Spring 2010(Jan-June) Master of Business Administration-MBA Semester 1 MB0038 Ma nagement Process and Organization Behavior -4 Credits (Book ID:

: B1127)Assignment Set-1 (60 Marks) Note: Each question carries 10 Marks. Answer all the questions . Q.1 Write a note on the characteristics of Management. [10] Ans. Characteristi cs of Management Management is a distinct activity having the following salient features or characteristics: 1. Goal-oriented: Management is a purposeful activi ty. It co-ordinates the efforts of employees to achieve the goals of the organiz ation. The success of management is measured by the extent to which the organiza tional goals are achieved. It is imperative that the organizational goals must b e well-defined and properly understood by the mangers at various levels. 2. Econ omic Resource: Management is one of the factors of production together with land , labour and capital. It is the most critical input in the success of any organi zed group activity. It is the force which assembles and integrates other resourc es, namely, labour, capital and materials. These factors do not by themselves en sure production, they require the catalyst of management to produce goods and se rvices required by the society. Thus, management is an essential ingredient of a n organization. 3. Distinct Process: Management is a distinct process consisting of such functions as planning, organizing, staffing, directing and controlling. These functions are so interwoven that it is not possible to lay down exactly t he sequence of various functions or their relative significance. In essence, the process of management involves decision-making and putting of decisions into pr actice. 4. Integrative Force: The essence of management is integration of human and other resources to achieve the desired objectives. All these resources are m ade available to those who manage. Managers apply knowledge, experience and mana gement principles for getting the results from the workers by the use of non-hum an resources. Managers also seek to harmonize the individuals' goals with the orga nizational goals for the smooth working of the organization. 5. Intangible Force : Management has been called an unseen force. Its presence is evidenced by the r esult of its efforts-orderliness, informed employees, buoyant spirit and adequat e work output. Thus, feeling of management is result-oriented. One may not see w ith the naked eyes the functioning of management but its results are apparently known. People often remark of the effectiveness (or ineffectiveness) of manageme nt on the basis of the end results, although they can't observe it during operatio n. 6. Results through Others: The managers cannot do everything themselves. They must have the necessary ability and skills to get work accomplished through the efforts of others. They must motivate the subordinates for the accomplishment o f the tasks assigned to them.

7. A Science and an Art: Management has an organized body of knowledge consistin g of well-defined concepts, principles and techniques which have wide applicatio ns. So it is treated as a science. The application of these concepts, principles and techniques requires specialized knowledge and skills on the part of the man ager. Since the skills acquired by a manager are his personal possession, manage ment is viewed as an art. 8. System of Authority: Management as a team of manage rs represents a system of authority, a hierarchy of command and control. Manager s at different levels possess varying degrees of authority. Generally, as we mov e down in the managerial hierarchy, the degree of authority gets gradually reduc ed. Authority enables the managers to perform their functions effectively. 9. Mu lti-disciplinary Subject: Management has grown as a field of study (i.e. discipl ine) taking the help of so many other disciplines such as Engineering, Anthropol ogy, Sociology and Psychology. Much of the management literature is the result o f association of these disciplines. For instance, productivity orientation drew its inspiration from Industrial Engineering and human relations orientation from Psychology. Similarly, Sociology and Operations Research have also contributed to the development of management science. 10. Universal Application: Management is universal in character. The principles and techniques of management are equal ly applicable in the fields of business, education, military, government and hos pital. Henri Fayol suggested that principles of management would apply more or l ess in every situation. The principles are working guidelines which are flexible and capable of adaptation to every organization where the efforts of human bein gs are to be co-ordinate.

Q.2 Discuss intellectual abilities in detail. [10] Ans. Intellectual Abilities I ntellectual abilities are those required to perform mental activities. IQ tests are designed to ascertain one's general intellectual abilities. Examples of such t ests are popular college admission tests such as, the SAT, GMAT, and LSAT. The s even most commonly cited dimensions making up intellectual abilities are: number aptitude, verbal comprehension, perceptual speed, inductive reasoning, deductiv e reasoning, spatial visualization, and memory (Dunnette, 1976). The abilities a re categorized in the following table: Table 3.1: Intellectual Ability Jobs differ in the demands they place on incumbents to use their intellectual ab ilities. A review of the evidence demonstrates that tests that assess verbal, nu merical, spatial, and perceptual abilities are valid predictors of job proficien cy at all levels of jobs. In this regard, the theory of multiple intelligences w as developed by Gardner (1983, 1993). This theory suggests eight different intel ligences to account for a broader range of human potential in children and adult s. It has been claimed that our intelligence or ability to understand the world around us is complex. Some people are better at understanding some things than o thers. For some, it is relatively easy to understand how an automobile works, bu t it is immensely difficult for some to understand and use a musical instrument. For others music might be easy but playing football is difficult. The several d ifferent intelligences are listed below: 1. Linguistic intelligence ("word smart "): 2. Logical-mathematical intelligence ("number/reasoning smart") 3. Spatial i ntelligence ("picture smart") 4. Bodily-Kinesthetic intelligence ("body smart") 5. Musical intelligence ("music smart") 6. Interpersonal intelligence ("people s mart") 7. Intrapersonal intelligence ("self smart") 8. Naturalist intelligence ( "nature smart")

Advantages Highly reliable. Verbal reasoning and numerical tests have shown high validity for a wide range of jobs. The validity rises with increasing complexit y of the job. Combinations of aptitude tests have higher validities than individ ual tests alone. May be administered in group settings where many applicants can be tested at the same time. Scoring of the tests may be completed by computer s canning equipment. Lower cost than personality tests.

