8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 1/39

ASSIGNMENT

Name S.AMEER ABBAS

Roll No. 520955311

Course MBA-Semester-1

SubjectManagement Process and

Organization Behavior

SubjectCode

MB0022-Set-1

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 2/39

1. “Today managers need to perform various functions.” Elaborate thestatement

Ans.

Management functions can be defined as the action of measuring a

quantity on a regular basis and adjusting some initial plan.

Management functions are as follows:

1. Planning

2. Organising

3. Commanding

4. Coordinating

5. Controlling

However in recent times, management functions have been regrouped

into 4 categories. Since the managerial tasks have become highly challenging

a fluid nature of making distinctions redundant to a certain context.1. Planning

2. Organising

3. Leading

4. Controlling

1. Planning:

It involves the process of defining goals, establishing strategies to achieve

these goals, and developing plans to integrate and coordinate activities.

Effective planning enables an organisation adapt the change by identifying

opportunities and avoiding problems. It provides direction to the other

functions of management and for effective team work. All levels of 

management engage in planning in their own way for achieving their presser

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 3/39

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 4/39

Develop related strategies (Tactical and operational):

Tactical plans are based on organisations strategic plan. In turn, operational

plans are based on the organisations tactical plans. These are specific plans

that are needed for each task or supporting activity comprising the whole. All

plans must be accompanied by controls to ensure proper implementation.

Monitor the plan:

A systematic method of monitoring the environment must be adopted to

continuously improve the strategic planning process. Feedback is encouraged

and incorporated to determine if goals and objectives are feasible.

2. Organising:

It involves designing, structuring and coordinating the work

components to achieve Organisational goals. It is the process of determining

what tasks are to be done, who to do, how the tasks are to be grouped, who

reports to whom, and where decisions is to be made. The purpose of this

function is to make the best use of the organisation’s resources to achieve

Organisational goals.

The steps in organisation process include:

a. Review plans

b. List all tasks to accomplished

c. Divide the tasks into groups one person can accomplish-a job

d. Group related jobs together in a logical and efficient manner.

e. Assign work to individuals.

f. Delegate authority to establish relationships between jobs ans groups

of jobs.

3. Leading:

An organisation has the greatest chance of being successful when all of 

the employees work toward achieving its goals. Since leadership involves the

exercise of influence by one person over others, the quality of leadership

exhibited bys supervisors is critical demand of organisational success.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 5/39

Leading involves the following functions:

a. Team Building:

Rigid department boundaries and fixed teams are giving way to ad hoc

squads whose membership changes with every project. Competitive

arenas require quick decisions by knowledgeable employees who work

close to the source of problems. Teams enable knowledge-based and

innovative decision making. This collaboration is a revolution in work

place.

b. Consensus Building:

Top performance demands the joint effort of many people working

together toward a common goal. Together, employees can do more than

the collective efforts of each individual working alone.

c. Selecting:

Selecting competent, high-performing employees capable of sustaining

their performance over the long run is a competitive advantage. The

section process consists of forecasting employment needs, recruiting

candidates, interviewing applicants and hiring employees.

d. Training:

After selecting employees, they enter an organisational program to be

formally introduced to their jobs. Orientation sets a tone for new

employees work by describing job-related expectations and reporting

relationships.

Employees are informed about the benefits, policies and procedures.

Specific duties and responsibilities and performance evaluation are

clarified. During orientation, the supervisor has the opportunity to resolve

any unrealistic expectations held by employee. All new employees

[current employee in new jobs] must be trained. Cross training prepares

employees for a job normally handled by someone else.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 6/39

4. Controlling:

It involves monitoring employee’s behaviour and organisational processes

and takes necessary actions to improve them.

There are 4 steps in control process:

i. Establish performance standards. Standards are created and objectives

are set during planning process.

ii. Measure actual performance. Supervisors collect data to measure

actual performance. Oral reports will allow for fast and extensive

feedback. Computers give supervisors direct access to real time,

unaltered data, and information.

iii. Compare measured performance against established standards.

Establish the acceptable variation. Deviations that exceed this

range would alert the supervisor to a problem.

iv. Take corrective action. If the performance is from a deflect in activity ,

then the supervisor can take immediate corrective action and get

performance back on track.

Controls are effective when they are applied at key places. Supervisors can

implement control measures before the process begins [ Feed forward],

during the process [Concurrent], or after it ceases[ Feedback].

2. “Skills are the tools for performance” Explain Different managementskills.Ans.

Management Skills

According to Katz (1974), management skills are as follows:

1. Technical Skills

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 7/39

2. Human Skills

3. Conceptual Skills

1. Technical Skills:

The ability is to apply specialized knowledge or expertise. All jobs

require some specialized expertise, and many people develop their technical

skills on the job. Vocational and on-the-job training programs can be used to

develop this type of skill.

2. Human Skills:

This is the ability to work with, understand and motivate other people

(both individually and a group). This requires sensitivity towards other

issues and concerns. People, who are proficient in technical skill, but not

with interpersonal skills, may face difficult to manage their sub-ordinates,.

