(P) Ethics by Mukul Pathak Sir (P)

NOTES MADE BY AKASH 7589157201 E-5 BATCH STUDENT 2022
 It examines moral and ethical factors that guide

 ETHICS BY MUKUL PATHAK SIR behaviour
 Aptitude is the potential for achievement that can be  A wise man is who knows himself very better and at
realized with training peace with himself you have peace around
 Ethics enables us to discriminate between right and
 To ensure public servants or public functionaries
wrong and follow the path of a rightness behave in the direction of public welfare will require
 For civil servants ethics is a letter and spirit of them to have moral and ethical fiber and its
constitution knowledge is provided by philosophy
 Integrity is consistent of righteous conduct over time
and across situation  SOURCES FOR ETHICS PAPER
 Why ethics in exam to stop restrict misuse of power 1. Class notes
when power is used for public welfare called good 2. Second ARC 4th report ethics in governance topic.
governance 3. Yellow book
 So your language defines your thinking therefore 4. Ethics in public administration a philosophical
change your language process and focus on what is to approach by Patric sheerum for the topics of
be done not on what is not to be done always find conscience law rules regulations
solutions 5. You can also read if you want my experiment with the
 Remember you have an expiry date of anything truth book by Gandhi
where are you realize you are not valued that means
 STRATEGY FOR ETHICS PAPER
you are expired and now time comes to change the
 Memorize content of syllabus
way leave the place and transform your skill and
 Relationship build
yourself
 Analytical and synthetic abilities
 Ethics paper covers displays of the following
 Originality use original words
1. Psychology
 Language hold for good expression
2. Public administration
3. Philosophy  NATURE OF QUESTION & ANSWERS
 PSYCHOLOGY ASKED OF FIVE TYPES
 Study of behaviour like how we eat cry sleep or doing 1. Direct question answer factual information
anything 2. Open the ended question answers that required use
 Behaviour is anything that can be observed or of illustration drawn from personal and professional
measured life
 Misuse of power is also behaviour for personal gain 3. Thinkers or quotation based question answers
 Corruption is a behaviour guided by greed which 4. Indirect question answers that require association
result in misuse of authority , use of public resources building between concepts
for private gain, un-lawful and dishonest conduct by  These first four contain 125 marks
public servants or by those who are in power 5. Case study based questions at least 5 case studies of
a) The impact of corruption is 125 marks
 It reflects poor governance  QUOTATION OR THINKER BASED
 Corruption disrupts economy of nation
 It erodes trust of people in government and its QUESTIONS
institutions
1. Relativity applies to physics and not to ethics by
 It makes democracy weaker
b) Accountability Albert Einstein
 Acceptance of responsibility for ones actions  Ethics and economics
 Being answerable for actions that one has  Ethics and law
performed in one's official capacity  Ethics and religion
 Accountability is inversely proportional to
 Ethics and science
corruption
 These comparison are asked to in the examination
 Solutions Are many but technology can be used to
control the corruption for example cameras hall in the ethics question paper
 Consider three things in the mind
 WHY PUBLIC ADMINISTRATION  Context in which the given statement was made
 Study of manners in which government policies are
 The relevance of the given statement in present a
implemented
 Study of all those operations that are involved in the context
enforcement of public policies  Can it be associated with the governance in anyway
 Study of behaviour in context of governance and  Nature has enough for human need but not for
administration human greed MK Gandhi
 WHY PHILOSOPHY  The answer can be included
 It is the love of wisdom  Physics is a positive science
 It is the discipline that studies knowledge reality  Means what is facts as
existence
NOTES MADE BY AKASH 7589157201 E-5 BATCH STUDENT 2022 1
 They are universal laws  Deficiency needs and to an extent even esteem needs
 The science is the body of systemized knowledge of an individual
gathered by observing and measuring events  Deficiency is thirst need for shelter
 Physics admits in the scope for replication of the  Esteem needs is money
findings - objectivity  Ethics in short self-realization and self-fulfilment
 Physics have empirical grounding  Economics wins over ethics for example government
 Precise and accurate measurement of the finding so selling the liquor for revenue by imposing tax on
that definite cause effects relationship can be liquor
established  Ethics went over economics when the whistle blower
 But ethics is far more relative than physics sacrifice their life for Upholding ethics
 Ethics is a normative science that tells what ought to  The whistle blower did not compromise with ethics
be and what is for example the case of Satyendra Dubey, Sanjeev
 Desire for absoluteness ,desire for normative science Chaturvedi ,,Manju nath, Gauri lankesh
 Any selective administrative of ethics can devastate  Goodwill generated in business brings more business
human science and most importantly builds ethical fibre of the
 Can it be associated with the governments in anyway organization to an extent of most important asset of
 Administration given discretionary powers to the organization
administrate effectively-only when ethical power is  Ethics and economics coming together for example
strong we may not misuse the the TATA group the Wipro group the Infosys company
2. We can forgive the child who fears the dark but they are contributing to Goodwill of the people as
the real tragedy of the society is when men are well as not leaving their ethics for example during Taj
afraid of light by Plato hotel attack the staff didn't leave the hotel for saving
 So here child is an adamant -which legs cognitive the lives of the guest staying there
maturity and lacks capacity to understand rather than  Profiteering-immoral means walks on a theme your
will to understand calamity is my opportunity means taking an
 The mistake of child can be pardoned but that of the opportunity when someone is in trouble that is
man cannot be because of immoral and this theme and walk on this theme is
 Those mistake do not arise known as
 Their reluctance have ramification  Profit making is Amoral means moral does not apply
 Man have action done by them will influence not only hair
them but also large number of other people  Profit less prosperity is moral means reducing the
 They never wanted to embrace the truth profit so that people can benefit from
 Ego is not accepting the truth  Being ethical towards the business and public at the
 Not criticizing any but creating the facts by reality same time creating a balance so not surging for very
distortion profit but just getting satisfied at the manageable
rate of profit
 INDIRECT QUESTION REQUIRE  CASE STUDY BASED QUESTIONS ALWAYS
ASSOCIATION BUILDING AMONG AD THE FOLLOWING POINTS IN ANSWERS
 Think before writing all following
CONCEPTS
 Based on understanding
A. Whenever there is a conflict between ethics  Ethical or moral dilemma involved
and economics it is the economics that wins  Stakeholder involved shall be identified who is
 Economics usually wins involved and influenced by decision
 Ethics sometimes wins  Law of the land vs personal conscience so here law of
 They can make great symbiotic relationship the land must prevail or must be supervised
 Sound ethics may result in great economics  The law of the land is bound with oath as a civil
 Economics is a social science that studies about servant have to give supremacy and follow law of the
production distribution and consumption of goods land
and services  Integrity impartiality objectivity empathy compassion
 Ethics is a branch of philosophy that carries out are collectively called IIOEC
systematic analysis of human actions from the point  Order of priority is point presentation should operate
of view of their right fullness and wrongfulness from more generic points first followed by more
 Economics in short self-preservation specific points
 Discretionary power is involved that is
 Motive or intention involved  Disagreement B/W values held
 Circumstances when action is and was taken  Discrepancy b/w values and behavior
 Probable consequence  Intrapersonal conflicts :- within individuals
rd  Interpersonal:- b/w individuals
..…2 classes ended,3 class started……
 Intragroup:- within group
BASIC CONCEPTS 

