Master of Business Administration-MBA Semester 1 MB0038 Management Process and Organization Behavior Assignment Set- 1

Q.1 Write a note on the functions of management.

Ans:- Management Functions Follett (1933) defined management as "the art of getting things done through people". One can also think of management functionally, as the action of measuring a quantity on a regular basis and of adjusting some initial plan. Management functions are as follows (Fayol, 1949): 1. 2. 3. 4. 5. Planning Organizing Commanding Coordinating Controlling

However, in recent time, management functions have been regrouped into four categories, since the managerial tasks have become highly challenging a fluid in nature making distinctions redundant to a certain extend. The four functions are as follows:

Management Functions 1. 2. 3. 4. Planning Organizing Leading Controlling

1. Planning :- It involves the process of defining goals, establishing strategies for achieving these goals, and developing plans to integrate and coordinate activities. Every organization needs to plan for change in order to reach its set goal. Effective planning enables an organization adapt to change by identifying opportunities and avoiding problems. It provides the direction for the other functions of management and for effective teamwork. Planning also enhances the decision-making process. All levels of management engage in planning in their own way for achieving their preset goals.

2. Organizing :- It involves designing, structuring, and coordinating the work components to achieve organizational goal. It is the process of determining what tasks are to be done, who is to do, how the tasks are to be grouped, who reports to whom, and where decisions are to be made. A key issue in accomplishing the goals identified in the planning process is structuring the work of the organization. Organizations are groups of people, with ideas and resources, working toward common goals. The purpose of the organizing function is to make the best use of the organizations resources to achieve organizational goals. Organizational structure is the formal decision-making framework by which job tasks are divided, grouped, and coordinated. Formalization is an important aspect of structure. It is the extent to which the units of the organization are explicitly defined and its policies, procedures, and goals are clearly stated. It is the official organizational structure conceived and built by top management. The formal organization can be seen and represented in chart form. An organization chart displays the organizational structure and shows job titles, lines of authority, and relationships between departments. The steps in the organizing process include: 1. 2. 3. 4. 5. 6. Review plans List all tasks to be accomplished Divide tasks into groups one person can accomplish a job Group related jobs together in a logical and efficient manner Assign work to individuals Delegate authority to establish relationships between jobs and groups of jobs.

3. Leading:- An organization has the greatest chance of being successful when all of the employees work toward achieving its goals. Since leadership involves the exercise of influence by one person over others, the quality of leadership exhibited by supervisors is a critical determinant of organizational success. Supervisors can learn about leadership through research. Leadership studies can be classified as trait, behavioral, contingency, and transformational. Earliest theories assumed that the primary source of leadership effectiveness lay in the personal traits of the leaders themselves. Yet, traits alone cannot explain leadership effectiveness. Thus, later research focused on what the leader

actually did when dealing with employees. These behavioral theories of leadership sought to explain the relationship between what the leader did and how the employees reacted, both emotionally and behaviorally. Yet, behavior cant always account for leadership in different situations. Thus, contingency theories of leadership studied leadership style in different environments. Transactional leaders, such as those identified in contingency theories, clarify role and task requirements for employees. Yet, contingency cant account for the inspiration and innovation that leaders need to compete in todays global marketplace. Newer transformational leadership studies have shown that leaders, who are charismatic and visionary, can inspire followers to transcend their own self-interest for the good of the organization. Leading involves the following functions: 1. 2. 3. 4. Teambuilding Consensus Building Selecting Training

4. Controlling :- It involves monitoring the employees behavior and organizational processes and take necessary actions to improve them, if needed. Control is the process through which standards for performance of people and processes are set, communicated, and applied. Effective control systems use mechanisms to monitor activities and take corrective action, if necessary. There are four steps in the control process. They are as follows: Step 1. Establish Performance Standards Step 2. Measure Actual Performance Step 3. Compare Measured Performance Against Established Standards Step 4. Take Corrective Action Types of Control Controls are most effective when they are applied at key places. Supervisors can implement controls before the process begins (feed forward), during the process (concurrent), or after it ceases (feedback). Feed forward controls focus on operations before they begin. Their goal is to prevent anticipated problems. An example of feed forward control is scheduled maintenance on automobiles and machinery.

Concurrent controls apply to processes as they are happening. Concurrent controls enacted while work is being performed include any type of steering or guiding mechanism such as direct supervision, automated systems (such as computers programmed to inform the user when they have issued the wrong command), and organizational quality programs. Feedback controls focus on the results of operations. They guide future planning, inputs, and process designs. Examples of feedback controls include timely (weekly, monthly, quarterly, annual) reports so that almost instantaneous adjustments can be made.

