MASTER OF BUSINESS ADMINISTRATION

NAME KAUSHAL KUMAR REGISTRATION NO. 521101945 LEARNING CENTER NAME LEARNING CENTER CODE COURSE MBA SEMESTER 1 SUBJECT MB0038 SET NO. DATE OF SUBMISSION MARKS AWARDED
Directorate of Distance Learning Sikkim Manipal University II Floor, Syndicate Building Manipal 576 104

Signature of the Coordinator

Signature of the LC Signature of Evaluator

MB0038 Management Process and Organization Behavior

Assignment Set- 1 Note: Each question carries 10 Marks. Answer all the questions.

Question.1- Write a note on the functions of management. Answer 1- Management Functions are as follows: 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. 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. Commanding :- It is that part of managerial function which actuates the organizational methods to work efficiently for achievement of organizational purposes. It is considered life-spark 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. Co-Ordinating :- 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. 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:

Establishment of standard performance. Measurement of actual performance. Comparison of actual performance with the standards and finding out deviation if any. Corrective action.

Question.2- Discuss any two learning theories in detail. Answer.2-There are three theories of Learning, they are Classical Conditioning, Operant Conditioning and Social Learning.

Social Learning The social learning theory was proposed by Bandura. It recognizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. According to Bandura (1977), most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Social learning has four processes: 1. Attention processes People learn from a model only when they recognize and pay attention to its critical features. In order to learn, it is required to pay attention. Anything that detracts the attention is going to have a negative effect on observational learning. If the is model interesting or there is a novel aspect to the situation, it is more likely to dedicate the full attention to learning.

2. Retention processes A models influence will depend on how well the individual remembers the models action after the it is no longer readily available. The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. 3. Motor reproduction processes After a person has seen a new behavior by observing the model, the watching must be converted to doing. The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. 4. Reinforcement processes Individuals will be motivated to exhibit the modeled behavior if positive incentives or rewards are provided. Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day.

Classical Conditioning Classical Conditioning is a form of associative learning process proposed by Pavlov (1927). This process involves presentations of a neutral stimulus along with a stimulus of some significance. The neutral stimulus does not lead to an overt behavioral response from the organism. This is called as Conditioned Stimulus (CS). Significant stimulus evokes an innate, often reflexive, response. This is called Unconditioned

Stimulus (US) and Unconditioned Response (UR), respectively. If the CS and the US are repeatedly paired, eventually the two stimuli become associated and the organism begins to produce a behavioral response to it. It is the Conditioned Response (CR). Classical conditioning was first experimented by Russian physiologist, Ivan Pavlov, to teach dogs to salivate in response to the ringing of a bell. During his research on the physiology of digestion in dogs, Pavlov used a bell before giving food to his dog. Rather than simply salivating in the presence of meat (a response to food unconditioned response), after a few repetitions, the dog started to salivate in response to the bell. Thus, a neutral stimulus (bell) became a conditioned stimulus (CS) as a result of consistent pairing with the unconditioned stimulus (US meat). Pavlov referred to this learned relationship as a Conditioned Response.

Question.3-Explain the classification of personality types given by Sheldon

ANSWER.3- William Sheldon classified personality according to body type. He called this a persons somatotype. Sheldons Classification of Personality Types

Sheldon's Somatotype Endomorph [viscerotonic]

Character relaxed, tolerant,

Shape sociable, plump, buxom, developed comfort- visceral structure

loving, peaceful Mesomorph [somatotonic] active, assertive, muscular

vigorous, combative Ectomorph [cerebrotonic] quiet, restrained, fragile, lean, delicate, poor non-

assertive, sensitive

Somatotypes In the 1940s, Sheldon proposed a theory about how there are certain body types ("soma to types") 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. of hundreds of juvenile delinquent boys and concluded that they were generally mesomorphs (Ornstein, 1993). 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.

QUESTION.4. What are the factors influencing perception? ANSWER.4-

The Situation

Time Work setting Social setting

The Perceiver
Attitudes Motives Interests Experience Expectations

Perception

The Target

Novelty Motion

Sounds
Size Background Proximity

Perception is our sensory experience of the world around us and involves both the recognition of environmental stimuli and actions in response to these stimuli. Through the perceptual process, we gain information about properties and elements of the environment that are critical to our survival. Perception not only creates our experience of the world around us; it allows us to act within our environment.

A number of factors operate to shape and sometimes distort perception. These factors can reside:

i) In the perceiver.

ii) In the object or target being perceived or

iii) In the context of the situation in which the perception is mad

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 perceiver's attitudes affect perception. For example, suppose Mr. X is interviewing candidates for a very important position in his organization - a position that requires negotiating contracts with suppliers, most of whom are male. Mr X may feel that women are not capable of holding their own in tough negotiations. 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. In addition, we remember information that is consistent with our mood state better than information that is inconsistent with our mood state. When in a positive mood, we form more positive impressions of others. When in a negative mood, we tend to evaluate others unfavourably.

c) Motives: Unsatisfied needs or motives stimulate individuals and may exert a strong influence on their perceptions. For example, in an organizational context, a boss who is insecure perceives a subordinate's efforts to do an outstanding job as a threat to his or her own position. Personal insecurity can be translated into the perception that others are out to "get my job", regardless of the intention of the subordinates.