Q.3 Explain the classification of personality types given by Sheldon. [10] Ans. William Sheldon, 1940's William Sheldon (1940, 1942, cited in Phares, 1991) classi fied personality according to body type. He called this a person's somatotype. She ldon identified three main somatotypes: Table 5.1 Sheldon's Classification of Pers onality Types. Somatotypes In the 1940s, Sheldon proposed a theory about how there are certain body types ("somatotypes") that are associated with certain personality characte ristics. William Sheldon (1898-1977) was an American psychologist who devoted hi s life to observing the variety of human bodies and temperaments. He taught and did research at a number of U.S.universities and is best known for his series of books on the human constitution. He was a keen observer of animals and birds as a child, and he turned this talent to good effect by becoming an avid people-wa tcher, and out of his observations he gradually elaborated his typology.He claim ed that there are three such somatotypes: endomorphy, mesomorphy, and ectomorphy . Endomorphy focused on the digestive system, particularly the stomach (endoderm ); has the tendency toward plumpness, corresponds to Viscerotonia temperament to lerant, love of comfort and luxury, extravert. Mesophorphy focused on musculatur e and the circulatory system (mesoderm), has the tendency towards muscularity, c orresponds to the Somatotonia temperament courageous, energetic, active, dynamic , assertive, aggressive, risk taker. Ectomorphy focused on the nervous system an d the brain (ectoderm) the tendency towards slightness, corresponds to Cerebroto nia temperament artistic, sensitive, apprehensive, introvert. On this basis, She ldon created his very interesting Atlas of Men (Macmillan Pub Co; 1970) in which all possible body types are graded in a scale from 1 (low) to 7 (high), based o n the degree to which they matched these types; with 4 as average). Each type is represented by a series of photos, and is given a comical or descriptive name, like "saber tooth tiger" for extreme mesomorph, "Baluchitherium" (the largest pr ehistoric land mammal) for mesomorph and endomorph, "Male Mosquito" for the extr eme ectomorph, and so on. On this scale, the extreme or pure mesomorph has a sco re of

1-7-1, the pure endomorph 7-1-1, and the pure ectomorph 1-1-7. Most people of co urse are a combination of types. a. Endomorphic Body Type: soft body underdeveloped muscles round shaped over-developed digestive system Associated personality traits: love of food tolerant evenness of emotions love of comfort sociable good humoure d relaxed need for affection b. Mesomorphic Body Type: hard, muscular body overly mature appearance rectangular shaped thick skin uprig ht posture Associated personality traits: adventurous desire for power and dominance courageous indifference to what other s think or want assertive, bold zest for physical activity competitive

 love of risk and chance c. Ectomorphic Body Type: thin flat chest delicate build young appearance tall lightly muscled stoop-shoul dered large brain Associated personality traits: self-conscious preference for privacy introverted inhibited socially anxious art istic mentally intense emotionally restrained Sheldon measured the proportions of hundreds of juvenile delinquent boys and con cluded that they were generally mesomorphs (Ornstein, 1993). Body types have bee n criticized for very weak empirical methodology and are not generally used in p sychology. The use of somatotyping (using different taxonomies) is used more oft en in alternative therapies and Eastern psychology and spirituality. Traits are underlying tendencies to behave in a consistent and distinctive style and they d escribe the frequency or intensity of a person's feelings, thoughts, or behaviors. Possession of a trait is, therefore, a matter of degree.

Q.4 What are the different barriers to perception? [10] Ans. Barriers to Percept ion- Individuals have a tendency to use a number of shortcuts when they judge ot hers. An understanding of these shortcuts can be helpful toward recognizing when they can result in significant distortions. 1. Selective Perception : Any chara cteristic that makes a person, object, or event stand out will increase the prob ability that it will be perceived. It is impossible for an individual to interna lize and assimilate everything that is seen .Only certain stimuli can be taken i n selectively. Selectivity works as a shortcut in judging other people by allowi ng us to speedread others, but, not without the risk of drawing an inaccurate pict ure. The tendency to see what we want to see can make us draw unwarranted conclu sions from an ambiguous situation. 2. Halo Effect : The halo effect (Murphy & An halt, 1992) occurs when we draw a general impression on the basis of a single ch aracteristic. For example, while appraising the lecturer, students may give prom inence to a single trait, such as, enthusiasm and allow their entire evaluation to be tainted by how they judge the instructor on that one trait which stood out prominently in their estimation of that person. Research suggests that it is li kely to be most extreme when the traits to be perceived are ambiguous in behavio ral terms, when the traits have moral overtones, and when the perceiver is judgi ng traits with which he or she has had limited experience. 3. Contrast Effects : Individuals do not evaluate a person in isolation. Their reaction to one person is influenced by other persons they have encountered recently. For example, an interview situation in which one sees a pool of job applicants can distort perce ption. Distortions in any given candidate's evaluation can occur as a result of hi s or her place in the interview schedule. 4. Projection : This tendency to attri bute one's own characteristics to other people which is called projection can dist ort perceptions made about others. When managers engage in projection, they comp romise their ability to respond to individual differences. They tend to see peop le as more homogeneous than they really are. 5. Stereotyping : Stereotypingjudgin g someone on the basis of our perception of the group to which he or she belongs . Generalization is not without advantages (Hilton & Hippel, 1996). It is a mean s of simplifying a complex world, and it permits us to maintain consistency. The problem, of course, is when we inaccurately stereotype. In organizations, we fr equently hear comments that represent stereotypes based on gender, age, race, et hnicity, and even weight. From a perceptual standpoint, if people expect to see these stereotypes, that is what they will perceive, whether or not they are accu rate. 6. First-impression error :Individuals place a good deal of importance on first impressions. First impressions are lasting impressions. We tend to remembe r what we perceive first about a person, and sometimes we are quite reluctant to change our initial impressions. Firstimpression error means the tendency to for m lasting opinions about an individual based on initial perceptions. Primacy eff ects can be particularly dangerous in interviews, given that we form first impre ssions quickly and that these impressions may be the basis for long-term employm ent relationships.

