For internal use of L&T Transportation Infrastructure IC

COMPETENCY
DEVELOPMENT
COMPENDIUM

VERSION 1 | 2019
For internal use of L&T Transportation Infrastructure IC
For internal use of L&T Transportation Infrastructure IC
 For internal use of L&T Transportation Infrastructure IC

PREFACE

Dear Colleagues,

Since its formation in 2013, we at L&T Transportation Infrastructure Independent

Company (TI-IC) have imbibed the philosophy of encouraging leadership from within,
thus investing in the professional and personal development of our employees.
With the IC growing exponentially and the operating environment of the construction
industry becoming increasingly competitive, the measures for success too have
evolved. The imperatives for the success of a project are quality, timely completion
and cost consciousness. This necessitates excellence at our workplace.
Just as employees are expected to show initiative and to take charge at their work-
place, it is also expected that they take charge of their own development. This Com-
petency Development Compendium provides a comprehensive view on the L&T Com-
petency framework. It further provides a holistic guide for L&T Development Centre
(DC) as well as detailed developmental inputs for each Competency.
The Competency framework at L&T has been formulated to indicate the behaviours
associated with superior ‘on the job’ performance. It is the foundation for employee
selection and employee development. TI IC has developed its own in-house compe-
tency development initiatives – FULCRUM- Competency Development Roundtables,
LEAP (Leadership Excellence Accelerator Program) & EYS (Engineer Your Success),
keeping the L&T competency framework in mind.
The compendium will serve as a guide to help develop one’s own competencies as
well as provide a structure for planning developmental inputs for one’s team. It will
also help employees in developing an understanding of how to approach and have
meaningful conversations with supervisors as well subordinates for their own holistic
development.
Feel free to contact Team FULCRUM at fulcrum@lntecc.com for further assistance on
the same.
All the best!

Team HR
Transportation Infrastructure IC
 For internal use of L&T Transportation Infrastructure IC

CONTENT

L&T LEADERSHIP COMPETENCIES 1

DEVELOPMENT CENTRES AT L&T 2

L&T DC PROCESS 4

PREPARING YOUR DEVELOPMENT PLAN 8

DEVELOPING L&T LEADERSHIP COMPETENCIES 9

10
DECISION MAKING / ANALYTICAL THINKING / CRITICAL THINKING

12
CREATIVITY / CHANGE ORIENTATION / DRIVING & DEALING WITH
CHANGE

14
BUSINESS ACUMEN / STRATEGIC ORIENTATION

OPERATIONAL EXCELLENCE / DRIVE TO EXCEL 16

RESULTS ORIENTATION / DRIVE FOR RESULTS / RESULT & EXECUTION 19

LEADERSHIP

COMMUNICATION SKILLS/ COMMUNICATING & INFLUENCING / LEVER- 21

AGING SYNERGY

PEOPLE ORIENTATION / PEOPLE MANAGEMENT / BUILDING TOMOR- 24

ROW’S LEADERS

CUSTOMER FOCUS / CUSTOMER CENTRICITY / CUSTOMER & STAKEHOLD- 26

ER PARTNERSHIP

ANNEXURE A | ATL & ATLNEXT

28

ANNEXURE B | BUILDING THRESHOLD SKILLS

29

ANNEXURE C | RECOMMENDED READINGS

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 For internal use of L&T Transportation Infrastructure IC

L&T LEADERSHIP COMPETENCIES

In the most general terms, competencies are “things” or “attributes” that an individual must demon-
strate to be effective in a job/role. Competencies help to describe “how” work gets accomplished by
engaging Knowledge, Skills & Abilities. They are used to plan, guide, and develop behavior/
performance.
There are two types of competencies:
Those domain specific success factors that distinguish performance in a specific in-
Technical
dustry or functional groups. E.g. Project Management, Sales, Contracts, Finance etc.
Those success factors that are required for excellent performance across levels and
Behavioral
functions and act as key differentiators for managerial and leadership capability.
Competency is an underlying characteristic of an ated behaviors.
individual that is causally related to superior per- At the organizational level, the focus on compe-
formance in a job. A competency can predict per- tencies in performance development/
formance in a wide variety of situations and job management enables alignment of individual
tasks. performance with values and strategy. It also
L&T has identified, defined and agreed upon the aims to maximize individual performance in the
key competencies (and their definitions), as appli- pursuit of specific work-related objectives and
cable to employees in each Tier after a rigorous behaviors.
consultative process. This has been done in part- Performance can be measured against competen-
nership with expert Consulting firms such as cies. These measurements then are used to make
KPMG, Ernst & Young, SHL etc. While competen- hiring, promotion, and succession decisions and
cy names may appear similar across levels/tiers,
to guide training and development efforts.
their definitions further elaborate on the associ-