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. In contrast, a negative self-concept can lead a perceiver to pick out negative traits in another person. Greater understanding of self allows us to have more accurate perceptions of others.

e) Interest: The focus of our attention appears to be influenced by our interests. Because our individual interests differ considerably, what one person notices in a situation can differ from what others perceive. For example, the supervisor who has just been reprimanded by his boss for coming late is more likely to notice his colleagues coming late tomorrow than he did last week. If you are preoccupied with a personal problem, you may find it hard to be attentive in class.

f) Cognitive Structure: Cognitive structure, an individual's pattern of thinking, also affects perception. Some people have a tendency to perceive physical traits, such as height, weight, and appearance, more readily. Others tend to focus more on central traits, or personality dispositions. Cognitive complexity allows a person to perceive multiple characteristics of another person rather than attending to just a few traits.

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

i. Knowing oneself makes it easier to see others accurately. ii. One's own characteristics affect the characteristics one is likely to see in others. iii. People who accept themselves are more likely to be able to see favourable aspects of other people. iv. Accuracy in perceiving others is not a single skill. These four characteristics greatly influence how a person perceives others in the environmental situation.

Characteristics of the Target

Characteristics in the target that is being observed can affect what is perceived. Physical appearance plays a big role in our perception of others. Extremely attractive or unattractive individuals are more likely to be noticed in a group than ordinary looking individuals. Motion, sound, size and other attributes of a target shape the way we see it.The perceiver will notice the target's physical features like height, weight, estimated age, race and gender. Perceivers tend to notice physical appearance characteristics that contrast with the norm, that are intense, or that are new or unusual. Physical attractiveness often colours our entire impression of another person. Interviewers rate attractive candidates more favourably and attractive candidates are awarded higher starting salaries.

Verbal communication from targets also affects our perception of them. We listen to the topics they speak about, their voice tone, and their accent and make judgements based on this input. Non-verbal communication conveys a great deal of information about the target. The perceiver deciphers eye contact, facial expressions, body movements, and posture all in an attempt to form an impression of the target .As a result of physical or time proximity, we often put together objects or events that are unrelated.

For example, employees in a particular department are seen as a group. If two employees of a department suddenly resign, we tend to assume their departures were related when in fact, they might be totally unrelated. People, objects or events that are similar to each other also tend to be grouped together. The greater the similarity, the greater the probability we will tend to perceive them as a group.

Characteristics of the Situation

The situation in which the interaction between the perceiver and the target takes place, has an influence on the perceiver's impression of the target. E.g. meeting a manager in his or her office affects your impression in a certain way that may contrast with the impression you would have formed, had you met the manager in a restaurant. The strength of the situational cues also affects social perception. Some situations provide strong cues as to appropriate behaviour. In these situations, we assume that ie individual's behaviour can be accounted for by the situation, and that it may not reflect the individual's disposition. This is the discounting principle in social perception. For example, you may encounter an automobile salesperson who has a warm and personable manner, asks you about your work and hobbies, and seems genuinely interested in your taste in cars. Can you assume that this behaviour reflects the salesperson's personality? You probably cannot, because of the influence of the situation. This person is trying to

sell you a car, and in this particular situation, he probably treats all customers in this manner.

QUESTION.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
ANSWER.5i) 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.

ii) 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.

iii) 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.

iv) 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.

v) 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.

vi) 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.

vii) 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.

viii) Job enrichment It is a deliberate upgrading of responsibility, scope, and challenge in the work itself. Job enrichment usually includes increased responsibility, recognition, and opportunities for growth, learning, and achievement. Large companies that have used job-enrichment programs to increase employee motivation and job satisfaction include, AT&T, IBM, and General Motors (Daft, 1997).