To acquire the human skill, it is pertinent to recognize the feelings and

sentiments of others, ability to motivate others even in adverse situation

and communicate own feelings to others in a positive and inspiring way.

3. Conceptual Skills:

This is an ability to critically analyse, diagnose a situation and forward

a feasible solution. It requires creative thinking, generating options and

choosing the best available option.

4.Personal Management Skills

There are two areas of personal management skills you must master

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 8/39

to be successful as a manager. These are self management and time

management.

Self management

• Take Ownership of Your Job

Every job you do has your "signature" on it. Do it the best you can; do it

the best it can be done. That is how you succeed.

• Scruples Are a Good Thing

There is a reason for that little voice in your head. Listen to it. Don't just

do things right, but also do the right thing. You will do a better job as a

manager if you don't have to waste time remembering what lies you told

to whom.

• Pareto's Principle - The 80-20 Rule

It is important that as a manager you focus on what is truly important, not

 just what appears urgent. The 80-20 Rule can help you do that.

• Ten Things To Do Today To Be A Better Manager

Here are ten areas you can focus on to improve as a manager.

Time Management

• A To Do List That Works

You can't do everything so use a To Do list to keep you focused on the

important ones. It can be simple or complicated, but develop one that

works for you - or use mine.

• Don't Multi-task When You Can Use Chunking

Human beings can't really multi-task . We can do different tasks in rapid

succession, but not at the same time. Chunking lets you spend less time in

"restarting" and more time getting things done. It takes practice to make

it work, but it is well worth the effort.

• Meeting Management

Managers spend a lot of time in meetings and a lot of time running

meetings. You have less control over meetings you attend than over the

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 9/39

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 10/39

b. Sensitivity by both parties to the other’s needs.

c. The ability to trust one another.

d. Willingness by both parties to maintain flexibility.

The Negotiation Process:

Preparation and Planning:

• At this stage, homework needs to be done in regard to the nature,

history, concerned parties of the conflict. Based upon the information,

a strategy is developed. Both the parties Best Alternative To a

Negotiated Agreement (BATNA) needs to be determine. BATNA

determines the lowest value acceptable to you for a negotiated

agreement for both the parties.

Definitions of Ground rules:

• At this stage, the venue, the negotiators, time will be decided.

Clarification & Justification:

• When initial positions have been exchanged, the original demands of 

both the parties need to be explained and justified. Proper

documentation is required at this stage to support each of the parties

position.

Bargaining & Problem Solving:

• The essence of the negotiation process is the actual give and take in

trying to hash out an agreement; concessions will undoubtedly need to

be made by both parties.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 11/39

Closure and Implementation:

• This is the final step, where the agreement is formalised and

procedures to implement the agreement will be developed.

Issues in Negotiation:

a. Overall assessments of the personality – negotiation relationship finds

that personality trait have no significant direct effect on either the

bargaining process or negotiation outcomes.

b. Men and women do not negotiate differently. The belief that women

are “nicer” is probably due to confusing gender and the lack of power

typically held by women.

4. Explain Classical Conditioning Theory?Ans.

Classical Conditioning is the type of learning made famous by

Pavlov's experiments with dogs.

Classical conditioning was accidentally discovered around the

beginning of the 20th century by Russian physiologist Ivan Pavlov [1927].

Pavlov was studying digestive process in dogs when he discovered that the

dogs salivated before they received their food. In fact, after repeated

pairing of the lab attendant and the food, the dogs started to salivate at the

sight of the lab assistants. Pavlov coined this phenomenon “psychic

secretions." He noted that dogs were not only responding to a biological

need (hunger), but also a need developed by learning. Pavlov spent the rest

of life researching why this associate learning occurred, which is now called

classical conditioning.

To experiment on classical conditioning, Pavlov utilized a tuning fork

and meat powder. He hit the tuning fork and followed the sound with the

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 12/39

meat powder. Pavlov presented the sound (tuning fork) with the meat

powder at the exact same time increments. In the beginning, the dog

salivated only to the meat powder, but after this was repeated, salivated at

the sound of the tuning fork. Even when Pavlov took away the meat

powder, the dog continued to salivate at the sound of the tuning fork.

PRINCIPLES OF CLASSICAL CONDITIONING

In classical conditioning, an organism learns to associate one stimulus with

another. The organism learns that the first stimulus is a cue for the second

stimulus. In Pavlov’s experiment above, the tuning fork(Bell) cued the dogs

that food might be coming. Following is an example of classical conditioning.

KEY CONCEPTS OF CLASSICAL CONDITIONING

• Unconditioned Stimulus (UCS)

A stimulus that elicits a response without conditioning

• Unconditioned Response (UCR)

Automatic response elicited by the unconditioned stimulus

• Conditioned Stimulus (CS)

A neutral stimulus that when paired with an unconditioned stimulus

(UCS) elicits a similar response

• Conditioned Response (CR)

A response that is learned by pairing the originally neutral conditioned

stimulus (CS) with the unconditioned stimulus (UCS)

• Acquisition:

The acquisition phase is the consistent parings of the CS (bell) and the

UCS (food) that produces a CR (salivation). In the example above,

this phase occurs when the dog begins to salivate at the sound of the

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 13/39

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 14/39

5.How are culture and society responsible to built value system?Ans.

