC, TNPSC exams scores very low rank
• UGC-NET, SLET Exams low pass %
• Attending FDP, presenting Papers in
Conference/Journals in their subjects only
• No idea of Pedagogy, Administration,
Management & Leadership

4. • Teachers do not read much
• Teachers prefer popularity rather than Scholar /
Professional
Those who can, do
Those who can’t Teach
If you are so smart…. then why are you teaching?
There are lots of people who think that teaching is a job for
people who are not that smart

5. Three kinds of Teachers
Born and
should
not Teach
Should never
have been Born
Born to
Teach

6. Definition of Effective Teacher
• Able to adjust to the shifting tides of
classroom life and students needs
• To do what has to be done to reach, and
• There by teach, different students in a variety
of circumstances

7. • Highly effective teachers assume that if the
skills, concepts, information or ideas they
have taught are not acquired, mastered, or
retained then there must have been
something amiss with the instructional
delivery system.
• They keep looking for answers until they find
them

8. Teaching
• Teaching is a complex cognitive skill
• Teaching is problem solving in a relatively ill-
structured, dynamic environment
• Classroom teaching consists of a number of
linked problem situations: the solution of the
problem situations directly influences the next
problem situation

9. A job with a Ceiling
OR
A Career with a Calling
Without a Mission and a Calling,
teaching is just another job
Deep desire to Serve others - Altruism

10. Think about the people with whom
you like to spend your time
 Individuals who build
you up
 Affirm your strength
 Understand your
problems
 Respect your unique
qualities
 Tell you the truth in love
 They are Positive and
Real
X Critical
X Angry
X Hostile
X Cold
X Unfriendly
X Self-centered

11. Teaching look effortless
Teaching look effortless in a well managed
classroom where procedures, schedules,
expectations and routines have been taught,
modeled, practiced and reinforced.
Develop a set of procedures that “ demonstrate how
people are to function in an acceptable and organized
manner”

12. Unless students
(no matter what their ability level) feel
the power, press and urgency of their
teachers expectations, they are
unlikely to be motivated
to do even the minimum
that is needed to make it in school,
much less excel to the highest levels.

13. Efficacy
• Strong personal belief in one’s ability to make
a difference in the lives of students is called
Efficacy.
• There is a strong Positive relationship between
teacher’s efficacy and their students
achievement

14. Stumbling block of a new teacher
• Teachers are unable to either develop a sense of
efficacy or reinforce the feelings of efficacy they
do have unless they can see the results of their
teaching evidenced in the achievement of
students
• Graduate from college believing that all students
are capable of learning, but suddenly discovered
that they don’t have the instructional tool to
translate that belief into reality

15. Stumbling block of a new teacher
• To reconcile their growing loss of efficacy, they
begin to blame the problems they face on the
learner’s ability, learning style, motivation or
learning history.
• Gradually teacher feels less and less able to
make a difference
• Problem is framed as being outside of the
teacher’s control

16. Good Behavior & Respect
Good Behavior
• It is the natural consequence
of
 Engaged Students
 Meaningful Curriculum
 A well organized and managed
class room
 Clearly stated Expectations
Respect
• If they students know their
teachers respect them,
They work harder
Take corrections more readily
More willingness to take
responsibility for their actions
Lack of respect – Arrogance, Self-
centeredness, Sarcasm and
Cruelty
The most profound indicator of lack of respect is Total Disregard

17. • Low Expectations Trap:
• Teachers who have put a ceiling on how much
“smart” students can learn.
Low
Expectations
Trap
There are lots of very bright students coming to school and NOT learning much of anything they
did not know before they arrived, because their teachers have failed to push them
“I won’t bother you if
you don’t bother me”

18. No matter what you teach or how
you present yourself to students,
you have to be on the learner’s
side and to believe that they can
and will grow during the time you
are together

19. Can my students do things
they couldn’t do
last year, last week or yesterday?
Is my teaching effective?

20. Teacher do know a great deal about what works
To perfect and polish a teaching repertoire takes
time, experience, practice, quality staff
development, and highly skilled classroom
supervision from peers and administrators

21. Instructional Eclectics
• Able to move back and forth with
ease along a continuum of
teaching models that ranges from
Teacher Centered at one end
to Students Centered at the
other end, but they are always
Subject Centered no matter
how they are teaching
• Able to select the model or
approach that best meets the
demands of
• their Content,
• their Students, and
• their Learning Outcomes
• And then execute it successfully
with students
Teacher
Centered
Student
Centered
S u b j e c t C e n t e r e d

22. Reflections
• What is my teaching like?
• Why is it like this?
• How has it come to be this way?
• What are the effects of my teaching on my
students?
• What would I like to improve and why?
• How can I improve what I do?

