Master of Business Administration- MBA Semester 1 MB0038 Management Process and Organizational Behaviour - 4 Credits

Assignment Set- 1

A1. Characteristics of Management: Management is a distinct activity having the following salient features or characteristics: 1. Goal-oriented: Management is a purposeful activity. It co-ordinates 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 mangers at various levels.

2. Economic Resource: Management is one of the factors of production together with land, labor 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, labor, 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 or their relative significance. In essence, the process of management involves decision-making and putting of 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 nonhuman resources. Managers also seek to harmonize the individuals goals 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 effortsorderliness, 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 cant 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 managers 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.

A2. The 14 Management Principles from Henri Fayol (1841-1925) are: 1. Division of Work. Specialization allows the individual to build up experience, and to continuously improve his skills. Thereby he can be more productive. 2. Authority. The right to issue commands, along with which must go the balanced responsibility for its function. 3. Discipline. Employees must obey, but this is two-sided: employees will only obey orders if management play their part by providing good leadership. 4. Unity of Command. Each worker should have only one boss with no other conflicting lines of command. 5. Unity of Direction. People engaged in the same kind of activities must have the same objectives in a single plan. This is essential to ensure unity and coordination in the enterprise. Unity of command does not exist without unity of direction but does not necessarily flows from it. 6. Subordination of individual interest (to the general interest). Management must see that the goals of the firms are always paramount. 7. Remuneration. Payment is an important motivator although by analyzing a number of possibilities, Fayol points out that there is no such thing as a perfect system. 8. Centralization (or Decentralization). This is a matter of degree depending on the condition of the business and the quality of its personnel. 9. Scalar chain (Line of Authority). A hierarchy is necessary for unity of direction. But lateral communication is also fundamental, as long as superiors know that such communication is taking place. Scalar chain refers to the number of levels in the hierarchy from the ultimate authority to the lowest level in the organization. It should not be over-stretched and consist of too-many levels. 10. Order. Both material order and social order are necessary. The former minimizes lost time and useless handling of materials. The latter is achieved through organization and selection. 11. Equity. In running a business a combination of kindliness and justice is needed. Treating employees well is important to achieve equity. 12. Stability of Tenure of Personnel. Employees work better if job security and career progress are assured to them. An insecure tenure and a high rate of employee turnover will affect the organization adversely. 13. Initiative. Allowing all personnel to show their initiative in some way is a source of strength for the organization. Even though it may well involve a sacrifice of personal vanity on the part of many managers. 14. Esprit de Corps. Management must foster the morale of its employees. He further suggests that: real talent is needed to coordinate effort, encourage keenness, use each persons abilities, and reward each ones merit without arousing possible jealousies and disturbing harmonious relations. A3. If there is anything that is stead fast and unchanging, it is change itself. Change is inevitable, and those

organizations who do not keep up with change will become unstable, with long-term survivability in question. There are things, events, or situations that occur that affect the way a business operates, either in a positive or negative way. These things, situations, or events that occur that affect a business in either a positive or negative way are called "driving forces or environmental factors." There are two kinds of driving forces; Internal driving forces, and external driving forces. Internal driving forces are those kinds of things, situations, or events that occur inside the business, and are generally under the control of the company. Examples might be as follows organization of machinery and equipment, technological capacity, organizational culture, management systems, financial management employee morale. External driving forces are those kinds of things, situation, or events that occur outside of the company and are by and large beyond the control of the company. Examples of external driving forces might be, the industry itself, the economy, demographics, competition, political interference, etc. Whether they are internal or external driving forces, one thing is certain for both. Change will occur! A company must be cognizant of these changes, flexible, and willing to respond to them in an appropriate way. External driving forces can bury a business if not appropriately dealt with. The question is, how does a business know what changes are occurring so that they can deal with them in a positive way. OK, that's the next issue. In order for a business to succeed and gain the competitive edge, the business must know what changes are indeed occurring, and what changes might be coming up in the future. I guess you might call this forecasting. Thus, critical to the business is what we call "informational resources." It is the collection and analyzation of data. Some examples of critical information might include the following:

