MB0022-Management Process and Organizational Behavior

8/6/2019 MB0022-Management Process and Organizational Behavior

1/23

Master of Business AdministrationFirst Semester

MB0022 - Management Process and Organizational Behavior

Set I

Submitted by:

Suresh L.Roll No.: 520953154

Page 1 of 23 MB0022 - Management Process and Organizational Behavior

Total Marks 60

Marks Scored


2/23



3/23

Question.1. Today managers need to perform various functions: Elaborate thestatement

Answer: A manager's job is varied and complex. Managers need certain skills, tohelp them in performing various functions associated with their job. In order to

perform functions effectively it is necessary to have complete knowledge andproficiency in activities involving methods, processes and procedures, tools, andtechniques of a specific discipline.

Functions of the ManagerRegardless of the type of the industry, the functions involved in an organization,or the organizational level at which one functions; every manager has to performcertain basic managerial functions such as planning, organizing, staffing, leadingand controlling.

Planning is the process of setting goals, and charting the best way ofaction for achieving the goals. This function also includes, considering thevarious steps to be taken to encourage the necessary levels of change andinnovation.

Organizing is the process of allocating and arranging work, authority andresources, to the members of the organization so that they can successfullyexecute the plans.

Staffing consists of recruiting, training and developing people, who formpart of the organized efforts to contribute towards organizational growth.

Leading involves directing, influencing and motivating employees toperform essential tasks. This function involves display of leadershipqualities, different leadership styles, different influencing powers, withexcellent abilities of communication and motivation.

Controlling is the process of devising various checks to ensure thatplanned performance is actually achieved. It involves ensuring that actualactivities confirm to the planned activities. Monitoring the financialstatements, checking the cash registers to avoid overdraft etc., and formpart of this process.

The Essentials of control activities are:

Setting performance standards

Determining the yard-stick for measuring performance

Measuring the actual performance

Comparing actual with the standard

Taking corrective actions, if actual do not match with standards



4/23

Question.2. Skills are the tool for performance-Explain various managementskills.

Answer:Management in all business and human organization activity is simply the act of

getting people together to accomplish desired goals and objectives. Managementcomprises planning, organizing, staffing, leading or directing, and controlling anorganization (a group of one or more people or entities) or effort for the purposeof accomplishing a goal. This encompasses the deployment and manipulation ofhuman resources, financial resources, technological resources, and naturalresources.

Basic Skills of managementThe main functions of the management are: planning, organizing, controlling,leading.

Planning:

Specifying goals to be achieved and perparing how to meet them.

Analysing current situation, gathering and analyzing informations.

Organizing:

Devising and allocating roles for respective position within the managersscope of work.

Obtaining and allocating resources.

Delegation/assigning duties and responsibility to subordinates for results.

defining the roles and authority of personal.

Leading: Motivating people to high performance, directing and communicating with

people.

assisting and inspire then toward achieving team and organizational goals

Controlling:

Set and monitor performance the standard of porgress toward goals.

Identifying performance problems by comparing data against standards

Control tools such as scheduling, charting techniques, standard operatingprocedures(SOP), budgeting, disciplinary actions etc.

Besides those functions are important there have three management skills areimportant also which are technical, human, and conceptual skills.

Technical skills:ability to understand and use the techniques, knowledge and tools to equipmentof a specific discipline or deparment

Human skills:



5/23

interpersonal~enable a manager to work effectively through peopleConceptual skills:important for top-level managers who must develop long range plans for futuregave a direction to a managers to determine the organisation as unified wholeand understand each part of the overall organisation interacts withe other

derparment or parts.

Question.3. What is negotiation? Explain the process of negotiation.

Answer:Negotiation is a dialogue intended to resolve disputes, to produce an agreementupon courses of action, to bargain for individual or collective advantage, or tocraft outcomes to satisfy various interests. It is the primary method of alternativedispute resolution.

