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Q.1. Define emotional intelligence. Explain Golemans model of
emotional intelligence.
ANS:
EMOTIONAL INTELLIGENCE:
Emotional Intelligence - EI - is a relatively recent behavioural
model, rising to prominence with Daniel Goleman's 1995 Book
called 'Emotional Intelligence'.
The early Emotional Intelligence theory was originally developed
during the 1970s and 80s by the work and writings of
psychologists Howard Gardner (Harvard), Peter Salovey (Yale)
and John 'Jack' Mayer (New Hampshire).
Emotional Intelligence is increasingly relevant to organizational
development and developing people, because the EI principles
provide a new way to understand and assess people's behaviours,
management styles, attitudes, interpersonal skills, and potential.
Emotional Intelligence is an important consideration in human
resources planning, job profiling, recruitment interviewing and
selection, management development, customer relations and
customer service, and more.
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Ever since the publication of Daniel Golemans first book on the
topic in 1995, emotional intelligence has become one of the
hottest buzzwords in corporate America. For instance, when the
Harvard Business Review published an article on the topic two
years ago, it attracted a higher percentage of readers than any
other article published in that periodical in the last 40 years.
When the CEO of Johnson & Johnson read that article, he was so
impressed that he had copies sent out to the 400 top executives
in the company worldwide.
"Emotional intelligence is the capacity for recognizing our ownfeelings and those of others, for motivating ourselves, for
managing emotions well in ourselves and in our relationships."
Emotional Intelligence in Organization:
Based on Goleman's work, intelligence in business settings
typically manifests itself through four intertwined characteristics:
A strong sense of self-empowerment and self-regulation, which
together helps employees to make decisions right on the spot if
that should be necessary
A positive outlook, promoting constructive responses to the
challenges of work
An awareness of our own and other people's feelings, creating
empathy and facilitating better conversations with customers
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A mastery of fear, anxiety, and the ability to tap into selfless
motives, which make it possible for employees to express feelings
of empathy and caring
To no small degree, these can be intrinsic features of a human
being's personality. Even so, companies particularly those with
far-flung networks of thousands or even tens of thousands of
employees can take practical steps to encourage and enhance
them.
Companies can begin by hiring emotionally intelligent frontlineemployees in the first place: a business starts with an obvious
advantage if it can attract people born or brought up with the
right emotional instincts for frontline employment.
Many companies can ride on the coattails of others with first-rate
customer-facing skills, since the latter have already identified the
most suitable type of employee for the work. More than half of thebranch managers hired by Bank of America in 2004, for instance,
came from retailers (such as Best Buy, The Gap, and Safeway)
outside of financial services. According to the bank, "They get the
retail mind-set and we get them to understand banking. They like
being up on their feet and don't want to sit behind a desk."
Golemans Model of Emotional Intelligence:
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Daniel Goleman and the Hay Group have identified a set of
competencies that differentiate individuals with Emotional Intelligence.
The competencies fall into four clusters:
Self-Awareness: Capacity for understanding one's emotions,
one's strengths, and one's weaknesses.
Self-Management: Capacity for effectively managing one's
motives and regulating one's behavior.
Social Awareness: Capacity for understanding what others are
saying and feeling and why they feel and act as they do.
Relationship Management: Capacity for acting in such a way
that one is able to get desired results from others and reach
personal goals.
The most popular and accepted mixed model of emotional
intelligence is the one proposed by Goleman (1995). He viewed
emotional intelligence as a total of personal and social
competences. Personal competence determines how we manage
ourselves, whereas social competence determines how we handle
our interpersonal relationships.
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A presentation of Golemans model of emotional intelligence.
Personal competence:
It comprises of three dimensions of emotional intelligence, such
as, self-awareness, self-regulation and motivation. Self-awareness
is the ability of an individual to observe him/herself and to
recognize 'a feeling as it happens.
The hallmarks of this ability are self-confidence, self- assessment
and openness to positive criticism. Self-regulation is the ability to
control emotions and to redirect those emotions that can have
negative impact.
Trustworthiness, integrity, tolerance of ambiguity and attitude to
accept change are some characteristics of this ability. Motivation
is the ability to channelize emotion to achieve a goal through self-
control and by moderating impulses as per the requirement of the
situation.
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Social competence:
It comprises of two dimensions namely, empathy and social
skills.