Intergroup :- b/w groups
International :- b/w nations
A. MEVA:- Morals, Ethics , Values , Attitudes
B. Definition of MEVA 4. When our behavior violates our Attitudes,
C. Structure of MEVA we experience Dissonance
D. Functions of MEVA  Dissonance :- is a negative drive state that
E. Nature of MEVA occurs when there exists attitude-behavior
F. Interrelationship between of MEVA discrepancy or incompatibility between two or
G. Development of MEVA (development of values more attitudes or cognitions
through interaction with schools _ _ _ )
 Negative drive state creates discomfort ,
A. MEVA:MORALS,ETHICS,VALUES, when ends – gives relief
 Dissonance :- dis-comfort-ness
ATTITUDES  Two or more in consistent attitudes &
 It is a mental construct that often serve as an beliefs
instrument for the behavior regulation  Attitude – behavior inconsistency
 Values:- are global, within a single value there
 It is a hypothetical entity that accounts for behavioral
are many attitudes
readiness  Attitudes:- are specific
 Mental :- anything pertaining to mind  Note:-all 1 to 4 create discomfortness & are
 Mind:- a psychological entity discomforting outcomes therefore people strive for
 Construct:- something which cannot be directly consistency b/w their MEVA and Behaviour
observed or measured but known to exist as it gives  Why MEVA fails to regulate sometimes the behavior
rise to measurable phenomenon . e.g:- Soul , a) When, reward and punishment will be arbitrary ,
memory MEVA fails to regulate the behavior (here↓)
 Attitude:- can be recognized by the behavior and
 Rewards :- immoral & un-ethical
can only be observed & measured by behavior
 Punishment:- moral & ethical
 How these entities facilitate the behavior  Both regulate our behaviour the most
regulation:- b) Availability of justifications for immoral & un-
1. When our behavior violates our morals we ethical conduct & the readiness of oneself &
experience “a guilt” others to buy it
 {Guilt:- a state of uneasiness or discomforts that  LAW & ETHICS AND LAW & MORALS
assure as a result of moral transgression and  Law:- formal instrument of the behavior control,
sometimes even with the thought of moral enacted by a competent legislative body or institution
transgression. Guilt is an emotion & it is a and is enforced by the state
negative emotion}  Conscience: - an inner voice that directs on the path
 {Moral transgression :- anything that violates our of righteousness or the inner voice that prevents us
moral behavior} from going astray (away from the correct path or
2. When our behavior violates our Ethics, we direction.)
 Personal conscience:- Morals
experience a threat of social ostracization
 Societal conscience:- Ethics
which in turn crates in us a feeling of
 National conscience:- law
Shame
 Guilt:- is personal (Morals)
 Shame:- is society Induced (Ethics)
 Morals:- are internal
 Ethics:- are external
 Degree of influence which morals hold , generally
speaking , is more powerful than ethics
3. When our behavior violates our Values, we
experience Conflict
 Conflict:- a state of discomfort that is the result  Note:- More the overlapping more the better
of situation to be in and reduces conflicts the more
LAWS MORALS, ETHICS  Action tendency component implies individuals
1. Formal instrument of 1. Morals are Informal behavior readiness which may or may not manifest in
behavior control instrument while the form of the actual behavior
2. Law works on Ethics are Semi-formal
 NOTE:- COGNITIVE, AFFECTIVE , ACTION TENDENCY
evidence of behavior control
 These three components of MEVA are generally
3. Can apply to limited 2. Both work more on
number of intuition than evidence consistent with one another as any discrepancy b/w
behaviours 3. They cover broad them is likely to create conflict within the individuals
4. Laws are obeyed due spectrum of behavior
to fear of punishment (where law ends ethics
by law enforcing begins)
agencies in the event 4. They are obeyed due
of violation to reason of avoiding
5. Getting justice in discomfort produced
court of law is a by Guilt & Shame
cumbersome process 5. Getting justice is quick
requiring & relatively easy
considerable time , process that is time
cost , energy and cost effective
6. Law is technical in 6. It requires no expert
nature , requires mediation, relatively
expert mediation simple & easy to
(advocate) to argue understand
the case & judges to
adjudicate it  Best situation to live in but if any single disrupts the
 What is legal may not be ethical & what is other than not a best situation to live
ethical may not be legal  E.G:- we want to expose corruption of particular
 Pending not yet discussed write by own political influencing group but due to fear cannot do
it so there may be fight within all three (first fight can
B. STRUCTURE OF MEVA be within morals – ethics , than ethics-laws etc
 Building blocks of MEVA  Best situation is :-
 Cognitive component  all MEVA should overlap
 Affective component  Environmental factor supporting
 Action tendency component  Behavior under line with MEVA , resulting in
 Cognitive component outcomes
 Our believes , opinions , ideas , regarding MEVA  All three factors should be in one line
rd th
object { particularly Morals , ethics, values are ………….3 class ended, 4 started……..
abstract & require objectification}
 Beliefs held by the individuals may or may not be C. FUNCTIONS OF MEVA
correct  Facilitates social integration by reducing the social
 It has a reciprocal relationship with the affective conflict
component  Facilitates the judgment & decision making by
 Affect= emotion ( you think so you feel or you feel reducing the number of behavioral choices
therefore you think )  MEVA:- empowers the stakeholders and makes the
 Emotion comes first than thought of usefulness individual assume responsibility of their behavior
(important note it) (there would be participatory democracy if in a
 Balance in emotions = rational approach
country has better MEVA)
 Rational approach is required in environment for
better adjustment  MEVA provides individual the identity which in turn
makes his organized responses in the world around
 AFFECTIVE COMPONENT
him possible
 Our emotions and feelings regarding the MEVA object
 Living one’s life in accordance with one’s MEVA
 Makes MEVA an evaluative tool & provides individuals an
energy for an action provides individual the self-satisfaction and social
 For example:- A mother creates more emotions that is why recognition as well
we say a nation the motherland not the fatherland  MEVA Provides individual the energy for action

 ACTION TENDENCY COMPONENT MEVA makes the individual display behavior which is
right, proper & good.
 Refers to our predisposition to act in specific ways
towards the MEVA object
 As our environment undergoes change , values do
D. NATURE OF MEVA change
1) WHETHER MEVA IS INNATE OR  Values provide the basis for the individual’s identity
and identity provides us the frame of reference to
ACQUIRED deal with objects in the world around us.
 Innate means:- MEVA is in-born, inherent in  If one undergoes identity crisis due to the alteration
individual and genetic substrate governs MEVA in his MEVA , his frame of reference would get
 Acquired means:- MEVA is a result of socialization disturbed , which in turn implies indecisiveness &
and learning + training are involved in development emotional turmoil & this is something that most want
of MEVA to avoid
 Behavior= {heredity × Environment}  One’s identity is formed after considerable
 Moral action:- biology {genetics substrate in MEVA is investment of time, labour, & energy. Therefore one
insignificant therefore is ignored} and Environment generally tries to resist the change in one’s identity
 Therefore MEVA:- is largely acquired because so  Morals, Ethics, Values:- do change but the change is
much efforts are done in society by societal not easily obtained
institutions to influence MEVA {E.g:-religious  Morals, ethics, values:- admit within them a variety
institutions , educational institutions } of behaviours what changes with the changing time
 Empathy:- are the behaviors & not so much the underlying
 Is wired in human infants values
 Genetic substrate involved in it  Example:- patriarchal values change to Androgynous
 World is full of empathetic individuals values
 Therefore socialization is the final say, either genetics
4) MEVA IS CULTURE SPECIFIC OR
substrate is strong
2) WHETHER MEVA IS INTRINSIC OR UNIVERSAL
 Some needs are universal because some aspects of
INSTRUMENTAL human nature are universal
 Intrinsic means:-MEVA is not tied to a separable  E.g:- Social integration is need of every culture to
outcome, it is an end in itself keep its members together
 E.g:- Honesty is for the reason of honesty & for  Universal Values are integrity, empathy,
no other reason other than honesty brotherhood, social integration, patriotism,
 Instrumental means:- MEVA is tied to a separable psychological needs like {Autonomy ,relatedness,
outcome, it is a means to an end competence}
 E.g:- honesty is the/for the reason of promotion  Examples are
 MEVA= Combination {Intrinsic +Instrumental}  In public services the objectivity, empathy,
 However intrinsic value is preferred over accountability, impartiality, integrity , all have
instrumental value as it provides self-satisfaction become universal values
 Culture specific:- each culture is unique
challenges faced by members of one culture
happens to be different from others .To meet
these challenges cultures’ specific values are
needed
INDIAN SOCIETY WESTERN SOCIETY
 Agrarian society  Industrialized society
↑ ↑
 Joint family  Nuclear family
 ↑ ↑
 Intrinsic value is long lasting  Value of collectivism  Value of individualism
 Intrinsic values like happiness, joy, fulfilment ↑ ↑
,satisfaction, occur together in an integrated way  Interdependent self  Independent self
 Relational self  Autonomous self
3) WHETHER MEVA IS DYNAMIC OR ↑ ↑
STATIC  Nurturing task  Democratic leadership
 Leadership style style
 Values are relatively permanent. It implies they are th th
……4 class ended,5 started…..
immutable. Change is the only constant
 Values facilitate our adjustment in our environment.
5) WHETHER MEVA IS ABSOLUTE OR  All morals and ethics are values but all values are not
morals and ethics
RELATIVE  Greater the overlap b/w morals and ethics is better
 ABSOLUTE:-  Let’s understand by the diagram in large box
 context independent MEVA, ends cannot justify the EXAMPLE EXAMPLE
means and good is independent of right Value= Music Interest=Guitar
 No context sensitive MEVA  Remain same  Can be changed
 A right action is a right action when even nobody  Relatively permanent  Transient
does it & wrong action is wrong even if everyone  Abstract (felt)  Concrete (can be
seen)
does it
 Deontological approach is there
 It is a duty based approach “Immanuel Kant”
talked about categorical imperatives {either
things can be or are white or black , no grey is
there means there is nothing called Half-truth}
 Morals principles cannot be diluted in any
condition. They will hold true in every situation
without condition & for everyone
 Based on categorical imperatives moral act
 Can be universally applied
 Unconditionally applicable
 Idealistic but difficult in practice
 People are absolute who are deontologist
 Generally this approach couldn’t be found
 RELATIVE:-
 Context sensitive MEVA and the ends can justify the
means, all that ends well is well
 Teleological approach to ethics is end centric
approach, under this approach
 Consequentialism
 consequences produced by action determine
morality of action
 Moral action produces positive consequence
 Immoral action produces negative consequences
 However, you cannot predict whether the action
is moral or immoral until you have the
 Everything starts with preference to exercise choice
consequences
 However, some preferences could not be judged
 Utilitarianism
right/wrong. for example:- eating preferences of
 Action can be judged on the basis of utility
 If you have something for high utility that action is individuals
moral and vice-versa  Interest is transient, concrete , specific
 So it is about greatest good for greatest number  So things on interest can be changed but things on
(regarded as positive action) importance relatively permanent
 It can result , however, in majoritarianism (morally  Values are
incorrect )  relatively permanent, global and abstract,
E. INTER RELATIONSHIP b/w MEVA  object free
 are generalized & dominant interest
 Most behaviors are inspired by values but few are inherited
and do not get influenced by values  Values have evaluative tools
 Evaluation is an exercise of value judgment
 Values become ethics when right & wrong done
by Society & become Morals if done by
Individuals
 Values contain emotional components &
emotions are in form of positive and negative