Competition (what are they doing?) Customer behavior (needs, wants, and desires) Industry out look (local, national, global) Demographics (the change populations, there density, etc.) Economy (are we peaking, or moving negatively) Political movements and/or interference

Social environment Technological changes General environmental changes

The above are just some issues organizations must be on top of. Well it's never easy, but businesses that are successful include all of the above (and more), to develop the appropriate tactics, strategies, and best practices, to ensure successful out comes. A4. In society, one's intelligence quotient (IQ) is measured by academic knowledge, above-average grades, and IQ tests. Emotional intelligence known as EQ however, is an ability that is learned in infancy through positive caregivers, but isnt recognized until grade school. In grade school, children use EQ while interacting and communicating with others. Understanding Emotional Intelligence Emotional intelligence was introduced in the 1990s by two psychologists, John Mayer and Peter Salovey. They define emotional intelligence as the mental ability to reason with emotions to enhance thought while promoting emotional and intellectual growth. Mayer and Salovey developed a model to explain the capacity of emotions, the ability to reason with them, understanding the emotions messages, and the meanings that they project. The model was later expanded upon by Daniel Goleman, a science journalist and psychologist. Goleman believed that EQ was the difference between mastery versus competence. Ability means competence. The potential to learn it is seen in the work or training to determine its mastery. Due to this thought, Goleman developed five concepts that each person attains, listed in his 1995 bestseller, Emotional Intelligence: Why It Can Matter More Than IQ. The Five EQ Concepts Explained The concepts are based on the branch model first introduced by Mayer and Salovey in 1990. The simplest abilities in the model are being able to perceive and express emotions. Non-verbal communication, including facial expressions, body language, and tone of voice fall in this category. The more difficult abilities concern reflecting and regulating those emotions. Self-awareness is explained as recognizing a feeling as it happens from moment to moment. People with high levels of self-awareness can correlate their thoughts, feelings, and reactions, while determining if those competencies are partly involved in making a decision. A person with high self-awareness also recognizes their strengths and weaknesses and maintains a positive outlook. Managing emotions builds upon self-awareness. A person who knows how to manage their emotions can handle them appropriately, while taking responsibility for the feeling. For example, if a person is angry or upset, he or she recognizes it and takes responsibility for the actions that come with feeling such an emotion.

Empathy is known as the social skill. Empathy is based on the art of understanding others feelings and respecting how they feel. Relationships fall under this category. A good relationship requires being a good listener, asking and imitating questions, learning how to cooperate, handling conflict, and negotiating compromise. In the 1920s, an American psychologist defined empathy as motor mimicry. E. B. Titchener believed that the concept stemmed from a physical imitation of the distress of another, while evoking the same feelings in his or herself. Children learn empathy in infancy by their caregivers through the positive emotions the caregivers display to them. Motivation is defined as the limits of our capacity to use our innate mental abilities. Motivation is a key indicator of how well people do in life. The concept allows people to accomplish things and affects how all other abilities are viewed. Impulse is under the motivation category. Impulse indicates a persons self-control and explains their behavior. Social skills are the most important of the five concepts. Social skills indicate a persons view of self and how they interact with others. Competencies such as popularity, leadership, and interpersonal skills fall in this category. People with great social skills communicate well, influence others, initiate change, and know how to work with others as a team-player. IQ and High and Low EQ According to psychologist John Mayer, emotional intelligence is a matter of a persons social effectiveness. Men and women both handle emotional intelligence in different ways. A person with a high IQ have many intellectual interests and abilities. This person is productive and ambitious. However, the individual may tend to be critical and unaware of how others feel. A man with high emotional intelligence is outgoing and cheerful, committed to others and causes, and accepts responsibility for himself and his feelings. On the other hand, women with a high IQ tend to worry and say what they think. High emotional intelligence is displayed in the individual's positive outlook for life and self, as well as her assertiveness. Women with high emotional intelligence rarely have feelings of anxiety or guilt and are able to adapt to stress better. Mayer suggests a person wanting to increase their own level of emotional intelligence to look at his or her own social effectiveness. Maintaining positive relationships and living a clean life are more selfconfident and persuasive to others. This type of person can help people with low emotional intelligence to attain a higher level of EQ by example. Emotional intelligence continues to receive more recognition since its 1990s introduction. Many people have used the two psychologists model in an effort to understand how people communicate. The five concept skills allow a person to recognize his or her own level of emotional intelligence, while also recognizing how the opposite sex can differ.