Empathy is the ability to feel and get concerned for others, take
their perspective and to treat people according to their emotional
reactions. People with this ability are experts in generating and
motivating others.
Social skills are the ability to build rapport and to manage
relationships with people. People having this skill are veryeffective in persuasiveness and team management. Social skill is
the culmination of all other components of emotional intelligence
assuming that people can effectively manage social and work
relationships only when they can understand and control their
own emotion and can emphasize with the feelings of others.
Q.2. What are the hindrances that we face in perception?
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ANS:
BARRIERS TO PERCEPTION:
Individuals have a tendency to use a number of shortcuts when they
judge others. An understanding of these shortcuts can be helpful toward
recognizing when they can result in significant distortions.
1. Selective Perception: Any characteristic that makes a person,
object, or event stand out will increase the probability that it will be
perceived. It is impossible for an individual to internalize and assimilate
everything that is seen .Only certain stimuli can be taken in selectively.
Selectivity works as a shortcut in judging other people by allowing us to
speed-read others, but, not without the risk of drawing an inaccurate
picture. The tendency to see what we want to see can make us draw
unwarranted conclusions from an ambiguous situation.
2. Projection: This tendency to attribute ones own characteristics to
other people which is called projection can distort perceptions made
about others. When managers engage in projection, they compromise
their ability to respond to individual differences. They tend to see people
as more homogeneous than they really are.
3. Halo Effect: The halo effect (Murphy & Anhalt, 1992) occurs when
we draw a general impression on the basis of a single characteristic. For
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example, while appraising the lecturer, students may give prominence
to a single trait, such as, enthusiasm and allow their entire evaluation to
be tainted by how they judge the instructor on that one trait which
stood out prominently in their estimation of that person. Research
suggests that it is likely to be most extreme when the traits to be
perceived are ambiguous in behavioral terms, when the traits have
moral overtones, and when the perceiver is judging traits with which he
or she has had limited experience.
4. Contrast Effects: Individuals do not evaluate a person in isolation.
Other persons they have encountered recently influence their reaction
to one person. For example, an interview situation in which one sees a
pool of job applicants can distort perception. Distortions in any given
candidates evaluation can occur as a result of his or her place in the
interview schedule.
5. Stereotyping: Stereotypingjudging someone on the basis of our
perception of the group to which he or she belongs. Generalization isnot without advantages (Hilton & Hippel, 1996). It is a means of
simplifying a complex world, and it permits us to maintain consistency.
The problem, of course, is when we inaccurately stereotype. In
organizations, we frequently hear comments that represent stereotypes
based on gender, age, race, ethnicity, and even weight. From a
perceptual standpoint, if people expect to see these stereotypes, that is
what they will perceive, whether or not they are accurate
6. First-impression error: Individuals place a good deal of importance
on first impressions. First impressions are lasting impressions. We tend
to remember what we perceive first about a person, and sometimes we
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are quite reluctant to change our initial impressions. First-impression
error means the tendency to form lasting opinions about an individual
based on initial perceptions. Primacy effects can be particularly
dangerous in interviews, given that we form first impressions quickly
and that these impressions may be the basis for long-term employment
relationships.
Q.3. Describe the bases of power.
ANS:
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BASES OF POWER:
Power s the ability to make things happen in the way an individual
wants, either by self or by the subordinates. The essence of
power is control over the behavior of others (French &
Raven, 1962).
Managers derive power from both organizational and
individual sources. There two kinds of power Formal
and Informal.
Formal Power consists of the following bases - Coercive,
Reward, Legitimate, Informational
Informal Power consists of the following bases Expert,
Rational persuasion, Referent power, Charismatic power
Positional power Also called "legitimate power", it is the power
of an individual because of the relative position and duties of the
holder of the position within an organization.
Legitimate power is formal authority delegated to the holder
of the position. It is usually accompanied by various attributes of
power such as uniforms, offices etc. This is the most obvious and
the most important kind of power.
Referent power- Referent power is the power or ability of
individuals to attract others and build loyalty. It is based on the
charisma and interpersonal skills of the power holder.
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Nationalism and patriotism count towards an intangible sort
of referent power. For example, soldiers fight in wars to defend
the honor of the country.
This is the second least obvious power, but the most effective.
