ABSTRACT

To understand the factors with which these leaders exert influence on team members
and measuring the team members satisfaction with regard to their respective team
Leader. Sampling method used for this study is convenient sample.
ne of the newest and most encompassing approaches to leadership!
transformational leadership is concerned with the process of how certain leaders are able
to inspire followers to accomplish great things. Transformational leadership emerged
from and it is rooted in the writings of scholars such as burns "#$%&'.
(n this report ( found that there are several positive features of the transformational
approach! including that it is a current model that has received a lot of attention by
researchers! it has strong intuitive appeal and )it places strong emphasis on morals and
values.


(*TR+,CT(*
Transformational leadership: An empirical study of Team leaders working
- Source
The objectives of this study are
To measure the leadershio qualities of team leaders working a IT company
To understand the factors with which these leaders exert influence on team members
To measure the tem members satisfaction with regard to their respective team leader.
SC./
The scope of this study is limited to team leaders working for software companies located in
yderabad and !ecunderabad.
SA0.L/ L(ST
"or the purpose of this a sample list was prepared in consultaion with faculty members and
people working in the IT industry. #ompanies in the sample list consist: $ipro T#!% Infosys% &
!'()#*% Infotech etc.%


SA0.L/ 0/T1+
!ampling method used for this study is convenient sample. A request letter was sent to all the
companies listed in the sample list. owever% with reference I received acceptance form
& !'()#* only. ence questionnaires were administered in & !'()#*.
SA0.L/ S(2/
In all +,- questionnaires were administered to the team leaders working in & !'()#*.
.uestionnaire was given to the Team leaders and I asked them to fill the questionnaire. As per
the instructions of the & !'()#* ) managers & !'()#* a collection box was kept in the
premises of the & !'()#* to enable the team leaders to drop the questionnaires. After three
days I personally went to & !'()#* to collect the questionnaires. 'f the +,- questionnaires%
+/0 were returned. These questionnaires were removed from further analysis. "inally% 01
questionnaires were found usable with usable response rate of 23456



C1A.T/R34

L ( T / R A T , R / R / - ( / 5
7*A8*)!I9 I:!T)(;*:T
The most widely use measure of transformational leadership is the ;7'. an earlier version of the ;7. was
originally developed by bass 2+0<,6 %based on a series of interviews he and his associated conducted with =-
senior executives in south Africa. These executives were asked to recall lesadeders with in their experience
who had raised their awareness to broader goals% moved them to higher motives% or inspired them to put others>
interests ahead of their own. the executives were then asked to describe how these leaders behaved ? what they
did to effect change. "rom and senior executives% bass constructed the questions that make up the ;7. has
gone through many revisions% and it continues to be refined to strengthen its reliability and validity 2bass @
avolio+0046.
The ;7. is made up of questions that measure follows preparation of a leader>s behavior for each of
the seven factors in the transformational and transitional leadership model 2see figure 0./6 %and it also has
items hat measure extra effort% effectiveness% and satisfaction.




Aased of a summary analysis of a seiBed of studies that used the ;7' to redict how transformational
leadership relates to out comes such as effectiveness% )yman 2+00/6 and bass avoid 2+0016 have suggested that
the charisma and motivation factors on the ;7. are the most likely to be related to positive facets%
individualiBed consideration% intellectual stimulation% and contingent reward are the next most important
factors. ;anagement by exception in its active form it has been found to be negatively related ot outcomes
generally% laisseBCfaire leadership has been found to be negatively related to out come such as effectiveness ans
satisfaction in organiBations.

Aass and avoid 2+00/ 6 have developed and abbreviated version of the ;7.% called the ;7. C3 s. $e
present it in this section so that you can assess your own transformational% transactional% and no transaction
leadership style. At the end of the questionnaire% we provide information you can use to interpret your scores.
As you assess your own scores% you many wish t divide the seven factors in three groups. The first group
would be your scores on factors I through 1% which represent items that directly assess the degree to which
your leadership is transformation. igher scores on hers factors indicate more frequently displayed
transformational leadership. The second group would be your totals for factors , an 3. These factors represent
the suggest you tend to use reward systems and Dor corrective structures in your leadership style. The last
factor% laisseBCfaire leadership% assesses the degree to which you employ handsCoff leadership% or non
leadership. 'n this factor% higher scores indicate that you tend to provide little structure of fuidence to
subordinates.

As you cans see% the ;7.C3s coves a numbers of dimensions for leadership% or what bass and avoid
2+0016 have called a full range of leadership styles. This questionnaire should give you a cleared picture of
your own style as well as the complexity of transformational leadership itself.
$ithin the last two decades% both researchers and practitioners have explored the transformational and
transaction leadership paradigm.
!tating with bass> seminal work k on the theory of transformation leadership 2 bass%+00<,6% consistent
empirical evidence demonstrated the positive impact tis lease ship approach has on both subjective and
objective performance. )ecently% several ;eta analyses summariBed these empirical studies.


2fuller% 9atterson% ester @ stringer% +003E 7owe% kroeck @ sivasubramaniam% +003 E judge @ piccolo %
/--6.with in transformational leadership% leasers emphasiBe higher motive development % and arouse followers>
motivation and positive emotions by means of creating and representing an inspiring vision fo the future
2Aass% +00=6. in contrast% transactional leasers rely on a clear defined system of contracts and rewards.
The ;7.C,F
the multifactor leadership questionnaire 2 ;7.C,F6 is the standard instrument for assessing transformational
and transaction leadership behavior 2 Aass@ avoid%/---E avolio@ bass%/--16.it has been translated into many
languages and used successfully by both researchers
and parishioners around the world . The ;7.C,Fand its various translations are available from min d
garden%inc.
;ind garden provides services for both researchers and consultants. )esearchers will want to use just the ;7.
forms as survey instruments 2 avolio @ bass%/--1 6 to use ith ;7. for research it is essential to contact mind
garden% inc. to purchase or license reproduction of these forms. mind garden also provides web based
collection of multiCrater data for researchers interested in using the web+.for consultants% mind garden provides
both paper formCbased and webCbased multi 243- degree6 collection fo ratings about a leader as will as a
comprehensive feedback report. The ;7. feedback is and individualiBed% computerCgenerated report% that
provides an inCdepth summary of how often leaders are perceived to exhibit specific Aehaviour are described in
the next section.
;7.C,F subscales of transformational and transactional leadership in detail% five transformational% three
transaction% one laisseBCfaire% and three outcomes scales are included in the ;7.C,F. The first of the
transformational scales is inspirational motivation. #entral to this subscale of transformational leadership is the
articulation and representation of a vision by the leader. #onsequently% by viewing the futut4e with a positive
attitude% followers are motivated. IdealiBed influence 2attributed6 refers to the attribution of charisma to the
leader. Aecause of the leaders positive attributes 2e.g. 9erceived power% focusing on higherCorder ideals and
values6% followers built close emotional ties to the leader.
Trust and confidence is likely to be built in followers. IdealiBed influence 2behavior6 emphasiBes a collective
sense of mission and values% as well as acting upon these values. :ext% intellectual stimulation includes
challenging the assumptions of follower>s beliefs% their analysis of problems they face and solutions they
generate.


