Assignment MB0038 ( Management Process & Organizational Behavior)

7/31/2019 Assignment MB0038 ( Management Process & Organizational Behavior)

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ASSIGNMENT

Name : Priya Shetty

Registration Number :

Learning Center Name : Halo Technologies and Training Pvt. Ltd

Learning Center Code :

Course : MBA

Semester : 1Subject : Management Process & Organizational

Behaviour

SET No : 1 & 2

Date of Submission at Learning Center :

Marks Awarded :

Directorate of Distance Learning

Sikkim Manipal University

II Floor, Syndicate Building

Manipal 576 104

Signature of the Coordinator Signature of the LC Signature of Evaluator


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Halo Technologies and Training Pvt. Ltd. || 65260303 || 9870050750 ||[email protected]

ASSIGNMENT - SET 1

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

Answer:

Management Functions are as follows:

Planning

Organising Co-ordinating

Commanding

Controlling

Planning:

It is the basic function of management. It deals with chalking out a future course of action & deciding in

advance the most appropriate course of actions for achievement of pre-determined goals. According to

KOONTZ, Planning is deciding in advance - what to do, when to do & how to do. It bridges the gap from

where we are & where we want to be. A plan is a future course of actions. It is an exercise in problemsolving & decision making. Planning is determination of courses of action to achieve desired goals. Thus,

planning is a systematic thinking about ways & means for accomplishment of pre-determined goals.

Planning is necessary to ensure proper utilization of human & non-human resources. It is all pervasive, it

is an intellectual activity and it also helps in avoiding confusion, uncertainties, risks, wastages etc.

Organising:

It is the process of bringing together physical, financial and human resources and developing productive

relationship amongst them for achievement of organizational goals. According to Henry Fayal, To

organize a business is to provide it with everything useful or its functioning i.e. raw material, tools, capital

and personnels. To organize a business involves determining & providing human and non-human

resources to the organizational structure. Organizing as a process involves:

Identification of activities.

Classification of grouping of activities.

Assignment of duties.

Delegation of authority and creation of responsibility.

Coordinating authority and responsibility relationships.

Co-ordinating:
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It is the function of manning the organization structure and keeping it manned. Staffing has assumed

greater importance in the recent years due to advancement of technology, increase in size of business,

complexity of human behaviour etc. The main purpose o staffing is to put right man on right job i.e.

square pegs in square holes and round pegs in round holes. According to Kootz & ODonell, Managerialfunction of staffing involves manning the organization structure through proper and effective selection,

appraisal & development of personnel to fill the roles designed un the structure. Staffing involves:

Manpower Planning (estimating man power in terms of searching, choose the person and givingthe right place).

Recruitment, selection & placement.

Training & development.

Remuneration.

Performance appraisal.

Promotions & transfer.

Commanding:

It is that part of managerial function which actuates the organizational methods to work efficiently for

achievement of organizational purposes. It is considered life-spark of the enterprise which sets it in

motion the action of people because planning, organizing and staffing are the mere preparations for

doing the work. Direction is that inert-personnel aspect of management which deals directly with

influencing, guiding, supervising, motivating sub-ordinate for the achievement of organizational goals.

Direction has following elements:

Supervision Motivation

Leadership

Communication

Supervision - implies overseeing the work of subordinates by their superiors. It is the act of watching &

directing work & workers.

Motivation - means inspiring, stimulating or encouraging the sub-ordinates with zeal to work. Positive,

negative, monetary, non-monetary incentives may be used for this purpose.

Leadership - may be defined as a process by which manager guides and influences the work of

subordinates in desired direction.

Communications - is the process of passing information, experience, opinion etc from one person to

another. It is a bridge of understanding.

