Master of Business Administration- MBA Semester 1

Reg No.: 511011932

MB0022/ MB0038 Management Process and Organization Behavior - 4 Credits Assignment Set!"0 Mar#s$

% & 'rite a note on the characteristics o( Management& )*+,O-.C+)O* A central organ or agenc is re!uired to co-ordinate t"e acti#ities and efforts of t"e #arious indi#idual $or%ing toget"er in an organisation so t"at t"e can $or% collecti#el as a team suc" an organ is called management. &"e term management con#e s different meaning de'ending u'on t"e contest in $"ic" it is used. Management is a''lica(le e#er $"ere and "as (ecome t"e %e to success in t"e modern organisation. )#er organisation re!uires ma%ing of decision* coordination of acti#ities* "andling of 'eo'le and control of o'eration directed to$ards its o(+ecti#es* management "el's organisation in t"at acti#ities. -/0)*)+)O* O0 MA*A1/M/*+ ,t is #er difficult to gi#e a 'recise definition of t"e term -management.. ,n t"e management literature* $e find a large num(er of definitions gi#en ( different aut"ors. /o$e#er* t"e different #ie$ 'oints ma (e classified in to t"e follo$ing categories* namel : 1. Management as an art of getting t"ings done. 2. Management as a 'rocess. 3. Management as a grou' of managers. 0. Management as a disci'line. MANA1)M)N& AS AN AR& 23 1)&&,N1 &/,N1S 42N) Mar 5ar%er defines management as 6t"e art of getting t"ing done t"roug" ot"ers.7 &"is definition em'"asi8es t"at t"e manager ac"ie#e organisational o(+ecti#es ( getting $or% done t"roug" t"e $or%ers. ,t re'resents t"e traditional #ie$ of management under $"ic" $or%ers are treated as a factor of 'roduction onl . &"is definition is incom'lete in t"e 'resent conte9t: its deficiencies are as follo$s: 1. &"e definition is #ague as it does not identif t"e functions $"ic" a manager "as to 'erform to get result from ot"ers. 2. ,t gi#es t"e im'ression of t"e mani'ulati#e c"aracter of t"e 'ractice of management. 3. &"e em'lo ees are merel treated as means for getting results. ,n ot"er $ords* t"eir 'osition is li%e a cog in t"e $"eel. &"is definition ignores t"e needs of t"e $or%ers and does not offer t"em "uman treatments.

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MANA1)M)N& AS A 5R2@)SS &"e 'rocess of management in#ol#es t"e determination of o(+ecti#es and 'utting t"em into action. /enri 3a ol #ie$ed management as a 'rocess consisting of fi#e functions $"ic" e#er organisation 'erforms. 6&o manage is to forecast and 'lan* to organise* to command* to coordinate* and to control7. &"is definition clearl to fi#e categories: 1. 5lanning 2. 2rgani8ing 3. Staffing 0. 4irecting 5. @ontrolling MANA1)M)N& AS A 1R2=5 23 MANA1)RS &"e term management is fre!uentl used to denote a grou' of managerial 'ersonnel. A"en one sa s t"at -management of t"is com'an is #er efficient. it is im'lied t"at t"e 'ersons $"o are loo%ing after t"e affairs of t"e com'an are #er efficient. &"us* management is t"e (od or grou' of 'eo'le $"ic" 'erforms certain managerial functions for t"e accom'lis"ment of 'redetermined goals. &"ese 'eo'le are indi#iduall %no$n as -managers.. MANA1)M)N& AS A 4,S@,5<,N) Management "as (een $idel recogni8ed as a disci'line or filed of stud . ,t is taug"t as a s'eciali8ed (ranc" of %no$ledge in educational institute. As a field of stud * t"e su(+ect includes management su(+ects* 'rinci'les* tec"ni!ues and s%ills. Management is a multi-disci'linar disci'line. ,t "as dra$n "ea#il from Ant"ro'olog * 5s c"olog * sociolog etc. after o(taining a di'loma or degree in management* a 'erson can tr for a managerial +o(. C2A,AC+/,)S+)CS Management is a distinct acti#it "a#ing t"e follo$ing salient features or c"aracteristics. 1. )@2N2M,@ R)S2=R@): Management is an im'ortant economic resource toget"er $it" land* la(our and ca'ital. As industriali8ation gro$s* t"e need for mangers increases. )fficient management is t"e most critical in'ut in t"e success of an organi8ed grou' acti#it as it is t"e force $"ic" assem(les and integrates ot"er factors of 'roduction* namel * la(our* ca'ital and materials.
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define t"e four

functions of management. But t"e modern trend is to classif managerial functions in

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2. 12A< 2R,)N&)4: Management is a 'ur'oseful acti#it . ,t coordinates t"e efforts of $or%ers to ac"ie#e t"e goals of t"e organi8ation. &"e success of management is measured ( t"e e9tent to $"ic" t"e organi8ational goals are ac"ie#e. 3. 4,S&,N@& 5R2@)SS: Management is a distinct 'rocess consisting of suc" functions as 'lanning* organi8ing* staffing* directing* and controlling. &"ese functions are so inter$o#en t"at it is not 'ossi(le to la do$n e9actl t"e se!uence of #arious functions or t"eir relati#e significance. ,n essence* t"e 'rocess of management in#ol#es decision ma%ing and 'utting of decisions into 'ractice. 0. ,N&)1RA&,>) 32R@): &"e essence of management is integration of "uman and ot"er resources to ac"ie#e t"e desired o(+ecti#es. All t"ese resources are made a#aila(le to t"ose $"o manage. Managers a''l %no$ledge* e9'erience and management 'rinci'les for getting t"e results from t"e $or%ers ( t"e use of non "uman resources. Managers also see% to "armoni8e t"e indi#idual goals $it" t"e organi8ational goals for t"e smoot" $or%ing of t"e organi8ation. 5. ,N&AN1,B<) 32R@): Management "as (een called an unseen force. ,ts 'resence is e#idenced ( t"e result of its efforts-orderliness* informed em'lo ees* (uo ant s'irit and ade!uate $or% out'ut. &"us* feeling of management is result-oriented. B. R)S=<& &/2=1/ 2&/)RS: &"e manager cannot do an t"ing t"emsel#es. &"e must "a#e t"e necessar a(ilit tas%s assigned to t"em. C. A S@,)N@) AN4 AN AR&: Management "as an organi8ed (od of %no$ledge consisting of $ell defined conce'ts* 'rinci'les and tec"ni!ues $"ic" "a#e $ide a''lications. So it is treated as science. &"e a''lication of t"ese conce'ts* 'rinci'les and tec"ni!ues re!uires s'eciali8ed %no$ledge and s%ills on t"e 'art of t"e manager. Since t"e s%ills ac!uired ( a manager are "is 'ersonal 'ossession* management is #ie$ed as an art. D. S?S&)M 23 A=&/2R,&?: Management as a team of managers re'resents a s stem of aut"orit or a "ierarc" of command and control. Manager at different le#els 'ossess #ar ing degrees of aut"orit $"ic" gets graduall reduced as ou go do$n in t"e "ierarc" . 9. M=<&,4,S@,5<,NAR? S=BE)@&: Management "as gro$n as a field of stud ta%ing t"e "el' of so man ot"er disci'lines suc" as engineering* ant"ro'olog * sociolog etc. muc" of t"e management literature is t"e result of t"e association of t"ose disci'line. =N,>)RSA< A55<,@A&,2N: Management in uni#ersal in c"aracter. &"e 'rinci'les and tec"ni!ues of management are e!uall a''lica(le in t"e field of (usiness* education* and s%ills to get $or% accom'lis"ed t"roug" t"e efforts of ot"ers. &"e must moti#ate t"e su(ordinates for t"e accom'lis"ment of t"e

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militar * go#ernment and "os'itals. %2 -isc3ss inte44ect3a4 a5i4ities in detai4& A(ilit directl influences an em'lo ee.s le#el of 'erformance and satisfaction t"roug" t"e a(ilit -+o( fit. 1i#en management.s desire to get a com'ati(le fit* $"at can (e doneF 3irst* an effecti#e selection 'rocess $ill im'ro#e t"e fit. A +o( anal sis $ill 'ro#ide information a(out +o(s currentl $"ic" t"e (eing done and t"e a(ilities t"at indi#iduals need to 'erform t"e +o(s a(ilities. Second* 'romotion and transfer decisions s"ould reflect t"e a(ilities of ade!uatel . A''licants can t"en (e tested* inter#ie$ed* and e#aluated on t"e degree to 'ossess t"e necessar affecting indi#iduals alread in t"e organi8ation.s em'lo

candidates. Ait" ne$ em'lo ees* care s"ould (e ta%en to assess critical a(ilities t"at incum(ents $ill need in t"e +o( and to matc" t"ose re!uirements $it" t"e organi8ation.s "uman resources. &"ird* t"e fit can (e im'ro#ed ( fine-tuning t"e +o( to (etter matc" an incum(ent.s a(ilities. 2ften modifications can (e made in t"e +o( t"at* $"ile not "a#ing a significant im'act on t"e +o(.s (asic acti#ities* (etter ada'ts it to t"e s'ecific talents of a gi#en em'lo ee. )9am'les $ould (e to c"ange some of t"e e!ui'ment used or to reorgani8e tas%s $it"in a grou' of em'lo ees. A final alternati#e is to 'ro#ide training for em'lo ees. &"is is a''lica(le to (ot" ne$ $or%ers and 'resent +o( incum(ents. &raining can %ee' t"e a(ilities of incum(ents current or 'ro#ide ne$ s%ills as times and conditions c"ange. &"e follo$ing is a list of c"aracteristics commonl dis'la ed ( 'erson $"o are talented or gifted in ,ntellectual A(ilities:

=nderstands com'le9 conce'ts 4ra$s inferences (et$een content areas Sees (e ond t"e o(#ious &"ri#es on ne$ or com'le9 ideas )n+o s " 'ot"esi8ing ,ntuiti#el %no$s (efore taug"t =ses an e9tensi#e #oca(ular 4oes in-de't" in#estigations <earns ra'idl in com'arison to 'eers 1 - 2 re'etitions for master Mani'ulates information /674ain the c4assi(ication o( 7ersona4it8 t87es given 58 She4don&

