Q1. Write a note on the characteristics of Management.

A central organ or agency is required to co-ordinate the activities and efforts of the various individual
working together in an organization so that they can work collectively as a team such an organ is called
management. The term management conveys different meaning depending upon the contest in which it is
used.

Management is applicable everywhere and has become the key to success in the modern organization.
Every organization requires making of decision, coordination of activities, handling of people and control
of operation directed towards its objectives, management helps organization in that activities.

Management is a technique of extracting work from others in an integrated and co-ordinated manner for
realizing the specific objectives through productive use of different resources. As a process, it involves a
series of interrelated functions of getting the objectives of an organization and taking steps to achieve that
objective.

It is very difficult to give a precise definition of the term ‘management. In the management literature, we
find a large number of definitions given by different authors.

However, the different viewpoints may be classified in to the following categories, namely:

1. Management as an art of getting things done.

2. Management as a process.

3. Management as a group of managers.

4. Management as a discipline.

MANAGEMENT AS AN ART OF GETTING THINGS DONE

Mary Parker defines management as “the art of getting thing done through others.” This definition
emphasizes that the manager achieve organisational objectives by getting work done through the workers.
It represents the traditional view of management under which workers are treated as a factor of production
only. This definition is incomplete in the present context; its deficiencies are as follows:

1. The definition is vague as it does not identify the functions which a manager has to
perform to get result from others.

2. It gives the impression of the manipulative character of the practice of management.

3. The employees are merely treated as means for getting results. In other words, their
position is like a cog in the wheel. This definition ignores the needs of the workers and
does not offer them human treatments.

MANAGEMENT AS A PROCESS

The process of management involves the determination of objectives and putting them into action. Henri
Fayol viewed management as a process consisting of five functions which every organization performs.
“To manage is to forecast and plan, to organize, to command, to coordinate, and to control”. This
definition clearly define the four functions of management. But the modern trend is to classify managerial
functions in to five categories:

1. Planning

2. Organizing

3. Staffing

4. Directing

5. Controlling

MANAGEMENT AS A GROUP OF MANAGERS

The term management is frequently used to denote a group of managerial personnel. When one says that
‘management of this company is very efficient’ it is implied that the persons who are looking after the
affairs of the company are very efficient. Thus, management is the body or group of people which
performs certain managerial functions for the accomplishment of predetermined goals. These people are
individually known as ‘managers’.

MANAGEMENT AS A DISCIPLINE
Management has been widely recognized as a discipline or filed of study. It is taught as a specialized
branch of knowledge in educational institute. As a field of study, the subject includes management
subjects, principles, techniques and skills. Management is a multi-disciplinary discipline. It has drawn
heavily from Anthropology, Psychology, sociology etc. after obtaining a diploma or degree in
management, a person can try for a managerial job.

Management is a distinct activity having the following salient features or characteristics:

1. Goal-oriented: Management is a purposeful activity. It co-operates the efforts of employees

to achieve the goals of the organization. The success of management is measured by the
extent to which the organizational goals are achieved. It is imperative that the organizational
goals must be well-defined and properly understood by the managers at various levels.

2. Economic Resource: Management is one of the factors of production together with land,
labour and capital. It is the most critical input in the success of any organized group activity.
It is the force which assembles and integrates other resources, namely, labour, capital and
materials. These factors do not by themselves ensure production; they require the catalyst of
management to produce goods and services required by the society. Thus, management is an
essential ingredient of an organization.

3. Distinct Process: management is a distinct process consisting of such functions as planning,

organizing, staffing, directing and controlling. These functions are so interwoven that it is not
possible to lay down exactly the sequence of various functions oe their relative significance.
In essence, the process of management involves decision-making and putting decisions into
practice.

4. Integrative Force: The essence of management is integration of human and other resources
to achieve the desired objectives. All these resources are made available to those who
manage. Managers apply knowledge, experience, and management principles for getting the
results from the workers by the use of non-human resources. Managers also seek to
harmonize the individual’s goal with the organizational goals for the smooth working of the
organization.