A5. Robert Blake, an eminent behavioural scientist differentiated the leaders on the basis of their concern to

people and concern to task. He along with Jane Mouton conducted study on 5000 managers. He puts it on a grid called Managerial Grid as follows:

Figure 15.3: Managerial Grid: Blake and Mouton Source: Debra L Nelson and James C Quick, Organizational Behaviour Pg 397 The Managerial Grid Model (1964) is a behavioural leadership model developed by Robert Blake and Jane Mouton. This model identifies five different leadership styles based on the concern for people and the concern for production. As shown in the figure, the model is represented as a grid with concern for production as the X-axis and concern for people as the Y-axis; each axis ranges from 1 (Low) to 9 (High). The five resulting leadership styles are as follows: 1. The impoverished style (1, 1). The indifferent Leader (Evade & Elude) In this style, managers have low concern for both people and production. Managers use this style to avoid getting into trouble. The main concern for the manager is not to be held responsible for any mistakes, which results in less innovative decisions. A leader uses a "delegate and disappear" management style. Since they are not committed to either task accomplishment or maintenance; they essentially allow their team to do whatever they consider important and appropriate and prefer to detach themselves from the team process by allowing the team to suffer from a series of power struggles. Features 1. Does only enough to preserve job and job seniority. 2. Gives little and enjoys little. 3. Protects himself by not being noticed by others.

Implications 1. Tries to stay in the same post for a long time. Examples of Leader speak: I distance myself from taking active responsibility for results to avoid getting entangled in problems. If forced, I take a passive or supportive position. 2. The country club style (1, 9). The accommodating Leader (Yield & Comply) This style has a high concern for people and a low concern for production. Managers using this style pay more attention to the security and comfort of the employees, in hopes that this would increase performance. The resulting atmosphere is usually friendly, but not necessarily that productive. This person uses predominantly reward power to maintain discipline and to encourage the team to accomplish its goals. Conversely, they are almost incapable of employing the more punitive coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members. Examples of Leader speak: I support results that establish and reinforce harmony. I generate enthusiasm by focusing on positive and pleasing aspects of work. 3. The produce or perish style (9, 1). The Controlling Leader (Direct & Dominate) With a high concern for production, and a low concern for people, managers using this style find employee needs unimportant; they provide their employees with money and expect performance back. Managers using this style also pressure their employees through rules and punishments to achieve the company goals. This dictatorial style is based on Theory X of Douglas McGregor, and is commonly applied by companies on the edge of real or perceived failure. This is used in case of crisis management. People who get this rating are very much task-oriented and are hard on their workers (autocratic). There is little or no allowance for co-operation or collaboration. Heavily task-oriented people display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it; they are intolerant of what they see as dissent (it may just be someones creativity), so it is difficult for their subordinates to contribute or develop. Examples of Leader speak: I expect results and take control by clearly stating a course of action.