%3

)*+,O-.C+)O*
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5ersonalit can (e defined as a d namic and organi8ed set of c"aracteristics 'ossessed ( a 'erson t"at uni!uel influences "is or "er cognitions* moti#ations* and (e"a#iors in #arious situations. &"e $ord G'ersonalit G originates from t"e <atin 'ersona* $"ic" means mas%. Significantl * in t"e t"eatre of t"e ancient <atin-s'ea%ing $orld* t"e mas% $as not used as a 'lot de#ice to disguise t"e identit of a c"aracter* (ut rat"er $as a con#ention em'lo ed to re'resent or t 'if t"at c"aracter. -/+/,M)*A*+S O0 P/,SO*A9)+: 5ersonalit is t"e outcome of a continuous 'ersonal !ualit de#elo'ment 'rocess. &"e role of 'ersonalit (ecomes clear in a 'articular situation. 5ersonalit is recogni8ed in a situation. ,t is t"e result of 'ersonal !ualit interaction in a 'articular condition. &"e ma+or determinants of 'ersonalit of an indi#idual are gi#en (elo$: H Biological 3actors H @ultural 3actors H 3amil 3actors H Social 3actors H Situational 3actors 1. Biological Factors 2eredit8; H ,t refers to '" sical stature* facial attracti#eness* se9* tem'erament* muscle com'osition and refle9es* energ le#el* and (iological r" t"ms are c"aracteristics t"at are considered to (e in"erent. H ,t 'la s an im'ortant 'art in determining an indi#idualIs 'ersonalit . H /eredit a''roac" argues t"at t"e ultimate e9'lanation of an indi#idualIs 'ersonalit is t"e molecular structures of t"e genes* $"ic" are located in t"e c"romosomes. H Recent researc" studies s"o$s t"at oung c"ildren lend strong su''ort to t"e 'o$er of "eredit and finding s"o$s t"at some 'ersonalit traits ma (e (uilt into t"e same genetic code t"at affects factors li%e "eig"t and "air color. Brain; H Brain is t"e second (iological a''roac" to determine 'ersonalit . H ,t 'la s an im'ortant role in determining 'ersonalit . H )lectrical Stimulation of t"e Brain J)SBK and S'lit (rain 's c"olog results indicates t"at a (etter understanding of "uman 'ersonalit and (e"a#ior mig"t come from a closer stud of
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t"e (rain. H &"e definite areas of t"e "uman (rain are associated $it" 'ain and 'leasure. Researc" stud s"o$s t"at t"ese t"ings are true. Bio(eed5ac#; H ,t is t"ird (iological a''roac" to determine 'ersonalit . H 5" siologists and 's c"ologists felt t"at (iological functions li%e (rain$a#e 'atterns* gastric and "ormonal secretions* and fluctuations in (lood 'ressure and s%in tem'erature $ere (e ond conscious control. Recent researc" s"o$s t"at t"ese functions can (e consciousl controlled t"roug" (iofeed(ac% tec"ni!ues. H 3or t"is 'ur'ose* indi#idual can learns t"e internal r" t"ms of a 'articular (od 'rocess t"roug" electronic signals t"at are feed(ac% from e!ui'ment $"ic" is $ired to (od . H ,n t"is 'rocess* t"e 'erson can learn to control t"e (od 'rocess t"roug" !uestions. H ,t is one of t"e interesting to'ics to do future researc" $or% in 'ersonalit .

Ph8sica4 0eat3res; H ,t is t"ird (iological a''roac" to determine 'ersonalit . H ,t is #ital ingredient of t"e 'ersonalit * it focus an indi#idual 'ersonIs e9ternal a''earance $"ic" also determined t"e 'ersonalit . H 5" sical features li%e tall or s"ort* fat or s%inn * (lac% or $"ite. &"ese '" sical features $ill (e influenced t"e 'ersonal effect on ot"ers and also affect self conce't of indi#idual. H Recent researc" studies s"o$s t"at definitel t"is features influence to indi#idual 'ersonalit in an organi8ation. ,n totall * "eredit $ould (e fi9ed at (irt" and no amount of e9'erience can (e altering t"em t"roug" creation of suita(le en#ironment. A'art from t"is* 'ersonalit c"aracteristics are not com'letel dictated ( "eredit . &"ere are ot"er factors also influenced to determining 'ersonalit . 2. Cultural Factors G)ac" culture e9'ects* and trains* its mem(ers to (e"a#e in $a s t"at are acce'ta(le to t"e grou'. &o a mar%ed degree* t"e c"ildIs cultural grou' defines t"e range of e9'eriences and situations "e is li%el to encounter and t"e #alues and 'ersonalit c"aracteristics t"at $ill reinforce and "ence learnedG. -5aul / Mussen H @ultural factors are also ma+or factors $"ic" influence to determine indi#idual 'ersonalit .
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H ,t refers to traditional 'ractice* customs* 'rocedure* norms and rules and regulation follo$ed ( t"e societ . H ,t significantl influence to indi#idual (e"a#ior com'are to (iological factors. H @ultural factors determine attitudes to$ards inde'endence* aggression* com'etition* coo'eration* 'ositi#e t"in%ing* team s'irit* and a "ost of t"e "uman (eing and disc"arge "isL"er duties to$ards #alua(le res'onsi(ilities to societ . H Aestern culture influence to ,ndian societ . ,t is (est e9am'le of t"e cultural factors also determine t"e 'ersonalit . 3. Family Factors H 3amil factors are also ma+or factors $"ic" influence to determine indi#idual 'ersonalit . H 3amil consists of "us(and and $ife and t"eir c"ildrenIs. H 3amil role is #er im'ortant for nurturing and 'ersonalit de#elo'ment of t"eir c"ildren. H 3amil $ill (e guided* su'er#ised* ta%e care of all famil mem(ers* coo'eration* 52 2rgani8ational Be"a#iour coordination and coo'eration in $or% and also e9'lained t"e role and res'onsi(ilities to$ards t"e famil * societ and real life. H 3amil eit"er directl or indirectl influence to 'erson for de#elo'ment of indi#idual 'ersonalit . 4. Social Factors H Social factors are also ma+or factors $"ic" influence to determine indi#idual 'ersonalit . H ,t in#ol#es t"e reorgani8ation of indi#idualIs in an organi8ation or societ . H ,t refers to ac!uiring of $ide range of 'ersonalit ( ac!uiring and a(sor(ed ( t"emsel#es in t"e societ or an organi8ation. H Sociali8ation 'rocess is starting from "ome and e9tending to $or% en#ironment in an organi8ation or societ . H ,t focuses on good relations"i's* coo'eration* coordination and interaction among t"e mem(ers in t"e societ or an organi8ation or a famil . ,n totall * en#ironment factors consist of cultural factors* famil factors* and social factors. 5. Situational Factors H Situational factors also influence to determine of 'ersonalit . H Situational factors are #er im'ortant to c"ange t"e indi#idual (e"a#iour in a different circumstance at different situations* it also influence to 'ersonalit of indi#idual 'erson. H ,n general term* 'ersonalit is sta(le and consistent and it does c"ange in different

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situations. &"e ,nteraction of 5ersonalit and Situational 3actors are outlined: H Strong situational 'ressures H 5ersonalit ma not 'redict (e"a#iour H )9am'le: enforcement of rules H Aea% Situational 'ressures H 5ersonalit ma 'redict (e"a#iour H )9am'le: @ustomer sales re'resentati#e H A strong situation can o#er$"elm t"e effects of indi#idual 'ersonalities ( 'ro#iding strong cues for a''ro'riate (e"a#iour. S2/9-O*<S +2/O,: According to S"eldon t"ere is a lin% (et$een '" siological traits and c"aracteristics of an indi#idual $it" "is (e"a#iour. &"ere are (asicall t"ree t 'es. &/ndomor7h8 - focused on t"e digesti#e s stem* 'articularl t"e stomac" J endodermK: "as t"e tendenc to$ard 'lum'ness* corres'onds to =iscerotonia tem'erament tolerant* lo#e of comfort and lu9ur * e9tra#ert

/ndomor7hic Bod8 +87e;

soft (od underde#elo'ed muscles round s"a'ed o#er-de#elo'ed digesti#e s stem

Associated 7ersona4it8 traits;

lo#e of food tolerant e#enness of emotions lo#e of comfort socia(le good "umored rela9ed need for affection

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2&Meso7hor7h8- focused on musculature and t"e circulator s stem J mesodermK* "as t"e tendenc to$ards muscularit * corres'onds to t"e Somatotonia tem'erament courageous* energetic*

acti#e*

d namic*

asserti#e*

aggressi#e*

ris%

ta%er

Meso'"or'" Bod & 'e: "ard* muscular (od o#erl mature a''earance rectangular s"a'ed t"ic% s%in u'rig"t 'osture

Associated 7ersona4it8 traits;

ad#enturous desire for 'o$er and dominance courageous indifference to $"at ot"ers t"in% or $ant asserti#e* (old 8est for '" sical acti#it com'etiti#e lo#e of ris% and c"ance

3&/ctomor7h8 focused on t"e ner#ous s stem and t"e (rain J ectodermK - t"e tendenc to$ards slig"tness* corres'onds to Cere5rotonia tem'erament artistic* sensiti#e* a''re"ensi#e* intro#ert /ctomor7hic Bod8 +87e;

t"in flat c"est delicate (uild oung a''earance tall lig"tl muscled stoo'-s"ouldered large (rain

Associated 7ersona4it8 traits;

self-conscious

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'reference for 'ri#ac intro#erted in"i(ited sociall an9ious artistic mentall intense emotionall restrained

