Management Aptitude :-

Part-V : Management Aptitude Management: its nature and scope; The Management
Processes; Planning, Organisation, Staffing, Directing and Controlling; The Role of a Manager in an
Organisation. Leadership: The Tasks of a Leader; Leadership Styles; Leadership
Theories; A successful Leader versus an effective Leader.
Human Resource Development: Concept of HRD; Goals of HRD; Performance
Appraisal– Potential appraisal and development – Feedback and Performance Counselling –
Career Planning – Training and Development – Rewards – Employee Welfare.
Motivation, Morale and Incentives: Theories of Motivation; How Managers
Motivate; Concept of Morale; Factors determining morale; Role of Incentives in Building up Morale.
Communication: Steps in the Communication Process; Communication Channels; Oral versus Written
Communication; Verbal versus non-verbal Communication; upward, downward and lateral
communication; Barriers to Communication, Role of Information Technology.

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Content

All the activities performed in management processes are goal-oriented. They all focus on
achieving specific goals. Management processes aim to achieve the organization's goals
that are practical and realistic. It is purposeful as its success is measured by the extent to
which it achieves the desired goals

The management process consists of four primary functions that managers must
perform: planning, organizing, leading, and controlling.

Leadership is a process of social influence, which maximizes the efforts of others,
towards the achievement of a goal. Leadership is a process of social influence, which
maximizes the efforts of others, towards the achievement of a goal

Leadership Styles :-

1) Visionary Leadership - these leaders are motivated by the end result. They
imagine a thriving business, lots of workforces, and anything that has
to do with the success of the highest echelon, focus on BIG
PICTURE.
2) Bureaucratic leadership - an amazing leadership style that runs on
the condition that everyone plays “by the book” . focus of the leaders
using this leadership style is on the roles within the ranks of the
 company and make sure that each employee of the company has
fixed roles and responsibilities.

3) Directing leadership - style is just like the Waterfall project

management methodology which makes you stay on track when
everything has been decided and there’s no room for flexibility. The
leaders using this leadership style guide their team daily with a large
amount of confidence and certainty because they have perfected
their vision for the project, CONSTANT SUPERVISION

4) Paternal?Maternal - refers to a male figure in a leadership position.

Maternal denotes female leaders. The authority comes with their
ability to play both paternal and/or maternal roles. Often,
subordinates envision their leader as a leading ‘fatherly’ or ‘motherly’
figure in a company. Paternalistic and maternalistic leadership is very
progressive and successful in countries where we have a joint family
system. 

5) Situational leaders - have a very strong intuition. Some call it a gut

feeling. But once it meddles with years of experience, situational
leaders can easily adapt and improvise according to changing
circumstances in a tough competitive market.

6) Participative Leadership - This kind of leadership style is also known as

“Facilitative leadership”. Leaders in this category not only lead, but they
also offer equal participation opportunities to delegates and subordinates.
Many MNCs follow participative leadership methods to get a taste of
diversified ideas once any problem is underway.Privatization and
decentralization is the biggest example of this kind of leadership. This form
of leadership distributes more power to people by offering them a platform
for voicing their opinions.
 

7) Transformational leaders - normally step up the ladder once they are

employed in a small position. You may have seen one or two people
in the company who get promoted and acquire the responsibilities of
a division head, manager, or any other senior-level post. These
people are transformational leaders.

8) Transactional leadership - was already mentioned earlier in this write-

up. This is the kind of leader who sets an effort vs. rewards criterion
 in an organization. Normally, transactional leaders are good, but they
can also get on your nerves if they start punishing people for
underperforming.

9) Servant leaders- are humble. They lead by example and tend to put their
company and employees’ need ahead of personal agendas. These types of
leaders are rare because they practice power-sharing modes of authority. A
servant leader will push you to new levels of skill, responsibilities and vice
versa – i.e. if he/she sees the potential in you.

