Assignment-A Q1). Explain the importance of self awareness in building self concept. A.

1 Self-awareness is one of the first components of the self-concept to emerge. While self-awareness is something that is central to each and ever one of us! it is not something that we are acutel aware of at ever moment of ever da . "nstead! selfawareness becomes woven into the fabric of who we are and emerges at different points depending upon the situation and our personalit . We are not born with self-awareness! however. #esearchers have demonstrated that the awareness of ourselves begins to emerge at around one ear of age and becomes much more developed b around 1$ months of age. How Do Experts Define Self-Awareness?

%Self-awareness is a ps chological state in which people are aware of their traits! feelings and behaviour. Alternatel ! it can be defined as the reali&ation of oneself as an individual entit .% '(risp ) *urner! +,1,) Self-awareness is %..a ps chological state in which one ta-es oneself as an ob.ect of attention.% '/ran&oi! 1001)

When Does Self-Awareness Emerge? 2ewis and 3roo-s-4un '1050) conducted some interesting research on how selfawareness develops. *he researchers applied a red dot to an infant6s nose and then held the child up to a mirror. (hildren who recogni&e themselves in the mirror will reach for their own noses rather than the reflection in the mirror! indicating that the have at least some self-awareness. 2ewis and 3roo-s-4un found that almost no children under one ear of age would reach for their own nose rather than the reflection in the mirror. About +7 percent of the infants between 17 and 1$ months reached for their own noses! while about 5, percent of those between +1 and +8 months did so. "t is important to note that the 2ewis and 3roo-s-4un stud onl indicates an infant6s visual self-awareness9 children might actuall possess other forms of self-awareness even at this earl point in life. #esearchers 2ewis! Sullivan! Stanger! and Weiss '10$0) suggest that the expression of emotions involves self-awareness as well as an abilit to thin- about oneself in relation to other people. How Does Self-Awareness Develop? #esearchers believe that an area of the brain -nown as the anterior cingulate! a region of the frontal lobe! pla s an important role in the development of self-awareness. *he 2ewis and 3roo-s-4un experiment indicates that self-awareness begins to emerge in children

around the age of 1$ months! an age that coincides with the rapid growth of spindle cells in the anterior cingulate. #esearchers have also used brain imaging to show that this region becomes activated in adults who are self-aware. Types of Self-Awareness :s chologists often brea- self-awareness down into two different t pes! either public or private.

Publi Self-Awareness! *his t pe emerges when people are aware of how the appear to others. :ublic self-awareness often emerges in situations when people are at the center of attention! such as when giving a presentation or tal-ing to a group of friends. *his t pe of self-awareness often compels people to adhere to social norms. When we are aware that we are being watched and evaluated! we often tr to behave in wa s that are sociall acceptable and desirable. :ublic selfawareness can also lead to evaluation anxiet in which people become distressed! anxious! or worried about how the are perceived b others. Private Self-Awareness! *his t pe happens when people become aware of some aspects of themselves! but onl in a private wa . /or example! seeing our face in the mirror is a t pe of private self-awareness. /eeling our stomach lurch when ou reali&e ou forgot to stud for an important test or feeling our heart flutter when ou see someone ou are attracted to are also good examples of private self-awareness.

Self-"ons iousness! A Heightene# State of Self-Awareness Sometimes! people can become overl self-aware and veer into what is -nown as selfconsciousness. ;ave ou ever felt li-e ever one was watching ou! .udging our actions! and waiting to see what ou will do next< *his heightened state of self-awareness can leave ou feeling aw-ward and nervous in some instances. "n a lot of cases! these feelings of self-consciousness are onl temporar and arise in situations when we are %in the spotlight.% /or some people! however! self-consciousness can become a chronic condition. :eople who are privatel self-conscious have a higher level of private self-awareness! which can be both a good and bad thing. *hese people tend to be more aware of their feelings and beliefs! and are therefore more li-el to stic- to their personal values. ;owever! the are also more li-el to suffer from negative health conse=uences such as increased stress and anxiet . *he sometimes tend to ruminate on events and feelings and ma experience more depression. :eople who are publicl self-conscious have a higher level of public self-awareness. *he tend to thin- more about how other people view them and are often concerned that other people might be .udging them based upon their loo-s or their actions. As a result! these

individuals tend to stic- to group norms and tr to avoid situations in which the might loo- bad or feel embarrassed.

