Master of Business Administration-MBA Semester 1 MB0038 Management Process and Organization Behavior - 4 Credits (Book ID: B1127) Assignment

t Set- 1 (60 Marks) Note: Each question carries 10 Marks. Answer all the questions. Q.1 Write a note on the functions of management.. [10]

Management has been described as a social process involving responsibility for economical and effective planning & regulation of operation of an enterprise in the fulfillment of given purposes. It is a dynamic proce consisting of various elements and activities. These activities are different from operative functions like marketing, finance, purchase etc. Rather these activities are common to each and every manger irrespective o his level or status.

Different experts have classified functions of management. According toGeorge & Jerry, There are four fundamental functions of management i.e. planning, organizing, actuating and controlling. According to Hen Fayol, To manage is to forecast and plan, to organize, to command, & to control. Whereas Luther Gullick h given a keyword POSDCORB where P stands for Planning, O for Organizing, S for Staffing, D for Directin Co for Co-ordination, R for reporting & B for Budgeting. But the most widely accepted are functions of management given by KOONTZ and ODONNEL i.e.Planning, Organizing, Staffing, Directing and Controlling. For theoretical purposes, it may be convenient to separate the function of management but practically these functions are overlapping in nature i.e. they are highly inseparable. Each function blends into the other & each affects the performance of others.

1. Planning It is the basic function of management. It deals with chalking out a future course of action & deciding in advance the most appropriate course of actions for achievement of pre-determined goals. According to KOONTZ, Planning is deciding in advance what to do, when to do & how to do. It bridges the gap from where we are & where we want to be. A plan is a future course of actions. It is an exercise in problem solving & decision making. Planning is determination of courses of action to achieve desired goals. Thus, planning is a systematic thinking about ways & means for accomplishment of pre-determined goals. Planning is necessary to ensure proper utilization of human & non-human resources. It is all pervasive, it is an intellectual activity and it also helps in avoiding confusion, uncertainties, risks, wastages etc. 2. Organizing It is the process of bringing together physical, financial and human resources and developing productive relationship amongst them for achievement of organizational goals. According to Henry Fayol, To organize a business is to provide it with everything useful or its functioning i.e. raw material, tools, capital and personnels. To organize a business involves determining & providing human and non-human resources to the organizational structure. Organizing as a process involves:

Identification of activities. Classification of grouping of activities.

Assignment of duties. Delegation of authority and creation of responsibility. Coordinating authority and responsibility relationships. 3. Staffing It is the function of manning the organization structure and keeping it manned. Staffing has assumed greater importance in the recent years due to advancement of technology, increase in size of business, complexity of human behavior etc. The main purpose o staffing is to put right man on right job i.e. square pegs in square holes and round pegs in round holes. According to Kootz & ODonell, Managerial function of staffing involves manning the organization structure through proper and effective selection, appraisal & development of personnel to fill the roles designed un the structure. Staffing involves: Manpower Planning (estimating man power in terms of searching, choose the person and giving the right place). Recruitment, selection & placement. Training & development. Remuneration. Performance appraisal. Promotions & transfer. 4. Directing It is that part of managerial function which actuates the organizational methods to work efficiently for achievement of organizational purposes. It is considered lifespark of the enterprise which sets it in motion the action of people because planning, organizing and staffing are the mere preparations for doing the work. Direction is that inert-personnel aspect of management which deals directly with influencing, guiding, supervising, motivating sub-ordinate for the achievement of organizational goals. Direction has following elements: Supervision Motivation Leadership Communication Supervision- implies overseeing the work of subordinates by their superiors. It is the act of watching & directing work & workers. Motivation- means inspiring, stimulating or encouraging the sub-ordinates with zeal to work. Positive, negative, monetary, non-monetary incentives may be used for this purpose. Leadership- may be defined as a process by which manager guides and influences the work of subordinates in desired direction. Communications- is the process of passing information, experience, opinion etc from one person to another. It is a bridge of understanding. 5. Controlling