5. Intangible Force: Management has been called an unseen force. Its presence is evidenced
by the result of its effort-orderliness, informed employees, buoyant spirit and adequate work
output. Thus, feeling of management is result-oriented. One may not see with the naked eyes
 the functioning of management but its results are apparently known. People often remark of
the effectiveness (or ineffectiveness) of management on the basis of the end results, although
they can’t observe it during operation.

6. Results through Others: The managers cannot do everything themselves. They must have
the necessary ability and skills to get work accomplished through the efforts of others. They
must motivate the subordinates for the accomplishment of the tasks assigned to them.

7. A Science and an Art: Management has an organized body of knowledge consisting of well-
defined concepts, principles and techniques which have wide applications. So it is treated as a
science. The application of these concepts, principles and techniques requires specialized
knowledge and skills on the part of the manager. Since the skills acquired by a manager are
his personal possession, management is viewed as an art.

8. System of Authority: Management as a team of mangers represents a system of authority, a

hierarchy of command and control. Managers at different levels possess varying degrees of
authority. Generally, as we move down in the managerial hierarchy, the degree of authority
gets gradually reduced. Authority enables the managers to perform their functions
effectively.

9. Multi-disciplinary Subject: Management has grown as a field of study (i.e. discipline)

taking the help of so many other disciplines such as Engineering, Anthropology, Sociology
and Psychology. Much of the management literature is the result of association of these
disciplines. For instance, productivity orientation drew its inspiration from Industrial
Engineering and human relations orientation from Psychology. Similarly, Sociology and
Operations Research have also contributed to the development of management science.

10.Universal Application: Management is universal in character. The principles and techniques

of management are equally applicable in the fields of business, education, military,
government and hospital. Henri Fayol suggested that principles of management would apply
more or less in every situation. The principles are working guidelines which are flexible and
capable of adaptation to every organization where the efforts of human beings are to be co-
ordinated.

In addition to all these characteristics, management is a profession, but some have suggested that it has
not achieved the status of profession yet. In today’s worlds we can see many signs that management is
working towards increased professionalism.
Q2. Discuss intellectual abilities in detail.

Individuals overall abilities are made up of two sets of factors: intellectual and physical. Intellectual
abilities are those required to perform mental activities. IQ tests are designed to ascertain one’s general
intellectual abilities. Examples of such tests are popular college admission tests such as, the SAT, GMAT
and LSAT. The seven most commonly cited dimensions making up intellectual abilities are: number
aptitude, verbal comprehension, perceptual speed, inductive reasoning, spatial visualization, and memory.

Ability directly influences an employee’s level of performance and satisfaction through the ability-job fit.
Given management’s desire to get a compatible fit, what can be done? First, an effective selection process
will improve the fit. A job analysis will provide information about jobs currently being done and the
abilities that individuals need to perform the jobs adequately. Applicants can then be tested, interviewed,
and evaluated on the degree to which they possess the necessary abilities. Second, promotion and transfer
decisions affecting individuals already in the organization’s employ should reflect the abilities of
candidates. With new employees, care should be taken to assess critical abilities that incumbents will need
in the job and to match those requirements with the organization’s human resources. Third, the fit can be
improved by fine-tuning the job to better match an incumbent’s abilities. Often modifications can be made
in the job that, while not having a significant impact on the job’s basic activities, better adapts it to the
specific talents of a given employee. Examples would be to change some of the equipment used or to
reorganize tasks within a group of employees. A final alternative is to provide training for employees.
This is applicable to both new workers and present job incumbents. Training can keep the abilities of
incumbents current or provide new skills as times and conditions change.

The abilities are categorized in the following table:

Dimension Description Job Example

Number aptitude Ability to do speedy and accurate Accountant

arithmetic

Verbal Communication Read write speaking ability Senior managers

Perceptual Speed Identify similarities and differences Investigators

quickly and accurately

Inductive reasoning Logical sequence drawing Market Researcher

Deductive reasoning Ability to use logic and assess the Supervisors

implications of the argument

Spatial Visualization Ability to imagine Interior decorator

 Memory Ability to retain and recall past Sales person-
experience. Remembering customer’s
name

Jobs differ in the demands they place on incumbents to use their intellectual abilities. A review of the
evidence demonstrates that tests that assess verbal, numerical, spatial and perceptual abilities are valid
predictors of job proficiency at all levels of jobs.

