Attractiveness of Leather Footwear Market

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Best Practices for writing ILR

- Write with modesty and don’t use strong words such as xyz is like this or like that. Speak in terms of probabilities i.e., use words like most of the time, often, rarely and infrequently. Other useful words are tends to, prefers, suggestive of, needs corroboration, further scrutiny is appropriate, in the light of and may/may not.

- Remember that the ILR is a draft on which the FA can focus on and hence the purpose is to highlight key issues which helps the FA to do their job.

- Your writing should not be deterministic.

- You should always quote a data to support your statement.

- Neutral words rather than condemning words are preferred.

- Follow the sequence of SE, Big 5, LOC, FIRO, MLQ (TFL, TXL, other factors), PPT

- You may like to fill Part IV before writing Part III before writing Part II. That is because the questionnaire format of Part II may give you some direction. But this is only a way of doing it. Normally, Part III should flow from Part II.

PART-III- QUICK CHECK LIST

CONSOLIDATED ADVISORY -12345B…. Ms XYZ

.

1

What is the overall drive? What would be its impact on TFL?

Pow and Ach near equal with Aff=0

2

Is O adequate for setting attractive and uncertain goals?

Yes

3

If O is low, is E adequate to improve O?

NA

4

Is C adequate to achieve the higher goals set using O?

YES

5

Is E adequate to increase the impact of O by getting adequate contact points and inputs?

YES

6

Is E too high to interfere with goal achievement because of frivolous playfulness?

NA

7

Is A adequate to support E and consequently O?

YES

8

Is A too high to interfere with task achievement through compromise?

NO

9

Is S adequate? Complimentary to EQ or is the person likely to spend emotional labor? Will S impact E? (this is not wrong but one needs to be aware and guard against it)

No, but own emotional control is sufficient to address this problem partially though adaptation to others emotions need attention.

10

Is S complimentary with EQ or is the person likely to expend emotional labor?

Mostly yes; but not in relation to other’s emotion.

11

Does SE & LOC support high achievement? Are they complimentary or conflicting? (high ext LOC may interfere with resilience to pursue goals)

Yes

12

Is the person overall IP (interpersonal) oriented?

No

13

Is his expressed and wanted high enough?

E is high enough, but not W.

14

Are there major gaps between 'e' and 'w' in various dimensions?

Yes. in I and C.

15

Will inclusion affect any of the TFL factors (II, IM, IS or IC?)

A little, being low in wI.

16

Will control affect the above? Is eC too much? Is wC too high that the person will look for guidance always and will this affect TFL?

Yes. Majorly.

17

Will eA and wA affect TFL?

Somewhat because of eA=9 (R).

18

What is the overall potential for TFL?

High

19

Does the TXL factors interfere with TFL? Is so how?

Yes

20

What does the general indicators of TFL (eff, E eff and sat) indicate?

Adequate.

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PART-IV

CONSOLIDATED ADVISORY -12345B…. Ms XYZ

(This part is actually a continuation of Part III. The FA should make the student understand the implications of Part IV persuasively so that it leads to Individual Development Plan. The contents of this part should be communicated to the individual by asking them to fill up the details themselves at the end of the advisory. Filling these in their own hand is important. Then, the individual should take a snapshot of it using the smartphone and mail it to the FA. The FA should in turn file the soft copy. Mailing would ensure that the student has a soft copy in their ‘sent’ folder)

1

What is the key driver for bettering TFL?

eC,