Assignment 01 / 02

Name : Manish Kumar

Registration No. : Learning Centre : Course Subject BEHAVIOUR Semester Module No. : : : : I MBA MANAGEMENT PROCESS AND ORGANIZATION

MB0038
: :

Date of submission Marks awarded

Directorate of Distance Education Sikkim Manipal University II Floor, Syndicate House Manipal 576 104

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Q1. Define emotional intelligence. Explain Golemans model of emotional intelligence. Ans Emotional intelligence is an aggregate of individuals cognition of own and o t h e r s emotions, feelings, interpretation and action as per environmental demand to manipulate t h e consequences which in turn result in a superior performance. So h a v i n g h i g h emotional intelligence doesnt mean that the person never panics or loses his/her control. I t d o e s m e a n t h a t h e / s h e b r i n g s o w n f e e l i n g s u n d e r c o n t r o l a n d c h a n n e l s t h e m i n t o productive behaviors. Golemans Model of Emotional Intelligence The most popular and accepted mixed model of emotional intelligence is the o n e proposed by Goleman. He viewed emotional intelligence as a total of personnel and social competencies. Personnel competencies determine how we manage ourselves, where as social competence determines how we handle our interpersonal relationships. Personnel Competence: It comprises of three dimensions of emotional intelligence, such as self awareness, self regulation and motivation. Self awareness is the ability of an individual to observe him/herself and to recognize a feeling as it happens. Self regulation is the ability to control emotions and to redirect those emotions that can have negative impact. Motivation is the ability to channelize emotion to achieve a goal through self control and by moderation impulses as per the requirement. Social Competence: It compromises of two dimensions namely, empathy and social skills. Empathy is the ability to feel and get concerned for others, take their perspective and to treat people according to their emotional reactions. Social skills are the ability to build rapport and to manage relationships with people. People having the skill are very effective persuasiveness and team management. Social skills are the culmination of all other components of emotional intelligence. Daniel Coleman and Hay Group have identified a set of competencies that differentiate individuals with emotional intelligence. The competencies fall into four cluster: Self Awareness: Capacity for understanding ones emotions, ones strengths and ones weaknesses. Self Management: Capacity for effectively managing ones motives and regulating ones behavior. Social Awareness: Capacity for understanding what others are saying and feeling and why they feel and act as they do. Relationship Management: Capacity for acting in such a way that one is able to get desired results from others and reach personal goals.

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Q2. What are the hindrances that we face in perception? Ans We face Following Hindrances we face in perception:Individuals have a tendency to use a number of shortcuts when they judge others. An understanding of these shortcuts can be helpful toward recognizing when they can result in significant distortions. 1. Selective Perception Any characteristic that makes a person, object, or event stand out will increase the probability that it will be perceived. It is impossible for an individual to internalize and assimilate everything that is seen .Only certainstimuli can be taken in selectively. Selectivity works as a shortcut in judging other people by allowing us to speed-read others, but, not without the risk of drawing an inaccurate picture. The tendency to see what we want to see can make us draw unwarranted conclusions from an ambiguous situation. 2. Halo Effect The halo effect (Murphy & Anhalt, 1992) occurs when we draw a general impression on the basis of a single characteristic. For example, while appraising the lecturer, students may give prominence to a single trait, such as, enthusiasm and allow their entire evaluation to be tainted by how they judge the instructor on that one trait which stood out prominently in their estimation of that person. Research suggests that it is likely to be most extreme when the traits to be perceived are ambiguous in behavioral terms, when the traits have moral overtones, and when the perceiver is judging traits with which he or she has had limited experience. 3. Contrast Effects Individuals do not evaluate a person in isolation. Their reaction to one person is influenced by other persons they have encountered recently. For example, an interview situation in which one sees a pool of job applicants can distort perception. Distortions in any given candidates evaluation can occur as a result of his or her place in the interview schedule. 4. Projection This tendency to attribute ones own characteristics to other people which is called projection can distort perceptions made about others. When managers engage in projection, they compromise their ability to respond to individual differences. They tend to see people as more homogeneous than they really are. 5. Stereotyping Stereotypingjudging someone on the basis of our perception of the group to which he or she belongs. Generalization is not without advantages (Hilton & Hippel, 1996). It is a means of simplifying a complex world, and it permits us to maintain consistency. The problem, of course, is when we inaccurately stereotype. In organizations, we frequently hear comments that represent stereotypes based on gender, age, race, ethnicity, and even weight. From a perceptual standpoint, if people expect to see these stereotypes, that is what they will perceive, whether or not they are accurate. Page 3 of 9