Q.5 Mr. Batra is the General Manager, HR of a leading Automobile company. He is having a meeting with Mr. Chandan, a leading HR consultant. Mr. Batra is concern ed about creating an environment that helps in increasing job satisfaction among employees. Assume that you are Mr. Chandan, the HR consultant. What suggestions will you give to Mr. Batra, for creating an environment that increases job sati sfaction? [10] Ans. Job satisfaction is the sense of fulfillment and pride felt by people who enjoy their work and do it well. For an organization, satisfied wo rk force ensures commitment to high quality performance and increased productivi ty Job satisfaction helps organizations to reduce complaints and grievances, abs enteeism, turnover, and termination. Job satisfaction is also linked to a health ier work force and has been found to be a good indicator of longevity. And altho ugh only little correlation has been found between job satisfaction and producti vity, it has also been found that satisfying or delighting employees is a prereq uisite to satisfying or delighting customers, thus protecting the "bottom line ( Brown, 1996). The most important factors conductive to job satisfaction are: i) Mentally Challenging Work: Employees tend to prefer jobs that give them opportun ities to use their skills and abilities and offer a variety of tasks, freedom an d feedback on how well they are doing. Under conditions of moderate challenge, m ost employees will experience pleasure and satisfaction. ii) Personality-Job Fit : People with personality types congruent with their chosen vocations should fin d they have the right talents and abilities to meet the demands of their jobs; a nd because of this success, they have a greater probability of achieving high sa tisfaction from their work. It is important, therefore to fit personality factor s with job profiles. iii) Equitable Rewards: Employees want pay systems and prom otion policies that they perceive as being just, unambiguous, and in line with t heir expectations. When pay is seen as fair based on job demands, individual ski ll level, and industry pay standards, satisfaction is likely to result. Similarl y, employees seek fair promotion policies and practices. Promotions provide oppo rtunities for personal growth, more responsibilities and increased social status . Individuals who perceive that promotion decisions are made in a fair and just manner are likely to experience job satisfaction. iv) Supportive working conditi ons: Employees prefer physical conditions that are comfortable and facilitate do ing a good job. Temperature, light, noise and other environmental factors should not be extreme and provide personal comfort. Further, employees prefer working relatively close to home, in clean and relatively modern facilities and with ade quate tools and equipment. v) Supportive Colleagues: Employees have need for soc ial interaction. Therefore, having friendly and supportive co-workers and unders tanding supervisor's leads to increased job satisfaction. Most employees want thei r immediate supervisor to be understanding and friendly, those who offer praise for good performance, listen to employees' opinions and show a personal interest i n them. vi) Whistle blowing: Whistle-blowers are employees who inform authoritie s of wrongdoings

of their companies or co-workers. Whistle blowing is important because committed organizational members sometimes engage in unethical behaviour in an intense de sire to succeed. Organizations can manage whistle blowing by communicating the c onditions that are appropriate for the disclosure of wrongdoing. Clearly delinea ting wrongful behaviour and the appropriate ways to respond are important organi zational actions. vii) Social Responsibility: Corporate social responsibility is the obligation of an organization to behave in ethical ways in the social envir onment in which it operates. Socially responsible actions are expected of organi zations. Current concerns include protecting the environment, promoting worker s afety, supporting social issues, investing in the community, etc. Managers must encourage both individual ethical behaviour and organizational social responsibi lity.

Q.6 Given below is the HR policy glimpse of iMagine, an advertising company 1. It offers cash rewards for staff members 2. It promotes the culture of employee ref erral and encourages people to refer people they know, maybe their friends, ex. colleagues, batch mates and relatives. 3. It recognizes good performances and gi ves fancy titles and jackets to the people who perform well and also felicitates them in the Annual Day of the company. What all aspects does it take care of, a ccording to Maslow's Need Hierarchy? [10] Ans. Maslow's Hierarchy of Needs Theory Ac cording to this theory, proposed by Maslow (1943), human beings have wants and d esires which influence their behaviour; only unsatisfied needs can influence beh avior, satisfied needs cannot. The needs are arranged in order of importance, fr om the basic to the complex. The person advances to the next level of needs only after the lower level need is at least minimally satisfied. The further they pr ogress up the hierarchy, the more individuality, humanness and psychological hea lth a person will show. Fig. 8.2: Maslow's Need Hierarchy Pyramid The five needs are: Physiological: Inclu des hunger, thirst, shelter, sex, and other bodily needs Safety: Includes securi ty and protection from physical and emotional harm Social: Includes affection, b elongingness, acceptance, and friendship Esteem: Includes internal esteem factor s, such as, self-respect, autonomy, and achievement; and external esteem factors , such as, status, recognition, and attention Self-actualization: The drive to b ecome what one is capable of becoming; includes growth, achieving one's potential, and self-fulfillment Maslow separated the five needs into higher and lower orde rs. Physiological and safety needs are described as lower-order. Social, esteem, and self-actualization are classified as higher-order needs. Higher-order needs are satisfied internally, whereas, Lower-order needs are predominantly satisfie d, externally. ------------------------------------------------------