23. Metacogntive Teacher
 Very Active, Independent
 Self-directed Learners
 Active Self-directed Teachers
 They question, think, discuss, create, plan
 They stir things up and are always pushing
 Their minds are always at work
 They keep administrators on their toes
 They are on –task and focused
 They have big pictures and big ideas of teaching and learning
 They hold concept focused conversations with Mentors, Principals and
Professionals
Teacher must become students of their students
able to read
one’s own
mental state
and then
assess how
that state
will affect
one’s present
and future
performance
I n n e r C o a c h

24. Highly Effective Teacher Adapt
• To new Principals, & new administrators
• To new boundary changes
• To new Curricular upheaval
• To angry parents, & violent students
• To reassignments & relocations
• To subject changes, room changes
• To school closing and opening
• To lack of materials, & instructional leadership
• To loss of jobs, loss of face

25. • They come to work through hot sun, rain &
floods
• They show up with broken legs, toothaches
• They walk, ride the bikes, take the train/bus to
get to school
• They teach through suffocating heat, under
tree, falling asbestos, peeling paint and broken
toilets
• They teach without textbooks

26. They are as flexible as ---- when it
comes to the demands of the
profession lays upon them.
Yet they remain firm as ---- when it
comes to their values and beliefs

27. It is not how much you know,
but how much you care
If there is not any caring,
‘then the knowledge will
never be transmitted’

28. • Students do not understand and the teachers
do not explain better
• Teacher does not know who students really is
inside
• Calculus need not be made easy; it is easy
already

29. Visionary Exercise
Mission – Vision – Core Values -
Objectives
Prepared by Dr.N.Asokan

30. Why?

31. Purpose Defines the enduring
character of college –
its self identity consistent
through time and
transcends market life
cycles,
technological breakthroughs,
management fads and
individual leaders.
WHY?
Why do we run the
College of Engineering
and Technology?
Direction –
continually pursues
but never fully
achieves or completes
its purpose.
“Why we exists and What we stand for”
that does not change even after 100 years
“This who we are; this is what we stand for;
this is what we are all about”

32. Examples of core purpose
Company Name Core purpose
3M To solve unsolved problems innovatively
HP To make technical contributions for the advancement
and welfare of humanity
McKinsey To help leading corporations and governments be more
successful
Merck To preserve and improve human life
Nike To experience the emotions of competitions, winning,
and crushing competitors

33. Why do we run the
College of
Engineering and Technology?
1. Why is that important?
2. Why is that important?
3. Why is that important?
4. Why is that important?
5. Why is that important?
To guide and inspire
people inside the
College

34. Purpose- Discovery process
 To prepare the engineers to live and to face the challenges and opportunities
in the work place
 To prepare the engineers to compete in the world markets in the “Knowledge
Age” as engineering leaders and global citizens.
 To implement the teaching learning and assessment process that move a
student from one state of knowledge and professional preparation to another
state.
 To provide and facilitate lifelong learning opportunities of the highest quality
 To continually improve the faculty skill sets with those needed to deliver the
desired curriculum in the light of the different learning styles of students.
 To give a basic understanding of business process and organizations

 To provide quality education to all at a reasonable cost.
 To think clearly about professional ethics and social responsibility

35. What?

36. What do we want to create within next
three years / five years /ten years? –
• The picture of the
envisioned future we
seek to CREATE
• Specific destination –
once we reach, we have
to change
• Far more important to
know who we are than
where we are going,
for where we are going
will certainly changes as
the world about us
changes
“what we aspire to become, to achieve, to create”
that will require significant change and progress to attain
C R E A T E

37. Creative Process
Thinking beyond the
current capabilities of the
college, current
environments trends,
forces, and conditions.
1. Become 100 crores in 2020
2. Crush ------ college
2. Knock of --- college as the
number one Engg.college in
Tamilnadu
3. Become the MIT of India
4. Become No.1 in Marine Engg.
Education
1.Target 2. common enemy 3. Role model 4. Internal Transformation