Values represent basic convictions that ‘a specific mode of conduct or

end state of existence is personally or socially preferable to an opposite or

converse mode of conduct or end-state of existence. When the values are

ranked in terms of their intensity, it is called value system. Types of values

include social values and aesthetic values. Values have both content and

intensity attributes.

- The content attribute specifies that a mode of conduct or end-state of 

existence is important.

- The intensity attribute specifies how important it is.

- Ranking an individual’s values in terms of their intensity equals that

persons value system.

Values shape relationships, behaviour and choices. The more positive our

values more positive are our actions.

Culture, Society and Values:

According to Hofstede’s Research, the following points can be noted:

Power distance-

This dimension measures the social equality in families, institutions and

organisations. Inequality of power in organisations is generally manifested in

hierarchical superior-subordinate relationships.

Uncertainty avoidance-

This is representation of a society tolerance for uncertain situations. It

measures to what extent a society manages those situations by providing

specific and conventional rules, regulations and norms; by rejecting aberrant

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 15/39

ideas or behaviour; by accepting the possibility of absolute truths ans the

accomplishments of expertise.

Individualism Vs Collectivism-

Individualism gauges to what extent individuals in a country consider

themselves as distinct entities rather than members of cohesive groups.

Collectivism, on the other hand, emphasizes on social ties or bonds between

individuals. Individualistic society considers self interest as more important

that the group goal.

Masculinity Vs Femininity-

This dimension refers to what extent dominant values in a society

emphasizes masculine social values like a work ethic expressed in terms of 

money, achievement and recognition as opposed to feminine social role will

show more concern for people and quality of life.

Long term orientation-

Measures employee’s devotion to work ethic and their respect for tradition.

The Asian countries are strong in work ethic and respect for tradition.

He also states that each person carries several layers of cultural

programming. It starts when a child learns basic values, what is right and

wrong, good and bad, logical and illogical, beautiful and ugly. Culture is

about your fundamental assumptions of what is to be a person and how you

should interact with other persons. The first level of culture is deepest and

difficult to change. Other layers in the culture are learned or programmed in

the course of education through professional or craft training and in

organisation life.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 16/39

According to GLOBE, there are 9 cultural dimensions.

• Uncertainty avoidance: the extent to which a society or an

organisation tries to avoid uncertainty by depending heavily on

prevalent norms, rituals and bureaucratic practices.

• Power Distance: it is the degree to which power unequally shared in a

society and organisation.

• Collectivism –I [Social collectivism]: it is the degree to which society

and an organisation encourage and recognises collective performance.

• Collectivism-II [In-group Collectivism]: it is the degree to which

individuals take pride, loyalty and cohesiveness in their organisationsand families.

• Gender egalitarianism: this is an extent to which a society or an

organisation minimizes gender differences.

• Assertiveness: it is the degree to which individuals, both in

organisational and social context are, assertive and confrontational.

• Future orientation: it is the degree to which individuals are encouraged

in long term future oriented behaviour.

• Performance orientation: this encourages and rewards persons on

performance improvement.

• Human orientation: it is the degree to which organisations or society

encourages or reward for being fair, altruistic, friendly and caring.

Work behaviours across cultures:

In every culture, there are different sets if attitudes and values which

affect behaviour. Mangers portray trust and respect in their employees in

different ways in different cultures. This is a function of their own cultural

background. For example managers from specific cultures tend to focus only

on the behaviour that takes place at work, in contrast to managers from

diffused cultures who focus on wider range of behaviour including employee’s

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 17/39

private and professional lives. Most managers from diffused cultures believed

that company should provide such facility where are managers from specific

cultures agreed on the same.

Task and relationship:

In response to the statement which states that, the main reason of hierarchal

structure was to communicate the authority relationship, most of US

managers disagreed where most Asian and Latin American managers are

agreed. It was clear that US managers have extremely task oriented culture,

believe more in flatter organisational structure to become more effective. The

second set of managers was from relationship oriented cultures where the

concept of authority is more important.

Managers as experts or problem solvers:

Manager from various cultures were asked whether it was important for them

to have at hand, precise answers to most questions their subordinates might

raise about their work. French managers believed that they should give raise

to precise answers to the questions in order to maintain their credibility and

retain their subordinate’s sense of security. On contrary, US mangers

believed that a managers’ role should be to act as a mentor who would

facilitate employees to solve the problem. They also believe that providing

direct answers to a problem actually discourages subordinates initiatives and

creativity and ultimately hampers performance.

6. Write short notes on

• Locus of Control

• MachiavellianismAns.