IndividualiBed consideration is defined by considering individual needs of followers and developing
their individual strengths. 'n the side of the transactional leadership scales% contingent reward id a leadership
behavior by which the leader focused on clear defined tasks% while providing followers with rewards 2 material
or psychological6 on the fulfillment of these tasks.
In active management ?by exception% the leader watchers and searches actively for deviations form rules and
standard in order to avoid these deviationsE in necessary% corrective actions are taken. In contrast% in
managementCbyCexception passive intervening only occurs after errors have been detected or if standards have
not been met. An even more passive approach is laisseBC faire% which is basically defined as the absence of
leader ship. As such% laisseBCfaire is used as anon leadership contrasts to the more active forms of
transformational and transaction leadership approaches.

the three outcome criteria which are included n the ;7. are followers> extra effort 2**"6% the effectiveness of
leader>s behavior 2*""6%and followers> satisfaction 2!AT6 with the irrespective leaderE in combination% these
scales form the full range of leadership% a comprehensive model developed by Avolio and bass 2/--/6.in
addition% the full range of leadership development program 2")786 has proven its effectiveness2bass @
avolio%+00=E baling% weber@ kelloway%+0036. 7eaders in profit and nonCprofit organiBations around the worked
enhances their leadership skills by mean of the ")78 and thus apply successfully the transformational ?
transactional leadership paradigm. it is important to notice that the full range model offers a variety of
leadership styles for many situations. Their effectiveness has been documented in several metaCanalysis 2judge
@ piccolo%/--1E lower et al.%+0036. as a consequence% the full range model kis unique within the field of lease
ship 2antonakis@ house%/--/Eavolio@ bass%/--/6.


The German translation of the ;7.C,F
the ;7.C,F2short version6 has been translated n numerous languages. mind garden provides these translations
as well as norms/. however% until now% the full range model of leadership described above failed to show in
German translations. for example% gayer and styre 2+00<6 explored leadership behavior of band
brancehes>managers.fctor analysis failed to repoicate seversl fo the above mentioned factors. the readers
referred to )owland grabbed 2/--16 for more details aon earlier atte4mpts to translate the ;7. into the
German n language and validate the respective translation. in consequence% it was deemed necessary toi
translate the ;7.C,F more carefully into the German language. in turn% we made a considerable effort to
translate the ;7.Citems2c.f.brislin%+00<-6. first% a native *nglish speaker translated the item into German
.next% a professional translator back translated the items. tow independent experts in the fields of ID'
psychology compared the two sets of *nglish items. they agreed that there were virtually no differences
between the two *nglish translation. thus% the translation was deemed successful.
C0.A*6 .R7(L/
- S,RC/
1R Consulting
Heeping the organiBation together as a happy bunch of peoples a difficult task. It asks for incessant
coordination feedback management% performance analysis and planning.



#A9T*) C4

- Source offer>s customiBed service catering ot the human capital management needs of and organiBation at
every level. 8rawing from the experience of having worked with some of the biggest names in the corporate
scenario% our team of professionals delivers reliable and effective solutions in the following categories.
r 2human resource6 strategies formulation.E
)ecruitment and retention strategies.
#ompensation and benefit analysis.
9ayroll administration.
9erformance evaluation% enhancement@ management.
Training and development.
#areer mapping.
*xit interview.
1uman resources services

!mall business usually starts with big ideas. Those ideas are generally the vision of the founder or management
team of the business. To turn those ideas into reality% a motivated employee base will be needed.
in fact %with the various complexities involved n running a business% it can be easy to lose sight of important
human resources issues that are crucial to keeping it running smoothly. This can include staying upCtoCdate on
staffing% technology% training and human resources regulations.
'ne of the primary responsibilities of a 9*! 2professional employer organiBation6 is to help manage these
human resources issues for clients. As a 9*'% v source provides clients with turnkey solutions I areas that are
critical to the success to their business. 'ur human resources specialists understand the increasingly complex
and everCchanging human resources laws and other government regulations. They can help to reduce the stress
these issues can cause by providing human resources services and programs such as:
uman resources administration and support.
r consulting.
*mployee discounts.


7egal and regulatory guidance.
at & source human capital management% we take the burden and tax liability of payroll processing off of
your shoulders. your payroll is processed efficiently and accurately by a team of experts dedicated to your
account. $ith v source% you also gain access to a stateCofCtheCart webCbased human resource management
and information system without the major capital expenditure.
not only di we remove there burden of processing payroll% but we also handle the administrative tasks that
go along with it . out experienced and efficient payroll team will ensure that your employees are paid
correctly and on time. This is reason v source is the largest privatelyCheld 9*' in the country.
5or)force lifecycle8 plan ?acquireCintegrateCretainCrehire.
v source builds its services Ia> la carteJ to meet the needs of both fullCservice outsourcing clients and those
with specific areas of focus. whether you require ) outsourcing % recruitment% outplacement services%
skills testing% behavioral assessments or background checks v source is ready helping you manage your
workforce needs.
Staffing services
:ot having the right people at the right time can cause a huge setback for any company>s plan and can cause a
tremendous dran on a company>s resources.
the cornerstone of our offering in staff augmentation services is to minimiBe the need for reClearning of critical
vertical nuances% which is insured through provision of relevant business professionals under contract staffing
thereby enhancing the value proposition to the client. our human resource development consultants are
qwuipped to deliver services based on engagement objectives.