I enforce rules that sustain high results and do not permit deviation. 4. The middle-of-the-road style (5, 5). The Status Quo Leader. (Balance & Compromise) Managers using this style try to balance between company goals and workers needs. By giving some concern to both people and production, managers who use this style hope to achieve acceptable performance. Examples of Leader speak: I endorse results that are popular but caution against taking unnecessary risk. I test my opinions with others involved to assure ongoing acceptability. 5. The team style (9, 9). The Sound / Team Leader (Contribute & Commit) In this style, high concern is paid both to people and production. As suggested by the propositions of Theory Y, managers choosing to use this style encourage teamwork and commitment among employees. This method relies heavily on making employees feel as a constructive part of the company. This type of person leads by positive example and endeavours to foster a team environment in which all team members can reach their highest potential, both as team members and as people. They encourage the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They normally form and lead some of the most productive teams. Examples of Leader speak: I initiate team action in a way that invites involvement and commitment. I explore all facts and alternative views to reach a shared understanding of the best solution. Grid Relationship Skills The Grid theory translates into practical use through Grid style relationship skills that people experience day in and day out when they work together. These relationship skills depict the typical and vital behaviours for each style that make relationships effective or ineffective. Some behaviour strengthens and motivates teams while others obstruct progress. Critique Learning from experience by anticipating and examining how behaviour and actions affect results. Initiative Taking action to exercise shared effort, drive, and support for specific activities. Inquiry Questioning, seeking information, and testing for understanding. Advocacy Expressing attitudes, opinions, ideas, and convictions.

 Decision-making Evaluating resources, criteria, and consequences to reach a decision. Conflict Resolution Confronting and working through disagreements with others toward resolution. Resilience Reacting to problems, setbacks, and failure, and understanding how these factors influence the ability to move forward. A6. Self attempt question.

Master of Business Administration- MBA Semester 1 MB0038 Management Process and Organizational Behaviour - 4 Credits (Book ID:B1127) Assignment Set- 2 A1. Sensitivity training (also known as T-group, T standing for training).: This approach evolved from the group dynamics concept of Kurt Lewin and the first sensitivity training session was held in 1946 in State Teachers College, New Britain, USA. Since then, it spread to numerous training centers in USA and other countries. Sensitivity training is a small-group interaction process in the unstructured form which requires people to become sensitive to others feelings in order to develop reasonable group activity. The objectives of sensitivity training are as follows: 1. To make participants increasingly aware of, and sensitive to, the emotional reactions and expressions in themselves and others. 2. To increase the ability of participants to perceive, and to learn from, the consequences of their actions through attention to their own and others feelings. 3. To stimulate the clarification and development of personal values and goals consonant with a democratic and scientific approach to problems of personal and social decisions and actions. 4. To develop achievement of behavioural effectiveness in participants. 5. To develop concepts and theoretical framework for linking personal values and goals to actions consistent with these inner factors and situational requirements. Process of Sensitivity Training: Sensitivity training focuses on small group (T-group) with number of members ranging from ten to twelve. T-groups are designed to provide members with experiential learning about group dynamics, leadership and interpersonal relationships. The basic T-group training or sensitivity training is to change the standards, attitudes and behavior of individuals by using psychological techniques and programs. Based on the sources from where these members are drawn, there may be three types of T-group: stranger-lab, cousin-lab, and family-lab. In the stranger-lab, all participants are from different

