1. An Analysis of Paradigm Shifts in Behavioral Patterns :
Before and After Graduation

2. Behavior
• An aggregate of the responses, reactions or movements made
by a person in any situation
Responses
Reactions
Movements
Stimuli Behavior
• Prone to changes

3. Graduation
Behavioral Change Model
Leadership Skills
Intellect
Social Skills
Undesirable Skills
Leadership Skills
Intellect
Social Skills
Undesirable Skills

4. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
Leadership
Skills
Leadership Skills
Intellect
Social Skills
Undesirable Skills Source:Barker, R.
A. (2001). The
nature of
leadership.
Human Relations,
54, 469-494.

5. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
Leadership
Skills

6. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
How clear are you on your aspirations, dreams
and values ?
Leadership
Skills
1 • Very Low
2 • Low
3 • Average
4 • High
5 • Very High

7. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
How dedicated are you in achieving your goal ?
Leadership
Skills

8. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
Do you listen carefully to your people and
encourage them to express their opinions ?
Leadership
Skills

9. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
How good are you in integrating the team to
improve team’s performance ?
Leadership
Skills

10. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
Do you resolve conflict as it occurs, and
consider the best interests of all concerned ?
Leadership
Skills

11. Vision
Dedication
Listening Skills
Team Building
Conflict Handling
Motivation
Leadership
Skills
Do you motivate your team mates to do their
best on the job ?

12. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in leadership skills)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α = 0.05
1
;
)
( 2
1




 n
df
n
s
d
t
d



13. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ±2.086. The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Leadership Skills
Step 6 : Analyze the data
Excel: Leadership Skills
Minitab: Leadership Skills

14. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value -4.82 is less than the tabular
t-value -2.086. Hence Null hypothesis is rejected and
alternative hypothesis is accepted. It can be concluded that
there is a significant change in the leader skills of a student.

15. Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence
Leadership Skills
Intellect
Social Skills
Undesirable Skills
Source:
Neisser, U., Boodoo,
G., Bouchard, T.J.,
Jr., Bykin, A.W.,
Brody, N., Ceci, S.J.,
et al (1996).
Intelligence:
Knowns and
unknowns.
American
Psychologist, 51, 77-
101 .

16. Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence

17. How good is your verbal and numerical
reasoning ?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence

18. How adept are you at solving practical
problems of everyday life?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence

19. How well can you understand and express your
own emotions ?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence

20. How well can you regulate your own emotion ?
Cognitive Intelligence
Intellect
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence

21. How well can you perceive and understand
others’ emotions ?
Cognitive Intelligence
Intelligence
Practical Intelligence
Expression
Regulation
Recognition
Emotional Intelligence

22. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in Intellect)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α = 0.05
1
;
)
( 2
1




 n
df
n
s
d
t
d



23. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ± 2.086.The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Intellect
Step 6 : Analyze the data
Excel: Intellect
Minitab: Intellect

24. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value -4.45 is less than the tabular t-value -
2.086. Hence Null hypothesis is rejected and alternative
hypothesis is accepted. It can be concluded that there is a
significant change in the intellect of a student.

25. Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills
Leadership Skills
Intelligence
Social Skills
Undesirable Sills
Source :
Witt, L.A., & Ferris, G. R.
(2003). Social Skill as
moderator of the
conscientiousness-
performace
relationship:
Convergent results
across four studies.
Journal of Applied
Psychology, 88, 809-
820.

26. Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills

27. How accurately can you perceive the traits ,
motives and intentions of others ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills

28. How effectively can you induce positive
reactions in others ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills

29. How skilled are you at changing others
attitudes and behavior in desired direction ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills

30. How adaptable are you to varying social
situations ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills

31. How proficient are you at understanding and
controlling emotional aspects of life ?
Perception
Impression
Persuasion
Adaptability
Awareness
Control
Social Skills
&

32. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in Social Skills)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α has been specified as 0.05
1
;
)
( 2
1




 n
df
n
s
d
t
d



33. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ± 2.086.The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Social Skills
Step 6 : Analyze the data
Excel: Social Skills
Minitab:Social Skills

34. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value -4.608 is less than the tabular
t-value -2.086. Hence Null hypothesis is rejected and
alternative hypothesis is accepted. It can be concluded that
there is a significant change in the social skills of a student.

35. Procrastination
Temper
Pessimism
Laziness
Leadership Skills
Intellect
Social Skills
Undesirable skills
Undesirable skills
Machiavellianism
Source :
Kelley, R. Mark., Young,
M., Denny, G., & Lewis,
C. (2005), Liars, Cheaters,
and Thieves: Correlates
of undesirable character
behaviors in adolescents.
American Alliance for
Health, Physcial
Education, Recreation
and Dance.

36. Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism

37. How often do you postpone work ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism

38. How frequently do you lose your temper ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism

39. How pessimistic are you ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism

40. How lazyare you ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism

41. How willing are you to manipulate others for
your benefit ?
Procrastination
Temper
Pessimism
Laziness
Undesirable skills
Machiavellianism

42. Step 1 : Set Null and alternative hypotheses
H0 : μd = 0 (No change in Undesirable Skills)
H1 : μd ≠ 0
Step 2 : Determine the appropriate statistical test
Step 3 : Set the level of significance
α = 0.05
1
;
)
( 2
1




 n
df
n
s
d
t
d



43. Step 4 : Set the decision rule
Value of α is 0.05 and the degrees of
freedom is 20. The tabular t value is t0.05,20 = ± 2.086.The null
hypothesis will be rejected if the observed value of t is less
than - 2.086 or greater than + 2.086
Step 5 : Collect the sample data
Sample data: Undesired Skills
Step 6 : Analyze the data
Excel: Undesired Skills
Minitab: Undesired Skills

44. Step 7 : Arrive at a statistical conclusion and business
implication
The observed t-value 1.834 lies in the range of t-
value ± 2.086. Hence Null hypothesis is accepted. It can be
concluded that there no significant change in the undesired
skills of a student.

45. Statistical Inference
• The Leadership skills, Intellect and social skills of students has
significant change after graduation. Graduation has added
value to these qualities.
• The Undesirable skills of students have not changed after
graduation

46. References
• Barker, R. A. (2001). The nature of leadership. Human Relations, 54, 469-494.
• Neisser, U., Boodoo, G., Bouchard, T.J., Jr., Bykin, A.W., Brody, N., Ceci, S.J., et al (1996).
Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101 .
• Witt, L.A., & Ferris, G. R. (2003). Social Skill as moderator of the conscientiousness-
performace relationship: Convergent results across four studies. Journal of Applied
Psychology, 88, 809-820.
• Kelley, R. Mark., Young, M., Denny, G., & Lewis, C. (2005), Liars, Cheaters, and Thieves:
Correlates of undesirable character behaviors in adolescents. American Alliance for
Health, Physcial Education, Recreation and Dance.
• Greenberg J. (2011) Behavior in Organizations.
• Bajpai, N. (2012). Business Statistics.

47. Thank You