Negotiation occurs in business, non-profit organizations, government branches,legal proceedings, among nations and in personal situations such as marriage,divorce, parenting, and everyday life. The study of the subject is callednegotiation theory. Professional negotiators are often specialized, such as unionnegotiators, leverage buyout negotiators, peace negotiators, hostage negotiators,or may work under other titles, such as diplomats, legislators or brokers.Negotiation typically manifests itself with a trained negotiator acting on behalf ofa particular organization or position. It can be compared to mediation where adisinterested third party listens to each sides' arguments and attempts to helpcraft an agreement between the parties. It is also related to arbitration which, aswith a legal proceeding, both sides make an argument as to the merits of their"case" and then the arbitrator decides the outcome for both parties.

There are many different ways to segment negotiation to gain a greaterunderstanding of the essential parts. One view of negotiation involves three basicelements: process, behavior and substance. The process refers to how the partiesnegotiate: the context of the negotiations, the parties to the negotiations, thetactics used by the parties, and the sequence and stages in which all of these playout. Behavior refers to the relationships among these parties, the communicationbetween them and the styles they adopt. The substance refers to what the partiesnegotiate over: the agenda, the issues (positions and - more helpfully - interests),the options, and the agreement(s) reached at the end.

Another view of negotiation comprises 4 elements: strategy, process and tools,and tactics. Strategy comprises the top level goals - typically includingrelationship and the final outcome. Processes and tools include the steps that willbe followed and the roles taken in both preparing for and negotiating with theother parties. Tactics include more detailed statements and actions andresponses to others' statements and actions. Some add to this persuasion andinfluence, asserting that these have become integral to modern day negotiationsuccess, and so should not be omitted.



6/23

Skilled negotiators may use a variety of tactics ranging from negotiationhypnosis, to a straight forward presentation of demands or setting ofpreconditions to more deceptive approaches such as cherry picking. Intimidationand salami tactics may also play a part in swaying the outcome of negotiations.

Another negotiation tactic is bad guy/good guy. Bad guy/good guy tactic is whenone negotiator acts as a bad guy by using anger and threats. The other negotiatoracts as a good guy by being considerate and understanding. The good guy blamesthe bad guy for all the difficulties while trying to get concessions and agreementfrom the opponent.

There are deliberately a larger number of stages in this process as it is designed tobreak down important activities during negotiation, particularly towards the end.It is an easy trap to try to jump to the end with a solution that is inadequate andunacceptable.Note also that in practice, you may find variations on these, for example theremay be loops back to previous stages, stages overlapping, stages running paralleland even out of order.

The bottom line is to use what works. This process is intended to help younegotiate, but do not use it blindly. It is not magic and is not a substitute forthinking. If something does not seem to be working, try to figure out why andeither fix the problem or try something else. Although there are commonalitiesacross negotiations, each one is different and the greatest skill is to be able toread the situation in the moment and adapt as appropriate.

Question.4. Explain Classical Conditioning Theory?

Answer:Classical conditioning is a form of associative learning that was firstdemonstrated by Ivan Pavlov. The typical procedure for inducing classicalconditioning involves presentations of a neutral stimulus along with a stimulus ofsome significance.

The neutral stimulus could be any event that does not result in an overtbehavioral response from the organism under investigation. Pavlov referred tothis as a conditioned stimulus (CS).

Conversely, presentation of the significant stimulus necessarily evokes an innate,often reflexive, response. Pavlov called these the unconditioned stimulus (US)and unconditioned response (UR), respectively.

If the CS and the US are repeatedly paired, eventually the two stimuli becomeassociated and the organism begins to produce a behavioral response to the CS.

Pavlov called this the conditioned response (CR).



7/23

Popular forms of classical conditioning that are used to study neural structuresand functions that underlie learning and memory include fear conditioning,eyeblink conditioning, and the foot contraction conditioning of Hermissendacrassicornis.

Forms:

Forward conditioningDiagram representing forward conditioning

Diagram representing forward conditioning.

The time interval increases from left to right. During forward conditioning theonset of the CS precedes the onset of the US. Two common forms of forwardconditioning are delay and trace conditioning.

Delay ConditioningIn delay conditioning the CS is presented and is overlapped by the presentationof the US

Trace conditioningDuring trace conditioning the CS and US do not overlap. Instead, the CS is

presented, a period of time is allowed to elapse during which no stimuli arepresented, and then the US is presented. The stimulus free period is called thetrace interval. It may also be called the "conditioning interval"Simultaneous conditioning

During simultaneous conditioning, the CS and US are presented and terminate atthe same time.