It implies measurement of accomplishment against the standards and correction of deviation if any to ensure achievement of organizational goals. The purpose of controlling is to ensure that everything occurs in conformities with the standards. An efficient system of control helps to predict deviations before they actually occur. According to Theo Haimann, Controlling is the process of checking whether or not proper progress is being made towards the objectives and goals and acting if necessary, to correct any deviation. According to Koontz & ODonell Controlling is the measurement & correction of performance activities of subordinates in order to make sure that the enterprise objectives and plans desired to obtain them as being accomplished. Therefore controlling has following steps: a. Establishment of standard performance. b. Measurement of actual performance. c. Comparison of actual performance with the standards and finding out deviation if any. d. Corrective action. e. Q.2 Discuss any two learning theories in detail. [10] Learning theory 1: Social learning theory NS: One of the most influential learning theories, the Social Learning Theory(SLT), was formulated by Albert Bandura. It encompasses concepts of traditionallearning theory and the operant conditioning of B.F. Skinner.However, the theory strongly implies that there are types of learning wherein directreinforcement is not the causal mechanism; rather, the so called social element canresult to the development of new learning among individuals. Social LearningTheory has been useful in explaining how people can learn new things and developnew behaviors by observing other people. It is to assume, therefore, that SocialLearning Theory is concerned on observational learning process among people. A. Basic Concepts 1. Observational LearningThe Social Learning Theory says that people canlearn by watching other people perform the behavior. Observational learning explains the nature of children to learn behaviors by watching the behaviorof the people around them, and eventually, imitating them. With the Doll experiment(s) ,Bandura included an adult who is tasked to actaggressively toward a Bobo Doll while the children observe him. Later,Bandura let the children play inside a room with the Bobo Doll. He affirmedthat these children imitated the aggressive behavior toward the doll, whichthey had observed earlier.After his studies, Bandura was able to determine 3 basic models of observational learning, which include

a. A Live Model, which includes an actual person performing abehavior.b. A Verbal Instruction Model, which involves telling of details anddescriptions of a behavior.c.

A Symbolic Model, which includes either a real or fictional characterdemonstrating the behavior via movies, books, television, radio,online media and other media sources.2. The state of mind (mental states) is crucial to learning.In this concept,Bandura stated that not only external reinforcement or factors can affectlearning and behavior. There is also what he called intrinsic reinforcement,which is in a form of internal reward or a better feeling after performing thebehavior (e.g. sense of accomplishment, confidence, satisfaction, etc.)3. Learning does not mean that there will be a change in the behavior of anindividual. B. Modeling Process The Modeling Process developed by Bandura helps us understand that not allobserved behaviors could be learned effectively, nor learning can necessarily resultto behavioral changes. The modeling process includes the following Step 1: Attention Social Cognitive Theory implies that you must pay attention for you to learn. If you want to learn from the behavior of the model (the person that demonstrates thebehavior), then you should eliminate anything that catches your attention otherthan him. Also, the more interesting the model is, the more likely you are to payfull attention to him and learn. Step 2: Retention Retention of the newly learned behavior is necessary. Without it, learning of thebehavior would not be established, and you might need to get back to observing themodel again since you were not able to store information about the behavior. Step 3: Reproduction When you are successful in paying attention and retaining relevant information,this step requires you to demonstrate the behavior. In this phase, practice of thebehavior by repeatedly doing it is important for improvement. Step 4: Motivation Feeling motivated to repeat the behavior is what you need in order to keep onperforming it. This is where reinforcement and punishment come in. You can berewarded by demonstrating the behavior properly, and punished by displaying itinappropriately 2: Experiential learning Experiential Learning Theory emphasizes the role that true experiences play in the learning process. It is this emphasis that distinguishes itself from other learning theories. Cognitive learning theories emphasize cognition over affect and behavioral learning theories deny any role for subjective experience in the learning process. Scholars in the field of education have two contrasting views when it comes to the concept of experiential learning. The first view defines experiential learning as a sort of learning which enables