Controlling:

It implies measurement of accomplishment against the standards and correction of deviation if any to

ensure achievement of organizational goals. The purpose of controlling is to ensure that everything

occurs in conformities with the standards. An efficient system of control helps to predict deviations

before they actually occur. According to Theo Haimann, Controlling is the process of checking whether
http://www.managementstudyguide.com/manpower-planning.htmhttp://www.managementstudyguide.com/manpower-planning.htm


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or not proper progress is being made towards the objectives and goals and acting if necessary, to correct

any deviation. According to Koontz & ODonell Controlling is the measurement & correction of

performance activities of subordinates in order to make sure that the enterprise objectives and plans

desired to obtain them as being accomplished. Therefore controlling has following steps:

Establishment of standard performance.

Measurement of actual performance.

Comparison of actual performance with the standards and finding out deviation if any.

Corrective action.

Q.2 Discuss any two learning theories in detail.

Answer:

There are three theories of Learning; they are Classical Conditioning, Operant Conditioning and Social

Learning.

Social Learning:

The social learning theory was proposed by Bandura. It recognizes the importance of observing and

modeling the behaviors, attitudes, and emotional reactions of others. According to Bandura (1977), most

human behavior is learned observationally through modeling: from observing others one forms an idea of

how new behaviors are performed, and on later occasions this coded information serves as a guide for

action. Social learning theory explains human behavior in terms of continuous reciprocal interaction

between cognitive, behavioral, and environmental influences.

Social learning has four processes:

1. Attention processes People learn from a model only when they recognize and pay attention to its

critical features. In order to learn, it is required to pay attention. Anything that detracts the attention is

going to have a negative effect on observational learning. If the is model interesting or there is a novel

aspect to the situation, it is more likely to dedicate the full attention to learning.

2. Retention processes A models influence will depend on how well the individual remembers the

models action after the it is no longer readily available. The ability to store information is also an

important part of the learning process. Retention can be affected by a number of factors, but the ability

to pull up information later and act on it is vital to observational learning.

3. Motor reproduction processes After a person has seen a new behavior by observing the model, the

watching must be converted to doing. The ability to store information is also an important part of the

learning process. Retention can be affected by a number of factors, but the ability to pull up information

later and act on it is vital to observational learning.

4. Reinforcement processes Individuals will be motivated to exhibit the modeled behavior if positive

incentives or rewards are provided. Finally, in order for observational learning to be successful, you have


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to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an

important role in motivation. While experiencing these motivators can be highly effective, so can

observing other experience some type of reinforcement or punishment. For example, if you see another

student rewarded with extra credit for being to class on time, you might start to show up a few minutesearly each day.

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.

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

Answer:

William Sheldon classified personality according to body type. He called this a persons somatotype.

Sheldons Classification of Personality Types

Sheldon's Somatotype Character Shape

Endomorph [viscerotonic] relaxed, sociable, tolerant,

comfort-loving, peaceful

plump, buxom, developed

visceral structure

Mesomorph [somatotonic] active, assertive, vigorous,

combative

muscular

Ectomorph [cerebrotonic] quiet, fragile, restrained,

non-assertive, sensitive

lean, delicate, poor

Somatotypes


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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 humanconstitution. 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 of hundreds of juvenile delinquent boys and concluded that they were generally mesomorphs(Ornstein, 1993).

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.

Q.4 What are the factors influencing perception?

Answer:


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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:

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 mad

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 perceiver's 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

Perception

The Target

Novelty Motion Sounds Size Background Proximity

The Perceiver

Attitudes Motives Interests Experience Expectations

The Situation

Time

Work setting

Social setting


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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 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 subordinate'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 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 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. 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 tosee. The research findings of the study conducted by Sheldon S Zalkind 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 others.

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.


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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 tobe 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 target's 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 colors

our entire impression of another person. Interviewers rate attractive candidates more favorably 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 judgments based on this input. Non-verbal

communication conveys a great deal of information about the target. The perceiver deciphers eyecontact, 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.

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. 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 behavior. In these situations, we assume that i.e.

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

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 behavior reflects the

salesperson's 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.

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.


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Answer:

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. Underconditions 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 supervisor's leads to increased job satisfaction. Mostemployees 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 behavior 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 behavior 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 behavior and organizational social responsibility.

viii) 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,


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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).

