MB0038.Docx Set 2
Transcript of MB0038.Docx Set 2
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MB0038
MANAGEMENT PROCESS AND ORGANIZATION BEHAVIOR
ASSIGNMENT SET-2
Q.1: What is emotional intelligence? Explain Golemans model of
emotional intelligence.
Ans: Emotional Intelligence(EI) describes the ability, capacity, skill
or, in the case of the trait EI model, a self-perceived ability, to
identify, assess, and manage the emotions of one's self, of others, and
of groups. Different models have been proposed for the definition of
EI and disagreement exists as to how the term should 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 the
literature and have successful applications in different domains.
Goleman's framework of emotional intelligence
Goleman developed a framework to explain emotional intelligence in
terms of five elements, he described as self-awareness, self-
regulation, motivation, empathy and social skills. Each of these
elements has distinctive characteristics, as outlined below:
1) Self-awareness: examining how your emotions affect yourperformance; using your values to guide decision-making; self-
assessment - looking at your strengths and weaknesses and learning
from your experiences; and being self-confident and certain about your
capabilities, values and goals.
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2) Self-regulation: controlling your temper; controlling your stress by
being more positive and action-centred; retaining composure and the
ability to think clearly under pressure; handling impulses well; and
nurturing trustworthiness and self-restraint.
3) Motivation: enjoying challenge and stimulation; seeking out
achievement; commitment; ability to take the initiative; optimism; and
being guided by personal preferences in choosing goals.
4) Empathy: the ability to see other people's points of view; behaving
openly and honestly; avoiding the tendency to stereotype others; andbeing culturally aware.
5) Social skills: the use of influencing skills such as persuasion; good
communication with others, including employees; listening skills;
negotiation; co-operation; dispute resolution; ability to inspire and lead
others; capacity to initiate and manage change; and ability to deal with
others' emotions - particularly group emotions.
Goleman claims that people who demonstrate these characteristics are
more likely to be successful in senior management, citing research
from various sources that suggests senior managers with a higher
emotional intelligence rating perform better than those without. He
gives several anecdotal case studies to illustrate ways in which
emotional intelligence can make a real impact in the workplace.
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Q.2. Discuss the five stage model of group development proposed
by Tuckman.
Ans: The goal of most research on group development is to learn why
and how small groups change over time. To do this, researchers
examine patterns of change and continuity in groups over time. Aspects
of a group that might be studied include the quality of the output
produced by a group, the type and frequency of its activities, its
cohesiveness, the existence of conflict, etc.
Tuckman's Stages model
Bruce Tuckman reviewed about fifty studies of group development
(including Bales' model) in the mid-sixties and synthesized their
commonalities in one of the most frequently cited models of group
development (Tuckman, 1965). The model describes four linear stages
(forming, storming, norming, and performing) that a group will gothrough in its unitary sequence of decision making. A fifth stage
(adjourning) was added in 1977 when a new set of studies were
reviewed (Tuckman & Jensen, 1977).
Forming: Group members learn about each other and the
task at hand. Indicators of this stage mightinclude: Unclear objectives, Uninvolvement,
Uncommitted members, Confusion, Low morale,
Hidden feelings, Poor listening, etc.
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Storming As group members continue to work, they will
engage each other in arguments about the
structure of the group which often are
significantly emotional and illustrate a struggle forstatus in the group. These activities mark the
storming phase: Lack of cohesion, Subjectivity,
Hidden agendas, Conflicts, Confrontation,
Volatility, Resentment, anger, Inconsistency,
Failure.
Norming: Group members establish implicit or explicit rulesabout how they will achieve their goal. They
address the types of communication that will or
will not help with the task. Indicators include:
Questioning performance, Reviewing/clarify
objective, Changing/confirming roles, Opening risky
issues, Assertiveness, Listening, Testing new
ground, Identifying strengths and weaknesses
Performing: Groups reach a conclusion and implement the
solution to their issue. Indicators include:
Creativity, Initiative, Flexibility, Open
relationships, Pride, Concern for people, Learning,
Confidence, High morale, Success, etc.
Adjourning: As the group project ends, the group disbands in
the adjournment phase. This phase was added when
Tuckman and Jensen's updated their original
review of the literature in 1977.
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Each of the four stages in the Forming-storming-norming-performing-
adjourning model proposed by Tuckman involves two aspects:
interpersonal relationships and task behaviors. Such a distinction is
similar to Bales' (1950) equilibrium model which states that a groupcontinuously divides its attention between instrumental (task-related)
needs and expressive.
Q.3 What are the possible sources of organizational conflict?
Explain.
