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8/3/2019 MB0038 MPOB Sem 1 Aug Fall 2011 Assignment Report
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Assignment Report of Management Process and Organization Behavior
Master of Business Administration-MBA Semester 1
MB0038 Management Process and Organization Behavior
Submitted By: ROSHAN LAL
Enrollment No: 521123894
Question-1 Write a note on the functions of management..
Functions of Management
The functions of management uniquely describe managers' jobs. The most commonly cited
functions of management are planning, organizing, leading, and controlling, although some
identify additional functions. The functions of management define the process of
management as distinct from accounting, finance, marketing, and other business functions.
These functions provide a useful way of classifying information about management, and most
basic management texts since the 1950s have been organized around a functional framework.
DEVELOPMENT OF THE FUNCTIONAL APPROACH TO MANAGEMENT
Henri Fayol was the first person to identify elements or functions of management in his
classic 1916 book Administration Industrielle et Generale. Fayol was the managing director
of a large French coal-mining firm and based his book largely on his experiences as a
practitioner of management. Fayol defined five functions, or elements of management:
planning, organizing, commanding, coordinating, and controlling. Fayol argued that these
functions were universal, in the sense that all managers performed them in the course of their
jobs, whether the managers worked in business, military, government, religious, or
philanthropic undertakings.
Fayol defined planning in terms of forecasting future conditions, setting objectives, and
developing means to attain objectives. Fayol recognized that effective planning must also
take into account unexpected contingencies that might arise and did not advocate rigid and
inflexible plans. Fayol defined organizing as making provision for the structuring of activities
and relationships within the firm and also the recruiting, evaluation, and training of
personnel.
According to Fayol, commanding as a managerial function concerned the personal
supervision of subordinates and involved inspiring them to put forth unified effort to achieve
objectives. Fayol emphasized the importance of managers understanding the people who
worked for them, setting a good example, treating subordinates in a manner consistent withfirm policy, delegating, and communicating through meetings and conferences.
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Fayol saw the function of coordination as harmonizing all of the various activities of the firm.
Most later experts did not retain Fayol's coordination function as a separate function of
management but regarded it as a necessary component of all the other management functions.
Fayol defined the control function in terms of ensuring that everything occurs within the
parameters of the plan and accompanying principles. The purpose of control was to identifydeviations from objectives and plans and to take corrective action.
Fayol's work was not widely known outside Europe until 1949, when a translation of his
work appeared in the United States. Nevertheless, his discussion of the practice of
management as a process consisting of specific functions had a tremendous influence on
early management texts that appeared in the 1950s.
Management pioneers such as George Terry, Harold Koontz, Cyril O'Donnell, and Ralph
Davis all published management texts in the 1950s that defined management as a process
consisting of a set of interdependent functions. Collectively, these and several othermanagement experts became identified with what came to be known as the process school of
management.
According to the process school, management is a distinct intellectual activity consisting of
several functions. The process theorists believe that all managers, regardless of their industry,
organization, or level of management, engage in the functions of management. The process
school of management became a dominant paradigm for studying management and the
functions of management became the most common way of describing the nature of
managerial work.
CRITICISM OF THE FUNCTIONAL APPROACH TO MANAGEMENT
By the early 1970s, some experts suggested that the functions of management as described by
Fayol and others of the process school of management were not an accurate description of the
reality of managers' jobs. Chief among the critics of the functional approach was Henry
Mintzberg.
Mintzberg argued that the functional or process school of management was "folklore" and
that functions of management such as planning, organizing, leading, and controlling did not
accurately depict the chaotic nature of managerial work. He felt that the functional approach
to the managerial job falsely conveyed a sense that managers carefully and deliberately
evaluated information before making management decisions.
Based upon an observational study of five executives, Mintzberg concluded that the work
managers actually performed could best be represented by three sets of roles, or activities:
interpersonal roles, informational roles, and decision-making roles. He described the
interpersonal roles as consisting of figurehead, leader, and liaison. He identified three
informational roles: monitor, disseminator, and spokesperson. Finally, he described four
decision-making roles that included entrepreneur, disturbance handler, resource allocator, and
negotiator.