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 For internal use of L&T Transportation Infrastructure IC
DEVELOPMENT CENTRES AT L&T
At L&T, Development Centres (DC) are conducted
with an aim to provide objective developmental
inputs to its employees. The DC is critical for sup-
porting employee capability development in line
with the business needs of L&T. A DC is a system-
atic and objective method to measure compe-
tence and to provide insights into strengths and
development areas of individuals. These insights
help employees strengthen their capabilities to
take on greater responsibility in future.
In a DC, the main objective is to assess the com-
petencies one possesses. The competencies are
defined by behavioral indicators. The tools and
exercises used in a DC help demonstrate the
identified behaviours. These behaviours are then
assessed qualitatively and quantitatively using
BARS (Behaviorally Anchored Rating Scale) and an
overall competency score is determined.
The tools and exercises in a DC simulate a typical
work day. These include group discussions, role
plays, competency based interviews, business
case analysis and presentations. They are indus-
try agnostic (not specific to any one industry), to
provide a level playing field for all, by focusing
assessments on behavioral competencies rather
2
than technical competencies.
The process is designed to observe the Devel-
opee’s interaction and orientation towards his/
her external as well as internal stakeholders.
External “Stakeholders” are your
clients/customers / partners/
associates/ sub-contractors/ vendors.
Internal “Stakeholders” are your
supervisors, peers, subordinates and
other colleagues.
The Developers (assessors) are usually of hierar-
chical level above that of the Developees
(assessee). They are mature and successful indi-
viduals within their own departments and organi-
zations. They have a very clear idea of the quali-
ties and behaviours expected to be exhibited by
an individual in a managerial role. They are thor-
oughly trained in the Development Centre meth-
odology. These trained Developers carefully ob-
serve and document the behaviours exhibited by
the Developees.
The Developers are trained in ORCE
(Observe Record Classify Evaluate)
methodology.
Therefore, the feedback is based on
what is exhibited during simulations/
exercises
In the interest of objectivity, it is ensured that the
Developees are not evaluated by any Developer
who knows them in the ‘real life’ context. Each
competency is assessed using multiple tools and
there are two or more Developers assessing the
same competency, for each Developee. The focus
 For internal use of L&T Transportation Infrastructure IC
is as much on the process as it is on the solution,
hence, it is very difficult to fake acceptable/
desirable behaviours without actually possessing
them. Developers individually write evaluations,
reports, and document their observations of each
participant’s performance. Post that, they inte-
grate the data through a consensus discussion
process, led by a lead assessor, who documents
the ratings and decisions. Each Developee re-
3
ceives objective performance information from
the Administrator or one of the Developers.
It is important to remember that it is not a pass/
fail exam and the feedback is for the Developee’s
benefit.
The L&T competency framework is based on the
organizational Tiers, DCs are thus conducted tier–
wise.
 For internal use of L&T Transportation Infrastructure IC

L&T DC PROCESS
Pre-DC Assessments—Tier 1

 Watson-Glaser Test: This test is designed to challenging when an argument has an

assess an individual’s ability to evaluate and
understand situations and information. The
Watson Glaser critical thinking test is based
around the RED model of critical thinking:
Recognize assumptions - This is all about
comprehension. Actually understanding
what is being stated and considering
whether the information presented is
true, and whether any evidence has been
provided to back it up. Correctly identify-
ing when assumptions have been made is
an essential part of this, and being able to
critically consider the validity of these as-
sumptions - ideally from a number of
different perspectives - can help identify
missing information or logical inconsisten-
cies.
Evaluate arguments- This skill is about the
systematic analysis of the evidence and
arguments provided. Being able to remain
objective, while logically working through
arguments and information. Critical evalu-
ation of arguments requires an individual
to suspend their judgement, which can be
emotional impact. It is all too easy to un-
consciously seek information which con-
firms a preferred perspective, rather than
critically analyse all of the information.
Draw conclusions- This is the ability to
pull together a range of information and
arrive at a logical conclusion based on the
evidence. An individual with strong critical
thinking skills will be able to adjust their
conclusion, should further evidence
emerge which leads to a different conclu-
sion.
The results obtained from this test are
actionable inputs for further develop-
ment.
 Advanced Progressive Matrices (APM): A
Problem-Solving and Reasoning Ability test.
The APM is a qualifying test.
Based on the overall performance and the cut-
offs for each test, employees are invited to
attend the DC for Tier 1.

Psychometric Instruments—Tier 2 & 3

A psychometric instrument is used to help one understand more about one’s

abilities. There are no right or wrong answers, so one should go with one’s
instinct. The first response that comes to one’s mind is usually the response one
should go with. The questionnaire is designed in such a way that the results
cannot be “gamed”.

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Tier 2  Managerial Judgement Scenarios: A simula-

tion based test, designed in a way that it plac-
 Quest Psychometric: It is designed to meas-
es one in a number of situations with a range
ure a number of behavioural preferences re-
of possible responses. It assesses not only the
lated to the world of work. The quest psycho-
overall judgement, but also the effectiveness
metric is based on 4 pillars, namely, People,
of the judgements when dealing with differ-
Thinking, Feeling and Drive. It is important to
ent types of corporate issues
note that the results are based upon behav-
ioural preferences and not ability.  Occupational Personality Questionnaire
(‘OPQ32r’): It is a self-report questionnaire,
Tier 3
which describes behavior, preferences and
 Motivation Questionnaire (MQ): It is a self- attitudes in relation to different aspects of
report questionnaire designed to identify the working life.
situations and events that influence one’s
motivation to work.

The analysis of these tests will be shared with the Developee by the DC team.

Exercises used in L&T DC

Tier 1 Tier 2 Tier 3

In-Basket Exercise*: In-Basket:
An exercise to complete all items An exercise to complete all
in the In-Basket in designated time
items in the In-Tray in desig-
while following all crucial instruc-
nated time while following all
tions given in the case. crucial instructions given in the
*Can also be called a mailbox/In- case.
Tray/In-box
Situation Assessment Presenta- Business Case: Strategy Presentation:
tion: The case provided is to be ana- A presentation to come up with
The case provided is to be ana- lysed, addressing the issues a strategic direction for the or-
lysed and presented to the Devel- posed. ganization.
oper.
Case Study - Presentation & Role Role Play: Internal Stakeholder Meeting:
Play: A Role-play with a customer/ A Role-play with one of the di-
A Case is provided for subsequent direct reportee, separately to rect reports to conduct a dia-
Role Play and preparation of a fol- conduct a dialogue with him/ logue with him/her for issue res-
low-up report based on the inter- her for issue resolution. olution.
action during Role Play.