Q+) What are the techni=ues of managing emotions at wor-< Explain. A$% *here are those -nown in the wor-place for their >level head? and then there are those -nown for their >not-so-level-head?. Emotions are a part of being human but there are wa s to >manage? emotions in the wor-place while maintaining our dignit ! team relations! satisfaction and productivit in our wor-. Whether aware of it or not! while wor-ing! people constantl move from one emotional state to another and some emotions present an extra challenge when we encounter them. *he five common! hard-to-handle emotions in the wor-place are@

&ear 'an# anxiety( - most often stemming from change or impending change Anger A can result from perceived unfairness in the wor-place Depression A either from personal issues at home or resulting from feelings of not being recognised or being overloaded. (an re=uire professional treatment if left unchec-ed and continues for long periods )uilt A feelings of inade=uac and not living up to the role or the expectations of the role *nse urity 'which can lead to .ealous ) A often stems from a fear of being excluded

Ways to manage your emotions at work "t is possible to become more aware of our emotions and to be -nown as a >level head?B #ecognise our emotions in their earl stage! before the feel out of control. #eview and understand the source of the difficult feelings ou .ust experienced. Writing these down can help. +earn to express your emotions in appropriate ways$ Cnce ou6ve identified how ou6re feeling! allow ourself to deal with those feelings in appropriate wa s at wor-. "f ou feel angr ! for example! ta-e a little time to consider what ma have triggered the feeling and consider actions ou could ta-e to diffuse such a situation in the future. Dou don6t need to pretend ou6re not feeling the wa ou are! but ou do need to deal with the emotions so that the do not affect our interactions with others. )ive appropriate fee#ba , to lear the air$ /or example! if a co-wor-er has said something in a meeting that offended ou and this bothers ou! tal- with the person about it. /ocus on what was said or done without

attac-ing the person individuall and remember! even though expressing our emotions can be useful! it6s never appropriate to ell at or demean others. -emember how you manage# a problem in the past$ (onsider how ou overcame a similar problem in the past. What wor-ed< What didn6t wor-< See, support from a professional$ *al-ing to a professional can help ou gain perspective on problems and come up with solutions as well as specific techni=ues that will help ou manage our emotions more effectivel . .uil# up your emotional resilien e$ :a attention to our overall ph sical and ps chological health. Eat well! get enough sleep and exercise regularl - ou6ll have more energ to meet emotional challenges. /aintain support systems outsi#e of wor,$ *al- honestl with close friends and famil about our concerns to -eep perspective. "ultivate interests outsi#e of wor,$ Eot all satisfaction comes from wor- accomplishmentsB /ind activities and hobbies that help ou relax! have fun and ta-e our mind off wor-. 2earning to deal with emotions and problems before the become overwhelming can encourage a happier wor-place with better team participants and! most importantl ! an increased sense of control and effectiveness in our lives - both inside and outside of wor-.

QF) What do ou understand b attitude< GHob related attitudes are significant for understanding Crgani&ational 3ehaviour I. Explain A$0 Attitude is a reflection of our mind as the wa it attends to a problem. *his is a relative term! because it changes as per situation. Whether it is positive or negative! depends upon its suitabilit to the attitude of the receiver! and the ultimate result of the decisions ta-en. All relativeB "t is influenced b our formative strengths ) wea-nesses! grooming bac--ground! maturit ! and thorough -nowledge of the event.