Mintzberg's challenge to the usefulness of the functions of management and the process
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school attracted a tremendous amount of attention and generated several empirical studies
designed to determine whether his or Fayol's description of the managerial job was most
accurate. While this research did indicate that managers performed at least some of the roles
Mintzberg identified, there was little in the findings that suggested that the functions of
management were not a useful way of describing managerial work.
Scholars continue to debate this question. Research by David Lamond suggests that both
approaches had some validity, with Fayol's approach describing the ideal management job
and Mintzberg describing the day-to-day activities of managers. Thus, the general conclusion
seems to be that while Mintzberg offered a genuine insight into the daily activities of
practicing managers, the functions of management still provides a very useful way of
classifying the activities managers engage in as they attempt to achieve organizational goals.
PLANNING
Planning is the function of management that involves setting objectives and determining acourse of action for achieving these objectives. Planning requires that managers be aware of
environmental conditions facing their organization and forecast future conditions. It also
requires that managers be good decision-makers.
Planning is a process consisting of several steps. The process begins with environmental
scanning, which simply means that planners must be aware of the critical contingencies
facing their organization in terms of economic conditions, their competitors, and their
customers. Planners must then attempt to forecast future conditions. These forecasts form the
basis for planning.
Planners must establish objectives, which are statements of what needs to be achieved and
when. Planners must then identify alternative courses of action for achieving objectives. After
evaluating the various alternatives, planners must make decisions about the best courses of
action for achieving objectives. They must then formulate necessary steps and ensure
effective implementation of plans. Finally, planners must constantly evaluate the success of
their plans and take corrective action when necessary.
There are many different types of plans and planning.
STRATEGIC PLANNING.
Strategic planning involves analyzing competitive opportunities and threats, as well as the
strengths and weaknesses of the organization, and then determining how to position the
organization to compete effectively in their environment. Strategic planning has a long time
frame, often three years or more. Strategic planning generally includes the entire organization
and includes formulation of objectives. Strategic planning is often based on the organization's
mission, which is its fundamental reason for existence. An organization's top management
most often conducts strategic planning.
TACTICAL PLANNING.
Tactical planning is intermediate-range planning that is designed to develop relatively
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concrete and specific means to implement the strategic plan. Middle-level managers often
engage in tactical planning. Tactical planning often has a one- to three-year time horizon.
OPERATIONAL PLANNING.
Operational planning generally assumes the existence of objectives and specifies ways to
achieve them. Operational planning is short-range planning that is designed to develop
specific action steps that support the strategic and tactical plans. Operational planning usually
has a very short time horizon, from one week to one year.
ORGANIZING
Organizing is the function of management that involves developing an organizational
structure and allocating human resources to ensure the accomplishment of objectives. The
structure of the organization is the framework within which effort is coordinated. The
structure is usually represented by an organization chart, which provides a graphicrepresentation of the chain of command within an organization. Decisions made about the
structure of an organization are generally referred to as "organizational design" decisions.
Organizing also involves the design of individual jobs within the organization. Decisions
must be made about the duties and responsibilities of individual jobs as well as the manner in
which the duties should be carried out. Decisions made about the nature of jobs within the
organization are generally called "job design" decisions.
Organizing at the level of the organization involves deciding how best to departmentalize, or
cluster jobs into departments to effectively coordinate effort. There are many different waysto departmentalize, including organizing by function, product, geography, or customer. Many
larger organizations utilize multiple methods of departmentalization. Organizing at the level
of job involves how best to design individual jobs to most effectively use human resources.
Traditionally, job design was based on principles of division of labor and specialization,
which assumed that the more narrow the job content, the more proficient the individual
performing the job could become. However, experience has shown that it is possible for jobs
to become too narrow and specialized. When this happens, negative outcomes result,
including decreased job satisfaction and organizational commitment and increased
absenteeism and turnover.
Recently many organizations have attempted to strike a balance between the need for worker
specialization and the need for workers to have jobs that entail variety and autonomy. Many
jobs are now designed based on such principles as job enrichment and teamwork.
LEADING
Leading involves influencing others toward the attainment of organizational objectives.
Effective leading requires the manager to motivate subordinates, communicate effectively,
and effectively use power. If managers are effective leaders, their subordinates will be
enthusiastic about exerting effort toward the attainment of organizational objectives.