Backward conditioningBackward conditioning occurs when a conditioned stimulus immediately followsan unconditioned stimulus. Unlike traditional conditioning models, in which the

conditioned stimulus precedes the unconditioned stimulus, the conditionedresponse tends to be inhibitory. This is because the conditioned stimulus servesas a signal that the unconditioned stimulus has ended, rather than a reliablemethod of predicting the future occurrence of the unconditioned stimulus.The onset of the US precedes the onset of the CS. Rather than being a reliablepredictor of an impending US (such as in Forward Conditioning), the CS actuallyserves as a signal that the US has ended. As a result, the CR is said to beinhibitory.

http://en.wikipedia.org/wiki/File:Delay_trace_conditioning.jpg


8/23

Temporal conditioningThe US is presented at regularly timed intervals, and CR acquisition is dependentupon correct timing of the interval between US presentations. The background,or context, can serve as the CS in this example.

Unpaired conditioningThe CS and US are not presented together. Usually they are presented asindependent trials that are separated by a variable, or pseudo-random, interval.This procedure is used to study non-associative behavioral responses, such assensitization.

Question.5. How are culture and society responsible to built value system?

Answer:A value system is a set of consistent ethic values (more specifically the personaland cultural values) and measures used for the purpose of ethical or ideologicalintegrity. A well defined value system is a moral code. The values identify thoseobjects, conditions or characteristics that members of the society considerimportant; that is, valuable. One or more people can hold a value system.Likewise, a value system can apply to either one person or many. Groups,societies, or cultures have values that are largely shared by their members. Thevalues identify those objects, conditions or characteristics that members of thesociety consider important; that is, valuable.

A personal value system is held by and applied to one individual only.

A communal or cultural value system is held by and applied to a

community/group/society. Some communal value systems are reflected in theform of legal codes or law.

The values of a society can often be identified by noting which people receivehonor or respect. Values are related to the norms of a culture, but they are moregeneral and abstract than norms. Norms are rules for behavior in specificsituations, while values identify what should be judged as good or evil. Flying thenational flag on a holiday is a norm, but it reflects the value of patriotism.Wearing dark clothing and appearing solemn are normative behaviors at afuneral. They reflect the values of respect and support of friends and family.Different cultures reflect different values. "Over the last three decades,

traditional-age college students have shown an increased interest in personalwell-being and a decreased interest in the welfare of others. Values seemed tohave changed, affecting the beliefs, and attitudes of college students. Memberstake part in a culture even if each member's personal values do not entirely agreewith some of the normative values sanctioned in the culture. This reflects anindividual's ability to synthesize and extract aspects valuable to them from themultiple subcultures they belong to. If a group member expresses a value that isin serious conflict with the group's norms, the group's authority may carry out



9/23

various ways of encouraging conformity or stigmatizing the non-conformingbehavior of its members. For example, imprisonment can result from conflictwith social norms that have been established as law.

Question.6. Write short notes on

Locus of control

Machiavellianism

Answer:

Locus of Control: It is a term in psychology which refers to a person's beliefabout what causes the good or bad results in his or her life, either in general or ina specific area such as health or academics. Locus of control refers to the extent to which individuals believe that they can control events that affect them.

Individuals with a high internal locus of control believe that events resultprimarily from their own behavior and actions. Those with a high external locusof control believe that powerful others, fate, or chance primarily determineevents. Those with a high internal locus of control have better control of theirbehavior, tend to exhibit more political behaviors, and are more likely to attemptto influence other people than those with a high external locus of control; they aremore likely to assume that their efforts will be successful. They are more active inseeking information and knowledge concerning their situation.

One's "locus" (Latin for "place" or "location") can either be internal (meaning theperson believes that they control their life) or external (meaning they believe thattheir environment, some higher power, or other people control their decisionsand their life).