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Tier 1
Situation Judgement Test:
A Multiple Choice Questionnaire to Participants come together as a
select the most appropriate re- Management Team to collec-
sponse from a set of options.
Tier 2
Behavioral Event Interview*:
A structured interview tech-
nique focusing on gaining evi-
dence of past behaviour on vari-
ous competencies.
*Can also be called a competen-
cy based interview
Team Simulation:
tively arrive at a solution based
on the case material provided.
Structured Group Discussion:
Participants come together as a
Management Team, a role is
assigned to each participant.
They make their recommenda-
tions on the issue at hand.
6
Tier 3
Behavioral Event Interview:
A structured interview tech-
nique focusing on gaining evi-
dence of past behavior on var-
iours competencies.
Written Analysis:
Using the information provid-
ed in the storyboard during
the process, preparing a brief
in writing, initially detailing
the significant business issues
and options facing the entire
group and secondly, recom-
mending an approach to lever-
age newer digital technologies
to enhance the overall busi-
ness performance.
Management Team Meeting*
Participants come together as
a Management Team and
come towards an agreement
on the strategy and clear way
forward on the key issues
listed in the group exercise.
*Similar to a Group Discussion
 For internal use of L&T Transportation Infrastructure IC

Interpreting DC Results

The proficiency level for each competency indicates the level corresponding to which the behavioral de-
scriptors have been demonstrated. This may be interpreted in the following manner:

Strength Emerging Strength Development Need

Demonstrates most elements of Demonstrates sufficient but not Demonstrates some or few ele-
the behavior or competency all elements. Though not a ments of the behavior or com-
consistently. strength currently, can become petency. Displays a need for de-
one with focus. velopment in the competency.

The integrated rating in a DC is arrived at by taking into account data gathered on all the simulation in-
struments by all the Developers on each competency. This is not a mathematical average (score) but ar-
rived at by consensus. The ORCE (Observe Record Classify Evaluate) methodology aids the discussion.

Depicted below is a graphical representation of one’s DC results. Detailed description on each compe-
tency, specifically on each of the identified success behaviours is provided in the subsequent pages.

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PREPARING YOUR DEVELOPMENT PLAN

Development planning is the process by which which may be useful for developing the partic-
competency gaps are bridged. It is recommended ular competency
that an initial development plan be prepared by  E-learning: Access our in-house e-learning
self-assessment and feedback from subordinates, platforms to supplement one’s development.
peers and superiors. This can be fine-tuned based
 ATL
on additional inputs received (including the DC
feedback).  ATLNext
Developing competencies requires thoughtful
planning and action. Most competency gaps can
be bridged through proper prioritization, planning
and perseverance. It is recommended that one
focuses on a maximum of three competencies for
focused development.
Based on one’s preferences, one can leverage
multiple capability building mechanisms for one’s
development. Research shows that an optimal
development plan has the following mix of initia-
tives—70% Experience, 20% Exposure and 10%
Education.
The resources for learning too have accordingly
been grouped in this handbook under the follow-
ing categories: Principles of Individual Development:
Each competency can be developed, but the
Experience
1 effort required varies from person to person
 Doing activities: On the job development ac-
and competency to competency.
tion tips.
Development is a journey for the self. The man-
 Observing and self-learning: Drawing on ideas 2
ager, HR, and the organization can only extend
to observe and emulate other people in the
the required support.
environment, who demonstrate the particular
competency. 3 Development is not a function of training solely.
4 Development is a dynamic and ongoing process.
Exposure
 Coaching/ Briefing/ Feedback: Seeking active Development requires one to step of the com-
5
insights and support from others in the envi- fort zone and stretch bit by bit.
ronment who demonstrate the particular
6 Development is a process, it takes place incre-
competency. mentally, one step at a time.
Education 7 Development requires for one to be focused
 Reading: References to management books,
and prioritize.

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Formulation of Individual Development Plan (IDP) can be summed as under:

Step 1 Write down the competency and behavior concerned.

Step 2 Assess yourself on each of the competencies, keeping in mind its behavioural indicators.
Take objective feedback from superiors/peers/ subordinates.

Step 3 Specify your development objective for the competency. You may have more than one
development opportunity for each. State the desired outcome in terms of what job beh-
viour improvements will be observable if the plan is successful.
Step 4 Add the development activity or activities that you have chosen to achieve your devel-
opment objective(s).
Step 5 Identify the key steps that need to be taken in order to achieve your objective.
Step 6 Specify the support you need, from whom you will get it and how.
Step 7 Specify the timescale involved. If the timescale is long then introduce review dates, so
that you can monitor the progress and not get discouraged. You should now understand
how to produce all the components of your personal development plan.
Step 8 Assess your progress. Take feedback from your superiors/ peers/ subordinates to get a
clearer picture of your growth.

DEVELOPING L&T LEADERSHIP COMPETENCIES

Superior performance on the job requires certain skills and abilities. One must thus possess basic level
of knowledge in the following areas:

 Financial Awareness
 Understanding & interpreting Finan-  IT skills
cial Statements (i.e. Balance Sheet,  MS Excel
Profit & Loss Statement, Cash flow,  MS Word
Free Cash Flow)  MS PowerPoint
 Evaluation of Investment Proposals/  Keyboard typing
Break-even Analysis
 Enterprise Valuation
 Working Capital Management
 Cost Benefit Analysis
 Total Cost of Ownership

 Speed reading and comprehension

(For more, refer ANNEXURE A & B)
 Communication Skills—written and verbal

The following pages contain a detailed guide to developing DC competencies.

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Decision Making -> Analytical Thinking -> Critical Thinking

Behavioural Indicators

Developmental Inputs

Observing and Self-learning Coaching/ briefing/ feedback

 Identify someone whom you perceive to be
extremely decisive and committed in the way
they make decisions. Talk to them about how
they go about making decisions.
 Think of situations where you have given way
or compromised too readily. Recall the event
in detail and list the behaviours and argu-
ments which would have helped your case.
 Take a problem that's concerning you at
work; find out how this sort of problem is be-
ing dealt with by other departments within
your organisation. See if this could benefit
your current situation.
 Discuss with a mentor a decision which you
have taken over the last few months. Evalu-
ate the degree of risk involved and the effec-
tiveness of your decision. Look at what you
could have done to maximize the success of
your risk taking.
 Talk with a mentor about a difficult decision
that you had to make at work. Review both
the outcome of your decision and the process
by which you arrived at the solution. Think
about what you might do differently. Consid-
er what you can learn about yourself and how
it relates to your personal strengths and limi-
tations.