Types of staffing services8
!taffing companies help organiBations with their manpower requirements. There ae primarily three
different types of staffing services offered by staffing firms:
Temporary staffing service :
as the name suggests% temporary staffing meets the shortCterm needs fo employing organiBations. Temporary
staffing helps companies fill in for positions made vacant by their absent employees or helps in supplementing
the existing staff during times of high workload. Temporary staffing enables organiBations to meet their
working challenges with minimum human resource overheads and avoiding lengthy recruiting and assessment
process. the huge cost savings involved make temporary staffing an attractive alternative to permanent
employment.
Long3term staffing9 pro:ect staffing service:
7ong ?term staffing services involve placing employees in longCtern assignment% where their>s no definite
period of time involved. This type of staffing requirement is common in the professional and technical sectors%
hers people are required on a projectCto ?project basis. it makes more sense for these organiBations ot hire on a
project basis than on a permanent basis %so as to avoid idling of human resources.
Temp3to perm9contract3to3hire staffing service8
This type of staffing service is a combination of temporary staffing and permanent employment. the
tempCtoC perm staffing service allows a company ot take an employee on a temporary basis for purpose of
evaluation and should the employee meets there satisfactory requirements% the company may then take
the employee onto their payrolls. This type of staffing service gives the company a safe alternative to
permanent hiring and allows the company to critically evaluate the capabilities and managerial skills of
the employee in concern.
,TS,RC(*;


v source learning provides a range of transactional and administrative human resource outsourcing services that
facilitate ) staff and mangers to access% update and use ) information more efficiently. we help you to
streamline many of your critical ) functions and processes% including payroll and taxation% compensation
management% recruitment% and staffing %training and development% workforce administration% service center
support and ) management systems.
Through v source learns Ks service portfolio% you can enjoy these services individually% collectively or in any
customiBed from that meets your requirements.
ur ma:or outsourcing service offerings include:
)ecruitment process outsourcing L)9'M.
uman resource outsourcing L)'M.
R/CR,(T0/*T .RC/SS ,TS,C*; <R.=
'() )*#)(IT;*:T 9)'#*!! '(T!'()#I:G !*)&I#* I:#7(8*!:
*mployee sourcing.
Applicant tracking.
Applicant screening.
*mployment verification.
9reNCemployment testing.
*mployment offersDselection and negotiation.
Aackground investigations.
*mployee orientation program 2*'96.
8eployment.
'ngoing recruitment 2need based6.
)ecruiting event management.
)I! integration.
#areer website development and redesign.


v source is a customiBed recruitment process outsourcing L9)'M service providerE out services are designed to
provide a set of customiBable% costCeffective recruitment.
)ecruitment process outsourcing L9)'M solutions to clients of every sixe and industry. v source leverages its
recruitment process management efficiency to offer you a greater level of control% visibility and a more valueC
based recruiting process solutions.
we offer completely scalable solutions.
$e offer completely scalable solution% and our processes are results oriented regardless of projects siBe. $e
give equal impotence to all our assignments either it>s a single hard to fill position or massive hiring projects.
our programs and processes are always customiBed to fit our clients> hiring needs and financial concerns.
v source can provide qualified candidates quickly and efficiently% if a special need for recruiting capacity
arises n addition to normal hiring cycles. by leveraging a team of worldCclass recruiters v source can help you
to meet your recruiting process outsourcing L9)'M goals with cost effectiveness and speed.
(;A: )*!'()#* '(T!'()#I:G L)'M
in the current economy% cost effective human resource management is strategically important that ever for the
operation performance of any organiBation.
uman resource managers professional organiBations are frequently required to lead change% inspire
innovation% and manage increasingly complex businesses in a global market b creating a comprehensive human
resource strategy and aligning it either the organiBation>s business goal.
v source suite of professional human resource outsourcing 2)'6 service can help the leaders in professional
organiBations build bert1re and more profitable organiBations by leveraging our human resource outsourcing
experts> anf industry specific knowledge.
& source human resource outsourcing service allows clients to outsource a high degree of human resources
administration n order to aligh internal resources to maximiBe performance and increase profits.



'ut human resource out sourcing services include:
uman resource administration.
)ecruitment.
#ompensation@ benefits.
9ayroll and tax administration.
9erformance management.
Information management.
Training @ development.
*mployee assessment.
$orkforce planning.
)I! services with report writing .
) strategy development.
*xit interviews.

you can choose any one of the above listed services or choose all f them for acomplete )' solution. by
outsourcing your human resource activities you will achieve high performance along with following
results:
)educed ) operational cost
)educed ) transaction cycle time
)educe hiring cost
)educe training cost
Increased employee satisfaction
Increased retention of key employee
Improved employee>s performance
Improved and centraliBed reporting.


'ur proven methodology% best in class ) practices% technology and global delivery network help you attract
bestCofCtheCbest employees% manage their performance and reward their hard work. $e also help organiBations
to implement exist strategy for smooth employee exit and assist employees with postCemployment needs.

Compensation
verview8 compensation forms and important aspect in strategic human resources management. An effective
compensation strategy helps in boosting the motivation of employees and hence% enhances organiBational
productivity .there are two components of compensation. They are direct compensation and indirect
compensation. The former consists of financial be befits and the latter consists of nonCfinancial benefits or
perks.
Benefits8

verview8 executive compensation and benefits refer to the rewards and incentives given to the employees of
an organiBation in addition ot their fixed salary. They include fringe benefits such as health insurance and
retirement plans.

Benefit administration options8
- source removes the confusion% complexity and risk surrounding benefit administration and compliance be
managing% automating and streaming benefits services% and improving employee satisfaction.
>ey offerings in our employee benefits portfolio include8
o ealth insurance% #'A)A 2consolidated omnibus budget reconciliation act of +0<,.6And other
insurance.
o "inancial savings plans.
o Administration and support.
o *mployee advocacy.
o 7egal and regulatory.


o )isk management.
o #areer enrollment services.
o $orkers> compensation.
- source assists you in creating and marinating a safe work environment %while bearing full liability for
workers> compensation. ere are some fo the items that we can help you with
o )eturnCtoCwork programs ans claims management oversight.
o &erification of active employment.
o ;onitor thirdCparty administrator.
o )eview initial fact canvas reports for fraud indicators.
o Issue worker>s compensation certificate to all client certificate holders.
o "raud investigation 2when warranted6.
o )isk management.
o AnalyBe and recommend safetyE protocols.
o 'nCsite safety inspections.
o 8rug free workplace program.
o #ertificates of coverage.
o #oordinate safety training and certification.
o #ompliance.
o '!A assistance.
o &ision.
'ur focus is to provide emerging and growth organiBations the workforce tools that allow them to be
employers of choice in their markets.
.A6RLL A+0(*(STRAT(*8
& source pay roll application automates payroll practices by maintaining payroll cycles% local tax data% periodC
ending processing% and payroll production.
key payroll services include :
o 9ay roll preparation and distribution.