Machiavellianism: Machiavellianism has tremendous influence on modern business communities, especially in the U.S.A. and European countries.Businessmen today, it is said, prefer to follow the directions of pragmatism andexpediency rather than the dictates of individual conscience. In principles andpractices, Indian management by and large follows the Western line. Therefore,the question arises whether Machiavellian influences are perceptibly high onIndian managers. This question is more relevant in the light of a few surveysconducted on the ethical attitudes of Indian managers. These identified a clearcontrast between their expressed behaviour and wanted attitudes. The present

study on the attitudes of managers from the major cities of India concludes thatNiccolo Machiavelli inspires and influences Indian managers, but has not becomethe final determinant in their decision-making.

Machiavellianism is also a term that some social and personality psychologistsuse to describe a person's tendency to deceive and manipulate others for personalgain. Machiavellianism is one of the three personality traits referred to as the



10/23

dark triad, along with narcissism and psychopathy. Some psychologists considerMachiavellianism to be essentially a subclinical form of psychopathy.

Page 10 of 23MB0022 - Management Process and Organizational Behavior


11/23

Master of Business AdministrationFirst Semester

MB0022 - Management Process and Organizational Behavior

Set II

Submitted by:

Suresh L.Roll No.: 520953154


Total Marks 60

Marks Scored


12/23



13/23

Question.1 Halo effect and selective perception are the shortcuts in judgingothers Explain.

Answer:The halo effect refers to a cognitive bias whereby the perception of a particular

trait is influenced by the perception of the former traits in a sequence ofinterpretations. Edward L. Thorndike was the first to support the halo effect withempirical research. In a psychology study published in 1920, Thorndike askedcommanding officers to rate their soldiers; Thorndike found high cross-correlation between all positive and all negative traits. People seem not to thinkof other individuals in mixed terms; instead we seem to see each person asroughly good or roughly bad across all categories of measurement.

A study by Solomon Asch suggests that attractiveness is a central trait, so wepresume all the other traits of an attractive person are just as attractive andsought after. The halo effect is involved in Harold Kelley's implicit personalitytheory, where the first traits we recognize in other people influence ourinterpretation and perception of later ones because of our expectations.Attractive people are often judged as having a more desirable personality andmore skills than someone of average appearance. Thus, we see that celebrities areused to endorse products that they have no actual expertise in evaluating, andwith which they may not even have any prior affiliation. The term is commonlyused in human resources recruitment. It refers to the risk of an interviewernoticing a positive trait in an interviewee and as a result, paying less attention totheir negative traits (or vice versa).

The halo effect has to do with judging or evaluating a person, place, or event by asingle trait or experience. This overall impression can be good or bad but will

prejudice our further involvement with the stimulus. Each of us can remembermaking a snap judgment about someone based on a first impression. Often we tryto perceive further interaction with the individual based on this first impression,regardless of whether it was positive or negative. If this impression is incorrect, itoften takes considerable pressure to concede this fact and break the halo effect.Examples are plentiful in business. A plush office convinces us someone is animportant person in the organization and must be taken seriously. A sloppilytyped letter by our new secretary proves to us the individual is going to be anunsatisfactory employee. The halo effect often shows up most conspicuously onperformance appraisals where our overall good or bad opinion of the workersinterferes with our ability to evaluate weaknesses or strengths accurately on

individual job functions.

Selective Perception: Selective perception may refer to any number ofcognitive biases in psychology related to the way expectations affect perception.For instance, several studies have shown that students who were told they wereconsuming alcoholic beverages (which in fact were non-alcoholic) perceivedthemselves as being "drunk", exhibited fewer physiological symptoms of social



14/23

stress, and drove a simulated car similarly to other subjects who had actuallyconsumed alcohol. The result is somewhat similar to the placebo effect.

In one classic study on this subject related to the hostile media effect (which isitself an excellent example of selective perception), viewers watched a filmstrip of

a particularly violent Princeton-Dartmouth American football game. Princetonviewers reported seeing nearly twice as many rule infractions committed by theDartmouth team than did Dartmouth viewers. One Dartmouth alumnus did notsee any infractions committed by the Dartmouth side and erroneously assumedhe had been sent only part of the film, sending word requesting the rest.

Selective perception is also an issue for advertisers, as consumers may engagewith some ads and not others based on their pre-existing beliefs about the brand.

