Teambuilding and Leadership Skills

among NCC and Non-NCC Students

FIELD WORK REPORT

In partial completion of the requirements for the award of Bachelor
of Arts

Submitted By:
Adarsh S
VI SEM B.A.
Register No: L1403005
S.B.R.R Mahajana First Grade College,
Jayalakshmipuram, Mysuru

Submitted To:
Asst. Prof. SUJATA M
Head of the Department of Psychology
S.B.R.R Mahajana First Grade College,
Jayalakshmipuram, Mysuru
 Silver jubilee Year
Education to Excel
College with potential for Excellence
Smt.Bhagyalakshmamma Rattehalli Ramappa
MAHAJANA FIRST GRADE COLLEGE
Jayalakshmipuram, Mysore 570 012
(Affiliated to University of Mysore; Re-accredited by NAAC with A Grade)

DEPARTMENT OF PSYCHOLOGY

CERTIFICATE

This is to certify that ADARSH S of VI Semester B.A. has satisfactorily

completed the Field Work on Topic Teambuilding and Leadership Skills
among NCC and Non-NCC students in part completion of the B.A Degree
under the University of Mysore, for Psychology, during January 2017 to April
2017.

Signature of Batch-in-charge Head of the Department.

Examination reg. No. L1403005

Date of Examination:

Signature of Examiners.

1.____________________

2.____________________
 ACKNOWLEDGEMENT

I extend my heartiest gratitude to Asst. Professor Sujata .M, Head of the Department of
Psychology, SBRR Mahajana First Grade College Mysore, for the constant support and
encouragement to complete this field work successfully. I am deeply grateful for the help and the
guidance which she has provided at every step of my work

I am also thankful to Ms. Lakshmi G Gowda lecturer department of Psychology, SBRR

Mahajana First Grade College Mysore, for her assistance and encouragement and Asst. Professor
Dr. Avinash Department of Biotechnology

My heartfelt appreciation goes to my loving parents who have helped me morally, financially
and in any mean I may need without their constant encouragement I would have never have been
able to complete this field work

Further, I extend my sincere thanks to all the subjects who gave their valuable time in answering
the questionnaires for this field work

I also wish to thank all my dear friends who have always been a great support to me especially to
complete this field work successfully

Thank you,

Adarsh S

L1403005

Final year

Bachelor of Arts (CPS)

SBRR Mahajana First Grade College

SL No. CONTENTS
1 CHAPTER I :Introduction
1.1 What is a Team?
1.2 What is Team Building?
1.3 Need for Team Building - Why Team Building?
1.4 Advantages of Team Building:
1.5 Effect on performance
1.6 Improved Communication
1.7 Develop Team Roles
1.8 Long-Term Benefits
1.9 Better Relationships
1.10 Disadvantages of Working in a Team
1.11Leader
1.12 Basic Concept of Leadership
1.13 What is Leadership?
1.14 How Leadership skills are built
1.15 Importance of Leadership
1.16 Five ways being a leader could transform your life
1.17 Negative Leadership qualities
1.18 NCC
1.19 There are Three Certificates in NCC
1.20 NCC Motto
1.21 Curriculum of national cadet corps institutional
training

2 CHAPTER II :Review of literature

3 CHAPTER III :Methodology
4 CHAPTER IV :Results and Discussion
4.1Results and Discussion
4.2Conclusion
4.3Major Findings
4.4Limitations of the study

5 APPENDIX I
6 APPENDIX II
SL.N PARTICULARS OF THE TABLES
O
1 Table no.1 shows the total number of samples.
2 Table no 2.shows the distribution of the sample on
the basis of gender.
 3 Table No3.shows distribution on sample of age.
4 Table No.4 shows Team Building ability of NCC
and Non-NCC students.
5 Table No. 5 shows Leadership ability of NCC and
Non-NCC students.
6 Sub table no.1 shows the mean and standard
deviation of the team building and Leadership
skills score and also their interpretations among
the sample groups.
7 Sub-table no. 2 shows the mean on the basis of
gender of the team building and Leadership
quality scores and also their interpretation of the
group.
8 Sub table no.3 the mean of NCC students and
Non-NCC students in team building and
Leadership quality scores and also their
interpretation of the group.
9 Sub table no.4 shows the mean on the basis of age
group in team building and Leadership quality
scores and also their interpretation of the group.

CHAPTER-I

Introduction

1.1 What is a Team?

When individuals with similar interest, attitude, and taste come together to work for a common
objective, a team is formed. Every individual contributes equally and performs his level best to
meet the team targets and achieve the organizations goal. Team members strive hard to live up to
the expectations of others and successfully accomplish the assigned task. A team cannot do well
unless and until each and every member is focused and serious about his responsibilities. For
every team member, his team should come first and everything else later. Personal interests must
take a backseat.

Every individual must feel motivated to perform his level best. Never impose things on anyone;
instead, the individuals must take the initiative on their own. They should come forward and
accept the challenge.

1.2 What is Team Building?

Team building refers to the various activities undertaken to motivate the team members and
increase the overall performance of the team. You just cant expect your team to perform on their
own. A motivating factor is a must. Team Building activities consist of various tasks undertaken
to groom a team member, motivate him and make him perform his best.

We all are human beings and love appreciation. Any individual performing exceptionally well
must be appreciated well in public. He feels happy and motivated to perform even better the next
time. Team building is a collective term for various types of activities used to enhance social
relations and define roles within teams, often involving collaborative tasks. It is distinct from
team training, which is designed to improve the efficiency, rather than interpersonal relations.

Many team-building exercises aim to expose and address interpersonal problems within the
group.

Over time, these activities are intended to improve performance in a team-based environment.
Team building is one of the foundations of organizational development that can be applied to
groups such as sports teams, school classes, military units or flight crews. The formal definition
of team-building includes:

1. Aligning around goals

2. Building effective working relationships

3. Reducing team members' role ambiguity

4. Finding solutions to team problems

Team building is one of the most widely used group-development activities in organizations. Of
all organizational activities, one study found team-development to have the strongest effect
(versus financial measures) for improving organizational performance. Recent meta-analyses
show that team-development activities, including team building and team training, improve both
a team's objective performance and that team's subjective supervisory ratings.

1.3 Need for Team Building - Why Team Building?

Team Building activities are of utmost importance as they help in the overall development of the
team members and in turn improving the teams performance. It also strengthens the bond among
the employees and they feel motivated to work and achieve the targets. Some kind of team
building activities must be undertaken from time to time to encourage the team members to work
hard and realize their dreams.

Four approaches in Team building::

1 Setting Goals

2 Role clarifications

3 Problem solving

4 Interpersonal-relations

Setting Goals

This emphasizes the importance of clear objectives and individual and team goals. Team
members become involved in action planning to identify ways to define success and failure and
achieve goals. This is intended to strengthen motivation and foster a sense of ownership. By
identifying specific outcomes and tests of incremental success, teams can measure their progress.
Role clarification

This emphasizes improving team members' understanding of their own and others' respective
roles and duties. This is intended to reduce ambiguity and foster understanding of the importance
of structure by activities aimed at defining and adjusting roles. It emphasizes the members'
interdependence and the value of having each member focus on their own role in the team's
success

Problem solving

This emphasizes identifying major problems within the team and working together to find
solutions. This can have the added benefit of enhancing critical-thinking.

Interpersonal-relations

This emphasizes increasing teamwork skills such as giving and receiving support,
communication and sharing. Teams with fewer interpersonal conflicts generally function more
effectively than others. A facilitator guides the conversations to develop mutual trust and open
communication between team members.

1.4 Advantages of Team Building:

Team-building activities are a way to provide high-impact learning, increase team skills and
communications, and improve morale and productivity. Students benefit through experiencing a
sense of accomplishment in working as a group to complete a challenging task and learning ways
to improve communication skills. Effective team building incorporates an awareness of team
objectives. Teams must work to develop goals, roles and procedures.

1.5 Effect on performance

Team building has been scientifically shown to positively affect team effectiveness. Goal setting
and role clarification were shown to have impact on cognitive, affective, process and
performance outcomes. They had the most powerful impact on affective and process outcomes,
which implies that team building can help benefit teams experiencing issues with negative affect,
such as lack of cohesion or trust. It could also improve teams suffering from process issues, such
as lack of clarification in roles.

Goal setting and role clarification have the greatest impact because they enhance motivation,
reduce conflict and help to set individual purposes, goals and motivation.

Teams with 10 or more members appear to benefit the most from team building. This is
attributed to larger teams having generally speaking a greater reservoir of cognitive resources
and capabilities than smaller teams

1.6 Improved Communication

Team building is useful for breaking down barriers between individuals through group
participation in activities. People who are not used to working together get a chance to
participate and work as a team. By working through a task, the multiplicity of skills within the
team is highlighted and the group learns new ways of working together. Team-building activities
that highlight communication allow participants to experience for themselves the importance of
good communication and develop new ways of accomplishing this.