38. Creative
Questions
• Does it get our juices
flowing?
• Do we find it stimulating?
• Does it stimulate forward
momentum?
• Does it get people going?
In next 5/10/15/20 years
What would we love to see?
What would College look
like?
What would it feel like to
staff and students?
What would it have
achieved?
Task is to create future NOT to predict the future
CREATIVE

39. What to create at College?
• to create an environment where teachers and students can
feel the joy of student – centered teaching learning process.
• to create an intellectually enriched environment that
empowers learners to transform their lives.
• to merge the physical, life, and information sciences when
working at the micro and nano scales and to conceive,
design, and operate engineering systems of greater
complexity.
• to create a work environment where students and staff feel
valued, and encouraged to do what they are good at all the
time.

40. Possible attitudes towards a vision
Commitment Wants it. Will make it happen. Creates whatever ”laws”
(structure) are needed
Enrollment Wants it. Will do whatever can be done within the “sprit of
the law”
Genuine Compliance Sees the benefits of the vision. Does everything expected
and more. Follows the “letter of the law” ‘Good solider’
Formal Compliance On the whole, sees the benefits of the vision. Does what’s
expected and no more. “Pretty good soldier”
Grudging Compliance Does not see the benefits of the vision. But also, does not
want to loose the job. Does enough of what is expected
because he has to do, but also let it be known that he is not
really on board
Noncompliance Does not see the benefits of the vision and will not do
what’s expected. I won’t do it; you can’t make me.
Apathy Neither for nor against vision. No interest. No energy. “ is it
five o’clock yet?”

41. How?

42. How do we want to act, consistent with purpose?
Along the path toward achieving
what do we want to create
Describe how the
college wants life to
be on a day – to day
basis: Culture
• Largely independent of
the current
environment,
competitive
requirements, or
management fads
• Culture stands the test
of time
If the circumstances changed and penalized us for holding this culture,
would we still keep it? If YES, it is not culture, should be dropped

43. Culture
Organization
culture is an
emergent result of
continuing
negotiations about
values, meanings
and properties
between the
members of that
organization and
with its
environment.

44. If we want to change a culture
we have to change all these
conversations or at least the
majority of them.
Culture is the result of all the daily
conversations and negotiations
between the members of an
organization.
Cultural Transformation

45. Culture Questions
• Can we envision these cultures being equally valid for
us 100 years from now as they are today?
• Would we want hold these cultures, even if at some
point one or more of them became a competitive
disadvantage?
• If we were to start a new organization tomorrow in a
different line of work, what culture would we build into
the new organization regardless of its industry?

46. How day –to-day life at College?
• We shall place our main emphasis on ability, performance, and personal
character so that each individual can show the best in ability and skill
• Service to the students comes first, service to Staff second and service to
other stakeholders last.
• Students and staff are #1 – their development, loyalty, interest, team sprit
are our prime responsibility, We teach them, help them and care about
them, Give them knowledge, skills, help them succeed, make winners out
of them.
• Hard work and Continual Self – improvement / self renewal in teaching,
learning and assessing
• We are committed to the realization of the potential of each learner.

47. MAPPING
How What Why
Culture Create Purpose
Alignment

48. Core values (Culture)
How How the college wants life to be
on a day-to-day basis
Vision (Create)
What Painting a picture
of future
Mission (Purpose)
Why Why do we exists?
What do we believe in????????

49. +ve Vs -ve vision
+ve vision
• What do we want?
• Long Term
• The power of ASPIRATION
drives.
• ASPIRATION endures as a
continuing source of
learning and growth.
- ve vision
• What do we want to avoid?
• (Survival Threatened)
• Short term
• The power of FEAR
underlies.
• FEAR can produce
extraordinary changes in
short periods.