10) Autocratic Leadership:  Autocratic leaders are focused on a

results-oriented approach. They mostly make decisions alone. They
don’t trust everyone easily, and they also expect others to be just as
much passionate about work as they are. Autocratic leaders are
exceptional military commanders.

11) Hands off Leadership - Often called Laissez-Faire, hands-off

leaders are an important part of leadership styles examples. Have
you ever heard of the expression: “I leave that to you in your capable
hands?” Laissez-Faire leaders simply delegate tasks and expect their
subordinates to complete those tasks to the best of their abilities. 

12) Democratice Leadership - democratic leaders foster discussion,

participation, and different creative tactics. Since they are not entirely
autocratic, they encourage their fellow team members to take
initiative and outperform wherever that’s possible.

13) Coaching leadership - Coach-Style leadership is an effective

method of taking your team forward. This is because a coach-style
leader focuses in-depth on identifying and nurturing the strengths of
each and every member of their team, instead of giving the same
orders to everyone.

14) Strategic leadership is the ability to influence others to voluntarily

make decisions that enhance the prospects for the organization’s long-term
 success.” envision the strategy, they would easily persuade the other team
members to follow the same strategy with the help of the right strategies and
tools.

15) Laissez-Faire is a French word that means ‘let them do’ and if
you want to translate it into English, it’s ‘let it be’. From these
meanings, you can conclude that in this leadership style, the managers
or team leads delegate the responsibilities to the actual people
working or the team members.

Charismatic leadership
 

This leadership style solely depends on the leader. The amount of charisma he/she
has will inspire the people more, and they’ll more work effectively to please their
leader and benefit the company.

Leaders like these inspire, energize and motivate the people working under them,
and this technique is so successful that the Center for Association Leadership
confesses that this style actually increases the team morale and push them towards
success.
Pace-Setter Leadership
 

Pace-Setter leadership is the one where the work is speed-oriented. The leader will
push the team to get results fast. We see this leadership style in Agile work
environments where the work and time deadlines are not defined, and a lot of
different elements are needed to be altered in real-time.

Leadership Theories :-
Sucessful and Effective leadership –

A successful leader may be able to change the behavior of the

coworker and get the work done which is in hand right now. But the
problem is, the behavior needs to be changed again by external
forces as it was external and the attitude is still the same. While an
effective leader influences people and inspires them in such a
manner that their attitudes get changed in the course of the action
and they need not be inspired again and again to perform the same
or similar jobs.

There is a downside to effective leadership as well if it is not

successful as instant success is also very crucial. Not every
organization can afford such a long time span or resources to foster
the right attitude among the employees. Most of the time they need
the results quickly. That is where leadership needs to be more on
the successful side and less on effective side.
For the growth of organization, employees, and managers
themselves, a mix of both effective and successful way works the
best. A leader should be both, successful and effective, to some
extent in order to get the work done and retain motivation among
employees.

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HRD

HRD is the training and development provided by an organisation to increase

the employees' knowledge, skills, education and abilities. Specifically,
BusinessDictionary defines HRD as 'the part of human resource management that
specifically deals with training and development of the employees.
 Employee morale is defined as the attitude, satisfaction and overall outlook of
employees during their association with an organization or a business. An
employee that is satisfied and motivated at workplace usually tend to have a higher
morale than their counterparts.

Communication STEPS :-

1. Sender. The sender or the communicator generates the message and

conveys it to the receiver. ...
2. Message. ...
3. Encoding. ...
4. Media. ...
5. Decoding. ...
6. Receiver. ...
7. Feedback. ...
8. Noise.

Downward communication consists of policies, rules, and procedures that flow from top
administration to lower levels. Upward communication consists of the flow of performance
reports, grievances, and other information from lower to higher levels.

Many barriers to effective communication exist. Examples include filtering,

selective perception, information overload, emotional disconnects, lack of
source familiarity or credibility, workplace gossip, semantics, gender differences,
differences in meaning between Sender and Receiver, and biased language.