Seymour Smith, a prominent advertising researcher, found evidence for selectiveperception in advertising research in the early 1960s, and he defined it to be aprocedure by which people let in, or screen out, advertising material they have anopportunity to see or hear. They do so because of their attitudes, beliefs, usagepreferences and habits, conditioning, etc. People who like, buy, or areconsidering buying a brand are more likely to notice advertising than are thosewho are neutral toward the brand. This fact has repercussions within the field ofadvertising research because any post-advertising analysis that examines thedifferences in attitudes or buying behavior among those aware versus thoseunaware of advertising is flawed unless pre-existing differences are controlledfor. Advertising research methods that utilize a longitudinal design are arguablybetter equipped to control for selective perception.

Question.2. Explain Emotional Intelligence .

Answer:Emotional Intelligence (EI) describes the ability, capacity, skill or, in the case ofthe trait EI model, a self-perceived ability, to identify, assesses, and manage theemotions of one's self, of others, and of groups. Different models have beenproposed for the definition of EI and disagreement exists as to how the termshould be used. Despite these disagreements, which are often highly technical,the ability EI and trait EI models (but not the mixed models) enjoy support in theliterature and have successful applications in different domains. Substantialdisagreement exists regarding the definition of EI, with respect to bothterminology and operationalizations. There has been much confusion regardingthe exact meaning of this construct. The definitions are so varied, and the field isgrowing so rapidly, that researchers are constantly amending even their owndefinitions of the construct. At the present time, there are three main models of

Ability EI models

Mixed models of EI



15/23

Trait EI model

Salovey and Mayer's conception of EI strives to define EI within the confines ofthe standard criteria for a new intelligence. Following their continuing research,their initial definition of EI was revised to: "The ability to perceive emotion,

integrate emotion to facilitate thought, understand emotions and to regulateemotions to promote personal growth."

The ability based model views emotions as useful sources of information thathelp one to make sense of and navigate the social environment. The modelproposes that individuals vary in their ability to process information of anemotional nature and in their ability to relate emotional processing to a widercognition. This ability is seen to manifest itself in certain adaptive behaviors.

The model proposes that EI includes 4 types of abilities:

Perceiving emotions the ability to detect and decipher emotions in faces,pictures, voices, and cultural artifacts- including the ability to identify ones ownemotions. Perceiving emotions represents a basic aspect of emotionalintelligence, as it makes all other processing of emotional information possible.

Using emotions the ability to harness emotions to facilitate various cognitiveactivities, such as thinking and problem solving. The emotionally intelligentperson can capitalize fully upon his or her changing moods in order to best fit thetask at hand.

Understanding emotions the ability to comprehend emotion language andto appreciate complicated relationships among emotions. For example,understanding emotions encompasses the ability to be sensitive to slightvariations between emotions, and the ability to recognize and describe howemotions evolve over time.

Managing emotions the ability to regulate emotions in both ourselves andin others. Therefore, the emotionally intelligent person can harness emotions,even negative ones, and manage them to achieve intended goals.

The ability-based model has been criticized in the research for lacking face andpredictive validity in the workplace. EI is too broadly defined and the definitionsare unstable

One of the arguments against the theoretical soundness of the concept suggeststhat the constant changing and broadening of its definition- which has come toencompass many unrelated elements had rendered it an unintelligible concept.Arguing that EI is an invalid concept, Locke (2005) asked: "What is the commonor integrating element in a concept that includes: introspection about emotions,Emotional expression, non-verbal communication with others, empathy, self-regulation, planning, creative thinking and the direction of attention?" He



16/23

answered by saying: "There is none." Commenting on the multiple factors thathave been included in the definition, Locke asked rhetorically: "What does EI notinclude?"

Other critics mention that without some stabilization of the concepts and the

measurement instruments, meta-analyses are difficult to implement, and thetheory coherence is likely to be adversely impacted by this instability.EI cannot be recognized as a form of intelligence

Goleman's early work has been criticized for assuming from the beginning that EIis a type of intelligence. Eysenck (2000) writes that Goleman's description of EIcontains assumptions about intelligence in general, and that it even runs contraryto what researchers have come to expect when studying types of intelligence:

"Goleman exemplifies more clearly than most the fundamental absurdity of thetendency to class almost any type of behaviour asintelligence... If these five'abilities' define 'emotional intelligence', we would expect some evidence that theyare highly correlated; Goleman admits that they might be quite uncorrelated, andin any case if we cannot measure them, how do we know they are related? So thewhole theory is built on quicksand: there is no sound scientific basis".