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To become effective at leading, managers must first understand their subordinates'
personalities, values, attitudes, and emotions. Therefore, the behavioral sciences have made
many contributions to the understanding of this function of management. Personality research
and studies of job attitudes provide important information as to how managers can most
effectively lead subordinates.
Studies of motivation and motivation theory provide important information about the ways in
which workers can be energized to put forth productive effort. Studies of communication
provide direction as to how managers can effectively and persuasively communicate. Studies
of leadership and leadership style provide information regarding questions such as, "What
makes a manager a good leader?" and "In what situations are certain leadership styles most
appropriate and effective?"
CONTROLLING
Controlling involves ensuring that performance does not deviate from standards. Controllingconsists of three steps, which include establishing performance standards, comparing actual
performance against standards, and taking corrective action when necessary. Performance
standards are often stated in monetary terms such as revenue, costs, or profits, but may also
be stated in other terms, such as units produced, number of defective products, or levels of
customer service.
The measurement of performance can be done in several ways, depending on the
performance standards, including financial statements, sales reports, production results,
customer satisfaction, and formal performance appraisals. Managers at all levels engage in
the managerial function of controlling to some degree.
The managerial function of controlling should not be confused with control in the behavioral
or manipulative sense. This function does not imply that managers should attempt to control
or manipulate the personalities, values, attitudes, or emotions of their subordinates. Instead,
this function of management concerns the manager's role in taking necessary actions to
ensure that the work-related activities of subordinates are consistent with and contributing
toward the accomplishment of organizational and departmental objectives.
Effective controlling requires the existence of plans, since planning provides the necessary
performance standards or objectives. Controlling also requires a clear understanding of where
responsibility for deviations from standards lies. Two traditional control techniques are the
budget and the performance audit. Although controlling is often thought of in terms of
financial criteria, managers must also control production/operations processes, procedures for
delivery of services, compliance with company policies, and many other activities within the
organization.
The management functions of planning, organizing, leading, and controlling are widely
considered to be the best means of describing the manager's job as well as the best way to
classify accumulated knowledge about the study of management. Although there have been
tremendous changes in the environment faced by managers and the tools used by managers to
perform their roles, managers still perform these essential functions.
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Question-2 Discuss any two learning theories in detail.
There are three theories of learning namely Classical Conditioning, Operant Conditioning
and Social Learning. I am taking pleasure to define Classical and Operant Conditioning.
Classical Conditioning
Classical conditioning (also Pavlovian or respondent conditioning, Pavlovian reinforcement)is a form of conditioning that was first demonstrated by Ivan Pavlov (1927) The typicalprocedure for inducing classical conditioning involves presentations of a neutral stimulusalong with a stimulus of some significance, the "unconditional stimulus." The neutral stimuluscould be any event that does not result in an overt behavioral response from the organismunder investigation. Conversely, presentation of the significant stimulus necessarily evokes anatural response. Pavlov called these the unconditional stimulus (US) and unconditionalresponse (UR), respectively. If the neutral stimulus is presented along with the unconditionalstimulus, it would become a conditional stimulus (CS). Pavlov used the term conditional
because he wanted to emphasize that learning required a dependent or conditionalrelationship between CS and US. If the CS and US always occur together and never alone,this perfect dependent relationship or pairing, causes the two stimuli to become associatedand the organism produces a behavioral response to the CP. Pavlov called this theconditional response (CR). Because of early errors in translation of Pavlov's work fromRussian to English, the term "conditioned" rather than "conditional" is very often used but isnot technically correct. A perfect conditioner is not necessary for conditioning but thestrength of the CR progressively degrades as the conditional relationship is weakened (seefor example, Rescorla, 1967 Psychological Review).
It is often thought that the conditional response is a replica of the unconditional response butthis has been disproven. The CR may be any new response to the previously neutral CS
that can be clearly linked to experience with the conditional relationship with the US. It wasalso thought that repeated pairings are necessary for conditioning to emerge, however manyCRs can be learned with a single trial as in fear conditioning and taste aversion learning.
Popular forms of classical conditioning that are used to study neural structures and functionsthat underlie learning and memory include fear conditioning, eyeblink conditioning, and thefoot contraction conditioning ofHermissenda crassicornis.
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Types of classical conditioning
Forward conditioning
Learning is fastest in forward conditioning. During forward conditioning the onset of the CS
precedes the onset of the US. Two common forms of forward conditioning are delay andtrace conditioning.