1.7 Develop Team Roles

Members of a team have roles that they are naturally suited to, according to team specialist Dr.
Meredith Belbin. For example, some people are best at focusing on the teams and objectives and
delegating work, while others are most effective at checking finished work for errors. Team
building allows each member of the team to develop and focus on what they are best at, and
allow the team members to find their niche within the team so that everyone can best contribute
as an individual while still performing together.

1.8 Long-Term Benefits

Team expert Talan Miller has found that a strong team can lead to major gains for every small
business. These include the ability to maximize profitability by allowing individuals to better
combine their skills to achieve more; meeting cross functional challenges and being able to
respond quicker to rapid change; retaining the best people by giving everyone a greater sense of
involvement and belonging; and empowering teams to become more mission focused and to
achieve more with less direction and saving time.

1.9 Better Relationships

Team building provides a chance for the team to participate together in an experience where
everyone starts with an equal level of knowledge about the given task. The novelty requires
people to draw on and create team process skills to complete the task successfully. The challenge
of a new experience also requires employees to collaborate and work together in close proximity,
which helps to develop relationships quickly.

As we start off a new year, here is what I see are 12 key benefits that any organisation or group
will attain by undertaking a team building program.

1. Team work
Team building events create the time to focus on the importance of team work and what is
needed to make you a better team. Learning how to work together effectively will create
efficiency and knowledge on how to manager each others strengths and weaknesses.

2. Communication
Good communication is vital for a high performing team. Team building can help break down
barriers in communication and also how to better utilize both verbal and non-verbal forms
of communication.

3. Leadership
All teams need Leadership from one or all members in a team. Structured team building
activities will identify Leadership qualities in individuals and highlight areas where all staff can
contribute as leaders.

4. Fun
This benefit is often overlooked but I believe is one of the most important to have in any
workplace. Team building events will reinforce the value of having fun in the workplace and
what significant results can actually be achieved when fun is involved.

5. Bonding
Bonding is important as it can create that sense of looking out for each other and helps to build
trust amongst your team. Team building provides the opportunity to learn about each other and
grow respect for each other in a non-threatening and fun environment.

6. Confidence
Confidence applies to every single task that someone undertakes and, having it, will produce
significant gains in results. Participating in team building exercises in a comfortable, non-
threatening situation will help to develop confidence in yourself and others.

7. Responsibility
Every member of a team has a role to contribute. Being responsible for a role will either ensure it
is fulfilled or learnings are taken from it to apply for future. Team building will reinforce how
taking responsibility and providing responsibility are both vital contributors to
team performance.

8. Trust
Through the tasks and exercises in a team building program, participants will learn more about
each other. They will learn strengths, weaknesses, capabilities and fears, with these learnings
contributing to a deeper relationship and trust amongst team members.

9. Morale
A positive and enthusiastic team will create good morale in the workplace. Team building
programs can often identify barriers to positive morale and highlight strategies to create more fun
and positivity in day-to-day work.

10. Respect
Participants can gain greater respect for not only each other but also for the company and its
direction through a team building program. Often this comes down to communication and
knowledge, and when delivered in a fun and relaxed environment, greater respect will be a result.

11. Culture
Team building days can help to reinforce the values and vision of a company and can contribute
to the overall organizational culture. Sometimes team building programs reinforce a culture and
other times they may actually evolve a culture.

12. Results
Team building programs can be structured to focus specifically on results. For example, using a
team building exercise to develop a new marketing strategy for the company. Generally
speaking, if other benefits are achieved through team building, like better communication, this
will ultimately lead to stronger results.

1.10 Disadvantages of Working in a Team:

1. Indulging in the blame game when things go wrong: In times of crisis it is easiest
for the team members to point a finger at someone else and indulge in the blame game. Since
there is more collective rather than individual responsibility involved in a team project it is often
difficult to tell where things went wrong. Things become most challenging when one person does
his work correctly and the other makes a mistake, as many individuals cannot bear the thought of
shouldering the blame when they did their own part flawlessly. People also resort to the blame
game when they believe that there has been an unequal and unfair distribution of work. Problems
like these almost always arise when people work in teams. These problems cost rifts among even
the best of friends.

2. Unequal involvement and participation of different members: It is challenging

to work in a team when everyone does not put in his or her best efforts. There are two kinds of
people while working in a group- those that work tirelessly to get things done and then there are
those that are laid back and do not adhere to any deadlines. It is due to some lazy individuals like
this that things go wrong and to avoid failure it is often either the team leader or other team
members that have to take on the additional task of completing another persons quota of work as
well.

For example in a college group project everyone gets the same grade irrespective of how much
work each person has done, this is one of the chief disadvantages of working in a team. It might
breed a lot of ill will among members when they have to take the fall for something they have
not done.

3. Clash of ideas: Things can go incredibly wrong or even fall apart when there is a great
deal difference in the working methods of different individuals. Many people prefer to work
much in advance and some people believe in working last minute as they think that the pressure
brings out the best in them. In such a case it becomes increasingly difficult to coordinate things
among different people. In addition to having varying working styles, things also become
complicated when there is a clash of ideas and neither members are willing to compromise.
Differences in methodology are much easier to sort out as opposed to ideological differences.

4. One team members desire to outshine the rest: When working in a team it is
important for each member to have team spirit. It becomes complicated when one member has
the burning desire to outshine the other members of the team. When an individual starts putting
his individual needs before the needs of the group, then the groups can no longer function
efficiently. Those individuals that want to show themselves to be better than the rest often fail to
shares or communicate their own ideas to the rest of the team and this leads to a communication
gap or even a breakdown of communication as a whole. Working in a dysfunctional group often
becomes a source of tremendous stress.

5. You might have to deal with an over bearing team leader: One of the most
common disadvantages of working in a team is that you might have to deal with an over bearing
and authoritative leader that is unwilling to listen to your point of view or ideas. In addition to
this, it might be more painful when the leader takes the praise for work that you have done or
ideas which you have come up with. These are some of the chief pros and cons involved in
working in a team. Though there are a number of advantages involved in being a part of a team,
yet at the same time there are an equal number of pit falls, making you wonder if working
individually is actually a better option.

One disadvantage of teamwork is that in some teams people rely on certain individuals to do
most of the work. This may lead to resentment in the work place and can lead to negative morale
of the hard-working people. Teamwork may lead to negative result as well because some people
dont function well when working in teams even thought they might be excellent individuals
when working on their own. This may create a bit of dissatisfaction in them, which will affect
their performance. Teamwork can even lead to limiting the creativities of individuals as when
working in a team they might be so focused on the overall achievement of the goal and team
concept that they might not take into account their own creative ideas.

A team can sometimes take longer to give a more desired result. This is because teams have to go
through various processes like member selection, method to accomplish the task etc. They can
even result in an additional expense for the firm. So when next you are building a team, keep in
mind that you are having well in mind these advantages and disadvantages. It may help you to
plan accordingly in the tough waters when you are thinking to swim in opposite direction along
with your team.
1.11 LEADER:

A person or thing that holds a dominant or superior position within its field, and is able to
exercise a high degree of control or influence over others. Good leaders understand the strengths
and weaknesses of their subordinates, and they know how to delegate tasks to them accordingly.
Leaders trust their team members with serious responsibilities, creating loyalty and strength
within a group. Truly skilled leaders are also savvy enough to recognize which tasks should not
be delegated.

Skilled leaders are able to explain exactly what they need done, using communication that is both
clear and concise. They understand to whom they are speaking and know how to tailor their
communication for maximum effectiveness. Good leaders are also typically good listeners, and
they create an environment that solicits open communication and suggestions from their
subordinates. A sense of humor is an important quality in leaders, as it helps maintain group
morale. Leaders must see their groups through a variety of challenging circumstances, not all of
which are likely to end perfectly. During setbacks or defeats, good leaders know how to maintain
their sense of humor and help team members see the bright side of the situation. Similarly,
leaders exude confidence and stay calm during trying situations. Leaders understand the
influence they have, and realize that their positive outlook and confidence can help the rest of
their teams maintain a positive attitude as well.

1.12 Basic Concept of Leadership

The basic concepts of Leadership are found at the heart of every leader. Some people argue that
leaders are born. Other people believe that leaders are chosen. Whatever the case, leaders are
people who are strong in beliefs and can communicate these beliefs. Leaders also have a strong
desire to learn and apply the knowledge that they learn. A leaders skill can also be measured by
how he or she can recognize and solve problems. And leaders should also inspire. When these
basic concepts of Leadership work together, they effectively create and individual that is both an
effective leader and a dedicated worker.
First of all, leaders must be people who are strong in their beliefs. An effective leader must be
faithful and dedicated to his or her principles and ideas. One that leads should also be self-aware.
A leader that has the ability to recognize his or her mistakes and shortcomings can more
effectively than one who cannot. Humility is an admirable trait in one chosen to lead. Leaders
should also have a strong desire to acquire and to use knowledge. An educated leader is more
capable to recognize and solve problems or settle conflicts. Lastly, leaders should also inspire
followers. Someone who is inspirational and wise is more likely to create a more meaningful and
lasting memory.