Attitu#e 1 Effe tiveness An# Su

ess 2n-The-3ob

*hin-ing and behaving 'attitude) influence the world around us in wa s obvious and not so apparent! but the effect is #EA2! nonetheless. *here are four basic -inds of people in business toda . *he can be best characteri&ed b their attitudes@

3ob +over A person can 2CJE their .ob and ma ! read trade .ournals! spend hours over Gwor-ing lunchesKbrea-s!I have friends that are in the same industr ! and also find time to see- out wa s to even further improve wor- or business@ 3 all appearances the LCME2 wor-er A right< W#CE4. *his emplo ee! business owner! or consultant ma miss opportunities b erroneousl thin-ing that all their hard wor-! without a doubt will benefit them. *hrowing oneself into wor- so full and energeticall can create blinders not onl to unexpected pitfalls in the business arena! but ma also -eep one from full experiencing personal opportunities. "n short! all wor- and no pla ma-es Hane a dull girlB 3ob Doer :erhaps this Hac- or Hane ta-es a more pragmatic approach@ *he .ob as a means to an end. Wor-ing li-e a dog might mean more en.o able periods of time off! the abilit to pa the bills! travel! ta-e vacations! andKor en.o hobbies. Sometimes it is .ust the little things A pride in a .ob well done! being responsible! .ust being a contributing member of societ in generalB Still! there is room for growth and self-examination. A .ob! business! or current opportunit 'while it lastsB) can provide one with the basics! ma be more. Sure life is good! but! in the current climate! one must be prepared for the unexpected. 3ob Hater Again it does not matter the title A owner! wor-er! consultant! whatever. /ol-s in this categor ma bar- out orders whenever possible! complain constantl ! frown consistentl ! and critici&e cowor-ers! boss! compan in general. Cne wonders not how the are able to bring themselves to get out of bed in the morning! but wh the are allowed toB * picall ! a person with this t pe of attitude has too much time and energ wrapped up in expressing these negative feelings that seem to build and explode in a never-ending torrent to consider opportunities. 3lindfolded! often opportunities and an thing else that could be construed as positive are missed. 3ob What? Lost readers will admit to -nowing at least one of this t pe! who can be summed up b their perpetual =uer ! GWh am " here<I *he often call in sic- whenever possible 'especiall when not)! spend more time on personal business than wor-! miss meetings! deadlines! and are fre=uentl lateKmiss wor-. *his gu or gal is seldom a boss! but sometimes people get luc- and own businesses run effectivel b the sweat of othersB #egardless! one is left to wonder who benefits from

this person showing up on the G.ob.I :otential is buried b lac- of caring and activit . *alabout hiding one?s light under a bushelB Cpportunities are not onl not recogni&ed b this t pe! but are literall pushed asideN *hin- about our attitude about wor- now. ;ow is it affecting ou and our opportunities A are ou prepared to ma-e a change if ou need to< Who are ou as an owner! emplo ee! boss! or consultant< ;ow do ou present to others< (reating an up to date curriculum vitae or resume help ou develop a clear statement of who ou are and what ou have to offer to customers! emplo ees! emplo ers or bosses. "n short! it can help ou develop our own personal brand that can ma-e ou stand head and shoulders above others in our field.

Q7) Answer an three of the following. a) b) c) d) e) (omponents of Attitudes (oncept of Emotional "ntelligence Eustress and distress Hohari Window 2istening :rocess

A.7 (omponents of Attitudes 1. (ognitive component@ "t refers that6s part of attitude which is related in general -now how of a person! for example! he sa s smo-ing is in.urious to health. Such t pe of idea of a person is called cognitive component of attitude. +@ Effective component@ *his part of attitude is related to the statement which affects another person. /or example! in an organi&ation a personal report is given to the general manager. "n report he point out that the sale staff is not performing their due responsibilities. *he general manager forwards a written notice to the mar-eting manager to negotiate with the sale staff. F@ 3ehavioral (omponent@ *he behavioral component refers to that part of attitude which reflects the intension of a

person in short run or in long run. /or example! before the production and launching process the product. #eport is prepared b the production department which consists of there intention in near future and long run and this report is handed over to top management for the decision. Hohari Window *he Hohari Window is shown as a four-=uadrant grid! which ou can see in the diagram below.

*he four =uadrants are@ 4$ 2pen Area '5ua#rant 4( *his =uadrant represents the things that ou -now about ourself! and the things that others -now about ou. *his includes our behavior! -nowledge! s-ills! attitudes! and %public% histor . %$ .lin# Area '5ua#rant %( *his =uadrant represents things about ou that ou aren6t aware of! but that are -nown b others.