Locus of Control:

A person’s perception of the source of his/ her fate is termed as Locus

of Control. Locus of control was formulated within the frame work of Rotter’s

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 18/39

{1954} Social Learning Theory of Personality. Rotter {1975} pointed out that

the internality and externality are the two ends of a continuum, not an

either/or topology.

External Locus of Control

Individual believes that his/her

behaviour is guided by fate, luck, or

other external circumstances

Internal Locus of Control

Individual believes that his/her

behaviour is guided by his/her

personal decisions and efforts.

 Internals tend to attribute outcomes of events to their own control.

Externals attribute outcome of events to external circumstances.

For example, college students with a strong internal locus of control

may believe that their grades were achieved through their own abilities and

efforts. Whereas, those with strong external locus of control may believe that

their grades are the result of good / bad luck, or to a professor who designs

bad tests or grades capriciously; hence they are less likely to expect that

their own efforts will result in success and are therefore less likely to workhard for higher grades.

Individuals who rate high in externality are less satisfied with their

 jobs, have higher absenteeism rates, are more alienated from work wetting

and are less involved on their jobs than are internals. Internals believe that

health is substantially under their own control, and hence, of absenteeism,

are lower.

Internals generally perform better on their jobs, but one needs to

consider differences in jobs. Internals search more actively for information

before making a decision, are more motivated to achieve, and make a

greater attempt to control their environment, and hence, internals do well on

sophisticated tasks, internals are more suited to jobs that require initiative

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 19/39

and independence of action and want autonomy and independence in their

 jobs. Externals are more compliant and are willing to follow directions and be

led, and do well on the jobs that are well structured and routine and in which

success depends heavily on complying with the direction of others.

Machiavellianism:

Machiavellianism is the term that some social and personality

 psychologists use to describe a person’s tendency to deceive and manipulate

others for personal gain. The concept is named after Renaissance diplomat

and writer Niccolo Machiavelli, who wrote II Principe [The prince]. Christie

and Geis [1970] developed a test for measuring a person’s level of 

Machiavellianism. This eventually became the MACH IV test, a 20 statement

personality survey that is now standard self assessment tool for

Machiavellianism.

Mach IV, the Machiavelli (Mach) scale measures an individual's

willingness to put self-interest and his or her preferences above the interestsof the group, and an individual's ability to influence and manipulate others

for personal gain (Jaffe et al, 1989). Individuals with a high score on the

scale are comfortable using various means to achieve their personal goals. A

high Mach has a cynical view of human nature, few scruples, and is willing to

step outside the bounds of formal authority (Rayburn and Rayburn, 1996).

Grams and Rogers (1990) found that people who were high in

Machiavellianism used indirect, non-rational tactics like deceit, but also

appealed to emotions to try to plant their ideas to influence their colleagues.

High Mach scorers manipulate more, win more, are persuaded and

persuade others more. High mach outcomes are moderated by situational

factors and flourish when they interact face to face with others rather than

indirectly, and when the situation has minimum number of rules and

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 20/39

regulations, thus allowing room for improvisation. High machs makes good

employees in jobs that require bargaining skills or that offer substantial

rewards for winning.

Literature review

Several hundred studies have examined Machiavellianism, including

several that have researched the degree of Machiavellianism among current

and future business executives (Hegarty and Sims, 1978; Chonko, 1982;

Singhapakdi and Vitell, 1990). However, no previous studies have attempted

to examine the extent of Machiavellianism among Egyptian students.

Robinson and Shaver (1973) reviewed various studies onMachiavellianism. The authors found different degrees of Machiavellianism

between generations, which indicate that people are becoming more

manipulative and impersonal. Also reviewed, field studies at medical schools

reveal that psychiatrists are most Machiavellian and surgeons are least

Machiavellian. The explanation offered is that psychiatrists' role involves

manipulation per se vs. the surgeon who has as little personal contact with

patient as possible.

Miesing and Preble (1985) compared the different business ideologies,

including Machiavellianism, and tested them with 487 MBA students. This

survey revealed that postgraduates and those with work experience were

less Machiavellian in approach, compared to undergraduates and those

without work experience. In addition, women compared to men, and those

with some religious convictions were found to be less Machiavellian in their

dealings.

Gemmill and Heisler (1972) investigated the relationship between

Machiavellian orientation and several job-related correlates among 150

managers in a large manufacturing firm in the US. The findings indicate that

Machiavellian orientation is positively associated with job strain and

perceived opportunity for formal control, and negatively associated with job

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 21/39

satisfaction. Machiavellian orientation was not significantly associated with

upward mobility.

Siegel (1973) examined the extent to which managers, MBA students, and

faculty members exhibit the Machiavellian, manipulative interpersonal

behaviour and leadership using the Mach scale and theory X/Theory Y

leadership scale. The study found the following ranking of Machiavellian

orientation: managers (lowest), students, faculty (highest). They found

Machiavellianism relates negatively to participative leadership attitudes for

both students and managers.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 22/39

ASSIGNMENT

Name S.AMEER ABBAS

Roll No. 520955311

Course MBA-Semester-1

SubjectManagement Process and

Organization Behavior

SubjectCode

MB0022-Set-2

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 23/39

1.“Halo effect and selective perception are the shortcuts in judging others”

ExplainAns.