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Doing Things
 For a particular problem, make a table with a
list of your objectives across the page and
possible solutions down the page. Fill out the
table with your ideas about how each possi-
ble solution would meet (or not meet) your
objectives. Identify the solution which ap-
pears most likely to achieve the results that
you want.
 Write a brief report on a problem or an issue
arising at work. Include a clear statement of
your objective, a full definition of the prob-
lem, an evaluation of a wide list of options,
and a clearly argued outcome.
 Before you make a decision, stop and think
about whether you have sufficient infor-
mation to make a logical rather than intuitive
decision. If someone disagreed with your de-
cision, would you have the information availa-
ble to justify it?
 Think about a decision which you made quick-
ly and subsequently had to change. Try to
identify what you could have done differently.
Next time you have to make a decision, make
sure that you consider more than one alter-
native and gather as much relevant infor-
11
mation as possible before deciding on one
option.
 Don’t always go with your first decision -
force yourself to think of other alternative
options before proceeding.
 Make a list of the main areas for which you
have responsibility for making decisions; iden-
tify the areas in which you tend to find it most
difficult to make decisions; talk through with
a mentor why it is that you find these deci-
sions particularly hard to make; take action to
address these needs.
 Think about solutions and decisions that have
not worked out as well as you expected. Try
to analyse why and learn from these experi-
ences.
Quick Tip: Explore
Structure your problem solving process
by exploring tools like-
 Kepner Tregoe Problem Analysis
(KTPA)
 Theory of Constraints (TOC)
This would make it easier for you to sell
your decisions.
 For internal use of L&T Transportation Infrastructure IC

Creativity -> Change Orientation -> Driving & Dealing With Change

Behavioural Indicators

Developmental Inputs

Observing and Self-learning  Go to a good bookshop or a library and

 Read not only books directly about creativity,
but also autobiographies of people re-
counting creative periods/acts, e.g. Barnes
Wallis and the bouncing bomb.
 Review areas of your life which have become
habit bound, e.g. the way you work with a
colleague, the way you handle your mails etc.
Experiment with new ways of handling each
of these.
 Take an issue in your home life, what to do
for a holiday, for instance. Be creative: write
down as many possible solutions as you can
think of, no matter how outrageous. Aim to
fill a whole sheet of paper with ideas.
choose one or two books to read on creativity
and innovation.
 Read about Mind Mapping as a technique for
creative problem solving and apply it to situa-
tions at work. Encourage your team to adopt
this technique and deal with challenges they
face in their roles.
Coaching/ briefing/ feedback
 Get feedback from your colleagues on how
you solve problems. Do you tend to come up
with new ideas? If not, try to think about this
next time a problem presents itself - don’t
just go for a solution that you’ve used in the
past; see this as an opportunity to come up

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with new ideas. immediate colleagues on major aspects of

 Identify someone you know who is particular-
ly good at coming up with ideas. Talk to them
about how they do this. Do they have any tips
to help you become more creative?
Doing Activities
 Think of an existing process that you consider
as redundant and can be improved or re-
moved. Brainstorm and look at the issue from
different angles. Avoid being too accommo-
dating of the status quo. Start with a blank
piece of paper and detail out should the iden-
tified process not exist, what would go
wrong? What improvements should one bring
to the process that adds value? How many
employees is it going to impact? Persist with
questions until you have an answer which
adds value.
 At your next team meeting introduce the con-
cept of brainstorming to come up with ideas,
for example, on issues facing the team and
possible solutions to these. Do not criticise/
evaluate ideas at first - encourage the flow of
as many ideas as possible.
 Use the concepts of Quality Circles.
The Quality Circle refers to the group of indi-
viduals who meet on a regular basis to discuss
the work-related problems.. Work with your
your work, e.g. system improvement, product
development, communications and come up
with workable solutions.
 Make a table with a list of possible solutions
down the page and your objectives across the
page. Fill out the table with your ideas about
how each possible solution would meet (or
not meet) your objectives. Identify the solu-
tion which appears most likely to achieve the
results that you want
Quick Tip: Adaptability
Every customer is different, and some
may even seem to change week-to-
week. You should be able to handle
surprises, sense the customer’s mood
and adapt accordingly. This also
includes a willingness to learn–
providing good customer service is a
continuous learning process.
 Take a problem that's concerning you at
work; find out how this sort of problem is be-
ing dealt with by other departments/
companies. See if you could use any of these
ideas to resolve your problems.

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Business Acumen -> Strategic Orientation

Behavioural Indicators

* Immediate environment includes local community & geography surrounding the Project location, approving agencies, contractors &
subcontractors, local administration, local political environment etc. that have the potential to impact and affect the project outcome

Developmental Inputs

Observing and Self-learning
 Read professional magazines, books and
newspaper articles which deal with trends
that may impinge on your organisation. Con-
sider the implications for your own depart-
ment and possible modifications necessary in
this situation.
 Go to a good bookshop or a library and
choose one or two books to read on Under-
standing Commercial and Financial Aware-
ness.
Coaching/ briefing/ feedback
 Get familiar with the key people in your in-
dustry. Try to read things they write and get
to listen to them speak. Summarise their
main ideas and discuss with a mentor the way
in which these relate to your organisation and
its development
 Ensure that you understand the future long-
term plans for your own department/ func-
tion. Talk to your manager about the goals
involved and how they will be reached. Com-
municate these to your team outlining the
course of action the department will take.
 Get to know people in your sales and mar-
keting functions who can provide you with
information about competitors’ activities and
give you ideas about how to generate new
business.
 Obtain and read profit and loss statements