Delay conditioning: In delay conditioning the CS is presented and is overlapped bythe presentation of the US.
Trace conditioning: During trace conditioning the CS and US do not overlap.Instead, the CS is presented, a period of time is allowed to elapse during which nostimuli are presented, and then the US is presented. The stimulus-free period iscalled the trace interval. It may also be called the conditioning interval.
Simultaneous conditioning
During simultaneous conditioning, the CS and US are presented and terminated on thesame time
Backward conditioning
Backward conditioning occurs when a conditional stimulus immediately follows anunconditional stimulus. Unlike traditional conditioning models, in which the conditionalstimulus precedes the unconditional stimulus, the conditional response tends to beinhibitory. This is because the conditional stimulus serves as a signal that the unconditionalstimulus has ended, rather than a reliable method of predicting the future occurrence of theunconditional stimulus.
Temporal conditioning
The US is presented at regularly timed intervals, and CR acquisition is dependent uponcorrect timing of the interval between US presentations. The background, or context, canserve as the CS in this example.
Unpaired conditioning
The CS and US are not presented together. Usually they are presented as independent
trials that are separated by a variable, or pseudo-random, interval. This procedure is used tostudy non-associative behavioral responses, such as sensitization.
CS-alone extinction
The CS is presented in the absence of the US. This procedure is usually done after the CRhas been acquired through "forward conditioning" training. Eventually, the CR frequency isreduced to pre-training levels. Essentially, the stimulus is presented until habituation occurs.
Theories of classical conditioning
Stimulusresponse (SR) theory suggests that the CS is associated with the US within thebrain, without involving conscious thought. The second, stimulusstimulus (SS) theory,
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involves cognitive activity in which the CS is associated to the concept of the US, a subtlebut important distinction.
SS theory is a theoretical model of classical conditioning that suggests a cognitivecomponent is required to understand classical conditioning, while SR theory proposes that
a cognitive component is merely at play. SR theory suggests that an animal can learn toassociate a CS with the impending arrival of the associated US, resulting in an observablebehavior such as salivation. SS theory suggests that the animal salivates to the bellbecause it is associated with the concept of the US, which is a very fine but importantdistinction.
Operant Conditioning:B. F. Skinner's system is based on operant conditioning. The organism, while going aboutit's everyday activities, is in the process of operating on the environment. In the course ofits activities, the organism encounters a special kind of stimulus, called a reinforcingstimulus, or simply a reinforcer. This special stimulus has the effect of increasing the thebehavior occurring just before the reinforcer. This is operant conditioning: the behavior isfollowed by a consequence, and the nature of the consequence modifies the organism'stendency to repeat the behavior in the future. A behavior followed by a reinforcing stimulusresults in an increased probability of that behavior occurring in the future.Skinner's observations can be divided into independent variables which can be manipulatedby the experimenter, and dependent variables, which can not be manipulated by the
experimenter and are thought to be affected by the independent variables.
Independent variables:Type of reinforcementSchedule of reinforcement
Dependent variables (measures of learning):
Acquisition rate- how rapidly an animal can be trained to a new operant behavior asa function of reinforcement. Skinner typically deprived his lab animals of food for 24or more hours before beginning a schedule of reinforcement. This tended to increaseacquisition rate.
Rate of response- this is a measure of learning that is very sensitive to differentschedules of reinforcement. In most cases, animals were given intermittentschedules of reinforcement, so they were called upon to elicit the desired response atother times as well. Rate of response is a measure of correct responses throughout atesting schedule including the times when reinforcement is not provided after acorrect response. It appears as if test animals build expectations when they are givenrewards at predictable times (Animals which are fed at the same time each daybecome active as that time approaches, and a dog whose master comes home at thesame time each day becomes more attentive around that time of day.) Also, Skinnerfound that when fixed interval reinforcement was used, the desired behavior woulddecrease or disappear just after a reinforcement, but when it was almost time for thenext reinforcement, the animal would resume the desired responses.
Extinction rate- The rate at which an operant response disappears following the
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withdrawal of reinforcement. Skinner found that continuous reinforcement schedulesproduced a faster rate of learning in the early stages of a training program, and alsoa more rapid extinction rate once the reinforcement was discontinued. A behavior nolonger followed by the reinforcing stimulus results in a decreased probability of thatbehavior occurring in the future.