The basic concepts of Leadership should be evident in each leaders life. The basic concepts of
Leadership include strong personal beliefs, self-awareness, good communication skills, and a
desire to learn and apply knowledge. A leader must also be able to recognize and help solve
problems and conflicts.

1.13 What is Leadership?

Leadership is the ability of an individual or a group of individuals to influence and guide

followers or other member of an organization. Leadership involves making sound decisions,
creating and articulating a clear vision, establishing achievable goals and providing followers
with the knowledge and tools necessary to achieve these goals.

1.14 How Leadership skills are built

One Leadership study, qualities such as assertiveness, adaptability, intelligence and

conscientiousness were cited as the most important Leadership skills. Research clearly shows
that transformational leaders leaders who are positive, inspiring, and who empower and
develop followers are better leaders. They are more valued by followers and have higher
performing teams.

As a result, it would only make sense that you strive to improve your Leadership skills and get
the most out of life for everyone in your sphere.

Things to improve the Leadership skills so to become a better leader and think about ways
that you can implement these strategies in our daily life:
1. Have a clear vision
Take the time to share your vision, your mission and your goals with your team. Your job as a
leader is to provide a clear path that your team can follow. Your team also must understand why
the goals you have set are valuable to them. Take the time to explain to them, in detail, why and
how your vision will not only improve the business, but how it will benefit them in return.
Include your team in your strategic planning sessions, ask for feedback and get them to buy
into your vision for the future of the company.

2. Know and utilize your strengths and gifts.

You have unique gifts and natural Leadership skills that you were born with and personal
strengths youve developed over your lifetime. Realizing and utilizing these gifts and strengths
will assist you in being a formidable leader.

3. Be Passionate
This is one of the most important Leadership skills. Would you look to someone for guidance
and Leadership if they did not truly care about the goals of the group? Of course not! Great
leaders are not just focused on getting group members to finish tasks; they have a genuine
passion and enthusiasm for the projects they work on. Start by thinking of different ways that
you can express your zeal. Let people know that you care about their progress. When one person
shares something with the rest of the group, be sure to tell them how much you appreciate such
contributions.

4. Live in accordance with your morals and values.

Making choices and taking actions out of accordance with your morals and values leaves you
with a nagging bad feeling. This feeling seeping in from your subconscious mind hinders your
success in your career and your relationships. On the other hand, making choices and taking
actions aligned with your morals and values helps you succeed almost effortlessly as key
Leadership skills. People sense integrity and will naturally respect your opinion and Leadership.
5. Serve as a role model

The best leaders walk the walk and talk the talk. As a result, group members admire these leaders
and work to emulate these behaviors. If you want to become a better leader, work on modeling
the qualities that you would like to see in your team members.

6. Set definitive goals and follow concrete action plans.

You have to know where your destination is before you can map out a plan to get there. To
improve your Leadership skills, first set specific life goals with appropriate timelines. Design
your goals by moving backwards from the end of your life to the present week. Then, formulate
action plans you can commit to that will get you to where you want to be.

7. Maintain a positive attitude.

No one respects a grumpy or negative person. With a positive attitude you are looking at the
bright side of life. People are naturally attracted to you when you have a positive attitude. By
being positive, you will lead a happier life, as well as be surrounded by other positive people.
You will also magically attract exciting offers and possibilities.

8. Improve communication skills.

Having great Leadership skills includes your being able to clearly and specifically communicate
your vision, goals, skills, intentions, and expectations to others. This also includes your ability to
listen to what other people are consciously or unconsciously communicating. To become a great
communicator, continually strive to improve your verbal, nonverbal, and listening skills.

9. Motivate others to greatness.

The greatest leaders are those who include everyone in their sphere of influence by recognizing
each persons greatest value. To be one of these leaders, look beyond the obvious and see others
with insight and compassion. Many of historys greatest leaders have admitted that they rose to
the top because another leader recognized and harnessed their potential.

10. Be willing to admit and learn from failures and weaknesses.

Face it No one is perfect, and everyone has made a mistake or two in their lives! The most
successful leaders know that the key to success is not in avoiding falling or failing, but to learn
 from their mistakes. As a strong leader, you will also be able to communicate your weaknesses to
your team, so that you and your team can appoint someone who excels at that particular task or
activity.

11. Continue to educate and improve yourself.

Great leaders demonstrate effective Leadership skills, but most importantly, continue to improve
themselves in every possible way. The person who thinks he is an expert, has a lot more to learn.
Never stop learning. Be receptive to everyones perceptions and information from around the
world and beyond. Always grow and learn.

Top 10 Benefits that come to those of you follow quality Leadership.

1. Leaders provide vision. They give us direction and tell us where we are going.
2. Leaders bring clarity. We understand where they are going and are honored to
join the journey.
3. Leaders believe in us. They give us confidence.
4. Leaders stretch our thinking. They make us smarter.
5. Leaders improve our skills. They make us better.
6. Leaders support us. They provide what we need to be successful.
7. Leaders make hard decisions. They pay the price so we dont have to.
8. Leaders expand our worldview. They create experiences that help us see things in a new
and different light.
9. Leaders make us feel better about ourseleves.They raise our self-image.

1.15 Importance of Leadership

Leadership is an important function of management which helps to maximize efficiency and to

achieve organizational goals. The following points justify the importance of Leadership in a
concern.

1. Initiates action- Leader is a person who starts the work by communicating the policies
and plans to the subordinates from where the work actually starts.
2. Motivation- A leader proves to be playing an incentive role in the concerns working. He
motivates the employees with economic and non-economic rewards and thereby gets the
work from the subordinates.

3. Providing guidance- A leader has to not only supervise but also play a guiding role for
the subordinates. Guidance here means instructing the subordinates the way they have to
perform their work effectively and efficiently.

4. Creating confidence- Confidence is an important factor which can be achieved through

expressing the work efforts to the subordinates, explaining them clearly their role and
giving them guidelines to achieve the goals effectively. It is also important to hear the
employees with regards to their complaints and problems.

5. Building morale- Morale denotes willing co-operation of the employees towards their
work and getting them into confidence and winning their trust. A leader can be a morale
booster by achieving full co-operation so that they perform with best of their abilities as
they work to achieve goals.

6. Builds work environment- Management is getting things done from people. An efficient
work environment helps in sound and stable growth. Therefore, human relations should
be kept into mind by a leader. He should have personal contacts with employees and
should listen to their problems and solve them. He should treat employees on
humanitarian terms.

7. Co-ordination- Co-ordination can be achieved through reconciling personal interests

with organizational goals. This synchronization can be achieved through proper and
effective co-ordination which should be primary motive of a leader.

1.16 Five Ways Being a Leader Could Transform Your Life

If you want to be a leader who attracts quality people, the key is to become a person of
quality yourself. Leadership is the ability to attract someone to the gifts, skills and
 opportunities you offer as an owner, as a manager, as a parent. I call Leadership the great
challenge of life.

To become a great leader you must transform into the best version of yourself. You must take on
the qualities you wish to attract in others. The personal development required to become a strong
leader has the potential to transform you into a person of the highest integrity, capable of
powerful influence on an incredible scale.

Becoming a Leader Will Teach You How to Talk to Yourself

The first agreement in Don Miguel Ruizs book The Four Agreements is: Be Impeccable with
Your Word. Learning how to speak positively into your life and the lives of others has the power
to transform your experience.
Good leaders know the power of positive reinforcement. They know that words have the ability
to motivate others to new heights or to drive them to their downfall. This is an influence they do
not take for granted.

Being a Leader Will Help to Develop Your Moral Character

There is no other occupation quite like Leadership to really propel the subject of ones life into
the spotlight. The more power you have over things or others, the more likely it will be that the
media and the public will keep you under the microscope of judgement. If you plan to maintain
your position for any length of time, then the best approach to this situation would be brutal
honesty. Every time you honour a commitment to yourself or others your integrity grows, little
by little.

This is a powerful concept because as your moral character is developed, people will feel a level
of trust and comfort with you that they feel for few others with the exception of those closest to
them. According to Stephen Covey, this will help to further grow the sphere of influence we have
over the lives of others. What a tremendous responsibility! Of course, being of sound moral
character has a whole slew of benefits that couldnt possibly be covered in their entirety here
just know that there are worse things than being a good person. Honest, trustworthy, and
dependable. Being a good leader could transform you into just that.
 Becoming a Leader Will Help you Find Balance

Most people have some reservation or uncertainty about at least one area of their lives. This is
the nature of being human. There is nothing quite like living in Leadership to help one balance
the extremes of their personality.