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and company accounts from your finance de- tions and acquaintances with whom you
partment. Get a colleague to help explain could discuss the factors affecting the strate-
how to interpret these. gic thinking of employers in other markets, at
other stages of development. Pinpoint the
 Ask someone with relevant expertise to re-
differences between winners and losers.
view and give you feedback on a report or
project you have completed which has com-  Prepare a brief report or presentation about
mercial implications the products and strategy of the company's
keenest rival. What could your company do to
Doing Activities
win business from them?
 Get to understand your organisation’s strate-
 Study the critical metrics and financials of
gic thinking - understand the plan itself, the
your company or department meticulously.
philosophy behind it and major policies. Col-
Reflect on the conclusions you could draw or
lect and digest all relevant documents which
inferences you can draw from the infor-
express these.
mation? Note the strategic implications of
 Get to know your own business thoroughly - these inferences. Discuss this with a manager
its history and how that affects current prac- or colleague.
tice; its products or services; its market posi-
 Make it a point to gather perspective on the
tion, competitors, and outlets (customer/
changes taking place in other departments of
clients); its locations and facilities; its organi-
your organisation. List the positive and nega-
sational structure and allocation of employ-
tive aspects of these changes, identify the im-
ees; its total assets, turnover, profit in rela-
pact that such changes would have in your
tion to turnover and to assets; its ownership
work context.
and sources of funding; sources of its raw ma-
terials (if manufacturing) and current/future
availability/cost; its technology; the current
Quick Tip: Be Social
state, future developments and comparison
with competitors; its personnel policy in rela- Create time to speak to people both
tion to recruitment, development and succes- internal and external stakeholder.
Schedule coffee-conversations across
sion planning; and its general ethos, public
functions and business units to get a
image and community relationships. Similarly
better understanding of ground
study a competitor and an organisation which
realities, current constraints and
affects your own, e.g. a supplier. future plans.
 Take an interest in the strategies of organisa-
tions outside your industry. Pick out key rela-

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Operational Excellence -> Drive To Excel

Behavioural Indicators

Developmental Inputs

Observing and Self-learning
 Think about a situation where you have failed
to meet an objective or goal. Then focus on
all the advantages, benefits and positive de-
velopments that could have resulted had you
succeeded.
 Think of your current work situation and list
the five main ways/things that motivate you
to achieve high levels and difficult goals. Also
list your five major de-motivators. Brainstorm
with close colleagues or friends all the possi-
ble ways you could maximise the positive fac-
tors and minimise the negative ones to
achieve your targets.
 Set yourself a target to improve one of your
management skills every month. Make a note
in your diary of six main areas and allocate
one per month starting tomorrow. This could
entail reading a relevant chapter in a manage-
ment handbook each month.
 Make sure that you are fully up to date with
the current business issues. Read the relevant
papers, articles and magazines to ensure that
you are fully aware of all the new opportuni-
ties and developing practices. Are there any
ideas you could apply at work?
Coaching/ briefing/ feedback
 Think about your future in the long term;
what position within a company do you want
to reach? What is the kind of work you want
to do? Create a step-by-step action plan that
will take you from where you are now, to

16
 For internal use of L&T Transportation Infrastructure IC
where you want to be. Review your progress
and the difficulties you encounter with a
friend or mentor.
 At the end of any project or piece of work ac-
tively seek feedback on your performance
from others involved. Get them to tell you
both, what you did well and what you could
have done better. Bear this feedback in mind
for your next project.
 List situations where you feel you did not
achieve goals due to the setbacks you en-
countered. Discuss with a mentor how you
handled them and what you could have done
differently to meet your objectives
Doing Activities
 Set some specific goals and tighter-than-usual
time frames for yourself, and go after them
with all you've got. Create a detailed action
plan on what the team needs to do to achieve
the goal. Identify necessary changes to work
processes which would help build greater effi-
ciency. Push yourself and the team to stick to
the plan and find ways to get more done than
usual by adhering to a tight plan.
 Execute a plan in a new or unfamiliar environ-
ment. Get to know the new or unfamiliar en-
vironment through talking to individuals who
already operate within it. Discover the simi-
larities and differences between your current
environment and the new one. What might
work well in the new environment? What
won’t work so well? Share your learnings with
your team to help them adapt their approach
to planning and organising to be as effective
as possible in this new environment. Create
17
an in-depth contingency plan. Be available –
encourage feedback, and have open office
hours where team members can come and
talk to you about issues and risks, and put in
place a thorough monitoring system to check
progress against deadlines and milestones.
 Best Practice: Identify what others outside
the organization or in another function may-
be doing in an area you are struggling with.
Find out the process that was used to create
it. Write down five things from your research
that you see has potential for application in
the work you do. Share ideas and discuss with
your team to identify one idea that can be
executed. Work towards identifying transfor-
mational growth ideas, new-to-market inno-
vation proposals with a high likelihood of
achieving significant growth for the company
by opening new spaces.
 Diagnose current and future blocks to perfor-
mance e.g. resources, skills, confidence, rela-
tionships. Feedback your observations of the
situation. Suggest solutions to overcome the
blocks. Motivate and empower the individual
and give them the freedom and authority to
act without interference. Encourage owner-
ship and let them find their own way to
achieve their objectives. Make sure they are
challenged and not over stretched or overex-
posed to risk.
 Try to look for opportunities rather than
avoiding threats. When you do encounter
difficulties, focus on the possible benefits of
overcoming them.
 For internal use of L&T Transportation Infrastructure IC
Quick Tip: Acknowledge your
mistakes, rather than wait to be
found by others
This builds trust and restores
confidence. It also allows you to
control the situation, re-focus the
customer’s attention and resolve the
issue.
 Make your goals realistic and measurable, set
18
targets which are challenging yet attainable.
The better you know where you are going,
the more likely you are to get there. Create a
step-by-step action plan for each of these
goals. Detail exactly what you need to do/
develop in order to achieve these goals. Aim
to make things happen, rather than wait for
things to happen to you.
 Let people know that you are looking for in-
creased responsibility, development and chal-
lenge.
 For internal use of L&T Transportation Infrastructure IC

Results Orientation -> Drive for Results -> Result & Execution Leadership

Behavioural Indicators

Developmental Inputs

Observing and Self-learning outcomes?