organizations and they are strangers to each other. In cousin-lab, all participants are from the same organization but from different units. A2. Coercive Power This type of power is based upon the idea of coercion. The main idea behind this concept is that someone is forced to do something that he/she does not desire to do. The main goal of coercion is compliance. According to Changingminds.org "demonstrations of harm are often used to illustrate what will happen if compliance is not gained". The power of coercion has been proven to be related with punitive behavior that may be outside one's normal role expectations. (Hinkin & Schriesheim 1989) However coercion has also been associated positively with generally punitive behavior and negatively associated to contingent reward behavior.(Gioia & Sims 1983) This source of power can often lead to problems and in many circumstances it involves abuse. Mindtools.com states that "coercive power can cause unhealthy behavior and dissatisfaction in the workplace". These type of leaders rely on the use of threats in their leadership style. Often the threats involve saying someone will be fired or demoted. Reward Power The second type of power involves having the ability to administer to another things he/she desires or to remove or decrease things he/she does not desire. (French & Raven 1959) For supervisors in an organizational setting, it is the perceived ability to present subordinates with outcomes that are valued in a positive manner. (Hinkin & Schriesheim 1989) This type of power is based on the idea that we as a society are more prone to do things and to do them well when we are getting something out of it. Social exchange theorists as well as Power-Dependence theorists continue to focus on the idea of reward power. (Molm 1988) The most popular forms are offering raises, promotions, and simply compliments. The problem with this according to Mindtools.com is that "when you use up available rewards, or the rewards don't have enough perceived value to others, your power weakens. (One of the frustrations with using rewards is that they often need to be bigger each time if they're to have the same motivational impact. Even then, if rewards are given frequently, people can become satisfied by the reward, such that it loses its effectiveness.)" Legitimate Power This power which means the ability to administer to another certain feelings of obligation or the notion of responsibility (Hinkin & Schriesheim, 1989). "Rewarding and Punishing subordinates is generally seen as a legitimate part of the formal or appointed leadership role and most managerial positions in work organizations carry with them, some degree of expected reward and punishment"( Bass, 1990). People traditionally obey the person with this power solely based on their position or title rather than the person specifically as a leader. Therefore this type of power can easily be lost and the leader does not have his position or title anymore. This power is therefore not strong enough to be one's only form of influencing/persuading others. Referent Power The power of holding the ability to administer to another feelings of personal acceptance or personal approval. (Hinkin & Schriesheim 1989) This type of power is strong enough that the power-holder is

often looked up to as a role model. (Raven, 1988) This power is often looked at as admiration, or charm. The responsibility involved is heavy and one can easily lose this power, but when combined with other forms of power it can be very useful. Celebrities often have this type of power in society on the flip side they also often lose it quickly in some circumstances. Referent power is commonly seen in political and military figures. Expert Power The ability to administer to another information, knowledge or expertise (French & Raven 1959).Example: Doctors, lawyers. This power makes one able to combine the power of reward in the correct fashion. As a consequence of the expert power or knowledge, a leader is able to convince his subordinates to trust him. A3. Following are the barriers to perception: a ) S e l e c t i v e p e r c e p t i o n - P e o p l e selectively interpret what they see o n t h e basis of their interests, background, experience, knowledge, exposure, and attitudes. The tendency to see what we want to see using short cuts can make us draw unwarranted conclusions from an ambiguous situations)Halo Effect This effect occurs when we draw a general impression on the basis of a single characteristic. But what this experiment demonstrates is that although we can understand the halo effect intellectually, we often have no idea when it is actually happening. This is what makes it such useful effect for marketers and politicians. We quite naturally make thek i n d s o f a d j u s t m e n t s d e m o n s t r a t e d i n t h i s e x p e r i m e n t w i t h o u t e v e n realising it. And then, even when it's pointed out to us, we may well still deny itch) Contrast Effect Individuals do not evaluate a person in isolati on. Theirr e a c t i o n t o o n e p e r s o n i s i n f l u e n c e d b y o t h e r p e o p l e t h e y h a v e encountered recently) Projection This tendency to attribute one`s own characteristics to other people is called projection. This too can distort perceptions made abouto t h e r s . W h e n m a n a g e r s e n g a g e i n p r o j e c t i o n , t h e y c o m p r o m i s e t h e i r abilit y to respond to individual differences. They tend to see people as hore homogeneous than they really arte) S t e r e o t y p i n g J u d g i n g s o m e o n e o n t h e b a s i s o f o u r p e r c e p t i o n o f t h e group to which he or she belongs. Stereotypes are generalizations about group of people whereby we attribute a defined set of characteristics to this group. These classifications can be positive or negative, such as when various nationalities are stereotyped as friendly or unfriendly. It is easiert o c r e a t e s t e r e o t y p e s w h e n t h e r e i s a c l e a r l y v i s i b l e a n d c o n s i s t e n t attribute that can easily be recognized. This is why people of color, police and women are so easily stereotyped. People from stereotyped groups can find this very disturbing as they experience an apprehension (stereotype threat) of being treated unfairly) First-Impression Error Is the tendency to form lasting opinions about an individual based on initial perceptions? We tend to remember what we perceive first about a person and sometimes we are quite reluctant to change our initial impressions A4. With reference to organizations, conflict is the disagreement between employees, departments, managers or groups of people within the business entity. Disagreements may arise due to differences in