Q.6 Given below is the HR policy glimpse of the VARK-LEARNING a learning and trainingsolutions 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 ?

According to Maslows Need Hierarchy they take care of Esteem, Social, Self-actualization needs

respectively. These needs are explained below.

Esteem needs: Includes internal esteem factors, such as, self-respect, autonomy, and achievement; and

external esteem factors, such as, status, recognition, and attention

Social needs: Includes affection, belongingness, acceptance, and friendship

Self-actualization needs: The drive to become what one is capable of becoming; includes growth,

achieving ones potential, and self-fulfillment.

ASSIGNMENT - SET 2

Q.1 Write a note on classical era for evolution of Organization behaviour.

The Classical Era we see this trend to continue in what is called as the classical era which covers the

period between 1900 to mid-1930s. The first general theories of management began to evolve and the


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main contributors during this era were Frederick Taylor, Henri Fayol , Max Weber, Mary parker Follet and

Chester Barnard. Frederick Taylors main emphasis was on finding one best way of doing each job. He

stressed on selecting the right people for the job, train them to do it precisely in one best way. He

favoured wage plans to motivate the workers. His scientific principles of management stressed thefollowing principles:

1. Shift all responsibility for the organization of work from the worker to the manager; managers should

do all the thinking relating to the planning and design of work, leaving the workers with the task of

implementation.

2. Use scientific methods to determine the most efficient way of doing work; assign the workers task

accordingly, specifying the precise way in which the work is to be done.

3. Select the best person to perform the job thus designed.

4. Train the worker to do the work efficiently.

5. Monitor worker performances to ensure that appropriate work procedures are followed and that

appropriate results are achieved. Taylor was one of the first to attempt to systematically analyze human

behavior at work. He insisted the use of time-and-motion study as a means of standardizing work

activities. His scientific approach called for detailed observation and measurement of even the most

routine work, to find the optimum mode of performance. The results were dramatic, with productivity

increasing significantly. With passing time, new organizational functions like personnel and quality control

were created. Of course, in breaking down each task to its smallest unit to find what Taylor called the

one best way to do each job, the effect was to remove human variability. Hence he lay the ground forthe mass production techniques that dominated management thinking in the first half of the twentieth

century. Henri Fayol, a mining engineer and manager by profession, defined the nature and working

patterns of the twentieth-century organization in his book, General and Industrial Management,

published in 1916. In it, he laid down what he called 14 principles of management. This theory is also

called the Administrative Theory. The principles of the theory are:

1. Division of work: tasks should be divided up with employees specializing in a limited set of tasks so

that expertise is developed and productivity increased.

2. Authority and responsibility: authority is the right to give orders and entails enforcing them withrewards and penalties; authority should be matched with corresponding responsibility.

3. Discipline: this is essential for the smooth running of business and is dependent on good leadership,

clear and fair arguments, and the judicious application of penalties.

4. Unity of command: for any action whatsoever, an employee should receive orders from one superior

only; otherwise authority, discipline, order, and stability are threatened.

5. Unity of direction: a group of activities concerned with a single objective should be co-coordinated by

a single plan under one head.


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6. Subordination of individual interest to general interest: individual or group goals must not be allowed

to override those of the business.

7. Remuneration of personnel: this may be achieved by various methods but it should be fair, encourage

effort, and not lead to overpayment.

8. Centralization: the extent to which orders should be issued only from the top of the organization is a

problem which should take into account its characteristics, such as size and the capabilities of the

personnel.

9. Scalar chain (line of authority): communications should normally flow up and down the line of

authority running from the top to the bottom of the organization, but sideways communication between

those of equivalent rank in different departments can be desirable so long as superiors are kept informed.

10. Order: both materials and personnel must always be in their proper place; people must be suited totheir posts so there must be careful organization of work and selection of personnel.

11. Equity: personnel must be treated with kindness and justice.

12. Stability of tenure of personnel: rapid turnover of personnel should be avoided because of the time

required for the development of expertise.