students to apply newly acquired knowledge in a relevant setting. The relevant setting can be a sponsored institution of learning with trainers, instructors, teachers, or professors to guide the lesson. The other school of thought defines experiential learning as "education that occurs as a direct participation in the events of life" (Houle, 1980, p. 221). Thus, learning is not achieved in a formal setting, but in the practice of reflection of daily experiences. Kolb furthers the second definition of experiential learning by developing a model which details learning process through experiences. Kolb and Fry's (1975) experiential learning model is a continuous spiral process which consists of four basic elements: 1. Concrete experience 2. Observation and reflection 3. Forming abstract concepts 4. Testing in new situations Immediate or concrete experiences are the basis for observation and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn (Kolb & Fry). According to Kolb and Fry (1975), the adult learner can enter the process at any one of the elements. The adult learner moves to the next step once he or she processes their experience in the previous step Q.3 Explain the classification of personality types given by Sheldon.[10] Sheldon identified three main somatotypes: Somatotypes - William Sheldon, 1940's William Sheldon (1940, 1942, cited in Phares, 1991) classified personality according to body type. He called this a persons somatotype. Sheldon identified three main somatotypes: Sheldon's Somatotype Character Shape Picture

Endomorph [viscerotonic]

relaxed, sociable, tolerant, comfortloving, peaceful

plump, buxom, developed visceral structure

Mesomorph [somatotonic]

active, assertive, vigorous, combative

Muscular

Ectomorph [cerebrotonic]

quiet, fragile, restrained, nonassertive, sensitive

lean, delicate, poor muscles

Somatotypes In the 1940s, Sheldon proposed a theory about how there are certain body types ("somatotypes") that are associated with certain personality characteristics. William Sheldon (1898-1977) was an American psychologist who devoted his life to observing the variety of human bodies and temperaments. He taught and did research at a number of U.S.universities and is best known for his series of books on the human constitution. He was a keen observer of animals and birds as a child, and he turned this talent to good effect by becoming an avid people-watcher, and out of his observations he gradually elaborated his typology.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. 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 of course are a combination of types. a. Endomorphic Body Type:

-developed digestive system

Associated personality traits:

b. Mesomorphic Body Type:

Associated personality traits:

competitive

c. Ectomorphic Body Type:

-shouldered

Associated personality traits: -conscious preference for privacy

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. Some of the most important research works on personality traits are mentioned below: Q.4 What are the factors influencing perception? [10] Factors Influencing Perception: A number of factors operate to shape and sometimes distort perception. These factors can reside:

1) In the perceiver 2) In the object or target being perceived or 3) In the context of the situation in which the perception is made 1. Characteristics of the perceiver: Several characteristics of the perceiver can affect perception. When an individual looks at a target and attempts to interpret what he or she stands for, that interpretation is heavily influenced by personal characteristics of the individual perceiver. The major characteristics of the perceiver influencing perception are: a) Attitudes: The perceivers attitudes affect perception. This attitude will doubtless affect his perceptions of the female candidates he interviews. b) Moods: Moods can have a strong influence on the way we perceive someone. We think differently when we are happy than we do when we are depressed. c) Motives: Unsatisfied needs or motives stimulate individuals and may exert a strong influence on their perceptions. d) Self-Concept: Another factor that can affect social perception is the perceivers selfconcept. An individual with a positive self-concept tends to notice positive attributes in another person. e) Interest: The focus of our attention appears to be influenced by our interests. Because our individual interest differs considerably, what one person notices in a situation can differ from what others perceive. f) Cognitive Structure: Cognitive Structure, an individuals pattern of thinking, also affects perception. Some people have a tendency to perceive physical traits, such as height, weight, and appearances more readily. g) Expectations: Finally, expectations can distort your perceptions in that you will see what you expect to see. The research findings of the study conducted by Sheldon S Zalkind and Timothy W Costello on some specific characteristics of the perceiver reveal Knowing oneself makes it easier to see others accurately. Ones own characteristics affect the characteristics one is likely to see in others. People who accept themselves are more likely to be able to see favourable aspects of other people. Accuracy in perceiving others is not a single skill.