*his can include simple information that ou do not -now! or it can involve deep issues 'for example! feelings of inade=uac ! incompetence! unworthiness! or re.ection)! which are often difficult for individuals to face directl ! and et can be seen b others. 0$ Hi##en Area '5ua#rant 0( *his =uadrant represents things that ou -now about ourself! but that others don6t -now. 6$ 7n,nown Area '5ua#rant 6( *his last =uadrant represents things that are un-nown b others. The End Goal *he ultimate goal of the Hohari Window is to enlarge the Cpen Area! without disclosing information that is too personal. *he Cpen Area is the most important =uadrant! as! generall ! the more our people -now about each other! the more productive! cooperative! and effective the 6ll be when wor-ing together. *he process of enlarging the Cpen Area =uadrant is called %self-disclosure!% and it6s a give-and-ta-e process that ta-es place between ourself and the people that ou6re interacting with. As ou share information! our Cpen Area expands verticall and our ;idden Area gets smaller. As people on our team provide feedbac- to ou about what the -now or see about ou! our Cpen Area expands hori&ontall ! and our 3lind Area gets smaller. Mone well! the process of give and ta-e! sharing! and open communication builds trust within the group. At first glance! the Hohari Window ma loo- li-e a complex tool! but it6s actuall ver eas to understand with .ust a little effort. As such! it provides a visual reference that people can use to loo- at their own character! and it illustrates the importance of sharing! being open! and accepting feedbac- from others. :eople who have a large Cpen Area are usuall ver eas to tal- to! the communicate honestl and openl with others! and the get along well with a group. :eople who have a ver small Cpen Area are difficult to tal- to! the seem closed off and uncommunicative! and the often don6t wor- well with others! because the 6re not trusted. Cther people might have a large 3lind Area! with man issues that the haven6t identified or dealt with et. ;owever! others can see these issues clearl . *hese people might have low self-esteem! or the ma even have anger issues when wor-ing with others. ou! and are un-nown b

2istening :rocess S"O S*A4ES C/ 2"S*EE"E4 :#C(ESS@ hearing! attending! understanding! remembering! evaluating! and responding. these stages occur in se=uence! but the generall performed with little awareness an often rapid succession 1. ;EA#"E4 - it refers to the response caused b sound waves stimulating the sensor receptors of the ear9 it is ph sical response9 hearing is perception of sound waves9 ou must hear to listen! but ou need not listen to hear 'perception necessar for listening depends on attention +. A**EE*"CE- brain screens stimuli and permits onl a select few to come into focus- these selective perception is -nown as attention! an important re=uirement for effective listening9 strong stimuli li-e bright lights! sudden noiseNare attention getters9 attention to more commonplace or less stri-ing stimuli re=uires special effort9 postural adjustments are aided b ph sical changes in sensor receptor organs9 receptor adjustments might include tensing of the earPs t mpanic muscle for better response to wea- sounds F. QEME#S*AEM"E4- to understand s mbols we have seen and heard! we must anal &e the meaning of the stimuli we have perceived9 s mbolic stimuli are not onl words but also sounds li-e applauseN and sights li-e blue uniformNthat have s mbolic meanings as well9 the meanings attached to these s mbols are a function of our past associations and of the context in which the s mbols occur9 for successful interpersonal communication! the listener must understand the intended meaning and the context assumed b the sender. 8. #ELEL3E#"E4- it is important listening process because it means that an individual has not onl received and interpreted a message but has also added it to the mindIs storage ban-9 but .ust as our attention is selective! so too is our memor - what is remembered ma be =uite different from what was originall seen or heard. 7. EJA2QA*"E4- it is a stage in which active listeners participate9 it is at these point that the active listener weighs evidence! sorts fact from opinion! and determines the presence or absence of bias or pre.udice in a message9 the effective listener ma-es sure that he or she doesn?t begin this activit too soon 9 beginning this stage of the process before a message is completed re=uires that we no longer hear and attend to the incoming message-as a result! the listening process ceases 1. #ES:CEM"E4- this stage re=uires that the receiver complete the process through verbal andKor nonverbal feedbac-9 because the spea-er has no other wa to determine if a message has been received ! this stage becomes the onl overt means b which the sender ma determine the degree of success in transmitting the message.