Ans:Organizational conflict is a state of discord caused by the actualor perceived opposition of needs, values and interests between people
working together. Conflict takes many forms in organizations. There is
the inevitable clash between formal authority and power and those
individuals and groups affected. There are disputes over how revenues
should be divided, how the work should be done, and how long and hard
people should work. There are jurisdictional disagreements among
individuals, departments, and between unions and management. Thereare subtler forms of conflict involving rivalries, jealousies, personality
clashes, role definitions, and struggles for power and favor. There is
also conflict within individuals between competing needs and
demands to which individuals respond in different ways.
The ingredients/sources of conflict.
Needs - Needs are things that are essential to our well-being.Conflicts arise when we ignore others' needs, our own needs or the
group's needs. Be careful not to confuse needs with desires (things we
would like, but are not essential).
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Perceptions - People interpret reality differently. They perceive
differences in the severity, causes and consequences of problems.
Misperceptions or differing perceptions may come from: self-
perceptions, others' perceptions, differing perceptions of situationsand perceptions of threat.
Power - How people define and use power is an important influence on
the number and types of conflicts that occur. This also influences how
conflict is managed. Conflicts can arise when people try to make others
change their actions or to gain an unfair advantage.
Values - Values are beliefs or principles we consider to be very
important. Serious conflicts arise when people hold incompatible values
or when values are not clear. Conflicts also arise when one party
refuses to accept the fact that the other party holds something as a
value rather than a preference.
Feelings and emotions - Many people let their feelings and emotionsbecome a major influence over how they deal with conflict. Conflicts
can also occur because people ignore their own or others' feelings and
emotions. Other conflicts occur when feelings and emotions differ over
a particular issue.
Managing Conflict
There are five steps to managing conflict. These steps are:
Step 1:Analyze the conflict.
The first step in managing conflict is to analyze the nature and type of
conflict. To do this, you'll find it helpful to ask questions. Answers may
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come from your own experience, your partners or local media coverage.
You may want to actually interview some of the groups involved.
Additional information regarding analyzing conflicts can be found in the
Guide to Information and Resources.
Step 2: Determine management strategy.
Once you have a general understanding of the conflict, the groups
involved will need to analyze and select the most appropriate strategy.
In some cases it may be necessary to have a neutral facilitator to help
move the groups toward consensus.
Step 3: Pre-negotiation.
To set the stage for effective negotiation, the groundwork must be
laid. The following should occur prior to negotiation.
Initiation - One partner raises the possibility of negotiation and
begins the process. If no one is willing to approach the others to
encourage them to reach an agreement, a trusted outsider could be
brought in as a facilitator.
Assessment - Conditions must be right for negotiation to be
successful. Key players must be identified and invited. Each side must
be willing to collaborate with the others. Reasonable deadlines and
sufficient resources to support the effort must exist. Spokespersons
for each group must be identified and involved. Parties need to
determine which issues are negotiable and which are not.
Ground rules and agenda - The groups must agree on ground rules for
communication, negotiation and decision making. They should agree on
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the objectives of the negotiation process. An agenda of issues to be
covered needs to be developed.
Organization - Meeting logistics must be established, including agreed
upon times and places. People must be contacted and encouraged to
attend. Minutes must be taken so that information can be distributed
before and after meetings.
Joint fact-finding - The groups must agree on what information is
relevant to the conflict. This should include what is known and not
known about social and technical issues. Agreement is also needed on
methods for generating answers to questions.
Step 4: Negotiation.
Interests - When negotiating be sure to openly discuss interests,
rather than stated positions. Interests include the reasons, needs,
concerns and motivations underlying positions. Satisfaction of
interests should be the common goal.
Options - To resolve conflicts, concentrate on inventing options for
satisfying interests. Do not judge ideas or favor any of the options
suggested. Encourage creativity, not commitment.
Evaluation - Only after the partners have finished listing options,
should the options be discussed. Determine together which ideas are
best for satisfying various interests.
Written agreement - Document areas of agreement and disagreement
to ensure common understanding. This helps ensure that agreements
can be remembered and communicated clearly.
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Commitment - Every partner must be confident that the others will
carry out their parts of the agreement. Discuss and agree upon
methods to ensure partners understand and honor their commitments
Step 5: Post-negotiation.
Once negotiation is complete, the group will need to implement the
decisions made. Some key steps include:
Ratification - The partners must get support for the agreement from
organizations that have a role to play in the agreement. These
organizations should be partners and should have been involved in theprevious steps. Each organization will need to follow its own procedures
to review and adopt the agreement.