 List all the ways you can recognise when oth-
ers are experiencing problems at work. Think
of both verbal and non-verbal clues which
indicate when things are not going well. Do
any of these apply to your subordinates?
 Ensure that you are aware of the possible de-
velopment options available to your subordi-
nates, e.g. in-house training courses, external
training courses, relevant literature etc. and
communicate this to them.
Coaching/ briefing/ feedback
 Discuss with a mentor a project which you
feel did not achieve a quality result. Look at
what could have been achieved. What could
have been done differently to facilitate these
 With a mentor, focus on the changes that you
have been responsible for at work. Discuss
the outcomes of these and whether they
have led to increased quality and higher
standards. What might you do differently and
how does this relate to your personal
strengths and limitations?
 With the help of your manager review a piece
of work or specific project in which it has
been difficult for you to achieve the objective.
Critically review your own performance by
asking such questions as: what could I have
done differently to ensure achievement of the
end goal?

19
 For internal use of L&T Transportation Infrastructure IC

Doing Activities
 Show a passion for quality issues. In team
Quick Tip: Follow-up after a
meetings, discuss about how each individual problem is solved
can contribute to a quality culture. Make
Make sure the issue stays fixed and
quality a priority, overriding other issues. Set
that your stakeholders were satisfied
clear quality standards for the organisation.
with the service. Sending an email, or
Set a clear personal example of what quality
even a feedback survey is an excellent
means for me. Explain how quality leads to way to let the stakeholder know
increased performance. you’re still on their side.
 Regard set objectives as the minimum stand-
ard. Encourage an atmosphere of positive
 List three situations where you have failed to
competition. Set team goals beyond the re-
achieve a goal. Then focus on all the ad-
quired levels. Benchmark performance
vantages, benefits and positive developments
against the perceived best. Provide incentives
that could have resulted had you been suc-
that encourage excellence. Measure quality
cessful. Practice looking for challenges and
closely, especially vis-à-vis the competition.
opportunities rather than avoiding threats.
Link in personal reward to achieving quality.
Whenever you encounter difficulties, focus on
Set realistic expectations with customers on
the possible benefits from overcoming them.
what quality levels to expect. Involve suppli-
ers in your quality goals and reward them on
this.

20
 For internal use of L&T Transportation Infrastructure IC

Communication Skills -> Communicating & Influencing -> Leveraging Synergy

Behavioural Indicators

Developmental Inputs

Observing and Self-learning works best in different situations and with

 Focus on an incident at work when you disa-
greed with the group or an individual. Write a
list of possible expressions of disagreement
for that situation. Evaluate your own action in
terms of how constructive it proved to be.
 Think about someone you know who is effec-
tive at diffusing tense atmospheres and re-
solving conflicts. Try to identify what it is that
makes them effective at this. Consider wheth-
er you can use this information to help you
adapt your style in such situations
 Find out about the relative merits of directive
vs more consultative styles of management.
Experiment with these and find out which
different staff.
 Make a list of the most influential people you
come in contact with in the organisation. Try
to determine what makes them influential.
Ask other people who know them to com-
ment
Coaching/ briefing/ feedback
 Seek feedback about how you manage con-
flicts from your colleagues and friends.
 Get family and friends to give you feedback
about your style when meeting new people
socially. What skills do you use / not use and
how could you develop in this area?

21
 For internal use of L&T Transportation Infrastructure IC
 Discuss with a mentor your strengths and lim-
itations in teamwork. Make an action plan of
specific, timetabled goals in this area.
 Ask your team to give you feedback on your
style and approach as a team leader. Seek
their views both collectively and individually.
Try not to react defensively to what they say
but encourage them to be constructive. Eval-
uate the information you receive and report
back to the team any actions you plan to take
as a result.
Doing Activities
 Prepare an elevator pitch: It is a short over-
view of one’s business, products or services,
or one’s self and is typically used in business
settings such as face-to-face networking. It
can be one of the simplest yet most powerful
tools for business networking. An elevator
pitch is meant to be short. The length can
vary, but the ideal length should be 150-250
words.
Follow the steps for creating your own eleva-
tor pitch:
Step 1: Define Who You Are
Step 2: Describe What You Do
Step 3: Identify Your Ideal Clients/Customers
Step 4: Explain What's Unique and Different
about You and Your Business
 Stakeholders Management: Projects have
Step 5: State What You Want to Happen Next
Step 6: Create an Attention-Getting Hook -
Write 1-2 sentences that pulls in your
audience and gets them engaged in
what you're about to say.
Step 7: Put It All Together
 Create Networks: Networking can be defined
as the process of reaching out to others to
build relationships that can be used for mutu-
al gain. It can result in connections being
made with individuals who can share infor-
22
mation and insights related to their areas of
expertise.
The tips to consider while networking:
Make A Personal Commitment - Nothing
beats a human touch. Pick the right plat-
forms and stay consistent, but it is more
important to stay personally connected
and committed to building your network.
Use Events, Conferences and Industry Fo-
rums – These forums are very good for
building strong professional networks.
One should use every professional and
social opportunity to meet and connect
with new people. Make it a point to write
back to people you have met and ex-
changed cards with, and be diligent about
returning emails and phone calls.
Make It A Habit - Add professional ac-
quaintances daily, or even weekly to your
network.
Have a goal for networking, or a specific
purpose for making connections. When
going to a business meeting, for instance,
consider ahead of time what your net-
working goal will be. Then identify the
specific audience you wish to connect
with; this may vary based on your net-
working objective.
internal and external stakeholders. Each type
of stakeholder can either have a positive or
negative impact on the project. Thus, you
need to manage all internal/external stake-
holders that are a part of the project.
Ensure you have correctly identified the inter-
nal/external stakeholders.
 For internal use of L&T Transportation Infrastructure IC

Get to know your project stakeholders - tion or agreement amongst the stakehold-
To get the most from people, you should ers.
try to get to know them. Focus on getting Practice effective communication - Effec-
to know them. Focus on getting to know tive communication is one of the most
their attitudes, motivations, and all fac- critical aspects of managing a project
tors that make them tick. This information
will help you mold your communication in
such a manner that you get what you
Quick Tip:
want from the project stakeholders. Also,
develop relationships with the project’s Create ‘talk groups’ at the site, where
internal/external stakeholders. everyone prepares a topic & delivers
a talk for 3-5 minutes. Critique each
Determine and agree on the responsibili- other to improve.
ties of internal/external stakeholders -
Many a times, there is an expectation mis-
match because of a lack of communica-