Assignment-3 Q5 Explain the different behaviour st les for handling conflict< Ans 5. (onflict is often best understood b examining the conse=uences of various behaviors at moments in time. *hese behaviors are usefull categori&ed according to conflict st les. Each st le is a wa to meet one6s needs in a dispute but ma impact other people in different wa s.

"ompeting is a st le in which one6s own needs are advocated over the needs of others. "t relies on an aggressive st le of communication! low regard for future relationships! and the exercise of coercive power. *hose using a competitive st le tend to see- control over a discussion! in both substance and ground rules. *he fear that loss of such control will result in solutions that fail to meet their needs. (ompeting tends to result in responses that increase the level of threat. A ommo#ating! also -nown as smoothing! is the opposite of competing. :ersons using this st le ield their needs to those of others! tr ing to be diplomatic. *he tend to allow the needs of the group to overwhelm their own! which ma not ever be stated! as preserving the relationship is seen as most important. Avoi#ing is a common response to the negative perception of conflict. %:erhaps if we don6t bring it up! it will blow over!% we sa to ourselves. 3ut! generall ! all that happens is that feelings get pent up! views go unexpressed! and the conflict festers until it becomes too big to ignore. 2i-e a cancer that ma well have been cured if treated earl ! the conflict grows and spreads until it -ills the relationship. 3ecause needs and concerns go unexpressed! people are often confused! wondering what went wrong in a relationship. "ompromising is an approach to conflict in which people gain and give in a series of tradeoffs. While satisfactor ! compromise is generall not satisf ing. We each remain shaped b our individual perceptions of our needs and don6t necessaril understand the other side ver well. We often retain a lac- of trust and avoid ris-ta-ing involved in more collaborative behaviors. "ollaborating is the pooling of individual needs and goals toward a common goal. Cften called %win-win problem-solving!% collaboration re=uires assertive communication and cooperation in order to achieve a better solution than either individual could have achieved alone. "t offers the chance for consensus! the integration of needs! and the potential to exceed the %budget of possibilities% that previousl limited our views of the conflict. "t brings new time! energ ! and ideas to resolve the dispute meaningfull

Q$) Explain * pe GAI and * pe G 3I :ersonalit traits

Type A Personality vs Type . Personality *here are man classifications out there *hat helps in determining people?s personalities !however! the t pe A and t pe 3 classification is the most famous one due to its high accurac . *his classification divides people into t pe As! t pe 3s and other t pes li-e * pe ( and d 3ut the most famous ones are the A the 3. below is all what ou need to -now about these t pes@ Type A Personality *he following are the characteristics of the t pe A personalit

* pe A?s has got a severe sense of time urgenc . *he are alwa s running and can hardl relax. "f the sat without doing something useful the ma end up feeling guilt * pe A?s are over achievers! the usuall get themselves involved in man different unrelated activities and perform well in them all. * pe A6s biggest problem is stress! the are usuall overwhelmed b the amount of tas-s the have to do. *hese tas-s are usuall a huge list that the planned for themselves. * pe A is usuall competitive and has a high challenging spirit.

Type . Personality

* pe 3 personalit is almost the opposite of * pe A. *his t pe of person is relaxed b nature and has no sense of time urgenc * pe 3s have got no problems relaxing or sitting without doing an thing * pe 3s ma dela the wor- the have to the last moment and the usuall don6t get stressed that easil . * pe 3 could be an achiever too but his lac- of sense of time urgenc helps him much in not feeling stressed while doing his tas-s

(ASE S*QMD (oping Strategies *his stress audit case stud is about (ompan A! a 1,,- ear-old QR manufacturing organi&ation. *he compan emplo s 17!,,, people and operates on 7, sites. "t primaril supplies the agricultural machiner mar-ets.