Implementation - You and your partners' jobs are not done when
you've reached agreement. Communication and collaboration should
continue as the agreement is carried out. The partnership will need to
have a plan to monitor progress, document success, resolve problems,
renegotiate terms and celebrate success.
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.Ans: It must be noted that stress factors are subjective and what one
person may findst ressf ul, others may not necessarily experience as
negatively. The way in which we experience and react to stress is
described as an emotional condition which triggers physical,
psychological and emotional responses from the individual.
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Formally, a stressor is defined as an event or context that elevates
adrenaline and triggers the stress response which results in the body
being thrown out of balance as it is forced to respond.
Examples of Stress Triggers
Environmental stressors (elevated sound levels, over-illumination,
overcrowding)
Daily stress events (e.g. traffic, lost keys)
Life changes (e.g. divorce, bereavement)
Workplace stressors (e.g. role strain, lack of control)
Stressors usually fall into one of four categories:
Internal stressors - these we carry around inside of us. They are self
ownedstressors. These stressors may range from the posture we adapt, to
addictions and assessment of life/personal satisfaction or simply not
getting enough sleep.
External stressors - these are the stressors in the environments in
which we
operate and will range from parental pressure, to work pressure, torole pressure, to household pressure, traffic, crime etc.
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Hidden stressors - these are factors which cause stress but where
the underlying cause is difficult to identify. It often results in
conflicting feelings and a sense of an inappropriate reaction or
response to a situation. For example underdeveloped emotional
intelligence where self-awareness is not apparent.
Obvious stressors - there are also those situations which obviously do
or are
intended to bring about stress. For example a work deadline would be
an imposed obvious stressor where as the death of a loved one would
be un-imposed but an obvious one.
Types of Environmental Stressors
Noise
Research has demonstrated that high levels of background noise can
severely impair ones ability to concentrate. It has been shown that
excessive, intermittent or unpredictable noise can cause tension and
headaches as well as raise people's blood pressure. It can impact
concentration and reduce the ability to perform complex tasks. It can
also undermine teamwork, as people in a noisy environment tend to
become more irritable and less willing to help one another.
Solutions to noise at work can involve:
Arranging to work from a home office.
Installing partitions or physical barriers to reduce or deaden sound.
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Scheduling work tasks so that those requiring the most focus can be
completed when the environment is more peaceful.
Using meeting rooms separate from the main source of noise.
If all else fails, using earplugs!
Lighting
Poor lighting, such as insufficient light, light that is too bright or light
that shines directly into ones eyes can cause eye strain and increase
fatigue. In addition to lighting conditions, the quality of light is also
important. Most people are happiest in bright daylight. Daylight whichmeasures 10,000 lux (equivalent to a bright sunny day) is known to
trigger a release of chemicals in the body that brings about a sense of
psychological well-being. Unfortunately, most types of artificial light
do not seem to have the same effect on mood. You will probably find
that improving the quality of light will also improve the quality of your
working environment.
Solutions to poor light conditions at work may include:
Arranging work spaces to be near a window.
Whenever possible, allowing natural light to shine through open doors
and windows.
Trimming bushes that are in front of windows, painting walls with
lighter colours, checking into the possibility of installing skylights.
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Installing brighter light bulbs in work areas or using full-spectrum
bulbs in desk
lamps.
Poor Air Quality
Research has shown that poor air quality at work can trigger headaches
and tiredness, as well as impair ones ability to concentrate. A variety
of factors can contribute to the problem of poor air quality, including a
high concentration of pollutants in the air, poor air circulation or
inadequate ventilation.
Other sources of poor air quality include smoking, heating and air
conditioning systems, ionization by electrical equipment, overcrowding
(too many people in a small space), pollution, solvents or other
chemicals from carpets, furniture or paint, and excess humidity or
dryness.
Solutions to poor air quality at work may involve:
Opening windows.
Banning smoking indoors.
Using dehumidifiers when humidity is a problem or humidifiers if it istoo dry.
Introducing plants not only do plants raise the amount of oxygen in
the air and reduce stuffiness, they also help to absorb pollutants in the
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air; evaporation of water from plant pots or the plants themselves will
help to raise humidity when the air is too dry.
Keeping yourself hydrated by drinking water.
Clutter and Disorganization
Another source of environmental stress can be a work environment
that is dirty, messy, or uncomfortable. The distraction of working in an
area that is disorganized, untidy and chaotic can make it more difficult
to achieve your goals.
Solutions to disorganization can involve:
Contracting with janitorial services to ensure the workplace is kept
clean.
Developing systems for organizing product, information, and equipment.
Implementing on- or off-site storage systems.
Storing or discarding unnecessary furniture, equipment and office
products.