%4

'hat are the di((erent 5arriers to 7erce7tion>

5erce'tion can (e defined as a 'rocess ( $"ic" indi#iduals select* organi8e and inter'ret t"eir sensor im'ressions* so as to gi#e meaning to t"eir en#ironment. 5erce'tion is a com'le9 cogniti#e 'rocess and differs from 'erson to 'erson. 5eo'leIs (e"a#ior is influenced ( t"eir 'erce'tion of realit * rat"er t"an t"e actual realit . ,n com'arison to sensation* 'erce'tion is a muc" (roader conce't. Sensation in#ol#es sim'l recei#ing stimuli t"roug" sensor organs* $"ereas t"e 'rocess of 'erce'tion in#ol#es recei#ing ra$ data from t"e senses and t"en filtering* modif ing or transforming t"e data com'letel t"roug" t"e 'rocess of cognition. &"e 'rocesses of 'erce'tion consist of #arious su('rocesses suc" as confrontation* registration* inter'retation and feed(ac%. &"oug" 'eo'le are continuousl e9'osed to numerous stimuli* t"e tend to select onl a fe$ of t"em. &"e 'rinci'le of 'erce'tual selecti#it see%s to e9'lain "o$* and $" 'eo'le select onl a fe$ stimuli out of t"e man stimuli t"e %ee' encountering at an gi#en time. 5erce'tual selecti#it is affected ( #arious internal set factors and e9ternal attention factors. Some of t"e internal set factors are learning* moti#ation and 'ersonalit . )9ternal attention factors include en#ironmental influences li%e intensit * si8e* contrast* re'etition* motion* no#elt and familiarit . Sometimes* different indi#iduals ma 'ercei#e t"e same t"ing differentl . 4ifferences ma arise due to factors associated $it" t"e 'ercei#er Jattitudes* moti#es* e9'ectations* etc.K or t"e situation Jtime* 'lace* etc.K or t"e target Jno#elt * (ac%ground* sounds* si8e* etc.K. 5erce'tual organi8ation focuses on t"e su(se!uent acti#ities in t"e 'erce'tual 'rocess after t"e information from t"e situation is recei#ed. &"e #arious 'rinci'les of 'erce'tual organi8ation consist of figure-ground* 'erce'tual grou'ing* 'erce'tual constanc * 'erce'tual conte9t and 'erce'tual defense. &"e 'rinci'le of
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10

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figure-ground states t"at 'ercei#ed o(+ects stand out from t"eir general (ac%ground. According to t"e 'rinci'le of 'erce'tual grou'ing* 'eo'le tend to grou' se#eral stimuli toget"er into a recogni8a(le 'attern. 5eo'le usuall tend to grou' stimuli toget"er on t"e (asis of closure* continuit * 'ro9imit or similarit . )#en if a 'erson is not a(le to o(tain sufficient information to arri#e at a decision* "e tries to close t"e ga' ( grou'ing t"e a#aila(le information $it" t"e information from "is 'ast e9'erience. &"is is called t"e 'rinci'le of closure. Sometimes 'eo'le tend to t"in% onl in a 'articular direction. &"is is called 'rinci'le of continuit . ,t ma also "a''en t"at 'eo'le ma grou' t"e stimuli (ased on t"eir 'ro9imit and similarit .

According to 'rinci'le of 'erce'tual constanc * t"ere are some t"ings $"ic" are 'ercei#ed ali%e ( all 'eo'le* irres'ecti#e of t"e factors influencing 'erce'tion. ,t 'ro#ides a 'erson a sense of sta(ilit in t"is c"anging $orld. 5erce'tual conte9t 'ro#ides meaning and #alue to stimuli $it" res'ect to a 'articular conte9t. According to t"e 'rinci'le of 'erce'tual defense* 'eo'le tend to resist information t"at is emotionall distur(ing or clas"es $it" t"eir 'ersonal con#ictions or cultural #alues.

Social 'erce'tion is concerned $it" "o$ indi#iduals 'ercei#e one anot"er. &"e 'rimar factors t"at lead to social 'erce'tion are t"e 's c"ological 'rocesses t"at lead to attri(ution* stereot 'ing and "alo effect. Attri(ution refers to t"e $a in $"ic" 'eo'le e9'lain t"e cause of t"eir o$n (e"a#ior or ot"ersI (e"a#ior. ,f a 'ersonIs (e"a#ior can (e attri(uted to internal factors suc" as 'ersonalit traits* moti#ation or a(ilit * t"en it is called dis'ositional attri(ution. ,f a 'ersonIs (e"a#ior is attri(uted to e9ternal factors* suc" as a mac"ine or (eing under t"e influence of ot"ers* t"en it is referred to as situational attri(ution. Stereot 'ing and t"e "alo effect are common 'ro(lems in social 'erce'tion. A"en an indi#idual is +udged (ased on t"e 'erce'tion a(out t"e grou' to $"ic" "e (elongs* it is termed as stereot 'ing. A"en 'eo'le dra$ a general im'ression a(out an indi#idual (ased on a single c"aracteristic* it is %no$n as t"e "alo effect. &"e 'rocess ( $"ic" 'eo'le tr to manage or control t"e 'erce'tions ot"er 'eo'le form of t"em is called im'ression management. ,t is used ( em'lo ees in organi8ations to fa#ora(l im'ress t"eir (oss and mo#e u' t"e "ierarc" . 5erce'tions "a#e a crucial role in indi#idual decision-ma%ing in organi8ations* ( affecting (ot" t"e decisions as $ell as t"e !ualit of t"e decision. &"e decision ta%en ( an indi#idual

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is a com'le9 'rocess in#ol#ing t"e inta%e of data* screening* 'rocessing* and inter'reting and e#aluating of data* (ased on t"e 'erce'tion of t"e indi#idual. %? Mr& Batra is the 1enera4 Manager@ 2, o( a 4eading A3tomo5i4e com7an8& 2e is

having a meeting Aith Mr& Chandan@ a 4eading 2, cons34tant& Mr& Batra is concerned a5o3t creating an environment that he47s in increasing Bo5 satis(action among em74o8ees& Ass3me that 8o3 are Mr& Chandan@ the 2, cons34tant& 'hat s3ggestions Ai44 8o3 give to Mr& Batra@ (or creating an environment that increases Bo5 satis(action> Eo( satisfaction can (e influenced ( a #ariet of factors* e.g. t"e !ualit of oneIs relations"i' $it" t"eir su'er#isor* t"e !ualit of t"e '" sical en#ironment in $"ic" t"e $or%* degree of fulfillment in t"eir $or%* etc.. Numerous researc" results s"o$ t"at t"ere are man factors affecting t"e +o( satisfaction. &"ere are 'articular demogra'"ic traits Jage* education le#el* tenure* 'osition* marital status* ears in ser#ice* and "ours $or%ed 'er $ee%K of em'lo ees t"at significantl affect t"eir +o( satisfaction. Satisf ing factors moti#ate $or%ers $"ile dissatisf ing ones 're#ent. Moti#ating factors are ac"ie#ement* recognition* t"e +o( conducted* res'onsi(ilit * 'romotion and t"e factors related to t"e +o( itself for 'ersonal de#elo'ment. Moti#ating factors in t"e $or%ing en#ironment result in t"e +o( satisfaction of t"e 'erson $"ile 'rotecti#e ones dissatisf "imL"er. Maslo$ connects t"e creation of t"e e9istence of 'eo'leIs sense of satisfaction $it" t"e maintenance of t"e classified needs. &"ese are: '" siological needs Jeating* drin%ing* resting* etc.K* securit needs J'ension* "ealt" insurance* etc.K* t"e need to lo#e Jgood relations $it" t"e en#ironment* friends"i'* fello$s"i'* to lo#e and to (e lo#edK* need to selfesteem Jself-confidence* recognition* adoration* to (e gi#en im'ortance* status* etc.K need of self-actuali8ation Jma9imi8ation of t"e latentM'otentialN 'o$er and ca'acit * de#elo'ment of a(ilities* etc.K . ,nsufficient education* ina(ilit to select !ualified $or%ers for t"e +o(* lac% of communications* lac% of +o( definitions* all affect +o( satisfaction negati#el . ,t "as (een asserted t"at 'artici'ating in t"e management* "a#ing t"e decision ma%ing 'o$er* inde'endence on t"e +o( and t"e unit $"ere t"e indi#idual $or%s* "a#e 'ositi#e im'act u'on t"e +o( satisfaction. &"e +o( itself Jt"e $or% conductedK* and ac"ie#ement and recognition at $or% result in satisfaction $"ile t"e management 'olic * relations $it" t"e managers and colleagues result in dissatisfaction. 3actors related to t"e +o( itself suc" as using talents* creati#it * res'onsi(ilit * recognition "a#e influence on t"e +o( satisfaction. Age is one of t"e factors affecting +o( satisfaction. Studies conducted in fi#e different countries 'ro#e t"at t"e elder $or%ers are more satisfied . ;ose "as also found a meaningful relation (et$een t"e age and +o( satisfaction.