o Time and labor manage.
o $ebCbase payroll system.
o *mployee website.
o Tax compliance.
o *mployee benefits.
o Aanking services.
o ;anage health insurance costs.
1uman Resource 0anagement
/mployee /valuation
An organiBation needs constantly to take stock of its workforce and to assess its perforce in existing joins for
three reasons:
o To improve organiBation performance via improving the performance of individual contributors 2should
be an automatic process in the case of good managers% but 2about annually 6 two key question should be
posed:
o $hat has been done to improve the perforce of a person last yearsO
o And what cab be dine to improve his or her perforce in the year to come O6.
o To identify potential% i.e. to recogniBe existing talent and to use that to fill vacancies higher in the
organiBation or to transfer individuals into jobs where better use can be made of their abilities or
developing skills.
o To provide an equitable method of kinking payment to performance where there are no numerical
criteria 2often this salary performance review takes place about three moths later and is kept quite
separate from +.and/. but is based on the same assessment6.
'nCtheCspot managers and supervisors% not ) staffs% carry out evaluations. The personnel role is usually that
of :
o Advising top management of the principles and objectives of and evaluation system and designing it
for particular organiBations and environments.
o 8eveloping systems appropriately in consultation with managers% supervisors and staff representatives.
!ecuring the involvement and cooperation of appraisers and those to be appraised.
Assistance in the setting of objective standards of evaluation D assessment% for example :
o 8efining targets for achievements.


o *xplaining how to qualify and agree objectives.
o Introducing selfCassessment.
o *liminating complexity and duplication.
o 9ubliciBing the purpose of the exercise and explaining to staff how the system will be used.
'rganiBing and establishing the necessary training of manages and supervisors who will carry out the actual
evaluationsD appraisals. not only training in principles and procedures but also in the human relations skills
necessary.2lack of confidence in their own ability to handle situations of poor performance is the main
weakness of assessors.6
;onitoring the schemeCensuring it does not fall into disuse% following up on trainingD job exchange etc.
recommendations of their responsibilities.
;ost managers approve merit payment and that too calls for evaluation. made a standard routine task% it aids
the development of talent% warns the inefficient or uncaring and can be an effective form of motivation.
Training approaches
we adopt a range of training approaches% depending upon organiBational and individual needs. we choose the
most appropriate and updated training approach% which includes:
o 9sychometric tests
o .uestionnaire
o Group discussions
o )oleCplay
o #ase studies
o ;anagement games
.R7/SS(*AL TRA(*(*; S/R-(C/S
- Source learning provides educative and professional training service to thousands of professionals. our
alumni are applying the professional skills learned form v source learning at over +-- companies across India


in various industries. we have a pool of nationally recogniBed industry professional eighth years of experience
in their respective domains. moreover% we are committed to respond to your specific needs and continually
improving our training programs.
our aim is to increases flexibility and customiBation to meet the changing needs of our customers. our training
consists of variety of delivery methods% offering a broader range of subject matter. we have developed multiC
course customiBed programs for largeCscale rollout to your IT% management professionals% technical product
sales force or anyone in your organiBation who needs professional training.
0A*A;/0/*T TRA(*(*;S 77/R/+
o #ommunication and presentation skills
o *ffective communication skills and time management
o ;odule on stress management
o 9roject management trainingP
o Training modules for retail and teal estate
Typical Reasons for /mployee Training and +evelopment
o Training and development can be initiated for a variety of reasons for an employee or group of
employees% e.g.
o $hen a performance appraisal indicates performance improvement is needed.
o To Ibench markJ the status of improvement so far in a performance improvement effortsE
o As part of an overall professional development program.
o As part of succession planning to help an employee be eligible for a planned change in role in the
organiBation.
o To IpilotJ or test% the operation of a new performance management system.
o To train bout a specific topic2see below6
Typical Topics f /mployee Training
o Communications : The increasing diversity of today>s workforce brings a wide variety of
languages and customs.


o Compute s)ills8 #omputer skills are becoming a necessity for conducting administrative and
office tasks.
o Customer service 8 Increased competition in today>s global marketplace makes it critical that
employees understand and meet the needs of customers.
o +iversity 8 8iversity training usually includes explanation about how people have different
perspectives and views% ans include techniques to value diversity.
o /thics 8 Today>s society has increasing expectation about corporate social responsibility. also%
today>s diverse workforce brings a wide variety of values and morals to the workplace.
o 1uman relations 8 The increased stresses of today>s workplace can include misunderstandings
and conflict. training to people can get along in the workplace.
o ?uality initiatives 8 Initiatives such as total quality management% quality circles% benchmarking%
etc.% require basic training about quality concepts% guidelines and standards for equality% etc.
o Safety 8 !afety training is critical where working with heavy equipment% haBardous chemicals%
repetitive activities% etc.% but can also be useful with practical advise for avoiding assaults% etc.
o Sexual harassment 8 !exual harassment training usually includes careful description of the
organiBation>s policies about sexual harassment% especially about what are inappropriate behaviors.
;eneral Benefits 7rom /mployee Training And +evelopment
)easons for supervisors to conduct training among employees. these reasons include :
o Increased job satisfaction and morale among employees.
o Increased employee motivation.
o Increased efficiencies in processes% resulting in financial gain.
o Increased capacity to adopt new technologies and methods.
o Increased innovation in strategies and products.
o )educed employee turnover.
o *nhanced company image% e.g.% conducting ethics training 2not a good reason for ethics training6


o )isk management %e.g.% training about sexual harassment% diversity training.
o *xit interview.

5hat (s An exit (nterview @
An exit interview is typically a meeting between least one representative from a company>s human
resources 2)6 department and departing employee .2the departing employee usually has voluntarily
resigned vs. .getting laid off fired .6 the ) rep might ask the employee questions while taking notes%
ask the employees to complete a questionnaire %or both.
5hatAs The .urpose f An /xit (nterview @
uman resources departments conduct exit interviews 2also called exit surveys6 to gather data from the
departing employee% for improving working conditions and retaining employees. ow ever% a hidden
purpose is to help employers avoid costly litigation down the road% caused by IdisgruntledJ employees.
exit interview questions
*mployers ask exit interview questions verbally or in questionnaire from. these days% it>s not uncommon
for exit interview question to be in electronic questionnaire form on computers.
/xit (nterview ?uestions3Samples
7isted below are sample questions of exit interview that employers% commonly as k departing employees.
o $hat is your primary reason for leaving O
o 8id anything trigger your decision to leaveO
o $hat was most satisfying about your jobO
o $hat was least satisfying about your jobO
o 8id your job duties turn out to be as you expected O


o 8id you receive enough training to do your job effectivelyO
o 8id you receive adequate support to do your jobD
o 8id you receive sufficient feedback about your performance between merit reviewsO
o $ere you satisfied with this company>s merit review processO
o 8id this company help you us find your replacementO
o $hat would you improve to pay% benefits and other incentivesO
o $hat was the quality of the supervision you receivedO
o $hat could your immediate supervisor do to improve his or her management styleO
o Aased on your experience with us% what do you think it takes to succeed at this company O
o 8id any company policies or procedures 2or any other obstacles6 make your job more difficultO
o $ould you consider working again for this company in the futureO
o $hat did you like most about this company O
o $hat did you like least about this company O
o $hat does your new company offer that this company doesn>tO
o #an this company do anything to encourage you to stayO
o Aefore deciding to leave% did you investigate a transfer within the companyO
o 8id anyone in this company discriminate against you% harass you or cause hostile working
conditionsO
o Any other commentsO