50. Actions / Activity
Objective
• The ACTION taken to fill up
the gap between vision and
the current reality.
• Measurable within a time
frame.
Goal /Aim
• Specific desired result /
outcome of the objectives

51. Objectives
• To increase 15% pass percentage every semester
• To increase the placement of students 10% every year
• To increase the number of students enrolled for higher studies 10% ever
year
• To develop 1% of students as entrepreneurs every year
• To encourage the faculty to attend one faculty development programme
per semester
• To facilitate the faculty to participate or present one research paper in the
National or International conference per year
• To facilitate the faculty to publish one research paper in the National or
International journal per year
• To arrange one Guest Lecture per subject per semester
• To arrange one Industrial visit per semester
• To enroll one professional body membership every year
• To provide consultancy to one industry by every department every year

52. If we do not know where to go,
any road will do
If we do not know
where we are NOW,
no road will do

54. Five Fears,
Five Needs
and
One Focus

55. What are the universals of human
nature?
What, exactly, do we all share?
Why leaders are required?
What followers require of a
leader?

56. All Societies reflects shared Nature
 Joking
 Tickling
 Baby-talking
 Habit of Sucking a
wound
 Preference for sweets
 Fear of snakes, not of
flowers
 Reserves a formal style
of speech for special
occasions
 Toilet Training for
children
 Husband is older than
wife
 Trade, Toys
 Weapon, Rape, Murder
Every society have a word for “String” and “Pain“

57. 1. Fear of Death (our own and our family)
1. The Need for Security
• Fear of Death
• Rituals to
commemorate death
• Prohibitions against
murder and suicide
• Rituals to celebrate our
fertility
• Marriage
• Strong preference to
our own children and
our kin
Most basic needs,
to secure our lives and the lives of our loved ones

58. 2. Fear of Outsider
2. The Need for Community
• Children in every society fear strangers
• All society live in groups
• These groups are not based on family or blood ties
• All societies distinctions between part of the group and
not part of the group
• Always favor the part of the group
• Chief purpose of the law in all society is to define the
rules of membership for the group
• Punishment or sanction for law breakers
Humans are bonding animals,
we organize ourselves to keep the bond strong

59. 3. Fear of the Future
3. The Need for Clarity
• Every society has a concept of the Future
• Word for Hope, Anticipation, Capacity
• ‘Conjectural Reasoning’ – “If this happens
then that will follow”
• Anxious about Future
• Future is unstable, unknown, potentially
danger – fear of Future

60. • We give prestige / special status to those who
able to predict Future
• Economists, Share Brokers, etc.,
• Perform rituals to help us divine what might
happen tomorrow

61. 4. Fear of Chaos
4. The Need for Authority
• The most universal of human traits is our
Need to Classify Things
• Sex, Age, Kin, Body Parts, colours, Fauna,
Flora, Space, Tools and Weather conditions
• Convince ourselves, keeping the chaos at bay
and under control
• Having someone in-charge is more organized
than a chaotic-free-for-all

62. Every society has word for LEADER
It implies that sometimes we have to submit
ourselves to this in-charge’s decision
We are comfortable with this trade-off
Every society has
a concept of the need to
balance Dominance with submission
We dislike chaos, we like Strong Leaders

63. 5. Fear of Insignificance
5. The Need for Respect
• Every society sees the individual person a
shaving a worth and value that is distinct from
the group’s
• Word: Self-image
• Concept: Positive self-image better than
negative
• Our self-image is in the hands of other people
• All of us pay attention to what other people
think of us

64. The most effective way to earn
respect of others is
to show yourself ready to sacrifice
virtually everything
for the sake of
Pure Prestige

65. The level or intensity of sacrifice
make the difference between
Leader and Follower
Few Leaders with lots of Respect
Many Followers with less Respect

66. Our need for respect is usually
attended by intermediary who
deals with people one-on-one.
Pastor/Priest / Rabbi personally
assure you that you are still
worthy in the eyes of the GOD
Following the Religion, still have the chance to earn Prestige and Respect

67. In the work place,
Great managers identify the each
employees natural talents and shows
how to earn
the respect and prestige that
accompanies Excellence

68. The job of a leader is to rally
people toward a better future
The most effective way to turn the
fear of unknown (future) into
spiritedness and confidence is to
be CLEAR

69. To define the future in such vivid
terms, through leaders action,
words, images, pictures, heroes,
and scores that every one can
see where leader and followers
are headed.
Clear Better Future

70. The Points of Clarity
• Who do we serve?
• What is our Core Strength?
• What is our core score?
• What actions can we take Today?