Spring 2010(Jan-June) Master of Business Administration-MBA Semester 1 MB0038 Ma nagement Process and Organization Behavior -4 Credits (Book ID: B1127)Assignment Set-2 (60 Marks) Note: Each question carries 10 Marks. Answer all the questions . Q.1 What is emotional intelligence? Explain Goleman's model of emotional intelli gence. [10] Ans. Emotional Intelligence: Emotional Intelligence EI is a relative ly recent behavioural model, rising to prominence with Daniel Goleman's 1995 Book called `Emotional Intelligence'. The early Emotional Intelligence theory was origina lly developed during the 1970s and 80s by the work and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John `Jack' Mayer (New Hampshire ). Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EI principles provide a new way to understan d and assess people's behaviours, management styles, attitudes, interpersonal skil ls, and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, mana gement development, customer relations and customer service, and more. Ever sinc e the publication of Daniel Goleman's first book on the topic in 1995, emotional i ntelligence has become one of the hottest buzzwords in corporate America. For in stance, when the Harvard Business Review published an article on the topic two y ears ago, it attracted a higher percentage of readers than any other article pub lished in that periodical in the last 40 years. When the CEO of Johnson & Johnso n read that article, he was so impressed that he had copies sent out to the 400 top executives in the company worldwide. "Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships." (Snow, 2001) Vitello Cicciu (2002) : Emotional intelligence is the ability to manage ourselve s and our relationship effectively. Each capability is composed of a set of comp etencies. Emotional intelligence skills and cognitive skills are synergistic top performers have both? The more complex the job, the more emotional intelligence matters Emotional competencies cluster into groups each is based on a common unde rlying emotional intelligence capacity. The underlying emotional intelligence ca pacities are vital if people are to successfully learn the competencies necessar y to succeed in the workplace. (For example) if they are deficient in social ski lls, they will be inept at persuading or inspiring others, at leading teams or c atalyzing change. If they have little self-awareness, they will be oblivious to their own weaknesses and lack the self confidence that comes from certainty abou t their strength. None of us is perfect in using all of the emotional competenci es. We inevitably have a profile of strengths and limits. However, the ingredien ts for outstanding performance require only that we have strengths in a given nu mber of these competencies (at least six or so), and that the strengths are spre ad across all four areas of emotional intelligence.

History of Emotional Intelligence When psychologists began to write and think ab out intelligence, they focused on cognitive aspects, such as memory and problemsolving. However, there were researchers who recognized early on that the non-co gnitive aspects were also important. For instance, David Wechsler defined intell igence as "the aggregate or global capacity of the individual to act purposefull y, to think rationally, and to deal effectively with his environment". As early as 1940 he referred to "non-intellective" as well as "intellective" elements, by which he meant affective, personal, and social factors. Furthermore, as early a s 1943 Wechsler was proposing that the non-intellective abilities are essential for predicting one's ability to succeed in life. He wrote: The main question is wh ether non-intellective, that is affective and cognitive abilities, are admissibl e as factors of general intelligence. The contention has been that such factors are not only admissible but necessary. I have tried to show that in addition to intellective there are also definite non-intellective factors that determine int elligent behaviour. If the foregoing observations are correct, it follows that w e cannot expect to measure total intelligence until our tests also include some measures of the non-intellective factors [Wechsler, 1943) Wechsler was not the o nly researcher who saw non-cognitive aspects of intelligence to be important for adaptation and success. Robert Thorndike, to take another example, was writing about "social intelligence" in the late thirties. Unfortunately, the work of the se early pioneers was largely forgotten or overlooked until 1983 when Howard Gar dner began to write about "multiple intelligence." Gardner proposed that "intrap ersonal" and "interpersonal" intelligences are as important as the type of intel ligence typically measured by IQ and related tests. Now let us switch our histor ical lens to I/O psychology. In the 1940s, under the direction of Hemphill, the Ohio State Leadership Studies suggested that "consideration" is an important asp ect of effective leadership. More specifically, this research suggested that lea ders who are able to establish "mutual trust, respect, and a certain warmth and rapport" with members of their group will be more effective. At about the same t ime, the Office of Strategic Services developed a process of assessment based on the earlier work of Murray that included the evaluation of non-cognitive, as we ll as cognitive, abilities. This process evolved into the "assessment center," w hich was first used in the private sector at AT&T in 1956. Many of the dimension s measured in assessment centers then and now involve social and emotional compe tencies such as communication, sensitivity, initiative, and interpersonal skills . Emotional Intelligence in Organization Based on Golemans work, intelligence i n business settings typically manifests itself through four intertwined characte ristics: A strong sense of self-empowerment and self-regulation, which together helps employees to make decisions right on the spot if that should be necessary A positive outlook, promoting constructive responses to the challenges of work A n awareness of your own and other peoples feelings, creating empathy and facili tating better conversations with customers A mastery of fear and anxiety and the ability to tap into selfless motives, which make it possible for employees to e xpress feelings of empathy and caring

To no small degree, these can be intrinsic features of a human beings personali ty. Even so, companies particularly those with far-flung networks of thousands o r even tens of thousands of employees can take practical steps to encourage and enhance them. Companies can begin by hiring emotionally intelligent frontline em ployees in the first place: a business starts with an obvious advantage if it ca n attract people born or brought up with the right emotional instincts for front line employment. Many companies can ride on the coattails of others with first-r ate customer-facing skills, since the latter have already identified the most su itable type of employee for the work. More than half of the branch managers hire d by Bank of America in 2004, for instance, came from retailers (such as Best Bu y, The Gap, and Safeway) outside of financial services. According to the bank, " They get the retail mind-set and we get them to understand banking. They like be ing up on their feet and dont want to sit behind a desk." Emotional Intelligenc e: Indian Perspective: The importance of both emotion and intelligence in making decisions and achieving success in life was well-accepted in ancient India. A c oncept of Sthitha-prajna (emotional stability), similar to the concept of emotiona l intelligence, can be traced in the second chapter of `Srimad Bhagavad-Gita. Bha gavad Gita is a specific conversation between Lord Krishna and Arjuna (third Pan dava prince) in a specific situation of Kurukshetra battlefield. Pandavas were f ighting against the Kauravas, the cousin brothers to restore their kingdom from Kauravas in Kurukshetra. Before the battle started, Arjuna, with deep sorrow and pity, found his close relatives, friends and respected gurus in enemys side. To win the battle he was supposed to kill those beloved ones. He got confused a bout his rightful duty. Due to this hriday-durbalata (heart-non-strength), he re fused to join the battle. In this context, Lord Krishna who played the role as t he driver of Arjunas chariot, enlightened him about the eternal truth of life. According to Lord Krishna, as mentioned in Bhagavad Gita, Arjuna suffered from i ndecisiveness resulting from confusion and a false sense of insecurity. Lord Kri shna advised Arjuna to become Sthitha-prajna (the steady minded person). He al so told that an individual achieved his/her goal only when the mind became stead y, poised and balanced. Evidently, the concept of Sthitha-prajna (the steady-minde d person) talked about a unique interdependence between emotion and intelligence for effective decision-making which was most essential in excelling in every sp here of life. Gita, as a whole, advises all to balance between intelligence and emotion. Similar views on the role of emotional intelligence as a learning proce ss for achieving a balanced personality in different stages of life on an intergenerational basis has been depicted in the Vedas. In particular, Dr. Radhakrish nan, in his book, `The Hindu View of Life' (1927) opined that the attitude of the Ve das is one of trust tempered by criticism. `Trust, because, whatever the older gen eration hold, may be true, and criticism because, however, plausible the testimo nies of the old views may be, it cannot deny the present of its right to enquire and sift the evidence'. This view aptly points out the need for emotional intelli gence in everyday life to become more emotionally balanced and functional indivi duals in society. `Emotional intelligence is an aggregate of individuals' cognition of own and others emotions, feeling, interpretation and action as per environme ntal demand to manipulate the consequence which in turn result in superior perfo rmance and better human relationship' (Bhattacharya, 2003). Emotional intelligence is a measure of the degree to which a person makes use of his/her reasoning in the process of emotional responses (both positive and