Similarly, Locke (2005) claims that the concept of EI is in itself amisinterpretation of the intelligence construct, and he offers an alternativeinterpretation: it is not another form or type of intelligence, but intelligencetheability to grasp abstractions--applied to a particular life domain: emotions. Hesuggests the concept should be re-labeled and referred to as a skill.

The essence of this criticism is that scientific inquiry depends on valid and

consistent construct utilization, and that in advance of the introduction of theterm EI, psychologists had established theoretical distinctions between factorssuch as abilities and achievements, skills and habits, attitudes and values, andpersonality traits and emotional states. The term EI is viewed by some as havingmerged and conflated accepted concepts and definitions.EI has no substantial predictive value

Landy (2005) has claimed that the few incremental validity studies conducted onEI have demonstrated that it adds little or nothing to the explanation orprediction of some common outcomes (most notably academic and worksuccess). Landy proposes that the reason some studies have found a small

increase in predictive validity is in fact a methodological fallacy incompleteconsideration of alternative explanations:

"EI is compared and contrasted with a measure of abstract intelligence but notwith a personality measure, or with a personality measure but not with a measureof academic intelligence." Landy (2005)



17/23

In accordance with this suggestion, other researchers have raised concerns aboutthe extent to which self-report EI measures correlate with established personalitydimensions. Generally, self-report EI measures and personality measures havebeen said to converge because they both purport to measure traits, and becausethey are both measured in the self-report form. Specifically, there appear to be

two dimensions of the Big Five that stand out as most related to self-report EI neuroticism and extraversion. In particular, neuroticism has been said to relate tonegative emotionality and anxiety. Intuitively, individuals scoring high onneuroticism are likely to score low on self-report EI measures. Theinterpretations of the correlations between EI questionnaires and personalityhave been varied, with the trait EI view that re-intrprets EI as a collection ofpersonality traits being prominent in the scientific literature

Question.3. A group formation passes through various stages: Explain thevarious stages of group formation.

Answer:The formation of some groups can be represented as a spiral; other groups form with sudden movements forward and then have periods with no change.Whatever variant of formation each group exhibits, they suggest that all groupspass through six sequential stages of development. These stages may be longer orshorter for each group, or for individual members of the group, but all groups willneed to experience them.

They are forming, storming, norming, performing, mourning and retiring.

The terms are pretty self explanatory.

When a group is forming, participants can feel anxious not knowing how thegroup will work or what exactly will be required of them.

Storming, as the word suggests, is when things may get stormy. Conflict canemerge, individual differences are expressed and the leader's role may bechallenged. The value and the feasibility of the task may also be challenged.

After the storm comes the calm of norming, where the group starts to functionharmoniously and where participants co-operate and mutual support develops.

This enables the performing stage to occur where the work really takes off andthe group accepts a structure and method for achieving the common task.

When the group retires or adjourns, much learning happens through informalchat and feedback about the group performance. Tuckman and Jenson recognisethat when groups dismantle themselves and the loose ends are all tied up,participants often go through a stage of mourning or grieving.



18/23

This model is useful to know, so that when your group appears to be goingnowhere or perhaps members are arguing so much that no work can be started, you understand that this is normal! Most groups go through these phases.Understanding this pattern empowers you to work towards moving the grouponto the next phase

Activity for individual reflection or as a group discussion following any groupactivity. May be used following W1 DGB (Developing Effective Group BehaviourExercise)

Think of a group that you have recently been involved with. Considering eachstage of its development, can you recall any evidence of these stages?

Formingo What was the task?o Did you all share the same expectations of the task?o

Did you all have the same attitude to working in a group?o Did you feel any anxiety at the outset of the activity?

Stormingo Was there any conflict in the group?o Did you all agree on the means of carrying out the task?o Did you have a leader and was his/her authority challenged?o Did any group members withdraw from the group?

