Master of Business AdministrationMB0038 Management Process & Organizational Behavior

Q.1 Write a note on the managerial roles and skills.

Management roles and skills. Managerial Roles To meet the many demands of performing their functions, managers assume multiple roles. A role is an organized set of behaviors. Henry Mintzberg (1973) has identified ten Sub roles common to the work of all managers. The ten roles are divided into three groups: interpersonal, informational, and decisional. According to Mintzberg (1973), managerial roles are as follows: 1. Informational roles 2. Decisional roles 3. Interpersonal roles 1. Informational roles: This involves the role of assimilating and disseminating information as and when required. Following are the main sub-roles, which managers often perform: a. Monitor-collecting information from organizations, both from inside and outside of the organization. b. Disseminator-communicating information to organizational members. c. Spokesperson-representing the organization to outsiders 2. Decisional roles: It involves decision making. Again, this role can be subdivided in to the following: a. Entrepreneur-initiating new ideas to improve organizational performance b. Disturbance handlers-taking corrective action to cope with adverse situation c. Resource allocators-allocating human, physical, and monetary resources d. Negotiator - negotiating with trade unions, or any other stakeholders 3. Interpersonal roles: This role involves activities with people working in the organization. This is supportive role for informational and decisional roles. Interpersonal roles can be categorized under three subheadings:

a. Figurehead-Ceremonial and symbolic role b. Leadership-leading organization in terms of recruiting, motivating etc. c. Liaison-liasoning with external bodies and public relations activities. Management Skills A manager's job is varied and complex. Managers need certain skills to perform the duties and activities associated with being a manager. What type of skills does a manager need? Robert L. Katz (1974) found that managers needed three essential management skills 1. Technical 2. Human 3. Conceptual Technical skills: The ability is to apply specialized knowledge or expertise. All jobs require some specialized expertise, and many people develop their technical skills on the job. Vocational and on the job training programs can be used to develop this type of skill. Human Skill: This is the ability to work with, understand and motivate other people (both individually and a group). This requires sensitivity towards others issues and concerns. People, who are proficient in technical skill, but not with interpersonal skills, may face difficult to manage their subordinates,. To acquire the Human Skill, it is pertinent to recognize the feelings and sentiments of others, ability to motivate others even in adverse situation, and communicate own feelings to others in a positive and inspiring way. Conceptual Skill: This is an ability to critically analyze, diagnose a situation and forward a feasible solution. It requires creative thinking, generating options and choosing the best available option. A mark of a good leader is to be able to provide consistent motivation to his team encouraging them to attain excellence and quality in their performance. A good leader is always looking for ways to improve production and standards. Here are six management skills you can develop as a leader in working to create a quality effective team. 1. Observation This is an important aspect that often gets neglected due the demands on a leader's time and schedule. Observation and regular visits to the work environment are a priority and should be scheduled into the calendar. Observing employees at work, the procedures, interaction and work flow is foundational to implementing adjustments to improve results. To have credibility, a leader needs to be seen and be known to be up to date with what is happening in the work place. 2. Monitor Employee Performance

Employee performance needs to be monitored in mutually accepted ways. Policies and procedures need to be clear. Conferencing should be on a regular basis and not just when there is a problem. Assessments and evaluations should not be merely all formality or viewed a necessary paperwork to be done and filed away. Individual and group conferencing should be undertaken not only to monitor performance, but with the expectation of ongoing professional development and support. There should be frequent encouragement and clear criteria for ongoing goals both for the group and individual. 3. Implementation of Professional Development Programs A good leader evaluates weaknesses and provides training and development strategies to strengthen the weaker skills in the team. 4. Demonstrates Working Knowledge and Expertise Good leadership comes from a place of strong knowledge and experience of the production and process leading to results. If a leader does not possess all the expertise and knowledge personally, then regular consultations with experts involved in the departments should be held. This is important in order to maintain an accurate and informed overall picture.