CHAPTER
4 & 5

+. I make others feel good to be around me.
:ot at all 'nce in a
while
!ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 /3.-0 0 44.44 3 /<.,= 4 44.44 / +1./0 /3 /=.33
"emale 4 +4.-1 0 44.44 1 +0.-, + ++.++ / +1./0 +0 /-./+
9.Graduate ;ale
< 41.=< 3 //.// = 44.44 + ++.++ 1 /<.,= /3 /=.33
"emale 4 +4.-1 + 4.=- + 1.=3 / //.// , 4,.=+ +/ +/.==
9rofessiona
ls
;ale
/ <.=- + 4.=- / 0.,/ + ++.++ + =-+1 = =.11
"emale + 1.4, + 4.=- + 1.=3 + ++.++ - -.-- 1 1./3
/4 +--.-- /= +--.-- /+ +--.-- 0 +--.-- +
1
+--.-- 01 +--.--
Total
/4 /= /+ 0 +
1
01 +--.--


"rom the above table it is evident that most o f male and female in graduates are providing "eel good
environment for their employee once in while. Among all of them graduates reasonable providing fairly good
situation and professional females are not at all making feel good around their employee%
/. I express with a few simple words what we could and should do.
:o tat all 'nce in a
while
!ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale < 4/.-- 0 40.+4 1 /4.,4 4 /4.-< / +/.,- /3 /=.33
"emale 4 +/.-- 3 /3.-0 1 /4.,4 1 4-.== / +/.,- +0 /-./+
9.Graduate ;ale < 4/.-- , /+.=1 3 4,./0 4 /4.-< 1 /,.-- /3 /=.33
"emale 4 +/.-- + 1.4, + ,.<< / +,.4< , 4+./, +/ +/.==
9rofession
als
;ale / <.-- + 1.4, / ++.=3 + =.30 + 3./, = =.11
"emale + 1.-- + 1.4, - -.-- - -.-- / +/.,- 1 1./3
+--.--
Total /, +--.-
-
/4 +--.-- += +--.-
-
+4 +--.-- +3 +--.-- 01 +--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work have do once in while. Among all of them graduates reasonably express few simple words about their
work and professional females are having least to express words in simple.
+/0;R A.1(C (*7R0AT(*
.ualificati
on
Graduat
es
5 9ost
Graduate
s
5 9rofessio
nals
5 Total 5 Total 5
Q /- ;ale < +=.=< 3 +,.=0 + 0.-0 +, +,.03
"emale 1 <.<0 4 =.<0 + 0.-0 < <.,+ /4 /1.1
/- ? /, ;ale = +,.,3 +- /3.4/ + 0.-0 +< +0.+,
"emale , ++.++ / ,./3 / +<.+< 0 0.,= /= /<.=
/, ? 4- ;ale 3 +4.44 = +<.1/ / +<.+< +, +,.03
"emale 1 <.<0 / ,./3 - -.-- 3 3.4< /+ //.4
4- ? 4, ;ale / 1.11 / ,./3 + 0.-0 , ,.4/
"emale 4 3.3= + /.34 - -.-- 1 1./3 0 0.,
R4, ;ale 4 3.3= + /.34 / +<.+< 3 3.4<
"emale 4 3.3= 1 +-.,4 + 0.-0 < <.,+ +1 +1.<


Total 1, +--.-- 4< +--.-- ++ +--.-- 01 +--.-- 01 +--.-
-
4. I enable others to think about old problems in new ways.
;rad ..; .rof Total
;ale "emale ;ale "emale ;ale "emale
5 5 5 5 5 5 5
:ot at all < 4-.== / +-.,4 3 /4.-< / +3.3= / /<.,= + /,.-- /+ //.41
'nce in a
while
0 41.3/ 3 4+.,< 3 /4.-< / +3.3= + +1./0 + /,.-- /, /3.3-
!ome
time
1 +,.4< , /3.4/ = /3.0/ + <.44 / /<.,= + /,.-- /- /+./<
"airly
often
4 ++.,1 1 /+.-, 3 /4.-< 1 44.44 + +1./0 - -.-- +< +0.+,
"requentl
y if not
always
/ =.30 / +-.,4 + 4.<, 4 /,.-- + +1./0 + /,.-- +- +-.31
/3 +--.- +0 +--.-- /3 +--.-- +/ +--.-- = +--.- 1 +--.- 01 +--.--


- - -
"rom the table it shows that the most of male and female in graduates are providing environment for thinking
of problem in new ways once in while sum of them are not allowed them to think about old problem. Among
all of them professionals frequently giving chance to think about old problems in new ways.
1. I help others develop them selves.
:o tat all 'nce in a
while
!ome
time
"airly
often
"requently% if
not always
5 5 5 5 5 Total 5
Graduate ;ale < 4-.== 0 4=.,- 1 /,.-- 4 /-.-- / +,.4< /3 /=.33
"emale / =.30 3 /,.-- , 4+./, 1 /3./= / +,.4< +0 /-./+
9.Graduate ;ale 0 41.3/ 3 /,.-- 4 +<.=, 3 1-.-- / +,.4< /3 /=.33
"emale 1 +,.4< / <.44 + 3./, / +4.44 4 /4.-< +/ +/.==
9rofessional
s
;ale / =.30 - -.-- / +/.,- - -.-- 4 /4.-< = =.11
"emale + 4.<, + 1.+= + 3./, - -.-- + =.30 1 1./3
+--.--
Total /3 +--.-- /1 +--.-- +3 +--.-- +, +--.-- +4 +--.-- 01 +--.--