In this regard, the theory of multiple intelligences was developed by Gardner (1983, 1993). This theory
suggests eight different intelligences to account for a broader range of human potential in children and
adults. It has been claimed that our intelligence or ability to understand the world around us is complex.
Some people are better at understanding some things than others. For some, it is relatively easy to
understand how an automobile works, but it is immensely difficult for some to understand and use a
musical instrument. For others music might be easy but playing football is difficult. The several different
intelligences are listed below:

1. Linguistic intelligence (“word smart”)

2. Logical-mathematical intelligence (“number/reasoning smart”)

3. Spatial intelligence (“picture smart”)

4. Bodily-Kinesthetic intelligence (“body smart”)

5. Musical intelligence (“music smart”)

6. Interpersonal intelligence (“people smart”)

7. Intrapersonal intelligence (“self smart”)

8. Naturalist intelligence (“nature smart”)

Advantages of intellectual abilities are as follows:

 Highly reliable.

 Verbal reasoning and numerical tests have shown high validity for a wide range of jobs.
  The validity rises with increasing complexity of the job.

 Combinations of aptitude tests have higher validities than individual tests alone.

 May be administered in group settings where many applicants can be tested at the same time.

 Scoring of the tests may be completed by computer scanning equipment.

 Lower costs than personality tests.

In the past decade, researchers have begun to expand the meaning of intelligence beyond mental abilities.
The most recent evidence suggests that intelligence can be better understood by breaking it down into four
subparts: cognitive, social, emotional, and cultural.

Cognitive intelligence encompasses the aptitudes that have long been tapped by traditional intelligence
tests.

Social intelligence is a personals ability to relate effectively to others.

Emotional intelligence is the ability to identify, understand, and manage emotions.

And cultural intelligence is awareness of cross-cultural differences and the ability to function successfully
in cross-cultural situations.

Although this line of inquiry toward multiple intelligences is in infancy, it does hold considerable
promise. For instance, it may be able to help us explain why so-called smart people — those with high
cognitive intelligence don’t necessarily adapt well to everyday life, work well with others, or succeed
when placed in leadership roles.

Q3. Explain the classification of personality types given by Sheldon.

William Sheldon classified personality according to body type. He called this a person’s somatotype.

In the 1940s, Sheldon proposed a theory about how there are certain body types (“somatotypes”) that are
associated with certain personality characteristics. He claimed that there are three such somatotypes:
endomorphy, mesomorphy and ectomorphy.
Endomorphy- focused on the digestive system, particularly the stomach (endoderm); has the tendency
toward plumpness, corresponds to Viscerotonia temperament tolerant, love of comfort and luxury,
extravert.

Mesophorphy- focused on musculature and the circulatory system (mesoderm) has the tendency towards
muscularity, corresponds to the Somatotonia temperament courageous, energetic, active, dynamic,
assertive, aggressive, risk taker.

Ectomorphy- focused on the nervous system and the brain (ectoderm) - the tendency towards slightness,
corresponds to cerebrotonia temperament artistic, sensitive, apprehensive, introvert.

Following is the body type and the personality traits associated with each somatotype:

a. Endomorphic Body Type:

• Soft body

• Underdeveloped muscles

• Round shaped

• Over-developed digestive system

Associated personality traits:

• Love of food

• Tolerant

• Evenness of emotions

• Love of comfort

• Sociable

• Good humored

• Relaxed

• Need for affection

b. Mesomorphic Body Type:

• Hard, muscular body

• Overly mature appearance

• Rectangular shaped

• Thick skin
 • Upright posture

Associated personality traits:

• Adventurous

• Desire for power and dominance

• Courageous

• Indifference to what others think or want

• Assertive, bold

• Zest for physical activity

• Competitive

• Love of risk and chance

c. Ectomorphic Body Type:

• Thin

• Flat chest

• Delicate build

• Young appearance

• Tall

• Lightly muscled

• Stoop-shouldered

• Large brain

Associated personality traits:

• Self-conscious

• Preference for privacy

• Introverted

• Inhibited

• Socially anxious
 • Artistic

• Mentally intense

• Emotionally restrained

On this basis, Sheldon created his very interesting Atlas of men(Macmillan Pub Co; 1970) in which all
possible body types are graded in a scale from 1 (low) to 7 (high), based on the degree to which they
matched these types, with 4 as average. Each type is represented by a series of photos, and is given a
comical or descriptive name, like “saber tooth tiger” for extreme mesomorph, “Baluchitherium” (the
largest prehistoric land mammal) for mesomorph and endomorph, “Male Mosquito” for the extreme
ectomorph, and so on. On this scale, the extreme or pure mesomorph has a score of 1-7-1, the pure
endomorph 7-1-1, and the pure ectomorph 1-1-7. Most people are of course are a combination of types.