Values Are limited but behaviors are numerous in  Word value is a positive term
number  Characteristics of value
 Attitudes  Enduring
 is destination  Serve as an internal guide
 have very high utility in behavior prediction than  Global
values ,  Abstract
 are specific predictions of behavior as values are  Provide energy for action
general determinant of behavior  Have an evaluative element
 are object tied –  Facilitates our judgment and decision making
 are easier to comprehend what it is  Entrenched in our personality
 Environment plays over MEVA  DISTINCTION B/W VALUES AND NORMS
Moral → Moral  Norms:-
Attitude  are the rules of behavior in specific situation and
Values Ethical → Ethical any deviance from the set norm invites severe
→ Behaviour punishment from other group members
Attitude
 Are the expectations on rules that are socially
Other than M/E Attitude
→ enforced. They may be prescriptive or prohibitive
 Values are different from the norms in that they are
more global and abstract
 For example:- flying our national flag on
independence day is a norm and it represents the
value of patriotism
 Types of Norms
1. Laws:- social norms that are formally inscribed
and can result in formal punishment in the event
of their violation
2. Mores:- are norms of morality , in other words
right or wrong and if broken are considered as
offensive by most people of a given culture
3. Folkways:- are customs , and are the behaviors
that are learned and shared by a social group.
They are not morally significant but can be
important for social acceptance. If get violated it
is not offensive
4. Taboos:- are very strong negative norm and if
violated they result in social exclusion. For
example :- incest is tabooed in all society (Incest:-
illegal sex between members of the same family,
 Personal Ethics is nothing but morals for example brother and sister)
 Customary / societal morality is Ethics  Morals:-set of standards that the individual places on
th th
…….5 class ended,6 started………. himself to guide his behavior , choices and actions
 Explanation of above mentioned diagram  Morals are the values that provide behavioral
 Attitude :- learned (MEV), enduring(MEV), rules by which we make decision b/w right and
predisposition to respond (MEV) consistently either in wrong
favourable or unfavourable manner towards objects ,  Morals therefore are far more about good or
event and or person(s) (Attitude) bad than other values
 Attitude is object dead  Morals=character of person (personality
 Values other than moral and ethics lead to evaluated is character , and in evaluation we
attitude enquire into his morals )
 Values with ethics lead to ethical attitude  Like values, morals are relatively consistent and
 Values with morals lead to moral attitude stable and can have existence both at personal
 Values:- are the abstract ideals , positive or negative and social levels
not tied to any specific object and representing the  for an individual morality can be defined as a set
person’s beliefs about the modes of conduct. of personal standards that make up the
individuals character or the degree of the want
individual’s attachment to generally accepted  M.Gandhi:- you do to others what you want to be
standards of behavior held within a society at a done with you , be the change you wish to see in
particular point in time the world
 Ethics:- beliefs held by individual or the social groups  Perception is the reality and self-knowledge is
beginning of all wisdom
in which they have the emotional investment
 Ethics refer to the rules for deciding correct F. DEVELOPMENT OF MEVA (HUMAN
conduct
VALUES)
 They are well founded standards of right and
wrong that prescribe what humans ought to do  SOCIALIZATION :-
in the terms of their rights , obligations , benefits  socialization is a lifelong process of shaping
to the society or specific virtues individuals' social tendencies so that they become &
 Ethics usually tend to be codified into a formal remain a useful and productive members of their
system or a set of rules which are explicitly society
adopted by the people  it is a process by which a child is indoctrinated into
 Ethics do not always dictate a single moral course his culture
of action but provides a means of evaluating and  Morals develop through process of socialization
deciding among the competing options
 Socialization is a process by which
 Ethics therefore can be defined as a set of
standards that the society places on itself to
1) Culture is transmitted from one generation to next
guide its behavior , choices and actions 2) Individual develops his personality by learning the
 Society requires a code of ethics in order to contents of his culture (so personality is the culture
prevent strife(Conflict) b/w the individuals and to represented in the individual)
provide the basis for settling conflicts among
competing values
 Ethics defines how things work according to rules
 They are dependent upon others for definition
 They tend to be consistent within certain context
but may vary b/w the contexts .In contrast,
individuals moral code is usually un-changing and
consistent across the contexts
 For example :- medical ethics definition is
different from legal ethics as like in ganga ram
hospital, Apollo hospital and max hospital have
some same identical ethics in context but in legal
ethics a lawyer can be a liar to save his client so
has different ethics in context and definition
 SOME EXTRA TERMS
1) MORAL POLICING
 Unconstitutional
 Curbing free will of people in matters which
constitution allows
 Example :- social groups like Bajrang Dal not
allowing some people of society do certain things
allowed by constitution
2) HOBBY
 Is a behavior which gives you pleasure &
satisfaction
 Have some degree of permanency
3) Observation learning:-is the type of value
 Interest sustained for long time  behavior as
outcome satisfaction becomes hobby acquisition position , there is a role model and you
3) SOME QUOTES observe that behavior and you regard it as important
 Hate crime not the criminal , hate sin not the for you and you try to indulge in that behavior and
sinner may change like you add or subtract something so
 People will not pay you back in the currency you that it fits your personality. As you also reward and
punishment given to others and you learn what to do  such parents are high on rewardingness and low on
and what not to do but it is not related to demandingness
imitation(imitation is not about add or subtract it is  Children of these type parents enjoy unlimited and
just about coping) unrestricted freedom which is often misused.
 These children usually come in contact with
4) Role playing:- like you only understand something negative role models and develop negative values.
when you play a role of it like contributions of th th
….6 class ended,7 started……
parents you only realize when you become parents 3) Democratic parenting
5) Trial and error learning: - simple by trying and  Democratic parents deal with their children in
making errors you learn a lot. For example :- learning rational issue oriented manner. They use the
to ride a bicycle mechanism of reasoning , praising, and the threat
of withdrawal of love to discipline their children
6) Identification:-  They are able to balance rewardingness and
Identical to imitation demandingness and they carry realistic
 It is unconscious whereas imitation is expectations from their children
conscious  They provide their children sufficient opportunity to
 It is about taking up characteristics of explore and experiment and then arise at an
admired person & even you don’t know you informed decision regarding the values, they wish
to acquire
are doing it because it is done unconsciously
 However, they do assist their children in their
 E.g children resemble with parents in some decision making if the need be there.
behavior but they don’t know  Children who receive democratic parenting develop
7) Family:- it is a network of relationships marked by a number of pro-social values like empathy,
cooperation , continuity and emotionality not tolerance, patience , courage, integrity, objectivity ,
impartiality etc
duplicated in any other system
a) Styles of parenting
b) Role of mother
 Mother’s love during infancy & early childhood is as
b) Role of mother
important for the mental health of the child as are
c) Role of father
vitamins and proteins for the physical health
a) Styles of parenting  By the time children are one year old, they get
 Parenting refers to child rearing practices adopted by attached with their mother. Attachment is the
the parents to inculcate in their children self- emotional bond that the children share with their
discipline and self-control based upon rewards that mother, father, and significant others
they offer and the demands that they place upon  Un-responsive mothering and frequent mother child
their children separation results in insecure attachment & children
 Three types of parenting is here with insecure attachment display ambivalent and
1) Authoritarian parenting avoidant behaviors
 Authoritarian parents believe in restricting the autonomy
of their children. They rely primarily on physical  Children with insecure attachments display high level
punishment as the means to discipline their children of selfishness, opportunism and non-cooperativeness,
 High on demandingness and low on rewardingness low levels of empathy, tolerance and empathy
 They impose their value system on their children and
 Warm and responsive mothering produces secure
force them to internalize it since the children do not get
the chance to exercise their full choice in the attachment & children with secure attachment
development of their values, it creates in them the display bold and confident behaviors. They manifest a
resentment and hostility towards the parents in number of pro-social values such as empathy,
particular and authority figures in general
 The hostility is usually repressed out of the fear of tolerance, patience , courage, integrity, objectivity ,
retaliation by more powerful authority figures should impartiality , compassion etc
they get to know about it and it gets manifested in the  Note:- Un-responsive mothering means mother is
form of display of object servility towards the authority
with the child when mothers needs to meet child not
figures and the tendency to dominate and exploit those
who occupy lower positions in power and status when the child needs
hierarchy  All poor governance produce insecure attachments
 Children of these authoritarian parents display non- among society
cooperative attitude and self-centric behaviors and also
display low levels of tolerance , empathy , objectivity , c) Role of Father
impartiality  Father’s role in values development is no less
2) Permissive parenting important than that of the mother
 Permissive parents provide their children as much  Children develop attachment relationships with their
as freedom as in consistent with child’s physical
fathers much in the same fashion as they do it with
survival
their mother
 If fathers serves as an ideal role model who is just and c) Influence of teacher
fair in the administration of the reward and  Teacher’s conduct both inside and outside the
punishment then it is quite lightly that the children classroom plays an important role in value
shall internalize at least some of the values of their development of the children
father  By demonstrating his subject expertise & his unique
1. SCHOOL:- style in putting information across to students ,
 First formal agency of socialization that steps into the teacher can develop in them values of
life of the child when he is 4-5 year old and orients  hard work, eagerness to learn new things,
the child to the culture he lives in  curiosity and thriving for excellence
 The objective of the school is to facilitate all-round  By his un-biased class treatment & his justness and
personality development of the child and to realize fairness in the administration of reward and
this objective schools try to develop in children punishment, teacher can develop in students values
various competencies such as of equality, justice, integrity , objectivity etc
a) Cognitive competency (mental sharpness)  By display his eagerness to help his students to
b) Social and civic competencies overcome the challenges that they face in their
personal and academic life , teacher can develop
c) Physical competencies (neuro-muscular
values of empathy, compassion and altruism
development)
(sacrifices one’s own interest )
d) Occupational competencies (developing skill set
to secure a job once child comes out of school) d) Influence of peers or peer group
 TO DEVELOP THESE COMPETENCIES  Peer group refers to the association with the friends
in the same age group
SCHOOLS MAKE USE OF
 Peer group interaction implies interaction among the
a) Curricular activities
co-equals. Something that is not possible in one’s
 It refers to textual experiences received by the
association with more powerful figures like parents
children usually within the confines of the classroom
and teachers
setting
 Therefore, wide spectrum of topics can be taken up
 It is through the curricular activities that the child
for discussion in the peer group and an opinion be
gets to know about
formed on them
 the history of his society,
 Peer group to a large extent influence individual’s life
 the cultural achievements of his society,
goals and occupational goals and the motivation to
 the scientific and technological advancements
accomplish his goals
made by society,
 Positive peer group association leads to the
 the geography of his surrounding and
development of pro-social values and negative peer
 the opportunities that lie ahead of him in future
group association leads to the development of anti-
 for curricular experiences to be meaningful for the
social values
children , it is essential that they must be
 Importance of peer group in the life of the individual
 culture specific (like must have local specific
reaches its maximum during the adolescence, which
knowledge than global level to understand
is a period characterized by identity crisis. Peer group
easily)
association enables the adolescent to overcome this
 must have practical bias
crisis, as it provides the adolescent with the social
b) Extracurricular activities
support, emotional support, informational support ,
 Refers to experiences that fall outside the ambit of physical support and sometimes even the material
textual experiences of many values in field settings support, that is needed to overcome the crisis
(real experience) which are otherwise difficult to
develop through curricular activities can be acquired 2. MEDIA
through extracurricular activities  Media refers to mode of communication And when it
 These include values like appeals to masses it is called as mass media
 Resilience  Mass media therefore refers to the entire family of
 Team building technological devices that make the communication
 Team spirit among the masses possible
 Cooperation  Mass media facilitates value development not only
 Leadership through the lessons that they teach but also by
 Communicability providing the individual with the topic of
 Respect for individual differences conversation and common experiences that they can
share with others thus providing them with the  Inhibition a shy or nervous feeling that stops you
mediated background against which the socialization from saying or doing what you really want
takes place. g) Promotion of stereotypes & prejudices
 Though the influence of media can be seen in all age  As they present biased information
groups , the maximum impact is made on adolescent  Stereotypes are the cognitive components of
and children & this is because the media provides prejudice
them “Scripts for living”.
 Prejudice is Irrational negative intergroup
 The behaviors which are appropriate and acceptable
attitude.
and the kind of consequences , certain behaviors are
h) Language deterioration
likely to produce
i) Negative role models
 Media influences individual’s perception of social
 like thieves and their life is shown like a positive
reality , it serves as an agency of social continuity by
outcome by portraying their life as troubled life
reinforcing some of the traditional attitudes and
j) Development of addiction
values and helping them get transmitted across
generations  both psychological and physical disorders
 Media also serves as an agency of social change  like internet physical disorder, Nomo phobia (No
,brings transformation in some of the existing values mobile phobia)
and attitudes 3. RELIGION
 POSITIVE SIDE OF MEDIA  It is a collection of belief systems ,cultural systems
a) Media serves as a “Mobile Multiplier” as it helps to and world views that relate humanity with spirituality
create mobile personalities which eventually pave and sometimes to moral values
the way for mobile society  Parental religious participation decides the degree of
b) (Mobile Society:-that society where people are religiosity that children shall demonstrate in their
liberal, less orthodox, less rigid, less dogmatic , have lives
rational outlook and scientific temper)  Many religions have symbols, traditions, sacred
c) Media helps to bring about Social change either histories and narratives intended to give meaning to
structural or functional change through spreading life or explain the origin of the universe
information  Religion is a kind of ethnic or cultural category that
d) It has empowered the disadvantaged groups by makes it very difficult for the individual to break from
informing them about their rights and privileges and religious affiliation
the way to secure them  Religion facilitates value development by
e) Media sensitized the privileged group about the a) Providing the individual with the motivation to
challenges faced by disadvantaged group, which in continue with goodness by making them accept even
turn has resulted in them not serving as an obstacle negative life experiences as divinely predestined and
in the way of a social change aimed at their benefit in longer run
f) Media has been Restructuring the caste and gender b) Religion shakes collective beliefs into collective
equations as media has also facilitated economic , identity. Religious rituals like funeral ceremonies &
technological, political change birthday celebrations promote group solidarity and
g) Media has helped to create a level playing field by provide the occasion to learn new values and
ensuring that information is not monopolized by few reinforce the already present ones
 NEGATIVE SIDE OF MEDIA c) Religion provides a man with a spiritual bird view and
a) Commodification thus lifts him above carnal satisfaction (physical ) to
b) Consumerism the practical acknowledgement of transcendental
c) Relative deprivation absolute god
d) Reality distortion :- blurring of distinction between d) Religion educates the children in their formative
illusion and reality years about sacred and profane (not sacred)
e) Desensitization e) Identification with a particular religious group gives
 when something you watch daily it no longer its members a sense of belongingness and it
disturbs you like any murder case promotes a feeling f exclusion in all those who are
f) Disinhibition outside the groups
 Disinhibition is a lack of restraint manifested in f) The collective identity that the religion provides
disregard of social conventions, impulsivity, and ensures that those who failed to follow religious
poor risk assessment. norms shall be ex-communicated (removed from the
religion)
g) Religion by according certain values sacrosanct
4. WORKPLACE SOCIALIZATION
status (extremely secret) ensures their effective
 Also called organizational socialization, refers to the
compliance and any opposition is regarded as an
manner in which organizations socialize their workers
insult to the cosmic sovereignty of god
, so that they become adjusted to the culture of new
h) Religion assigns to itself a duty of a watchdog. it has
workplace
thus played a quasi-revolutionary role by calling to
 Most organizations engage in some time formal
order both man and society when there is a drift
socialization for its new hires , in some cases it occurs
towards social-injustice and self-destruction
th th through an orientation and training program that the
…………..7 ended,8 started…………….
new employees undergo before assuming the
 Religion as an agency of socialization functions of a new position
a) World view of man in traditional society  Formal socialization may also occur through the
 Religion here is public affair and has secularism topped- mentoring process whereby new skills, habits and
down (means Govt initiates act first ) values are communicated to the new hire by more
 Extreme reliance on religion is representing insecurity of senior employee
human
 Organizational socialization also occurs through a
 Politicization of religion and religionization of politics
number of informal channels such as peer interaction
happen here
 Means religion is used as a means of doing politics (like
or informal interaction with the management
vote bank politics)  As new employees become socialized they learn the
 Here the poor governance and poor education level found history, culture and values of the organization
at greater level A. Features of Indian society
 Simply more focus is on religion than any other thing 1) Patriarchal society that results in rigid power and
 Religion identity is dominant identity here status hierarchy
 Uncertainty is more here (people are not certain about 2) Caste based society that promotes in-equality
anything) 3) Collectivistic society that produces subordination of
 For Gandhi’s politics cannot be possible without religion Individual initiative & excessive familism
(but his understanding about religion was different from 4) Time orientation that is either excessively future
the common man) centric or past centric but hardly present centric
 Why religion dominant 5) Extended family system that lays over emphasis on
a) Entertainment
kinship objections
b) Identity B. MOTIVATIONAL ORIENTATION
c) Explanation to the unknown 1) Low achievement motivation and
2) high power motivation (like everybody wants IAS )
d) Sense of security (illusion of control)
3) high dependency motivation
e) It provides social cohesion & integration (it brings
4) high affiliation motivation
people together)
5) low extension motivation
f) It provides hope to people
C. WORK CULTURE AND WORK ETHICS
b) World view of man in Modern society 1) Family cantered work ethics
 Certainty is more in their life (like if you go to public 2) Organizational ethics of personalized relationships
hospital , you are certain to get a bed) 3) Personal ethics of learned helplessness
 Religion identity is not dominant identity
 Religion is private affair not public affair
 Neither Politicization of religion nor religionization of
politics it there
 THE TOPIC= PERSUASION