Question.6 Given below is the HR policy glimpse of the VARKLEARNING a learning and training solutions 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 may be their friends, ex. Colleagues batch mates, relatives. 3. What all needs do it takes care off according to maslows need hierarchy 4. It recognizes good performances and give 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 takes care of according to the Maslows Need Hierarchy ? Answer.6
Maslow is a humanistic psychologist. Humanists do not believe that human beings are pushed and pulled by mechanical forces, either of stimuli and reinforcements (behaviorism) or of unconscious instinctual impulses (psychoanalysis). Humanists focus upon potentials. They believe that humans strive for an upper level of capabilities. Humans seek the frontiers of creativity, the highest reaches of consciousness and wisdom. This has been labeled "fully functioning person",

"healthy personality", or as Maslow calls this level, "self-actualizing person." Maslow has set up a hierarchic theory of needs. All of his b asic needs are instinctual, equivalent of instincts in animals. Humans start with a very weak disposition that is then fashioned fully as the person grows. If the environment is right, people will grow straight and beautiful, actualizing the potentials the y have inherited. If the environment is not "right" (and mostly it is not) they will not grow tall and straight and beautiful. Maslow has set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels of needs exist. These include needs for understanding, esthetic appreciation and purely spiritual needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied, nor the third until the second has been satisfied, an d so on. Maslow's basic needs are as follows: Physiological Needs These are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. 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. Safety Needs When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Adults ha ve 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. Needs of Love, Affection and Belongingness 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.

Needs for Esteem 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. Needs for Self-Actualization 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 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 selfactualization. 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 persongrowing 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: Questioning performance, Reviewing/clarify objective, Changing/confirming roles, Opening risky issues, Assertiveness, Listening, Testing new ground, Identifying strengths and weaknesses. Performing: Groups reach a conclusion and implement the solution to their issue. Indicators include: Creativity, Initiative, Flexibility, Open relationships, Pride, Concern for people, Learning, Confidence, High morale, Success, etc.

Adjourning: As the group project ends, the group disbands in the adjournment phase. This phase was added when Tuckman and Jensen's updated their original review of the literature in 1977. Each of the four stages in the Forming-storming-norming-performingadjourning model proposed by Tuckman involves two aspects: interpersonal relationships and task behaviors. Such a distinction is similar to Bales' (1950) equilibrium model which states that a group continuously divides its attention between instrumental (task-related) needs and expressive

MB0038 Management Process and Organization Behavior

Assignment Set- 2 Note: Each question carries 10 Marks. Answer all the questions.

Question.1 Write a note on classical era for evolution of Organization behaviour. Answer.1:- In the early twentieth century, early studies in the complexities of
organizational activity got underway. Initial studies were mostly mechanical. Being treated like machines, the humans were subjected to close scrutiny and study. The aspects studied were how the human behaved during regular applied testing of a person's responses to stimuli. Another stream of ideas that were part of study organizations were divided according to their political preferences, and the various levels of management throughout the entire organizations. Unfortunately there was a limitation to both of these because they did not bear in mind the interaction between the two connected streams but treated each as a separate entity. Parts of the History of Organizational Behavior Studies can be seen during the 1890's. During this time scientific management was viewed as the best way to run an organization. An organization that in its' course of action adheres to a set of guidelines and guides itself on findings of time and motion studies, is bound to achieve greater levels of productivity - claimed the advocates of this system. It became clearthat organizations were centered on interactive groups of their members, and a more humanistic view needed to be formulated as psychology and analysis as a means of understanding human behavior became more sophisticated. By understanding and using psychology productivity will improve tremendously. The Human Relations Movement, as it was called in the beginning of the 20th century, brought focus on collaboration, influence, and the aspect of particular persons understanding the intent of the organization. By the Second World War, a paradigm shift had occurred in the study of organizational behavior. The new buzzword was operations research, and more and more people became interested in sciences, systems theories, complexity theories and strategies. At the time, James March and Herbert Simon were leading experts in the field. Many theories were coming forth as the seventies came around. More often than not the basis for this was quantitative research and interconnected realms of psychology. By the 1980s how important the cultures of different organizations was emphasized instead of the amount and quality of the research. Anthropology was but one of many

fields being added into studies about organizational behaviors. Presently any managerial course has organizational behavior studies as its integral part. As part of the curriculum many business schools now include this and related courses in fields such as industrial psychology. The name of the person who runs the History of Organizational Behavior Studies internet site is Patricia Jones.com. See more on Organizational Behaviors. This article may only be used if the author bio and links are included. The environmental stressors have great impact on work performance and adjustment of the individual in an organization. Discuss the different categories of environmental stressors Noise- has many negative effects on workers. The most severe one is permanent hearing loss. It can also affect performance in cases when the level of noise is very very high and when the tasks are demanding. Temperature- extreme temperature conditions can be very stressful. Performance is deteriorated under hot temperatures during physical tasks. For demanding mental tasks, performance deteriorates under heat exposure, particularly when two or more tasks are timeshared or performed simultaneously. Cold exposure can be a problem too. Apart from health risks, little is known about its effect on performance. We know for sure that manual performance is severely affected by cold temperatures (finger dexterity). Repetition- repetitive and routinized tasks are associated with monotony and boredom, negative attitudes toward work, etc. machine-paced jobs are especially stressful and cause depression, job dissatisfaction and anxiety apart from stress. This happens because workers have no control over work. Because these factors influence physical health of workers, governments often regulate the levels of exposure to these stressors in industrial settings.