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&"ere is a strong connection (et$een feeling secure and sa ing one is satisfied $it" a +o(. 5eo'le $"o state t"eir +o( is secure "a#e a muc" larger 'ro(a(ilit of re'orting t"emsel#es "a'' $it" t"eir $or%. Similarl * ( some researc"ers* se9 is also found to "a#e an influence on +o( satisfaction. Besides* Aa"(a "as found out t"at male li(rarians gi#e more im'ortance to 'ersonal de#elo'ment and free decision ma%ing in t"eir +o(s t"an t"e female li(rarians* and t"e female li(rarians are more dissatisfied t"an t"e male li(rarians. Eo( satisfaction and de#otion to t"e +o(* affected eac" ot"er reci'rocall * and t"e "a#e great im'act u'on 'erformance. &"e most significant of t"e factors affecting 'erformance are economical* tec"nical* socio-'olitical* cultural and demogra'"ical ones . /o$e#er* most efforts to im'ro#e 'erformance seem to center on im'ro#ing t"e conditions surrounding t"e $or%. &"ese are $ort"$"ile efforts* (ut t"e usuall result onl in s"ort-term im'ro#ements in attitudes and 'roducti#it * and t"e situation often returns !uic%l to normal . &"ere is no strong acce'tance among researc"ers* consultants* etc.* t"at increased +o( satisfaction 'roduces im'ro#e +o( 'erformance -- in fact* im'ro#ed +o( satisfaction can sometimes decrease +o( 'erformance. 3or e9am'le* ou could let $or%ers sometime sit around all da and do not"ing. &"at ma ma%e t"em more satisfied $it" t"eir G$or%G in t"e s"ort run* (ut t"eir 'erformance certainl doesnIt im'ro#e. &"e indi#idualIs $illingness to get a result* "isL"er endea#our and e9'ectation of maintaining t"e result $ill 'us" "imL"er to s"o$ t"e "ig"est 'erformance. Eo( satisfaction #aries a lot. JResearc"es suggests* t"e "ig"er t"e 'restige of t"e +o(* t"e greater t"e +o( satisfactionK. But* man $or%ers are satisfied in e#en t"e least 'restigious +o(s. &"e sim'l li%e $"at t"e do. Most $or%ers li%e t"eir $or% if t"e "a#e little su'er#ision. &"e least satisfied $or%ers are t"ose in ser#ice occu'ations and managers t"at $or% for ot"ers. )t"nic and religious orientation is associated to $or% attitudes* and +o( satisfaction is related to education. &"e difference (et$een t"e results t"at t"e indi#idual desire and t"ose sL"e maintained $ill affect "isL"er satisfaction . &"ere is a consistent relations"i' (et$een t"e 'rofessional status and t"e +o( satisfaction. /ig" le#els of +o( satisfaction are o(ser#ed in t"ose 'rofessions $"ic" are deemed of good standing in t"e societ . &"e $or%ers usuall com'are t"eir $or%ing conditions $it" t"e conditions of t"e societ * under t"e #aria(le of social conditions. ,f t"e social conditions are $orse t"an t"e indi#idualIs $or%ing conditions* t"en t"is $ill result in satisfaction of t"e indi#idual* as t"e $or%ers deem t"emsel#es relati#el in good 'osition. No meaningful relations"i' (et$een t"e +o( satisfaction and age* 'rofessional e9'erience* education le#el* le#el of $age* se9 and 'rofessional grou' $as found. 2n t"e contrar *
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'rofessional e9'erience "as (een claimed to increase +o( satisfaction. %&" 1iven 5e4oA is the 2, 7o4ic8 g4im7se o( CiMagineD@ an advertising com7an8 & )t o((ers cash reAards (or sta(( mem5ers 2& )t 7romotes the c34t3re o( em74o8ee re(erra4 and enco3rages 7eo74e to re(er 7eo74e the8 #noA@ ma85e their (riends@ e6& co44eag3es@ 5atch mates and re4atives& 3& )t recognizes good 7er(ormances and gives (anc8 tit4es and Bac#ets to the 7eo74e Aho 7er(orm Ae44 and a4so (e4icitates them in the Ann3a4 -a8 o( the com7an8& 'hat a44 as7ects does it ta#e care o(@ according to Mas4oA<s *eed 2ierarch8> Maslo$ is a "umanistic 's c"ologist. /umanists do not (elie#e t"at "uman (eings are 'us"ed and 'ulled ( mec"anical forces* eit"er of stimuli and reinforcements J(e"a#iorismK or of unconscious instinctual im'ulses J's c"oanal sisK. /umanists focus u'on 'otentials. &"e (elie#e t"at "umans stri#e for an u''er le#el of ca'a(ilities. /umans see% t"e frontiers of creati#it * t"e "ig"est reac"es of consciousness and $isdom. &"is "as (een la(eled Gfull functioning 'ersonG* G"ealt" 'erson.G Maslo$ "as set u' a "ierarc"ic t"eor of needs. All of "is (asic needs are instinctoid* 'ersonalit G* or as Maslo$ calls t"is le#el* Gself-actuali8ing

e!ui#alent of instincts in animals. /umans start $it" a #er $ea% dis'osition t"at is t"en fas"ioned full as t"e 'erson gro$s. ,f t"e en#ironment is rig"t* 'eo'le $ill gro$ straig"t and (eautiful* actuali8ing t"e 'otentials t"e "a#e in"erited. ,f t"e en#ironment is not Grig"tG Jand mostl it is notK t"e $ill not gro$ tall and straig"t and (eautiful. Maslo$ "as set u' a "ierarc" of fi#e le#els of (asic needs. Be ond t"ese needs* "ig"er le#els of needs e9ist. &"ese include needs for understanding* est"etic a''reciation and 'urel s'iritual needs. ,n t"e le#els of t"e fi#e (asic needs* t"e 'erson does not feel t"e second need until t"e demands of t"e first "a#e (een satisfied* nor t"e t"ird until t"e second "as (een satisfied* and so on. Maslo$Is (asic needs are as follo$s: Ph8sio4ogica4 *eeds &"ese are (iological needs. &"e consist of needs for o9 gen* food* $ater* and a relati#el constant (od tem'erature. &"e are t"e strongest needs (ecause if a 'erson $ere de'ri#ed of all needs* t"e '" siological ones $ould come first in t"e 'ersonIs searc" for satisfaction. Sa(et8 *eeds A"en all '" siological needs are satisfied and are no longer controlling t"oug"ts and (e"a#iors* t"e needs for securit can (ecome acti#e. Adults "a#e little a$areness of
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t"eir securit needs e9ce't in times of emergenc or 'eriods of disorgani8ation in t"e social structure Jsuc" as $ides'read riotingK. @"ildren often dis'la insecurit and t"e need to (e safe. *eeds o( 9ove@ A((ection and Be4ongingness A"en t"e needs for safet and for '" siological $ell-(eing are satisfied* t"e ne9t class of needs for lo#e* affection and (elongingness can emerge. Maslo$ states t"at 'eo'le see% to o#ercome feelings of loneliness and alienation. &"is in#ol#es (ot" gi#ing and recei#ing lo#e* affection and t"e sense of (elonging. *eeds (or /steem A"en t"e first t"ree classes of needs are satisfied* t"e needs for esteem can (ecome dominant. &"ese in#ol#e needs for (ot" self-esteem and for t"e esteem a 'erson gets from ot"ers. /umans "a#e a need for a sta(le* firml (ased* "ig" le#el of self-res'ect* and res'ect from ot"ers. A"en t"ese needs are satisfied* t"e 'erson feels self-confident and #alua(le as a 'erson in t"e $orld. A"en t"ese needs are frustrated* t"e 'erson feels inferior* $ea%* "el'less and $ort"less. *eeds (or Se4(-Act3a4ization A"en all of t"e foregoing needs are satisfied* t"en and onl t"en are t"e needs for self-actuali8ation acti#ated. Maslo$ descri(es self-actuali8ation as a 'ersonIs need to (e and do t"at $"ic" t"e 'erson $as G(orn to do.G GA musician must ma%e music* an artist must 'aint* and a 'oet must $rite.G &"ese needs ma%e t"emsel#es felt in signs of restlessness. &"e 'erson feels on edge* tense* lac%ing somet"ing* in s"ort* restless. ,f a 'erson is "ungr * unsafe* not lo#ed or acce'ted* or lac%ing self-esteem* it is #er eas to %no$ $"at t"e 'erson is restless a(out. ,t is not al$a s clear $"at a 'erson $ants $"en t"ere is a need for self-actuali8ation. &"e "ierarc"ic t"eor is often re'resented as a ' ramid* $it" t"e larger* lo$er le#els reason t"at 'eo'le $ould not mo#e $ell in t"e signs of

re'resenting t"e lo$er needs* and t"e u''er 'oint re'resenting t"e need for selfactuali8ation. Maslo$ (elie#es t"at t"e onl direction of self-actuali8ation is (ecause of "indrances 'laced in t"eir $a ( societ . /e states t"at education is one of t"ese "indrances. /e recommends $a s education can s$itc" from its usual 'erson-stunting tactics to 'erson-gro$ing a''roac"es. Maslo$ states t"at educators s"ould res'ond to t"e 'otential an indi#idual "as for gro$ing into a selfactuali8ing 'erson of "isL"er o$n %ind. &en 'oints t"at educators s"ould address are listed:
1. Ae s"ould teac" 'eo'le to (e authentic, to (e a$are of t"eir inner sel#es and to "ear

t"eir inner-feeling #oices.

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2. Ae s"ould teac" 'eo'le to transcend their cultural conditioning and (ecome $orld

citi8ens.
3. Ae s"ould "el' 'eo'le discover their vocation in life, t"eir calling* fate or destin .

&"is is es'eciall focused on finding t"e rig"t career and t"e rig"t mate.
0. Ae s"ould teac" 'eo'le t"at life is precious, t"at t"ere is +o to (e e9'erienced in life*

and if 'eo'le are o'en to seeing t"e good and +o ous in all %inds of situations* it ma%es life $ort" li#ing.
5. Ae must accept the person as "e or s"e is and "el' t"e 'erson learn t"eir inner

nature. 3rom real %no$ledge of a'titudes and limitations $e can %no$ $"at to (uild u'on* $"at 'otentials are reall t"ere.
B. Ae must see t"at t"e 'ersonIs basic needs are satisfied. &"is includes safet *

(elongingness* and esteem needs.

C. Ae s"ould refreshen consciousness, teac"ing t"e 'erson to a''reciate (eaut and

t"e ot"er good t"ings in nature and in li#ing.

D. Ae s"ould teac" 'eo'le t"at controls are good, and com'lete a(andon is (ad. ,t

ta%es control to im'ro#e t"e !ualit of life in all areas.

9. Ae s"ould teac" 'eo'le to transcend t"e trifling 'ro(lems and grapple with the

serious problems in life. &"ese include t"e 'ro(lems of in+ustice* of 'ain* suffering* and deat". 10. Ae must teac" 'eo'le to (e good choosers. &"e must (e gi#en 'ractice in ma%ing good c"oices.

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MB0022/ MB0038 Management Process and Organization Behavior - 4 Credits Assignment Set- 2 !"0 Mar#s$ *ote; /ach E3estion carries 0 Mar#s& AnsAer a44 the E3estions& %& 'hat is emotiona4 inte44igence> /674ain 1o4eman<s mode4 o( emotiona4

inte44igence& /motiona4 )nte44igence J/)K descri(es t"e a(ilit * ca'acit * s%ill or* in t"e case of t"e trait ), model* a self-'ercei#ed a(ilit * to identif * assess* and manage t"e emotions of oneIs self* of ot"ers* and of grou's. 4ifferent models "a#e (een 'ro'osed for t"e definition of ), and disagreement e9ists as to "o$ t"e term s"ould (e used. 4es'ite t"ese disagreements* $"ic" are often "ig"l tec"nical* t"e a(ilit ), and trait ), models J(ut not t"e mi9ed modelsK en+o su''ort in t"e literature and "a#e successful a''lications in different domains. 1olemanIs frame$or% of emotional intelligence 1oleman de#elo'ed a frame$or% to e9'lain emotional intelligence in terms of fi#e elements* "e descri(ed as self-a$areness* self-regulation* moti#ation* em'at" and social s%ills. )ac" of t"ese elements "as distincti#e c"aracteristics* as outlined (elo$: 1K Self-a$areness: e9amining "o$ our emotions affect our 'erformance: using our #alues to guide decision-ma%ing: self-assessment - loo%ing at our strengt"s and $ea%nesses and learning from our e9'eriences: and (eing self-confident and certain a(out our ca'a(ilities* #alues and goals. 2K Self-regulation: controlling our tem'er: controlling our stress ( (eing more 'ositi#e and action-centred: retaining com'osure and t"e a(ilit to t"in% clearl under 'ressure: "andling im'ulses $ell: and nurturing trust$ort"iness and self-restraint. 3K Moti#ation: en+o ing c"allenge and stimulation: see%ing out ac"ie#ement: commitment: a(ilit to ta%e t"e initiati#e: o'timism: and (eing guided ( 'ersonal 'references in c"oosing goals.