Sheldon’s classification of Personality Types:

Sheldon’s Somatotype Character Shape Sample Picture

Endomorph Relaxed, sociable, Plump, buxom,

[viscerotonic] tolerant, comfort-loving, developed visceral
peaceful structure

Mesomorph Active, assertive, muscular

[somatotonic) vigorous, combative
Ectomorph Quiet, fragile, Lean, delicate, poor
[cerebrotonic] restrained, non- muscles
assertive, sensitive

Sheldon measured the proportions of hundreds of juvenile delinquent boys and concluded that they were
generally mesomorphs (Ornstein, 1993).

Body types have been criticized for very weak empirical methodology and are not generally used in
psychology. The use of somatotyping (using different taxonomies) is used more often in alternative
therapies and Eastern psychology and spirituality.

Traits are underlying tendencies to behave in a consistent and distinctive style and they describe the
frequency or intensity of a person’s feelings, thoughts, or behaviors. Possession of a trait is, therefore, a
matter of degree.

Q4. What are the different barriers to perception?

Perception is the process of attaining awareness or understanding of sensory information.

Perception alters what humans see, into a diluted version of reality, which ultimately corrupts the way
humans perceive the truth. When people view something with a preconceived idea about it, they tend to
take those preconceived ideas and see them whether or not they are there.

Perception can be defined as a process by which individuals select, organize and interpret their
sensory impressions, so as to give meaning to their environment. Perception is a complex
cognitive process and differs from person to person. People's behavior is influenced by their
perception of reality, rather than the actual reality.

In comparison to sensation, perception is a much broader concept. Sensation involves simply

receiving stimuli through sensory organs, whereas the process of perception involves receiving
raw data from the senses and then filtering, modifying or transforming the data completely
through the process of cognition. The processes of perception consist of various subprocesses
such as confrontation, registration, interpretation and feedback.

Though people are continuously exposed to numerous stimuli, they tend to select only a few of
them. The principle of perceptual selectivity seeks to explain how, and why people select only a
few stimuli out of the many stimuli they keep encountering at any given time. Perceptual
selectivity is affected by various internal set factors and external attention factors. Some of the
internal set factors are learning, motivation and personality. External attention factors include
environmental influences like intensity, size, contrast, repetition, motion, novelty and familiarity.

Sometimes, different individuals may perceive the same thing differently. Differences may arise
due to factors associated with the perceiver (attitudes, motives, expectations, etc.) or the situation
(time, place, etc.) or the target (novelty, background, sounds, size, etc.).
Perceptual organization focuses on the subsequent activities in the perceptual process after the
information from the situation is received.

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.

Hence, the different barriers to perception are as follows:

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 in accurate picture. The
tendency to see what we want to see can make us draw unwarranted conclusions from an ambiguous
situation.

2. 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.

3. Contrast Effects

Individuals do not evaluate a person in isolation. Their reaction to one person is influenced by other
persons they have encountered recently. For example, an interview situation in which one sees a pool of
job applicants can distort perception. Distortions in any given candidate’s evaluation can occur as a result
of his or her place in the interview schedule.

4. Projection

This tendency to attribute one’s 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.

5. Stereotyping

Stereotyping- judging 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. Primary 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.

Q5. Mr. Batra is the General Manager, HR of a leading Automobile company. He is having a
meeting with Mr. Chandan, a leading HR consultant. Mr. Batra is concerned about creating
an environment that helps in increasing job satisfaction among employees. Assume that you
are Mr. Chandan, the HR consultant. What suggestions will you give to Mr. Batra, for
creating an environment that increases job satisfaction?