 Persuasion refers to the process of changing the
attitudes, behaviors and values of the target group in
the intended direction.

 According to Aristotle persuasion involves occur , the field of experience of the persuader or
the use of three modes Persuadee must overlap.
 Field of experience consists of many variables like
1) Logos= Facts and
Morals, ethics, values , attitudes, customs, traditions,
reason
religion, region, caste etc
2) Ethos= trust and
reliability
3) Pathos= feeling and emotions
 The exercise of persuasion involves the use
of 4 elements
1) Persuader (the source)= originator of
persuasion, carries out the exercise of persuasion
as it is governed by some need
2) Persuadee (receiver)= refers to the target group
or the target individual that needs to be
persuaded
3) Persuasive appeal (message)= is the information
that is delivered by the persuader to the
Persuadee
4) Channel (medium)= is medium through which
persuasion occurs, it is the medium through
which information travels to reach the target
groups
 PROCESS OF PERSUASION INVOLVES THE
USE OF 4 STEPS
1) Attention
2) comprehension
3) Acceptance
4) Retention  Good Governance is a process, in which public power
1. Attention= is the deployment of concentration on is utilized for making decisions and implementing
the object (s) of interest. There are many factors that them for public welfare is called Good governance.
influence the interest of the target group or the MEVA ensures accountable, transparent, effective
person, but the two most outstanding are and efficient governance
a) Utility  WHY THERE IS MISMATCH B/W FIELD OF
b) novelty EXPERIENCE OF PERSUADER AND PERSUADEE
2. comprehension refers to the target group’s  To overcome the discrepancy that arises b/w the
understanding of the message to facilitate targets’ intended and the perceived meaning , the persuader
group comprehension information must be presented must overcome Semantic barriers, Psychological
to them barriers, Physical barriers That operate b/w the
a) In receiver friendly symbols persuader and the Persuadee
b) support the message presented to the target a) Semantic barriers
group with relevant illustration  Arise because the words and the symbols used in
3. Acceptance is the targets groups acting upon the persuasion can have more than one meaning. (Like
word fine has more than one meaning).
message as intended by the persuader
 They may also arise due to the discrepancy b/w the
4. Retention = the target group remembering the verbal and no-verbal aspects of persuasive
salient points raised in the messages , only when the communication.
target group remembers the message , they are likely  They may also arise due to the presence of the
to act upon the message foreign and technical words in the language used for
 Successful persuasion is set to have taken place when persuasion
there is minimum or no discrepancy b/w the
 Semantic barriers can be overcome by
intended and the perceived meaning and for this to
a. Use of receiver friendly symbols