23
 For internal use of L&T Transportation Infrastructure IC

People Orientation ->People Management -> Building Tomorrow’s Leaders

Behavioural Indicators

Developmental Inputs

Observing and Self-learning to work towards a particular goal. Ask them

 Focus on a situation at work when you could
have delegated a task rather than increasing
your own work load, possibly to the extent
that you did not complete the task to a satis-
factory standard. On reflection how could you
have handled the situation differently? Who
could you have delegated the task to? How
much responsibility would you have given
that person?
how you came across and how you could
have been more successful or had even more
impact in terms of influencing and encourag-
ing them.
 Ensure that you are aware of the possible de-
velopment options available to your subordi-
nates, e.g. in-house training courses, external
training courses, relevant literature etc. and
communicate this to them

 Ask your team for feedback about how well
you have motivated them in the past. When
have you been more/less effective? How
could you improve?
 Try to identify recent examples of when you
have needed to motivate or persuade others
Coaching/ briefing/ feedback
 Identify a colleague or a friend whom you
look up to as an effective leader. Discuss with
this person how they go about leading their
team and pick up any useful tips which you

24
 For internal use of L&T Transportation Infrastructure IC

could subsequently adopt to enhance your of performance in others and be sensitive to

own management style. the fact that people will sometimes fall below
these expected standards. When reviewing
 Review with your manager how you handle
below par performance with staff, watch for
your team. Should you delegate more/less?
clues of deeper problems and be prepared to
Do you offer adequate briefings? Do you
be flexible (in the short term at least) in your
identify the appropriate person for the task?
demands, especially when a legitimate prob-
Do you spend enough time planning for your
lem is present.
team’s development?
 Keep a diary for one week recording every
Doing Activities
work decision you have made. Look at this list
 Talk to your staff; find out what sort of tasks objectively. Could these decisions have been
they would like to do and see if these corre- handled by other members of your team? If
spond with any of the tasks you currently un- so, which individuals?
dertake. Consider the feasibility of handing
 Identify a difficult problem which has an im-
over these tasks to the individuals concerned.
pact on your staff. Rather than considering
Try to avoid simply allocating information
the options by yourself, encourage your team
gathering exercises to subordinates.
to generate potential solutions, and endeavor
 Try to identify what motivates the different to involve them in the whole process by fol-
individuals in your team. Ask them to discuss lowing through their input by involvement in
with you situations when they have felt moti- the decision making process and implementa-
vated or demotivated to help you identify this tion of the most appropriate solution.
- don’t assume that they will all be motivated
 Make two parallel lists of your current work
by the same thing.
goals. Head one list "keep" and the other
"delegate". Try to make sure that only tasks
Quick Tip: Practice empathetic that it is essential are yours go under “keep”.
listening Focus on delegating or re delegating tasks to
Observe the emotions behind the the appropriate individuals. Are you giving
words, is the speaker angry, afraid, people the responsibility they are capable of
frustrated or resentful. Take note of dealing with?
the non-verbal communication while
 Push yourself to take on roles in activities out-
focusing on the issue at hand. Ask
side work where you have to delegate tasks
clarifying questions and restate what
effectively, e.g. fund raising coordinator for a
you perceive the speaker to be
saying.
voluntary organization, chairperson of a com-
mittee organising a charity event.
 Be aware of expected standards

25
 For internal use of L&T Transportation Infrastructure IC

Customer Focus ->Customer Centricity -> Customer & Stakeholder Partnership

Behavioural Indicators

Developmental Inputs

Observing and Self-learning
 Think about when you’ve been a customer.
Select and read a couple of books on custom-
er service.
 Read journal articles which discuss quality
issues both within your own and other indus-
tries.
 Maintain a log-book / diary with notes for all
instances where you or your team have re-
ceived positive or negative customer feed-
back. Review this periodically to identify the
enablers and barriers in delivering customer
delight.
Coaching/ briefing/ feedback
 At the end of a project or piece of work, con-
tact the customer (the person the work was
done for) to get feedback from them on their
satisfaction with it. If there are any areas of
dissatisfaction, follow up to make sure that
these are resolved.
 Identify someone in your organisation who is
very customer service orientated. Try to go to
meetings with them, to watch how they deal
with their customers. Talk to them about how
they ensure that they meet their customers’
needs.
Doing Activities
 Conduct some research – talk to customers,
seek specific feedback, explore with them
what their issues are. Understand their deliv-
erables/ objectives. Identify additional pain