71. S
t
r
e
n
g
t
h
Attitude
Talent
Knowledge
Skill
P
o
t
e
n
t
i
a
l
c
o
m
p
e
t
e
n
c
y

72. ObjectiveTo capitalize on your
strength,
and manage around
your weakness
To be what we are,
and to become what
we are capable of
becoming

73. Strength
• Consistent near perfect
performance in an
activity
• For an activity to be a
strength you must be
able to do it
consistently
• You do not have to
have strength in every
aspect of your role in
order to excel
• You will excel only by
maximizing your
strengths, never fixing
your weakness

74. S t re n gt h
Talent
Knowledge Skill

75. Knowledge
Factual Knowledge
• What you aware of
• Things you know
• Can and Should be Taught
Experimental Knowledge
• Understandings you have
picked up along the way –
Experience
• Less Tangible and much
harder to teach
• Acquiring is individual
responsibility
• Comes with Time, if you are
Listening

76. Skill
Skills are the how-to’s of a ROLE
They are capabilities that can be
transferred from one person to
another
Procedural Knowledge

77. Skill
The Best way to teach a skill is to
break down the
total performance into steps,
which the student then reassembles
The Best Way to develop a skill is to
P R A C T I C E

78. As we ‘learn’
the skills required of the task,
the whole activity gradually shifts
from conscious attention to
subconscious control

79. Values
Those aspects of life that
you hold dear
Experimental Knowledge

80. As you make choices,
sometimes compromising,
sometimes holding firm,
you come to realize that certain
aspects of your life are
more importatant than others

81. These critical aspects, guiding the
choices you make in the future.
Some of these values will remain
constant throughout your life.
Others will change with time and
reflection

82. Talent
Recurring pattern of thought,
feeling,
action or behaviour
that can be productively applied

83. Every role, performed at excellence,
requires talent
because
every role performed at excellence,
requires certain recurring pattern of
thought, feeling or behaviour

84. Filter (Finger Print)
A characteristic way of responding to
the world around you

85. • Which stimuli to notice and which to
ignore
• Which to love and which to hate
Tells you
• Are you competitive? / ego driven? /
altruistic?
Creates your
innate
motivations
• Are you disciplined/laissez-faire/ practical /
strategic
Defines how you
think
Forges your
prevailing
attitudes
Are you Optimistic or cynical?
Are you Calm or anxious?
Are you Empathetic or Cold?

86. Filter
Creates in you all of your distinct
patterns, feelings and behaviors
Your Filter is the source of your Talents

87. Because every humane being is
guided by his unique filter,
the same situation produces very
different reactions
Same stimuli, different reactions,
very different performances

88. Your filter is constantly at work,
Sorting, Shifting, Creating your
World in Real Time

89. Your filter is constantly telling you
the few things
YOU MUST
Do or Feel or Think

90. Your Filter,
more than your
Race,
Sex,
Age, or
Nationality,
is
YOU

91. Talent - Examples
• Instinctively inquisitive
• Competitive
• Charming
• Persistent
• Nervousness? -Along with What If?

92. Talent so important to
Strength Building
• Every day you have small decisions to make
• Talent influence every small decisions you make
• Thousands of small decisions that confront you
throughout the day
• Unable to intellectualize every minute decision
• You are compelled to react instinctively
• Brain finds and follow the path of least resistance
– your Talent
• Sum of these tiny decisions – your performance
for the day

93. • Skill determine if you
can do something
• Talent reveals
something more
important: how well
and how often you do
it

94. Traces of Talents
• Spontaneous, top-of-the mind reactions
• Reactions under extreme stress
• Yearnings
• Rapid Learning
• Satisfactions

95. Yearnings
• Early days in life
• Child drawn to some activities and repelled by
others
• Differences between siblings
• You should pay attention, notice it

96. Rapid Learning
• Sometimes doesn’t signal through yearning
• Notice it comparatively late in life
• Start to learn new skill
• in the context of new job
• new challenges
• new environment
• Immediately your brain light up, switch on
• Skipping the steps to achieve, ahead of others
If you learn rapidly, look deeper, that is your talent

97. Satisfaction
• Feels good, when perform an activity, do it
• You either feel it or you don’t
• When can I do this again
• Bringing order to chaos
• Host an event
• Delighted in Cleanliness, maintain discipline
• Finding the truth

