Master of Business Administration MBA Semester 1 MB0038 Management Process and Organizational Behaviour

Assignment Set 1 (60 marks)

Answer 1: According to Henry Mintzberg, managerial roles are classified into three groups: Interpersonal Roles Informational Roles Decisional Roles Interpersonal Roles The interpersonal roles are roles in which managers develop and maintain relationships. Interpersonal roles include the manager as figurehead, the manager as leader, and the manager as liaison. Figurehead: Managers being the head of a unit of an organization, represent their organization in ceremonial and symbolic activities, therefore serving as a figurehead. Leader: The responsibility to hire, train and motivate the people who work for the organization also lies with the managers, therefore making them the leader of the work force. Liaison: A manager performs the role of a liaison by building relationships with people outside the manager's own unit.

Informational Roles In the course of performing informational roles, a manager acquires processes and communicates information. The three informational roles are: Monitor: Managers continually scan the environment to pick up useful information by interacting with people within and outside their own units. Disseminator: as disseminators, managers share and distribute information they have acquired to people within the organization. Spokesperson: as spokesperson, manager provides information to people outside the organization. Decisional Roles Decisional roles are those roles in which managers examine alternatives and then make choices and commitments. These decisions range from minor choices to major strategic decisions. The four decisional roles are: Entrepreneur: Managers initiate changes to improve their units or to adapt to changing conditions in the outside world. These changes may involve new products, processes or solution to problems. Disturbance handler: as disturbance handler, managers make changes to solve unanticipated problems that result from forces beyond their control. Resource allocator: Managers make choices about the quantity of people, money and available material to be used to achieve the organizational goal. Negotiator: the role of negotiator involves bargaining with others to support the organization's goal.

Managerial Skills: Managers, whether top-level, middle-level, or supervisory-level, need specific skill to be effective in their job. Management expert Robert L. Katz identified three basic skills that managers need. They are: Conceptual Skills Conceptual skills enable the managers to see the organization as a whole, and to understand how the various parts of the organization inter-relate. By applying conceptual skills, managers are able to recognize the consequences of any actions they take. Conceptual skills include the ability to analyse a situation, determine the root of any problems or opportunities, and devise an appropriate plan. Once managers have assessed why such a situation has arrived, he can create plans to solve the problem or to help the organization capitalize on good situations. Interpersonal Skills Interpersonal skills allow the managers to work well with and through other people and to communicate effectively within a group. It is also called 'human skills' or 'people skills' because good interpersonal skills enable a manager to encourage people to freely share their ideas without fear of being criticized. In addition to this, good interpersonal skills enable managers to understand the needs and motivation of others and make them cooperative members of groups in which they participate. Technical Skills Technical skills are abilities enabling managers to use knowledge, methods, tools, techniques, and equipment to perform specialized tasks. Managers usually develop their technical skills through education and then by working in one or more functional areas of an organization such as accounting or marketing, such as accounting or marketing.

Answer 2: Shaping Behaviour: Shaping behaviour is an aspect of behaviour analysis that gradually teaches new behaviour through the use of reinforcement until the target behaviour is achieved. There are four ways in which to shape behaviour: Positive reinforcement Negative reinforcement Punishment Extinction. Positive reinforcement - This is the process of getting something pleasant as a consequence of a desired behaviour, to strengthen the same behaviour. For example, one gets a commission, if he/she achieves sales target Negative reinforcement - This is the process of having a reward taken away as a consequence of an undesired behaviour. For example, scholarship is withdrawn from the student who has not done well on the examination punishment is causing an unpleasant condition in an attempt to eliminate an undesirable behaviour. This is the process of getting a punishment as a consequence of behaviour. Example: having your pay docked for lateness Extinction - eliminating any reinforcement that is maintaining behaviour. So, if a person puts in extra effort, but gets no recognition for it, he will stop doing it Both positive and negative reinforcement result in learning. They strengthen a response and increase the probability of repetition. Both punishment and extinction weaken behaviour and tend to decrease its subsequent frequency.