Q.2 Discuss any two learning theories in detail. Ans:- There are three theories of learning namely 1. classical conditioning 2. operant conditioning, and 3. social learning. 1. Classical Conditioning :- Classical Conditioning is a form of associative learning process proposed by Pavlov (1927). This process involves presentations of a neutral stimulus along with a stimulus of some significance. The neutral stimulus does not lead to an overt behavioral response from the organism. This is called as Conditioned Stimulus (CS). Significant stimulus evokes an innate, often reflexive, response. This is called Unconditioned Stimulus (US) and Unconditioned Response (UR), respectively. If the CS and the US are repeatedly paired, eventually the two stimuli become associated and the organism begins to produce a behavioral response to it. It is the Conditioned Response (CR). Classical conditioning was first experimented by Russian physiologist, Ivan Pavlov, to teach dogs to salivate in response to the ringing of a bell. During his research on the physiology of digestion in dogs, Pavlov used a bell before giving food to his dog. Rather than simply salivating in the presence of meat (a response to food unconditioned response), after a few repetitions, the dog started to salivate in response to the bell. Thus, a neutral stimulus (bell) became a conditioned stimulus (CS) as a result of consistent pairing with the unconditioned stimulus (US meat). Pavlov referred to this learned relationship as a Conditioned Response. 2. Operant Conditioning :- The operant conditioning theory is proposed by B.F. Skinner (1953, 1954). This is based on the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individuals response to stimuli. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the

individual is conditioned to respond. Reinforcement is the key element in Skinners S-R theory. A reinforce is anything that strengthens the desired response. Principles of operant conditioning are as follows: 1. Behavior is learned. 2. Behavior that is positively reinforced will reoccur. 3. Information should be presented in small amounts so that responses can be reinforced ("shaping") 4. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning. 5. Rewards are most effective if they immediately follow the desired response.

Q.3 Explain the classification of personality types given by Sheldon.

Ans- William Sheldon (1940, 1942, cited in Phares, 1991) classified personality according to body type. He called this a persons somatotype. Sheldon identified three main somatotypes: Sheldons Classification of Personality Types.

Somatotypes In the 1940s, Sheldon proposed a theory about how there are certain body types ("somatotypes") that are associated with certain personality characteristics. William Sheldon (1898-1977) was an American psychologist who devoted his 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-watcher, and out of his observations he gradually elaborated his typology.He claimed 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 tolerant, love of comfort and luxury, extravert.

Mesophorphy focused on musculature and the circulatory system (mesoderm), has the tendency towards muscularity, corresponds to the Somatotonia temperament courageous, energetic, active, dynamic, assertive, aggressive, risk taker. Ectomorphy focused on the nervous system and the brain (ectoderm) the tendency towards slightness, corresponds to Cerebrotonia temperament artistic, sensitive, apprehensive, introvert. On this basis, Sheldon 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 on 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 prehistoric land mammal) for mesomorph and endomorph, "Male Mosquito" for the extreme ectomorph, and so on. On this scale, the extreme or pure mesomorph has a score of 1-7-1, the pure endomorph 7-1-1, and the pure ectomorph 1-1-7. Most people of course 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 humoured relaxed need for affection

b. Mesomorphic Body Type:

hard, muscular body overly mature appearance rectangular shaped thick skin upright posture

Associated personality traits:

adventurous desire for power and dominance courageous indifference to what others 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-shouldered large brain

Associated personality traits:

self-conscious preference for privacy introverted inhibited socially anxious artistic mentally intense emotionally restrained

Sheldon measured the proportions of hundreds of juvenile delinquent boys and concluded that they were generally mesomorphs (Ornstein, 1993). Body types have been criticized for very weak empirical methodology and are not generally used in psychology. The use of somatotyping (using different taxonomies) is used more often in alternative therapies and Eastern psychology and spirituality. Traits are underlying tendencies to behave in a consistent and distinctive style and they describe the frequency or intensity of a persons feelings, thoughts, or behaviors. Possession of a trait is, therefore, a matter of degree.

Q.4 What are the factors influencing perception?