98. S t re n gt h
Talent
Knowledge Skill
Habits /
Attitude/
Drive

99. Talent
• Excellence
• Innovation
• Strategic
thinking
• Unteachable
• Hard to
transferable
Skill
• Arithmetic
• Word, Excel
• Give a safe
Injection
• Teachable
Knowledge
• Safety Rules
• Teachable
Limitation of Skill & Knowledge –
Situation Specific

100. Range in Performance
• Same Education, Same Experience, Same
Brain Power, Same Willpower will end up with
a range in performance
• Talent is more important than
• Talent only can explain why, all other factors
being equal, some people excel in the role and
some struggle
Same Stimuli, different reaction due to talents, very different performances

101. C o m p e t e n c y
Part
Talent
Part
Knowledge
Part
Skill
Talent
Attitudes
Habits
Drive

102. Themes of Strengths
Person Category Quality
Achiever Adaptability Analytical
Activator Arranger Belief
Command Competition Communication
Deliberative Connectedness Discipline
Developer Context Empathy
Focus Fairness Futuristic
Learner Ideation Harmony
Maximizer Inclusiveness Individualization
Relator Input positivity
Self-assurance Intellection Significance
Responsibility strategic
Restorative
Woo

103. Obstacles to Building Strengths
• Fear of Weakness
• Fear of Failure
• Fear of One’s True Self

104. Weakness
Activities that are effortless for some
may be
Frustratingly Difficult for others

105. Weakness - Definition
• Anything that gets in the way of excellent
performance
• As soon as you find yourself in a ROLE that
requires you to one of your nontalents - or
area of low skills or knowledge – a weakness is
born
Focus on your strengths
and
find ways to manage your weakness

106. Identify weakness
• Knowledge weakness
• Skill weakness
• Talent weakness – definitely YES
YES
GAIN
NO
YES
Practice
NO

107. Confessing your
unfixable weakness,
you may win
the trust and respect of the
people around you

108. Fear of Failure
• All failures are not equal, some are easy to
digest
• When the cause of the failure seems to have
nothing to do with who we really are, we can
accept it

109. • Our basic insticts encourages us to take
pleasure in another’s
misfortunes;unfortunatly, the pleasure seems
to incraes in direct propotion to the other
perosn’s ego. The bigger his ego, the greater
our pleasure in his failure.

110. Act, Learn, refine, Act, Learn, refine
• To be bold
• To be perceptive (sharp, aware,
understanding, keen, observant)
• To listen for performance feedback from the
outside world
• To keep investigating your strengths despite
the many influences pulling you away from
them
If at first you don’t succeed, try again. Then quit. There is no point
making a fool of yourself. You might be searching for your
strengths in the wrong places.

111. It is your opportunity to take your
natural talents and transform
them through focus and practice
and learning into consistent near
perfect performance

112. To be what we are, and to
become what we are capable of
becoming, is the only end of life
Baruch Spinoza, Philospher

113. Delusion:
Keep acting
Keep failing
and
do not realize it
Delusion and denial is a lethal combination

114. Fear of One’s True Self
Symptoms:
 Plain old insecurity
 A feeling of inadequacy
 Flip side of insecurity is
complacency
 Suspect Luck and
circumstances for
Success NOT Strength
 Feel strength is
Degrees, certificates as
proof.
 Natural Talents is
Strength
We live with our strengths everyday without realizing / take it granted. We have to REMAIND

115. You will be most Successful
when you craft your Role to
play to your signature talents
most of the time

116. Manager/Leader
Performance

117. Purpose: Performance
• An Organization exists for a purpose and that
purpose is performance
• Performance defined as any outcome that is
deemed valuable by either an external or
internal customer

118. Performance for the Day
Thousand of tiny choices, in an endless
procession, that confronts us every minute,
unable to intellectualize, compelled us to react
instinctively (decisions), follows the path of
least resistance.
Sum of these tiny decisions is the performance of the day

119. Key person do not seem
to have responsibility to
decide or to deliver, but
they seemed to have
infinite authority to block
people from doing
anything
Accept them as UNOFFICIAL Boss