5. Good Decision Making Good leadership is characterized by the ability to make good decisions. A leader considers all the different factors before making a decision. Clear firm decisions, combined with the willingness and flexibility to adapt and adjust decisions when necessary, create confidence in the leadership.

6. Ability to Conduct and Evaluate Research On-going review and research is vital in order to keep on the cutting edge in business. While managing the present to ensure on-going excellence in product and performance, a good leader is also able to look towards the future. Conducting and evaluating research is an important way of planning and being prepared for the future. Excellent leadership is always pro active rather than reactive. By developing these six managerial skills builds a solid foundation for success.

Q.2 Discuss the methods of shaping behavior in detail.

Methods of Shaping Behavior:

Extinction According to operant conditioning, both good and bad behaviors are controlled by reinforced consequences. Identifying behavioral reinforces and removing them can decrease a behavior. An undesired behavior without reinforcement can diminish until it no longer occurs. This process is called extinction. Extinction can modify the behavior of a worker who spends much time talking or telling jokes. The attention of coworkers reinforces this behavior. If coworkers stop talking and laughing, the worker is likely to stop telling jokes. Although extinction is useful, it takes time to eliminate the undesired behavior. When behaviors need to stop immediately, managers may resort to punishment. Punishment Punishment consists of administering a negative consequence when the undesired behavior occurs. Punishment is not the same as negative reinforcement. It decreases a behavior, whereas negative reinforcement increases the frequency of a behavior. Punishment administers a negative consequence, whereas negative reinforcement removes a negative consequence. Reinforcement Reinforcement is the process that increases the probability that desired behaviors occur by applying consequences. Managers use reinforcement to increase the likelihood of higher sales, better attendance, or observing safety procedures. Reinforcement begins by selecting a behavior to be encouraged. Correctly identifying the behavior is important, or reinforcement will not lead to the desired response. A manager must

decide if attendance at meetings is the desired behavior or attendance and participation. The manager would need to reinforce both behaviors if both are desired.

Q.3 Explain the classification of personality types given by Myers -Briggs. The Myers-Briggs Type Indicator The MBTI classifies human beings into four opposite pairs (dichotomies), base on their psychological opposites. These four opposite pairs result into 16 possible combinations. In MBTI, Individuals are classified as (McCrae and Costa, 1989) : a. Extroverted or introverted (E or I). b. Sensing or intuitive (S or N). c. Thinking or feeling (T or F). d. Perceiving or judging (P or J). These classifications are then combined into sixteen personality types. For example: a. INTJs are visionaries. They usually have original minds and great drive for their own ideas and purposes. They are characterized as skeptical, critical, independent, determined, and often stubborn. b. ESTJs are organizers. They are realistic, logical, analytical, decisive, and have a natural head for business or mechanics. They like to organize and run activities. c. The ENTP type is a conceptualize. He or she is innovative, individualistic, versatile, and attracted to entrepreneurial ideas. This person tends to be resourceful in solving challenging problems but may neglect routine assignments The factors affecting personality development are illustrated below: 1. Heredity The relationship of heredity with personality is a well-accepted fact. Traits like physique, eye color, hair color, height, temperament, energy level, intelligence, reflexes, etc. are generally referred to describe the influence of heredity in developing personality. The heredity approach argues that the ultimate explanation of an individuals personality is the molecular structure of the genes, located in the chromosomes. Robbins (2003) has argued that the three different streams of research lend some credibility to the argument that heredity plays an important part