Question.2 . Write a note on different types of groups. Explain. Answer.2:Types of groups

Groups can be of two types:

Groups can be either formal or informal. 1. Formal Groups: A designated work group defined by the organization's structure. A formal group is set up by the organization to carry out work in support of the organization's goals. In formal groups, the behaviours that one should engage in are stipulated by - and directed toward - organizational goals. Examples include a book-keeping department, an executive committee, and a product development team. Formal groups may be command groups or task groups. i) Command Group: A command group consists of a manager and the employees who report to him or her. Thus, it is defined in terms of the organization's hierarchy. Membership in the group arises from each employee's position on the organizational chart. ii) Task Group: A task group is made up of employees who work together to complete a particular task or project. A task group's boundaries are not limited to its immediate hierarchical superior. It can cross command relationships. An employee's membership in the group arises from the responsibilities delegated to the employee -that is, the employee's responsibility to carry out particular activities. Task group may be temporary with an established life span, or they may be open ended. iii) Committee: A group of people officially delegated to perform a function, such as investigating, considering, reporting, or acting on a matter. Committee, one or more persons appointed or elected to consider report on, or take action on a particular matter. It investigates analyses and debates the problem and makes recommendation. Committee usually has their own committee member comprising of advisory authority, secretary and others. Recommendation is sent to the authority that is responsible for implementing them. Characteristics of Formal groups Created to carry out some specific task or to meet a required goal Explicitly stated defined structure, procedural rules and membership Relatively permanent of temporary (e.g. steering group or problem solving group) Defined roles and designated work assignments Well Defined norms Specified goals and deadlines 2. Informal Groups: An organization's informal groups are the groups that evolve to meet social or affiliation needs by bringing people together based on shared interests or friendship. Thus, informal groups are alliances that are neither formally

structured nor organizationally determined. These groups are natural formations in the work environment that appear in response to the need for social contact. Many factors explain why people are attracted to one another. One explanation is simply proximity; when people work near one another every day, they are likely to form friendships. That likelihood is even greater when people also share similar attitudes, personalities, or economic status. i) Friendship Groups: Groups often develop because the individual members have one or more common characteristics. We call these formations 'friendship groups'. Social alliances, which frequently extend outside the work situation, can be based on similar age, same political view, attended the same college, etc. ii) Interest Groups: People who may or may not be aligned into common command or task groups may affiliate to attain a specific objective with which each is concerned. This is an interest group. iii) Reference Groups: Sometimes, people use a group as a basis for comparison in making decisions or forming opinions. When a group is used in this way, it is a reference group. Employees have reference groups inside or outside the organization where they work. For most people, the family is the most important reference groups. Other important reference groups typically include co-workers, friends, and members of the person's religious organization. The employee need not admire a group for it to serve as a reference group. Some reference groups serve as a negative reference; the employee tries to be unlike members of these groups. iv) Membership Groups: When a person does belong to a group (formal and informal groups to which employees actually belong) the group is called a membership group (or affiliation group) for that person. Members of a group have some collection of benefits and responsibilities that go beyond the group serving as a reference point. In a membership group, each member would be expected to contribute to the group's well being and would enjoy the benefits arising from the group members' friendship. v) Cliques: A relatively permanent informal groups that involves friendship. Most of the relationships came down to two cliques, each with a hanger-on, and some isolates. The groups included several different professions. They developed ideas about each other. Clique membership acted as a form of social control, forcing people to conform to group desires. The groups established norms regarding output, treatment of supervisor, reciprocity and other interpersonal relations. The cliques served as a system for sense making about organizational events. They developed their own set of beliefs, explaining things to each other

Question.3 Explain the approaches of conflict management.

Answer.3:- Conflict Management Approaches There are two types of conflict management approaches: Direct Indirect Direct conflict management approaches There are five approaches to direct conflict management. They are based on the relative emphasis on cooperativeness and assertiveness in the relationship between the conflicting parties. They are as follows: Avoidance it is an extreme form of inattention; everyone simply pretends that the conflict does not really exist and hopes that it will go away. Accommodation involves playing down differences among the conflicting parties and highlighting similarities and areas of agreement. This peaceful coexistence ignores the real essence of a given conflict and often creates frustration and resentment. Compromise it occurs when each party gives up something of value to the other. As a result of no one getting its full desires, the antecedent conditions for future conflicts are established. Competition here a victory is achieved through force, superior skill, or domination by one party. It may also occur as a result of authoritative command, whereby a formal authority simply dictates a solution and specifies what is gained and what is lost by whom. This is a case of win-lose situation and as a result, future conflicts over the same issues are likely to occur. Collaboration it involves a recognition by all conflicting parties that something is wrong and needs attention. It stresses gathering and evaluating information in solving disputes and making choices.

The figure below shows the five conflict management styles using these two dimensions

The table below shows the appropriate conflict-handling situation.