negative) in a given situation. So having high emotional intelligence doesnt me an that the person never panics or loses his/her temper. It does mean that he / she brings own feelings under control and channels them into productive behavior s. The ability to bring out-ofcontrol emotions back into line results in what ea rlier generations called emotional maturity. Goleman's Model of Emotional Intellig ence Daniel Goleman and the Hay Group have identified a set of competencies that differentiate individuals with Emotional Intelligence. The competencies fall in to four clusters: Self-Awareness: Capacity for understanding ones emotions, one s strengths, and ones weaknesses. Self-Management: Capacity for effectively ma naging ones motives and regulating ones behavior. Social Awareness: Capacity f or understanding what others are saying and feeling and why they feel and act as they do. Relationship Management: Capacity for acting in such a way that one is able to get desired results from others and reach personal goals. The most popu lar and accepted mixed model of emotional intelligence is the one proposed by Go leman (1995). He viewed emotional intelligence as a total of personal and social competences. Personal competence determines how we manage ourselves, whereas so cial competence determines how we handle our interpersonal relationships. Person al competence It comprises of three dimensions of emotional intelligence, such a s, self-awareness, selfregulation and motivation. Self-awareness is the ability of an individual to observe him/herself and to recognize a feeling as it happen s (Goleman, 1995). The hallmarks of this ability are self-confidence, self- ass essment and openness to positive criticism. Selfregulation is the ability to con trol emotions and to redirect those emotions that can have negative impact. Trus tworthiness, integrity, tolerance of ambiguity and attitude to accept change are some characteristics of this ability. Motivation is the ability to channelize e motion to achieve a goal through self-control and by moderating impulses as per the requirement of the situation. The people who have this ability are optimisti c and committed towards organizational as well as individual goals. Social compe tence It comprises of two dimensions namely, empathy and social skills. Empathy is the ability to feel and get concerned for others, take their perspective and to treat people according to their emotional reactions. People with this ability are experts in generating and motivating others. Social skills are the ability to build rapport and to manage relationships with people. People having this ski ll are very effective in persuasiveness and team management. `Social skill' is the c ulmination of all other components of emotional intelligence assuming that peopl e can effectively manage social and work relationships only when they can unders tand and control their own emotion and can emphasize with the feelings of others .

Fig. 6.1: Goleman's emotional intelligence model (1995) The Assessment of Emotional Intelligence and Competence Assuming that emotional intelligence is important, the question of assessment and measurement becomes pa rticularly pressing. What does the research suggest about the measurement of emo tional intelligence and competence? In a paper published in 1998, Davies, Stanko v, & Roberts concluded that there was nothing empirically new in the idea of emo tional intelligence. This conclusion was based solely on a review of existing me asures purporting to measure emotional intelligence at the point in time when th ey wrote that paper. However, most of those measures were new, and there was not yet much known about their psychometric properties. Research now is emerging th at suggests emotional intelligence, and particularly the new measures that have been developed to assess it, is in fact a distinct entity. However, there still is not much research on the predictive validity of such measures, and this is a serious lack. Let me briefly summarize what we really know about the most popula r ones. The oldest instrument is Bar-On's EQ-I, which has been around for over a d ecade. This selfreport instrument originally evolved not out of an occupational context but rather a clinical one. It was designed to assess those personal qual ities that enabled some people to possess better "emotional well-being" than oth ers. The EQ-I has been used to assess thousands of individuals, and we know quit e a bit about its reliability and its convergent and discriminant validity. Less is known about its predictive validity in work situations. However, in one stud y the EQ-I was predictive of success for U.S. Air Force recruiters. A second ins trument is the Multifactor Emotional Intelligence Scale. The MEIS is a test of a bility rather than a self-report measure. The test-taker performs a series of ta sks that are designed to assess the person's ability to perceive, identify, unders tand, and work with emotion. There is some evidence of construct validity, conve rgent validity, and discriminant validity, but none for predictive validity. A t hird instrument is the Emotional Competence Inventory. The ECI is a 360 degree i nstrument. People who know the individual rate him or her on 20 competencies tha t Goleman's research suggests are linked to emotional intelligence. Although the E CI is in its early stages of development, about 40 percent of the items come fro m an older instrument, the Self-Assessment Questionnaire, that was developed by Boyatzis. These earlier items had been "validated against performance in hundred s of competency studies of managers, executives, and leaders in North America," Italy, and Brazil. However, there currently is no research supporting the predic tive validity of the ECI.