Types of reinforcement:
1. Primary reinforcement- instinctive behaviors lead to satisfaction of basic survival needssuch as food, water, sex, shelter. No learning takes place because the behaviors emergespontaneously
2. Secondary reinforcement- the reinforcer is not reinforcing by itself, but becomes reinforcingwhen paired with a primary reinforcer, such as pairing a sound or a light with food.
3. Generalized reinforcement- stimuli become reinforcing through repeated pairing with
primary or secondary reinforcers. Many are culturally reinforced. For example, in human behavior,wealth, power, fame, strength, and intelligence are valued in many cultures. The external symbolsof these attributes are generalized reinforcers. Money, rank, recognition, degrees and certificates,etc are strongly reinforcing to many individuals in the cultures that value the attributes theysymbolize.
Reinforcers always follow a behavior and could be pleasant or unpleasant (noxious) and could beadded to or removed from a situation. The following table summarizes the various combinations:
Add to a Situation After a Response:
Pleasant = Positive Reinforcement- Reward. Increases the probability of the same responseoccurring again. (Example: praise, monetary reward, food)
Noxious = Punishment- Administering a painful or unpleasant reinforcer after an unwantedresponse. Decreases the probability of the same response occurring again.(Examples: corporalpunishment, electrical shocks, yelling)
Remove from a Situation After a Response:
Pleasant = Punishment - Decrease the probability of the same response occurring again(Example: punishing a teenager by taking away his cell phone or car keys.)
Noxious =Negative Reinforcement- Removing or decreasing an unpleasant or painful situationafter a desirable response is produced. Increases the probability of the same response occurringagain (Example: time off for good behavior)
Schedules of Reinforcement:
Continuous reinforcement- reinforcement is given every time the animal gives thedesired response.
Intermittentreinforcement- reinforcement is given only part of the times the animalgives the desired response.
Ratio reinforcement- a pre-determined proportion of responses will be reinforced.
Fixed ratio reinforcement- reinforcement is given on a regular ratio, such as every
fifth time the desired behavior is produced.
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http://www.lifecircles-inc.com/Learningtheories/glossary.htmlhttp://www.lifecircles-inc.com/Learningtheories/glossary.htmlhttp://www.lifecircles-inc.com/Learningtheories/glossary.html8/3/2019 MB0038 MPOB Sem 1 Aug Fall 2011 Assignment Report
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Variable (random) fixed reinforcement- reinforcement is given for a predeterminedproportion of responses, but randomly instead of on a fixed schedule.
Interval reinforcement- reinforcement is given after a predetermined period of time.
Fixed interval reinforcement- reinforcement is given on a regular schedule, suchas every five minutes.
Variableinterval reinforcement- reinforcement is given after random amounts oftime have passed.
In animal studies, Skinner found that continuous reinforcement in the early stages of training seems toincrease the rate of learning. Later, intermittent reinforcement keeps the response going longer andslows extinction.
Skinner specifically addressed the applications of behaviorism and operant conditioning toeducational practice. He believed that the goal of education was to train learners in survivalskills for self and society. The role of the teacher was to reinforce behaviors that contributedto survival skills, and extinguish behaviors that did not. Behaviorist views have shaped muchof contemporary education in children and adult learning.
Question-3 Explain the classification of personality typesgiven by Sheldon.
William Sheldon classified personality according to body type. He called this a personssomatotype. He identified three main somatotypes that are associated with certainpersonality characteristics. They are as follows:
1) Endomorphy It is focused on the digestive system, particularly the stomach(endoderm); has the tendency toward plumpness, corresponds to Viscerotoniatemperament tolerant, love of comfort and luxury, extravert.
2) Mesophorphy It is focused on musculature and the circulatory system(mesoderm), has the tendency towards muscularity, and corresponds to the
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Somatotonia temperament courageous, energetic, active, dynamic, assertive,aggressive, risk taker.
3) Ectomorphy: It is focused on the nervous system and the brain (ectoderm) the tendency towards slightness, corresponds to Cerebrotonia temperamentartistic, sensitive, apprehensive, introvert.
