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

t Set- 1 (60 Marks) Q.1 Write a note on the functions of management. INTRODUCTION A central organ or agency is required to co-ordinate the activities and efforts of the various individual working together in an organisation so that they can work collectively as a team such an organ is called management. The term management conveys different meaning depending upon the contest in which it is used. Management is applicable everywhere and has become the key to success in the modern organization. Every organisation requires making of decision, coordination of activities, handling of people and control of operation directed towards its objectives, management helps organisation in that activities. DEFINITION OF MANAGEMENT It is very difficult to give a precise definition of the term management. In the management literature, we find a large number of definitions given by different authors. However, the different viewpoints may be classified in to the following categories, namely: 1. Management as an art of getting things done. 2. Management as a process. 3. Management as a group of managers. 4. Management as a discipline. MANAGEMENT AS AN ART OF GETTING THINGS DONE Mary Parker defines management as the art of getting thing done through others. This definition emphasizes that the manager achieve organisational objectives by getting work done through the workers. It represents the traditional view of management under which workers are treated as a factor of production only. This definition is incomplete in the present context; its deficiencies are as follows: 1. The definition is vague as it does not identify the functions which a manager has to perform to get result from others. 2. It gives the impression of the manipulative character of the practice of management. 3. The employees are merely treated as means for getting results. In other words, their position is like a cog in the wheel. This definition ignores the needs of the workers and does not offer them human treatments. MANAGEMENT AS A PROCESS The process of management involves the determination of objectives and putting them into action. Henri Fayol viewed management as a process consisting of five functions which every organisation performs. To manage is to forecast and plan, to organise, to command, to coordinate, and to control. This definition clearly defines the four functions of management. But the modern trend is to classify managerial functions in to five categories: 1. Planning 2. Organizing 3. Staffing 4. Directing 5. Controlling MANAGEMENT AS A GROUP OF MANAGERS

The term management is frequently used to denote a group of managerial personnel. When one says that management of this company is very efficient it is implied that the persons who are looking after the affairs of the company are very efficient. Thus, management is the body or group of people which performs certain managerial functions for the accomplishment of predetermined goals. These people are individually known as managers. MANAGEMENT AS A DISCIPLINE Management has been widely recognized as a discipline or filed of study. It is taught as a specialized branch of knowledge in educational institute. As a field of study, the subject includes management subjects, principles, techniques and skills. Management is a multi-disciplinary discipline. It has drawn heavily from Anthropology, Psychology, sociology etc. after obtaining a diploma or degree in management, a person can try for a managerial job. CHARACTERISTICS Management is a distinct activity having the following salient features or characteristics. 1. ECONOMIC RESOURCE: Management is an important economic resource together with land, labour and capital. As industrialization grows, the need for mangers increases. Efficient management is the most critical input in the success of any organized group activity as it is the force which assembles and integrates other factors of production, namely, labour, capital and materials. 2. GOAL ORIENTED: Management is a purposeful activity. It coordinates the efforts of workers to achieve the goals of the organization. The success of management is measured by the extent to which the organizational goals are achieve. 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 non human resources. Managers also seek to harmonize the individual 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 efforts-orderliness, informed employees, buoyant spirit and adequate work output. Thus, feeling of management is result-oriented. 6. RESULT THOUGH OTHERS: The manager cannot do anything 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 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 or a hierarchy of command and control. Manager at different levels possess varying degrees of authority which gets gradually reduced as you go down in the hierarchy. 9. MULTIDISCIPLINARY SUBJECT: Management has grown as a field of study taking the help of so many other disciplines such as engineering, anthropology, sociology etc. much of the management literature is the result of the association of those discipline. UNIVERSAL APPLICATION: Management in universal in character. The principles and techniques of management are equally applicable in the field of business, education, military, government and hospitals.