0K )m'at" : t"e a(ilit to see ot"er 'eo'leIs 'oints of #ie$: (e"a#ing o'enl and "onestl :
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a#oiding t"e tendenc to stereot 'e ot"ers: and (eing culturall a$are. 5K Social s%ills: t"e use of influencing s%ills suc" as 'ersuasion: good communication $it" ot"ers* including em'lo ees: listening s%ills: negotiation: co-o'eration: dis'ute resolution: a(ilit to ins'ire and lead ot"ers: ca'acit to initiate and manage c"ange: and a(ilit to deal $it" ot"ersI emotions - 'articularl grou' emotions. 1oleman claims t"at 'eo'le $"o demonstrate t"ese c"aracteristics are more li%el to (e successful in senior management* citing researc" from #arious sources t"at suggests senior managers $it" a "ig"er emotional intelligence rating 'erform (etter t"an t"ose $it"out. /e gi#es se#eral anecdotal case studies to illustrate $a s in $"ic" emotional intelligence can ma%e a real im'act in t"e $or%'lace. %&2& -isc3ss the (ive stage mode4 o( gro37 deve4o7ment 7ro7osed 58 +3c#man& &"e goal of most researc" on gro37 deve4o7ment is to learn $" and "o$ small grou's c"ange o#er time. &o do t"is* researc"ers e9amine 'atterns of c"ange and continuit in grou's o#er time. As'ects of a grou' t"at mig"t (e studied include t"e !ualit of t"e out'ut 'roduced ( a grou'* t"e t 'e and fre!uenc of its acti#ities* its co"esi#eness* t"e e9istence of conflict* etc. +3c#manFs Stages mode4 Bruce &uc%man re#ie$ed a(out fift studies of grou' de#elo'ment Jincluding BalesI modelK in t"e mid-si9ties and s nt"esi8ed t"eir commonalities in one of t"e most fre!uentl cited models of grou' de#elo'ment J&uc%man* 19B5K. &"e model descri(es four linear stages Jforming* storming* norming* and 'erformingK t"at a grou' $ill go t"roug" in its unitar se!uence of decision ma%ing. A fift" stage Jad+ourningK $as added in 19CC $"en a ne$ set of studies $ere re#ie$ed J&uc%man O Eensen* 19CCK.

1rou' mem(ers learn a(out eac" ot"er and t"e tas% at "and. ,ndicators of t"is 0orming; stage mig"t include: =nclear o(+ecti#es* =nin#ol#ement* =ncommitted mem(ers* @onfusion* <o$ morale* /idden feelings* 5oor listening* etc.

Storming;

As grou' mem(ers continue to $or%* t"e $ill engage eac" ot"er in arguments a(out t"e structure of t"e grou' $"ic" often are significantl emotional and illustrate a struggle for status in t"e grou'. &"ese acti#ities mar% t"e storming

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'"ase:

<ac%

of

co"esion*

Su(+ecti#it *

/idden

agendas*

@onflicts*

@onfrontation* >olatilit * Resentment* anger* ,nconsistenc * 3ailure.

1rou' mem(ers esta(lis" im'licit or e9'licit rules a(out "o$ t"e $ill ac"ie#e t"eir goal. &"e address t"e t 'es of communication t"at $ill or $ill not "el' *orming; $it" t"e tas%. ,ndicators include: Puestioning 'erformance* Re#ie$ingLclarif o(+ecti#e* @"angingLconfirming roles* 2'ening ris% issues* Asserti#eness* <istening* &esting ne$ ground* ,dentif ing strengt"s and $ea%nesses.

1rou's reac" a conclusion and im'lement t"e solution to t"eir issue. ,ndicators Per(orming; include: @reati#it * ,nitiati#e* 3le9i(ilit * 2'en relations"i's* 5ride* @oncern for 'eo'le* <earning* @onfidence* /ig" morale* Success* etc.

As t"e grou' 'ro+ect ends* t"e grou' dis(ands in t"e ad+ournment '"ase. &"is AdBo3rning; '"ase $as added $"en &uc%man and EensenIs u'dated t"eir original re#ie$ of t"e literature in 19CC.

)ac" of t"e four stages in t"e 3orming-storming-norming-'erforming-ad+ourning model 'ro'osed ( &uc%man in#ol#es t$o as'ects: inter'ersonal relations"i's and tas% (e"a#iors. Suc" a distinction is similar to BalesI J1950K e!uili(rium model $"ic" states t"at a grou' continuousl di#ides its attention (et$een instrumental Jtas%-relatedK needs and e9'ressi#e %&3 'hat are the 7ossi54e so3rces o( organizationa4 con(4ict> /674ain& Organizationa4 con(4ict is a state of discord caused ( t"e actual or 'ercei#ed o''osition of needs* #alues and interests (et$een 'eo'le $or%ing toget"er. @onflict ta%es man forms in organi8ations. &"ere is t"e ine#ita(le clas" (et$een formal aut"orit and 'o$er and t"ose indi#iduals and grou's affected. &"ere are dis'utes o#er "o$ re#enues s"ould (e di#ided* "o$ t"e $or% s"ould (e done* and "o$ long and "ard 'eo'le s"ould $or%. &"ere are +urisdictional disagreements among indi#iduals* de'artments* and (et$een unions and management. &"ere are su(tler forms of conflict in#ol#ing ri#alries* +ealousies* 'ersonalit clas"es* role definitions* and struggles for 'o$er and fa#or. &"ere is also conflict $it"in indi#iduals Q (et$een com'eting needs and demands Q to $"ic" indi#iduals res'ond in different $a s. +he ingredients/so3rces o( con(4ict&
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Needs - Needs are t"ings t"at are essential to our $ell-(eing. @onflicts arise $"en $e ignore ot"ersI needs* our o$n needs or t"e grou'Is needs. Be careful not to confuse needs $it" desires Jt"ings $e $ould li%e* (ut are not essentialK. 5erce'tions - 5eo'le inter'ret realit differentl . &"e 'ercei#e differences in t"e se#erit * causes and conse!uences of 'ro(lems. Mis'erce'tions or differing 'erce'tions ma come from: self-'erce'tions* ot"ersI 'erce'tions* differing 'erce'tions of situations and 'erce'tions of t"reat. 5o$er - /o$ 'eo'le define and use 'o$er is an im'ortant influence on t"e num(er and t 'es of conflicts t"at occur. &"is also influences "o$ conflict is managed. @onflicts can arise $"en 'eo'le tr to ma%e ot"ers c"ange t"eir actions or to gain an unfair ad#antage. >alues - >alues are (eliefs or 'rinci'les $e consider to (e #er im'ortant. Serious conflicts arise $"en 'eo'le "old incom'ati(le #alues or $"en #alues are not clear. @onflicts also arise $"en one 'art refuses to acce't t"e fact t"at t"e ot"er 'art "olds somet"ing as a #alue rat"er t"an a 'reference. 3eelings and emotions - Man 'eo'le let t"eir feelings and emotions (ecome a ma+or

influence o#er "o$ t"e deal $it" conflict. @onflicts can also occur (ecause 'eo'le ignore t"eir o$n or ot"ersI feelings and emotions. 2t"er conflicts occur $"en feelings and emotions differ o#er a 'articular issue. Managing Con(4ict &"ere are fi#e ste's to managing t"e management conflict. &"ese ste's are: conflict strateg

Anal 8e 4etermine 5re-negotiation Negotiation 5ost-negotiation Ste7 ;

Ana48ze

the

con(4ict&

&"e first ste' in managing conflict is to anal 8e t"e nature and t 'e of conflict. &o do t"is* ouIll find it "el'ful to as% !uestions. Ans$ers ma come from our o$n e9'erience* our 'artners or local media co#erage. ?ou ma $ant to actuall inter#ie$ some of t"e grou's in#ol#ed. Additional information regarding
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anal 8ing conflicts can (e found in t"e 1uide to ,nformation and Resources. Ste7 2; -etermine management strateg8&

2nce ou "a#e a general understanding of t"e conflict* t"e grou's in#ol#ed $ill need to anal 8e and select t"e most a''ro'riate strateg . ,n some cases it ma (e necessar to "a#e a neutral facilitator to "el' mo#e t"e grou's to$ard consensus. Ste7 occur 'rior to negotiation. Initiation - 2ne 'artner raises t"e 'ossi(ilit of negotiation and (egins t"e 'rocess. ,f no one is $illing to a''roac" t"e ot"ers to encourage t"em to reac" an agreement* a trusted outsider could (e (roug"t in as a facilitator. Assessment - @onditions must (e rig"t for negotiation to (e successful. ;e 'la ers must (e identified and in#ited. )ac" side must (e $illing to colla(orate $it" t"e ot"ers. Reasona(le deadlines and sufficient resources to su''ort t"e effort must e9ist. S'o%es'ersons for eac" grou' must (e identified and in#ol#ed. 5arties need to determine $"ic" issues are negotia(le and $"ic" are not. Ground rules and agenda - &"e grou's must agree on ground rules for communication* negotiation and decision ma%ing. &"e s"ould agree on t"e o(+ecti#es of t"e negotiation 'rocess. An agenda of issues to (e co#ered needs to (e de#elo'ed. Organization - Meeting logistics must (e esta(lis"ed* including agreed u'on times and 'laces. 5eo'le must (e contacted and encouraged to attend. Minutes must (e ta%en so t"at information can (e distri(uted (efore and after meetings. oint !act"!inding - &"e grou's must agree on $"at information is rele#ant to t"e conflict. &"is s"ould include $"at is %no$n and not %no$n a(out social and tec"nical issues. Agreement is also needed on met"ods for generating ans$ers to !uestions. Ste7 4; *egotiation& Interests - A"en negotiating (e sure to o'enl discuss interests* rat"er t"an stated 3; Pre-negotiation&

&o set t"e stage for effecti#e negotiation* t"e ground$or% must (e laid. &"e follo$ing s"ould

'ositions. ,nterests include t"e reasons* needs* concerns and moti#ations underl ing 'ositions. Satisfaction of interests s"ould (e t"e common goal.

