Submitted By:

Name: Bisal Naqvi

Class: BS BBA
Subject: OB
Roll No: 46
Semester: 5th
Assignment No: 01
Submitted To:
Ma'am Ambreen Gul

Department of Management Sciences Faculty of Arts University of Azad Jammu &

kashmir.

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Q No 1: How do the big five traits predict behaviour?

Ans: Looking at how the big five personality traits apply in the workplace, let’s have a look at
each of their definitions. The researchers broadly identified five dimensions which are used to
describe a person’s personality:

 Openness to experience:
This signifies seeking unique or challenging experiences; anything that is
different to the daily monotony. Examples are living abroad; travelling; readiness to take
up challenging tasks at work basically anything which has the potential to offer a new
experience. Depending on a person’s openness to experience, he or she can be classified
as curious or the opposite cautious.

 Conscientiousness:
 Highlights qualities of being organized, dependable, self-disciplined and the
perseverance to aim for achievement. People with high and low conscientiousness are
categorized as efficient or easy-going respectively.

 Extroversion:
Characterised by positive energy, sociability and assertiveness. People with
low extraversion are more socially reserved.

 Agreeableness:
Being compassionate and cooperative towards coworkers, instead of being
suspicious and doubtful.

 Neuroticism:
Easily experiencing unpleasant emotions such as anxiety and anger.
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Q No 2: Explain why affirmative action and attempts to encourage diversity

within organizations may be received unfavourably by employees. What can
organizations do to minimize unfavourable reactions to policies?

Ans: Diversity is a more inclusive concept and includes people of various religions, marital
status, sexual orientation, economic status and a variety of other different states of being.
Diversity is also considered a strategic business practice which continues to increase as
distinctions among people in the workplace become more prevalent.

Diversity and affirmative action deal with issues related to discrimination, but in
different ways. They are complementary in function, but different in their origins and goals.
While affirmative action focuses on taking positive steps to get individuals into the organization,
diversity in the workplace works to change the culture within.

 Minimize Workplace Negativity:

1. Control Over Their Job.

2. Opportunity to Express Opinions. .
3. Use Consistent Fair Treatment
 4. Provide Trust and Respect.
5. Target Punishment and Rules.
6. Be Inclusive.
7. Provide Opportunity for Growth.
8. Be a Leader.

Here are some ways to implement these best practices in any organization and remain
compliant with OFCCP requirements simultaneously:

Educate management and our employees and encourage diversity applicant referrals.

Educate all employees on the company’s EEO policy annually and have an appointed
contact to handle EEO and discrimination claims and/or issues within the organization.
Annually have voluntary EEO Affirmative Action forms distributed for anyone who wishes to
self identify if they did not initially or revise their status if interested in doing so and letting
employees know there is no adverse treatment whether the information is provided or not.

Continuously expand diversity recruitment resources, maintain an active database and build
professional business relationships with those resources. Local veteran halls, minority and
female groups, military organizations and disability resources should be normal business
practice for maintaining and expanding diversity recruitment resources.

Be sure to keep organized records for auditing purposes.

For recruitment, compiling a folder for each open opportunity that contains: a position
requisition form, job description, all job advertisements placed, applicant flow logs to show
who has applied and their EEO information, all resumes and applications received as well as
all correspondence between HR/EEO and the hiring manager, other recruitment resources
and interview notes. In creating this recruitment folder it’s a one-stop- shop for all positions
being recruited and easy access to provide to auditors if requested.

Be sure to take advantage of all free resources, such as webinars, offered on diversity,
VEVRRA/4212, disabilities and regulatory updates is beneficial. Staying apprised of all
pending laws and regulations is imperative to maintaining compliance.

In implementing these best practices and regulatory requirements, I have found it not only
has helped to expand diversity within the organization yet it keeps the company in
compliance for all local, Federal and State enforcement agencies.

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Q No 3: Ana works as a sales manager at a bank and her behaviour is
characterized by the fundamental attribution error and halo effect. Explain with
the help of an example what Ana's behaviour is most likely to be toward her
team in such a situation?

Ans: Ana has characterized by the fundamental attribution error has a tendency to
underestimate the influence of external factors and overestimate the influence of internal
factors when making judgments about the behavior of others. This explains why Ana, who is
characterized by the fundamental attribution error. is most likely to blame her employees
for underperformance even when they are achieving reasonable objectives during an
economic meltdown. A person who is characterized by the halo effect has a tendency to
form a general impression about an individual on the basis of a single characteristic. In this
situation.Ana may assume that a team member is a prospective project manager just
because she has strong networking skills. On the other hand. she may form a negative
impression about a team member who does not actively participate in meetings as
someone who is not interested in the job while the truth may well be a completely different
picture.She might be out with the clients or something like that.