Advertisers have long used the referent power of sports figures for
product endorsements, for example. The charismatic appeal of the
sports star supposedly leads to an acceptance of the
endorsement, although the individual may have little real
credibility outside the sports arena.
Expert power - Expert power is an individual's power deriving
from the skills or expertise of the person and the organization's needs for
those skills and expertise. Unlike the others, this type of power is
usually highly specific and limited to the particular area in
which the expert is trained and qualified.
Reward power - Reward power depends on the ability of the power
wielder to confer valued material rewards, it refers to the degree to
which the individual can give others a reward of some kind
such as benefits, time off, desired gifts, promotions or increases
in pay or responsibility.
This power is obvious but also ineffective if abused. People who
abuse reward power can become pushy or became reprimanded
for being too forthcoming or 'moving things too quickly.
Coercive power - Coercive power is the application of negative
influences. It includes the ability to demote or to withhold other
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rewards. The desire for valued rewards or the fear of having them
withheld that ensures the obedience of those under power.
Coercive power tends to be the most obvious but least
effective form of power as it builds resentment and resistance
from the people who experience it.
Informational power - Informational power is based on the
potential use of informational resources. This influence can occur
through such means as rational argument, persuasion, or factual data.
Members of a group can make information into power by giving it to
others who need it, by keeping it to them, by organizing it in
some way, by increasing it, or even by falsifying it.
Q.4. Explain Sensitivity Training.
ANS:
Sensitivity training
(also known as T-group, T standing for training)
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This approach evolved from the group dynamics concept of Kurt Lewin
and the first sensitivity training session was held in 1946 in State
Teachers College, New Britain, USA.
Since then, it spread to numerous training centers in USA and other
countries. Sensitivity training is a small-group interaction process in the
unstructured form which requires people to become sensitive to others
feelings in order to develop reasonable group activity.
The objectives of sensitivity training are as follows:
To make participants increasingly aware of, and sensitive to, the
emotional reactions and expressions in themselves and others.
To increase the ability of participants to perceive, and to learn
from, the consequences of their actions through attention to their
own and others feelings.
To stimulate the clarification and development of personal values
and goals consonant with a democratic and scientific approach to
problems of personal and social decisions and actions.
To develop concepts and theoretical framework for linking
personal values and goals to actions consistent with these inner
factors and situational requirements.
Process of Sensitivity Training
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Sensitivity training focuses on small group (T-group) with number
of members ranging from ten to twelve. T-groups are designed to
provide members with experiential learning about group
dynamics, leadership and interpersonal relationships.
The basic T-group training or sensitivity training is to change the
standards, attitudes and behavior of individuals by using
psychological techniques and programs.
Based on the sources from where these members are drawn,
there may be three types of T-group: stranger-lab, cousin-lab,and family-lab.
In the stranger-lab, all participants are from different
organizations and they are strangers to each other.
In cousin-lab, all participants are from the same organization but
from different units.
In family lab, all participants are from the same organization and
from same unit.
Q.5. Explain the different leadership styles as per Managerial
Leadership Grid Theory.
ANS:
The Managerial and Leadership Grid:
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The Ohio studies led to two dimensions of leadership behavior-
concern for tasks and concern for relations. Almost in the same
style, the Michigan University studies made the distinctionbetween job-centered and production- centered leaders.
Blake and Mouton rated these concepts in a framework called the
Managerial Grid. They interpreted the concepts in a broad way.
Blake and Mouton have used "Concern for Production" and
"Concern for People'" in their Managerial Grid on horizontal and
vertical axes respectively.
Managers may be concerned for their people and they also must
also have some concern for the work to be done. The question is,
how much attention do they pay to one or the other?
This is a model defined by Blake and Mouton in the early 1960s.It
included:
Impoverished management
Authority-compliance
Country Club management
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Middle of the road management
Team management
The Managerial Grid was the original name; the modifications
were made by Robert R Blake and Anne Adams McCanse.1 After
the modifications it was named as Leadership Grid.
THE LEADERSHIP GRID
Leadership Grid an approach to understanding a leaders concern
for results (production) and concern for people.
1. The impoverished style (1, 1). The indifferent Leader (Evade &
Elude): In this style, managers have low concern for both people and
production. Managers use this style to avoid getting into trouble. The
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main concern for the manager is not to be held responsible for any
mistakes, which results in less innovative decisions.