Q3. Describe the bases of power. Ans - Power can be categorized into two types: Formal and informal 1. Formal Power 2. Personal Power A. Formal Power: It is based on the position of an individual in an organization. Formal power is derived from either ones ability to coerce or reward others or is derived from the formal authority vested in the individual due to his/ her strategic position in the organizational hierarchy. For example, a manager may threaten to withhold a pay raise, or to transfer, demote, or even recommend the firing of a subordinate who does not act as desired. Such coercive power is the extent to which a manager can deny desired rewards or administer punishments to control other people. The availability of coercive power also varies across organizations. The presence of unions and organizational policies on employee treatment can weaken this power base significantly. Formal power may be categorized into four types which are as follows: 1. Coercive Power: The coercive power base is being dependent on fear. It is based on the application, or the threat of application, of physical sanctions such as the infliction of pain, the generation of frustration through restriction of movement, or the controlling by force of basic physiological or safety needs. In an organization one can exercise power over another if they have the power to dismiss, suspend, demote another assuming that the job is valuable to the person on whom power is being unleashed. 2. Reward Power: The opposite of coercive power is reward power. Reward power is the extent to which a manager can use extrinsic and intrinsic rewards to control other people. Examples of such rewards include money, promotions, compliments, or enriched jobs. Although all managers have some access to rewards, success in accessing and utilizing rewards to achieve influence varies according to the skills of the manager. 3. Legitimate Power: The third base of position power is legitimate power, or formal authority .It stems from the extent to which a manager can use subordinates internalized values or beliefs that the boss has a right of command to control their behavior. For example, the boss may have the formal authority to approve or deny such employee requests as job transfers, equipment purchases, personal time off, or overtime work. Legitimate power represents a special kind of power a manager has because subordinates believe it is legitimate for a person occupying the managerial position to have the right to command. The lack of this is legitimacy will result in authority not being accepted by subordinates. Thus this type of power has the following elements: It represents the power a person receives as a result of his/her position in the formal hierarchy. Positions of authority include coercive and reward powers. Legitimate power, however, is not limited to the power to coerce and reward. It encompasses the acceptance of the authority of a position by members of an organization. 4. Information Power: Page 4 of 9

This type of power is derived from access to and control over information. When people have needed information, others become dependant on them. (For example, managers have access to data that subordinates do not have). Normally the higher the level, the more information would be accessed by managers. B. Personal Power Personal power resides in the individual and is independent of that individuals position. Three bases of personal power are expertise, rational persuasion, and reference. Expert power is the ability to control another persons behavior by virtue of possessing knowledge, experience, or judgment that the other person lacks, but needs. A subordinate obeys a supervisor possessing expert power because the boss ordinarily knows more about what is to be done or how it is to be done than does the subordinate. Expert power is relative, not absolute. However the table may turn in case the subordinate has superior knowledge or skills than his/ her boss. In this age of technology driven environments, the second proposition holds true in many occasions where the boss is dependent heavily on the juniors for technologically oriented support. Rational persuasion is the ability to control anothers behavior, since, through the individuals efforts, the person accepts the desirability of an offered goal and a viable way of achieving it. Rational persuasion involves both explaining the desirability of expected outcomes and showing how specific actions will achieve these outcomes. Referent power is the ability to control anothers behavior because the person wants to identify with the power source. In this case, a subordinate obeys the boss because he or she wants to behave, perceive, or believe as the boss does. This obedience may occur, for example, because the subordinate likes the boss personally and therefore tries to do things the way the boss wants them done. In a sense, the subordinate attempts to avoid doing anything that would interfere with the pleasing boss subordinate relationship. Followership is not based on what the subordinate will get for specific actions or specific levels of performance, but on what the individual represents a path toward lucrative future prospects Charismatic Power is an extension of referent power stemming from an individuals personality and interpersonal style. Others follow because they can articulate attractive visions, take personal risks, demonstrate follower sensitivity, etc.