*he compan set itself the ob.ective of pulling itself out of a stagnant loss-ma-ing situation and to regain mar-et dominance. "t set out to accomplish this b completel redesigning its manufacturing techni=ues through lessons learnt from Hapanese companies. *he compan also implemented a large-scale programme of organi&ational restructuring involving decentrali&ation and the establishment of cost centers. ;owever! the pa offs were not as great as expected! even after several ears of development. *he programme of large-scale change! in the context of an alread ailing business had improved performance at a slower than expected rate. "ndividuals were experiencing stress also. (hanges were being implemented and performance was being improved slowl but at a high personal cost 'in terms of health) and high organi&ation cost 'in terms of disappointing efficienc increases). Senior managers presumed that middle managers were experiencing the worst stress! being caught between upper management and the wor- force. A stress audit was conducted with middle managers at each site. *he h pothesis was confirmed b the stress audit. An anal sis of the stress audit results indicated that stress levels were greater than expected and that man middle managers had adopted stressed st les of behaviour. *he stress audit revealed that man of the middle managers perceived also that several of the changes going on around them were outside their influence or control. Anal sis of stress sources and stress coping strategies emplo ed b the middle managers revealed that the organi&ational development effort itself had the effect of being a source of stress. *his in turn made it difficult for people to cope with the change of wor-ing practices. *he organi&ation decided therefore to implement additional programmes of stress counseling! and to address the issues of roll clarit and participation in change planning. *he latter were seen as complimentar inputs to the development process. Efficienc gains and a reduction of stress were reali&ed as a result.

1. 3ased on the above case stud ! what steps the compan should ta-e to reduce Crganisational stress< . A.1 An important feature of the stress audit case above is that the application of a stress audit was itself >managed.? 1. "t is essential to ta-e a planned approach to conducting the stress audit and its stages rather than to conduct the stress audit in an isolated or hapha&ard manner.

+. Specific plans will depend on the situation of course. *he outcome of a stress audit must be carefull considered beforehand. As the stress audit case studies suggest! the use of a stress audit will create expectations within the wor-force and the resulting changed perspectives and heightened expectations should be considered. F. As part of the overall plan! it is vitall important that someone is seen as owning the stress audit! preferabl a senior figure. "n other words! someone must be seen to be responsible for the stress audit and seeing the pro.ect through. 8. A stress audit can be seen as an integral first step in problem identification. As with all forms of planned intervention! management programs 'whether stress-related or not) must be targeted in order to be full effective. A stress audit can provide that focus! as these stress audit case studies show.

Assignment-" 4$ Which of the following best explains wh an emplo ee behaves as sKhe does<

a. *he environment is the most important consideration in understanding individual emplo ee behavior. b. 3oth the environment and individual differences are important considerations in understanding individual emplo ee behavior. c. Eeither the environment nor individual differences are important considerations in understanding individual emplo ee behavior. d. Emplo ee personalit and attitudes are primaril dictated b the environment.

%. Environmental stressors include--- . a. :h sical factors b. Economical factors c. *echnological /actors d. All of the above

0$ *he behavioural outcomes of stress can include a. :oor memor b. Absenteeism c. 3urnout d. Mepression 6. "nter personal "ntelligence is the abilit to a. Qnderstand other people b. Qnderstand one self c. Qnderstand organi&ation d. Eone of the above 8$ "ntra :ersonal "ntelligence is a correlative activit a. *urned inward b. *urned outward c. *urned around d. All of above 9$ #ecogni&ing emotions of others a. Empath b. S mpath c. Qnderstanding self d. Qnderstanding others :. 2istening process is a. 2eveling b. Sharpening c. Assimilation d. All of the above ;$ :eople who go through life watching it around them are@

a. (ritics b. Spectators c. :la ers d. Eone of the above <$ Dour five senses and past experiences create our. a. *houghts b. /eelings c. :erception d. Expectation 4=$ (ritics usuall have a SSSSSSSSSSSSSattitude about life. a. :ositive b. Eegative c. Eeutral d. Eone 44$ *he ph sical presence but the mental absence of the listener can be defined as--a. Larginal listening b. :assive 2istening c. :ro.ective listening d. Sensitive 2istening 4%$ 2evelling and assimilation ta-es place inSSSSSSSSSS 2istening. . a. :assive b. Larginal c. Active d. Empathetic 40$ Which is a deterrent to listening :rocess< a. 2ac- of interest. b. Stress. c. /ear. d. All of the above.