The Halo effect refers to a cognitive bias whereby the perception of a

particular trait is influenced by the perception of the former traits in a

sequence of interpretations.

Edward L. Thorndike was the first to support the halo effect with

empirical research. In a psychology study published in 1920, Thorndike

asked commanding officers to rate their soldiers; Thorndike found high cross-

correlation between all positive and all negative traits. People seem not to

think of other individuals in mixed terms; instead we seem to see each

person as roughly good or roughly bad across all categories of measurement.

A study by Solomon Asch suggests that attractiveness is a central

trait, so we presume all the other traits of an attractive person are just as

attractive and sought after.

The halo effect is involved in Harold Kelley's implicit personality

theory, where the first traits we recognize in other people influence our

interpretation and perception of later ones because of our expectations.

Attractive people are often judged as having a more desirable personality

and more skills than someone of average appearance. Thus, we see that

celebrities are used to endorse products that they have no actual expertise in

evaluating, and with which they may not even have any prior affiliation.

The term is commonly used in human resources recruitment. It refers

to the risk of an interviewer noticing a positive trait in an interviewee and as

a result, paying less attention to their negative traits (or vice versa).

the social psychologist Richard Nisbett demonstrated that even if we were

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 24/39

told that our judgments have been affected by the halo effect, we may still

have no clue when the halo effect influences us.[5]

Selective perception may refer to any number of cognitive biases in

psychology related to the way expectations affect perception.

For instance, several studies have shown that students who were told

they were consuming alcoholic beverages (which in fact were non-alcoholic)

perceived themselves as being "drunk", exhibited fewer physiological

symptoms of social stress, and drove a simulated car similarly to other

subjects who had actually consumed alcohol. The result is somewhat similar

to the placebo effect.

In one classic study on this subject related to the hostile media effect 

(which is itself an excellent example of selective perception), viewers

watched a filmstrip of a particularly violent Princeton-Dartmouth American

football game. Princeton viewers reported seeing nearly twice as many rule

infractions committed by the Dartmouth team than did Dartmouth viewers.

One Dartmouth alumnus did not see any infractions committed by the

Dartmouth side and erroneously assumed he had been sent only part of the

film, sending word requesting the rest.

Selective perception is also an issue for advertisers, as consumers may

engage with some ads and not others based on their pre-existing beliefs

about the brand.

Seymour Smith, a prominent advertising researcher, found evidence

for selective perception in advertising research in the early 1960s, and he

defined it to be “a procedure by which people let in, or screen out,

advertising material they have an opportunity to see or hear. They do so

because of their attitudes, beliefs, usage preferences and habits,

conditioning, etc.” People who like, buy, or are considering buying a brand

are more likely to notice advertising than are those who are neutral toward

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 25/39

the brand. This fact has repercussions within the field of advertising research 

because any post-advertising analysis that examines the differences in

attitudes or buying behavior among those aware versus those unaware of 

advertising is flawed unless pre-existing differences are controlled for.

Advertising research methods that utilize a longitudinal design are arguably

better equipped to control for selective perception.

The halo effect has to do with judging or evaluating a person, place,

or event by a single trait or experience. This overall impression can be good

or bad but will prejudice our further involvement with the stimulus. Each of 

us can remember making a snap judgment about someone based on a first

impression. Often we try to perceive further interaction with the individual

based on this first impression, regardless of whether it was positive or

negative. If this impression is incorrect, it often takes considerable pressure

to concede this fact and break the halo effect. Examples are plentiful in

business. A plush office convinces us someone is an important person in the

organization and must be taken seriously. A sloppily typed letter by our new

secretary proves to us the individual is going to be an unsatisfactory

employee. The halo effect often shows up most conspicuously on

performance appraisals where our overall good or bad opinion of the workersinterferes with our ability to evaluate weaknesses or strengths accurately on

individual job functions.

Selective perception is the personal filtering of what we see and

hear so as to suit our own needs. Much of this process is psychological and

often unconscious. Have you ever been accused of only hearing what you

want to hear. In fact, that is quite true. We simply are bombarded with too

much stimuli every day to pay equal attention to everything so we pick and

choose according to our own needs.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 26/39

2 Explain “Emotional Intelligence”.Ans.

Emotional Intelligence (EI) describes the ability, capacity, skill or,

in the case of the trait EI model, a self-perceived ability, to identify, assess,

and manage the emotions of one's self , of others, and of groups. Different

models have been proposed for the definition of EI and disagreement exists

as to how the term should be used. Despite these disagreements, which are

often highly technical, the ability EI and trait EI models (but not the mixed

models) enjoy support in the literature and have successful applications in

different domains.