in determining an individual's personality. The first looks at the genetic underpinnings of human behavior and temperament among young children. The second addresses the study of twins who were separated at birth and the third examines the consistency in job satisfaction over time and across situations. 2. Environment Environment comprises of culture, family, social and situational factors. The environmental factors influence personality of an individual since they provide the basis of certain experiences which determine the individuals view about life, both positive and negative. 3. Culture Culture establishes norms, attitudes and values that are passed on from generation to generation and create consistencies over time. Every culture expects and trains its members to behave in the ways that are acceptable to the group. People from different cultural groups have different attitudes towards independence, aggression, competition, cooperation, artistic talent, etc. However, on the basis of culture, an individuals personality cannot be always assessed, since individuals within the same culture (but from different family and sub-cultural background) have been seen to differ in their behavior. To a marked degree, the child's cultural group defines the range of experiences and situations he is likely to encounter and the values and personality characteristics that will be reinforced and hence learned." Culture requires both conformity and acceptance from its members. 4. Family One of the most important determinants of the personality of a person is the immediate family. Families influence the behavior of a person especially in the early stages of life. The nature of such influence will depend upon the socio-economic level of the family, family size, race, religion, parent's educational level and geographic location. The parents play an especially important part in the identification process, which is important to the person's early development. According to Michel, the process can be examined from three different perspectives. i. Identification can be viewed as the similarity of behavior including feelings and attitudes between child and model. Parents being the first model. ii. Identification can be looked at as the child's motives or desires to be like the model. iii. It can be viewed as the process through which the child actually takes on the attributes of the model. From all three perspectives, the identification process is fundamental to the understanding of personality development. 5. Situation Situational factors also play a crucial role in determining the personality of a person. Every individual goes through different type of experiences and events in his/her life. Some of the events and experiences, which an individual goes through in his/her life, can serve as important determinants of his/her personality. A trauma suffered by a person in the childhood can sometime change the structure of his/her own personality. 6. Social Factors

There is increasing recognition given to the role of other relevant persons, groups and especially organizations, which greatly influence an individual's personality. This is commonly called the socialization process. Socialization involves the process by which a person acquires, from the enormously wide range of behavioral potentialities that are open to him or her, those that are ultimately synthesized and absorbed. Socialization starts with the initial contact between a mother and her new infant. After infancy, other members of the immediate family father, brothers, sisters and close relatives or friends, then the social group: peers, school friends and members of the work group - play influential roles.

Q.4

What are the factors influencing perception?

Perception is our sensory experience of the world around us and involves both the recognition of environmental stimuli and action 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. A number of factors operate to shape and sometimes distort perception. These factors can reside: i) In the perceiver ii) In the Object or target being perceived or iii) 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, 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 with 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 other. When in a negative mood, we tend to evaluate others unfavorably. 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 sub ordinate's 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 self-concept. 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 other 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. f) Cognitive structure: Cognitive structure, an individual's pattern of thinking, also affects perception. Some people have a tendency to perceive physical traits, such as height, weight, and appearance, more readily. 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 Zalking and Timothy W Costello on some specific characteristics of the perceiver reveal i) Knowing oneself makes it easier to see others accurately. ii) One's own characteristics affect the characteristics one is likely to see in other. iii) People who accept themselves are more likely to be able to see favorable aspects of other people. iv) 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 pals 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. Motions, sound, size and other attributes of a target shape the way we see it. Verbal Communication from targets also affects our perception of them. Nonverbal communication conveys a great deal of information about the target. The perceiver deciphers eye contact, facial expressions, body movements, and posture all in a attempt to form an impression of the target. 3) Characteristics of the Situation: The situation in which the interaction between the perceiver and the target takes place, has an influence on the perceiver's impression of the target. The strength of the situational cues also affects social perception. Some situations provide strong cues as to appropriate behavior. In this situation, we assume that + i.e.

individual's behaviors can be accounted for by the situation, and that it may not reflect the individual's disposition.