"rom the above table most of male graduates once in a while help their co ? worker the most of
female p. g holders are not helping their coCworker once in while. Among all of them graduates
reasonably helping his coCworker and professional females are not at all helping to their employee.
,. I tell others what to do if they want to be rewarded for their work
:o tat all 'nce in a
while
!ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale < /0.34 0 ,-.-- 1 /-.-- 4 +3.3= / +<.+< /3 /=.33
"emale 4 ++.++ / ++.++ < 1-.-- 1 //.// / +<.+< +0 /-./
9.Graduate ;ale 0 44.44 , /=.=< 4 +,.-- = 4<.<0 / +<.+< /3 /=.33
"emale 1 +1.<+ + ,.,3 / +-.-- 1 //.// + 0.-0 +/ +/.==
9rofessionals ;ale / =.1+ - -.-- / +-.-- - -.-- 4 /=./= = =.11
"emale + 4.=- + ,.,3 + ,.-- - -.-- + 0.-0 1 1./3
Total /= +--.-- +< +--.-- /- +--.-- +< +--.-- ++ +--.-- 01 +--.--


"rom following table indicates that most of male graduates and p. g are once in while helping their team
member to get rewarded and also most of female p. g helping their worker to get rewardedE most of the male p.
g is not giving any help to their team members to get benefited.
3. I am satisfied when others meet agreed upon standards.
:o tat all 'nce in a
while
!ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Tota
l
5
Graduate ;ale 1 4-.== 0 ,-.-- < 4-.== 4 +/.-- / +3.3= /3 /=.33
"emale - -.-- / ++.++ < 4-.== = /<.-- / +3.3= +0 /-./
9.Graduate ;ale 1 4-.== , /=.=< , +0./4 0 43.-- 4 /,.-- /3 /=.33
"emale 4 /4.-< + ,.,3 4 ++.,1 1 +3.-- + <.44 +/ +/.==
9rofessional
s
;ale + =.30 - -.-- / =.30 + 1.-- 4 /,.-- = =.11
"emale + =.30 + ,.,3 - -.-- + 1.-- + <.44 1 1./3


Total +4 +--.-- +< +--.-- /3 +--.-- /, +--.-- +/ +--.-- 01 +--.--
"rom the above table most of male graduates once in a while satisfied their coCworker perform the most of
female p. g holders are fairly satisfied their coCworker meet their stands. Among all of them graduates
reasonably satisfied his coCworker meet agreed upon stands.
=. I am content to let others continue working in the same ways always.
:o tat all 'nce in a
while
!ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 4+.,< 0 1/.<3 , 4+./, , +<.,/ + 0.-0 /3 /=.33
"emale / +-.,4 , /4.<+ 4 +<.=, = /,.04 / +<.+< +0 /-./
9.Graduate ;ale 1 /+.-, , /4.<+ , 4+./, 0 44.44 4 /=./= /3 /=.33
"emale , /3.4/ + 1.=3 + 3./, 1 +1.<+ + 0.-0 +/ +/.==
9rofessional
s
;ale + ,./3 - -.-- / +/.,- + 4.=- 4 /=./= = =.11
"emale + ,./3 + 1.=3 - -.-- + 4.=- + 0.-0 1 1./3
Total +0 +-.-- /
+
+--.-
-
+3 +--.-- /= +--.-- ++ +--.-- 01 +--.--


"rom the above table most of male graduates once in a while content to let others working same ways the most
of female post graduates holders fairly often accept others to do work in same way from the female
professional>s point of view they are not allowed their employee to do work in same way.
<. 'thers have complete faith in me.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Tota
l
5
Graduate ;ale 3 /3.-0 0 ,/.01 , /4.<+ , /+.=1 + +-.-- /3 /=.33
"emale 3 /3.-0 + ,.<< , /4.<+ 3 /3.-0 + +-.-- +0 /-./
9.Graduate ;ale 1 +=.40 , /0.1+ < 4<.+- 3 /3.-0 4 4-.-- /3 /=.33
"emale , /+.=1 + ,.<< + 1.=3 1 +=.40 + +-.-- +/ +/.==
9rofessionals ;ale + 1.4, - -.-- / 0.,/ + 1.4, 4 4-.-- = =.11
"emale + 1.4, + ,.<< - -.-- + 1.4, + +-.-- 1 1./3
Total /4 +--.-- += +--.-- /+ +--.-- /4 +--.-- +- +--.-- 01 +--.--


"rom the above table most of male graduates once in a while having faith among their coCworkers the most of
female p. g holders are having faith among their coCworkers fairly often. Among all of them graduates
reasonably have faith his coCworker and professional females are not at all having faith among employee.
0. I provide appealing images about what we can do
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 /1.-- 0 3-.-- , +<.,/ , /=.=< + ++.++ /3 /=.33
"emale 3 /1.-- / +4.44 < /0.34 / ++.++ + ++.++ +0 /-./
9.Graduate ;ale , /-.-- 4 /-.-- < /0.34 = 4<.<0 4 44.44 /3 /=.33
"emale , /-.-- - -.-- 4 ++.++ 4 +3.3= + ++.++ +/ +/.==
9rofessionals ;ale / <.-- - -.-- / =.1+ + ,.,3 / //.// = =.11
"emale + 1.-- + 3.3= + 4.=- - -.-- + ++.++ 1 1./3
Total /, +--.-- +, +--.-- /= +--.-- +< +--.-- 0 +--.-- 01 +--.--