Another measure that has been promoted commercially is the EQ Map. Although ther e is some evidence for convergent and divergent validity, the data have been rep orted in a rather ambiguous fashion. One other measure deserves mention, even th ough it is less well-known than the others. Schutte, Malouff, Hall, Haggerty, Co oper, Golden, & Dornheim have developed a 33-item self-report measure based on S alovey and Mayer's (1990) early work. There is evidence for convergent and diverge nt validity. Emotional intelligence scores on this measure were positively assoc iated with first-year college grades and supervisor ratings of student counselor s working at various mental health agencies. Also, scores were higher for therap ists than for therapy clients or prisoners. Finally, it might be helpful to keep in mind that emotional intelligence comprises a large set of abilities that hav e been studied by psychologists for many years. Thus, another way to measure emo tional intelligence or competence is through tests of specific abilities. Some o f these tests seem rather strong. To name just one example, there is Seligman's SA SQ, which was designed to measure learned optimism and which has been impressive in its ability to identify high performing students, salespeople, and athletes, to name just a few (Schulman, 1995).

Q.2. Discuss the five stage model of group development proposed by Tuckman. [10] Ans. Models of Group Development The most important models of group development have been cited below. a. The Five-Stage Model The Five-Stage Model of group de velopment was proposed by Bruce Tuckman in 1965 (initially it was a four stage b ut later he added a fifth stage, Adjourning, in the 1970). 1. Forming In this st age the members are entering the group. The main concern is to facilitate the en try of the group members. The individuals entering are concerned with issues suc h as what the group can offer them, their needed contribution the similarity in terms of their personal needs, goals and group goals, the acceptable normative a nd behavioral standards expected for group membership and recognition for doing the work as a group member. 2. Storming This is a turbulent phase where individu als try to basically form coalitions and cliques to achieve a desired status wit hin the group. Members also go through the process of identifying to their expec ted role requirements in relation to group requirements. In the process, members hip expectations tend to get clarified, and attention shifts toward hurdles comi ng in the way of attaining group goals. Individuals begin to understand and appr eciate each other's interpersonal styles, and efforts are made to find ways to acc omplish group goals while also satisfying individual needs. 3. Norming From the norming stage of group development, the group really begins to come together as a coordinated unit. At this point, close relationships develop and the group sho ws cohesiveness. Group members will strive to maintain positive balance at this stage. 4. Performing The group now becomes capable of dealing with complex tasks and handling internal disagreements in novel ways. The structure is stable, and members are motivated by group goals and are generally satisfied. The structure is fully functional and accepted at this stage. Group energy makes a transition from member's focus on getting to know and understand each other to performing. F or permanent work groups, performing is the last stage in their development. 5. Adjourning A well-integrated group is able to disband, if required, when its wor k is accomplished, though in itself it may be a painful process for group member s, emotionally. The adjourning stage of group development is especially importan t for the many temporary groups that are rampant in today's workplaces. Members of these groups must be able to convene quickly, do their jobs on a tight schedule , and then adjourn often to reconvene later, whenever required. Groups do not al ways proceed clearly from one stage to the next. Sometimes several stages

go on simultaneously, as when groups are storming and performing. Groups may at times regress to earlier stages. Another problem is that it ignores organization al context. For instance, a study of a cockpit crew in an airliner found that, w ithin ten minutes, three strangers assigned to fly together for the first time h ad become a high-performing group. The rigid organizational context provides the rules, task definitions, information, and resources required for the group to p erform, effectively. b. Punctuated equilibrium model The punctuated equilibrium model is an alternative model for temporary groups with deadlines. It is for the groups that do not follow the five stage model. Phase 1 The first meeting sets the group's direction. This stage is the first inertia phase. A structure of behav ioral patterns and assumptions emerges. Transition Then a transition takes place when the group has used up almost half its allotted time. The group's direction b ecomes fixed and is unlikely to be reexamined throughout the first half of the g roup's life. The group tends to stand still or become locked into a fixed course o f action. The group is incapable of acting on new insights in Phase 1. The midpo int seems to set an alarm clock going increasing members' awareness that their tim e is limited and that they need to move on fast. A transition triggers off major changes. This ends Phase 1 and is characterized by a concentrated burst of chan ges, replacement old patterns, and adoption of new perspectives. The transition sets a revised direction for Phase 2. Phase 2 It is a new equilibrium and is als o a period of inertia. In this phase, the group executes plans created during th e transition period. The group's last meeting is characterized by a flurry of acti vities. The punctuated-equilibrium model characterizes groups as demonstrating l ong periods of inertia interspersed with brief and rapid changes triggered mainl y by their members' awareness of time and targets . Temporary groups with deadline s don't seem to follow the Tuckman's five stage model. Studies indicate that they ha ve their own unique sequencing of actions (or inaction): 1) Their first meeting sets the group's direction; 2) This first phase of group activity is one of inerti a; 3) A transition takes place at the end of this first phase, which occurs exac tly when the group has used up half its allotted time; 4) A transition initiates major changes; 5) A second phase of inertia follows the transition; and 6) The group's last meeting is characterized by markedly accelerated activity. In summary the punctuated-equilibrium model characterizes groups as exhibiting long period s of inertia interspersed with brief revolutionary changes triggered primarily b y their members' awareness of time and deadlines. Or, to use the terminology of th e five stage group development, the group begins by combining the forming and no rming stages, then goes through a period of low performing, followed by storming , then a period of high performance, and finally adjourning. Q.3 What are the po ssible sources of organizational conflict? Explain. [10]