Communication Barriers :-

Organisational Barriers – comples org structure, rules and policies

Personal Barriers – attitude, behaviour, personal experience os sender and receiver

Semantic Barriers – technical terms, symbols

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Human Resource Development: Concept of HRD; Goals of HRD; Performance
Appraisal– Potential appraisal and development – Feedback and Performance Counselling –
Career Planning – Training and Development – Rewards – Employee Welfare.
Motivation, Morale and Incentives: Theories of Motivation; How Managers
Motivate; Concept of Morale; Factors determining morale; Role of Incentives in Building up Morale.
Communication: Steps in the Communication Process; Communication
Channels; Oral versus Written Communication; Verbal versus non-verbal
Communication; upward, downward and lateral communication; Barriers to
Communication, Role of Information Technology.

XXXXXXXXXXXX
CCS (CCA) Rules

-CCS (Conduct) Rules

-CCS (Leave) Rules

Commuted Leave – half the amt of half pay leave which can be taken on medical certificate

Upto 90 days – study in public interest

Upto 60 days – maternity continuation

Upto 60 days – adoption

Without medical certificate

Leave NOT DUE -

Permanent govt employee with not half pay leave , with or without med certificate

Amount od leave jitney future mein half pay leave use mil akti hai

Max – 360 days

Extraordinary Leave –

No leave available

Not in Notice period

-Fundamental & Supplementary Rules

-Pension Rules and New Pension Scheme

OASIS Project – Old Age Social and Income Security Project

NPS – 10% of BS+ DA from Employer and Employee deposited in NPS acc,no money taken out b4 10
yrs and max 3 times b4 retirement,

After retirement – only 60 % can be taken out , out of this 40% tax free and tax on remaining 20%

Remaining 40% amount lockedin for Lifetym – used for pension , PFRD will dedice where to inves the
oney

-Medical Attendance Rules

-Provident Fund Rules

CCS (CCA) Rules

 Central Civil Services (Classification, Control and Appeal) Rules, 1965. (2) They shall
come in to force on the 1st December, 1965

Not pentalty or punishment , revoked automatically in 90 days

Part-II: General English Comprehension, one-word substitution, Synonyms and Antonyms,
Spelling error, Spotting error in sentences, Grammar- Noun, Pronoun, Adjective, Verb,
Preposition, Conjunction, Use of 'A', 'AN' and 'THE', Idioms and Phrases

Part-I: Reasoning Ability Analogies - Semantic Analogy, Symbolic/Number Analogy,

Figural Analogy, Similarities and differences, word building, relationship concepts, Arithmetic
number series, - Semantic Series, Number Series, Coding and decoding - Small & Capital
letters/numbers coding, decoding and classification

Part-IV: Contemporary Issues in Education (a) The Constitutional Context  Constitutional values and
education (Preamble, Fundamental rights and duties)  Right to Free and Compulsory
Education2010(RTE)  Inclusive Education (b) The Social Context of Educational Policy 
Challenges posed for education by the socio-cultural and economic context  Child labor  Child
marriage  Composition of Indian society and its implications for education  Classroom ethos from
the perspective of children from diverse socio-cultural and economic backgrounds (c) A Thematic
Focus on Educational Policy  Kothari Commission and the vision of Common
Schooling; National Policy on Education 1986  Ramamurthy Committee 1992  Yashpal
Report 1993  National Curriculum Framework 2005  Three-language formula  Zakir
Hussain Committee  Basic Education  Mudaliar Commission  Skills and vocational
 education (d) Social and Educational Reform  Innovations and experiments (e) The System and its
Structures  Schools in India: Types and Affiliation  KVS, NVS, Sainik Schools 
Concerns for ‘quality’ and equity  Management and public participation  NCTE, NCERT, NIOS,
Boards of Education etc