Q.2 Discuss any two learning theories in detail. Ability directly influences an employees level of performance and satisfaction through the ability-job fit. Given managements desire to get a compatible fit, what can be done? First, an effective selection process will improve the fit. A job analysis will provide information about jobs currently being done and the abilities that individuals need to perform the jobs adequately. Applicants can then be tested, interviewed, and evaluated on the degree to which they possess the necessary abilities. Second, promotion and transfer decisions affecting individuals already in the organizations employ should reflect the abilities of candidates. With new employees, care should be taken to assess critical abilities that incumbents will need in the job and to match those requirements with the organizations human resources. Third, the fit can be improved by fine-tuning the job to better match an incumbents abilities. Often modifications can be made in the job that, while not having a significant impact on the jobs basic activities, better adapts it to the specific talents of a given employee. Examples would be to change some of the equipment used or to reorganize tasks within a group of employees. A final alternative is to provide training for employees. This is applicable to both new workers and present job incumbents. Training can keep the abilities of incumbents current or provide new skills as times and conditions change. The following is a list of characteristics commonly displayed by person who are talented or gifted in Intellectual Abilities: Understands complex concepts Draws inferences between content areas Sees beyond the obvious Thrives on new or complex ideas Enjoys hypothesizing Intuitively knows before taught Uses an extensive vocabulary Does in-depth investigations Learns rapidly in comparison to peers 1 - 2 repetitions for mastery Manipulates information Q.3 Explain the classification of personality types given by Sheldon. Personality can be defined as a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, motivations, and behaviors in various situations. The word "personality" originates from the Latin persona, which means mask. Significantly, in the theatre of the ancient Latin-speaking world, the mask was not used as a plot device to disguise the identity of a character, but rather was a convention employed to represent or typify that character. DETERMINANTS OF PERSONALITY Personality is the outcome of a continuous personal quality development process. The role of personality becomes clear in a particular situation. Personality is recognized in a situation. It is the result of personal quality interaction in a particular condition. The major determinants of personality of an individual are given below: Biological Factors Cultural Factors Family Factors Social Factors Situational Factors

Biological Factors Heredity: It refers to physical stature, facial attractiveness, sex, temperament, muscle composition and reflexes, energy level, and biological rhythms are characteristics that are considered to be inherent. It plays an important part in determining an individual's personality. Heredity approach argues that the ultimate explanation of an individual's personality is the molecular structures of the genes, which are located in the chromosomes. Recent research studies shows that young children lend strong support to the power of heredity and finding shows that some personality traits may be built into the same genetic code that affects factors like height and hair color. Brain: Brain is the second biological approach to determine personality. It plays an important role in determining personality. Electrical Stimulation of the Brain (ESB) and Split brain psychology results indicates that a better understanding of human personality and behavior might come from a closer study of the brain. The definite areas of the human brain are associated with pain and pleasure. Research study shows that these things are true. Biofeedback: It is third biological approach to determine personality. Physiologists and psychologists felt that biological functions like brainwave patterns, gastric and hormonal secretions, and fluctuations in blood pressure and skin temperature were beyond conscious control. Recent research shows that these functions can be consciously controlled through biofeedback techniques. For this purpose, individual can learns the internal rhythms of a particular body process through electronic signals that are feedback from equipment which is wired to body. In this process, the person can learn to control the body process through questions. It is one of the interesting topics to do future research work in personality. Physical Features: It is third biological approach to determine personality. It is vital ingredient of the personality, it focus an individual person's external appearance which also determined the personality. Physical features like tall or short, fat or skinny, black or white. These physical features will be influenced the personal effect on others and also affect self concept of individual. Recent research studies shows that definitely this features influence to individual personality in an organization. In totally, heredity would be fixed at birth and no amount of experience can be altering them through creation of suitable environment. Apart from this, personality characteristics are not completely dictated by heredity. There are other factors also influenced to determining personality. Cultural Factors "Each culture expects, and trains, its members to behave in ways that are acceptable to the group. To a marked degree, the child's cultural group defines the range of experiences and situations he is likely to encounter and the values and personality characteristics that will reinforce and hence learned". -Paul H Mussen Cultural factors are also major factors which influence to determine individual personality. It refers to traditional practice, customs, procedure, norms and rules and regulation followed by the society. It significantly influence to individual behavior compare to biological factors. Cultural factors determine attitudes towards independence, aggression, competition,cooperation, positive thinking, team spirit, and a host of the human being and discharge his/her duties towards valuable responsibilities to society.