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Q4. Explain sensitivity training. Ans - Organization development (OD) is a planned approach to improve employee and organizational effectiveness by conscious interventions in those processes and structures that have an immediate bearing on the human aspect of the organization (Ramanarayan, Rao, and Singh 1998). OD is an organizationwide planned effort, managed from the top, to increase organizational effectiveness and health through planned interventions in the organizational processes, using behavioral science knowledge. A number of special characteristics together distinguish organizational development from other approaches to managing and improving organizational function. Behavioral science base approach is primarily concerned with improving the organization by focusing on aspects that have a bearing on human and social improvement. Leavitt (1972) has viewed an organization as a social system consisting of different sub-systems such as task, structure, technology and human resource, interlinked by various processes. Sensitivity training (also known as T-group, T standing for training). This approach evolved from the group dynamics concept of Kurt Lewin and the first sensitivity training session was held in 1946 in State Teachers College, New Britain, USA. Since then, it spread to numerous training centers in USA and other countries. Sensitivity training is a small-group interaction process in the unstructured form which requires people to become sensitive to others feelings in order to develop reasonable group activity. The objectives of sensitivity training are as follows: 1. To make participants increasingly aware of, and sensitive to, the emotional reactions and expressions in themselves and others. 2. To increase the ability of participants to perceive, and to learn from, the consequences of their actions through attention to their own and others feelings. 3. To stimulate the clarification and development of personal values and goals consonant with a democratic and scientific approach to problems of personal and social decisions and actions. 4. To develop achievement of behavioral effectiveness in participants. 5. To develop concepts and theoretical framework for linking personal values and goals to actions consistent with these inner factors and situational requirements. Process of Sensitivity Training Sensitivity training focuses on small group (T-group) with number of members ranging from ten to twelve. T-groups are designed to provide members with experiential learning about group dynamics, leadership and interpersonal relationships. The basic T-group training or sensitivity training is to change the standards, attitudes and behavior of individuals by using psychological techniques and programs. Based on the sources from where these members are drawn, there may be three types of T-group: stranger-lab, cousin-lab, and family-lab. In the stranger-lab, all participants are from different organizations and they are strangers to each other. In cousin-lab, all participants are from the same organization but from different units.

Q5. Explain the different leadership styles as per managerial Leadership Grid Theory. Page 6 of 9

Ans: The Managerial Grid is based on two behavioral dimensions: Concern for People This is the degree to which a leader considers the needs of team members, their interests, and areas of personal development when deciding how best to accomplish a task. Concern for Production This is the degree to which a leader emphasizes concrete objectives, organizational efficiency and high productivity when deciding how best to accomplish a task. i . C o u n t r y C l u b L e a d e r s h i p H i g h P e o p l e / L o w P r o d u c t i o n This style of leader is most concerned about the needs and feelings of members of his/her team. These people operate under the assumption that as long as team members are happy and secure then they will work hard. What tends to result is a work environment that is very relaxed and fun but where production suffers due to lack of direction and control. i i . P r o d u c e o r P e r i s h L e a d e r s h i p H i g h P r o d u c t i o n / L o w P e o p l e Also known as Authoritarian or Compliance Leaders, people in this category believe that employees are simply a means to an end. Employee needs are always secondary to the need for efficient and productive workplaces. This type of leader is very autocratic, has strict work rules, policies, and procedures, and views punishment as the most effective means to motivate employees i i i . I m p o v e r i s h e d L e a d e r s h i p L o w P r o d u c t i o n / L o w P e o p l e This leader is mostly ineffective. He/she has neither a high regard for creating systems for getting the job done, nor for creating a work environment that is satisfying and motivating. The result is a place of disorganization, dissatisfaction and disharmony. i v . M i d d l e - o f - t h e - R o a d L e a d e r s h i p M e d i u m P r o d u c t i o n / M e d i u m P e o p l e This style seems to be a balance of the two competing concerns. It may at first appear to be an ideal compromise. Therein lies the problem, though: When you compromise, you necessarily give away a bit of each concern so that neither production nor people needs are fully met. Leaders who use this style settle for average performance and often believe that this is the most anyone can expect. v . T e a m L e a d e r s h i p H i g h P r o d u c t i o n / H i g h P e o p l e According to the Blake Mouton model, this is the pinnacle of managerial style. These leaders stress production needs and the needs of the people equally highly. The premise here is that employees are involved in understanding organizational purpose and determining production needs. When employees are committed to, and have a stake in the organizations success, their needs and production needs coincide. This creates a team environment based on trust and respect, which leads to high satisfaction and motivation and, as a result, high production