People can be quite fickle. They are often uninterested in following someone who seems
mentally and emotionally affected by every passing experience. People want to follow someone
they can depend on to be stable and balanced in all aspects of life: mental, physical and
emotional.

Being a Leader will make you an Effective Communicator

Saying what you mean and meaning what you say has become a bit of an art form. We are
constantly communicating and miss-communicating in dozens and dozens of ways, both verbally
and non-verbally. There may be no skill more vital to Leadership development than effective
communication. It is at the heart of what a good leader does daily.

This is because the ability to inspire a team of followers to go forward is one of the most
important tasks a leader will have to perform.

Effective communication has personal benefits as well. Imagine a life of being able to say what
is needed and deliver the message the right way the first time, every time. Think of how this skill
could help to decrease the level of conflict and disagreements that happen in everyday life.

Becoming a Leader Will Skyrocket Your Level of Courage

Leading people can be difficult. It could even be dangerous at times. In a Leadership role you are
constantly faced with the opportunity to look your fear in the eye and conquer it.

With every victory comes an ounce of courage. As courage builds fear is reduced to a minimum.
The things you once thought difficult have been mastered and are now easy.

1.17 Negative Leadership qualities:

Personality traits on Leadership and Team Building:

Leaders at all levels are under intense pressure to push harder and to go faster. The higher they
go, the greater their influence and the more they are scrutinized, so self-management of
personality traits becomes essential to their success. We outline below the Leadership pitfalls that
every executive should be aware of regarding the Big Five personality dimensions.

1. Need for Stability

Emotional stability can be a valuable asset for executives, helping them to cope with stress,
setbacks and uncertainty. Being composed can communicate professionalism, but being too
composed can peg an executive as emotionally flat, overly confident, or lacking a sense of
urgency. However, being too fiery or impatient can lead to the opposite result. The simplest
method to avoiding overreaction is to verbalize negative emotions to others. Sometimes
executives worry that verbalizing emotion will make them appear weak, when in fact it conveys
confidence.

2. Extraversion

Extraversion can be advantageous in Leadership, but can have negative effects too. High scores
on the extraversion dimension can trigger perceptions that the executive is too domineering or
that he or she does not listen well. Similarly, executives with high energy levels can raise the
energy of others and inspire them, but it can also prove wearing for introverts. Leaders with
extraversion tendencies need to be aware that their disposition is likely to create tensions with
their introverted colleagues who often find extraverts draining.

3. Openness

An open executive shows intellectual curiosity and big picture orientation. Though important in a
leader, these qualities don't necessarily help the leader connect effectively with others. For
example, being too innovative can frustrate colleagues who are looking for clarity and

Consistency. A leader with this orientation may need someone to reel him or her in periodically.
Likewise, executives who score very high on creativity can overwhelm others with the
complexity of what they are trying to communicate, resulting in confusion rather than
enlightenment. These executives must train themselves to simplify their messages so others can
relate to them better. On the other hand, some leaders risk coming across as resistant to new
ideas or overly cautious, requiring vast amounts of data before they dare try something new.
Leaders with this tendency should work on being more open and push themselves out of their
comfort zone.

4. Agreeableness

While most effective executives cluster on one end of the spectrum in the previous four
dimensions, there is no such pattern with agreeableness. Low scorers typically yield strong
results, which is invaluable to business. However, too little agreeableness leads to
ineffectiveness. Executives who are tough-minded and direct tend to be unflinching in the face of
conflict or when dealing with tough issues.

For these executives, how they communicate comments or feedback is crucial, being careful to
critique the idea and not the person. Doing so can lead to appropriate bonding and trust building
by colleagues and subordinates. At the other end of the spectrum, highly considerate executives
are likely to promote collaboration and to be attentive to the opinions and wellbeing of others.
However, executives who are too considerate may have difficulty delivering negative feedback
or making decisions that risk upsetting others because they want to please everyone. These
leaders must examine what drives their need to be liked by their colleagues and subordinates.

5. Conscientiousness

Drive and persistence are important qualities for leaders, but can prove dysfunctional if they are
not properly channelled. One risk for highly conscientious leaders is that their perfectionism can
cause them to lose sight of the big picture.

Another element of being overly conscientious is the risk of becoming a workaholic, which
increases the risk of burnout. An unhealthy commitment to work is not something that executives
can change overnight, but one approach is to cut back their working day by 15 minutes each
week.

6. Learning to manage you

The starting point towards balancing personality traits is learning how to self-manage through
increasing one's self-awareness. Without it, executives will find it very difficult to evolve or to
find coping strategies. Success in multiple roles or for a sustained period of time is unlikely
unless the leader can accept and overcome such blind spots.

Yet, self-management does not require undergoing a personality transformation. Self-

management still allows you to be yourself, just with more skill. Simply put, to grow as a leader,
you must refine your ability to recognize and manage your strongest tendencies while being
willing to acknowledge and compensate for your weaknesses.

1.18 NCC:

The National Cadet Corps is the Indian military cadet corps .It is open to school and college
students on voluntary basis. National Cadet Corps is a Tri-Services Organization, comprising the
Army, Navy and Air Force, engaged in grooming the youth of the country into disciplined and
patriotic citizens. The National Cadet Corps in India is a voluntary organization which recruits
cadets from high schools, colleges and Universities all over India. The Cadets are given basic
military training in small arms and parades. The officers and cadets have no liability for active
military service once they complete their course but are given preference over normal candidates
during selections based on the achievements in the corps NCC was created under the Indian
Defense Act 1917, with the objective to make up the shortage of the Army. The aim was to raise
the status of the University Training Corps and make it more attractive to the youth. The
University Training Corps Officers and cadets dressed like the army. It was a significant step
towards the Indianisation of armed forces .The motto of NCC is 'Unity & Discipline'. In living
up to its motto, the NCC strives to be and is one of the greatest cohesive forces of the nation,
bringing together the youth hailing from different parts of the country and molding them into
united, secular and disciplined citizens of the nation.
1.19 There are Three Certificates in NCC:

i) A certificate

ii) B certificate

iii) C certificate

Institutional Training being conducted in the Colleges and Schools is the principal means of
training in the NCC. The aim of the training is to nurture core values, enhance awareness and
give exposure to basic military skills and knowledge. Emphasis will be on practical training.
Case studies, wherever possible will be used to facilitate active participation and better
assimilation. Examples from Indias freedom struggle and wars fought by India, post-
independence, should supplement relevant subjects to generate secular and patriotic fervor. The
instructors and the cadets must grasp the of this training and participate actively.

1.20 NCC Motto

The motto of NCC is 'Unity & Discipline' which was adopted on 23 Dec 1957. In living up to its
motto, the NCC strives to be and is one of the greatest cohesive forces of the nation, bringing
together the youth hailing from different parts of the country and molding them into united,
secular and disciplined citizens of the nation.

1.21 CURRICULUM OF NATIONAL CADET CORPS INSTITUTIONAL

TRAINING

NCC includes following Subject as a part of curriculum

1. NCC:

This area helps in acquainting cadets with the aims and objectives of NCC.

2. National Integration and Awareness:

Objective of this area is to inculcate sense of patriotism, secular values and motivate cadets to
contribute towards nation building through national unity and social cohesion. Religions,
Culture, and also how to handle Problems and challenges and to build cultural values.

3. Drill:

It has three sub types:

i) Foot Drill

ii) Drill with Arms

iii) Ceremonial Drill

This aims to inculcate a sense of discipline, improve bearing, smartness, word on command,
turnout and to develop the quality of immediate and implicit obedience of orders. It helps to
make the cadet focused.

4. Weapon Training:

It gives elementary level of Rifle knowledge

5. Personality Development & Leadership:

To develop an all-round dynamic personality with adequate Leadership traits to deal / contribute
effectively in all walks of life. It improves self-awareness of a student and helps in improves
communication skills, Time management, Leadership skills, Realization of importance of
teamwork.

6. Disaster Management:

This area focuses on how to help others in natural calamities, to assist Civil Administration in
performance of selective duties during disasters and how to apply presence of mind in better
way. Managing and handling the larger group.

7. Social Awareness & Community Development:

It basically sensitizes the person towards society. To teach cadets the values and skills involved
in providing voluntary Social Service. Scope Understanding of social service and its needs,
knowledge about the weaker sections of our society and their requirements, about NGOs and
contribution of youth towards social welfare.

8. Health & Hygiene:

It aims to respect and responsibility towards personal health and hygiene. It makes aware about
basic information of the human body, maintenance of health, hygiene, sanitation, diseases and an
elementary knowledge of First-Aid and Nursing. It helps in improving physical as well as mental
health by doing Yoga.

9. Adventure:

It helps to inculcate sense of adventure and develop confidence, courage and determination. To
expose cadets to various Adventure activities.