"rom the above table most of male graduates once in a while help their coCworker the most of female p. g
holders are not helping their coCworker once in while. Among all of them graduates reasonably helping his coC
worker and professional females are not at all helping to their employee.
+-. I provide other with new ways of looking at puBBling thing.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 1 /,.-- 0 4/.+1 , /4.<+ , /=.=< 4 /=./= /3 /=.33
"emael 3 4=.,- 3 /+.14 1 +0.-, / ++.++ + 0.-0 +0 /-./
9.Graduate ;ale 4 +<.=, = /,.-- 3 /<.,= = 4<.<0 4 /=./= /3 /=.33
"emael + 3./, 1 +1./0 4 +1./0 4 +3.3= + 0.-0 +/ +/.==
9rofessionals ;ale + 3./, + 4.,= / 0./, + ,.,3 / +<.+< = =.11
"emael + 3./, + 4.,= + 1.=3 - -.-- + 0.-0 1 1./3
Total ++ +--.-- 01 +--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonably express few simple words about
their work and professional females are having least interest to express words in simple.
++. I let others know how I think they are doing.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 1 /-.-- 0 43.-- , /=.=< , 4+./, 4 /-.-- /3 /=.33
"emale = 4,.-- 3 /1.-- 4 +3.3= / +/.,- + 3.3= +0 /-./
9.Graduate ;ale 4 +,.-- = /<.-- 3 44.44 , 4+./, , 44.44 /3 /=.33
"emale 1 /-.-- + 1.-- + ,.,3 4 +<.=, 4 /-.-- +/ +/.==
9rofessionals ;ale + ,.-- + 1.-- / ++.++ + 3./, / +4.44 = =.11
"emale + ,.-- + 1.-- + ,.,3 - -.-- + 3.3= 1 1./3
Total /- +--.-- /, +--.-- +< +--.-- +3 +--.-- +, +--.-- 01
+--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonably express few simple words about
their work and professional females are having least interest to express words in simple.
+/.I provide recognitionsDrewards when others reach their goals.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 1 //.// 0 41.3/ , /+.=1 , /0.1+ 4 4-.-- /3 /=.33
"emale , /=.=< 3 /4.-< , /+.=1 / ++.=3 + +-.-- +0 /-./
9.Graduate ;ale 4 +3.3= = /3.0/ 0 40.+4 , /0.1+ / /-.-- /3 /=.33
"emale 1 //.// / =.30 + 1.4, 1 /4.,4 + +-.-- +/ +/.==
9rofessionals ;ale + ,.,3 + 4.<, / <.=- + ,.<< / /-.-- = =.11
"emale + ,.,3 + 4.<, + 1.4, - -.-- + +-.-- 1 1./3
Total +< +--.-- /3 +--.-- /4 +--.-- += +--.-- +- +--.-- 01
+--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonable express few simple words about
their work and professional females are having least interest to express words in simple.
+4. As long as things are working% I do not try to change any thing.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 /<.,= 0 4/.+1 + 3.3= 0 40.+4 + +1./0 /3 /=.33
"emale , /4.<+ 3 /+.14 + 3.3= 3 /3.-0 + +1./0 +0 /-./
9.Graduates ;ale 1 +0.-, = /,.-- 0 3-.-- , /+.=1 + +1./0 /3 /=.33
"emale 1 +0.-, 1 +1./0 + 3.3= / <.=- + +1./0 +/ +/.==
9rofessionals ;ale + 1.=3 + 4.4= / +4.44 + 1.4, / /<.,= = =.11
"emale + 1.=3 + 4.,= + 3.3= - -.-- + +1./0 1 1./3
Total /+ +--.-- /< +--.-- +, +--.-- /4 +--.-- = +--.-- 01
+--.--


"rom the above table it is apparent that the most of male and female in graduates express their words about
work they have do once in while. Among all of them graduates reasonably express few simple words about
their work and professional females are having least interest to express words in simple.
+1 $hat ever others want to do is ok with me.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 4=.,- = /3.0/ 0 4/.+= + =.30 4 /=./= /3 /=.33
"emael 4 +<.=, 3 /4.-< / =.+1 3 13.+, / +<.+< +0 /-./+
9.Graduate ;ale , 4+./, = /3.0/ 0 4/.+1 0 /4.-< / +<.+< /3 /=.33
"emael + 3./, 1 +,.4< 1 +1./0 / +,.4< + 0.-0 +/ +/.==
9rofessionals ;ale + 3./, + 4.<, / =.+1 + =.30 / +<.+< = =.11
"emael - -.-- + 4.<, / =.+1 - -.-- + 0.-0 1 1./3
Total +3 +--.-- /3 +--.-- /< +--.-- +4 +--.-- ++ +--.-- 01
+--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonably express few simple words about
their work and professional females are having least interest to express works in simple.
+,. 'ther are proud to be associated with me.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 /<.,= = /<.-- = 4+.</ , /3.4/ + +1./0 /3 /=.33
"emale 4 +1./0 3 /1.-- / 0.-0 = 43.<1 + +1./0 +0 /-./+
9.Graduate ;ale 0 1/.<3 = /<.-- , //.=4 1 /+.-, + +1./0 /3 /=.33
"emale + 1.=3 1 +3.-- 1 +<.+< / +-.,4 + +1./0 +/ +/.==
9rofessionals ;ale + 1.=3 + 1.-- / 0.-0 + ,./3 / /<.,= = =.1,
"emale + 1.=3 - -.-- / 0.-0 - -.-- + +1./0 1 1./3
Total /+ +--.-- /, +--.-- // +--.-- +0 +--.-- = +--.-- 01
+--.--


"rom the above table it is apparent that the most of male of male and female in graduates are express their
words about they have do once in while. Among all of them graduates reasonable express few simple words
about their work and professional females are having least interest to express words in simple.
+3. I help others find meaning in their work.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale < 4/.-- 0 40.+4 1 /4.,4 4 /4.-< / +/.,- /3 /=.33
"emale 4 +/.-- 3 /3.-0 1 /4.,4 1 4-.== / +/.,- +0 /-./+
9.Graduate ;ale < 4/.-- , /+.=1 3 4,./0 4 /4.-< 1 /,.-- /3 /=.33
"emale 4 +/.-- + 1.4, + ,.<< / +,.4< , 4+./, +/ +/.==
9rofessionals ;ale / <.-- + 1.4, / ++.=3 + =.30 + 3./, = =.1,
"emale + 1.-- + 1.4, - -.-- - -.-- / +/.,- 1 1./3
Total /, +--.-- +/4 +--.-- += +--.-- +4 +--.-- +3 +--.-- 01 +--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonable express few simple words about
their work and professional females are having least interest to express words in simple.
+=. I get others to rethink ideas that they had never question before.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 0 4=.,- 1 //.// = /<.-- , /=.=< + ++.++ /3 /=.33
"emale 4 +/.,- / ++.++ , /-.-- = 4<.<0 / //.// +0 /-./+
9.Graduate ;ale 0 4=.,- = 4<.<0 , /-.-- 1 //.// + ++.++ /3 /=.33
"emale + 1.+= 1 //.// 1 +3.-- + ,.,3 / //.// +/ +/.==
9rofessionals ;ale + 1.+= + ,.,3 / <.-- + ,.,3 / //.// = =.1,
"emale + 1.+= - -.-- / <.-- - -.-- + ++.++ 1 1./3
Total /1 +--.-- +< +--.-- /, +--.-- +< +--.-- 0 +--.-- 01 +--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonably express few simple words about
their work and professional females are having least interest to express words in simple.
+<. I give personal attention to others who seem rejected.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale < 4-.== 0 4=.,- 1 /,.-- 4 /-.-- / +,.4< /3 /=.33
"emael / =.30 3 /,.-- , 4+./, 1 /3.3= / +,.4< +0 /-./+
9.Graduate ;ale 0 41.3/ 3 /,.-- 4 +<.=, 3 1-.-- / +,.4< /3 /=.33
"emael 1 +,.4< / <.44 + 3./, / +4.44 4 /4.-< +/ +/.==
9rofessionals ;ale / =.30 - -.-- / +/.,- - -.-- 4 /4.-< = =.1,
"emael + 4.<, + 1.+= + 3./, - -.-- + =.30 1 1./3
Total /3 +--.-- /1 +--.-- +3 +--.-- +, +--.-- +4 +--.-- 01 +--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonably express few simple words about
their work and professional females are having least interest to express words in simple.
+0. I call attention to what others can get for what they accomplish
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 /+.,< 0 1/.<3 , 4+./, , +<.,/ + 0.-0 /3 /=.33
"emale / +-.,4 , /4.<+ 4 +<.=, = /,.04 / +<.+< +0 /-./+
9.Graduate ;ale 1 /+.-, , /4.<+ , 4+./, 0 44.44 4 /=./= /3 /=.33
"emale , /3.4/ + 1.=3 + 3./, 1 +1.<+ + 0.-0 +/ +/.==
9rofessionals ;ale + ,./3 - -.-- / +/.,- + 4.=- 4 /=./= = =.11
"emale + ,./3 + 1.=3 - -.-- + 4.=- + 0.-0 1 1./3
Total +0 +--.-- /+ +--.-- +3 +--.-- /= +--.-- ++ +--.-- 01
+--.--