Ans. Sources of Organizational Conflict: Prominent among the sources of conflict in organizations are: 1. Line and Staff Competition: The growth of highly speci alized, creative, well-educated staff poses unique problems for line managers. F aced with a growing dependence on staff, line managers must adjust to a reductio n in organizational power and prestige. Conflict in most organizations persists between line and staff because it is virtually impossible to define precisely th e responsibility and authority relationships between the two. 2. Organization-In dividual Disagreements: From one perspective, the conflict between the organizat ion and the individual centres around the individual's failure to fulfil the organ ization's expectations regarding productivity or compliance with rules. From anoth er, the conflict is often seen as resulting from excessive organizational demand s. Such conflict may be overt or hidden from view, depending on the perception e ach side has of the power of the other. 3. Overlapping Responsibilities: Organiz ations constantly change in response to personnel turnover, expansion or contrac tion, the adoption of new policies, changes in external environment, and so on. As a result, it is impossible to establish job responsibilities once and for all . When a change occurs, one person reaches out to assume more responsibility, an other retrenches and still another tentatively assumes responsibility for certai n functions without knowing definitely who should be performing them. Thus, the stage is set for conflict. 4. Functional Interdependence: Conflicts between an o rganization's functional units, such as sales, accounting and manufacturing are co mmonplace. The sales department is at odds with manufacturing because quality is too low or prices are too high to meet the competition. Although departments ar e separated on the basis of function, they can never function as completely auto nomous units. They must somehow resist the constant urge to view the organizatio n in terms of their narrow self-interests. 5. Personality Clashes: Individual di fferences in such personal qualities as values, attitudes, abilities and persona lity traits are often the cause of conflict. Two managers may learn to despise e ach other thoroughly for reasons totally unrelated to their work, but their perf ormance on the job may suffer because of it. 6. Disagreement over Goals: Conflic t among managers is often caused by the fact that there is poor agreement over g oals. Perhaps, an even more common source of conflict is the clash of the person al goals of managers and employees with the goals of the organization. 7. Bottle necks in the Flow of Work: Line supervisors in manufacturing must meet productio n deadlines, but they are dependent upon production schedules, warehousing shipp ing, and others for effective performance. A bottleneck at any point can prevent the line supervisors from being effective and is quite naturally an occasion fo r interpersonal conflict. Q.4 The environmental stressors have a great impact on work performance and adju stment of the individual in an organization. Discuss the different categories of environmental stressors. [10]

Ans. Environmental Stressors: Environmental and internal conditions that lie bey ond an individual's control are called environmental stressors. Such stressors can have a considerable impact on work performance and adjustment. We can organize environmental stressors into the following categories: 1. Task Demands: Task dem ands are factors related to a person's job. They include the design of the individ ual's job, working conditions, and the physical work layout. Changes and lack of c ontrol are two of the most stressful demands people face at work. Change leads t o uncertainty, a lack of predictability in a person's daily tasks and activities a nd may be caused by job insecurity related to difficult economic times. Technolo gy and technological innovation also create change and uncertainty for many empl oyees, requiring adjustments in training, education and skill development. Lack of control is a second major source of stress, especially in work environments t hat are difficult and psychologically demanding. The lack of control may be caus ed by inability to influence the timing of tasks and activities, to select tools or methods for accomplishing the work, to make decisions that influence work ou tcomes, or to exercise direct action to affect the work outcomes. 2. Role Demand s: The social-psychological demands of the work environment may be every bit as stressful as task demands at work. Role demands relate to pressures placed on a person as a function of the particular role he or she plays in the organization. Role conflicts create expectations that may be hard to reconcile or satisfy. Ro le conflict results from inconsistent or incompatible expectations communicated to a person. The conflict may be an inter-role, intra-role or person-role confli ct. a. Inter-role Conflict: is caused by conflicting expectations related to two separate roles, such as employee and parent. For example, the employee with a m ajor sales presentation on Monday and a sick child at home is likely to experien ce inter-role conflict, b. Intra-role Conflict: is caused by conflicting expecta tions related to a single role, such as employee. For example, the manager who p resses employees for both very fast work and high-quality work may be viewed at some point as creating a conflict for employees. c. Person-role Conflict: Ethics violations are likely to cause person-role conflicts. Employees expected to beh ave in ways that violate personal values, beliefs or principles experience confl ict. The second major cause of role stress is role ambiguity. Role ambiguity is created when role expectations are not clearly understood and the employee is no t sure what he or she is to do. Role ambiguity is the confusion a person experie nces related to the expectations of others. Role ambiguity may be caused by not understanding what is expected, not knowing how to do it, or not knowing the res ult of failure to do it. 3. Inter-personal Demands: are pressures created by oth er employees. Lack of social support from colleagues and poor interpersonal rela tionships can cause considerable stress, especially among employees with a high social need. Abrasive personalities, sexual harassment and the leadership style in the organization are interpersonal demands for people at work. a. The Abrasiv e Person: May be an able and talented employee, but one who creates emotional wa ves that others at work must accommodate.

b. Sexual Harassment: The vast majority of sexual harassment is directed at wome n in the workplace, creating a stressful working environment for the person bein g harassed, as well as for others. c. Leadership Styles: Whether authoritarian o r participative, create stress for different personality types. Employees who fe el secure with firm, directive leadership may be anxious with an open, participa tive style. Those comfortable with participative leadership may feel restrained by a directive style. 4. Physical Demands: Non-work demands create stress for pe ople, which carry over into the work environment or vice versa. Workers subject to family demands related to marriage, child rearing and parental care may creat e role conflicts or overloads that are difficult to manage. In addition to famil y demands, people have personal demands related to non-work organizational commi tments such as religious and public service organizations. These demands become more or less stressful, depending on their compatibility with the person's work an d family life and their capacity to provide alternative satisfactions for the pe rson. Q.5 Given below are certain instances observed by a summer trainee Ritu, while d oing an observational study at Phoenix consultants. An organization dealing with recycling of plastic products waste etc. She makes the following observations a bout two key people in the organization.