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. Job satisfaction, a worker's sense of achievement and success, is generally perceived to be directly linked to productivity as well as to personal wellbeing. Job satisfaction implies doing a job one enjoys, doing it well, and being suitably rewarded for one's efforts. Job satisfaction further implies enthusiasm and happiness with one's work. The Harvard Professional Group (1998) sees job satisfaction as the keying redient that leads to recognition, income, promotion, and the achievement of other goals that lead to a general feeling of fulfillment. Importance To Worker And Organization Frequently, work underlies self-esteem and identity while unemployment lowers self-worth and produces anxiety. At the same time, monotonous jobs can erode a worker's initiative and enthusiasm and can lead to absenteeism and unnecessary turnover. Job satisfaction and occupational success are major factors in personal satisfaction, self-respect, self-esteem, and self-development. To the worker, job satisfaction brings a pleasurable emotional state that often leads to a positive work attitude. A satisfied worker is more likely to be creative, flexible, innovative, and loyal. For the organization, job satisfaction of its workers means a work force that is motivated and committed to high quality performance. Increased productivitythe quantity and quality of output per hour workedseems to be a byproduct of improved quality of working life. It is important to note that the literature on the relationship between job satisfaction and productivity is neither conclusive nor consistent. However, studies dating back to Herzberg's (1957) have shown at least low correlation between high morale and high productivity, and it does seem logical that more satisfied workers will tend to add more value to an organization. Unhappy employees, who are motivated by fear of job loss, will not give 100 percent of their effort for very long. Though fear is a powerful motivator, it is also a temporary one, and as soon as the threat is lifted performance will decline. Tangible ways in which job satisfaction benefits the organization include reduction in complaints and grievances, absenteeism, turnover, and termination; as well as improved punctuality and

worker morale. Job satisfaction is also linked to a more healthy 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, Brown (1996) notes that some employers have found that satisfying or delighting employees is a prerequisite to satisfying or delighting customers, thus protecting the "bottom line." No wonder Andrew Carnegie is quoted as saying: "Take away my people, but leave my factories, and soon grass will grow on the factory floors. Take away my factories, but leave my people, and soon we will have a new and better factory" (quoted in Brown, 1996, p. 123).

Creating Job Satisfaction So, how is job satisfaction created? What are the elements of a job that create job satisfaction? Organizations can help to create job satisfaction by putting systems in place that will ensure that workers are challenged and then rewarded for being successful. Organizations that aspire to creating a work environment that enhances job satisfaction need to incorporate the following:

Flexible work arrangements, possibly including telecommuting Training and other professional growth opportunities Interesting work that offers variety and challenge and allows the worker opportunities to "put his or her signature" on the finished product Opportunities to use one's talents and to be creative Opportunities to take responsibility and direct one's own work A stable, secure work environment that includes job security/continuity An environment in which workers are supported by an accessible supervisor who provides timely feedback as well as congenial team members Flexible benefits, such as child-care and exercise facilities Up-to-date technology Competitive salary and opportunities for promotion

Probably the most important point to bear in mind when considering job satisfaction is that there are many factors that affect job satisfaction and that what makes workers happy with their jobs varies from one worker to another and from day to day. Apart from the factors mentioned above, job satisfaction is also influenced by the employee's personal characteristics, the manager's personal characteristics and management style, and the nature of the work itself. Managers who want to maintain a high level of job satisfaction in the work force must try to understand the needs of each member of the work force. For example, when creating work teams, managers can enhance worker satisfaction by placing people with similar backgrounds, experiences, or needs in the same workgroup. Also, managers can enhance job satisfaction by carefully

matching workers with the type of work. For example, a person who does not pay attention to detail would hardly make a good inspector, and a shy worker is unlikely to be a good salesperson. As much as possible, managers should match job tasks to employees' personalities. Managers who are serious about the job satisfaction of workers can also take other deliberate steps to create a stimulating work environment. One such step is job enrichment. Job enrichment 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). Good management has the potential for creating high morale, high productivity, and a sense of purpose and meaning for the organization and its employees. Empirical findings by Ting(1997) show that job characteristics such as pay, promotional opportunity, task clarity and significance, and skills utilization, as well as organizational characteristics such as commitment and relationship with supervisors and co-workers, have significant effects on job satisfaction. These job characteristics can be carefully managed to enhance job satisfaction. Of course, a worker who takes some responsibility for his or her job satisfaction will probably find many more satisfying elements in the work environment. Everett (1995) suggests that employees ask themselves the following questions:

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?

