Achieving individual excellence

IT IS generally expected that, the combined effort of a selected team of performers should result in an output of superior quality. Whatever the field of operation, team selectors fondly hope for unqualified success after choosing a set of people fully qualified to do the job, led by an able and effective leader. But more often the hopes are belied and the combined effort falls far below expectations. Left to themselves, individuals perform well through untiring efforts, but when put in a group, the performance curve takes a dip. While the shortfall in leadership qualities in the person at the head of the team may be one of the reasons, a general fall in standards is seen in the members of the team or group because of many reasons. Can we not do something at the school level to educate the students, so that every member of the group performs at his optimum level of capacity, which will stand them in good stead in their respective careers? It is proposed to offer here some tips which can be taken at the school level, to cultivate in the young minds, the value of working in a group, the essential oneness of feeling between them, and the value of co-operation.

The hindrance that comes to mind first is the different ego levels of the members of the team. Among those possessing same standards of excellence, it has to be reminded that others may also have worthwhile suggestions. Being flexible, and open to new ideas, willingness to work outside a self defined role, are some of the qualities which they have to be taught and encouraged to practise. Children, within a domestic atmosphere and with proper encouragement from parents, may accept the dent in their ego levels at home. It is worthwhile to extend this quality further when they are part of a larger group. They have to be made to realise the advantages of being in a cohesive group, which, when given a proper leadership, may eventually become self managing. That is, each member of the team will be a successful leader of the future.

Often, in a group, for many reasons, individuals do not work to their full potential as finally they may not be the sole beneficiary. This negative attitude can be taken care of through expressing the central values or goals, pride in the group's identity and the vision of ultimate success.

Owning responsibility if anything goes wrong is another area where children need to be properly educated. The immediate reaction when any shortcoming is pointed out will be one of shifting the blame, perhaps a natural on the spot reaction. With proper understanding and encouragement, a child can be taught to take this in stride and push on further, instead of buckling down under pressure of failure.

Not all team members have the ability or skill to contribute in an equal measure in any venture. We have, generally, the following categories in any bunch of children.

(i)One who has creative ideas though not always practical and who provides the vision.

(ii)One who can translate ideas into practical and efficient action.

(iii) The harmoniser, who is skilled in defusing conflicts and good at persuasion.

(iv) A co-ordinator, who is good at spotting the areas of efficiency in others and successfully delegating duties.

(v) The complete finisher, who is adept in taking care of the loose ends and follows through.

(vi) The communicator, who is good at liaising with others.

At the other end, as with any human activity we have:

(i) The grumbler who is adept in pointing out what can go wrong (and it usually does).

(ii) One who will do exactly what he is told to do and not an iota beyond that even when the situation calls for it.

(iii) One who buckles down at the first sight of impediment and throws in the towel.

Just as we have all kinds that go to make up the society we live in, the same variety is reflected in any batch of children that make up a group or team. With patient understanding and persuasion, a really workable team of achievers can be put together.

Given the raw material we have by way of young minds, raring to go into the future, and with proper encouragement from the parents, the children can be moulded to perform any given task superlatively without browbeating.

The system and practices that promote the positive attitudes detailed above among the present day school children, and the need for members of the family and the teachers to cultivate the principles of co-operation and tolerance, is of paramount importance.

On the part of the schools, they may encourage the practice of recognition of individual excellence to go along with team recognition. More of group exercises can be planned.

In the present day competitive society, children need to be told that they are part of the overall picture. With the rapid changes taking place in all spheres of life, they cannot function alone, and dependence on others is inevitable. Individual excellence is only contributive to the larger interest of society. Developing these attitudes in children from an early age, appears to be necessary, if their education is to be complete.

MOHANA CHANDRASEKARAN

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