Competing

Appropriate Situation
1.When quick, decisive action is vital (e.g., emergencies) 2. On important issues where unpopular actions need implementing (e.g., cost cutting, enforcing unpopular rules, discipline). 3.On issues vital to company welfare

Competing

when you know you are right. 4. Against people who take advantage of non-competitive behavior.

Collaborating

1.To find an integrative solution when both sets of concerns are too important to be compromised 2.When your objective is to learn 3. To merge insights from people with different perspectives.

Compromising

1.When goals are important, but not worth the effort or potential disruption of more assertive modes 2. When opponents with equal power are committed to mutually exclusive goals. 3. To achieve temporary settlements to complex issues. 4. To arrive at expedient solutions under time pressure. 5. 14. As a backup when collaboration or competition is unsuccessful. 1. When an issue is trivial, or more important issues are pressing. 2. When you perceive no chance of satisfying your concerns. 3. When potential disruption outweighs the benefits of resolution, 4. To let people cool down and regain perspective. 5. When others can resolve the conflict more effectively. 6. When issues seem tangential or symptomatic of other issues.

Avoiding

Accommodating

1. When you find you are wrong - to allow a better position to be heard, to learn, and to show your reasonableness. 2. When issues are more important to others than to you - to satisfy others and maintain cooperation. 3. To build social credits for later issues. 4. To minimize loss when you are outmatched and losing. 5. When harmony and stability are especially important. 6. To allow employees to develop by learning from mistakes.

Indirect conflict management approaches Indirect conflict management approaches include reduced interdependence, appeals to common goals, hierarchical referral, and alterations in the use of mythology and scripts (Schermerhorn et al 2002). Reduced Interdependence When work-flow conflicts exist, managers can adjust the level of interdependency among units or individuals (Walton & Dutton, 1969). To reduce the conflict, contact between conflicting parties may be reduced. The conflicting units can then be separated from one another, and each can be provided separate access to resources. Buffering is another technique to build an inventory, or buffer, between the two groups so that any output slowdown or excess is absorbed by the inventory and does not directly pressure the target group. Appeals to Common Goals An appeal to common goals can focus on the mutual interdependence of the conflicting parties to achieve the common goal of an organization. Hierarchical Referral Here conflicts are reported to the senior levels to reconcile and solve

Question.4 The environmental stressors have a great impact on work performance and adjustment of the individual in an

organization. Discuss the different categories of environmental stressors. Answer.4:- Types of Stress
Stress can manifest itself in a number of ways depending upon the suddenness of an event to be dealt with and types of stressors to be handled by an individual. It may manifest itself either physically, emotionally and / mentally, as certain symptoms. Physical This happens when the body as a whole suffers due to stressful situation. There are many symptoms like, headaches, tension in the neck, forehead, and shoulder muscles. Long periods of stress can cause other serious symptoms like digestive problems, ulcers, insomnia (sleeplessness), fatigue, high blood pressure, nervousness, excessive sweating, heart ailments, strokes and hair loss as well. The General Adaptation Syndrome (GAS) Hans Selye, the world's foremost authority on stress was the first to describe systematically the changes through which the body passes to deal with a perceived threat. He described what he called the General Adaptation Syndrome (GAS), an adaptive response that occurs in three phases: A- an alarm reaction. B- the stage of resistance; and C- the stage of exhaustion. The figure below shows the course of the General Adaptation Syndrome.

The above diagram shows the course of the General Adaptation Syndrome (GAS) and describes the psychological and physical response to stress that is, the way a person tries to adapt to a stressor. The syndrome is called "general" because the stress response occurs in several areas of the body. GAS has 3 stages. 1. Alarm Stage: According to this model, the general adaptation syndrome begins when a person encounters a stressor and enters the alarm stage. A person in this stage wonders how to cope and feels anxiety, even panic. The person breathes faster, blood pressure rises, pupils dilate and muscles tense. At this stage, the person is coping ineffectively. 2. Resistance: Assuming the person can summon the resources to cope with the stressor, he or she begins to feel more confident and to think of how to respond. During the second stage of the general adaptation syndrome, "resistance", the