 Western culture influence to Indian society. It is best example of the cultural factors also determine the personality. Family Factors Family factors are also major factors which influence to determine individual personality. Family consists of husband and wife and their children's. Family role is very important for nurturing and personality development of their children. Family will be guided, supervised, take care of all family members, cooperation, 52 Organizational Behaviour coordination and cooperation in work and also explained the role and responsibilities towards the family, society and real life. Family either directly or indirectly influence to person for development of individual personality. Social Factors Social factors are also major factors which influence to determine individual personality. It involves the reorganization of individual's in an organization or society. It refers to acquiring of wide range of personality by acquiring and absorbed by themselves in the society or an organization. Socialization process is starting from home and extending to work environment in an organization or society. It focuses on good relationships, cooperation, coordination and interaction among the members in the society or an organization or a family. In totally, environment factors consist of cultural factors, family factors, and social factors. Situational Factors Situational factors also influence to determine of personality. Situational factors are very important to change the individual behaviour in a different circumstance at different situations, it also influence to personality of individual person. In general term, personality is stable and consistent and it does change in different situations. The Interaction of Personality and Situational Factors are outlined: Strong situational pressures Personality may not predict behaviour Example: enforcement of rules Weak Situational pressures Personality may predict behaviour Example: Customer sales representative A strong situation can overwhelm the effects of individual personalities by providing strong cues for appropriate behaviour. SHELDONS THEORY According to Sheldon there is a link between physiological traits and characteristics of an individual with his behaviour. There are basically three types. 1.Endomorphy - focused on the digestive system, particularly the stomach (endoderm); has the tendency toward plumpness, corresponds toVi scerotoni a temperament tolerant, love of comfort and luxury, extravert Endomorphic Body Type: soft body underdeveloped muscles round shaped over-developed digestive system Associated personality traits: love of food tolerant evenness of emotions

love of comfort sociable good humored relaxed need for affection 2.Mesophorphy- focused on musculature and the circulatory system (mesoderm), has the tendency towards muscularity, corresponds to theSomat ot oni a temperament courageous, energetic, active, dynamic, assertive, aggressive, risk taker Mesophorph Body Type: hard, muscular body overly mature appearance rectangular shaped thick skin upright posture Associated personality traits: adventurous desire for power and dominance courageous indifference to what others think or want assertive, bold zest for physical activity competitive love of risk and chance 3.Ectomorphy focused on the nervous system and the brain (ectoderm) - the tendency towards slightness, corresponds toCerebrotonia temperament artistic, sensitive, apprehensive, introvert Ectomorphic Body Type: thin flat chest delicate build young appearance tall lightly muscled stoop-shouldered large brain Associated personality traits: self-conscious preference for privacy introverted inhibited socially anxious artistic mentally intense emotionally restrained Q.4 What are the factors influencing perception? Perception can be defined as a process by which individuals select, organize and interpret their sensory impressions, so as to give meaning to their environment. Perception is a complex cognitive process and differs from person to person. People's behavior is influenced by their perception of reality, rather than the actual reality.