Job satisfaction is the sense of fulfillment and pride felt by people who enjoy their work and do it well.
For an organization, satisfied work force ensures commitment to high quality performance and increased
productivity. Job satisfaction helps organizations to reduce complaints and grievances, absenteeism,
turnover, and termination. Job satisfaction is also linked to a healthier work force and has been found to
be a good indicator of longevity. And although only little correlation has been found between job
satisfaction and productivity, it has also been found that satisfying or delighting employees is a
prerequisite to satisfying or delighting the customers, thus protecting the “bottom line” (Brown, 1996).

Job satisfaction can be influenced by a variety of factors, e.g. the quality of one's relationship with their
supervisor, the quality of the physical environment in which they work, degree of fulfillment in their
work, etc.. Numerous research results show that there are many factors affecting the job satisfaction.
There are particular demographic traits (age, education level, tenure, position, marital status, years in
service, and hours worked per week) of employees that significantly affect their job satisfaction.

Satisfying factors motivate workers while dissatisfying ones prevent. Motivating factors are achievement,
recognition, the job conducted, responsibility, promotion and the factors related to the job itself for
personal development. Motivating factors in the working environment result in the job satisfaction of the
person while protective ones dissatisfy him/her.

As Mr. Chandan, the HR consultant, I suggest Mr. Batra, that the following measures should be
implemented for creating an environment that increases job satisfaction:

1. Provide Mentally Challenging Work: Employees tend to prefer jobs that give them opportunities to
use their skills and abilities and offer a variety of tasks, freedom and feedback on how well they are doing.
Under conditions of moderate challenge, most employees will experience pleasure and satisfaction.

2. Personality-Job Fit: People with personality types congruent with their chosen vocations should find
they have the right talents and abilities to meet the demands of their jobs; and because of this success,
they have a greater probability of achieving high satisfaction from their work. It is important, therefore to
fit personality factors with job profiles.

3. Equitable Rewards: Employees want pay systems and promotion policies that they perceive as being
just, unambiguous, and in line with their expectations. When pay is seen as fair based on job demands,
individual skill level, and industry pay standards, satisfaction is likely to result. Similarly, employees seek
fair promotion policies and practices. Promotions provide opportunities for personal growth, more
responsibilities and increased social status. Individuals who perceive that promotion decisions are made in
a fair and just manner are likely to experience job satisfaction.

4. Supportive working conditions: Employees prefer physical conditions that are comfortable and
facilitate doing a good job. Temperature, light, noise and other environmental factors should not be
extreme and provide personal comfort. Further, employees prefer working relatively close to home, in
clean and relatively modern facilities and with adequate tools and equipment.

5. Supportive Colleagues: Employees have need for social interaction. Therefore, having friendly and
supportive co-workers and understanding supervisor’s leads to increased job satisfaction. Most employees
want their immediate supervisor to be understanding and friendly, those who offer praise for good
performance, listen to employees’ opinions and show a personal interest in them.

6. Whistle blowing: Whistle-blowers are employees who inform authorities of wrongdoings of their
companies or co-workers. Whistle blowing is important because committed organizational members
sometimes engage in unethical behaviour in an intense desire to succeed. Organizations can manage
whistle blowing by communicating the conditions that are appropriate for the disclosure of wrongdoing.
Clearly delineating wrongful behaviour and the appropriate ways to respond are important organizational
actions.

7. Social Responsibility: Corporate social responsibility is the obligation of an organization to behave in

ethical ways in the social environment in which it operates. Socially responsible actions are expected of
organizations. Current concerns include protecting the environment, promoting worker safety, supporting
social issues, investing in the community, etc. Managers must encourage both individual ethical behaviour
and organizational social responsibility.

Q6. Given below is the HR policy glimpse of “iMagine”, an advertising company

1. It offers cash rewards for staff members

2. It promotes the culture of employee referral and encourages people to refer people they
know, maybe their friends, ex. colleagues, batch mates and relatives.

3. It recognizes good performances and gives fancy titles and jackets to the people who

perform well and also felicitates them in the Annual Day of the company.

What all aspects does it take care of, according to Maslow’s Need Hierarchy?