Ans:- Factors Influencing Perception Perception is our sensory experience of the world around us and involves both the recognition of environmental stimuli and actions in response to these stimuli. Through the perceptual process, we gain information about properties and elements of the environment that are critical to our survival. Perception not only creates our experience of the world around us; it allows us to act within our environment. A number of factors operate to shape and sometimes distort perception. These factors can reside: 1. In the perceiver. 2. In the object or target being perceived or 3. In the context of the situation in which the perception is made. 1. 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: a) 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 the female candidates he interviews. b) Moods: Moods can have a strong influence on the way we perceive someone. We think differently when we are happy than 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 form more positive impressions of others. When in a negative mood, we tend to evaluate others unfavourably. c) 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. d) Self-Concept: Another factor that can affect social perception is the perceivers selfconcept. An individual with a positive self-concept tends to notice positive attributes in another person. In contrast, a negative self-concept can lead a perceiver to pick out

negative traits in another person. Greater understanding of self allows us to have more accurate perceptions of others. e) 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. f) Cognitive Structure: 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. g) Expectations: Finally, expectations can distort your perceptions in that you will see what you expect to see. The research findings of the study conducted by Sheldon S Zalkind and Timothy W Costello on some specific characteristics of the perceiver reveal Knowing oneself makes it easier to see others accurately. Ones own characteristics affect the characteristics one is likely to see in others. People who accept themselves are more likely to be able to see favourable aspects of other people. Accuracy in perceiving others is not a single skill.

These four characteristics greatly influence how a person perceives others in the environmental situation.

2. 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 we see it.The perceiver will notice the targets physical features like height, weight, estimated age, race and gender. Perceivers tend to notice physical appearance characteristics that contrast with the norm, that are intense, or that are new or unusual. Physical attractiveness often colours our entire impression of another person. Interviewers rate attractive candidates more favourably and attractive candidates are awarded higher starting salaries. 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. For example, employees in a particular department are seen as a group. If two employees of a department suddenly resign, we tend to assume their departures were related when in fact, they might be totally unrelated. People, objects or events that are similar to each other also tend to be grouped together. The greater the similarity, the greater the probability we will tend to perceive them as a group.

3. 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. E.g. 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 a 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 ie individuals behaviour can be accounted for by the situation, and that it may not reflect the individuals disposition. This is the discounting principle in social perception. For example, you may encounter an automobile salesperson who has a warm and personable manner, asks you about your work and hobbies, and seems genuinely interested in your taste in cars. Can you assume that this behaviour reflects the salespersons personality? You probably cannot, because of the influence of the situation. This person is trying to sell you a car, and in this particular situation, he probably treats all customers in this manner.

Factors influencing perception

Q.5 Mr. Solanki is the VP- HR of a leading Financial services company. He is having a meeting with Ms. Ramani leading HR consultant. Mr. Solanki is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Ramani, the HR consultant. What suggestions you will give to Mr. Solanki, for creating an environment that increases job satisfaction 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 work force ensures commitment to high quality performance and increased productivity Job satisfaction helps organizations to reduce complaints and grievances, absenteeism, turnover, and termination. Job satisfaction is also linked to a healthier work force and has been found to be a good indicator of longevity. And although only little correlation has been found between job satisfaction and productivity, it has also been found that satisfying or delighting employees is a prerequisite to satisfying or delighting customers, thus protecting the bottom line (Brown, 1996). The most important factors conductive to job satisfaction are: i) Mentally Challenging Work: Employees tend to prefer jobs that give them opportunities to use their skills and abilities and offer a variety of tasks, freedom and feedback on how well they are doing. Under conditions of moderate challenge, most employees will experience pleasure and satisfaction. ii) Personality-Job Fit: People with personality types congruent with their chosen vocations should find they have the right talents and abilities to meet the demands of their jobs; and because of this success, they have a greater probability of achieving high satisfaction from their work. It is important, therefore to fit personality factors with job profiles. iii) Equitable Rewards: Employees want pay systems and promotion policies that they perceive as being just, unambiguous, and in line with their expectations. When pay is seen as fair based on job demands, individual skill level, and industry pay standards, satisfaction is likely to result. Similarly, employees seek fair promotion policies and practices. Promotions provide opportunities for personal growth, more responsibilities and increased social status. Individuals who perceive that promotion decisions are made in a fair and just manner are likely to experience job satisfaction. iv) Supportive working conditions: Employees prefer physical conditions that are comfortable and facilitate doing a good job. Temperature, light, noise and other environmental factors should not be extreme and provide personal comfort. Further, employees prefer working relatively close to home, in clean and relatively modern facilities and with adequate tools and equipment.