46$ SSSSSSSSSSSSScomponent represents the beliefs of a person about an attitude ob.ect. . a. Affective b. (ognitive c. overt d. Eone of the above 48$ Self esteem has SSSSSSSSinterrelated aspects. a. Lan b. *wo c. Eo d. Cne 49$ Absenteeism is an outcome of SSSSSSSSSs mptoms. a. Emotional b. :h siological c. 3ehavioural d. :h sical

4:$ 3ehaviour st le for handling an situation should be--a. Assertive b. Eon Assertive c. Aggressive d. *actfull 4;$ SSSSSSSSSSS people attempt to get what the want b ma-ing others feel sorr or guilt . a. Aggressive b. Lanipulative c. :assive d. Submissive

4<$ ---------------------is empathetic 2istening a. S mpathetic b. Sensitive c. Active d. :ro.ective %=$ Cur tendenc to see- out the compan of others! even if we do not feel particularl close them! is -nown as --a. Social cognition b. #elationship c. Attraction d. Affiliation %4$ Which of the four components of social support does EC* correspond to informationgiving or anxiet reduction< a. "nstrumental Support b. "nformational Support c. Emotional Support d. Appraisal Support ++. When compared to people who are less ph sicall attractive! attractive people are viewed as being--a. Lore Sociable b. less assertive c. ;igh in integrit d. "n Worse Lental ;ealth +F. (haracteristics of attitude is--a. Jalence. b. Lultiplexit . c. (entralit .

d. All of the above. +8. Stressors at wor-place is termed as---< a. Crganisational Stress. b. /amil Stress. c. :h sical Stress. d. Eone of the above. +7. Eustress is---@ a. 4ood Stress. b. 3ad Stress. c. Eeutral Stress. d. All of the above. +1. /actors affecting Crgani&ational Effe tiveness are--a. Cverall :erformance b. :roductivit c. /lexibilit and Adaption d. All of the above +5. (onse=uences of stress can be--a. :h sical b. :s chological c. 3ehavioral d. All of the above

+$. *he stage of stress where maximum adaption is when the individual restores the e=uilibrium--a. Alarm b. #esistance c. Exhaustion d. Eone of the above

+0. SSSSSSSSSSSSSSoccurs when we feel insecure! inade=uate! helpless or desperate.< a. Eustress b. Mistress c. :h siological Stress d. :s chological Stress F,. *here are SSSSSSSSSSSSSt pes of :ersonalit --a. *hree. b. *wo. c. Lultiple. d. /our. F1. * pe >bI :ersonalit is--a. :atient b. #ude c. (ompetitive d. Aggressive F+. SSSSSSSSSSSSSSSmethod does not re=uire the use of .udges in scaling the statements. a. *hurstone Attitude Scale. b. 2i-ert?s Scale. c. Cpinion Surve s. d. "nterview. FF. SSSSSSSSSSSSSSSSSSSSrefers to an incompatibilit that an individual might perceive between two or more his attitudes. a. (ognitive Missonance. b. Wor-force Miversit . c. 3ehavioural component. d. Eone of the above F8. An atmosphere of ob.ectivit and mutual trust can help reduce--a. Eustress. b. Mistress.

c. Environmental stress. d. Crganisational Stress. F7. "n alarm stage! the resistance is--a. 2owered. b. Exhausted. c. Ledium. d. ;igher. F1. Lusic--a. Effects on attitude. b. "mprove morale. c. "ncrease :roduction d. All of the above F5. Stress results in--a. :h sical deviation. b. :s chological Meviation. c. 3ehavioral Meviations d. All of the above F$. What is the -e word in understanding organi&ation structure< a. (ontrol b. (hange. c. :rocess d. Melegation F0. Which of the following is true of managers in relationship to conflict< a. Lanagers generall encourage low levels of conflict because it improves performance! up to a certain point. b. Lanagers generall ignore conflict c. Lanagers attempt to eliminate conflict because the organi&ation rewards them for -eeping conflict out of their area of responsibilit . d. Lanagers show no consistent attitude toward conflict

8,. Crgani&ation Structures@ a. affect group behaviour more than in#ivi#ual behavior b. change rapidl to meet environmental and mar-et change c. contribute positivel to organi&ational performance d. can be defined simpl as activities that occur rgularl