13. Initiative: all employees should be encouraged to exercise initiative within limits imposed by the

requirements of authority and discipline.

14. Esprit de corps: efforts must be made to promote harmony within the organization and preventdissension and divisiveness. The management functions, that Fayol stated, consisted of planning,

organizing, commanding, co-coordinating and controlling. Many practicing managers, even today, list

these functions as the core of their activities. Fayol was also one of the first people to characterize a

commercial organizations activities into its basic components.

Q.2 . Write a note on different types of groups. Explain.

Answer:

Groups can be either formal or informal.

1. Formal Groups:

A designated work group defined by the organizations structure. A formal group is set up by the

organization to carry out work in support of the organizations goals. In formal groups, the behaviours

that one should engage in are stipulated by and directed toward organizational goals. Examples

include a book-keeping department, an executive committee, and a product development team. Formal

groups may be command groups or task groups.

Command Group: A command group consists of a manager and the employees who report to him or her.

Thus, it is defined in terms of the organizations hierarchy. Membership in the group arises from eachemployees position on the organizational chart.


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Task Group: A task group is made up of employees who work together to complete a particular task or

project. A task groups boundaries are not limited to its immediate hierarchical superior. It can cross

command relationships. An employees membership in the group arises from the responsibilities

delegated to the employee that is, the employees responsibility to carry out particular activities. Taskgroup may be temporary with an established life span, or they may be open ended.

Committee: A group of people officially delegated to perform a function, such as investigation,

considering, reporting, or acting on a matter. Committee, one or more persons appointed or elected to

consider report on, or take action on a particular matter. It investigates analyses and debates the

problem and makes recommendation. Committee usually has their own Committee member comprising

of advisory authority, secretary and others. Recommendation is sent to the authority that is responsible

for implementing them.

2. Informal Groups:

An organizations informal groups are the groups that evolve to meet social of affiliation needs by

bringing people together based on shared interests or friendship. Thus, informal groups are alliances that

are neither formally structured nor organizationally determined. These groups are natural formations in

the work environment that appear in response to the need for social contact. Many factors explain why

people are attracted to one another every day, they are likely to form friendships. That likelihood is even

greater when people also share similar attitudes, personalities, or economic status.

Friendship Groups: Groups often developed because the individual members have one or more common

characteristics. We call these formations Friendship groups. Social alliances, which frequently extend

outside the work situation, can be based on similar age, same political view, attended the same college,

etc.

Interest Groups: people who may or may not be aligned into common command or task groups may

affiliate to attain a specific objective with which each is concerned. This is an interest group.

Reference Groups: Sometimes, people use a group as a basis for comparison in making decisions or

forming opinions. When a group is used in this way. It is a reference group. Employees have reference

group inside or outside the organization where they work. For most people, the family is the most

important reference groups. Other important reference groups typically include co-workers, friends, and

members of the persons religious organization. The employee need not admire a group for it to serve asa reference group. Some reference groups serve as a negative reference; the employee tries to be unlike

members of these groups.

3. Stages of Group Development: In interpreting behaviour of a particular group, it is important to

recognize not only a broad pattern of development but also the unique characteristics of the particular

group and the circumstances that contribute to (or detract from) its development. The way in which a

particular group develops, depends in part on such variables as the frequency with which group members

interact and personal characteristics of group members. However, it is generally believed that groups

pass through a standard sequence of five stages.


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Q.3 Explain the approaches of conflict management.

Answer:

Approach Description When to use

Problem -

Solving

The problem-solving approach involves

supporting the individuals involved in the

conflict to help them consider all the options

and find the best solution. Sometimes referred

to as the Confrontation approach.

This approach should be employed in

situations where there is not a clear

concise agreed to solution, and there is

time to allow the parties to collaborate

and innovate. For this approach to work, it

is also important that the conflicting

parties both bring ideas and creativity to

the problem.

Comprise Comprise involves working out a middle ground

that satisfies all parties to some degree. The

compromising approach requires each of the

conflicting members to accede in order to

achieve a resolution.