Workers' Roles In Job Satisfaction If job satisfaction is a worker benefit, surely the worker must be able to contribute to his or her own satisfaction and well-being on the job. The following suggestions can help a worker find personal job satisfaction:

Seek opportunities to demonstrate skills and talents. This often leads to more challenging work and greater responsibilities, with attendant increases in pay and other recognition. Develop excellent communication skills. Employers value and reward excellent reading, listening, writing, and speaking skills.

Know more. Acquire new job-related knowledge that helps you to perform tasks more efficiently and effectively. This will relieve boredom and often gets one noticed. Demonstrate creativity and initiative. Qualities like these are valued by most organizations and often result in recognition as well as in increased responsibilities and rewards. Develop teamwork and people skills. A large part of job success is the ability to work well with others to get the job done. Accept the diversity in people. Accept people with their differences and their imperfections and learn how to give and receive criticism constructively. See the value in your work. Appreciating the significance of what one does can lead to satisfaction with the work itself. This helps to give meaning to one's existence, thus playing a vital role in job satisfaction. Learn to de-stress. Plan to avoid burnout by developing healthy stress-management techniques.

Assuring Job Satisfaction Assuring job satisfaction, over the long-term, requires careful planning and effort both by management and by workers. Managers are encouraged to consider such theories as Herzbergs (1957) and Maslow's (1943) Creating a good blend of factors that contribute to a stimulating, challenging, supportive, and rewarding work environment is vital. Because of the relative prominence of pay in the reward system, it is very important that salaries be tied to job responsibilities and that pay increases be tied to performance rather than seniority. So, in essence, job satisfaction is a product of the events and conditions that people experience on their jobs. Brief (1998) wrote: "If a person's work is interesting, her pay is fair, her promotional opportunities are good, her supervisor is supportive, and her coworkers are friendly, then a situational approach leads one to predict she is satisfied with her job" (p. 91). Very simply put, if the pleasures associated with one's job outweigh the pains, there is some level of job satisfaction.

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 ?

Maslow is a humanistic psychologist. Humanists do not believe that human beings are pushed and pulled by mechanical forces, either of stimuli and reinforcements (behaviorism) or of unconscious instinctual impulses (psychoanalysis). Humanists focus upon potentials. They believe that humans strive for an upper level of capabilities. Humans seek the frontiers of creativity, the highest reaches of consciousness and wisdom. This has been labeled "fully functioning person", "healthy personality", or as Maslow calls this level, "self-actualizing person." Maslow has set up a hierarchic theory of needs. All of his basic needs are instinctual, equivalent of instincts in animals. Humans start with a very weak disposition that is then fashioned fully as the person grows. If the environment is right, people will grow straight and beautiful, actualizing the potentials they have inherited. If the environment is not "right" (and mostly it is not) they will not grow tall and straight and beautiful. Maslow has set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels of needs exist. These include needs for understanding, esthetic appreciation and purely spiritual needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied, nor the third until the second has been satisfied, and so on. Maslow's basic needs are as follows: Physiological Needs

These are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction. Safety Needs When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe.

Needs of Love, Affection and Belongingness When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging. Needs for Esteem When the first three classes of needs are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for the esteem a person gets from others. Humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless. Needs for Self-Actualization When all of the foregoing needs are satisfied, then and only then are the needs for selfactualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for self-actualization. The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the lower needs, and the upper point representing the need for self-actualization. Maslow believes that the only reason that people would not move well in direction of selfactualization is because of hindrances placed in their way by society. He states that education is one of these hindrances. He recommends ways education can switch from its usual personstunting tactics to person-growing approaches. Maslow states that educators should respond to

the potential an individual has for growing into a self-actualizing person of his/her own kind. Ten points that educators should address are listed: 1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices. 2. We should teach people to transcend their cultural conditioning and become world citizens. 3. We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate. 4. We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living. 5. We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there? 6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs. 7. We should refresh consciousness, teaching the person to appreciate beauty and the other good things in nature and in living. 8. We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas. 9. We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death. 10. We must teach people to be good choosers. They must be given practice in making good choices.