"rom the above table it is apparent that the most of male and female in graduates are express their words about
work they have do once in while. Among all of them graduates reasonably express few simple words about
their work and professional females are having least interest to express words in simple.
/-. I tell others the standards they have to know to carry out their works
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 3 /<.,= 0 4/.+1 + 3.3= 0 40.+4 + +1./0 /3 /=.33
"emale , /4.<+ 3 /+.14 + 3.3= 3 /3.-0 + +1./0 +0 /-./+
9.Graduate ;ale 1 +0.-, = /,.-- 0 3-.-- , /+.=1 + +1./0 /3 /=.33
"emale 1 +0.-, 1 +1./0 + 3.3= / <.=- + +1./0 +/ +/.==
9rofessionals ;ale + 1.=3 + 4.,= / +4.44 + 1.4, / /<.,= = =.1,
"emale + 1.=3 + 4.,= + 3.3= - -.-- + +1./0 1 1./3
Total /+ +--.-- /< +--.-- +, +--.-- /4 +--.-- = +--.-- 01 +--.--


"rom the above table it is apparent that the most of male and female graduates are not tell others what are the
essential things to do work Among all of them men>s reasonably express their views about standards of work
professional females are having least interest to express their views about standards of work.
/+. I ask know more of others than what is absolutely essential.
:o tat all 'nce in a while !ome
time
"airly
often
"requently% if
:ot always
5 5 5 5 5 Total 5
Graduate ;ale 1 /,.-- 0 4/.+1 , /4.<+ , /=.=< 4 /=./= /3 /=.33
"emale 3 4=.,- 3 /+.14 1 +0.-, / ++.++ + 0.-0 +0 /-./+
9.Graduate ;ale 4 +<.=, = /,.-- 3 /<.,= = 4<.40 4 /=./= /3 /=.33
"emale + 3./, 1 +1./0 4 +1./0 4 +3.3= + 0.-0 +/ +/.==
9rofessionals ;ale + 3./, + 4.,= / 0.,/ + ,.,3 / +<.+< = =.11
"emale + 3./, + 4.,= + 1.=3 - -.-- + 0.-0 1 1./3
Total +3 +--.-- /< +--.-- /+ +--.-- +< +--.-- ++ +--.-- 01
+--.-
-


"rom the above table it is apparent that the most of female graduates are not asking other than absolutely
essential among all of them p. graduates reasonably asking about essential and professional females are having
least interest to talk about others rather than essential.
0,LT6 7ACTR L/A+/RS1(. ?,/ST(**A(R/
1, I make others feel good to be around me
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s


", I e-.ress &%th a fe& s%m.le &ords &hat &e $ould and should do,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
', I enable others to th%nk about old .roblems %n ne& &a*s,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
4, I hel. others de/elo. them sel/es,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
5, I tell others &hat to do %f the* &ant to be re&arded for the%r &ork,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s


0, I am sat%sf%ed &hen others meet agreed u.on standards,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
1, I am $ontent to let others $ont%nue &ork%ng %n the same &a*s al&a*s,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
2, #thers ha/e $om.lete fa%th %n me,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
3, I .ro/%de a..eal%ng %mages about &hat &e $an do
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s


14, I .ro/%de others &%th ne& &a*s of look%ng at .u55l%ng th%ngs,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
11, I let others kno& ho& I th%nk the* are do%ng,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
1", I .ro/%de re$ogn%t%on6re&ards &hen others rea$h the%r goals,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
1', As long as th%ngs are &ork%ng, I do not tr* to $hange an* th%ng
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
14, 7hat e/er others &ant to do %s ok &%th me,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s


15, #thers are .roud to be asso$%ated &%th me,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
10, I hel. others f%nd mean%ng %n the%r &ork,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
11, I get others to reth%nk %deas that the* had ne/er +uest%on before,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
12, I g%/e .ersonal attent%on to others &ho seem re8e$ted,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
13, I $all attent%on to &hat others $an get for &hat the* a$$om.l%sh,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s


"4, I tell others the standards the* ha/e to kno& to $arr* out the%r &orks,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s
"1, I ask kno& more of others than &hat %s absolutel* essent%al,
(1 !ot at all (" #n$e %n a &h%le (' (omet%me
(4 )a%rl* often (5 )re+uentl*, %f not al&a*s

C1A.T/R 3 B

.
C*C,LS(*S C S,;;/ST(*S
After the data analysis I conclude that majority of the graduates males and females hold subordinates%
trust% maintain their faith and respect% show dedication to them appeal to their hopes and dreams.
After the analysis it can be interpreted that 21156 of the total female post graduates use appropriate
!ymbols and images to help others focus on their work% and try to to make others feel their work
!ignificant.
;ajority of the graduates24456 are agreed to make others feel good around them once in a while.


I found that majority of the graduates leaders do not fell emotional attachment to their department that
means they are not emotionally involved in their department.
I conclude that most of professional male shows the degree to which u will tell others what to do in
order to be rewarded% emphasiBe expectation from their team member.
I conclude that professional leaders are let others do work in their own style.
;ost of the leaders show interest in others wellCbeing% assign projects individually% and pay attention to
those who seem less involved in the group said they do not feel like part of the family at their
department.
After the data analysis I conclude that most of female leaders providing recognitionDrewards when
others reach their goals and also provide others with new ways of looking at puBBling things.
I found that majority of the graduates leaders have complete faith among their group members.
After the analysis it can be suggests that most of female leader should provide feel good environment
among their team members.