b. By providing relevant illustrations to support the the source has a vested interest in persuading
message the target group. Greater is the vested interest of
c. By making the message idea rather than word the source, the lower is its trustworthiness.
centric {means focus on ideas not words) Trustworthiness is also decided by finding out
d. The verbal and non-verbal aspects of the whether the source has been consistent in the
message should be congruent (means there expression of its attitudes, beliefs and salient
should be overlapping) values over time. Greater is the consistency
b) Psychological barriers displayed by the source, higher is its
 Arise due to the incompatibility in the values and trustworthiness of the source.
attitudes of the persuader and the Persuadee  High expertness and trustworthiness go hand in hand,
 They also arise due to the power and status however, in an event of the conflict b/w the two, it is
differences b/w the persuader and the Persuadee the trustworthiness that gets an upper-hand.
 They create insecurity b/w the interactants, thereby  For example:- Ram jeth Milani (a famous layer), he
leading the target group members to selectively was an expert in legal matters but his trustworthiness
perceive the counter attitudinal message presented is zero. However, Rahul Dravid , is a person whose
by the persuader expertness and trustworthiness level is high.
 These barriers are very difficult to remove as their  A SOURCE with high credibility is generally more
removal requires personality restructuring of the successful in bringing about desired attitude change
interactants, which is a time taking process than a low credibility source because
 These barriers, however, can be reduced to a large a) target group members expose themselves more
extent if the persuader is able to create a climate of to the messages that are issued by high
trust, in which the target group members feel truly credibility source.
valued & respected as individuals before presenting b) Target group members pay greater attention to
them with the counter attitudinal message the messages delivered/issued by high credibility
c) Physical barriers source.
c) Target group members are less likely to raise
 It refers to the obstacles in the environment that
doubts against the messages issued by high
impede the process of persuasive communication
credibility sources even when they happen to be
 They can easily be removed by bringing about desired
controversial as they are convinced about the
changes in the environment in which persuasion
knowledge base of the source.
takes place,
 Most important requirement for bringing about a
 for example, if noise happens to be the physical
change is to use a credible source.
barrier in the process of persuasion , it can be
removed by carrying out the process in a sound proof 2) Attractiveness
room.  Attractiveness refers to the ability of the source to
th th
………..8 class ended,9 started……….. develop/generate in the target group the liking for
the source. It is the degree to which the source
 THE SOURCE ,MESSAGE & RECEIVER
appears likeable to the target grup.
CHARACTERISTICS IN PERSUASION  It also refers to the degree of likeability that the
A. SOURCE {PERSUADER} CHARACTERISTICS target group members possess for the source.
1) Credibility  Attractiveness of the source is decided by many
 It is the ability of the source to inspire belief in the factors and some of the important ones are:-
target group. a) Physical makeup of the source
b) Communicability
 It is the degree to which target group members
c) Attitude and value similarity
believe in the position advocated by the source
d) Proximity
 Credibility of the source is decided by two factors e) Intelligence
a) Expertness:- it refers to the knowledge base of f) Agreeableness
the source about the topic under discussion. It is g) Openness (receptive to feedback)
judged by finding out whether the source is  The greater is the attractiveness of the source, the higher is
adequately informed about the topic under the likelihood and the probability that the target group will
discussion. The more the target group members accept the counter attitudinal message presented by the
are convinced about the knowledge base of the source.
source, the higher/greater is its expertness. 3) Power

b) Trustworthiness:- it refers to the truthfulness of  Power is the potential to influence the behavior of
the source . it is judged by finding out whether the target group in the intended direction.
 The greater is the dependence of the target group credible source then zone of acceptance will be larger
upon the source for reward and punishment, the even among conservative audience.
greater power the source shall exercise over the  Zone of acceptance doesn’t mean acceptance of the
target group and higher is the likelihood of them message, it merely means a thoughtful consideration
(target group) accepting the counter attitudinal and if merit is seen then acceptance.
message presented by the source.  Once the person develops with a narrow zone of
B. MESSAGE (PERSUASIVE APPEAL) acceptance it is quite likely and very difficult to
CHARACTERISTICS extend his zone of acceptance. So efforts must be
made in formative years when these zone are not yet
a) Message discrepancy
established.
 Refers to the degree of counter attitudinal
 Zone of indifference
orientations that the source should introduce in the
 The zone :- Where I have either not yet decided or I
message
remain indecisive
 It will reflect your inability to take decision.
 Indifferent implies neutrality of attitude from lack of
inclination, preference, or prejudice
b) fear appeals
 use fear in a way so people act
 Mild fear appeals are generally more effective than
strong fear appeals in producing the desired attitude
change.
 Strong fear appeals may result in defensive avoidance
wherein the target group members insulate
themselves against the counter attitudinal messages
provided by the source and reduce their level of trust
in the source.
 However, strong fear appeals may work in certain
situations particularly when
 When the message falls in the zone of rejection, the
a. They pose threat to loved ones
perceived discrepancy b/w the position advocated by
b. Are presented by the source with high credibility
the source (persuader) & the one held by the TG
c. Are presented on the topic that the target group
(persuadee) is overestimated by the TG and the
members are unfamiliar with.
message is likely to be rejected.
 Fear appeals whether mild or strong are tuned out to
 When message falls in the zone of acceptance, the
be effective if accompanied with the suggestions
perceived discrepancy b/w the position advocated by
regarding the actions that can be undertaken to bring
the source (persuader) & the one held by the TG
the fear level down.
(persuadee) is under-estimated by the TG and the
c) Sideness of the message
message is likely to be accepted.
 one sided appeals are generally more effective or
 Note:- this is the cornerstone of our conversation
turns out to be effective when
with other people. Means, we must know the zone of
a. target group members agree with the position of
acceptance and rejection of the person with whom
the source (or position advocated by the source)
we are having conversation . we can be truly a very
and the task of the source is to secure their
skilled communicators if we can through our
further agreement
presentation can enhance the zone of acceptance of
b. when the target group is less educated
others. A skilled communicator will stretch the cord
(uneducated) or less intelligent (unintelligent)
by that much that elasticity can be enjoyed and cod
c. when the target group is not informed about the
must not be broken
other side
 Zone of acceptance
 Two sided messages are more likely to be effective
 In general, a personal who is liberal, democratic,
and work better when
educated will have larger zone of acceptance on
a. Target group is educated & intelligent
varieties of issues in comparison to the orthodox,
b. Target group Is informed about other side
dogmatic and conservative person.
c. TG is Disagree with the position advocated by the
 Zone of acceptance is also influenced by who
source and the task of the source is to bring
presents the message, if presentation is done by
about attitude change
d) Drawing conclusions level of trust and confidence in their attitude and
 Drawing conclusions for the target group may be a value position.
useful exercise when  Individuals with high self-esteem cannot be
a. Target group is not very intelligent or persuaded easily, To persuade them one needs
uneducated to make use of rational/logical
b. Message presented to the target group is appeals/arguments that are factually well
complex and abstract supported and judiciously mixed with relevant
c. Target group does not consider drawing emotions.
conclusions as in insult to their intelligence b) Anxiety
d. Message is not related to the interest and  It is a state of uneasiness caused by an
intense attitudes of the target group impending threat.
e) Channel factor:-  Individuals having high level of anxiety can easily
 The channel selected must be compatible with the be persuaded by the messages that promise to
characteristics of the message (e.g complex message bring their anxiety level down.
th th
 written) as well as the characteristics of the target ………..9 class ended,10 started………..
group (e.g blind people shown visual appeal) 2) Intelligence
 Message with multiple modularity >>> e.g audio-  It is the information processing ability of an
visual individual.
f) Emotional vs factual appeals:-  Intelligent people/individuals because of their
 A judicious (skilful) combination of both can produce superior critical thinking ability are less likely or
the best results/outcomes, however, b/w the two it is unlikely to be influenced by the messages that rely
an emotional appeal that generally is more effective upon unsupported generalities but when presented
than the factual appeal. with rational appeals supported by empirical
g) Active participation of the target group evidences it is likely that some attitude change in
 Messages which bring about active participation of them can be achieved.
the target group are generally more persuasive  To bring about the attitude change of intelligent
(effective) than those which result in passive individuals, we need to present them with logical
participation arguments which are judiciously (very skilfully) mixed
 For example:- discussion method is generally more with appropriate emotions.
effective than lecturing method in producing the 3) Selective exposure , attention & interpretation
desired behavioral change.  Many-times the target group members don’t
h) Pleasant forms of distraction deliberately avoid the counter attitudinal messages
 Pleasant forms of distractions that positively but because of the culture in which they live, they get
reinforce the target group, to enhance or enhances exposed only to those messages which support their
the persuasiveness of the message (like eating) existing / underlying attitude.
 To overcome the challenge of selective exposure, the
C. RECEIVER {PERSUADEE} CHARACTERISTICS
change agent/persuader must
1) Personality of the receiver
a) Consistently expose them to the counter
 Personality is the expression that a source is able to
attitudinal message {means Repeatedly present
generate over the target group
the counter attitudinal message to target group }
 Combination of socio-emotional and physical traits
b) Must present the information in receiver friendly
that define person’s adjustment in his/her
symbols.
environment
c) Support the messages with culturally
 Note:- The knowledge you have about yourself is
congruent/relevant illustrations
your self-concept & your knowledge about yourself
 Even when the persuader or the change agent is
may either be positive or negative. So if you feel
successful in making the target group members get
there are many positive things are present in you ,
exposed to the counter attitudinal message, the
you will have positive self-concept and similarly is the
desired behavior change may still not occur or may
negative self-concept.
not still take place due to the operation of selective
a) Self esteem attention and interpretation.
 Evaluation of self-concept is self-esteem.  To overcome/surmount these challenges, the change
 When the members of the target group have agent/persuader must
high self-esteem, it is generally very difficult to a) Keep message short and simple
persuade them this is because they have high