Education :-

Issues Regarding the Educational System

 Quality of Education. First of which, is the quality of education. ...
 Budget for Education. ...
 Affordability of Education. ...
 Drop-out Rate (Out-of-school youth) ...
 Mismatch. ...
 Brain Drain. ...
 Social Divide. ...
 Lack of Facilities and Teacher Shortage in Public Schools

The Integration of Constitutional Values &

Peace in Education
By NCERT:Indian Constitutional Values In Education:
In its Preamble itself, the Constitution lays down four universal
values:
JUSTICE, social, economic and political LIBERTY of
thoughts, expression, belief, faith and worship
EQUALITY
of status and of opportunity and to promote among
them all FRATERNITY, assuring the dignity of the
individual
and the unity and integrity of the nation.

Article 21-A of the Constitution of India provides for free

and compulsory education
of all children in the age group of 6 to 14 years as a Fundamental Right.
Article 21-A and the Right Education Act came into effect on 1 April 2010.
Why Right to Education?
The Right to Education serves as a building block to ensure that every child has his
or her right to get a quality elementary education.

Constitutional Background
 Originally Part IV of Indian Constitution, Article 45 and Article 39 (f) of
DPSP, had a provision for state funded as well as equitable and accessible
education.
 The first official document on the Right to Education
was Ramamurti Committee Report in 1990.
 In 1993, the Supreme Court’s landmark judgment in the Unnikrishnan JP
vs State of Andhra Pradesh & Others held that Education is a Fundamental
right flowing from Article 21.
 Tapas Majumdar Committee (1999) was set up, which encompassed
insertion of Article 21A.
 The 86th amendment to the constitution of India in 2002, provided Right
to Education as a fundamental right in part-III of the Constitution.
 The same amendment inserted Article 21A which made Right to Education
a fundamental right for children between 6-14 years.
 The 86th amendment provided for a follow-up legislation for Right to
Education Bill 2008 and finally Right to Education Act 2009.

Feature of Right to Education (RTE) Act, 2009

 The RTE Act aims to provide primary education to all children aged 6 to
14 years.
 It enforces Education as a Fundamental Right (Article 21).
 The act mandates 25% reservation for disadvantaged sections of the
society where disadvantaged groups include:

o SCs and STs

o Socially Backward Class
o Differently abled
 It also makes provisions for a non-admitted child to be admitted to an age
appropriate class.
 It also states that sharing of financial and other responsibilities between the
Central and State Governments.
 It lays down the norms and standards related to:
 o Pupil Teacher Ratios (PTRs)
o Buildings and infrastructure
o School-working days
o Teacher-working hours.
 It had a clause for “No Detention Policy” which has been removed under
The Right of Children to Free and Compulsory Education (Amendment)
Act, 2019.

Inclusive Education (IE) is a new approach towards educating the children with
disability and learning difficulties with that of normal ones within the same roof.It
brings all students together in one classroom and community, regardless of their strengths or
weaknesses in any area, and seeks to maximize the potential

i. Setting up of a new National Assessment Centre, PARAKH (Performance

Assessment, Review, and Analysis of Knowledge for Holistic Development);
ii. Equitable and inclusive education - Special emphasis given on Socially and
Economically Disadvantaged Groups(SEDGs);
iii. A separate Gender Inclusion fund and Special Education Zones for disadvantaged
regions and groups;

Kothari Commission recommended for provision of educational facilities in the

rural and backward areas. The commission recommended the adoption of a
common School system in India. It intended to put sufficient emphasis on the
education of girls to promote Social justice and social transformation

In 1986, the government led by Rajiv Gandhi introduced a new National Policy on Education.
The new policy called for "special emphasis on the removal of disparities and to
equalise educational opportunity," especially for Indian women, Scheduled Tribes (ST)
and the Scheduled Caste (SC) communities.