In comparison to sensation, perception is a much broader concept. Sensation involves simply receiving stimuli through sensory organs, whereas the process of perception involves receiving raw data from the senses and then filtering, modifying or transforming the data completely through the process of cognition. The processes of perception consist of various subprocesses such as confrontation, registration, interpretation and feedback. Though people are continuously exposed to numerous stimuli, they tend to select only a few of them. The principle of perceptual selectivity seeks to explain how, and why people select only a few stimuli out of the many stimuli they keep encountering at any given time. Perceptual selectivity is affected by various internal set factors and external attention factors. Some of the internal set factors are learning, motivation and personality. External attention factors include environmental influences like intensity, size, contrast, repetition, motion, novelty and familiarity. Sometimes, different individuals may perceive the same thing differently. Differences may arise due to factors associated with the perceiver (attitudes, motives, expectations, etc.) or the situation (time, place, etc.) or the target (novelty, background, sounds, size, etc.). Perceptual organization focuses on the subsequent activities in the perceptual process after the information from the situation is received. The various principles of perceptual organization consist of figure-ground, perceptual grouping, perceptual constancy, perceptual context and perceptual defense. The principle of figure-ground states that perceived objects stand out from their general background. According to the principle of perceptual grouping, people tend to group several stimuli together into a recognizable pattern. People usually tend to group stimuli together on the basis of closure, continuity, proximity or similarity. Even if a person is not able to obtain sufficient information to arrive at a decision, he tries to close the gap by grouping the available information with the information from his past experience. This is called the principle of closure. Sometimes people tend to think only in a particular direction. This is called principle of continuity. It may also happen that people may group the stimuli based on their proximity and similarity. According to principle of perceptual constancy, there are some things which are perceived alike by all people, irrespective of the factors influencing perception. It provides a person a sense of stability in this changing world. Perceptual context provides meaning and value to stimuli with respect to a particular context. According to the principle of perceptual defense, people tend to resist information that is emotionally disturbing or clashes with their personal convictions or cultural values. Social perception is concerned with how individuals perceive one another. The primary factors that lead to social perception are the psychological processes that lead to attribution, stereotyping and halo effect. Attribution refers to the way in which people explain the cause of their own behavior or others' behavior. If a person's behavior can be attributed to internal factors such as personality traits, motivation or ability, then it is called dispositional attribution. If a person's behavior is attributed to external factors, such as a machine or being under the influence of others, then it is referred to as situational attribution. Stereotyping and the halo effect are common problems in social perception. When an individual is judged based on the perception about the group to which he belongs, it is termed as stereotyping. When people draw a general impression about an individual based on a single characteristic, it is known as the halo effect. The process by which people try to manage or control the perceptions other people form of them is called impression management. It is used by employees in organizations to favorably impress their boss and move up the hierarchy. Perceptions have a crucial role in individual decision-making in organizations, by affecting both the decisions as well as the quality of the decision. The decision taken by an individual is a complex process

involving the intake of data, screening, processing, and interpreting and evaluating of data, based on the perception of the individual. Q.5 Mr. Solanki is the VP- HR of a leading Financial services company. He is having a meeting with Ms. Ramani leading HR consultant. Mr. Solanki is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Ramani, the HR consultant. What suggestions you will give to Mr. Solanki, for creating an environment that increases job satisfaction. Job satisfaction can be influenced by a variety of factors, e.g. the quality of one's relationship with their supervisor, the quality of the physical environment in which they work, degree of fulfillment in their work, etc.. Numerous research results show that there are many factors affecting the job satisfaction. There are particular demographic traits (age, education level, tenure, position, marital status, years in service, and hours worked per week) of employees that significantly affect their job satisfaction. Satisfying factors motivate workers while dissatisfying ones prevent. Motivating factors are achievement, recognition, the job conducted, responsibility, promotion and the factors related to the job itself for personal development. Motivating factors in the working environment result in the job satisfaction of the person while protective ones dissatisfy him/her Maslow connects the creation of the existence of people's sense of satisfaction with the maintenance of the classified needs. These are: physiological needs (eating, drinking, resting, etc.), security needs (pension, health insurance, etc.), the need to love (good relations with the environment, friendship, fellowship, to love and to be loved), need to self- esteem (self-confidence, recognition, adoration, to be given importance, status, etc.) need of self-actualization (maximization of the latent[potential] power and capacity, development of abilities, etc.) . Insufficient education, inability to select qualified workers for the job, lack of communications, lack of job definitions, all affect job satisfaction negatively. It has been asserted that participating in the management, having the decision making power, independence on the job and the unit where the individual works, have positive impact upon the job satisfaction. The job itself (the work conducted), and achievement and recognition at work result in satisfaction while the management policy, relations with the managers and colleagues result in dissatisfaction. Factors related to the job itself such as using talents, creativity, responsibility, recognition have influence on the job satisfaction. Age is one of the factors affecting job satisfaction. Studies conducted in five different countries prove that the elder workers are more satisfied . Kose has also found a meaningful relation between the age and job satisfaction. There is a strong connection between feeling secure and saying one is satisfied with a job. People who state their job is secure have a much larger probability of reporting themselves happy with their work. Similarly, by some researchers, sex is also found to have an influence on job satisfaction. Besides, Wahba has found out that male librarians give more importance to personal development and free decision making in their jobs than the female librarians, and the female librarians are more dissatisfied than the male librarians. Job satisfaction and devotion to the job, affected each other reciprocally, and they have great impact upon performance. The most significant of the factors affecting performance are economical, technical, sociopolitical, cultural and demographical ones . However, most efforts to improve performance seem to center on improving the conditions surrounding the work. These are worthwhile efforts, but they usually result only in short-term improvements in attitudes and productivity, and the situation often returns quickly to normal. There is no strong acceptance among researchers, consultants, etc., that increased job satisfaction produces improve job performance -- in fact, improved job satisfaction can sometimes decrease job performance. For example, you could let workers sometime sit around all day and do nothing. That may make them more satisfied with their "work" in the short run, but their performance certainly doesn't