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O#tions - &o resol#e conflicts* concentrate on in#enting o'tions for satisf ing interests. 4o not +udge ideas or fa#or an commitment. $%aluation - 2nl after t"e 'artners "a#e finis"ed listing o'tions* s"ould t"e o'tions (e discussed. 4etermine toget"er $"ic" ideas are (est for satisf ing #arious interests. &ritten agreement - 4ocument areas of agreement and disagreement to ensure common understanding. &"is "el's ensure t"at agreements can (e remem(ered and communicated clearl . Commitment - )#er 'artner must (e confident t"at t"e ot"ers $ill carr out t"eir 'arts of t"e agreement. 4iscuss and agree u'on met"ods to ensure 'artners understand and "onor t"eir commitments Ste7 %e ste's include: 'ati!ication - &"e 'artners must get su''ort for t"e agreement from organi8ations t"at "a#e a role to 'la in t"e agreement. &"ese organi8ations s"ould (e 'artners and s"ould "a#e (een in#ol#ed in t"e 're#ious ste's. )ac" organi8ation $ill need to follo$ its o$n 'rocedures to re#ie$ and ado't t"e agreement. Im#lementation - ?ou and our 'artnersI +o(s are not done $"en ouI#e reac"ed ?; Post-negotiation& of t"e o'tions suggested. )ncourage creati#it * not

2nce negotiation is com'lete* t"e grou' $ill need to im'lement t"e decisions made. Some

agreement. @ommunication and colla(oration s"ould continue as t"e agreement is carried out. &"e 'artners"i' $ill need to "a#e a 'lan to monitor 'rogress* document success* resol#e 'ro(lems* renegotiate terms and cele(rate success.

%&4 +he environmenta4 stressors have a great im7act on Aor# 7er(ormance and adB3stment o( the individ3a4 in an organization& -isc3ss the di((erent categories o( environmenta4 stressors& ,t must (e noted t"at stress (actors are su(+ecti#e and $"at one 'erson ma find stress(34* ot"ers ma not necessaril e9'erience as negati#el . &"e $a in $"ic" $e e9'erience and react to stress is descri(ed as an emotional condition $"ic" triggers '" sical* 's c"ological and emotional res'onses from t"e indi#idual. 3ormall * a stressor is defined as an e#ent or conte9t t"at ele#ates adrenaline and triggers

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t"e stress res7onse $"ic" results in t"e (od (eing t"ro$n out of (alance as it is forced to res'ond.

/6am74es o( Stress +riggers

/nvironmenta4 stressors Jele#ated sound le#els* o#er-illumination* o#ercro$dingK -ai48 stress e#ents Je.g. traffic* lost %e sK <ife c"anges Je.g. di#orce* (erea#ementK 'or#74ace stressors Je.g. role strain* lac% of controlK

Stressors 3s3a448 (a44 into one o( (o3r categories;

)nterna4 stressors - t"ese $e carr

around inside of us. &"e

are self o$ned

stressors. &"ese stressors ma range from t"e 'osture $e ada't* to addictions and assessment of lifeL'ersonal satisfaction or sim'l not getting enoug" slee'.

/6terna4 stressors - t"ese are t"e stressors in t"e en#ironments in $"ic" $e o'erate and $ill range from 'arental 'ressure* to $or% 'ressure* to role 'ressure* to "ouse"old 'ressure* traffic* crime etc.

2idden stressors - t"ese are factors $"ic" cause stress (ut $"ere t"e underl ing cause is difficult to identif . ,t often results in conflicting feelings and a sense of an ina''ro'riate reaction or res'onse to a situation. 3or e9am'le underde#elo'ed emotional intelligence $"ere self-a$areness is not a''arent.

O5vio3s stressors - t"ere are also t"ose situations $"ic" o(#iousl

do or are

intended to (ring a(out stress. 3or e9am'le a $or% deadline $ould (e an im'osed o(#ious stressor $"ere as t"e deat" of a lo#ed one $ould (e un-im'osed (ut an o(#ious one.

+87es o( /nvironmenta4 Stressors *oise Researc" "as demonstrated t"at "ig" le#els of (ac%ground noise can se#erel im'air one.s a(ilit to concentrate. ,t "as (een s"o$n t"at e9cessi#e* intermittent or un'redicta(le noise can cause tension and "eadac"es as $ell as raise 'eo'leIs (lood 'ressure. ,t can im'act concentration and reduce t"e a(ilit "el' one anot"er.
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to 'erform com'le9 tas%s. ,t can also undermine

team$or%* as 'eo'le in a nois en#ironment tend to (ecome more irrita(le and less $illing to

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Solutions to noise at $or% can in#ol#e: Arranging to $or% from a "ome office. ,nstalling 'artitions or '" sical (arriers to reduce or deaden sound. Sc"eduling $or% tas%s so t"at t"ose re!uiring t"e most focus can (e com'leted $"en t"e en#ironment is more 'eaceful. =sing meeting rooms se'arate from t"e main source of noise. ,f all else fails* using ear'lugsR

9ighting 5oor lig"ting* suc" as insufficient lig"t* lig"t t"at is too (rig"t or lig"t t"at s"ines directl into one.s e es can cause e e strain and increase fatigue. ,n addition to lig"ting conditions* t"e !ualit of lig"t is also im'ortant. Most 'eo'le are "a''iest in (rig"t da lig"t. 4a lig"t $"ic" measures 10*000 lu9 Je!ui#alent to a (rig"t sunn da K is %no$n to trigger a release of c"emicals in t"e (od t"at (rings a(out a sense of 's c"ological $ell-(eing. =nfortunatel * most t 'es of artificial lig"t do not seem to "a#e t"e same effect on mood. ?ou $ill 'ro(a(l find t"at im'ro#ing t"e !ualit of lig"t $ill also im'ro#e t"e !ualit of our $or%ing en#ironment. Solutions to 'oor lig"t conditions at $or% ma include: Arranging $or% s'aces to (e near a $indo$. A"ene#er 'ossi(le* allo$ing natural lig"t to s"ine t"roug" o'en doors and $indo$s. &rimming (us"es t"at are in front of $indo$s* 'ainting $alls $it" lig"ter colours* c"ec%ing into t"e 'ossi(ilit of installing s% lig"ts. ,nstalling (rig"ter lig"t (ul(s in $or% areas or using full-s'ectrum (ul(s in des% lam's. Poor Air %3a4it8 Researc" "as s"o$n t"at 'oor air !ualit at $or% can trigger "eadac"es and tiredness* as $ell as im'air one.s a(ilit to concentrate. A #ariet of factors can contri(ute to t"e 'ro(lem of 'oor air !ualit * including a "ig" concentration of 'ollutants in t"e air* 'oor air circulation or inade!uate #entilation. 2t"er sources of 'oor air !ualit include smo%ing* "eating and air conditioning s stems* ioni8ation ( dr ness. Solutions to 'oor air !ualit at $or% ma in#ol#e: 2'ening $indo$s. electrical e!ui'ment* o#ercro$ding Jtoo man 'eo'le in a small s'aceK* 'ollution* sol#ents or ot"er c"emicals from car'ets* furniture or 'aint* and e9cess "umidit or

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Banning smo%ing indoors. =sing de"umidifiers $"en "umidit is a 'ro(lem or "umidifiers if it is too dr . ,ntroducing 'lants S not onl do 'lants raise t"e amount of o9 gen in t"e air and reduce stuffiness* t"e also "el' to a(sor( 'ollutants in t"e air: e#a'oration of $ater from 'lant 'ots or t"e 'lants t"emsel#es $ill "el' to raise "umidit $"en t"e air is too dr .

;ee'ing ourself " drated ( drin%ing $ater.

C43tter and -isorganization Anot"er source of en#ironmental stress can (e a $or% en#ironment t"at is dirt * mess * or uncomforta(le. &"e distraction of $or%ing in an area t"at is disorgani8ed* untid and c"aotic can ma%e it more difficult to ac"ie#e our goals. Solutions to disorgani8ation can in#ol#e: @ontracting $it" +anitorial ser#ices to ensure t"e $or%'lace is %e't clean. 4e#elo'ing s stems for organi8ing 'roduct* information* and e!ui'ment. ,m'lementing on- or off-site storage s stems. Storing or discarding unnecessar furniture* e!ui'ment and office 'roducts.

03rnit3re and /rgonomics 5oorl designed furniture* or t"e im'ro'er use of !ualit furniture* generall contri(utes to a #ariet of ac"es and 'ains. &"e most common of t"ese is (ac%ac"e. 5rolonged ergonomic 'ro(lems can 'roduce serious in+uries. &a%ing t"e time to arrange one.s $or%ing en#ironment is %e to $or%ing comforta(l and a#oiding in+ur . Solutions to ergonomic concerns at $or% ma in#ol#e: )nsuring t"at office c"airs are 'ro'erl ad+usted to reduce t"e ris% of in+ur to t"e (od . Arranging com'uter $or% stations so t"at correct 'ostures are used $"en $or%ing $it" t"e monitor* %e (oard* mouse* and documents. 2rgani8ing $or% materials and accessories to im'ro#e efficienc distance and fre!uenc of reac"es. 2rgani8ing our $or%da to include tas%s* (rea%s and e9ercises t"at allo$ ou to #ar our 'osture* rest our muscles and 're#ent muscle tension or soreness. @onsulting $it" a 'rofessional $"o can gi#e ou e9'ert ad#ice* as often t"e ideal solution ma not (e immediatel o(#ious. and reduce t"e

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Stress and 7er(ormance 3or t"e most 'art* 'eo'le #ie$ stress as a negative (actor. Stress "o$e#er is onl negati#e $"en it is e9cessi#e* unmanaged and results in ad#erse s m'toms and e9'eriences. Some of t"e negati#e conse!uences include:

3eeling an9ious* irrita(le* or de'ressed A'at" * loss of interest in $or% or ot"er acti#ities 5ro(lems slee'ing 3atigue* &rou(le concentrating

Muscle tension or "eadac"es Stomac" 'ro(lems Social $it"dra$al <oss of se9 dri#e =sing alco"ol or drugs to co'e