The following are recommendations of NPE, 86:

 Since teacher education is a continuous process, its pre-service and in-
service components are inseparable. ...
 Continuing Education: ...
 Establishment of District Institutes of Education and Training (DIET): ...
 Upgrading Selected Teacher Training Colleges:
The committee, known as the Ramamurti Review Committee, submitted the report on 9
January 1991 and recommended several changes which included the introduction of a
common school system, promotion of women education, Early childhood
care and education (ECCE), and Socially Useful Productive Work (SUPW), among
others.
Yaspal Committee – Learning without burden

NCF – 2005
The National Curriculum Framework 2005 (NCF 2005) is the fourth National Curriculum
Framework published in 2005 by the National Council of Educational Research and Training
(NCERT) in India. Its predecessors were published in 1975, 1988, 2000.
The NCF 2005 serves as a guideline for syllabus,[1] textbooks, and teaching practices for the
schools in India. The NCF 2005[2] has based its policies on previous government reports on
education, such as Learning Without Burden[3] and National Policy of Education 1986–1992, [4] and
focus group discussion.[5] After multiple deliberations 21 National Focus Group Position 

The NCF was framed Considering the articulated ideas in the past such as
 To shift learning from rote method .
 Connecting knowledge to life outside the school.
 To integrate examination into classroom learning and make it more flexible.
 To enrich the curriculum so that it goes beyond textbooks.
 Nurturing an over-riding identity informed by caring concerns within the democratic polity
of the country..[9]
NCF focused on

 Learning without burden to make learning a joyful experience and move away from
textbooks to be a basis for examination and to remove stress from children. It recommended
major changes in the design of syllabus.
 To develop a sense of self-reliance and dignity of the individual which would for the basis
of social relationship and would develop a sense of nonviolence and oneness across the
society.
 To develop a child centered approach and to promote universal enrollment and retention
up to the age of 14.
 To inculcate the feeling of oneness, democracy and unity in the students
the curriculum is enabled to strengthen our national identity and to enable the new
generation reevaluate.
 J. P. Nayak has described equality, quality and quantity as the elusive triangle for
Indian education.
 With respect to social context NCF 2005 has ensured that irrespective of caste, creed,
religion and sex all are provided with a standard curriculum.

3 Language Formula –

The three-language policy accentuated the use of a national language or a regional

language as a medium of instruction till Class 5 of the child. The policy calls for schools
to provide the option of studying three languages at the school level out of which two will be
indigenous languages.

The objective of Zakir Hussain Committee was to prepare a detailed education plan and
syllabus on the lines of Wardha Education Conference Resolutions.

Zakir Husain – “Education is the process of the individual mind, getting to its full
possible development.

Zakir Hussain committee

 A committee was appointed under the chairmanship of Dr. Zakir

Hussain to formulate the scheme of basic education in
India. The report submitted by the committee and published in March
1938, came to be known as Wardha scheme of education.
  The report included the Wardha scheme of education, its objectives,
organisation of schools, their administration, and inspection, promotion
of craft centered education like spinning, weaving etc. The second report
included agriculture, woodcraft metal work, and other basic handicrafts.

Salient features of Wardha Scheme of Basic Education (1937)

 Free and compulsory education: Free and compulsory education

was to be given for 8 years (from 6 to 14 years). It was to be given in
two stages, the junior stage covering 5 years and senior stage
for 3 years.
 Craft centered education: The idea behind the scheme was to
provide education through some form of craft or productive work. It was
to relieve the child from the tyranny of purely academic and theoretical
instruction and to break down the existing barriers of prejudice between
manual and intellectual work.

 Self-supporting education: It aimed to provide such kind of

education which can be self-supporting in later life. The basic idea of
Mahatma Gandhi was that if the craft which is chosen is taught properly, it
would enable the school to pay the salaries of teachers. It would also
ensure the dignity of labor along with livelihood for the
students after leaving school.

 The medium of instruction: the Zakir Hussain committee had

proposed that proper teaching in the mother tongue should be
the foundation of all education. Mother tongue would have helped to
speak, read and write correctly and effectively and to develop precision of
thought and clarity of ideas.