Substantial disagreement exists regarding the definition of EI, with respect to

both terminology and operationalizations. There has been much confusion

regarding the exact meaning of this construct. The definitions are so varied,

and the field is growing so rapidly, that researchers are constantly amending

even their own definitions of the construct. At the present time, there are

three main models of EI:

• Ability EI models

• Mixed models of EI

• Trait EI model

Measurement of the Emotional Competencies (Goleman) model

Two measurement tools are based on the Goleman model:

1) The Emotional Competency Inventory (ECI), which was created in 1999

and the Emotional and Social Competency Inventory (ESCI), which was

created in 2007.

2) The Emotional Intelligence Appraisal, which was created in 2001 and

which can be taken as a self-report or 360-degree assessment

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 27/39

Similarly, Locke (2005) claims that the concept of EI is in itself a

misinterpretation of the intelligence construct, and he offers an alternative

interpretation: it is not another form or type of intelligence, but intelligence—

the ability to grasp abstractions--applied to a particular life domain:

emotions. He suggests the concept should be re-labeled and referred to as a

skill.

The essence of this criticism is that scientific inquiry depends on valid

and consistent construct utilization, and that in advance of the introduction of 

the term EI, psychologists had established theoretical distinctions between

factors such as abilities and achievements, skills and habits, attitudes and

values, and personality traits and emotional states. The term EI is viewed by

some as having merged and conflated accepted concepts and definitions.

The model introduced by Daniel Goleman focuses on EI as a wide array of 

competencies and skills that drive leadership performance. Goleman's model

outlines four main EI constructs:

1. Self-awareness — the ability to read one's emotions and recognizetheir impact while using gut feelings to guide decisions.

2. Self-management — involves controlling one's emotions and impulses

and adapting to changing circumstances.

3. Social awareness — the ability to sense, understand, and react to

others' emotions while comprehending social networks.

4. Relationship management — the ability to inspire, influence, and

develop others while managing conflict.

Research of EI and job performance show mixed results: a positive

relation has been found in some of the studies, in others there was no

relation or an inconsistent one. This led researchers Cote and Miners (2006)

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 28/39

to offer a compensatory model between EI and IQ, that posits that the

association between EI and job performance becomes more positive as

cognitive intelligence decreases, an idea first proposed in the context of 

academic performance (Petrides, Frederickson, & Furnham, 2004). The

results of the former study supported the compensatory model: employees

with low IQ get higher task performance and organizational citizenship

behavior directed at the organization, the higher their EI(Emotional

Intelligence).

EI is compared and contrasted with a measure of abstract intelligence but

not with a personality measure, or with a personality measure but not with a

measure of academic intelligence.

3. “A group formation passes through various stages”: Explain the variousstages of group formation.Ans.

Group Formation

Well functioning groups do not just form out of the blue. It takes time

for a group to develop to a point where it can be effective and where all

members feel connected to it. Bruce Tuckman has identified four stages that

characterize the development of groups. Understanding these stages can

help determine what is happening with a group and how to manage what is

occurring. These four group development stages are known as forming,

storming, norming, and performing as described below and the skills needed

to successfully guide a group through these stages are described by clicking

here.

The various stages of group formation can be divided as:

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 29/39

Forming

This is the initial stage when the group comes together and members

begin to develop their relationship with one another and learn what is

expected of them. This is the stage when team building begins and trust

starts to develop. Group members will start establishing limits on acceptable

behavior through experimentation. Other members’ reactions will determine

if a behavior will be repeated. This is also the time when the tasks of the

group and the members will be decided.

Storming

During this stage of group development, interpersonal conflicts arise

and differences of opinion about the group and its goals will surface. If the

group is unable to clearly state its purposes and goals or if it cannot agree on

shared goals, the group may collapse at this point. It is important to work

through the conflict at this time and to establish clear goals. It is necessary

for there to be discussion so everyone feels heard and can come to an

agreement on the direction the group is to move in.

Norming

Once the group resolves its conflicts, it can now establish patterns of 

how to get its work done. Expectations of one another are clearly articulated

and accepted by members of the group. Formal and informal procedures are

established in delegating tasks, responding to questions, and in the process

by which the group functions. Members of the group come to understand

how the group as a whole operates.

Performing

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 30/39

During this final stage of development, issues related to roles,

expectations, and norms are no longer of major importance. The group is

now focused on its task, working intentionally and effectively to accomplish

its goals. The group will find that it can celebrate its accomplishments and

that members will be learning new skills and sharing roles.

After a group enters the performing stage, it is unrealistic to expect it

to remain there permanently. When new members join or some people leave,

there will be a new process of forming, storming, and norming engaged as

everyone learns about one another. External events may lead to conflicts

within the group. To remain healthy, groups will go through all of these

processes in a continuous loop.

When conflict arises in a group, do not try to silence the conflict or to

run from it. Let the conflict come out into the open so people can discuss it.

If the conflict is kept under the surface, members will not be able to build

trusting relationships and this could harm the group’s effectiveness. If 

handled properly, the group will come out of the conflict with a stronger

sense of cohesiveness then before.