These four characteristics greatly influence how a person perceives others in the environmental situation.

Q.5 Mr. Solanki is the VP- HR of a leading Financial services company. He is having a meeting with Ms. Ramani leading HR consultant. Mr. Solanki is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Ramani, the HR consultant. What suggestions you will give to Mr. Solanki, for creating an environment that increases job satisfaction [10] 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. Maslow connects the creation of the existence of people's sense of satisfaction with the maintenance of the classified needs. These are: physiological needs (eating, drinking, resting, etc.), security needs (pension, health insurance, etc.), the need to love (good relations with the environment, friendship, fellowship, to love and to be loved), need to self-esteem (selfconfidence, recognition, adoration, to be given importance, status, etc.) need of selfactualization (maximization of the latent[potential] power and capacity, development of abilities, etc.) . Insufficient education, inability to select qualified workers for the job, lack of communications, lack of job definitions, all affect job satisfaction negatively. It has been asserted that participating in the management, having the decision making power, independence on the job and the unit where the individual works, have positive impact upon the job satisfaction. The job itself (the work conducted), and achievement and recognition at work result in satisfaction while the management policy, relations with the managers and colleagues result in dissatisfaction. Factors related to the job itself such as using talents, creativity, responsibility, recognition have influence on the job satisfaction. Age is one of the factors affecting job satisfaction. Studies conducted in five different countries prove that the elder workers are more satisfied . Kose has also found a meaningful relation between the age and job satisfaction. There is a strong connection between feeling secure and saying one is satisfied with a job. People who state their job is secure have a much larger probability of reporting themselves happy with their work. Similarly, by some researchers, sex is also found to have an influence on job satisfaction.

Besides, Wahba has found out that male librarians give more importance to personal development and free decision making in their jobs than the female librarians, and the female librarians are more dissatisfied than the male librarians. Job satisfaction and devotion to the job, affected each other reciprocally, and they have great impact upon performance. The most significant of the factors affecting performance are economical, technical, socio-political, cultural and demographical ones . However, most efforts to improve performance seem to center on improving the conditions surrounding the work. These are worthwhile efforts, but they usually result only in short-term improvements in attitudes and productivity, and the situation often returns quickly to normal . There is no strong acceptance among researchers, consultants, etc., that increased job satisfaction produces improve job performance -- in fact, improved job satisfaction can sometimes decrease job performance. For example, you could let workers sometime sit around all day and do nothing. That may make them more satisfied with their "work" in the short run, but their performance certainly doesn't improve. The individual's willingness to get a result, his/her endeavour and expectation of maintaining the result will push him/her to show the highest performance. Job satisfaction varies a lot. (Researches suggests, the higher the prestige of the job, the greater the job satisfaction). But, many workers are satisfied in even the least prestigious jobs. They simply like what they do. Most workers like their work if they have little supervision. The least satisfied workers are those in service occupations and managers that work for others. Ethnic and religious orientation is associated to work attitudes, and job satisfaction is related to education. The difference between the results that the individual desire and those s/he maintained will affect his/her satisfaction . There is a consistent relationship between the professional status and the job satisfaction. High levels of job satisfaction are observed in those professions which are deemed of good standing in the society. The workers usually compare their working conditions with the conditions of the society, under the variable of social conditions. If the social conditions are worse than the individual's working conditions, then this will result in satisfaction of the individual, as the workers deem themselves relatively in good position. No meaningful relationship between the job satisfaction and age, professional experience, education level, level of wage, sex and professional group was found. On the contrary, professional experience has been claimed to increase job satisfaction.