120. Learn to work in Three Stages
Initial
years
• Known Target
• Known
Resources
Middle
Part of the
Career
• Resources not
entirely within
the control
Senior
Roles
• No control
over Resources
• No control
over People
Known
Problems
Known
Solutions
Un Known
Problems
Known
Solutions
Un Known
Problems
Un Known
Solutions
Administrator
Manager
Leader

121. Practical
Intelligence
IQ
1904, Alfred Binet
Testing: Judgment,
Comprehension, Reasoning
Emotional Intelligence
1995, Daniel Goleman
Testing: Tact, Human
Interactions, Emotional & Social
Variables
Social Intelligence
Goleman
Testing: Neurons of your brain
connects with the brains of those
around you
Political Intelligence
Roderick Kramer, Standford Business School
Sizing up people for their weakness rather
than strengths and playing on weakness
Multiple Intelligence
Prof. Howard Gardner
Evaluate Intelligence and
Achievement
1. Disciplined Mind
2. Synthesizing Mind
3. Creating Mind
4. Respectful Mind
5. Ethical Mind

122. Personal Development
Managing
Tasks
Tasks
to
Relationships
Relationships
to
Thoughts
Thought
to
Self-
Awareness
Initial
Period of
Career
Mid Part of
the Career
Mid Part of
the Career
Authentic
Leader
Get the Things Done purely
on Relationship
D i s c i p l i n e d M i n d
Synthesizing &
Creating Mind
Respectful &
Ethical Mind
Administrator Manager Leader

123. Fixed Mindset
Your abilities are fixed and
success comes out of
repeatedly using the same
abilities
Growing Mindset
Your abilities can change if you
learn from mistakes and are
willing to put in the effort
Signature of mediocrity is NOT an unwillingness to change
It is chronic inconsistency
Mindset

124. Employees Expecting from Boss
1. Feedback
2. Empowerment
3. Coaching
4. Transparency
5. Recognition
6. Opportunity
7. Clear Tasks
8. Access
9. Respect for Personal Time
During a career, report to 10 direct bosses and 10 indirect bosses of those bosses

125. Boss expecting from Employees
1. 100% effort
2. Loyalty
3. Honesty
4. Get-it-done Results
Irrespective of what you think of the BOSS, you have to accept the BOSS

126. Self Discipline
Self Discipline is conscious practice of
controls, habits and restraints,
imposed by one self and
demanded by the profession

127. Responsibility Meter
Freedom
• Be Free
• Enjoy the moment
• Be widely passionate
• Have a fabulous time
• Live in the now
Responsibility
• Be Responsible
• Set your goals
• Keep your promises
• Get important things done
• Fulfill your duties

128. Work Place /Living Place / World
Future is
• Highly complex
• More Interdependent
• More uncertain
• More ambiguous
• Tumultuous Opportunity
• System Thinking
• Relationship
• Problem Solving
• Problem Solving
There is NO one perfect person,
family, industry, or country
Accept as it is, unconditionally.
You are lucky, if any changes happens.

129. Work place involves
intense contacts with people,
practical experience,
working relationships with less
capable colleagues,
rivalry –driven people,
gossiping people,
self-centered people.

130. Every day work means that you
are taking number of
tiny decisions and
are swimming in an ocean
full of small mistakes
by you and by others

131. S e r v e
C u s t o m e r s
B o s s
Colleagues
Team Work
Relationship
Subordinates

132. Deep Learning Cycle
reinforces the
Learning Culture
Deep
Learning
Cycle
Beliefs
and
Assumptions
Established
Practices
Knowledge
Skills
Talents
Network
of
Relationships

133. Learn
Practice
Performance
Discipline
Purpose
Number of very small
wise decisions taken
daily towards the
purpose
Process

134. Things that are bad for you seduce
you easily; you run towards them
impatiently.
But things are actually good for you
fail to attract you; you shun them
creatively, finding powerful excuses
to justify your procrastination.

135. 1. Keep physically fit because it is linked to
emotional fitness
2. Accept uncertainty and ambiguity as natural
to the workplace
3. Confront reality
4. You are paid to solve problems
5. Lean from your and other’s mistakes
6. Develop the capacity to bounce back after
near death
7. Enjoy what you do and do what you enjoy
Happiness comes out of Good Health and Warm Relationships

136. Every day, are you
using your energy
OR
wasting you energy?

137. Thank you