Adjourning and transforming

Tuckman later added a fifth phase, adjourning, that involves

completing the task and breaking up the team. Others call it the phase for

mourning.

A team that lasts may transcend to a transforming phase of 

achievement. Transformational management can produce major changes in

performance through synergy and is considered to be more far-reaching than

transactional management .

4. “Power is the ability to make things happen in the way an individual

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 31/39

wants, either by self or by the subordinates. The essence of power is tocontrol over the behavior of others”: Explain what are the various bases of Power?Ans.

Bases of Power: Simply put, power is the capacity to influence the thought

and behavior of other people. Just as there are many forms of energy used in

our daily lives, there are several forms, sources or bases of power you can

draw upon to influence the motivation, behavior and thoughts of others.

These bases are as follows:

1. Legitimate Power is the formal “legal” authority that is embodied in your

position and/or title. You have the “right to manage” and to expect

compliance because of your place in the organization. With Legitimate Power

there is little need for a personal relationship between you and others. Others

respect the authority carried in the position regardless of who occupies the

position. The higher your rank, the more Legitimate Power you have.

2. Reward Power is based on your capacity to provide things that others

desire. You make positive outcomes such as pay increases, recognition,

interesting job assignments and promotions, among other things, contingent

on desired behavior. To be effective, this power base requires that others

value the incentives offered and that they believe that you can and will

provide them.

3. Coercive Power could be considered the flip side of Reward Power. This

power is based on your capacity and willingness to produce conditions that

the others want to avoid, or find unpleasant. Coercive Power relies on the

contingent use of punishments such as criticism, poor performance

appraisals, reprimands, undesirable work assignments, or dismissal. Coercive

Power is most effective when its application is both immediate, certain and

consistent.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 32/39

4. Connection Power is the power you derive from relationships with other

influential, important or competent people. In today’s language, it is your

 “network”. Because you have a network of connections with other “powerful

people”, you can use these relationships to influence the behavior of others

who also want to be seen favorably by these other influential people. Of 

course, be careful you do not over use this and become seen as a “name

dropper”.

5. Information Power is based on you having access to information that

others are not privy to, do not know about and which they believe is

important. Others comply because they believe that what you want them to

do is based on some special and/or maybe even inside information that you

have.

6. Expert Power is based on your skill, knowledge, accomplishments or

reputation. Others are willing to do what you want because they trust that

your superior expertise will produce the desired results. Your Expert Power

also instills confidence in others even when the solution and/or way forward

may not be clearly understood. This base of power requires that the

subordinates trust your expertise and believe it applies to the issue at hand.

Please the leader, have the leader like them and/or want to become like the

leader themselves. This attraction gives the leader power to influence the

behavior of others.

7. Referent Power is based on personal feelings of attraction, or

admiration, that others have for you. Referent Power is truly in the “eye of 

the beholder” where others see something special in you allowing you to take

the lead, to be in the lead or be given the lead. This “something special” is

called charisma where others are willing to do what the leader wants because

they want to please the leader, have the leader like them and/or want to

become like the leader themselves. This attraction gives the leader power to

influence the behavior of others.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 33/39

8.Position & Personal Power: The seven bases of power reviewed above

can be classified as either Position Power or Personal Power. The Position

Power bases are Legitimate, Reward and Coercive. These bases are related

more to the position of authority you hold in the organization and are most

effective with your direct reports. Rarely can you overtly use these to

influence the behavior or your boss or colleagues.

Once you accrue Position Power, it is certainly warranted to use these

power bases at times. It is called asserting your right to manage. It is,

however, best not to flaunt it. Overuse of these bases by constantly

reminding people of your title, how you can reward them for doing what you

want or what you will do to punish them may actually erode your influence in

time. Having these power bases and using them sparingly works best. Maybe

this is what was meant with having an iron fist in a velvet glove.

The Personal Power bases are Connection, Information, Expert and

Referent. These are personal bases of power because they are embodied in

you and not so much your job role, or position. Cultivating these bases of 

power gives you the capacity to influence the behavior of everyone — boss-

es, colleagues and direct reports. Having these means that when you speak,

others listen.

Whereas use of the Position Power bases may need to be minimized by

you and the use of rewards and punishment controlled by the organization,

the Personal Power bases of Information, Connection, Expert and Referent

are yours to totally expand upon. It makes good sense to enhance your

influence by knowing what is going on in your work unit and other areas of 

the business (Information); building your network within and outside of the

organization (Connection); expanding your skills and competencies (Expert);

and taking the time to cultivate your image, sense of confidence and capacity

to communicate (Referent).