Normingo Did you move on to agree methods of working?o Did you have a common goal?o Did you cooperate with each other?o Did you work out how to proceed at all? (If not, you were probably still

storming.)

Performingo Did everyone take on a functional role to achieve the task?o Did you work constructively and efficiently?o Did the group's activity focus on fulfilling the task?o Did you experience a sense of achievement?

Retiring/Adjourningo Did you stop abruptly and all go your separate ways or did you finish

the task and then go off together and socialize?o Did you talk about the group and your experience of it?o What sort of issues did you discuss or think about after the group

activity?



19/23

o Was it more or less acceptable to give and receive feedback in a relaxedatmosphere when adjourning?

Mourning/Grievingo Have you experienced the mourning stage following the completion of

a show or project?o Have you ever felt empty or sad when a group activity has finishedo Why might some people feel the mourning stage more acutely than

others?o How do you deal with your own feelings after the project or show?

Question.4 Power is the ability to make things happen in the way an individualwants, either by self or by the subordinates. The essence of power is to controlover the behavior of others: Explain what are the various bases of Power?

Answer:

Power is the ability to make things happen in the way an individual wants, eitherby self or by the subordinates. The essence of power is control over the behaviorof others. Managers derive power from both organizational and individualsources. These sources are called position power and personal power,respectively.

Personal power resides in the individual and is independent of that individual'sposition.

Three bases of personal power are:

1. Expertise,2. Rational persuasion,3. Reference.

Expert power is the ability to control another person's behavior by virtue ofpossessing knowledge, experience, or judgment that the other person lacks, butneeds. A subordinate obeys a supervisor possessing expert power because theboss ordinarily knows more about what is to be done or how it is to be done thandoes the subordinate. Expert power is relative, not absolute.

However the table may turn in case the subordinate has superior knowledge or

skills than his/ her boss. In this age of technology driven environments, thesecond proposition holds true in many occasions where the boss is dependentheavily on the juniors for technologically oriented support.

Rational persuasion is the ability to control another's behavior, since, through theindividual's efforts; the person accepts the desirability of an offered goal and aviable way of achieving it. Rational persuasion involves both explaining the



20/23

desirability of expected outcomes and showing how specific actions will achievethese outcomes.

Referent power is the ability to control another's behavior because the personwants to identify with the power source. In this case, a subordinate obeys the

boss because he or she wants to behave, perceive, or believe as the boss does. Thisobedience may occur, for example, because the subordinate likes the bosspersonally and therefore tries to do things the way the boss wants them done. Ina sense, the subordinate attempts to avoid doing anything that would interferewith the pleasing boss-subordinate relationship. Followership is not based onwhat the subordinate will get for specific actions or specific levels of performance,but on what the individual represents-a path toward lucrative future prospects.

Charismatic Power is an extension of referent power stemming from anindividual's personality and interpersonal style. Others follow because they canarticulate attractive visions, take personal risks, demonstrate follower sensitivity,etc.

Question.5. Explain Organizational Development process

Answer:Organization development (OD) is a planned, top-down, organization-wide effortto increase the organization's effectiveness and health. OD is achieved throughinterventions in the organization's "processes," using behavioural scienceknowledge.

According to Warren Bennis, OD is a complex strategy intended to change the

beliefs, attitudes, values, and structure of organizations so that they can betteradapt to new technologies, markets, and challenges.

OD is not "anything done to better an organization"; it is a particular kind ofchange process designed to bring about a particular kind of end result. ODinvolves organizational reflection, system improvement, planning, and self-analysis.

The term "Organization Development" is often used interchangeably withOrganizational effectiveness, especially when used as the name of a departmentor a part of the Human Resources function within an organization. OrganizationDevelopment is a growing field that is responsive to many new approachesincluding Positive Adult Development.

At the core of OD is the concept of organization, defined as two or more peopleworking together toward one or more shared goal(s). Development in this contextis the notion that an organization may become more effective over time atachieving its goals.



21/23

OD is a long range effort to improve organization's problem solving and renewalprocesses, particularly through more effective and collaborative management oforganizational culture, often with the assistance of a change agent or catalyst andthe use of the theory and technology of applied behavioral science.