improve. The individual's willingness to get a result, his/her endeavour and expectation of maintaining the result will push him/her to show the highest performance. Job satisfaction varies a lot. (Researches suggests, the higher the prestige of the job, the greater the job satisfaction). But, many workers are satisfied in even the least prestigious jobs. They simply like what they do. Most workers like their work if they have little supervision. The least satisfied workers are those in service occupations and managers that work for others. Ethnic and religious orientation is associated to work attitudes, and job satisfaction is related to education. The difference between the results that the individual desire and those s/he maintained will affect his/her satisfaction . There is a consistent relationship between the professional status and the job satisfaction. High levels of job satisfaction are observed in those professions which are deemed of good standing in the society. The workers usually compare their working conditions with the conditions of the society, under the variable of social conditions. If the social conditions are worse than the individual's working conditions, then this will result in satisfaction of the individual, as the workers deem themselves relatively in good position. No meaningful relationship between the job satisfaction and age, professional experience, education level, level of wage, sex and professional group was found. On the contrary, professional experience has been claimed to increase job satisfaction. Q.6 Given below is the HR policy glimpse of the VARK-LEARNING 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 ? Ans. 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 basic needs are instinctoid, 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 they 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, and 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 have little awareness of their security needs except in times of

emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe. 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 self- actualization. Maslow believes that the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way by society. He states that education is one of these hindrances. He recommends ways education can switch from its usual person-stunting tactics to person-growing approaches. Maslow states that educators should respond to the potential an individual has for growing into a self- actualizing person of his/her own kind. Ten points that educators should address are listed 1.We should teach people to beaut hent ic, to be aware of their inner selves and to hear their inner-feeling voices. 2.We should teach people to transcend their cultural conditioning and become world citizens. 3.We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate. 4.We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living. 5.We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there. 6.We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs. 7.We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living. 8.We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas. 9.We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death. 10.We must teach people to be good choosers. They must be given practice in making good choices.

Master of Business Administration-MBA Semester 1 MB0038 Management Process and Organization Behavior - 4 Credits (Book ID: B1127) Assignment Set- 2 (60 Marks) Q.1 Write a note on classical era for evolution of Organization behavior? Ans. 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 clear that 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.

Q.2 . Write a note on different types of groups. Explain?

primary and secondary groups; and planned and emergent groups.