10. Environment Awareness and Conservation:

It sensitizes cadets on natural resource conservation and protection of environment. Basic

understanding of environment conservation in general and waste management, energy
conservation, and pollution control and wildlife conservation in particular

11. Obstacle Training:

To make cadets capable of crossing a standard obstacle course so as to inculcate team spirit and
self-confidence.

CHAPTER-II
 Review of Literature

Over the years several researchers have tried to understand and research more and more upon the
differences upon Teambuilding and Leadership skills. Some of the researches relevant to the
topic have been listed below.

One such significant research was Role of National Cadet Corps in Developing Soft Skills
among Youth in India, Urmila Sarkar, Ms. Sampada Malhar Margaj (2015) . Higher Academic
Studies in India is more focused on subject-related area. But with this we are actually ignoring
students basic skills. Soft skills are the skills which are essential to build student as a good and
responsible human being of society. We as a parent, teacher and guide are more concern towards
Three Rs (reading, writing and arithmetic).We always want our child or student to be good in
specialized studies which is so called Knowledge of respective subjects. Hence channelize our
entire energy towards recuperating the same. Developing of appropriate soft -skills among
graduates is a challenge for the society. Our research actually reveals the significance of
inculcating soft skills among graduates and suggesting the introduction of the NCC studies as a
compulsory component for all the streams.

Another research relevant to the study was A Study on Leadership Development for
Effectiveness, Willeto, Paul (2015). This portfolio contains the Table of Contents, the
Educational Platform, Leadership Educational Administration Plan (LEAP) I and II, Professional
Commitment, Significant Leadership experience, Assessment and External Judgment, and the
Integrative Capstone. The Table of Contents lists the sections for each area in sequential order in
the portfolio. The Educational Platform discusses my perspective on education. In the LEAP
sections, LEAP I describes m y initial attempt at how I envisioned my first Leadership
Educational Administration Plan. LEAP I describes what I wanted to do at the beginning of my
study in relation to my first capstone study proposal. LEAP II describes my idea of what a leader
should be. LEAP II also describes ideas, which help shape my final capstone study. LEAP II is at
the end of the portfolio. The Professional Commitment presents my experience for each course
taken since the summer of 1997. Each course is summarized, and some discussion is given in
terms of how these courses are meaningful not only to my studies, but in their application to the
work environment.

Another research relevant to the same study was Leadership and Management
Development, Jeff Gold, Richard Thorpe, Alan Mumford (2012). This leading text is designed
for students studying Leadership and management development as part of the CIPD PDS
qualification or as part of a general business or HR degree. New to this edition: - Retitled and
revised to focus on Leadership as well as management - Academic and critical content is
supported by at least two real-life case studies per chapter including Green Leadership and
Diversity for Leaders - Increased coverage of diversity, ecology, ethics and SMES - Takes a more
international perspective - Chapter 11 considers global leaders and there are international
examples throughout Online resources For tutors: - PowerPoint slides - Tutor guidelines For
students: -Web links 'Our fifth edition not only covers the new CIPD requirements and includes
examples from practice, but also includes appropriate analysis and critique. In addition we
include perspectives from those who have either experienced or provided Leadership and
management development' Jeff Gold, Richard Thorpe and Alan Mumford

An interesting research on Students Perceptions of and Satisfaction with Group Grades and
the Group Experience in the College, Rufus L. Barfield (2010). The group approach to
learning is widely accepted by higher education researchers as an effective teaching and learning
tool. While there are numerous instructional, learning and social communication advantages for
both students and teachers using group projects in the college classroom, a need exists for a
better understanding of group projects from the student's perspective. The purpose of this
investigation was to measure students' perceptions of group grades and group satisfaction on
group projects in the college classroom. A cohort of 230 students from a large southern
metropolitan university enrolled in sections of Group Interaction and Decision Making and
Conflict Management classes participated in this study. The major findings of this study revealed
that: the less group grade experience that a student has, the more likely they are to agree that
everyone in the group deserves the same group grade; (ii) students who work part-time are more
likely to think that a group grade is a fair assessment of their contributions than students who
work full-time; (iii) older students are more likely to be dissatisfied with a group grade
experience than middle and younger age students. It is recommended that this study be extended
to include comparison groups, graduate students and other disciplines.

A research on Benefits and Problems with Student Teams: Suggestions for improving Team
Projects, Randall S. Hansen (2010).Business school faculty has been placing students into
teams for group projects for many years, with mixed results. Obvious benefits accrue in using
teams, but so do numerous problems. One of the main issues is that many business faculty often
place students in teams with little or no guidance on how teams properly function. In this article,
the author synthesizes a detailed review of the literature on teams and teamwork, examining the
benefits using and problems of student teams and then suggests processes business faculty can
put in place to maximize the benefits of group projects, while minimizing the problems. A
preliminary study of student perceptions of team projects is also included in this review.

Another relevant research to the same study was Teaching Advanced Leadership Skills in
Community Service to Medical Students, Goldstein, Adam (2009).Inadequate access to
health care, lack of health insurance and significant health disparities reflect crises in health care
affecting all of society. Training U.S. physicians to possess not only clinical expertise but also
sufficient Leadership skills is essential to solve these problems and to effectively improve health
care systems. Few models in the undergraduate medical curriculum exist for teaching students
how to combine needed Leadership competencies with actual service opportunities.

The Advanced Leadership Skills in Community Service (ALSCS) selective developed in

response to the shortage of Leadership models and Leadership training for medical students. The
ALSCS selective is designed specifically to increase students' Leadership skills, with an
emphasis on community service. The selective integrates classroom-based learning, hands-on
application of learned skills, and service learning. More than 60 medical students have
participated in the selective since inception.

Short-term outcomes demonstrate an increase in students' self-efficacy around multiple

dimensions of Leadership skills (e.g., fundraising, networking, motivating others). Students have
also successfully completed more than a dozen Leadership and community service projects. The
selective offers an innovative model of a Leadership-skills-based course that can have a positive
impact on Leadership skill development among medical school students and that can be
incorporated into the medical school curriculum.

An interesting research on Soft Skills at the Malaysian Institutes of Higher Learning,

Shakir, R. Asia Pacific (2009). This article discusses human capital development through the
seven soft skills elements which comprise communication skills, critical thinking and problem
solving skills, team work, lifelong learning and information management skills, entrepreneurship
skills, ethics and professional moral and Leadership skills. The ministry of higher education,
Malaysia recently announced that the said soft skills are to be introduced to undergraduates of
institutes of higher learning in Malaysia. Suggestions on how these elements are to be
incorporated in the undergraduates program are also put forward.

While the research on Effective Leadership in higher education, Alan Bryman (2008). This
article is a review of the literature concerned with Leadership effectiveness in higher education at
departmental level. The literature derives from publications from three countries: the UK, the
USA and Australia. Surprisingly little systematic research has been conducted on the question of
which forms of Leadership are associated with departmental effectiveness. The analysis of the
studies selected resulted in the identification of 13 forms of leader Behaviour that are associated
with departmental effectiveness. The findings are considered in relation to the notion of
competency frameworks and, in the conclusion, their general implications are explored in
relation to the notion of substitutes for Leadership.

An interesting research on Developing a Leadership Identity: A Grounded Theory, Julie E.

Owen (2005). This grounded theory study on developing a Leadership identity revealed a 6-stage
developmental process. The thirteen diverse students in this study described their Leadership
identity as moving from a leader-centric view to one that embraced Leadership as a
collaborative, relational process. Developing a Leadership identity was connected to the
categories of developmental influences, developing self, group influences, students' changing
view of self with others, and students' broadening view of Leadership. A conceptual model
illustrating the grounded theory of developing a Leadership identity is presented.
A research on Leadership Skills and Wages, Peter Kuhn, Catherine Weinberger (2005).
Controlling for cognitive skills, we find that men who occupied Leadership positions in high
school earn more as adults. The pure Leadership wage effect varies, depending on definitions
and time period, from 4% to 33%. This effect is not an artifact of measurement error in cognitive
skills or differences in a wide array of other physical or psychological traits. High school leaders
are more likely to occupy managerial occupations as adults, and Leadership skills command a
higher wage premium within managerial occupations than elsewhere, finally, it appears that
Leadership skills may be fostered by exposure to high school Leadership opportunities.

Another significant research was Intelligence and Leadership: A Quantitative Review and
Test of Theoretical Propositions, Judge, Timothy A (2004). Meta-analysis was used to
aggregate results from studies examining the relationship between intelligence and Leadership.
One hundred fifty-one independent samples in 96 sources met the criteria for inclusion in the
meta-analysis. Results indicated that the corrected correlation between intelligence and
Leadership is 21 (uncorrected for range restriction) and .27 (corrected for range restriction).
Perceptual measures of intelligence showed stronger correlations with Leadership than did paper-
and-pencil measures of intelligence. Intelligence correlated equally well with objective and
perceptual measures of Leadership. Additionally, the leader's stress level and the leader's
directedness moderated the intelligence-Leadership relationship. Overall, results suggest that the
relationship between intelligence and Leadership is considerably lower than previously thought.
The results also provide meta-analytic support for both implicit Leadership theory and cognitive
resource theory.