On this basis, Sheldon created Atlas of Men , in which all possible body types are gradedin 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 ordescriptive name, like "saber tooth tiger" for extreme mesomorph, "Baluchitherium" formesomorph and endomorph, "Male Mosquito" for the extreme ectomorph, and so on. On thisscale, the extreme or pure mesomorph has a score of 1-7-1, the pure endomorph 7-1-1, andthe pure ectomorph 1-1-7. Most people of course are a combination of types.
Body Type Associated personality traits
a. Endomorphic Body Type:
soft bodyunderdeveloped musclesround shapedover-developed digestive system
love of food
tolerantevenness of emotionslove of comfortsociablegood humouredrelaxedneed for affection
b. Mesomorphic Body Type:hard, muscular bodyoverly mature appearancerectangular shapedthick skin
upright posture
adventurousdesire for power and dominancecourageousindifference to what others think or want
assertive, boldzest for physical activitycompetitivelove of risk and chance
c. Ectomorphic Body Type:thin
flat chestdelicate buildyoung appearancetall
lightly muscledstoop-shoulderedlarge brain
self-consciouspreference for privacyintrovertedinhibited
socially anxiousartistic
mentally intenseemotionally restrained
But body types have been criticized for very weak empirical methodology and are not
generally used in psychology. The use of somatotyping is used more often in alternative
therapies and Eastern psychology and spirituality.
Question-4 What are the factors influencing perception?
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Individuals have a tendency to use a number of shortcuts when they judge others. Anunderstanding of these shortcuts can be helpful toward recognizing when they can result insignificant distortions. These barriers to perception are as follows:
1) Selective Perception:
Any characteristic that makes a person, object, or event stand out will increasethe probability that it will be perceived. It is impossible for an individual to internalize andassimilate everything that is seen .Only certain stimuli can be taken in selectively.Selectivity works as a shortcut in judging other people by allowing us to speed-readothers, but, not without the risk of drawing an inaccurate picture. The tendency to seewhat we want to see can make us draw unwarranted conclusions from an ambiguoussituation.
2) Halo Effect:
The halo effect occurs when we draw a general impression on the basis of a single
characteristic. For example, while appraising the lecturer, students may give prominence to
a single trait, such as, enthusiasm and allow their entire evaluation to be tainted by how they
judge the instructor on that one trait which stood out prominently in their estimation of that
person. Research suggests that it is likely to be most extreme when the traits to be
perceived are ambiguous in behavioral terms, when the traits have moral overtones, and
when the perceiver is judging traits with which he or she has had limited experience.
3) Contrast Effects:
Individuals do not evaluate a person in isolation. Their reaction to one person is
influenced by other persons they have encountered recently. For example, an interview
situation in which one sees a pool of job applicants can distort perception. Distortions in any
given candidates evaluation can occur as a result of his or her place in the interview
schedule.
4) Projection:
This tendency to attribute ones own characteristics to other people, which is called
projection, can distort perceptions made about others. When managers engage inprojection, they compromise their ability to respond to individual differences. They tend to
see people as more homogeneous than they really are.
5) Stereotyping:
Stereotypingjudging someone on the basis of our perception of the group to which
he or she belongs. Generalization is not without advantages. It is a means of simplifying a
complex world, and it permits us to maintain consistency. The problem, of course, is when
we inaccurately stereotype. In organizations, we frequently hear comments that represent
stereotypes based on gender, age, race, ethnicity, and even weight. From a perceptual
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standpoint, if people expect to see these stereotypes, that is what they will perceive, whether
or not they are accurate.
6) First-impression error:
Individuals place a good deal of importance on first impressions. First impressions
are lasting impressions. We tend to remember what we perceive first about a person, and
sometimes we are quite reluctant to change our initial impressions. First-impression error
means the tendency to form lasting opinions about an individual based on initial perceptions.
Primacy effects can be particularly dangerous in interviews, given that we form first
impressions quickly and that these impressions may be the basis for long-term employment
relationships.
Thus, barriers to perception create distortion in judging someone.