Furniture and Ergonomics
Poorly designed furniture, or the improper use of quality furniture,
generally contributes to a variety of aches and pains. The most common
of these is backache. Prolonged ergonomic problems can produce
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serious injuries. Taking the time to arrange ones working environment
is key to working comfortably and avoiding injury.
Solutions to ergonomic concerns at work may involve:
Ensuring that office chairs are properly adjusted to reduce the risk of
injury to the body.
Arranging computer work stations so that correct postures are used
when working with the monitor, keyboard, mouse, and documents.
Organizing work materials and accessories to improve efficiency andreduce the
distance and frequency of reaches.
Organizing your workday to include tasks, breaks and exercises that
allow you to vary your posture, rest your muscles and prevent muscle
tension or soreness.
Consulting with a professional who can give you expert advice, as oftenthe ideal solution may not be immediately obvious.
Q.5: Given below are certain instances observed by a summer
trainee Ritu, while doing an observational study at Phoenix
consultants. An organization dealing with recycling of plastic
products waste etc. She makes the following observations about
two key people in the organization.1. Mr. Shah He is a very friendly person and encourages his
team members by giving them recommendations and appreciation.
This helps HR to decide about giving a bonus or promotion to
employees.
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2. Mr. Parhi- He is an aggressive person. He frequently loses his
temper. Ritu observes that he frequently punishes the non-
performers and also gives them warnings regarding suspension etc.
Now explain what base of power Mr. Shah and Mr. Parhi belong to.Explain the type of power they use often .
Ans. Power can be categorized into two types: Formal and informal.
A. Formal Power: It is based on the position of an individual in an
organization. Formal power is derived from either ones ability to
coerce or reward others or is derived from the formal authority
vested in the individual due to his strategic position in theorganizational hierarchy. Formal power may be categorized into four
types which are as follows:
1.Coercive Power: The coercive power base is being dependent on fear.
In an organization one can exercise power over another if they have the
power to dismiss, suspend, demote another assuming that the job is
valuable to the person like Mr. Parhi often uses it in our case.
2.Reward Power: The opposite of coercive power is reward power.
Reward power is the extent to which a manager can use extrinsic and
intrinsic rewards to control other people.
Examples of such rewards include money, promotions, compliments, or
enriched jobs like Mr Shah often uses it in our case.
3.Legitimate Power: The third base of position power is legitimatepower, or formal authority .It stems from the extent to which a
manager can use subordinates internalized values or beliefs that theboss has a right of command to control their behavior.
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4.Information Power: This type of power is derived from access to
and control over information. When people have needed information,
others become dependant on them. For example, managers have access
to data that subordinates do not have. Normally the higher the level,
the more information would be accessed by managers.
B. Personal Power:
Personal power resides in the individual and is independent of that
individuals position. There are following three bases of personal power:
1.Expert power: Expert power is the ability to control another
persons behavior by virtue of possessing knowledge, experience, or judgment that the other person lacks. A subordinate obeys a
supervisor possessing expert power because the boss ordinarily knows
more about what is to be done or how it is to be done than does the
subordinate.
2.Rational persuasion: Rational persuasion is the ability to control
anothers behavior, since, through the individuals efforts, the person
accepts the desirability of an offered goal and a viable way ofachieving it. Rational persuasion involves both explaining the
desirability of expected outcomes and showing how specific actions will
achieve these outcomes.
3.Reference Power: Referent power is the ability to control anothers
behavior because the person wants 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.
Q.6 Window to Truth 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 andelaborate why the top management is following the discussed
practices and what approach is most evident in the context.
Ans: 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.
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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, "Movingfrom 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
) thefuture 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
changinghow work is accomplished. Rather than focus on modestimprovements, reengineering focuses on making major structural
changes to everyday with the goal of substantially improving
productivity, efficiency, quality or customer satisfaction. To read more
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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 longernecessary 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 andcheck 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 whatthey think are the problems and what should be done to resolve them.
If possible, work with a team of employees to manage the change.
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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 acomplish?
5. Plan the change. How do you plan to reach the goals, what will youneed 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.
6. End up having every employee ultimately reporting to one person, if
possible, and they should know who that person is. Job descriptions areoften complained about, but they are useful in specifying who reports
to whom.
7. 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.
8. The process won't be an "aha!" It will take longer than you think.
9. Keep perspective. Keep focused on meeting the needs of your
customer or clients.
10. Take care of yourself first. Organization-wide change can be highly
stressful.
11. Don't seek to control change, but rather to expect it, understand itand manage it.
12. Include closure in the plan. Acknowledge and celebrate your
accomplishments.
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