Primary and secondary groups

Charles Horton Cooley (1909) established the distinction between 'primary groups' and 'nucleated groups' (now better known as secondary groups): Primary groups are clusters of people like families or close friendship circles where there is close, faceto-face and intimate interaction. There is also often a high level of interdependence between members. Primary groups are also the key means of socialization in society, the main place where attitudes, values and orientations are developed and sustained. Secondary groups are those in which members are rarely, if ever, all in direct contact. They are often large and usually formally organized. Trades unions and membership organizations such as the National Trust are examples of these. They are an important place for socialization, but secondary to primary groups. This distinction remains helpful especially when thinking about what environments are significant when considering socialization (the process of learning about how to become members of society through internalizing social norms and values; and by learning through performing our different social roles). The distinction helps to explain the limited impact of schooling in important areas of social life (teachers rarely work in direct way with primary groups) and of some of the potential of informal educators and social pedagogues (who tend to work with both secondary and primary groups - sometimes with families, often with close friendship circles). Planned and emergent groups Alongside discussion of primary and secondary groups, came the recognition that groups tend to fall into one of two broad categories: Planned groups. Planned groups are specifically formed for some purpose either by their members, or by some external individual, group or organization. Emergent groups. Emergent groups come into being relatively spontaneously where people find themselves together in the same place, or where the same collection of people gradually come to know each other through conversation and interaction over a period of time. (Cartwright and Zander 1968). As Forsyth (2006: 6) has put it People found planned groups, but they often find emergent groups. Sometimes writers use the terms 'formed' groups and 'natural groups' to describe the same broad distinction but the term 'natural' is rather misleading. The development of natural groups might well involve some intention on the part of the actors. More recently the distinction between formed and emergent groups has been further developed by asking whether the group is formed by internal or external forces. Thus, Arrow et. al (2000) have split planned groups into concocted (planned by people and organizations outside the group) and founded (planned by a person or people who are in the group). They also divided emergent groups into circumstantial (unplanned and often temporary groups that develop when external forces bring people together e.g. people in a bus queue) and self-organizing (where people gradually cooperate and engage with each other around some task or interest). Q.3 Explain the approaches of conflict management? Ans Conflict Management Techniques

Conflict situations are an important aspect of the workplace. A conflict is a situation when the interests, needs, goals or values of involved parties interfere with one another. A conflict is a common phenomenon in the workplace. Different stakeholders may have different priorities; conflicts may involve team members, departments, projects, organization and client, boss and subordinate, organization needs vs. personal needs. Often, a conflict is a result of perception. Is conflict a bad thing? Not necessarily. Often, a conflict presents opportunities for improvement. Therefore, it is important to understand (and apply) various conflict resolution techniques. Forcing Also known as competing. An individual firmly pursues his or her own concerns despite the resistance of the other person. This may involve pushing one viewpoint at the expense of another or maintaining firm resistance to another persons actions. Examples of when forcing may be appropriate

In certain situations when all other, less forceful methods, dont work or are ineffective When you need to stand up for your own rights, resist aggression and pressure When a quick resolution is required and using force is justified (e.g. in a life-threatening situation, to stop an aggression) As a last resort to resolve a long-lasting conflict

Possible advantages of forcing:

May provide a quick resolution to a conflict Increases self-esteem and draws respect when firm resistance or actions were a response to an aggression or hostility

Some caveats of forcing:

May negatively affect your relationship with the opponent in the long run May cause the opponent to react in the same way, even if the opponent did not intend to be forceful originally Cannot take advantage of the strong sides of the other sides position Taking this approach may require a lot of energy and be exhausting to some individuals

Win-Win (Collaborating) Also known as problem confronting or problem solving. Collaboration involves an attempt to work with the other person to find a win-win solution to the problem in hand - the one that most satisfies the concerns of both parties. The win-win approach sees conflict resolution as an opportunity to come to a mutually beneficial result. It includes identifying the underlying concerns of the opponents and finding an alternative which meets each party's concerns. Examples of when collaborating may be appropriate:

When consensus and commitment of other parties is important In a collaborative environment When it is required to address the interests of multiple stakeholders

When a high level of trust is present When a long-term relationship is important When you need to work through hard feelings, animosity, etc When you don't want to have full responsibility

Possible advantages of collaborating:

Leads to solving the actual problem Leads to a win-win outcome Reinforces mutual trust and respect Builds a foundation for effective collaboration in the future Shared responsibility of the outcome You earn the reputation of a good negotiator For parties involved, the outcome of the conflict resolution is less stressful (however, the process of finding and establishing a win-win solution may be very involed see the caveats below)

Some caveats of collaborating:

Requires a commitment from all parties to look for a mutually acceptable solution May require more effort and more time than some other methods. A win-win solution may not be evident For the same reason, collaborating may not be practical when timing is crucial and a quick solution or fast response is required Once one or more parties lose their trust in an opponent, the relationship falls back to other methods of conflict resolution. Therefore, all involved parties must continue collaborative efforts to maintain a collaborative relationship