A leader uses a "delegate and disappear" management style. Since they
are not committed to either task accomplishment or maintenance; they
essentially allow their team to do whatever it wishes and prefer to
detach themselves from the team process by allowing the team to suffer
from a series of power struggles.
Features:
1. Does only enough to preserve job and job seniority.
2. Gives little and enjoys little.
3. Protects himself by not being noticed by others.
Implications:
1. Tries to stay in the same post for a long time.
Examples of Leader speak:
I distance myself from taking active responsibility for results to avoid
getting entangled in problems.If forced, I take a passive or supportive position.
2. The country club style (1, 9). The accommodating Leader
(Yield & Comply): This style has a high concern for people and a lowconcern for production. Managers using this style pay much attention to
the security and comfort of the employees, in hopes that this would
increase performance. The resulting atmosphere is usually friendly, but
not necessarily that productive.
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This person uses predominantly reward power to maintain discipline and
to encourage the team to accomplish its goals. Conversely, they are
almost incapable of employing the more punitive coercive and legitimate
powers. This inability results from fear that using such powers could
jeopardize relationships with the other team members.
Examples of Leader speak:
I support results that establish and reinforce harmony.
I generate enthusiasm by focusing on positive and pleasing
aspects of work.
3. The produce or perish style (9, 1). The Controlling Leader
(Direct & Dominate):
This believes in the authority-obedience. With a high concern forproduction, and a low concern for people, managers using this
style find employee needs unimportant; they provide their
employees with money and expect performance back. Managers
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using this style also pressure their employees through rules and
punishments to achieve the company goals.
This is used in case of crisis management. People who get this
rating are very much task-oriented and are hard on their workers
(autocratic). There is little or no allowance for co-operation or
collaboration.
Heavily task-oriented people display these characteristics: they
are very strong on schedules; they expect people to do what they
are told without question or debate; when something goes wrongthey tend to focus on who is to blame rather than concentrate on
exactly what is wrong and how to prevent it; they are intolerant
of what they see as dissent (it may just be someone's creativity),
so it is difficult for their subordinates to contribute or develop.
Examples of Leader speak:
I expect results and take control by clearly stating a course ofaction.
I enforce rules that sustain high results and do not permit
deviation.
4. The middle-of-the-road style (5, 5). The Status Quo Leader.
(Balance & Compromise):
It is Organization - man management approach, which believes that theadequate organization performance is possible through balancing the
necessity to get out work with maintaining morale of people at
satisfactory level. Managers using this style try to balance between
company goals and workers' needs. By giving some concern to both
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people and production, managers who use this style hope to achieve
acceptable performance.
Examples of Leader speak:
I endorse results that are popular but caution against taking
unnecessary risk.
I test my opinions with others involved to assure ongoing
acceptability.
5. The team style (9, 9). The Sound / Team Leader (Contribute &
Commit) :
This is based on the aspect that work accomplishment is fromcommitted people; interdependence through a common stake in
the organization purpose leads to relationships of trust and
respect. In this style, high concern is paid both to people and
production.
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As suggested by the propositions of Theory Y, managers choosing
to use this style encourage teamwork and commitment among
employees. This method relies heavily on making employees feel
as a constructive part of the company.
This type of person leads by positive example and endeavours to
foster a team environment in which all team members can reach
their highest potential, both as team members and as people.
They encourage the team to reach team goals as effectively as
possible, while also working tirelessly to strengthen the bondsamong the various members. They normally form and lead some
of the most productive teams.
Examples of Leader speak:
I initiate team action in a way that invites involvement and
commitment.
I explore all facts and alternative views to reach a sharedunderstanding of the best solution.
Q.6. Mr. Suresh Kumar is the VP- HR of a leading Financial servicescompany. He is having a meeting with Ms. Rejani Chandran leading HR
consultant. Mr. Suresh is concerned about creating an environment that
helps in increasing the job satisfaction amongst employees. Assumethat you are Ms. Rejani, the HR consultant. What suggestions you willgive to Mr. Suresh, for creating an environment that increases job
satisfaction?
ANS:
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Below are the suggestions for creating an environment with
increased job satisfaction from an HR perspective:
Provide workers with responsibility-and then let them use it.
Show respect towards all the staff.
Provide a positive working environment.
Reward and recognition.
Involve and increase employee engagement.
Develop the skills and potential of your workforce.
Evaluate and measure job satisfaction.