According to the theory proposed by Maslow 1943, human beings have wants and desires which influence
their behavior; only unsatisfied needs can influence behavior, satisfied needs cannot. The needs are
arranged in order of importance, from the basic to complex. The person advances to the next level of
needs only after the lower level need is at least minimally satisfied. The further they progress up the
hierarchy, the more individuality, humanness and psychological health a person will show.

The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the
lower needs, and the upper point representing the need for self-actualization. Maslow believes that the
only reason that people would not move well in direction of self-actualization is because of hindrances
placed in their way by society.

The five needs given by Maslow are as follows:

1. Physiological: Includes hunger, thirst, shelter, sex, and other bodily needs. These are biological needs.
They are the strongest needs because if a person were deprived of all needs, the physiological ones would
come first in the person's search for satisfaction.

2. Safety: Includes security and protection from physical and emotional harm. When all physiological
needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can
become active. Adults have little awareness of their security needs except in times of emergency or
periods of disorganization in the social structure (such as widespread rioting). Children often display the
signs of insecurity and the need to be safe.

3. Social: Includes affection, belongingness, acceptance, and friendship. When the needs for safety and
for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can
emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves
both giving and receiving love, affection and the sense of belonging.

4. Esteem: Includes internal esteem factors, such as, self-respect, autonomy, and achievement; and
external esteem factors, such as, status, recognition, and attention. When the first three classes of needs
are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for
the esteem a person gets from others. Humans have a need for a stable, firmly based, high level of self-
respect, and respect from others. When these needs are satisfied, the person feels self-confident and
valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak,
helpless and worthless.

5. Self-actualization: The drive to become what one is capable of becoming; includes growth, achieving
one’s potential, and self-fulfillment. When all of the foregoing needs are satisfied, then and only then are
the needs for self-actualization activated. Maslow describes self-actualization as a person's need to be and
do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet
must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense,
lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-
esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants
when there is a need for self-actualization.

The HR policy of “iMagine” company takes care of the following needs according to the Maslow’s
Need Hierarchy:

1. The first policy takes care of the physiological need as well as the esteem needs. Offering cash
rewards to employees satisfies their physiological needs of food shelter and other bodily needs in
better fashion as well as boosts their self respect. They provide internal esteem factors such as
self-respect and achievement, and also the external esteem factors such as recognition and
attention from others.

2. The second policy takes care of the social needs. When the employee refers to others, his need of
affection, belongingness, acceptance, and friendship are satisfied. In this way, his social needs are
satisfied.

3. The third policy takes care of three needs that is social, esteem as well as self-actualization needs.
The employee’s emotional needs are taken care of when they are praised for their good
performance. Their self-respect is also satisfied, they get status, recognition, and attention when
they get the fancy titles and jackets. Hence, their esteem needs are also satisfied. This policy
 drives or promotes the employee to become what one is capable of becoming, including growth,
achieving one’s potential, and self-fulfillment which is self-actualization.

In addition, these policies create an employer-employee friendly relationship and make the bond stronger
between them. And the work performance of the employees also increases which also increases job
satisfaction of an employee.

Maslow believes that the only reason that people would not move well in direction of self-actualization is
because of hindrances placed in their way by society. He states that education is one of these hindrances.
He recommends ways education can switch from its usual person-stunting tactics to person-growing
approaches. Maslow states that educators should respond to the potential an individual has for growing
into a self-actualizing person of his/her own kind. Ten points that educators should address are listed:

1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-
feeling voices.
2. We should teach people to transcend their cultural conditioning and become world citizens.
3. We should help people discover their vocation in life, their calling, fate or destiny. This is
especially focused on finding the right career and the right mate.
4. We should teach people that life is precious, that there is joy to be experienced in life, and if
people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
5. We must accept the person as he or she is and help the person learn their inner nature. From real
knowledge of aptitudes and limitations we can know what to build upon, what potentials are
really there.
6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and
esteem needs.
7. We should refreshen consciousness, teaching the person to appreciate beauty and the other good
things in nature and in living.
8. We should teach people that controls are good, and complete abandon is bad. It takes control to
improve the quality of life in all areas.
9. We should teach people to transcend the trifling problems and grapple with the serious problems
in life. These include the problems of injustice, of pain, suffering, and death.
10.We must teach people to be good choosers. They must be given practice in making good choices.