26
 For internal use of L&T Transportation Infrastructure IC
points in terms of customer service levels and
processes. Talk to your team about what gets
in their way of delivering excellent customer
service. Use the data to identify a relevant
unmet need that you or your team could
meet with a little extra work. Get the re-
sources and support you need from the busi-
ness and make this happen. Measure custom-
er satisfaction levels before and after the in-
tervention.
 Focus on building and nurturing relationships
with customers over and above the domains
of transacting. To be able to do so effectively,
study existing as well as new product/services
portfolio to identify scope for improvements
and therefore deliver solutions of the highest
quality/ those which are most relevant to
their needs.
Quick Tip: Key Touchpoints
A bad customer experience at any
point in the customer lifecycle can
ruin your relationship. In addition to
making sure the right skills are
demonstrated, you need to be sure
they’re being demonstrated
consistently. Pay the most attention
to key touchpoints, but make sure
you have a full view of the customer
experience, or you risk lapses in
service that can really hurt business.
 Lead a benchmarking program for the organi-
zation that compares the way you deliver ex-
cellence to the customer with your competi-
tors. Are your customers universally positive
about your services? What blockers are iden-
27
tified in terms of the ‘how’ you deliver as well
as the ‘what’? Are you easy to work with?
What does your current quality assurance
process look like? Is this and your productivity
management system the best in the industry?
What improvements could be made? Remove
identified organizational blockers to progress
and create flexibility in the way you deliver
excellence to customers.
 Identify some of the best practices across var-
ious customer interactions that give you in-
sight to their needs. Work with your col-
leagues to gather and consolidate these expe-
riences together. Reflect on your learnings
from various customer interactions and iden-
tify ways to replicate these across different
contexts.
 Identify ways and create processes that help
you gather periodic feedback from custom-
ers. Create mechanisms to deal with any neg-
ative feedback and effectively resolve these.
Document frequently occurring issues and
their resolutions as best practices for team
members.
 Reflect on particular key internal or external
customer partnerships which led to customer
delight. Identify key parameters as part of
service levels and responsiveness that helped
in retention of the partnership.
 Identify those within the organization who
emulate high levels of customer responsive-
ness- List out specific aspects that distinguish
them from the rest. Find ways to replicate
these aspects with your teams.
 For internal use of L&T Transportation Infrastructure IC
ANNEXURE A | ATL & ATLNext
ATL—Any Time Learning is L&T’s online learning
platform. It offers a wide range of certification
and non certification courses on Technical as well
as Behavioral requirements for the business. In
its current form, ATL aims to disburse internally
created content organization wide. It enables
one to access a plethora of topics any time—any
where, just requiring internet connectivity.
Various offerings of ATL are:
 General Management Certification Courses
Financial Series by Anil Lamba and Certi-
fication in Enterprise Risk Management
are highly recommended courses for eve-
ry L&Tite.
 Functional Certification Courses
 Behavioral Courses
 Research Databases and articles through
EBSCO
 Access to various journals
 Articles and e-books
ATL: https://atl.ltindia.com
DEFAULT LOGIN: Use < Your PSNo.> as username
and password
Most courses are available only on laptop/desktop
28
ATLNext is an in-house online learning platform
that offers competency based highly personalized
learning. It helps one align the learning outcomes
to departmental / functional competency re-
quirements as per the L&T DC competency
framework. The content is recommended in tan-
dem with the desired competency level for one’s
cadre/tier.
The platform is designed in such a way that the
competencies get updated automatically as one
gets promoted to the next tier. It also enables
one to track self-progress with the help of Learn-
er Dashboard and Performance Graph.
In order to serve everyone’s learning style prefer-
ence, ATLNext content is available in the follow-
ing formats:
 CrossKnowledge by Wiley : There is 3000+
CrossKnowledge content available on AT-
LNext. This content includes articles, videos
and Certification Courses. Each course re-
quires around 5 hours of learning. These
courses have extensive content developed by
world’s top Universities such as Harvard,
Cambridge, INSEAD etc.
 Curated Certification Courses
 Web articles
 Blogs
 YouTube Videos
 TED Talks
 Podcasts
ATLNext: https://atlnext.larsentoubro.com
Register using <Your PSNo.>
Also available as a mobile application on Google Play Store
and iOS App Store
 For internal use of L&T Transportation Infrastructure IC

ANNEXURE B | BUILDING THRESHOLD SKILLS

Access the following material for base level  IT skills
development: MS Excel
 https://goo.gl/awc6GY
 Financial Awareness
Access ATL’s courses on:
MS Word
 Finance Series by Anil Lamba
 https://goo.gl/yRXfXZ
Click on: https://atl.ltindia.com-> Login using
your PSNo. -> Learning -> Catalog -> General
MS PowerPoint
Certification -> Finance Series by Anil Lamba
 Financial Management 1 & 2  https://goo.gl/24DJZz
Click on: https://atl.ltindia.com -> Login using
your PSNo. -> Learning -> Catalog -> General Keyboard typing
Certification -> Financial Management 1/2
 https://tinyurl.com/y3pt78mj

 Speed reading and comprehension

For speed reading, access:
 https://tinyurl.com/yb7uy2vt

Quick Tip: Use Mind Maps

A mind map is a diagram used to visually organize information.
Access the links below to know more:
 https://tinyurl.com/pmo5c59
 https://tinyurl.com/ku9go5n

29
 For internal use of L&T Transportation Infrastructure IC

ANNEXURE C | RECOMMENDED READINGS

Critical Thinking
 The Tipping Point by Malcom Gladwell
 Judgement in Managerial – Decision Making by Max Bazerman
 1001 Ways to take initiative at Work by Bob Nelson
 The Goal by Eliyahu M. Goldratt,

Driving and Dealing with Change

 Use Your Head by T. Buzan
 How to be better at Creativity by Geoffrey Petty
 30 minutes to Brainstorm Great Ideas by Alan baker
 Effective decision Making (A Guide To Thinking For Management Success) by J. Adair

Strategic Orientation:

 Competitive Advantage : Creating and sustaining superior performance by M. Porter

 Strategy and Organisation: Realizing Strategic Management by Loizos Heracleous
 Contemporary Strategy Analysis: Concepts, Techniques, Application by Robert Morris Grant
 McKinsey Mind by Ethan Rasiel
 Execution by Ramcharan
 Service Excellence by Murali Aiyer & Len D’Costa

Drive To Excel
 The Art of Possibility by Rosamun Stone
 Transforming Professional and Personal Life by Zander Bejamin Zander

Result and Execution Leadership

 Finish What You Started: 10 Surefire Ways to Deliver On Time and On Budget by Micheal J Cun-
nigham
 Goals and Goal Setting: Achieving Measured Objectives by L. Rouillard

Leveraging Synergy
 Resolving Conflicts at work: Ten Strategies for everyone on the Job by Joan Goldsmith & Warren Ben-
nis
 Influencing Others by Mel Silberman & Freda Hansberg

Building Tomorrow’s Leaders

 Leadership by Peter G. Northouse
 Mentoring by Sunny Unny Guptan
 The Coaching manager by James M Hunt & Joseph R Weintraub
 Building Smart Teams by Carol a Beatty Brenda A Parker Scott

Customer & Stakeholder Partnership

 Incredible Customer Service – The Final Test by David Freemantle

30
 For internal use of L&T Transportation Infrastructure IC

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For internal use of L&T Transportation Infrastructure IC