b) use of a credible source to present the counter likelihood that we shall follow the norms of the
attitudinal message group.
c) where able possible make use of feedback (as  Conformity pressure increases when
feedback ensures the participation of target a. Group size is large (like 5 to 7 members)
group, will allow the change agent to know what  Members are seen as operating independently
message of his been understood and what has to rather than a part of a single group.
do further , also feedback will give confidence to  People resist conformity pressure when they wish to
continue) maintain their unique identity , the traits common to
d) Use receiver friendly symbols non-conformers are
e) Use or provide illustrations to support the a. Self-reliance
message b. Social maturity
f) Support the verbal message with the relevant & c. Ego strength:- means one who can trust his ego
appropriate non-verbal communication d. Lox anxiety level
 TOPIC: SOCIAL INFLUENCE:- e. Naturalness

f. High self-efficacy (means self-belief and self-
 It refers to efforts by one or more persons to change trust)
the attitude or perception of one or more others.  In contrast the conformers show the characteristics
 Social influence plays an important role in and the traits common to conformers are
many forms of social behavior such as a. Submissiveness
a) Attitude formation and change b. Narrow world view
b) Prejudice formation and removal c. High anxiety level
c) Group decision making d. Low self-efficacy
d) Helping behavior 2) Compliance (operates through the medium
e) Aggressive behavior of request):-
 Objective of a change agent is to make target group  It is a social influence involving direct request from
behave in the manner desired by the change agent one person to another.
and to accomplish this objective a change agent need
 All techniques of compliance rest on 6 basic
s to do is to exercise power and when this power
brings about attitude and behavior change in the principles
desired direction , the process is called as social a. Friendship or liking: we comply with requests
influence. from friends or people we like
 Social influence can be carried out by persuasive b. Commitment and consistency: - once we are
tactic or through the use of coercive tactics committed ourselves to a position or action, we
 Social influence like leadership is that which converts are more willing to comply with requests for
vision into reality.
behaviors that are consistent with that position.
 THE SOCIAL INFLUENCE OPERATES c. Reciprocity:- we comply with requests of
THROUGH THREE MECHANISMS:- someone who has provided us a favour
d. Scarcity:- we try to secure opportunities that are
1) Conformity (group influence in action):-
scare or limited.
 It is a type of social influence in which individuals change
their attitudes or behaviors to fall in line with existing social e. Social validation:- we comply with requests for
norms . some action if this action is consisted with what
 Social norms are the rules indicating how individuals are we believe persons similar to us are doing
expected to behave in specific situations f. Authority:- we show willingness to comply with
 Norms may be explicit in other words the written rules or requests from the persons who happen to be
may be implicit in other words the unwritten rules. legitimate authority
 Individuals can do follow the norms because of following
 Techniques based on the principles of liking
reasons
a. The need to be liked by those whose acceptance or friendship:-
be desired. a. “Self enhancement” techniques : it includes
b. So that we can be correct in our judgements. i. Improving once appearance
c. Self-categorization:- like others we want to place ii. Use of positive non-verbal cues
ourselves in some or the other category and our iii. Associating oneself with positive events
group membership facilitates this. The greater is b. “Other enhancement” technique
the importance of the group in ensuring our i. Praising the target person
identity and self-concept the higher is the ii. Display of agreement with the target person

 Technique under principle of commitment b) Legitimizing tactics
 Making claims that one has the authority to make the
and consistency:-
request
a. “Foot in the door” technique:- a procedure of
c) Pressure
gaining compliance in which the requesters begin
 Use of threats, demands, and persistent reminders.
with small requests and when it is granted they
d) Exchange
escalate to the larger one
 Offer to exchange favours later for compliance now.
 Techniques under principle of Reciprocity:-
e) Personal appeals
a. “Door in the face” technique
 Appeal to the person’s sense of loyalty or friendship
 Requesters begin with a large request and when
f) Inspirational appeals
it is refused , they retreat to the smaller one
 Attempts to arouse enthusiasm by appealing to the
which is the one that was actually desired
ideals of the target group
b. “That’s not all” technique
g) Consultations
 It offers additional benefit to the target persons
 Seeking the person’s participation in decision making
before they decide to comply or reject with
h) Rational arguments
specific request. Small extra concession increases
 Use of logical arguments and factual information to
the pressure to reciprocate
persuade.
 Techniques under principle of Scarcity:- th th
………..10 class ended,11 started………..
a. “Playing it hard to get” technique
 Increasing compliance by suggesting that the
 TOPIC: THE “ATTITUDE”:-
person or the object is scarce to obtain  Lasting evaluations of the various aspects of our
b. “Deadline” technique social world are attitudes
 Target persona are told that they have limited  CHARACTERISTICS OF ATTITUDE:
time to take advantage of a offer a) Attitudes are learnt , they are the result of learning
3) Obedience (involves the use of direct order) b) Attitudes are long lasting (don’t change)
 It is a form of social influence in which one person c) Attitudes imply Subject-Object relationship
obeys direct order from another person to perform d) Attitudes involves individuals as well as groups
some task e) Attitudes are expressed both verbally as well as non-
 We often obey commands from authority figures verbally
even when such persons have little power to enforce f) Attitudes are evaluative judgements
their orders g) Attitudes are held because they perform some
 Reasons for obedience function for the holder
a) Transfer of responsibility :- “I was only carrying h) Expression of Attitude is in-principle, intelligible
out the order” i) Attitudes are communicated
b) Visible badges:- faced with the obvious j) Attitudes conform to the principle of consistency
reminders of who is incharge k) Attitudes reflect our readiness for response
c) Gradual escalation of authority figure orders:- l) Attitudes are subjective experiences
for example:- Nazi Germany persecution of Jews  COMPONENTS OR BUILDING BLOCKS
 Disruptive obedience a) Cognitive component of Attitude
 Milgram disruptive obedience: - ordinary people are willing
 It refers to our believe, ideas and opinions regarding
although with some reluctance to harm and innocent
the attitude object.
stranger if order to do so by someone in authority.
 Cognitive component may consist of factually correct
 Ways to overcome Disruptive obedience
or factually incorrect beliefs and opinions
a) Exposure to disobedient models
 Cognitive component has a reciprocal relationship
b) Making people realise that it is them not the authority
that is responsible for harm produced with the effective component (belief can infer
c) If people are encouraged to question the expertise and emotions and vice-versa)
motives of the authority figures, they are likely to b) Affective component of Attitude
resist disruptive obedience  It consist of our emotions and feeling regarding the
 THE COMMONLY USED SOCIAL INFLUENCE attitude object
TACTICS IN ADMINISTRATION:-  Affective component provides individuals the energy
a) Coalition tactics for action
 Seeking the aid and support of others to increase the  It is the affective component that makes attitude an
power of influence evaluative tool

c) Action tendency component of Attitude  The Theory of Reasoned Action (TRA) suggests that a
 It refers to our pre-disposition to respond in specific ways person's behavior is determined by their intention to
towards the attitude object perform the behavior and that this intention is, in
 Action tendency component merely involves response turn, a function of their attitude toward the behavior
readiness which may or may not manifest in the form of an and subjective norms (Fishbein & Ajzen, 1975)
overt action  The TRA provides a framework to recognize the key
 These three components of attitude are generally beliefs and norms which affect the behavior. Later,
consistent with one-another because any inconsistency b/w
one can plan some interventions to change these
them is likely to create conflict in the individual.
beliefs (or their position value) and therefore, change
 ATTITUDE-BEHAVIOUR LINK:- the attitudes, subjective norms, and eventually the
intention
 Factors influencing attitude-behaviour link
a) Attitude specificity
b) Theory of Planned behavior
 Specific attitudes are much better predictors of behavior  Ajzen (1991) proposed the Theory of Planned
than general attitudes Behavior (TPB) wherein the individual’s behavior is
b) Attitude strength best predicted by one’s intentions; intentions are, in
 The stronger is the underlying attitude the higher is the turn, predicted by attitudes about the behavior, the
likelihood of individual manifesting attitude congruent subjective norms (a person’s perception of important
behaviour others’ beliefs that he or she should or should not
 Attitudes formed due to direct experience are generally perform the behavior) encasing the execution of the
more stronger than those formed through indirect
behavior, and the individual’s perception of their
experience
control over the behavior
c) Attitude relevance
 The theory of planned behavior (TPB) is a
 Greater is the relevance of a given attitude, inter-
realisation of the cherished goal object, the higher is the
psychological theory that links beliefs to behavior.
probability that the individual shall display attitude The theory maintains that three core components,
congruent behaviors namely, attitude, subjective norms, and perceived
IN PSYCHOLOGY? behavioral control, together shape an individual's
Congruence is a term used by Carl Rogers (a humanistic behavioral intentions
psychologist) to describe a state in which a person's ideal
self and actual experiences are consistent or very similar.
d) Attitude accessibility
 Greater is the individual awareness regarding his
underlying attitude, the higher is the likelihood that the
individual will bring this attitude in his consciousness before
the behavior is exhibited and the stronger is the possibility
of attitude congruent behaviour getting exhibited.
e) Situational factors
 We are less likely to our true attitudes , if we believe that
others hold a different attitude regarding the same object
and we have high regard for those others
 The Theory of Planned Behavior assumes that
 Theories explaining Attitude-behaviour link
individuals act rationally, according to their
a) Theory of reasoned action
attitudes, subjective norms, and perceived
behavioral control. These factors are not necessarily
actively or consciously considered during decision-
making, but form the backdrop for the decision-
making process.
 Learned helplessness:- in-action will produce
 Learned optimism :- action will produce
 FUNCTIONS OF ATTITUDE:
a) Need or want satisfaction function
 Many attitudes are formed as a result of our past rewards a
punishment for saying and doing things once formed these
attitudes usually continue to be useful in helping us satisfy
our needs or reach our goals