This approach should be employed in

situations when both parties have a valid

but different approach to resolve the

problem or complete the task hand, or

when there is not a best practice to be

followed. By assuring everyone's

perspective is considered and

represented, this approach will allow a

win-win situation to occur.

Smoothing Smoothing de-emphasizes the differences

between points of view and focuses on

commonalities. The smoothing approach

involves minimizing the importance of the

problem at the heart of the conflict in an effort

to make the conflict seem pointless.

This approach is particularly useful for

minor or unimportant issues, or issues that

are not critical to project success.

Forcing The forcing approach requires others to yield to

the point of view of one side or another. It is

also called the win-lose approach and can

increase conflict. The forcing approach involves

you, as project manager, using your influence

and power within the project team to simply

resolve the issue yourself, making a decision

about the way to move forward.

This approach should be used when time is

a critical factor. It is imperative that the

project manager provides the desired

resolution to the conflict. This approach

doesn't solve the conflict, but it does

ensure that things get done.

Withdrawal Withdrawal involves avoiding or retreating Because this approach involves avoiding


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Approach Description When to use

from the conflict or potential conflict and

allowing the involved parties to work out the

conflict on their own. The withdrawing

approach involves giving in to the conflict by

simply refusing to acknowledge that there is a

problem and declining to discuss it.

the problem, it should not be used very

often. It can be a temporary solution to

deal with heated and emotional conflicts,

or it can be used if the issue isn't relevant

to the work of the project team.

Q.4 The environmental stressors have a great impact on work performance and adjustment of

the individual in an organization. Discuss the different categories of environmental stressors.

Q.5 Given below are certain instances observed by the summer trainee Ritu, while making an

observational study at GlobalGreen consultants. An organization dealing with recycling of

plastic products waste etc. She makes the following observation about two key people in the

organization.

1. Mr. Patnayak He is a very friendly person and encourages his team members by giving

those recommendations and appreciations. This helps HR to decide about giving a bonus or

promotion to employees.

2. Mr. Dutta - He is an aggressive person. He frequently loses his temper. Ritu observes that he

frequently punishes the non-performers and also give them warnings regarding suspension

etc.

Now explain what base of power does Mr. Patnayak and Mr. Dutta belongs to. Explain the

type of power they use often

Answer:

Ten Types of Power:

1. Position. Some measure of power is conferred on the basis of ones formal position in an

organization. For example, a marketing manager can influence the decisions that affect the

marketing department. However, the marketing manager has little power to influence the

decisions that affect the finance department.

2. Knowledge or expertise. People who have knowledge or expertise can wield tremendous

power. Of course, knowledge in itself is not powerful. It is the use of knowledge and expertise

that confers power. Thus, you could be an incredibly bright person and still be powerless.


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efficiency depends on leader's skill and/or the work environment he's created. Reward motivated

Materialism Recognition motivated Social status High level of supervision Command-and-control

Peer motivated To be like others Status quo Dependency Resist change Low Authority motivated

Follows policy Threat, fear motivated Reacts to force

Self-motivated or visionaries will not accept authority controlled environments. They will find a

way to escape if trapped.

In a team-motivated environment, dependency types will become inspired and strive to be

acceptable with independent thinking co-workers.

Associates influence the level of individual motivation. Reaction to Change Command-and-

control leadership is the primary style in our society. It is accepted because efficiency is created

by repetitive action, teaching people to resist change. Once acquiring a skill, they do not want to

learn another. The worker adapts to level three with an occasional trip to level two Worker

responsibility is just the opposite, it motivates people to thrive on change by seeking challenges,

finding ways to achieve goals. Level one is the leader of changing technology, finding ways to

create efficiency. Reaction to Efficiency The efficiency of advancing technology is forcing change.

It is up to the individual or business to decide which side of change they want to be on, the

leading edge or trailing edge. The leading edge is exciting while the trailing edge is a drag. Playing

catch-up drains motivation while leaders of change inspire motivation. With todays changing

technology, an individual must be willing to abandoned old skills and learn new ones. The ability

to adapt is achieved through self-development programs. Because level one thrives on change,

they adapt to whatever methods gets things done with the least amount of effort. This brings usto work habits.

