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.

 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 own feelings 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

 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 frontline employees 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 the branch 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:

Daniel

Goleman

and

the

Hay

Group

have

identified

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.

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 selfcontrol and by moderating impulses as per the requirement of the situation.

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 very effective 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?

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

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 is not 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

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:

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.

 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 although leads to an acceptance may of the endorsement, the individual 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

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)

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

 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:

 The Ohio studies led to two dimensions of leadership behaviorconcern for tasks and concern for relations. Almost in the same style, the Michigan University studies made the distinction between 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

 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

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 low concern 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.

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 for production, 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

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 wrong they 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 of action. 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 the adequate 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

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 from committed 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.

 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 bonds among 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 shared understanding of the best solution.

Q.6. Mr. Suresh Kumar is the VP- HR of a leading Financial services company. 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. Assume that you are Ms. Rejani, the HR consultant. What suggestions you will give to Mr. Suresh, for creating an environment that increases job satisfaction? ANS:

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.