person channels his or her energy and uses it to resist the stressor's negative effects. The person tackles the problem, delegates the challenge, or adjusts to the change. Resistance to the stressor is high, but the person's resistance to other stressors may be low because the body's resources are being used up. Evidence shows that a person's immune system function tends to decline during periods of stress. 3. Exhaustion: Many stressors are short term - the person manages to solve the problem, or the situation ends on its own. In such cases, the general adaptation syndrome ends during resistance stage. But occasionally, a stressor persists. In situations where stressors persist, the person may enter the third stage: exhaustion. In this stage, the symptoms of the alarm stage return and the person eventually uses up his or her adaptive energy. Emotional These responses are due to stress affecting the mind and include, anxiety, anger, depression, irritability, frustration, over-reaction to everyday problems, memory loss and a lack of concentration for any task. Anxiety is exhibited as a response to loss, failure, danger or a fear of the unknown. Anger is a response to frustration or social stress and can become a danger to other individuals, if not kept in check. Depression is frequently seen as an emotional response to upsetting situations, such as, the death of a loved one, illness and failure. Psychological Long-term stress can cause psychological problems in some individuals. Symptoms may include social isolation, phobias, compulsive behaviors, eating disorders and night terrors. Stress may be classified into two types: Positive stress (Eustress) -Moderate and manageable levels of stress for a reasonable period of time can be handled by the body through mobilization of resources and is accompanied by positive emotions, such as, enjoyment, satisfaction, excitement and so on. This beneficial element in stress has been defined by Selye (1974) as Eustress (EU- meaning good). It is often known as curative and pleasant stress which is very important for a person to generate maximum performance and output. Sometimes we don't want to get away from stress because it is actually Eustress. Eustress, or positive stress, has the following characteristics: Motivates, focuses energy Is short-term

 Is perceived as within our coping abilities Feels exciting Some of the examples of Eustress are: A) Getting the promotion B) Excitement of winning a race C) Accomplishing a challenge

Selyes 1975 model divided stress into two major components: eustress and distress. This model is based on his earlier work on the General Adaptation System (GAS). Persistent, unresolved distress may lead to anxiety, withdrawal or depression. Negative stress (Distress)an overload of stress resulting from a situation of either over arousal or under arousal for long periods of time causes the following: first an unpleasant feeling, followed by physical damage, fatigue and in extreme cases, even death of an individual. This has been termed by Selye as distress (dysmeaning bad). Distress, or negative stress, has the following characteristics: Causes anxiety or concern Can be short- or long-term

Is perceived as outside of our coping abilities Feels unpleasant Decreases performance Can lead to mental and physical problems

Examples of negative personal stressors include: The death of a spouse Hospitalization (oneself or a family member) Being abused or neglected

Question.5 Given below are certain instances observed by the summer trainee Ritu, while making an observational study at GlobalGreen consultants. An organization dealing with recycling of plastic products waste etc. She makes the following observation about two key people in the organization. 1. Mr. Patnayak He is a very friendly person and encourages his team members by giving those recommendations and appreciations. This helps HR to decide about giving a bonus or promotion to employees. 2. Mr. Dutta - He is an aggressive person. He frequently loses his temper. Ritu observes that he frequently punishes the nonperformers and also give them warnings regarding suspension etc. Now explain what base of power does Mr. Patnayak and Mr. Dutta belongs to. Explain the type of power they use often Answer.5
Ten Types of Power 1. Position. Some measure of power is conferred on the basis of ones formal position in an organization. For example, a marketing manager can influence the decisions that affect the marketing department. However, the marketing manager has little power to influence the decisions that affect the finance department.

2. Knowledge or expertise. People who have knowledge or expertise can wield tremendous power. Of course, knowledge in itself is not powerful. It is the use of knowledge and expertise that confers power. Thus, you could be an incredibly bright person and still be powerless. 3. Character or ethics. The more trustworthy individuals are the more power they have in negotiations. The big issue here is whether they do what they say they are going to do even when they no longer feel like doing it. 4. Rewards. People who are able to bestow rewards or perceived rewards hold power. Supervisors, with their ability to give raises, hold power over employees. Money can have power. But money, like anything else, holds very little power if it is not distributed. 5. Punishment. Those who have the ability to create a negative outcome for a counterpart have the power of punishment. Managers who have the authority to reprimand and fire employees hold this type of power. State troopers and highway patrol officers who have the ability to give out speeding tickets also have this power. 6. Gender. Dealing with someone of the opposite sex can confer power. We have videotaped many negotiation case studies in which the turning point came when a woman casually touched a mans hand or arm to make her point. 7. Powerlessness. In some instances, giving up all power can be very powerful. If a kidnapper threatens a hostage with death enough times, the hostage may just challenge the kidnapper to go ahead and kill him. At the point that the hostage gives up power, or control over his own death, the kidnapper actually loses power. 8. Charisma or personal power. When we ask participants in our seminars for examples of leaders who have had charisma or personal power, invariably the names of Mother Teresa, John F. Kennedy, and Ronald Reagan come up. When we ask, What do all three of these leaders have in common? participants usually respond, Passion and confidence in what they believe in. 9. Lack of interest or desire. In negotiations, as in many other areas of life, the side with the least interest in what is being negotiated holds the most power. If you are buying a house and you really do not care if you purchase the house you are currently negotiating for or the one down the street, you will most likely hold more power in the negotiation unless, of course, the sellers could care less if they sell the house today or live in it for another ten years! 10. Craziness. This may sound funny, but bizarre or irrational behavior can confer a tremendous amount of power. Every organization has someone who blows up or behaves irrationally when confronted with problems. Those who have been exposed to this type of behavior tend to avoid such individuals. As a result, these individuals are not given many tasks to accomplish because others are afraid to ask them. Leadership style influence level of motivation. However, throughout a lifetime, mans motivation is influenced by changing ambitions and/or leadership style he works under or socializes