The research on Review of Research: How Leadership Influences Student Learning, Leith
wood, Kenneth (2004). This report examines the available evidence and offers educators,
policymakers and all citizens interested in promoting successful schools, some answers to the
questions: How Leadership matters, how important those effects are in promoting the learning of
all children, and what the essential ingredients of successful Leadership are This research is part
of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York)
examining the effect of educational Leadership on student achievement. The results of this study
describe the nature of successful Leadership practices at the state, district and school levels. The
study is also identifying how those practices shape instructional behaviors of teachers which
ultimately lead to improved student learning.

Another relevant research study Training Undergraduates Students to Work in

Organizational Teams, Gilad Chen, Lisa M. Donahue (2004). Organizations do increasingly
seeking candidates possess high levels of teamwork knowledge, skills, and abilities (KSAs;
Stevens & Campion, 1994). Yet, despite a greater emphasis in higher education settings on
developing a ready workforce, not enough is done to explicitly develop teamwork KSAs in
university curricula. We describe a university course intended to develop students' teamwork
KSAs. Results from a quasi-experimental evaluation study demonstrate that the course
significantly increased the levels of students' teamwork knowledge and skills. However, the
course did not significantly improve teamwork-related attitudes and self-efficacy. We discuss
implications for school-to-work policies and the development of teamwork KSAs in higher
education settings, as well as directions for future research.

An interesting research on A Leadership Development Instrument for Students, Barry Z

Posner (2004). This paper updates the research literature on the student Leadership practices
inventory, which is one of the few Leadership development instruments targeted for college
students. The psychometric properties of a revised version of the instrument are also provided,
along with a discussion of development issues pertinent to developing and enhancing Leadership
capabilities in college students.

While the research on Personality and Leadership: A Qualitative and Quantitative

Review, Bono, Joyce E (2002). This article provides a qualitative review of the trait perspective
in Leadership research, followed by a meta-analysis. The authors used the 5-factor model as an
organizing framework and meta-analyzed 222 correlations from 73 samples. Overall, the
correlations with Leadership were Neuroticism=-.24, Extraversion=.31, Openness to
Experience=.24, Agreeableness=.08, and Conscientiousness=.28. Results indicated that the
relations of Neuroticism, Extraversion, Openness to Experience, and Conscientiousness with
Leadership generalized in that more than 90% of the individual correlations were greater than 0.
Extraversion was the most consistent correlate of Leadership across study settings and
Leadership criteria (leader emergence and Leadership effectiveness). Overall, the 5-factor model
had a multiple correlation of .48 with Leadership, indicating strong support for the leader trait
perspective when traits are organized according to the 5-factor model.

Another research relevant to the same study was Leadership skills for the Twenty First
century, Janet Mahoney (2001). In today's ever-changing health care environment, nurses,
especially administrators and managers, require Leadership skills that provide direction for a
new generation of nurses. Currently, there is a shortage of nurses globally. Along with this
shortage of nurses, there is a shortage of nurse leaders. The importance of cultivating new
nursing leaders is imperative for a healthful society. Gaining knowledge to become an effective
nurse leader is one way to ensure quality health care for the future.

Another relevant research on Leadership Practices and Effectiveness among Greek Student
Leaders, Adams, Todd C (2000). The purpose of the study was to examine Leadership
practices of Greek-affiliated student leaders at three public, Midwestern universities and to
measure their effectiveness as determined by chapter presidents, executive council members, and
general members of on-campus fraternities and sororities. Participants completed the Student
Leadership Practices Inventory and the Leadership Effectiveness Survey, and when responses
were compared, significant differences were revealed. Women rated their chapter presidents
higher than men did, and also felt more strongly that their presidents were effective leaders. Both
men and women agreed that presidents were effectual in representing their organizations to
external groups.
An interesting research on Leadership skills for a changing world: Solving complex social
problems, Stephen J Zac carob, Michael D Mumford (2000). Leadership has traditionally been
seen as a distinctly interpersonal phenomenon demonstrated in the interactions between leaders
and subordinates. The theory of Leadership presented in this article proposes that effective
Leadership behaviour fundamentally depends upon the leader's ability to solve the kinds of
complex social problems that arise in organizations. The skills that make this type of complex
social problem solving possible are discussed. The differential characteristics and career
experiences likely to influence the development of these skills also are considered along with the
implications of these observations for Leadership theory and for the career development of
organizational leaders.
Another significant research was Exploring the relationship of Leadership skills and
knowledge to leader performance, Janelle A Gilbert (2000). The criterion-related validity of
constructed response measures of complex problem-solving skills, social judgment skills, and
leader knowledge is examined with respect to two criteria of leader effectiveness: leader
achievement and quality of solutions to ill-defined Leadership problems. Core aspects of the
leader capabilities model are tested using these measures in a series of hierarchical regression
analyses. Results indicate that constructed response measures of key leader capabilities account
for variance in leader effectiveness and provide initial validation evidence for a central part of
the theoretical model. The problem-solving, social judgment and knowledge measures account
for significant variance in Leadership criteria beyond that accounted for by cognitive abilities,
motivations, and personality. Initial evidence also suggests that complex problem-solving skills,
social judgment and leader knowledge partially mediate the relationship of cognitive abilities,
motivation and personality to leader effectiveness. Implications and generalizability of the results
are discussed in light of a related civilian Leadership study conducted within the U.S.
Department of Defence.

Another relevant to the same study was Students Attitudes towards Different Teambuilding
Methods, Serena (2000). Participation in Teambuilding activity. Methods Questionnaire
completed and returned within a week. Findings and results On the whole, students gave positive
evaluations to the efficiency of team-building methods and were willing to be involved in team-
building activities. They highlighted the fact that the team formation process was an adequate
model of professional relations and interactions for extreme psychologists. Results also indicated
a number of significant mean discrepancies in groups of respondents, but no systematic pattern
appeared to underline these differences. At the same time, moderate to high pre-test - post-test
convergence pointed to considerable changes of student attitudes toward teamwork after going
through team-building exercises. Conclusions and recommendations it is important that
psychologist training programs incorporate team-building methods, and are designed to take
actual professional tasks into account, as well as areas in which students may feel less confident.
 CHAPTER-III

METHODOLOGY

3.1 Title: On a study TEAM BUILDING AND LEADERSHIP SKILLS AMONG NCC
STUDNETS AND NON-NCC STUDENTS

3.2 Objectives:

To assess the level of team building and Leadership skills among students.
To study the difference of team building and Leadership skills between the male and
female NCC students and non NCC students.
To examine the effect of various independent variables like age, gender, educational level
on team building and Leadership skills among students.

3.3 Research Questions:

What is the level of team building and Leadership qualities among students?
Is there a difference between the male and female NCC students and non NCC students
on team building and Leadership skills?
What is the impact of various independent variables like age, gender, educational level on
team building and Leadership skills among students?

3.4 Hypothesis:

There is no difference in team building and Leadership skills among NCC and non NCC
students.
There is no difference in team building and Leadership skills among male and female
students.
There is no association between team building and Leadership skills.

3.5 Plan:
The present study was focused on the aim of assessing the team building and Leadership
qualities among NCC students and Non-NCC students. Hence, it was planned to conduct the
study among college students. The related tools were identified and selected. The same was then
administered to the selected sample.

3.6 Duration:

The current study was conduct from December 2016 to March 2017.

3.7 Variables:

The present study consists of two types of variables.

Dependent variables: Team building and Leadership skills.

Independent variables: Age, Gender, Annual income, Educational Qualification, Family
Background etc.

3.8 Tools:

For this study following tools were used:

General information schedule.

Team building and Leadership scale.

3.9 General Information Schedule:

This is a scale that includes personal information of the subject. It elicits response for name, age,
educational qualification, annual income, qualification and occupation of mother and father,
sibling details of the subject. In the present study this schedule is used to obtain personal details
of the subject.

3.10 Team Building Scale:

This scale was developed to assess the team building capacity between NCC students and Non-
NCC students. It contains traits which need to be rated on a five point scale.

3.11 Leadership Scale:

This scale was developed to assess the Leadership skills between NCC students and Non-NCC
students.

3.12 The Sample:

This study involves a total sample of 80 college students from which forty NCC students and
forty Non-NCC students. Furthermore, to give equal gender distribution, out of the 80 students
forty students are females and forty students are male

Table no 1 shows the total sample of the study

Total number of samples 80

Interpretation:

Table no. 1 shows the total sample taken from the present study. The study involves a people pf
80 subjects, 40 male subjects and 40 female subjects.

Table no 2 shows the distribution of samples on the basis of gender.