Question-5 Mr. Solanki is the VP- HR of a leading Financial servicescompany. He is having a meeting with Ms. Ramani leading HRconsultant. Mr. Solanki is concerned about creating an environment thathelps in increasing the job satisfaction amongst employees. Assume thatyou are Ms. Ramani, the HR consultant. What suggestions you will giveto Mr. Solanki, for creating an environment that increases jobsatisfaction
As Ms. Ramani, the HR consultant, I suggest Mr. Solanki, that the following measures
should be implemented for creating an environment that increases job satisfaction:
1. Mentally Challenging Work:
Employees tend to prefer jobs that give them opportunities to use their skills andabilities 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 andsatisfaction.
2. Personality-Job Fit:
People with personality types congruent with their chosen vocations should find theyhave the right talents and abilities to meet the demands of their jobs; and because f thissuccess, they have a greater probability of achieving high satisfaction from their ork. It is
important, therefore to fit personality factors with job profiles.
3. Equitable Rewards:
Employees want pay systems and promotion policies that they perceive as beingjust, unambiguous, and in line with their expectations. When pay is seen as fair based on jobdemands, individual skill level, and industry pay standards, satisfaction is likely to result.Similarly, employees seek fair promotion policies and practices. Promotions provideopportunities for personal growth, more responsibilities and increased social status.Individuals who perceive that promotion decisions are made in a fair and just manner arelikely to experience job satisfaction.
4. Supportiveworking conditions:
Employees prefer physical conditions that are comfortable and facilitate doing agood job. Temperature, light, noise and other environmental factors should not be extreme
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and provide personal comfort. Further, employees prefer working relatively close to home, inclean and relatively modern facilities and with adequate tools and equipment.
5. Supportive Colleagues:
Employees have need for social interaction. Therefore, having friendly andsupportive co-workers and understanding supervisors leads to increased job satisfaction.Most employees want their immediate supervisor to be understanding and friendly, thosewho offer praise for good performance, listen to employees opinions and show a personalinterest in them.
6. Whistle blowing:
Whistle-blowers are employees who inform authorities of Wrongdoings of theircompanies or co-workers. Whistle blowing is important because committed organizationalmembers sometimes engage in unethical behaviour in an intense desire to succeed.Organizations can manage whistle blowing by communicating the conditions that areappropriate for the disclosure of wrongdoing. Clearly delineating wrongful behaviour and theappropriate ways to respond are important organizational actions.
7. Social Responsibility:
Corporate social responsibility is the obligation of an Organization to behave inethical ways in the social environment in which it operates. Socially responsible actions areexpected of organizations. Current concerns include protecting the environment, promotingworker safety, supporting social issues, investing in the community, etc. Managers mustencourage both individual ethical behaviour and organizational social responsibility.
Question-6 Given below is the HR policy glimpse of the VARK-
LEARNING learning and training solutions company1. It offers cash rewards for staff members2. It promotes the culture of employee referral and encourages people to referpeople they know may be their friends, ex. Colleagues batch mates, relatives.3. What all needs do it takes care off according to maslows need hierarchy4. It recognizes good performances and give fancy titles and jackets to thepeople who perform well and also felicitates them in the Annual Day of thecompany.
According to Maslows Need Hierarchy theory, human beings have wants and desires which
influence their behavior; only unsatisfied needs can influence behavior, satisfied needscannot. 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 five needs given by Maslow are as follows:
1. Physiological: Includes hunger, thirst, shelter, sex, and other bodily needs.
2. Safety: Includes security and protection from physical and emotional harm.
3. Social: Includes affection, belongingness, acceptance, and friendship.
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8/3/2019 MB0038 MPOB Sem 1 Aug Fall 2011 Assignment Report
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Assignment Report of Management Process and Organization Behavior
4. 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.
The HR policy of VARK-LEARNING company takes care of the following needs:
1) The first point takes care of the esteem needs. Offering cash rewards to employees
satisfies their self respect. They get external esteem factors such as status,
recognition, and attention from others. the get to enjoy general esteem from others.
2) The second point takes care of the social and self-actualization needs. When the
employee refers to others, his need of affection, belongingness, acceptance, andfriendship are satisfied. In this way, his social needs are satisfied. When the
employee is referring to others, his self-actualization needs are also satisfied.
3) The third point takes care of the safety and social needs. The employees emotional
needs are taken care of when they are praised for their good performance. Their self-
respect is also satisfied. They get status, recognition, and attention. Their esteem
needs are also satisfied.
This policy creates an employer-employee friendly relationship and makes the bond strongerbetween them. And the work performance of the employees also increases.