Answer 3: The Myers-Briggs Type Indicator The MBTI classifies human beings into four opposite pairs (dichotomies), based on their psychological opposites. These four opposite pairs result into 16 possible combinations. In MBTI, Individuals are classified as: Extroverted or introverted (E or I). Sensing or intuitive (S or N). Thinking or feeling (T or F). Perceiving or judging (P or J). These classifications are then combined into sixteen personality types: ISTJ Quiet, serious, earn success by thoroughness and dependability. Practical, matterof-fact, realistic, and responsible. Decide logically what should be done and work toward it steadily, regardless of distractions. Take pleasure in making everything orderly and organized their work, their home, their life. Value traditions and loyalty. ISFJ Quiet, friendly, responsible, and conscientious. Committed and steady in meeting their obligations. Thorough, painstaking, and accurate. Loyal, considerate, notice and remember specifics about people who are important to them, concerned with how others feel. Strive to create an orderly and harmonious environment at work and at home. INFJ Seek meaning and connection in ideas, relationships, and material possessions. Want to understand what motivates people and are insightful about others. Conscientious and committed to their firm values. Develop a clear vision about how best to serve the common good. Organized and decisive in implementing their vision.

INTJ Have original minds and great drive for implementing their ideas and achieving their goals. Quickly see patterns in external events and develop long-range explanatory perspectives. When committed, organize a job and carry it through. Skeptical and independent, have high standards of competence and performance for themselves and others. ISTP Tolerant and flexible, quiet observers until a problem appears, then act quickly to find workable solutions. Analyse what makes things work and readily get through large amounts of data to isolate the core of practical problems. Interested in cause and effect, organize facts using logical principles, value efficiency. ISFP Quiet, friendly, sensitive, and kind. Enjoy the present moment, whats going on around them. Like to have their own space and to work within their own time frame. Loyal and committed to their values and to people who are important to them. Dislike disagreements and conflicts; do not force their opinions or values on others. INFP Idealistic, loyal to their values and to people who are important to them. Want an external life that is congruent with their values. Curious, quick to see possibilities, can be catalysts for implementing ideas. Seek to understand people and to help them fulfil their potential. Adaptable, flexible, and accepting unless a value is threatened. INTP Seek to develop logical explanations for everything that interests them. Theoretical and abstract, interested more in ideas than in social interaction. Quiet, contained, flexible, and adaptable. Have unusual ability to focus in depth to solve problems in their area of interest. Sceptical, sometimes critical, always analytical.

ESTP Flexible and tolerant, they take a pragmatic approach focused on immediate results. Theories and conceptual explanations bore them they want to act energetically to solve the problem. Focus on the here-and-now, spontaneous, enjoy each moment that they can be active with others. Enjoy material comforts and style. Learn best through doing. ESFP Outgoing, friendly, and accepting. Exuberant lovers of life, people, and material comforts. Enjoy working with others to make things happen. Bring common sense and a realistic approach to their work, and make work fun. Flexible and spontaneous, adapt readily to new people and environments. Learn best by trying a new skill with other people. ENFP Warmly enthusiastic and imaginative. See life as full of possibilities. Make connections between events and information very quickly, and confidently proceed based on the patterns they see. Want a lot of affirmation from others, and readily give appreciation and support. Spontaneous and flexible, often rely on their ability to improvise and their verbal fluency. ENTP Quick, ingenious, stimulating, alert, and outspoken. Resourceful in solving new and challenging problems. Adept at generating conceptual possibilities and then analysing them strategically. Good at reading other people. Bored by routine, will seldom do the same thing the same way, apt to turn to one new interest after another. ESTJ Practical, realistic, matter-of-fact. Decisive, quickly move to implement decisions. Organize projects and people to get things done, focus on getting results in the most efficient way possible. Take care of routine details. Have a clear set of logical standards, systematically follow them and want others to also. Forceful in implementing their plans.

ESFJ Warm-hearted, conscientious, and cooperative. Want harmony in their environment; work with determination to establish it. Like to work with others to complete tasks accurately and on time. Loyal, follow through even in small matters. Notice what others need in their day-by-day lives and try to provide it. Want to be appreciated for who they are and for what they contribute. ENFJ Warm, empathetic, responsive, and responsible. Highly attuned to the emotions, needs, and motivations of others. Find potential in everyone; want to help others fulfil their potential. May act as catalysts for individual and group growth. Loyal, responsive to praise and criticism. Sociable, facilitate others in a group, and provide inspiring leadership. ENTJ Frank, decisive, assumes leadership readily. Quickly see illogical and inefficient procedures and policies, develop and implement comprehensive systems to solve organizational problems. Enjoy long-term planning and goal setting. Usually well informed, well read; enjoy expanding their knowledge and passing it on to others. Forceful in presenting their ideas.