with. Command-and-control leadership drains off ambition while worker responsibility increases ambition. Leadership Style versus Motivation Leadership Style Motivation Type Motivation is Based on: Personality Type Efficiency Limited supervision Worker with decision making responsibility Self motivated Creativity Leader of ideas or people. Independent Achiever Thrives on change High Team motivated Mixed styles Goal motivated Opportunity Personality type and efficiency depends on leader's skill and/or the work environment he's created. Reward motivated Materialism Recognition motivated Social status High level of supervision Command-and-control Peer motivated To be like others Status quo Dependency Resist change Low Authority motivated Follows policy Threat, fear motivated Reacts to force Self-motivated or visionaries will not accept authority controlled environments. They will find a way to escape if trapped. In a team-motivated environment, dependency types will become inspired and strive to be acceptable with independent thinking coworkers. Associates influence the level of individual motivation. Reaction to Change Command-and-control leadership is the primary style in our society. It is accepted because efficiency is created by repetitive action, teaching people to resist change. Once acquiring a skill, they do not want to learn another. The worker adapts to level three with an occasional trip to level two. Worker responsibility is just the opposite; it motivates people to thrive on change by seeking challenges, finding ways to achieve goals. Level one is the leader of changing technology, finding ways to create efficiency. Reaction to Efficiency The efficiency of advancing technology is forcing change. It is up to the individual or business to decide which side of change they want to be on, the leading edge or trailing edge. The leading edge is exciting while the trailing edge is a drag. Playing catch-up drains motivation while leaders of change inspire motivation. With todays changing

technology, an individual must be willing to abandoned old skills and learn new ones. The ability to adapt is achieved through self development programs. Because level one thrives on change, they adapt to whatever methods gets things done with the least amount of effort. This brings us to work habits. In level one, management and front line workers, together, are searching for ways to solve and prevent problems. Decisions are made on the front line where alternative methods are analyzed. Being able to prevent problems is a motivating force. In level three management makes all decision, as a result, management must find ways to solve all problems and find alternative methods. Front line employees may be aware conflicts, but they dont have the authority to take action and have learned not to be concerned. Supervisors are only concerned with elements that management thinks are important. Under command-and-control leadership, management considers the opinions or concerns of people on the front line to be trivial. As a result, management takes action only when problems become too big to ignore. If workers have conflicts with their supervisors, they will find ways to increase the magnitude of problems, creating a combative environment. A downward spiral of management implementing more control and workers resisting control develop. Under worker responsibility, management and workers unite to prevent or solve problems. Team Motivated Elementary problems are prevented or solved at the source. Getting the job done is the primary goal of management and workers. Dependency of Authority Elementary are dealt with by management when large enough to be recognized. Abused Workers Lack of leadership skills and the desire for power creates elementary problems. Managers focus on worker control. Getting the job done is down the list. Workers goal is to find ways to do little as possible. Command and Control Leadership - Problems are always out of control. Reaction to Learning Habits In level two, young workers are establishing work habits, developing attitudes and learning a professional skill. Out of training and on the job, motivation level will depend on the leadership style they work under. Under command-and-control leadership, ambitions will be associated with maintaining the status quo. Under worker responsibility, ambitions will be associated with opportunity. They will continually expand their skills as the need or as opportunity arises. Reaction to Goals Self-motivated people are goal motivated. Once they conquer one goal, they establish another.

Every goal is a learning process that requires all the elements in level one. Companies that attract and keep this type of person stay on the leading edge of technology. The CEO is a visionary in customer service and employee leadership. The employees' goals are the same as the CEOs. If the CEO desires control, then he will lead in such a way that trains subordinates to lead by control. As a result, the employees' goals are quitting time and payday. Reaction to Recognition Recognition is important; it builds positive self-esteem. By itself, its benefits are short lived. Long-term benefits are achieved when the employee feels the job could not have been done without them. This means they were faced with a challenge, which means, they had the responsibility and authority to take action. This environment is found in level one. Self Motivated Projects Self-motivated projects' is the ability to start and finish what one has started. Most people, working alone, do not finish what they start. The ability to finish challenging projects is the secret to being a winner. First requirement is interest, then asking questions which inspires' the learning process. With information, a challenge is presented and a goal set. When action is taken, the barriers of persistence, risk, fear and failure become a challenge by itself. Self-motivated projects are difficult because no one cares if they succeed, which is another barrier. This is why most people quit before they get a good start. People, who find ways to overcome barriers and hang in there, are the winners. They develop skills and confidence, which are required steps to larger projects. Team Motivated Projects Everyone can be inspired to achievement in a team-motivated environment. With a common goal, team members support each other until success is achieved. In this environment, others do care and team members are needed for achieving the goal. For this reason, team motivation is extremely powerful. The exchange of ideas, information and testing the results, adds to the motivating force. As a result, each member seeks to be a leader of quality input.