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Q No 4:All dimensions of fit (person-job fit and person-organization fit) are

sometimes broadly referred to as person-environmet Explain?

Ans: Person-environment fit is the degree of fit, or match, between you and your work
environment. The theory behind person-environment fit is that everyone has a work
environment with which they are most compatible.

Person-environment fit theory focuses on the interaction between

characteristics of the individual and the environment, whereby the individual not only
influences his or her environment, but the environment also affects the individual (see
earlier discussion of transactional models). The adequacy of this fit between a person and
the environment can affect the person's motivation, behavior, and overall mental and
physical health that is, if the fit is optimal, the individual's functioning may be facilitated; if
it is unsuitable, the individual may experience maladaptation.
 For example, a developmental-behavioral pediatrician may learn that a
particular school environment is not providing much needed academic programming for an
academically at-risk child. The clinician can intervene, the goal being to maximize the fit
between the child's needs and the schools programming. The importance of person-
environment fit with parents can provide a useful rationale when a particular intervention is
recommended.

The person-environment fit paradigm has been successfully integrated within a

developmental framework. Within this developmental perspective, person-environment fit
theory, or, more specifically, stage-environment fit theory, postulates that the combination
of an individual's developmental stage and the surrounding environment produces adaptive
change within the individual.Proponents of this perspective maintain that synchronizing the
trajectory of development to the characteristics and changes in the surrounding
environment will encourage positive growth and maturity.According to stage-environment
fit theory, adaptation is more likely if changes within the individual are matched with
supportive change within the child's three main environments: home, peer, and school.

One environmental change that marks early adolescence is the transition from
elementary school to junior high, or middle, school. Several negative changes within the
individual have been associated with this transition, such as decreases in motivation, self-
concept, and self-confidence, as well as increased academic failure.163 This phenomenon may
be a result of several differences between elementary schools and junior high schools that
make the latter less developmentally appropriate for students in this age range. In fact, the
Michigan Study of Adolescent Life Transitions revealed that, in comparison with elementary
schools, junior high schools were characterized by a greater emphasis on discipline and control,
fewer opportunities for the students to participate in decision making, less personal and less
positive teacher-student relationships, and lower cognitive requirements for assigned tasks.
Thus, a stage-environment mismatch within the school environment may be associated with
some of the negative changes that often occur within the adolescent at this time.

Patterns of change in the adolescent's home environment are also

supportive of the stage-environment hypothesis. During early adolescence, the process of
establishing greater independence from parents results in greater conflict and modification of
roles between the child and parents.Collins postulated that maladaptive conflicts may occur
when there is a poor fit between the child's desire for autonomy and opportunities for such
independence.Consideration of pubertal development has provided further support for this
theory. In general, early-maturing girls report that they are less satisfied with levels of
autonomy and decision making provided at home and in school than are their less physically
mature peers.For children who must adhere to complex medical regimens, the degree of fit
between home environment and their readiness to assume some responsibility for self-care can
be crucial for adaptive outcomes. Specifically, the degree to which parents can facilitate a
sharing of responsibility when a child is developmentally ready can have an effect on
subsequent health and important medical outcomes.

Another notable aspect of stage-environment fit is how congruence, or lack thereof, in

one environment may affect functioning in another environment. Current research suggests
that compatibility of stage-environment match in one setting is associated with functioning in
other settings. For example, a positive home environment characterized by involvement in
decision making was directly associated with higher intrinsic school motivation in one study.
This “spillover effect” is appealing from a clinical perspective insofar as positive outcomes that
result from an intervention (e.g., increased congruence in the home environment) may yield
positive effects in other domains (e.g., academic performance), thus making the intervention
more efficient.

Stage-environment fit theory has other clinical implications as well. Specifically,

the clinician may be interested in maintaining a good fit between a specific child and the
specific interventions that are implemented. For instance, interventions could be designed and
implemented with the developmental stage of the target child in mind. Alternatively,
interventions could be tailored to suit the unique strengths and weaknesses of the individual
child. In short, interventions that are developmentally appropriate, syndrome specific, and
modified to fit the specific needs of a particular child are most likely to be effective.

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