Answer 4: The Factors influencing Perception: Perception can be defined as a process by which individuals select, organize and interpret their sensory impressions, so as to give meaning to their environment. Perception is a complex cognitive process and differs from person to person. People's behaviour is influenced by their perception of reality, rather than the actual reality. A number of factors operate to shape and sometimes distort perception. These factors are: In the perceiver In the object or target being perceived or In the contest of the situation in which the perception is made. Characteristics of the perceiver: Several characteristics of the perceiver can affect perception. When an individual looks at a target and attempts to interpret what he or she stands for, that interpretation is heavily influenced by personal characteristics of the individual perceiver. The major characteristics of the perceiver influencing perception are: Attitudes: The perceivers attitudes affect perception. For example, suppose Mr X is interviewing candidates for a very important position in his organization-a position that requires negotiating contracts with suppliers, most of whom are male. Mr X may feel that women are not capable of holding their own in tough negotiations. This attitude will doubtless affect his perceptions of female candidates he interviews. Moods: Moods can have a strong influence on the way we perceive someone. We think differently when we are happy than when we do when we are depressed. In addition, we remember information that is consistent with our mood state better than information that is inconsistent with our mood state. When in a positive mood, we from more positive impressions of others. When in a negative mood, we tend to evaluate others unfavourably.

 Motives: Unsatisfied needs or motives stimulate individuals and may exert a strong influence on their perceptions. For example: in an organizational context, a boss who is insecure perceives a subordinates efforts to do an outstanding job as a threat to his or her own position. Personal insecurity can be translated into the perception that others are out to get my job, regardless of the intention of the subordinates. Self-Concept: Another factor that can affect social perception is the perceivers self-concept. An individual with the positive self-concept tends to notice positive attributes in another person. In contrast, a negative selfconcept can lead a perceiver to pick out negative traits in another person. Greater understanding of self allows us to more accurate perceptions of others. Interest: The focus of our attention appears to be influenced by our interests. Because our individual interests differ considerably, what one person notices in a situation can differ from what others perceive. For example: the supervisor who has just been reprimanded by his boss for coming late is more likely to notice his colleagues coming late tomorrow than he did last week. If you are preoccupied with a personal problem, you may find it hard to be attentive in class. Cognitive Structure: An individuals pattern of thinking also affects perception. Some people have a tendency to perceive physical traits, such as height weight and appearance more readily. Others tend to focus more on central traits, or personality dispositions. Cognitive complexity allows a person to perceive multiple characteristics of another person rather than attending to just a few traits. Expectations: Finally, expectation can distort your perceptions in that you will see what you expect to see.

Characteristics of the target: Characteristics in the target that is being observed can affect what is perceived. Physical appearance plays a big role in our perception of others. Extremely attractive or unattractive individuals are more likely to be noticed in a group than ordinary looking individuals. Motion, sound, size and other attributes of a target shape the way see it. The perceiver will notice the targets physical features like height, weight, estimated age, race and gender. Perceivers tent to notice physical appearance characteristics that contrast with the norm, that are instance, that are new or unusual. Verbal communication from targets also affects our perception of them. We listen to the topics they speak about, their voice tone, and their accent and make judgements based on this input. Non-verbal communication conveys a great deal of information about the target. The perceiver deciphers eye contact, facial expressions, body movements, and posture all in an attempt to form an impression of the target. As a result of physical or time proximity, we often put together objects or events that are unrelated. Characteristics of the situation: The situation in which the interaction between the perceiver and the target takes place has an influence on the perceivers impression of the target. Example: meeting a manager in his or her office affects your impression in a certain way that may contrast with the impression you would have formed, had you met the manager in the restaurant. The strength of the situational cues also affects social perception. Some situations provide strong cues as to appropriate behaviour. In these situations, we assume that positive individuals behaviour can be accounted for by the situation, and that it may not reflect the individuals disposition.