points of view, ideology or unhealthy competition that may yield either positive or negative consequences. Regardless of the type or level of conflict, a number of major functional and dysfunctional consequences can arise from conflict. Change Conflict accelerates change in an organization, especially in small businesses, where it is easy to formulate and implement new policies. Conflict prompts modification of policies and operation procedures in the organization. In cases of extreme conflict, the organization may conduct a complete overhaul of its leadership, bringing in managers with fresh ideas. Goal Congruence A review of the goals and objectives of the business to meet the needs of conflicting parties may result into achievement of goal congruence and coherence in operations. Employees, departments and groups are interdependent within the organization. Competition for scarce resources is a major source of conflict due to different interests. Conflict forces the organizations leadership to realign its objectives towards common goals in order to foster teamwork amongst competing parties. Innovation Conflict that results into healthy competition cultivates innovation and inventiveness amongst employees. In times of conflict, there is a high sense of necessity that results into the emergence of divergent viewpoints amongst employees. It is imperative among the employees to develop new strategies and ways of conducting business in order to keep up with internal competition from their colleagues. Sub-Optimization In instances where conflicting parties engage in extreme disagreement, sub-optimization may result. When conflicting parties push the pursuit of their own interest excessively, the organizations goals end up compromised. Instead of working together to achieve the organization's goals, conflicting parties engage in needless feuds that result in superiority contests. Distortion of goals occurs as parties embark on undermining each other's efforts. Waste of Time and Resources The business may lose precious time and resources at times of conflict. Instead of concentrating on meeting their objectives, employees waste time on divisive issues. Misuse of business materials and funds is quite rampant when conflicting parties engage in "warfare." Wrangles, stress and emotional confrontations reduce the workers' productivity, and eventually, the profitability of the business. A5. Social Learning Theory Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory. General principles of social learning theory follows: 1. People can learn by observing the behavior is of others and the outcomes of those behaviors. 2. Learning can occur without a change in behavior. Behaviorists say that learning has to be represented by a permanent change in behavior, in contrast social learning theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change.

3. Cognition plays a role in learning. Over the last 30 years social learning theory has become increasingly cognitive in its interpretation of human learning. Awareness and expectations of future reinforcements or punishments can have a major effect on the behaviors that people exhibit. 4. Social learning theory can be considered a bridge or a transition between behaviorist learning theories and cognitive learning theories. How the environment reinforces and punishes modeling: People are often reinforced for modeling the behavior of others. Bandura suggested that the environment also reinforces modeling. This is in several possible ways: 1, The observer is reinforced by the model. For example a student who changes dress to fit in with a certain group of students has a strong likelihood of being accepted and thus reinforced by that group. 2. The observer is reinforced by a third person. The observer might be modeling the actions of someone else, for example, an outstanding class leader or student. The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that behavior. 3. The imitated behavior itself leads to reinforcing consequences. Many behaviors that we learn from others produce satisfying or reinforcing results. For example, a student in my multimedia class could observe how the extra work a classmate does is fun. This student in turn would do the same extra work and also receive enjoyment. 4. Consequences of the models behavior affect the observers behavior vicariously. This is known as vicarious reinforcement. A6. Self attempt