Finally, unlike the bases of Position Power, having and using the

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 34/39

Personal Power bases does not require that you be a manager. If you have

the capacity to influence the behavior of others through these power bases

and have at least one follower, you are a leader. You might say that the

Position Power bases allow you to assert your right to manage and the bases

of Personal Power allow you to be seen as a leader. The goal is to make sure

you have and use all seven bases of power well

5 Explain “Organizational Development” processAns.

Organization development (OD) is often defined as a planned, top-

down, organization-wide effort to increase the organization's effectiveness

and health. According to Warren Bennis, OD is a complex strategy intended

to change the beliefs, attitudes, values, and structure of organizations so

that they can better adapt to new technologies, markets, and challenges. OD

is neither "anything done to better an organization" nor is it "the training

function of the organization"; it is a particular kind of change process

designed to bring about a particular kind of end result. OD can involve

interventions in the organization's "processes," using behavioural science 

knowledge as well as organizational reflection, system improvement,

planning, and self-analysis.

Kurt Lewin (1898 - 1947) is widely recognized as the founding father

of OD, although he died before the concept became current in the mid-1950s

The OD Process is based on the action research model which begins

with an identified problem or need for change. The process proceeds through

assessment, planning of an intervention, implementing the intervention,

gathering data to evaluate the intervention, and determining if satisfactory

progress has been made or if there is need for further intervention. The

process is cyclical and ends when the desired developmental result is

obtained.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 35/39

The OD process begins when an organization recognizes that a

problem exists which impacts the mission or health of the organization and

change is desired. It can also begin when leadership has a vision of a better

way and wants to improve the organization. An organization does not always

have to be in trouble to implement organization development activities.

Once the decision is made to change the situation, the next step is to

assess the situation to fully understand it. This assessment can be conducted

in many ways including documentation review, organizational sensing, focus

groups, interviewing, or surveying. The assessment could be conducted by

outside experts or by members of the organization.

After the situation is assessed, defined, and understood, the next step

is to plan an intervention. The type of change desired would determine the

nature of the intervention. Interventions could include training and

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 36/39

development, team interventions such as teambuilding for management or

employees or the establishment of change teams, structural interventions, or

individual interventions.

Once the intervention is planned, it is implemented.

During and after the implementation of the intervention, relevant data

is gathered. The data gathered would be determined by the change goals.

For example, if the intervention were training and development for individual

employees or for work groups, data to be gathered would measure changes

in knowledge and competencies.

This data is used to determine the effectiveness of the intervention. It

is reported to the organization’s decision-makers. The decision-makers

determine if the intervention met its goals. If the intervention met its goals,

the process can end, which is depicted by the raising of the development bar.

If it did not, the decision is made whether to continue the cycle and to plan

and carry out another intervention or to end it.

6. Write short note on “Stress Management”Ans.

During the course of our life, we encounter stress, some in high levels,

some in low. Stress is the result of placing undue expectations or desire on

ourselves, creating images of our self and trying to live up to the image that

has been created by others.

When we compare the image of ourselves to the reality of ourselves,

opposing forces are created, and our mind tries to match the created image

with the current situation.

Stress can be made worse by other peoples expectations, and being

human we always care what others think of us - even though we tell

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 37/39

ourselves that we do not. We try to change ourselves so that we can be

accepted by other people, regardless of whether or not they care.

Negative thoughts about our self image also add to the stress. We

remember everything that we have done in life, but more so the negative

ones. We re-live those negative moments over and over again in our minds,

lowering our self esteem.

The first thing we have to learn is that what has happened in the past

cannot be changed, or erased. All we can do is take the lesson we learnt, and

learn not to do it again. What happens in the past is exactly that, passed,

and we must learn to live for now.

Stress Management

High or low levels of stress sustained over long periods of time, can lead to

reduced employee performance and, thus, require action by management.

1. Individual approaches:

• Effective individual strategies include implementing time

management techniques, increasing physical exercise,

relaxation training, and expanding the social support network.

• Practicing time management principles also leaves as an

important element in managing stress, such as:

a. Making daily lists of activities to be accomplished.

b. Prioritizing activities by importance and urgency

c. Scheduling activities according to the priorities set.

d. Knowing your daily cycle and handling the most demanding

parts of your job during the high part of your cycle when you

are most alert and productive.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 38/39

• Non – competitive physical exercise has long been

recommended as a way to deal with excessive stress levels.

• Individuals can teach themselves to reduce tension through

relaxation techniques, such as, meditation, hypnosis, andbiofeedback.

• Having friends, family, or work colleagues to talk to provides an

outlet for excessive stress.

2. Organizational approaches

• Strategies that management might want to consider include:

a. Improved personnel selection and job placement leading to

right person – job – fit thereby reducing chances of non -

performance and stress level.

b. Use of realistic goal setting, redesigning of jobs can help in

aligning the individuals and job effectively and reduce stress.

c. Training in stress management techniques can be helpful.

d. Increased employee involvement improves motivation,

morale, commitment, and leads to better role integration and

reduction in stress.

e. Improved organizational communication helps in creating

transparency in organizations and reduces confusion, thereby

decreasing stress level at work.

f. Establishment of corporate wellness programs is an

important component in managing stress among

organizational members by rejuvenating and refreshing them

from time to time leading to increased productivity with

renewed energy.

8/9/2019 MB 0022

http://slidepdf.com/reader/full/mb-0022 39/39