Question.6 Fashion4Now is a famous and old magazine. The top management decides to start the e- edition of the magazine. They also decide the redefine the policies and culture of window to truth To start implementing, this change, they frequently call meetings of employees. They have also formed groups at different levels to clarify doubts and explain the perspective of change. Analyze the situation in the context of organizational change and elaborate why the top management is following the discussed practices and what approach is most evident in the context. [10] Answer.6.
Typically, the concept of organizational change is in regard to organization-wide change, as opposed to smaller changes such as adding a new person, modifying a program, etc. Examples of organization-wide change might include a change in mission, restructuring operations (e.g., restructuring to self-managed teams, layoffs, etc.), new technologies, mergers, major collaborations, "rightsizing", new programs such as Total Quality Management, re-engineering, etc. Some experts refer to organizational transformation. Often this term designates a fundamental and radical reorientation in the way the organization operates.

THE LEVELS OF ORGANIZATIONAL CHANGE Perhaps the most difficult decision to make is at what "level" to start. There are four levels of organizational change: First let's describe these levels, and then under what circumstances a business should use them.

LEVEL 1- SHAPING AND ANTICIPATING THE FUTURE

At this level, organizations start out with few assumptions about the business itself, what it is "good" at, and what the future will be like. Management generates alternate "scenarios" of the future, defines opportunities based on these possible futures, assesses its strengths and weaknesses in these scenarios changes its mission, measurement system etc. More information on this is in the next article, "Moving from the Future to your Strategy."

LEVEL 2 - DEFINING WHAT BUSINESS (AS) TO BE IN AND THEIR "CORE COMPETENCIES Many attempts at strategic planning start at this level, either assuming that 1) The future will be like the past or at least predictable; 2) The future is embodied in the CEO's "vision for the future"; or 3) Management doesn't know where else to start; 4) Management is too afraid to start at level 1 because of the changes needed to really meet future requirements; or 5) The only mandate they have is to refine what mission already exists. After a mission has been defined and a SWOT (strengths, weaknesses, opportunities and threats) analysis is completed, an organization can then define its measures, goals, strategies, etc. More information on this is in the next article, "Moving from the Future to your Strategy." LEVEL 3 - REENGINEERING (STRUCTURALLY CHANGING) YOUR PROCESSES Either as an aftermath or consequence of level one or two work or as an independent action, level three works focuses on fundamentally changing how work is accomplished. Rather than focus on modest improvements, reengineering focuses on making major structural changes to everyday with the goal of substantially improving productivity, efficiency, quality or customer

Satisfaction. To read more about level 3 organizational changes, please see "A Tale of Three Villages."

LEVEL 4 - INCREMENTALLY CHANGING YOUR PROCESSES Level 4 organizational changes are focusing in making many small changes to existing work processes. Oftentimes organizations put in considerable effort into getting every employee focused on making these small changes, often with considerable effect. Unfortunately, making improvements on how a buggy whip for horse-drawn carriages is made will rarely come up with the idea that buggy whips are no longer necessary because cars have been invented. To read more about level 4 organizational changes and how it compares to level 3, please see "A Tale of Three Villages."

Some General Guidelines to Organization-Wide Change 1. Consider using a consultant. Ensure the consultant is highly experienced in organization-wide change. Ask to see references and check the references. 2. Widely communicate the potential need for change. Communicate what you're doing about it. Communicate what was done and how it worked out. 3. Get as much feedback as practical from employees, including what they think are the problems and what should be done to resolve them. If possible, work with a team of employees to manage the change. 4. Don't get wrapped up in doing change for the sake of change. Know why you're making the change. What goal(s) do you hope to accomplish? 5. Plan the change. How do you plan to reach the goals, what will you need to reach the goals, how long might it take and how will you know when you've reached your goals or not? Focus on the coordination of the departments/programs in your organization, not on each part by itself. Have someone in charge of the plan.

6. End up having every employee ultimately reporting to one person, if possible, and they should know who that person is. Job descriptions are often complained about, but they are useful in specifying who reports to whom. 7. Delegate decisions to employees as much as possible. This includes granting them the authority and responsibility to get the job done. As much as possible, let them decide how to do the project. 8. The process won't be an "aha!" It will take longer than you think. 9. Keep perspective. Keep focused on meeting the needs of your customer or clients. 10. Take care of yourself first. Organization-wide change can be highly stressful. 11. Don't seek to control change, but rather to expect it, understand it and manage it. 12. Include closure in the plan. Acknowledge and celebrate your accomplishments. 13. Read some resources about organizational change, including new forms and structures