Organization development is a "contractual relationship between a change agentand a sponsoring organization entered into for the purpose of using appliedbehavioral science in a systems context to improve organizational performanceand the capacity of the organization to improve itself".Organizational development is an ongoing, systematic process to implementeffective change in an organization. Organizational development is known as both a field of applied behavioral science focused on understanding andmanaging organizational change and as a field of scientific study and inquiry. It isinterdisciplinary in nature and draws on sociology, psychology, and theories ofmotivation, learning, and personality.

Question.6.Write short note on Stress Management

Answer:Stress management is the amelioration of stress, especially chronic stress.Transactional model Richard Lazarus and Susan Folkman suggested in 1984 thatstress can be thought of as resulting from an imbalance between demands andresources or as occurring when pressure exceeds one's perceived ability tocope. Stress management was developed and premised on the idea that stress isnot a direct response to a stressor but rather one's resources and ability to copemediate the stress response and are amenable to change, thus allowing stress tobe controllable.

In order to develop an effective stress management programme it is firstnecessary to identify the factors that are central to a person controlling his/herstress, and to identify the intervention methods which effectively target thesefactors. Lazarus and Folkman's interpretation of stress focuses on the transaction between people and their external environment (known as the TransactionalModel). The model conceptualizes stress as a result of how a stressor is appraisedand how a person appraises his/her resources to cope with the stressor. Themodel breaks the stressor-stress link by proposing that if stressors are perceivedas positive or challenging rather than a threat, and if the stressed person isconfident that he/she possesses adequate rather than deficient coping strategies,stress may not necessarily follow the presence of a potential stressor. The modelproposes that stress can be reduced by helping stressed people change theirperceptions of stressors, providing them with strategies to help them cope andimproving their confidence in their ability to do so.

Health realization/innate health modelThe health realization/innate health model of stress is also founded on the ideathat stress does not necessarily follow the presence of a potential stressor. Instead



22/23

of focusing on the individual's appraisal of so-called stressors in relation to his orher own coping skills (as the transactional model does), the health realizationmodel focuses on the nature of thought, stating that it is ultimately a person'sthought processes that determine the response to potentially stressful externalcircumstances. In this model, stress results from appraising oneself and one's

circumstances through a mental filter of insecurity and negativity, whereas afeeling of well-being results from approaching the world with a "quiet mind,""inner wisdom," and "common sense".

This model proposes that helping stressed individuals understand the nature ofthought--especially providing them with the ability to recognize when they are inthe grip of insecure thinking, disengage from it, and access natural positivefeelings--will reduce their stress.

Techniques of stress managementThere are several ways of coping with stress. Some techniques of timemanagement may help a person to control stress. In the face of high demands,effective stress management involves learning to set limits and to say "No" tosome demands that others make. The following techniques have been recentlydubbed Destressitizers by The Journal of the Canadian Medical Association. Adestressitizer is any process by which an individual can relieve stress. Techniquesof stress management will vary according to the theoretical paradigm adhered to,but may include some of the following:

Autogenic training

Cognitive therapy

Conflict resolution

Exercise Getting a hobby

Meditation

Deep breathing

Nootropics

Relaxation techniques

Artistic Expression

Fractional relaxation

Progressive relaxation

Spas

Stress balls

Natural medicine

Clinically validated alternative treatments

Time management

Listening to certain types of relaxing music, particularly:

New Age music

Classical music

Psychedelic music



23/23

Measuring stressLevels of stress can be measured. One way is through the use of the Holmes andRahe Stress Scale to rate stressful life events. Changes in blood pressure andgalvanic skin response can also be measured to test stress levels, and changes in

stress levels. A digital thermometer can be used to evaluate changes in skintemperature, which can indicate activation of the fight or flight response drawingblood away from the extremities.

Stress management has physiological and immune benefit effects.

Effectiveness of stress managementPositive outcomes are observed using a combination of non-drug interventions:

treatment of anger or hostility,

autogenic training

talking therapy (around relationship or existential issues)

biofeedback

cognitive therapy for anxiety or clinical depression

MB0022-Management Process and Organizational Behavior

Documents

Transcript of MB0022-Management Process and Organizational Behavior