Answer 5: Suggestions to create an environment that increases job satisfaction: Employers face dynamic and ever increasing challenges. A global economy of discriminating consumers has placed demands on employers never before seen. Employers face the challenges of maintaining productivity as well as keeping their workforce engaged and motivated. Environmental pressures, rising health care costs, and the needs of the workforce have placed management in a complicated and tenuous situation. The answer lies with creating a work environment that maintains employee job satisfaction as well as motivates people toward exceptional performance. The leaders of the organization have the responsibility for creating a high level of job satisfaction. A motivating environment is one that gives workers a sense of pride in what they do. To show supervisors and managers how to build a more productive work environment, Ive created a fivestep process called the PRIDE system. Leaders can improve motivation within their organizations by following this process: Provide a positive working environment Reward and recognition Involve and increase employee engagement Develop the skills and potential of your workforce Evaluate and measure job satisfaction Provide a positive working environment: Job satisfaction begins by first providing a positive work environment. Fran Tarkenton says, to find what motivates people, you have to find what turns people on. This is the most important factor in the process. A motivating working environment requires going over and beyond the call of duty and providing for the needs of the worker. Some of the services included employee discount programs, childcare information, money orders, postage stamps, check cashing, and bus passes. The Walt Disney Company realizes that taking care of their employees needs keep them motivated, on the job and loyal to the company. Reward and Recognition: Personal recognition is a powerful tool in building morale and motivation. A pat on the back, a personal note from a peer or a supervisor does wonders. Small, informal celebrations are many times more effective than a once a quarter or once a year formal event.

Involve and engage the workforce: People may show up for work, but are they engaged and productive? People are more committed and engaged when there is a process for them to contribute their ideas and employee suggestions. This gives them a sense of ownership and pride in their work. Develop employers skill and potential: Training and education motivates people and makes them more productive and innovative. There are many reasons training and development makes sense. Well-trained employees are more capable and willing to assume more control over their jobs. They need less supervision, which frees management for other tasks. Employees are more capable to answer the questions of customers which build better customer loyalty. Employees, who understand the business, complain less, are more satisfied, and are more motivated. All this leads to better management-employee relationships. Evaluate and measure job satisfaction: Continuous evaluation and never ending improvement is the final step of the PRIDE system. Evaluation is a nonstop activity that includes a specific cycle of steps focusing on job satisfaction and employee engagement. The primary purpose of evaluation is to measure progress and determine what needs improving. Continuous evaluation includes, but is not limited to, the measurement of attitudes, morale, and motivation of the workforce. It includes the identification of problem areas needing improvement and the design and implementation of an improvement plan. Good organizations conduct a job satisfaction survey at least once a year.

Answer 6: Maslow's Hierarchy of Needs The basis of Maslow's theory of motivation is that human beings are motivated by unsatisfied needs, and that certain lower needs need to be satisfied before higher needs can be addressed. Per the teachings of Abraham Maslow, there are general needs (physiological, safety, love, and esteem) which have to be fulfilled before a person is able to act unselfishly. These needs were dubbed "deficiency needs." While a person is motivated to fulfill these basal desires, they continue to move toward growth, and eventually self-actualization. The satisfaction of these needs is quite healthy. While preventing their gratification makes us ill.

SelfActualization

Esteem Needs Social Needs Saftey Needs Physiological Needs

Maslows Need hierarchy Pyramid

Five Levels of the Hierarchy of Needs There are five different levels in Maslows hierarchy of needs: Physiological Needs: These include the most basic needs that are vital to survival, such as the need for water, air, food and sleep. Maslow believed that these needs are the most basic and instinctive needs in the hierarchy because all needs become secondary until these physiological needs are met. Security Needs: These include needs for safety and security. Security needs are important for survival, but they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health insurance, safe neighbourhoods and shelter from the environment. Love and Belonging needs: These include needs for belonging, love and affection. Maslow considered these needs to be less basic than physiological and security needs. Relationships such as friendships, romantic attachments and families help fulfill this need for companionship and acceptance, as does involvement in social, community or religious groups. Esteem Needs: After the first three needs have been satisfied, esteem needs becomes increasingly important. These include the need for things that reflect on self-esteem, personal worth, social recognition and accomplishment. Self-actualizing Needs: This is the highest level of Maslows hierarchy of needs. Self-actualizing people are self-aware, concerned with personal growth, less concerned with the opinions of others and interested fulfilling their potential.