Gender No. of subjects Percentage
Male 40 50
Female 40 50
Total 80 100

Graph shows the distribution of samples on the basis of gender

120

100

80

60 No. of subject
Percentage

40

20

0
Male Female Total

Interpretation:

The table no. 2 and the graph show the distribution of sample group in the study. As seen in the
table, total 80 subjects participated in the study, among them 40 (50%) are male students and 40
(50%) are female student. Hence it is equally distributed for both male and female subjects.
Table no. 3 shows the distribution of samples on the basis of age.

Age Male Female Total Percentage

Number Percentage Number Percentage
16-18 7 17.5% 9 22.5% 16 20%
19-21 23 57.5% 25 62.5% 48 60%
22-24 10 25% 6 15% 16 20%
Total 40 100% 40 100% 80 100%

Graph shows the distribution of sample on the basis of age

60

50

40

Male
30
Female
Total
20

10

0
16-18 19-21 22-24

Interpretation:

Table no. 3 shows the distribution of sample on the basis of age. The numbers of male and
female subjects under the age group 15-17 are 6 (15%). Under the age group 18-20 there are 13
(32.5%) for male and 22(55%) for female subjects. Among the age group 20-23 there are 20
(50%) for male and 12 (30%) for female subjects. From the age group 24 and above the total
number of male subject is 1 (2.5%) while female subjects are absent.

Table no.4 shows Team Building ability of NCC and Non-NCC students
Team Building NCC Students Non-NCC Students Total Percentag
ability No. of Percentag No. of Percentage e
Participant e Participant
s s
Poor 6 15% 6 15% 12 15%
Average 30 75% 26 65% 56 70%
Excellent 4 10% 8 20% 12 15%

Graph shows the distribution of samples on the basis of Teambuilding ability among NCC
and Non-NCC students

60

50

40

NCC
30
Non-NCC
Total
20

10

0
Poor Average Excellent

Interpretation:

Table no. 4 shows the distribution of team building ability among NCC and Non-NCC students.
The numbers of NCC students are 40 out of which 6(15%) subjects have scored poor, 30(75%)
has scored average and 4(10%) has scored excellent in Teambuilding scale. The number of Non-
NCC students are also 40 out of which 6(15%) subjects have scored poor, 26(65%) has scored
average and 8(20%) has scored excellent in Teambuilding scale. Hence it is clear that a total of
12, 56 and 12 subjects have scored poor, average and excellent respectively in the Teambuilding
scale.
Table no. 5 shows Leadership ability of NCC and Non-NCC students

Leadership NCC Students Non-NCC Students Total Percentag

ability No. of Percentag No. of Percentage e
Participant e Participant
s s
Poor 11 27.5% 14 35% 25 31.25%
Average 20 50% 20 50% 40 50%
Excellent 9 22.5% 6 15% 15 18.75%

Graph shows the distribution of samples on the basis of Leadership ability among NCC
and Non-NCC students

45

40

35

30

25 NCC
20 Non-NCC
Total
15

10

0
Poor Average Excellent

Interpretation:

Table no. 5 shows the distribution of Leadership ability among NCC and Non-NCC students.
The numbers of NCC students are 40 out of which 11(27.5%) subjects have scored poor,
20(50%) has scored average and 9(22.5%) has scored excellent in Leadership scale. The number
of Non-NCC students are also 40 out of which 14(35%) subjects have scored poor, 20(50%) has
scored average and 6(15%) has scored excellent in Leadership scale. Hence it is clear that a total
of 25, 40 and 15 subjects have scored poor, average and excellent respectively in the Leadership
scale.
3.13 Procedure:

In this study, college students were approached individually. The general information schedule,
Leadership scale and team building scale were given to them. The following instructions were
given to them. Look at the questionnaire given to you. First fill up the particulars in the general
information schedule. Later on answer the team building scale and Leadership scale. The team
building scale and the Leadership scale both have no time limit but work as quickly as possible
and more over honest rating is more appreciated. With the above instructions, the subjects were
allowed to answer the questionnaire.

3.14 Scoring:

The scoring was done by referring to the standardized key for team building scale and
Leadership scale. The individual raw scores were grouped together to obtain mean score.

3.15 Norms:

The norms for team building and Leadership scale are

SCORES INTERPRETATION

0-59 POOR

60-79 AVERAGE

80 & Above EXCELLENT

 CHAPTER IV

4.1 RESULTS AND DISCUSSION

Variabl N Teambuilding Leadership quality

e

Mean Interpretati Standard Mean Interpretati Standard

on Deviation on Deviation

Total 80 69.16 Average 9.51 67.47 Average 13.72

SAMPLE

Mean Interpretation Mean Interpretation

NCC 40 70.15 Average 68.67 Average

Students

Non- 40 68.2 Average 66.27 Average

NCC
Students

SAMPLE

Mean Interpretation Mean Interpretation

Men 40 68.32 Average 67.65 Average

Women 40 70.00 Average 67.3 Average

AGE

Mean Interpretation Mean Interpretation

AGE 16-18 75.18 Average 69.06 Average

19-21 66.72 Average 65.54 Average

22-24 70.43 Average 71.68 Average

 4.2 GRAPHICAL REPRESENTATION AND INTERPRETATION

Sub-table no.1 shows the mean and standard deviation of the team building and Leadership skills
score and also their interpretations of the groups.

Variabl N Teambuilding Leadership quality

e
Mean Interpretati Standard Mean Interpretati Standard
on Deviation on Deviation

Total 80 69.16 Average 9.51 67.47 Average 13.72

Graph no 1 shows the mean and standard deviation Teambuilding and Leadership ability

Total
90

80

70

60 Variables
50 Mean
Standard Deviation
40

30

20

10

0
N Teambuilding Leadership

Sub-table no. 2 shows the mean on the basis of gender of the team building and Leadership
quality scores and also their interpretation of the group.

SAMPLE

VARIABLE Teambuilding Leadership

N Mean Interpretation Mean Interpretation

Men 40 68.32 Average 67.65 Average

Women 40 70.00 Average 67.3 Average

Graph no 2 shows the mean on the basis of gender in Teambuilding and Leadership ability

70.5

70

69.5

69

68.5

68 Men
Women
67.5

67

66.5

66

65.5
Teambuilding Leadership

Sub-table no. 3 shows the mean of NCC students and Non-NCC students in team building and
Leadership quality scores and also their interpretation of the group.

SAMPLE

VARIABLE Teambuilding Leadership

N Mean Interpretation Mean Interpretation

NCC 40 70.15 Average 68.67 Average

Students

Non-NCC 40 68.2 Average 66.27 Average

Students
Graph no 3 shows the mean of NCC and Non-NCC students in Teambuilding and
Leadership ability

80

70

60

50

40
Ncc Students
Non-Ncc Students
30

20

10

0
N Teambuilding Leadership

Sub-table no. 4 shows the mean on the basis of age group in team building and Leadership
quality scores and also their interpretation of the group.

AGE

Teambuilding Leadership

Mean Interpretation Mean Interpretation

AGE 16-18 75.18 Average 69.06 Average

19-21 66.72 Average 65.54 Average

 22-24 70.43 Average 71.68 Average

76 75.18

74

72 71.68
70.43
70 69.06

68
66.72
66 65.54

64

62

60
16-18 19-21 22-24
Teambuilding Column1

4.3 Discussion:
Results table shows the various independent variables, the mean score related to independent
variables and their interpretation on Leadership scale and Teambuilding scale.

The mean value of the total sample indicates that they have achieved 69.16 under Teambuilding
scale and 67.47 in Leadership scale respectively. This means that the group as a whole is average
on both Teambuilding and Leadership ability. The average obtained by the NCC and Non-NCC
students on Teambuilding and Leadership is observed to be 70.15 and 68.2(Teambuilding) and
68.67 & 66.27(Leadership), though the difference between the scores of both the groups is
negligible, it does reflects that the NCC students have scored better than the Non-NCC students.
However there is slight difference exhibited in gender wise. Male subjects have scored 68.32 and
67.35 indicates average Teambuilding and Leadership ability. Female subjects have score 70.00
and 67.30 indicates average in both Teambuilding and Leadership scale.

In the age group between 16-18 years there were 7 participants. The present study on
Teambuilding and Leadership was conducted on a sample of 80 students in Mysore city which
involved both male and female subjects. The data was subjected to statistical analysis which
asserted that Teambuilding and their Leadership quality of an individual are independent to each
other, as the same fact has been asserted by the test analysis as well. The data was further
subjected to t-test and the P value indicated no statistical significance, for the difference between
the male and female subjects on team building and leadership. This reflects that team building
and leadership skills are independent to gender, and that gender doesnt go to determine an
individuals ability for team building and leadership.