 Theidea of citizenship:the Wardha scheme aimed at providing

the citizens of future an opportunity of personal growth,
dignity, and efficiency in a cooperative community. A new
system was required to secure minimum education for an intelligent
exercise of various rights and duties of the citizens.

 Flexible curriculum: the scheme provided for a flexible curriculum and

the students and teachers were free to work according to their interest
and requirement. There was no compulsion to complete a prescribed
portion under the fear of examinations.
  The various subjects were the basic craft, mother tongue, mathematics,
Social Studies, painting, music, and sports etc. English was not included in
the curriculum. However, it was mandatory to learn the Hindi language.
 Religious education was not the part of the curriculum of Gandhi's wardha
scheme of basic education 1937.

Mudaliar Commission is also known as the Secondary education commission. In 1952

Union Government of India appointed Dr. A Laxman Swami Mudaliar as a chairman of
secondary education commission. The aim of this commission was to examine the existing
system of secondary education in the country.

 Navodaya Vidyalaya Samiti, New Delhi, an autonomous organization under the Department of

School Education and Literacy, Ministry of Education (MoE)[b], Government of India. JNVs are
fully residential and co-educational schools affiliated to Central Board of Secondary
Education (CBSE), New Delhi, with classes from VI to XII standard.
JNVs are specifically tasked with finding talented children in rural areas of India and providing
them with an education equivalent to the best residential school system, without regard to their
families' socio-economic condition
The Sainik Schools are a system of schools in India established and managed by the Sainik
Schools Society under Ministry of Defence (MoD). They were conceived in 1961 by V. K. Krishna
Menon, the then Defence Minister of India, to rectify the regional and class imbalance amongst
the Officer cadre of the Indian Military, and to prepare students mentally and physically for entry
into the National Defence Academy (NDA) and Indian Naval Academy (INA

National Council for Teacher Education (NCTE) is a statutory body of Indian government set

up under the National Council for Teacher Education Act, 1993 (#73, 1993) in 1995 is to formally
oversee standards, procedures and processes in the Indian education system.

National Council of Educational Research and Training (NCERT) is

an autonomous organisation of the Government of India which was established in 1961 as a
literary, scientific and charitable Society under the Societies' Registration Act. [a] Its headquarters
are located at Sri Aurbindo Marg in New Delhi.[1] Dr. Sridhar Srivastava is director of the council
since September 2015

National Institute of Open Schooling (NIOS), formerly National Open School (name changed

in 2002), is the board of education under the Union Government of India. It was established by
the Ministry of Human Resource Development of the Government of India in 1989[1] to provide
education to all segments of society under the motive to increase literacy and aimed forward for
flexible learning. The NIOS is a national board that administers examinations for Secondary and
Senior Secondary examinations similar to the CBSE and the CISCE. It also offers vocational
courses after the high school.

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Part-IV: Contemporary Issues in Education (a) The Constitutional Context  Constitutional values and
education (Preamble, Fundamental rights and duties)  Right to Free and Compulsory
Education2010(RTE)  Inclusive Education (b) The Social Context of Educational Policy 
Challenges posed for education by the socio-cultural and economic context  Child labor  Child
marriage  Composition of Indian society and its implications for education  Classroom ethos from
the perspective of children from diverse socio-cultural and economic backgrounds (c) A Thematic
Focus on Educational Policy  Kothari Commission and the vision of Common
Schooling; National Policy on Education 1986  Ramamurthy Committee 1992  Yashpal
Report 1993  National Curriculum Framework 2005  Three-language formula  Zakir
Hussain Committee  Basic Education   Skills and vocational education (d) Social and
Educational Reform  Innovations and experiments (e) The System and its Structures  Schools in
India: Types and Affiliation  KVS, NVS, Sainik Schools  Concerns for ‘quality’ and
equity  Management and public participation  NCTE, NCERT, NIOS, Boards of Education
etc