Q5. Mr Suresh Kumar is the VP-HR of a leading financial services company. He is having a meeting with Ms Rejani chandran leading Hr consultants. Mr. Suresh is concerned about creating Page 7 of 9

an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Rejani, the HR consultant. What suggestions you will give to Mr. Suresh, for creating an environment that increases job satisfaction? Ans: Below are the suggestions for creating an environment with increased job satisfaction froman HR perspective: Provide workers with responsibility-and then let them use it Show respect Provide a positive working environment Reward and recognition Involve and increase employee engagement Develop the skills and potential of your workforce Evaluate and measure job satisfaction Job satisfaction: It is defined as an individuals general attitude toward his/her job. A high level of job satisfaction equals positive attitudes toward the job and vice-a-versa. Job satisfaction is the sense of fulfillment and pride felt by people who enjoy their work and do it well. For an organization, satisfied work force ensures commitment to high quality performance and increased productivity Job satisfaction helps organizations to reduce complaints and grievances, absenteeism, turnover, and termination. Job satisfaction is also linked to a healthier work force and has been found to be a good indicator of longevity. And although only little correlation has been found between job satisfaction and productivity, it has also been found that satisfying or delighting employees is a prerequisite to satisfying or delighting customers, thus protecting the "bottom line (Brown, 1996). The most important factors conductive to job satisfaction are: i. Mentally Challenging Work: Employees tend to prefer jobs that give them opportunities to use their skills and abilities and offer a variety of tasks, freedom and feedback on how well they are doing. Under conditions of moderate challenge, most employees will experience pleasure and satisfaction. ii. Personality-Job Fit: People with personality types congruent with their chosen vocations should find they have the right talents and abilities to meet the demands of their jobs; and because of this success, they have a greater probability of achieving high satisfaction from their work. It is important, therefore to fit personality factors with job profiles. iii. Equitable Rewards: Employees want pay systems and promotion policies that they perceive as being just, unambiguous, and in line with their expectations. When pay is seen as fair based on job demands, individual skill level, and industry pay standards, satisfaction is likely to result. Similarly, employees seek fair promotion policies and practices. Promotions provide opportunities for personal growth, more responsibilities and increased social status. Individuals who perceive that promotion decisions are made in a fair and just manner are likely to experience job satisfaction. Page 8 of 9

iv. Supportive working conditions: Employees prefer physical conditions that are comfortable and facilitate doing a good job. Temperature, light, noise and other environmental factors should not be extreme and provide personal comfort. Further, employees prefer working relatively close to home, in clean and relatively modern facilities and with adequate tools and equipment. iv. Supportive Colleagues: Employees have need for social interaction. Therefore, having friendly and supportive coworkers and understanding supervisor's leads to increased job satisfaction. Most employees want their immediate supervisor to be understanding and friendly, those who offer praise for good performance, listen to employees' opinions and show a personal interest in them. v. Whistle blowing: Whistle-blowers are employees who inform authorities of wrongdoings of their companies or coworkers. Whistle blowing is important because committed organizational members sometimes engage in unethical behavior in an intense desire to succeed. Organizations can manage whistle blowing by communicating the conditions that are appropriate for the disclosure of wrongdoing. Clearly delineating wrongful behavior and the appropriate ways to respond are important organizational actions. vi. Social Responsibility: Corporate social responsibility is the obligation of an organization to behave in ethical ways in the social environment in which it operates. Socially responsible actions are expected of organizations. Current concerns include protecting the environment, promoting worker safety, supporting social issues, investing in the community, etc. Managers must encourage both individual ethical behavior and organizational social responsibility. The following suggestions can help a worker find personal job satisfaction: 1. Seek opportunities to demonstrate skills and talents. 2. Develop communication skills. 3. Acquire job related skills and try to implement them. 4. Demonstrate creativity and initiative. 5. Improve team building and leadership skill. 6. Learn to de-stress

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