Compromising Compromising looks for an expedient and mutually acceptable solution which partially satisfies both parties. Examples of when compromise may be appropriate:

When the goals are moderately important and not worth the use of more assertive or more involving approaches, such as forcing or collaborating To reach temporary settlement on complex issues To reach expedient solutions on important issues As a first step when the involved parties do not know each other well or havent yet developed a high level of mutual trust When collaboration or forcing do not work

Possible advantages of compromise:

Faster issue resolution. Compromising may be more practical when time is a factor Can provide a temporary solution while still looking for a win-win solution Lowers the levels of tension and stress resulting from the conflict

Some caveats of using compromise:

May result in a situation when both parties are not satisfied with the outcome (a lose-lose situation) Does not contribute to building trust in the long run May require close monitoring and control to ensure the agreements are met

Withdrawing Also known as avoiding. This is when a person does not pursue her/his own concerns or those of the opponent. He/she does not address the conflict, sidesteps, postpones or simply withdraws. Examples of when withdrawing may be appropriate:

When the issue is trivial and not worth the effort When more important issues are pressing, and you don't have time to deal with it In situations where postponing the response is beneficial to you, for example o When it is not the right time or place to confront the issue o When you need time to think and collect information before you act (e.g. if you are unprepared or taken by surprise) When you see no chance of getting your concerns met or you would have to put forth unreasonable efforts When you would have to deal with ostility When you are unable to handle the conflict (e.g. if you are too emotionally involved or others can handle it better)

Possible advantages of withdrawing:

When the opponent is forcing / attempts aggression, you may choose to withdraw and postpone your response until you are in a more favourable circumstance for you to push back Withdrawing is a low stress approach when the conflict is short Gives the ability/time to focus on more important or more urgent issues instead Gives you time to better prepare and collect information before you act

Some caveats of withdrawing:

May lead to weakening or losing your position; not acting may be interpreted as an agreement. Using withdrawing strategies without negatively affecting your own position requires certain skill and experience When multiple parties are involved, withdrawing may negatively affect your relationship with a party that expects your action

Smoothing Also known as accommodating. Smoothing is accommodating the concerns of other people first of all, rather than one's own concerns.

Examples of when smoothing may be appropriate:

When it is important to provide a temporary relief from the conflict or buy time until you are in a better position to respond/push back When the issue is not as important to you as it is to the other person When you accept that you are wrong When you have no choice or when continued competition would be detrimental

Possible advantages of smoothing:

In some cases smoothing will help to protect more important interests while giving up on some less important ones Gives an opportunity to reassess the situation from a different angle

Some caveats of smoothing:

There is a risk to be abused, i.e. the opponent may constantly try to take advantage of your tendency toward smoothing/accommodating. Therefore it is important to keep the right balance and this requires some skill. May negatively affect your confidence in your ability to respond to an aggressive opponent It makes it more difficult to transition to a win-win solution in the future Some of your supporters may not like your smoothing response and be turned off.

Q.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? Ans. If you categorize the stressors, it would be as follows: 1) Physicochemical stressor. External environment represented by "nature." For example, change in climate and weather. Pollution, disaster, and chemical substance are also in this category. 2) Social stressor The "social environment." For example, change in economic condition, international position of a country is them. On individual level, life environment such as work, home, and school, human relationship. 3) Biological stressor The internal environment. Some change occurred inside our body. Sickness and injury would be the easiest example for this. Others include fatigue, lack in sleeping time, time rag, etc. 4) Mental stressor Psychological condition such as pleasantness and unpleasantness. Mostly caused by above stressors. Each stressor is closely related and works to cause stress condition in a person. It is probably easy to understand that you cannot discuss each type independently. Not only the unfavorable mental conditions such as madness, impatience, listlessness, frustration, emotional conflict, and nervousness, but also good mental conditions as hope, expectation, and happiness are all examples of mental stressors. Q.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 non-performers 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 Ans. 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 doeven 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 negotiationunless, 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. Commandand-control leadership drains off ambition while worker responsibility increases ambition. Q.6 Fashion4Now is a famous and old magazine. The top management decides to start the eedition 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.