 These attitudes are termed as adjustive in a sense that they he has built to counter this anxiety will no longer be
help us adjust to the life situations or utilitarian in the needed and he will let go his ego defensive attitude
sense that they are useful in reaching our goals.
d) Value expressive function
 Attitudes serving need or want satisfaction function are
 It establishes person’s self-identity which conveys to
likely to change when:-
a. Need or the wants of the individuals have changed the person himself ad as well as to the others about
b. Individual is convinced that the new attitudes the kind of person he is. Thus attitude serving value
suggested to him can express or fulfil his underlying expressive function conveys to person as well as to
wants or needs better others one’s central and salient values .
b) Knowledge function  value expressive attitudes are difficult to change
 Attitude serving knowledge function help us to because values are deeply embedded in the person’s
organise and interpret diverse sets of information personality structure, changes however likely to
they provide consistency and clarity in our occur when
explanation and understanding of event s therefore a) values of the individual have changed
this function is also called as understanding function b) individual is convinced that the new attitudes
 The knowledge function of attitude doesn’t imply suggested to him can express his underlying
that attitude provides a factually truthful picture of values better
the world around us. In fact it provides a picture that  better way to express the underlying value
is meaning full and understandable to the person  A function of attitudes that allows the individual to
who happens to hold this attitude. express his or her self-concept. The value-expressive
 Attitudes serving knowledge function are likely to function is served by attitudes that demonstrate
change when the attitude holder is consistently one's self-image to others. It is one of the functions of
provided with the information that happens to attitudes proposed by the functional theory of
invalidate his existing attitudes. In such situations the attitudes
attitude holder is quite likely to revise his existing
attitudes in order to achieve more complete and
 VALUES FOR CIVIL SERVICES
 All values of civil services are :-
logical cognitive structure
 Objectivity
c) Ego defensive function
 Impartiality
 Our attitudes protect our self-esteem and defend us
 Tolerance
against the slings & arrows of life.
 Integrity
 Prejudiced attitudes are often used as a crutch to
 Empathy
bolster the self-esteem of the holder and this
 Compassion
phenomenon is called as “Scapegoat view of
prejudice”.
 All values are divided under two categories
 Ego defences help To protect the person from threats a) Bureaucratic values:- make the system efficient
and conflicts. These defences are more used by the and effective, they bring orderliness in the system.
individuals who are insecure and anxious Values like impartiality, objectivity are the examples
 Attitude thus helps to maintain our self-esteem in the of bureaucratic values
moments of embracements b) Democratic values:- they add human face to the
 These ego defensive attitudes are difficult to alter as administration. They make the administrative
they result from the characteristics of the attitude responsive and responsible. Example:- empathy,
holder rather than attitudes of objects by merely tolerance
providing the attitude holder with the counter  Note:- All values involve one fundamental value i.e.
attitudinal information , the change is unlikely to “courage” , also called as “Fortitude”. One way of
occur and for the change to take place personality describing courage is “fearlessness” and better way
transformation of the attitude holder is needed. Only would be the “ability to deal with the stressor in the
when the attitude holder comes to realise the nature calm and composed manner”
of his repressed impulses ,In other words, develops
an insight into the impulses present in the A. THE OBJECTIVITY VALUE:-
unconscious mind, he is likely to undergo a change  It refers to basing our advice and decisions on
 Once this insight is developed, the attitude holder will rigorous analysis of evidences.
no longer feel the need to repress these impulses  Objectivity ensures that
because these impulses will no longer creates anxiety a) civil servants take decisions on the merits of the
in him & therefore the ego-defensive structure that case and take account of expert and professional
advice where the need be
b) provide information and advice including the arises. It requires caring for truth for its own sake
advice to the ministers on the basis of evidence when we failed to stand up for our best judgement of
and accurately present opinions and facts truth where set to lack intellectual integrity
c) must not ignore inconvenient facts when  Persons with intellectual integrity are those who
providing the advice or making decisions pursue the truth and they don’t just go alone with the
d) must ensure implementation of policies once the popular opinion or what is fashionable at that point in
decisions are taken time
th th
………..11 class ended,12 started………..  intellectual integrity is characterised by openness to
the views of others, impartiality, honesty , courage
B. THE INTEGRITY VALUE:- and fairness. It requires that one is able to overcome
 Comes from latin word integer which means whole or
self-deception and the temptations offered by
complete
commercialisation and vested interests
 So the simplest definition of integrity is soundness of moral
principles 2. PERSONAL INTEGRITY
 Better definition is persons inner sense of wholeness  Present integrity consist in organising one’s desires,
deriving from “honesty” & “consistent uprightness of volitions (will), commitments , values and actions in
character”
such a way that there is no conflict between them.
 Honesty of part of integrity, so honesty is much smaller
Thus when a person possess its personal integrity
term than integrity
than various aspects that constitutes his self are fully
 Person with integrity does the right things for the right
reason integrated
 Example:- people distribute booty (of any loot) equally  Personal integrity requires the individual to subscribe
showing honesty but it does not show integrity of them to some extent a set of principles and commitments
because loot is not right thing in the face of temptations or challenges and uphold
 So integrity is basing ones actions on some internally these principles for what individual considers to be
consistent framework of principles. Integrity is the the right reason
internal system of principles that guides our behaviour
 Note:- actions is right when it benefits the human
 People with integrity are guided by a set of core principles
being, human kind, society .
that empowers them to behave consistently in accordance
with high standards 3. MORAL INTEGRITY
 The core principles of integrity are the virtues such as  Requires unconditional and unwavering commitment
dependability , compassion, honesty , generosity , to some or other moral principles
kindness, maturity, objectivity, trust, wisdom, respect
 We cannot have moral integrity without having
 In Constitution there is mention of integrity in personal integrity but the converse is possible since
a) Preamble:- mentions that the state and its we can have strong commitment which might not
functionaries will act with integrity and ethics because
possess moral basis
a dishonest or and unethical state or civil servant
cannot promote any basic principle led down in the  SIGNIFICANCE OF INTEGRITY IN
preamble
b) Article 14:- mandates equality before law and equal GOVERNANCE:-
protection of laws within the territory of India , it a) Integrity ensures that administration and public
specifically prohibits civil servants from denying functionaries don’t misuse their official position by
equality to any citizen and requires that civil servants using the information acquired in course of their
carry out policy implementation without prejudice and official duties to further their private interest
in a fair manner
b) Comply with law and uphold the administration of
c) Article 38:-makes it mandatory for civil servants to
justice
behave ethically
c) Good accurate record and handle the information as
 Most cherished value a civil servant must carry is first
openly as possible within the legal framework and do
integrity (at number one this value must be inculcated) and
then empathy not disclose official information without authority
d) Always act in a way that is professional and that
 TYPES OF INTEGRITY :- deserves and retains the confidence of all those with
1. INTELLECTUAL INTEGRITY whom they have dealings
 Example:- Socrates e) Fulfil their duties and obligations responsibly and
 When you uphold truth in all circumstances make sure that public and their resources are used
 Intellectual integrity Requires our willingness to stand properly and efficiently
up for our best judgement of truth and act in
accordance with that judgement when the need

f) Deal with public and their affairs fairly, efficiently,  Empathy is the ability to attune ourselves to others
promptly, effectively,, sensitively and to the best of and it is defined by the behaviour such as
their abilities a) giving full attention to someone ,
g) Not accept gifts or hospitality or receive other b) acknowledging other’s perspective ,
benefits from anyone which might reasonably be c) detecting and interpreting non-verbal cues
seen to compromise their personal judgement d) understanding another’s felt experience
 Note:- Economical, administrative, political, social,
individual, historical all are reasons for decline of
 TYPES OF EMPATHY
integrity in present days 1. COGNITIVE EMPATHY:-
 Also called as perspective taking. It is the ability to
C. THE TOLERANCE VALUE:- identify and understand other people’s emotions
 Comes from latin word “tolerare” which means to and feelings
bear and it carries with it the idea of prudent long 2. AFFECTIVE EMPATHY:-
suffering silence  Refers to sensations and feelings we get in response
 Tolerance is Defined as The practice of or the to others emotions. It includes mirroring what other
capacity for recognising and respecting the beliefs person is feeling
 Empathy Is more than an intellectual exercise, it
and practices of others , tolerance therefore is the
requires personal involvement and imagination for
fair objective and permissive attitude towards those
personal involvement one needs to be an effective
whose opinions, practices , ways , religion and communicator which includes not just being a good
nationality differs from our own speaker but also being an effective listener as well .
 The two common denominators of tolerance are further one should be a genuine person,, truly
a) The need for the respectful and fair attitude interested in the welfare of others
towards others  People differ in their empathic skills despite the fact
that empathising comes naturally to people
b) This attitude is directed towards those whose
 An effective empathizer is able to balance
beliefs and opinions differ from our own involvement with appropriate detachment
 Tolerance therefore is having respect for another’s
 Individuals high in empathy quotient
rights to express their beliefs while maintaining the
demonstrates
respect for the person even when we disagree or a) Patience and tolerance
reject their beliefs b) Sensitivity and understanding
 True tolerance encourages an open debate, it c) Courage and curiosity
d) Sharp perceptive and attentive powers
expects people to defend their views within certain
e) A good understanding into one’s own and other’s
guidelines strength and weakness
 Democratic governments tolerate broad spectrum of f) Ability to understand other’s feelings through their
behaviours and therefore citizens of a democratic verbal and non-verbal behaviours
g) Ability to demonstrate caring attitude , cooperative
nations are more tolerant and show greater respect behaviour and mutuality in the relationships
for individual differences than the citizen of the  VALUE OF EMPATHY IN GOVERNANCE
totalitarian state a) Empathetic leaders because of their effective listening skills
What defines a totalitarian state? and their ability to appreciate diversity are able to create
What is totalitarianism? Totalitarianism is a form of more congenial (favourable) work climate which in turn
enhances performance and productivity and optimises HRD
government that attempts to assert total control over
(Human resource Development) and HRM (Human resource
the lives of its citizens. It is characterized by strong
management)
central rule that attempts to control and direct all aspects b) Empathy displayed by leaders establishes better
of individual life through coercion and repression. It does communication structure within the organisations which in
not permit individual freedom. turn minimise the chances of inter-group, inter-personal
and role conflicts
D. THE EMPATHY VALUE:- c) Leaders with empathy facilitate team work and team spirit
 Empathy comes from the German word “Einfuhlung” and thus keep the moral of the team high which in turn
enables the group to face/lead the challenges post by their
which literally means “feeling into” environment effectively
 Empathy is the ability to comprehend the feelings of d) Leaders with empathy are open to feedback and as a result
others and re-experience them in oneself are able to adapt to the demands of the changing
environment more effectively
 Empathy is not a separate emotion by itself, but in-
e) Emotions that are share through empathy are likely
fact it is a kind of induction process by which
to have an equalising effect on the perception of
emotions both positive and negative are shared and status differences and reduce the relationship
which includes the chance of similar behaviour in the barriers , relationships resulting from empathy are
participants likely to enhance perception of leader’s integrity