1. Mr. Shah He is a very friendly person and encourages his team members by givi ng them recommendations and appreciation. This helps HR to decide about giving a bonus or promotion to employees. 2. Mr. Parhi-He is an aggressive person. He fr equently loses his temper. Ritu observes that he frequently punishes the non-per formers and also gives them warnings regarding suspension etc. Now explain what base of power Mr. Shah and Mr. Parhi belong to. Explain the type of power they u se often [10] Ans. Bases of Power Power can be categorized into two types: Forma l and informal A. Formal Power: It is based on the position of an individual in an organization. Formal power is derived from either one's ability to coerce or re ward others or is derived from the formal authority vested in the individual due to his/ her strategic position in the organizational hierarchy. For example, a manager may threaten to withhold a pay raise, or to transfer, demote, or even re commend the firing of a subordinate who does not act as desired. Such coercive p ower is the extent to which a manager can deny desired rewards or administer pun ishments to control other people. The availability of coercive power also varies across organizations. The presence of unions and organizational policies on emp loyee treatment can weaken this power base significantly. Formal power may be ca tegorized into four types which are as follows: 1. Coercive Power: The coercive power base is being dependent on fear. It is based on the application, or the th reat of application, of physical sanctions such as the infliction of pain, the g eneration of frustration through restriction of movement, or the controlling by force of basic physiological or safety needs. In an organization one can exercis e power over another if they have the power to dismiss, suspend, demote another assuming that the job is valuable to the person on whom power is being unleashed . 2. Reward Power: The opposite of coercive power is reward power. Reward power is the extent to which a manager can use extrinsic and intrinsic rewards to cont rol other people. Examples of such rewards include money, promotions, compliment s, or enriched jobs. Although all managers have some access to rewards, success in accessing and utilizing rewards to achieve influence varies according to the skills of the manager. 3. Legitimate Power: The third base of position power is le gitimate power, or formal authority .It stems from the extent to which a manager can use subordinates' internalized values or beliefs that the boss has a right of co mmand to control their behavior. For example, the boss may have the formal author ity to approve or deny such employee requests as job transfers, equipment purcha ses, personal time off, or overtime work. Legitimate power represents a special kind of power a manager has because subordinates believe it is legitimate for a person occupying the managerial position to have the right to command. The lack of this is legitimacy will result in authority not being accepted by subordinate s. Thus this type of power has the following elements:

 It represents the power a person receives as a result of his/her position in the formal hierarchy. Positions of authority include coercive and reward powers. Le gitimate power, however, is not limited to the power to coerce and reward. It en compasses the acceptance of the authority of a position by members of an organiz ation. 4. Information Power: This type of power is derived from access to and co ntrol over information. When people have needed information, others become depen dant on them. (For example, managers have access to data that subordinates do no t have). Normally the higher the level, the more information would be accessed b y managers. B. Personal Power Personal power resides in the individual and is in dependent of that individual's position. Three bases of personal power are experti se, rational persuasion, and reference. Expert power is the ability to control a nother person's behavior by virtue of possessing knowledge, experience, or judgmen t that the other person lacks, but needs. A subordinate obeys a supervisor posse ssing expert power because the boss ordinarily knows more about what is to be do ne or how it is to be done than does the subordinate. Expert power is relative, not absolute. However the table may turn in case the subordinate has superior kn owledge or skills than his/ her boss. In this age of technology driven environme nts, the second proposition holds true in many occasions where the boss is depen dent heavily on the juniors for technologically oriented support. Rational persu asion is the ability to control another's behavior, since, through the individual's efforts, the person accepts the desirability of an offered goal and a viable way of achieving it. Rational persuasion involves both explaining the desirability of expected outcomes and showing how specific actions will achieve these outcome s. Referent power is the ability to control another's behavior because the person wants to identify with the power source. In this case, a subordinate obeys the b oss because he or she wants to behave, perceive, or believe as the boss does. Th is obedience may occur, for example, because the subordinate likes the boss pers onally and therefore tries to do things the way the boss wants them done. In a s ense, the subordinate attempts to avoid doing anything that would interfere with the pleasing boss subordinate relationship. Followership is not based on what th e subordinate will get for specific actions or specific levels of performance, b ut on what the individual represents a path toward lucrative future prospects. C harismatic Power is an extension of referent power stemming from an individual's p ersonality and interpersonal style. Others follow because they can articulate at tractive visions, take personal risks, demonstrate follower sensitivity, etc. Q. 6 Window to Truth' is a famous and old magazine. The top management decides to star t the e-edition of the magazine. They also decide the redefine the policies and culture of Window to Truth To start implementing this change, they frequently call meetings of employees. They have also formed groups at different levels to clar ify doubts and explain the perspective of change.

Analyze the situation in the context of organizational change and elaborate why the top management is following the discussed practices and what approach is mos t evident in the context. [10] Ans. Force Field Analysis theory Lewin (1951) pro posed a three step sequential model of change process: Unfreezing At this stage, the forces, which maintain the status quo in the organizational behavior, are r educed by refuting the present attitude and behavior to create a perceived need for something new. It is facilitated by environmental pressure such as increased competition, declining productivity and performance, felt need to improve the s tyle of work, etc. Schien has suggested some measures which are quite helpful in undertaking unfreezing process. These are as follows: 1. The physical removal o f the individuals being changed from their accustomed routines, sources of infor mation, and social relationships. 2. The undermining and destruction of social s upport. 3. Demeaning and humiliating experiences to help individuals to see thei r old attitudes or behavior as unworthy and think to be motivated to change. 4. The consistent linking of reward with willingness to change and of punishment wi th lack of willingness to change. Fig. 14.1: Change Process Changing/Moving This stage involves a shift in behavior of organizations by modi fying system, process, technology and people. This phase can be explained in ter ms of compliance, identification and internalization (Rao and Hari Krishna 2002) . Compliance or force occurs when individuals are forced to change whether by re ward or by punishment. Internalization occurs when individuals are forced to enc ounter a situation that calls for new behavior. Identification occurs when indiv iduals recognize one among various models provided in the environment

that is most suitable to their personality. Refreezing At this stage, actions ar e taken to sustain the drive for change and to facilitate the institutionalizati on process of the change even in a day-to-day routine of the organizations. Here , the desired outcomes are positively reinforced and extra support is provided t o overcome the difficulties. There is a tendency that individuals revert back gr adually to their old behaviors, which they were displaying before the change, in the absence of suitable reinforcement. Therefore, reinforcement is necessary fo r the internalization of new behavior.