,t is clear t"at $it" t"ese s m'toms t"e indi#idualIs 'erformance at $or%* "ome and in social settings $ill (e ad#ersel affected. *egative stress also seems to "a#e a self-(uilding facet $"ere once stressed* additional factors +ust %ee' contri(uting to t"e stress and increase t"e stress 4evels $"ile decreasing 'erformance and functioning. %&? 1iven 5e4oA are certain instances o5served 58 a s3mmer trainee ,it3@ Ahi4e doing an o5servationa4 st3d8 at ()oeni* consultants. An organization dea4ing Aith rec8c4ing o( 74astic 7rod3cts Aaste etc& She ma#es the (o44oAing o5servations a5o3t tAo #e8 7eo74e in the organization& & Mr& Shah 2e is a ver8 (riend48 7erson and enco3rages his team mem5ers 58 giving those recommendations and a77reciation& +his he47s 2, to decide a5o3t giving a 5on3s or 7romotion to em74o8ees& 2& Mr& Parhi- 2e is an aggressive 7erson& 2e (reE3ent48 4oses his tem7er& ,it3 o5serves that he (reE3ent48 73nishes the non-7er(ormers and a4so gives them Aarnings regarding s3s7ension etc& *oA e674ain Ahat 5ase o( 7oAer Mr& Shah and Mr& Parhi 5e4ong to& /674ain the t87e o( 7oAer the8 3se o(ten& &en & 'es of 5o$er 1. (osition. Some measure of 'o$er is conferred on t"e (asis of one.s formal 'osition in an organi8ation. 3or e9am'le* a mar%eting manager can influence t"e decisions t"at affect t"e mar%eting de'artment. /o$e#er* t"e mar%eting manager "as little 'o$er to influence t"e decisions t"at affect t"e finance de'artment.

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2. +no,ledge or e*#ertise. 5eo'le $"o "a#e %no$ledge or e9'ertise can $ield tremendous 'o$er. 2f course* %no$ledge in itself is not 'o$erful. ,t is t"e use of %no$ledge and e9'ertise t"at confers 'o$er. &"us* ou could (e an incredi(l (rig"t 'erson and still (e 'o$erless. 3. C)aracter or et)ics. &"e more trust$ort" indi#iduals are* t"e more 'o$er t"e "a#e in negotiations. &"e (ig issue "ere is $"et"er t"e do $"at t"e sa t"e are going to doQ e#en $"en t"e no longer feel li%e doing it.

0. 'e,ards. 5eo'le $"o are a(le to (esto$ re$ards or 'ercei#ed re$ards "old 'o$er. Su'er#isors* $it" t"eir a(ilit to gi#e raises* "old 'o$er o#er em'lo ees. Mone can "a#e 'o$er. But mone * li%e an t"ing else* "olds #er little 'o$er if it is not distri(uted.

5. (unis)ment. &"ose $"o "a#e t"e a(ilit to create a negati#e outcome for a counter'art "a#e t"e 'o$er of 'unis"ment. Managers $"o "a#e t"e aut"orit to re'rimand and fire em'lo ees "old t"is t 'e of 'o$er. State troo'ers and "ig"$a 'atrol officers $"o "a#e t"e a(ilit to gi#e out s'eeding tic%ets also "a#e t"is 'o$er.

B. Gender. 4ealing $it" someone of t"e o''osite se9 can confer 'o$er. Ae "a#e #ideota'ed man negotiation case studies in $"ic" t"e turning 'oint came $"en a $oman casuall touc"ed a man.s "and or arm to ma%e "er 'oint. C. (o,erlessness. ,n some instances* gi#ing u' all 'o$er can (e #er 'o$erful. ,f a

%idna''er t"reatens a "ostage $it" deat" enoug" times* t"e "ostage ma +ust c"allenge t"e %idna''er to go a"ead and %ill "im. At t"e 'oint t"at t"e "ostage gi#es u' 'o$er* or control o#er "is o$n deat"* t"e %idna''er actuall loses 'o$er. D. C)arisma or #ersonal #o,er. A"en $e as% 'artici'ants in our seminars for e9am'les of leaders $"o "a#e "ad c"arisma or 'ersonal 'o$er* in#aria(l t"e names of Mot"er &eresa* Eo"n 3. ;enned * and Ronald Reagan come u'. A"en $e as%* 6A"at do all t"ree of t"ese leaders "a#e in commonF7 'artici'ants usuall res'ond* 65assion and confidence in $"at t"e (elie#e in.7

9. -ac. o! interest or desire. ,n negotiations* as in man ot"er areas of life* t"e side $it" t"e least interest in $"at is (eing negotiated "olds t"e most 'o$er. ,f ou are (u ing a "ouse and ou reall do not care if ou 'urc"ase t"e "ouse ou are currentl negotiating for or t"e
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one do$n t"e street* ou $ill most li%el "old more 'o$er in t"e negotiationQunless* of course* t"e sellers could care less if t"e sell t"e "ouse toda or li#e in it for anot"er ten earsR 10. Craziness. &"is ma sound funn * (ut (i8arre or irrational (e"a#ior can confer a

tremendous amount of 'o$er. )#er organi8ation "as someone $"o (lo$s u' or (e"a#es irrationall $"en confronted $it" 'ro(lems. &"ose $"o "a#e (een e9'osed to t"is t 'e of (e"a#ior tend to a#oid suc" indi#iduals. As a result* t"ese indi#iduals are not gi#en man tas%s to accom'lis" (ecause ot"ers are afraid to as% t"em. <eaders"i' st le influence le#el of moti#ation. /o$e#er* t"roug"out a lifetime* man.s moti#ation is influenced ( c"anging am(itions andLor leaders"i' st le "e $or%s under or sociali8es $it". @ommand-and-control leaders"i' drains off am(ition $"ile $or%er res'onsi(ilit increases am(ition. 9eadershi7 St84e vers3s Motivation 9eadershi7 St84e Motivation +87e 9imited s37ervi sion 'or#er n ma#ing res7on si5i4it8 1oal moti#ated Mi6ed st84es Recognition moti#ated 2igh 4eve4 sion Command-ando( 5eer moti#ated moti#ated &"reat* fear s37ervi Aut"orit 2''ortunit 5ersonalit t 'e and efficienc de'ends on leaderIs s%ill andLor t"e $or% en#ironment "eIs created. Status !uo 4e'endenc Reacts to force Resist c"ange 9oA Aith decisio &eam moti#ated @reati#it Ac"ie#er &"ri#es c"ange on Self moti#ated <eader of ideas or 'eo'le. ,nde'endent 2igh Motivation Based on; is Persona4it8 +87e /((icienc8

Re$ard moti#ated Materialism Social status &o (e li%e ot"ers 3ollo$s 'olic

contro4 moti#ated

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Self-moti#ated or #isionaries $ill not acce't aut"orit controlled en#ironments. &"e $ill find a $a to esca'e if tra''ed. ,n a team-moti#ated en#ironment* de'endenc t 'es $ill (ecome ins'ired and stri#e to (e acce'ta(le $it" inde'endent t"in%ing co$or%ers.

Associates influence t"e le#el of indi#idual moti#ation.

,eaction to Change @ommand-and-control leaders"i' is t"e 'rimar st le in our societ . ,t is acce'ted (ecause efficienc is created ( re'etiti#e action* teac"ing 'eo'le to resist c"ange. 2nce ac!uiring a s%ill* t"e do not $ant to learn anot"er. &"e $or%er ada'ts to le#el t"ree $it" an occasional tri' to le#el t$o. Aor%er res'onsi(ilit is +ust t"e o''osite* it moti#ates 'eo'le to t"ri#e on c"ange ( see%ing c"allenges* finding $a s to ac"ie#e goals. <e#el one is t"e leader of c"anging tec"nolog * finding $a s to create efficienc . J@lic% on imageK

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,eaction to /((icienc8 &"e efficienc of ad#ancing tec"nolog is forcing c"ange. ,t is u' to t"e indi#idual or

(usiness to decide $"ic" side of c"ange t"e $ant to (e on* t"e leading edge or trailing edge. &"e leading edge is e9citing $"ile t"e trailing edge is a drag. 5la ing catc"-u' drains moti#ation $"ile leaders of c"ange ins'ire moti#ation. Ait" toda .s c"anging tec"nolog * an indi#idual must (e $illing to a(andoned old s%ills and learn ne$ ones. &"e a(ilit to ada't is ac"ie#ed t"roug" self-de#elo'ment 'rograms. Because le#el one t"ri#es on c"ange* t"e ada't to $"ate#er met"ods gets t"ings done $it" t"e least amount of effort. &"is (rings us to $or% "a(its. ,n le#el one* management and front line $or%ers* toget"er* are searc"ing for $a s to sol#e and 're#ent 'ro(lems. 4ecisions are made on t"e front line $"ere alternati#e met"ods are anal 8ed. Being a(le to 're#ent 'ro(lems is a moti#ating force. ,n le#el t"ree management ma%es all decision* as a result* management must find $a s to sol#e all 'ro(lems and find alternati#e met"ods. 3ront line em'lo ees ma (e a$are conflicts* (ut t"e don.t "a#e t"e aut"orit to ta%e action and "a#e learned not to (e concerned. Su'er#isors are onl concerned $it" elements t"at management t"in%s are im'ortant. =nder command-and-control leaders"i'* management considers t"e o'inions or concerns of 'eo'le on t"e front line to (e tri#ial. As a result* management ta%es action on48 $"en 'ro(lems (ecome too (ig to ignore. ,f $or%ers "a#e conflicts $it" t"eir su'er#isors* t"e $ill find $a s to increase t"e magnitude of 'ro(lems* creating a com(ati#e en#ironment. A do$n$ard s'iral of management im'lementing more control and $or%ers resisting control de#elo'. =nder $or%er res'onsi(ilit * management and $or%ers unite to 're#ent or sol#e 'ro(lems.