v) Supportive Colleagues: Employees have need for social interaction. Therefore, having friendly and supportive co-workers and understanding supervisors leads to

increased job satisfaction. Most employees want their immediate supervisor to be understanding and friendly, those who offer praise for good performance, listen to employees opinions and show a personal interest in them. vi) Whistle blowing: Whistle-blowers are employees who inform authorities of wrongdoings of their companies or co-workers. Whistle blowing is important because committed organizational members sometimes engage in unethical behaviour in an intense desire to succeed. Organizations can manage whistle blowing by communicating the conditions that are appropriate for the disclosure of wrongdoing. Clearly delineating wrongful behaviour and the appropriate ways to respond are important organizational actions. vii) Social Responsibility: Corporate social responsibility is the obligation of an organization to behave in ethical ways in the social environment in which it operates. Socially responsible actions are expected of organizations. Current concerns include protecting the environment, promoting worker safety, supporting social issues, investing in the community, etc. Managers must encourage both individual ethical behaviour and organizational social responsibility. Job enrichment: It is a deliberate upgrading of responsibility, scope, and challenge in the work itself. Job enrichment usually includes increased responsibility, recognition, and opportunities for growth, learning, and achievement. Large companies that have used job-enrichment programs to increase employee motivation and job satisfaction include, AT&T, IBM, and General Motors (Daft, 1997). Workers role in job satisfaction A worker should also take some responsibility for his or her job satisfaction. Everett (1995) proposed the following questions which employees ask themselves in regard to job satisfaction at the workplace: 1. 2. 3. 4. 5. When have I come closest to expressing my full potential in a work situation? What did it look like? What aspects of the workplace were most supportive? What aspects of the work itself were most satisfying? What did I learn from that experience that could be applied to the present situation?

The following suggestions can help a worker find personal job satisfaction: 1. 2. 3. 4. 5. 6. Seek opportunities to demonstrate skills and talents. Develop communication skills. Acquire job related skills and try to implement them. Demonstrate creativity and initiative. Improve team building and leadership skill. Learn to de-stress.

Q.6 Given below is the HR policy glimpse of the VARK-LEARNING a learning and training solutions company 1. It offers cash rewards for staff members 2. It promotes the culture of employee referral and encourages people to refer people they know may be their friends, ex. Colleagues batch mates, relatives. 3. What all needs do it takes care off according to maslows need hierarchy 4. It recognizes good performances and give 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 takes care of according to the Maslows Need Hierarchy ? Ans: - The following needs are taken care of according to Maslows Hierarchy of Needs Theory: According to this theory, proposed by Maslow (1943), human beings have wants and desires which influence their behavior, only unsatisfied needs can influence behavior, satisfied needs cannot. The needs are arranged in order of importance, from 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 progress up the hierarchy, the more individuality, humanness and psychological health a person will show. The first point of rewarding the staff members with cash shows the physiological needs which is satisfied, the staff members will be satisfied to receive any form of monetary benefits which encourages him to perform better The second point is the promotion of referral for employees, this shows that the social need can be satisfied as with referrals the employee feels to be a part of the company being responsible for the referral given to the firm, an employee feels belongingness to his firm/company The fourth point of recognition and felicitation for the good performance shown by the employee satisfies the esteem and self-actualization, the esteem need will take care of the recognition of ones work which improves achievement realization and self respect for ones work which in turn gains him the status recognition and attention within the company. The employees drive to become what he is capable of including ones growth is satisfied with the self-actualization needs, along with ones growth the employee gains the confidence to achieve to his fullest potential and this gives him the satisfaction of self-fulfillment These are among the few things which are satisfied by Maslows Need Hierarchy the hierarchy is clearly stated below which shows all the 5 basic needs required by an employeeof the company/firm. Maslow was a contributor who influenced the human aspects of management in workplace The above pictorial representation is the Maslows Hierarchy as explained below

Maslows Need Hierarchy Pyramid The five needs are: 1. 2. 3. 4. Physiological: Includes hunger, thirst, shelter, sex, and other bodily needs Safety: Includes security and protection from physical and emotional harm Social: Includes affection, belongingness, acceptance, and friendship Esteem: Includes internal esteem factors, such as, self-respect, autonomy, and achievement; and external esteem factors, such as, status, recognition, and attention 5. Self-actualization: The drive to become what one is capable of becoming; includes growth, achieving ones potential, and self-fulfillment Maslow separated the five needs into higher and lower orders. 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, Lowerorder needs are predominantly satisfied, externally.