In level one, management and front line workers, together, are searching for ways to solve and

prevent problems. Decisions are made on the front line where alternative methods are analyzed.

Being able to prevent problems is a motivating force. In level three management makes all

decision, as a result, management must find ways to solve all problems and find alternative

methods. Front line employees may be aware conflicts, but they dont have the authority to take

action and have learned not to be concerned. Supervisors are only concerned with elements that

management thinks are important. Under command-and-control leadership, management

considers the opinions or concerns of people on the front line to be trivial. As a result,management takes action only when problems become too big to ignore. If workers have conflicts

with their supervisors, they will find ways to increase the magnitude of problems, creating a

combative environment. A downward spiral of management implementing more control and

workers resisting control develop. Under worker responsibility, management and workers unite to

prevent or solve problems.

Team Motivated

Elementary problems are prevented or solved at the source. Getting the job done is the primary

goal of management and workers. Dependency of Authority Elementary are dealt with by

management when large enough to be recognized. Abused Workers


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Lack of leadership skills and the desire for power creates elementary problems. Managers focus

on worker control. Getting the job done is down the list. Workers goal is to find ways to do little

as possible. Command and Control Leadership - Problems are always out of control. Reaction to

Learning Habits In level two, young workers are establishing work habits, developing attitudes andlearning a professional skill. Out of training and on the job, motivation level will depend on the

leadership style they work under. Under command-and-control leadership, ambitions will be

associated with maintaining the status quo. Under worker responsibility, ambitions will be

associated with opportunity. They will continually expand their skills as the need or as

opportunity arises. Reaction to Goals Self-motivated people are goal motivated. Once they

conquer one goal, they establish another. Every goal is a learning process that requires all the

elements in level one. Companies that attract and keep this type of person stay on the leading

edge of technology. The CEO is a visionary in customer service and employee leadership. The

employees' goals are the same as the CEOs.

If the CEO desires control, then he will lead in such a way that trains subordinates to lead by

control. As a result, the employees' goals are quitting time and payday.

Reaction to Recognition

Recognition is important; it builds positive self-esteem. By itself, its benefits are short lived. Long-

term benefits are achieved when the employee feels the job could not have been done without

them. This means they were faced with a challenge, which means, they had the responsibility and

authority to take action. This environment is found in level one. Self-motivated projects' is the

ability to start and finish what one has started. Most people, working alone, do not finish whatthey start. The ability to finish challenging projects is the secret to being a winner. First

requirement is interest, then asking questions which inspires' the learning process. With

information, a challenge is Presented and a goal set. When action is taken, the barriers of

persistence, risk, fear and failure become a challenge by itself. Self-motivated projects are

difficult because no one cares if they succeed, which is another barrier. This is why most people

quit before they get a good start. People, who find ways to overcome barriers and hang in there,

are the winners. They develop skills and confidence, which are required steps to larger projects.

Team Motivated Projects

Everyone can be inspired to achievement in a team-motivated environment. With a common goal,

team members support each other until success is achieved. In this environment, others do care

and team members are needed for achieving the goal. For this reason, team motivation is

extremely powerful. The exchange of ideas, information and testing the results, adds to the

motivating force. As a result, each member seeks to be a leader of quality input.

Q.6 Fashion4Now is a famous and old magazine. The top management decides to start the e-

edition of the magazine. They also decide the redefine the policies and culture of window to

truth


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To start implementing, this change, they frequently call meetings of employees. They have

also formed groups at different levels to clarify doubts and explain the perspective of change.

Analyze the situation in the context of organizational change and elaborate why the topmanagement is following the discussed practices and what approach is most evident in the

context.