 EMPATHY & LEADERSHIP EFFECTIVENESS c) Valued
d) Reassurance
 compassion is empathy combined with
an active desire to alleviate the
suffering of the target group
th th
…….12 CLASS ENDED, 13 starts …....
 THE COMPASSION:-
 Compassion is the feeling of empathy for others
 It is the emotion that we feel in response to the
suffering of others that motivate the desire to help
more involve than simple empathy , compassion gives
rise to an active desire to alleviate the sufferings of
others . it destroys the pain of others
 It shelters the distress and is the basis for Ahimsa. It
is the key component in what manifests its social
context as altruism .It includes not just the sensitivity
a) to the distress of self & others but also a commitment
to try to do something about it & prevent it
 Compassion requires
a) patience and tolerance
b) use of reasons
c) self-awareness
d) self-control
e) skilful action
f) attentiveness to the needs of others
g) an attitude to be caring and supportive
h) non-judgemental acceptance of others
i) Unconditional positive regard for others
 Pathy:- means emotion j) Ability to manage difficult emotions in oneself
 TGM:- Target Group Member and others
 Degree of individual’s involvement with the target group
increases from :- antipathy to apathy to sympathy to
 Compassion is desired because it produces in
empathy to compassion (compassion has highest) the individual
Antipathy  Means against emotion a) Optimism
 Presence of negative emotions for target b) A sense of well-being
group members (TGM) c) Curiosity
 Display of negative emotions like hate , d) Wisdom
greed, anger , disgust, toward TGM e) Agreeableness
 It is characterised by presence of negative
emotions towards TGM  EMOTIONAL INTELLIGENCE
Apathy  Means absence of any emotions and  Emotions are the personal experiences that arise as a
absence of any attachment towards TGM
result of complex interplay between cognitive,
 Display of indifferent behaviour towards
TGM
situational & physiological variables
 Apathetic individuals are generally  CHARACTERISTICS OF EMOTIONS:-
a) Consciousness a) Emotions are our reaction to an event
b) Guiltless b) Emotions vary in degree and direction
c) Remorseless
c) Emotions when realised provide relief
 Apathy is very Dangerous (lead to serious
crimes also)
d) Emotions provides motivation for action
Sympathy  Display of concern towards the TGM in state
e) Emotions can be expressed both verbally and non-
of distress verbally
 Note:- help is primarily verbal. Physical help f) Emotions enable the species to survive
if offered is conditional, therefore sympathy g) Emotions direct our intentions to the appropriate and
is characterised as conditional attachment important events in our environment
Empathy  It is characterised by h) Emotions have an adaptive purpose
↓ a) Detached attachment i) Emotions facilitates social communication
compassion b) Display of unconditional positive regard j) Emotions help us exercise power and ward of
& non-judgemental acceptance of TGM aggression
c) Feeling into & Perspective taking  Earlier it was thought that emotions make us
 An encounter with an empathic person
inefficient, represent a sign of weakness, obstruct our
creates in the target group the feelings of
reasoning, interfere with sound judgement , distract
a) Recognition
us, lead to arbitrary behaviour, complicate planning,
b) Self-respected

undermine management and inhibit the flow of 3) Management of emotions (great ability to convert
objectivity done negative to positive emotions)
 Today, the researches in modern neuroscience has, 4) Emotional facilitation of thoughts (means the ability
however, proved that emotions to use the emotions to think)
a) help to build trust  1 + 2 they demonstrate in one selves and others
b) facilitate creative expressions  BY GOLEMAN BRANCHES OF EI:-
c) motivate us
d) help us arrive at sound judgement
1) Self-awareness :-
 Knowledge of oneself that is gathered usually by self-
e) represent a sign of strength and not weakness
f) activate ethical values observations or other generated feedback. Self-
g) provide vital information and feedback awareness enables the individual to form an accurate
h) enhance our reasoning model of himself by developing the correct idea
 it is for these reasons that there is a resurgence of about his strengths, weaknesses , opportunities and
interest in the study of emotions and this interest has threats
 Self-awareness facilitates realistic goal setting which
been further intensified with the arrival of the
concept of emotional Intelligence by Mayer and in turn is likely to lead to
salovery a) Positive goal discrepancy
 this concept of emotional intelligence has further b) Increased self-efficacy
been made popular by Daniel Goleman through his  These two things will lead to self-motivation and
book “Emotional Intelligence –why it can matter motivation is the energizer of behaviour
more than IQ”. In which he empirically demonstrated 2) Self-motivation:-
that 80% of job success is because of emotional  Positive goal discrepancy + Increased self-efficacy:-
intelligence and 20% because of intelligence These two things will lead to self-motivation and
motivation is the energizer of behaviour. It is the
 DEFINITION OF EMOTIONAL persistent effort to accomplish the goal set
 It prevents the individual from getting disappointed
INTELLIGENCE (EI):- in the event of an occasional failure
 There are three definitions of emotional intelligence  It provides individual the derive to experiment,
1. EI is the ability of an individual to reason with explore and try new things
emotions & to use emotions in reasoning 3) Self-regulation:-
 It is the ability of an individual to delay his
gratification
 It prevents the individual from being the prisoner of
his feelings
 Self-regulation enables one to deal with others
respectfully, be always on a learning curve,
understand & appreciate individual differences and
work in the direction of common good
4) Empathy:-
 It refers to the ability to understand the feelings of
others and re-experience them in oneself
 Empathy combined with self-regulation generates
inter-personal trust & facilitates team spirit , team
2. By Mayer and Salovery
 EI is the ability to monitor one’s own and others feelings building and cooperative behaviour
and emotions , to discriminate among them and to use this 5) Social skill:-
information to guide one’s own thought and actions  It refers to human management skills
3. By Goleman a) Patience and tolerance
 EI is the capacity for recognising our own feelings and those b) Sensitivity & understanding
of others for motivating ourselves and for managing c) Sense of humour
emotions well in ourselves and in our relationships d) Agreeable ness
 Note:- EI (Emotional intelligence)  after socialisation e) Conscientiousness (means commitment)
becomes  EQ (Emotional Quotient). Emotional
f) Openness
intelligence is the one you born with and having socialised ,
EI can turn into EQ g) Effective listening
h) Communicability
 BUILDINGS BLOCKS OF EI OR i) Tactfulness :- delicate perception of what the
situation demands and the ability to act
THE COMPONENTS OF EI:- accordingly
 BY MAYER & SALOVERY :- THEY HAVE  HISTORY OF EI IN GOVERNANCE
GIVEN US 4 BRANCH MODEL OF EI:-  Governance is nothing but a relationship b/w those
1) Identifications , perception & expression of emotions who govern and those who are governed
2) Understanding of emotions  Relationships are the DNA of governance

 Weber and Taylor Both entertain the idea that Man is
a machine, therefore, emotions have no place in life
of man , so therefore they favoured the idea of
dehumanisation and Im-personalisation of
administration
 Taylor:- He gave scientific management principles,
and most important one was Elimination of time &
motion waste
 Elton Mayoetal :- Brought Human relations
Movement in his Hawthorne experiment in western
Electric company. He wanted to study what is the
relationship b/w working conditions and productivity
and light intensity was the variable that was chosen .
he observed when light intensity was low ,
productivity was low, when
 Light intensity increases  productivity increases
 LI (optimal)  Productivity increased
 LI (Sub-optimal)  productivity still increased
(continued to rise) because of the presence of
Extraneous variable. {extraneous variable is
being observed}. It tells us the importance of
 Small group
 Human relations
 Hygiene factors/money
 Mayer and Salovery:- proved that administration is
not so much about technical proficiency as it is about
management of human relationships
 SIGNIFICANCE OF EI IN ADMINISTRATION
1) EI displayed by leaders makes the work environment
more friendly which in turn enhances Job
performance , productivity and satisfaction
2) EI displayed by leaders improves social capital which
refers to bonds of mutual respect and care among
the members of the collective
3) EI improves communication within the organisation
which in turn reduces role-conflict , role-ambiguity
and inter-personal conflicts
4) EI enhances group dynamics in the terms of
cooperation, collaboration and building bonds
5) Leaders with EI can easily become a change catalyst
and are able to use win win model for negotiations
6) EI allows the leaders to do better time management ,
multitasking and look at the things from holistic
perspective
7) Leaders with EI are able to manage stress better,
make sense of ambiguous and contradictory
messages and recognise the importance of different
elements in the situation
th
…….13 CLASS ENDED, ALL CLASSES DONE…....

(P) Ethics by Mukul Pathak Sir (P)

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(P) Ethics by Mukul Pathak Sir (P)

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NOTES MADE BY AKASH 7589157201 E-5 BATCH STUDENT 2022

 It examines moral and ethical factors that guide

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 THE TOPIC= PERSUASION

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source, the higher/greater is its expertness. 3) Power

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 TOPIC: SOCIAL INFLUENCE:- e. Naturalness

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