4.4 Summary & Conclusions

The present study on Teambuilding and Leadership ability among NCC and Non-NCC students
the findings of the research has revealed that there is no noticeable difference in the scores
obtained by the NCC and Non-NCC students on Leadership and Teambuilding. It is also
observed that there is no impact of age, gender and other independent variables on Leadership
and Teambuilding abilities of students belonging to NCC or Non-NCC carder. Further, research
findings assert that the individuals involvement in self-enhancement and Leadership training
programmes such as NCC do not influence or attribute to these qualities. The possible reasons
behind this could be that these qualities are subjective components which are determined by
factors like sense of self, level of self-esteem, past experience, brought up and the individuals
very attitude towards life. However, it can be said that people who are into training programmes
like NCC will have an opportunity for self-grooming and would certainly enable them to stand
high on Leadership and Teambuilding qualities. These qualities can be inherited by our daily
routine and activities. NCC is a very good platform to inculcate these quint essential qualities in
students.

MAJOR FINDINGS AND CONCLUSION

MAJOR FINDINGS

1. The respondents on an average are found to have average Teambuilding and Leadership
qualities.

2. There is no noticeable difference between the NCC & Non-NCC students on

Teambuilding and Leadership qualities.

3. The independent variables such as age, gender and the NCC training has a no
considerable impact on Teambuilding and Leadership qualities among students.

4. The Null-Hypotheses have been accepted.

LIMITATIONS OF THE PRESENT STUDY

The present study has certain limitations that need to be taken into consideration while
understanding the study and the interpretation of its results.

Some unattended questions were observed in the questionnaire.

The age factor was not kept constant or equal throughout the sample.

There was certain level of disinterest shown by some subjects that could have affected the
overall result.

This study is minor project work on a sample of only 80 subjects. Therefore, the study
should be carried on a larger sample for better conclusions that can be scientifically
generalized to larger population.
 APPENDIX I

REFERENCE OF BOOKS

Team-building activities for every group by Alanna Jones.

Strengths-Based Leadership: Teams and Why People Follow by Barry Conchie and Tom
Rath

REFERENCES OF ARTICLES:

Urmila Sarkar, Ms. Sampada Malhar Margaj (2015) Role of National Cadet Corps in
Developing Soft Skills among Youth in India, 6, 1332-1325
Willeto, Paul (2015) A Study on Leadership Development for Effectiveness, 4, 321-325

Jeff Gold, Richard Thorpe, Alan Mumford (2012) Leadership and Management Development,
5, 409-412

Rufus L. Barfield (2010) Students Perceptions of and Satisfaction with Group Grades and the
Group Experience in the College, 28,355-370

Randall S. Hansen (2010) Benefits and Problems with Student Teams: Suggestions for
Improving Team Projects, 82, 12-19

Goldstein, Adam (2009) Teaching Advanced Leadership Skills in Community Service to

Medical Students, 84, 754-764

Shakir, R. Asia Pacific (2009) Soft Skills at the Malaysian Institutes of Higher Learning, 10,
309-315

Alan Bryman (2008) Effective Leadership in higher education, 32, 693-710

Julie E. Owen (2005) Developing a Leadership Identity: A Grounded Theory, 46, 593-611

Peter Kuhn, Catherine Weinberger (2005) Leadership Skills and Wages, 23, 395-436

Judge, Timothy A (2004) Intelligence and Leadership: A Quantitative Review and Test of
Theoretical Propositions, 89(3), 542-552

Leith wood, Kenneth (2004) Review of Research: How Leadership Influences Student
Learning, 2, 239-245

Gilad Chen, Lisa M. Donahue (2004) Training Undergraduates Students to Work in

Organizational Teams, 3, 27-40

Barry Z Posner (2004) A Leadership Development Instrument for Students, 45, 443-456

Bono, Joyce E (2002) Personality and Leadership: A Qualitative and Quantitative Review,
87(4), 765-780

Janet Mahoney (2001) Leadership skills for the Twenty First century, 9, 269-271
Adams, Todd C (2000) Leadership Practices and Effectiveness among Greek Student Leaders,
34, 259-262

Stephen J Zac carob, Michael D Mumford (2000) Leadership skills for a changing world:
Solving complex social problems, 11, 11-35

Janelle A Gilbert (2000) Exploring the relationship of Leadership skills and knowledge to
leader performance, 11, 65-86

Serena (2000) Students Attitudes towards Different Teambuilding Methods, 9, 847-855

WEBSITES:

http://muse.jhu.edu/results
http://www.businessdictionary.com/definition/team-building.html
http://onlinelibrary.wiley.com/doi
http://psycnet.apa.org/journals/apl/78/4/602/

https://targetstudy.com/
https://www.mindtools.com/
http://www.managementstudyguide.com/
https://www.teambonding.com/
https://www.huddle.com/
https://www.thebalance.com/
https://www.skillsyouneed.com/
http://www.inc.com/
https://www.mindtools.com/
http://briandownard.com/
http://searchcio.techtarget.com/
http://www.askmen.com/
http://nccindia.nic.in/en
http://www.indianacademy.edu.in/
 APPENDIX II

S.B.R.R Mahajana First Grade College, Mysuru

Department of Psychology

General Information Schedule:

1. NAME:
2. AGE:
3. GENDER:
4. QUALIFICATION:
5. ANNUAL INCOME:
6. FATHER
 a) Name: c) Qualification:
b) Age: d) Occupation:
7. MOTHER
a) Name: c) Qualification:
b) Age: d) Occupation:
8. SIBLING DETAILS:
a) Brothers b) Sisters
i) Elder: i) Elder:
ii) Younger: ii) Younger:

9. Mention your life goal:

10. Most influential person to you:

TEAM BUILDING AND LEADERSHIP QUALITIES AMONG N.C.C AND NON N.C.C
STUDENTS

S.B.R.R Mahajana First Grade College, Mysuru

Department of Psychology

ARE YOU AN EFFECTIVE TEAM BUILDER?

Think for a movement about a team you were recently a member of or are currently working
with. Maybe its a sports team or a team of working on a project of people who you share some
common interest with. Use one of these experiences to answer the following question on a scale
of 1 to 5. The ratings are as follows.

1. Mostly Agree 2.Sometimes Agree 3.Maybe 4.Sometimes Disagree 5.Mostly Disagree

1. I prefer to remain a member of this group 12345

2. I dislike some of my team members 12345
3. I enjoy frequently meeting with my team members 12345
4. I care what happens to anyone of my team members 12345
5. My team often does not involve me in making decisions 12345
6. Given opportunity I would change my team 12345
7. I dont like meeting so often with my team members 12345
8. I wish my teams work would end soon that I can go on others things 12345
9. I am satisfied with the overall performance of any team 12345
10. I think Id work better with people from some other team 12345
11. I am included in all decisions that affect my team 12345
12. Theres a feeling of unity among my team members and me 12345
13. My team is not as interesting as others 12345
 14. I am part of my teams activities 12345
15. My team wouldnt care if I stopped showing up 12345
16. I would be upset if my team asked me to leave 12345
17. Theres little love lost between my team and me 12345
18. I want to work with my team so that we can excel 12345
19. My personal goals are more important to me than my teams goals 12345
20. Ill frequently make up an excuse in order to miss a meeting 12345

TEAM BUILDING AND LEADERSHIP QUALITIES AMONG N.C.C AND NON N.C.C
STUDENTS

S.B.R.R Mahajana First Grade College, Mysuru

Department of Psychology

HOW WELL DO YOU EXHIBIT GOOD GROUP LEADERSHIP SKILLS?

Read the following statements carefully. Circle the number on the response scale that most
closely reflects the degree to which each statement accurately describes you when you have tried
to lead group or committee. Add up your local points and prepare a brief action plan for self-
improvement. Be ready to report your score for tabulation across the entire group.

1. I am fully aware of the existence of the 10 9 8 7 6 5 4 3 2 1

Informal organization.
2. I actively seek to identify and utilize informal 10 9 8 7 6 5 4 3 2 1
Leaders to help accomplish my objectives.
3. I can readily list a half dozen benefits and 10 9 8 7 6 5 4 3 2 1
Problems with informal organization.
4. I have used network charts to diagnose an 10 9 8 7 6 5 4 3 2 1
Actual informal organization.
5. I understand why many people have negative 10 9 8 7 6 5 4 3 2 1
Attitude towards committee meetings.
6. I can comfortable play both task and social 10 9 8 7 6 5 4 3 2 1
Leadership within a group.
7. I carefully monitor the interaction patterns 10 9 8 7 6 5 4 3 2 1
Within a committee meeting and take action
To encourage a balance.
8. I have successfully used one of the structure 10 9 8 7 6 5 4 3 2 1
Approaches to group decision making.
9. I have a clear idea of what consensus means 10 9 8 7 6 5 4 3 2 1
And I communicate that to any group meetings
I run.
10. I feel comfortable playing the role of devils 10 9 8 7 6 5 4 3 2 1
Advocate in a group.