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&eam Moti#ated 4e'endenc Aut"orit )lementar 'ro(lems 're#ented sol#ed at are)lementar ordealt $it" t"emanagement to

ofA(used Aor%ers <ac% of

areleaders"i' s%ills ( and t"e desire for 'o$er creates (e'ro(lems. Managers focus on control. do$n $or%er 1etting t"e list. largeelementar

source. 1etting$"en t"e +o( done isenoug" of management and $or%ers. t"e 'rimar goalrecogni8ed.

t"e +o( done is Aor%ers goal is to find $a s to do @ommand out of control. little as 'ossi(le. and @ontrol

<eaders"i' - 5ro(lems are al$a s

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,eaction to 9earning 2a5its ,n le#el t$o* oung $or%ers are esta(lis"ing $or% "a(its* de#elo'ing attitudes and learning a 'rofessional s%ill. 2ut of training and on t"e +o(* moti#ation le#el $ill de'end on t"e leaders"i' st le t"e $or% under. =nder command-and-control leaders"i'* am(itions $ill (e associated $it" maintaining t"e status !uo. =nder $or%er res'onsi(ilit * am(itions $ill (e associated $it" o''ortunit . &"e o''ortunit arises. ,eaction to 1oa4s Self-moti#ated 'eo'le are goal moti#ated. 2nce t"e anot"er. )#er con!uer one goal* t"e esta(lis" $ill continuall e9'and t"eir s%ills as t"e need or as

goal is a learning 'rocess t"at re!uires all t"e elements in le#el one.

@om'anies t"at attract and %ee' t"is t 'e of 'erson sta on t"e leading edge of tec"nolog . &"e @)2 is a #isionar in customer ser#ice and em'lo ee leaders"i'. &"e em'lo eesI goals are t"e same as t"e @)2.s. ,f t"e @)2 desires control* t"en "e $ill lead in suc" a $a t"at trains su(ordinates to lead ( control. As a result* t"e em'lo eesI goals are !uitting time and 'a da . ,eaction to ,ecognition Recognition is im'ortant: it (uilds 'ositi#e self-esteem. B itself* its (enefits are s"ort li#ed. <ong-term (enefits are ac"ie#ed $"en t"e em'lo ee feels t"e +o( could not "a#e (een done $it"out t"em. &"is means t"e $ere faced $it" a c"allenge* $"ic" means* t"e "ad t"e res'onsi(ilit and aut"orit to ta%e action. &"is en#ironment is found in le#el one. Se4( Motivated ProBects Self-moti#ated 'ro+ectsI is t"e a(ilit to start and finis" $"at one "as started. Most 'eo'le* $or%ing alone* do not finis" $"at t"e start. &"e a(ilit to finis" c"allenging 'ro+ects is t"e secret to (eing a $inner. 3irst re!uirement is interest* t"en as%ing !uestions $"ic" ins'iresI t"e learning 'rocess. Ait" information* a c"allenge is 'resented and a goal set. A"en action is ta%en* t"e (arriers of 'ersistence* ris%* fear and failure (ecome a c"allenge ( itself.
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Self-moti#ated 'ro+ects are difficult (ecause no one cares if t"e succeed* $"ic" is anot"er (arrier. &"is is $" most 'eo'le !uit (efore t"e get a good start. 5eo'le* $"o find $a s to o#ercome (arriers and "ang in t"ere* are t"e $inners. &"e de#elo' s%ills and confidence* $"ic" are re!uired ste's to larger 'ro+ects. +eam Motivated ProBects )#er one can (e ins'ired to ac"ie#ement in a team-moti#ated en#ironment. Ait" a common goal* team mem(ers su''ort eac" ot"er until success is ac"ie#ed. ,n t"is en#ironment* ot"ers do care and team mem(ers are needed for ac"ie#ing t"e goal. 3or t"is reason* team moti#ation is e9tremel 'o$erful. &"e e9c"ange of ideas* information and testing t"e results* adds to t"e moti#ating force. As a result* eac" mem(er see%s to (e a leader of !ualit in'ut.

%&" C'indoA to +r3th< is a (amo3s and o4d magazine& +he to7 management decides to start the e- edition o( the magazine& +he8 a4so decide the rede(ine the 7o4icies and c34t3re o( C'indoA to +r3thD +o start im74ementing this change@ the8 (reE3ent48 ca44 meetings o( em74o8ees& +he8 have a4so (ormed gro37s at di((erent 4eve4s to c4ari(8 do35ts and e674ain the 7ers7ective o( change& Ana48ze the sit3ation in the conte6t o( organizationa4 change and e4a5orate Ah8 the to7 management is (o44oAing the disc3ssed 7ractices and Ahat a77roach is most evident in the conte6t& & 'icall * t"e conce't of organi8ational c"ange is in regard to organi8ation-$ide c"ange* as o''osed to smaller c"anges suc" as adding a ne$ 'erson* modif ing a 'rogram* etc. )9am'les of organi8ation-$ide c"ange mig"t include a c"ange in mission* restructuring o'erations Je.g.* restructuring to self-managed teams* la offs* etc.K* ne$ tec"nologies* mergers* ma+or colla(orations* Grig"tsi8ingG* ne$ 'rograms suc" as &otal Pualit Management* re-engineering* etc. Some e9'erts refer to organi8ational transformation. 2ften t"is term designates a fundamental and radical reorientation in t"e $a t"e organi8ation o'erates. +he 4eve4s o( organizationa4 change 5er"a's t"e most difficult decision to ma%e is at $"at Gle#elG to start. &"ere are four le#els of organi8ational c"ange: 3irst letIs descri(e t"ese le#els* and t"en under $"at circumstances a (usiness s"ould use t"em.
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9eve4 - sha7ing and antici7ating the (3t3re At t"is le#el* organi8ations start out $it" fe$ assum'tions a(out t"e (usiness itself* $"at it is GgoodG at* and $"at t"e future $ill (e li%e. Management generates alternate GscenariosG of t"e future* defines o''ortunities (ased on t"ese 'ossi(le futures* assesses its strengt"s and $ea%nesses in t"ese scenarios c"anges its mission* measurement s stem etc. More information on t"is is in t"e ne9t article* GMo#ing from t"e 3uture to our Strateg .G 9eve4 2 - de(ining Ahat 53siness!es$ to 5e in and their GCore Com7etencies Man attem'ts at strategic 'lanning start at t"is le#el* eit"er assuming t"at 1K t"e future $ill (e li%e t"e 'ast or at least 'redicta(le: 2K t"e future is em(odied in t"e @)2Is G#ision for t"e futureG: or 3K management doesnIt %no$ $"ere else to start: 0K management is too afraid to start at le#el 1 (ecause of t"e c"anges needed to reall meet future re!uirements: or 5K t"e onl mandate t"e "a#e is to refine $"at mission alread e9ists. After a mission "as (een defined and a SA2& Jstrengt"s* $ea%nesses* o''ortunities and t"reatsK anal sis is com'leted* an organi8ation can t"en define its measures* goals* strategies* etc. More information on t"is is in t"e ne9t article* GMo#ing from t"e 3uture to our Strateg .G 9eve4 3 - ,eengineering !Str3ct3ra448 Changing$ :o3r Processes )it"er as an aftermat" or conse!uence of le#el one or t$o $or% or as an inde'endent action* le#el t"ree $or% focuses on fundamentall c"anging how $or% is accom'lis"ed. Rat"er t"an focus on modest im'ro#ements* reengineering focuses on ma%ing ma+or structural c"anges to e#er da $it" t"e goal of su(stantiall im'ro#ing 'roducti#it * efficienc * !ualit or customer satisfaction. &o read more a(out le#el 3 organi8ational c"anges* 'lease see GA &ale of &"ree >illages.G 9eve4 4 - )ncrementa448 Changing 8o3r Processes <e#el 0 organi8ational c"anges are focusing in ma%ing man small c"anges to e9isting $or% 'rocesses. 2ftentimes organi8ations 'ut in considera(le effort into getting e#er em'lo ee focused on ma%ing t"ese small c"anges* often $it" considera(le effect. =nfortunatel * ma%ing im'ro#ements on "o$ a (ugg $"i' for "orse-dra$n carriages is made $ill rarel come u' $it" t"e idea t"at (ugg $"i's are no longer necessar (ecause cars "a#e (een in#ented. &o read more a(out le#el 0 organi8ational c"anges and "o$ it com'ares to le#el 3* 'lease see GA &ale of &"ree >illages.G

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Some General Guidelines to Organization"&ide C)ange 1. @onsider using a consultant. )nsure t"e consultant is "ig"l e9'erienced in organi8ation$ide a(out c"ange. it. As% to see $"at references $as done and and c"ec% "o$ t"e it references. ouIre doing out. $or%ed 2. Aidel communicate t"e 'otential need for c"ange. @ommunicate $"at @ommunicate

3. 1et as muc" feed(ac% as 'ractical from em'lo ees* including $"at t"e t"in% are t"e 'ro(lems and $"at s"ould (e done to resol#e t"em. ,f 'ossi(le* $or% $it" a team of em'lo ees t"e c"ange. to A"at goalJsK manage do ou t"e "o'e to c"ange. ouIre ma%ing accom'lis"F 0. 4onIt get $ra''ed u' in doing c"ange for t"e sa%e of c"ange. ;no$ $"

B. 5lan t"e c"ange. /o$ do ou 'lan to reac" t"e goals* $"at $ill ou need to reac" t"e goals* "o$ long mig"t it ta%e and "o$ $ill ou %no$ $"en ouI#e reac"ed our goals or notF 3ocus on t"e coordination of t"e de'artmentsL'rograms in our organi8ation* not on eac" 'art ( itself. /a#e someone in c"arge of t"e 'lan. C. )nd u' "a#ing e#er em'lo ee ultimatel re'orting to one 'erson* if 'ossi(le* and t"e s"ould %no$ $"o t"at 'erson is. Eo( descri'tions are often com'lained a(out* (ut t"e are useful in s'ecif ing $"o re'orts to $"om. D. 4elegate decisions to em'lo ees as muc" as 'ossi(le. &"is includes granting t"em t"e aut"orit and res'onsi(ilit to get t"e +o( done. As muc" as 'ossi(le* let t"em decide "o$ to do 9. &"e 'rocess $onIt (e an t"e Ga"aRG ,t $ill ta%e longer t"an ou 'ro+ect. t"in%.

10. ;ee' 'ers'ecti#e. ;ee' focused on meeting t"e needs of our customer or clients. 11. &a%e care of ourself first. 2rgani8ation-$ide c"ange can (e "ig"l stressful. 12. 4onIt see% to control c"ange* (ut rat"er to e9'ect it* understand it and manage it. 13. ,nclude closure in t"e 'lan. Ac%no$ledge and cele(rate our accom'lis"ments. 10. Read some resources a(out organi8ational c"ange* including ne$ forms and structures

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