Answer:

Typically, the concept of organizational change is in regard to organization-wide change, as

opposed to smaller changes such as adding a new person, modifying a program, etc. Examples of

organization-wide change might include a change in mission, restructuring operations (e.g.,

restructuring to self-managed teams, layoffs, etc.), new technologies, mergers, major

collaborations, "rightsizing", new programs such as Total Quality Management, re-engineering,etc. Some experts refer to organizational transformation. Often this term designates a

fundamental and radical reorientation in the way the organization operates. The levels of

organizational change

Perhaps the most difficult decision to make is at what "level" to start. There are four levels of

organizational change: First let's describe these levels, and then under what circumstances a

business should use them.

Level 1- shaping and anticipating the future

At this level, organizations start out with few assumptions about the business itself, what it is

"good" at, and what the future will be like. Management generates alternate "scenarios" of the

future, defines opportunities based on these possible futures, assesses its strengths and

weaknesses in these scenarios changes its mission, Measurement system etc. More information

on this is in the next article, "Moving from the Future to your Strategy."

Level 2 - defining what business(es) to be in and their "Core Competencies Many attempts at

strategic planning start at this level, either assuming that 1) the future will be like the past or at

least predictable; 2) the future is embodied in the CEO's "vision for the future"; or 3) management

doesn't know where else to start; 4) management is too afraid to start at level 1 because of the

changes needed to really meet future requirements; or 5) the only mandate they have is to refine

what mission already exists.

After a mission has been defined and a SWOT (strengths, weaknesses, opportunities and threats)

analysis is completed, an organization can then define its measures, goals, strategies, etc. More

information on this is in the next article, "Moving from the Future to your Strategy."

Level 3 - Reengineering (Structurally Changing) Your Processes Either as an aftermath or

consequence of level one or two work or as an independent action, level three work focuses on

fundamentally changing how work is accomplished. Rather than focus on modest improvements,

reengineering focuses on making major structural changes to everyday with the goal of


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substantially improving productivity, efficiency, quality or customer satisfaction. To read more

about level 3 organizational changes, please see "A Tale of Three Villages."

Level 4 - Incrementally Changing your Processes Level 4 organizational changes are focusing in

making many small changes to existing work processes. Oftentimes organizations put in

considerable effort into getting every employee focused on making these small changes, often

with considerable effect. Unfortunately, making improvements on how a buggy whip for horse-

drawn carriages is made will rarely come up with the idea that buggy whips are no longer

necessary because cars have been invented. To read more about level 4 organizational changes

and how it compares to level 3, please see "A Tale of Three Villages." Some General Guidelines to

Organization-Wide Change

1. Consider using a consultant. Ensure the consultant is highly experienced in organization-wide

change. Ask to see references and check the references.

2. Widely communicate the potential need for change. Communicate what you're doing about it.

Communicate what was done and how it worked out.

3. Get as much feedback as practical from employees, including what they think are the problems

and what should be done to resolve them. If possible, work with a team of employees to manage

the change.

4. Don't get wrapped up in doing change for the sake of change. Know why you're making the

change. What goal(s) do you hope to accomplish?

6. Plan the change. How do you plan to reach the goals, what will you need to reach the goals,

how long might it take and how will you know when you've reached your goals or not? Focus on

the coordination of the departments/programs in your organization, not on each part by itself.

Have someone in charge of the plan.

7. End up having every employee ultimately reporting to one person, if possible, and they should

know who that person is. Job descriptions are often complained about, but they are useful in

specifying who reports to whom.

8. Delegate decisions to employees as much as possible. This includes granting them the authority

and responsibility to get the job done. As much as possible, let them decide how to do the

project.

9. The process won't be an "aha!" It will take longer than you think.

10. Keep perspective. Keep focused on meeting the needs of your customer or clients.

11. Take care of yourself first. Organization-wide change can be highly stressful.

12. Don't seek to control change, but rather to expect it, understand it and manage it.

13. Include closure in the plan. Acknowledge and celebrate your accomplishments.


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14. Read some resources about organizational change, including new forms and structures.

Documents

Assignment MB0038 ( Management Process & Organizational Behavior)