SMU

ASSIGNMENT
SEMESTER – 1
MBO022

Management Process and

Organizational Behavior

SUBMITTED BY:
SIDHARTH RAMTEKE
MBA
ROLL NO.- 520918813
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Q.1 “Today managers need to perform various functions”: Elaborate the statement
Managers create and maintain an internal environment, commonly called the organization, so
that others can work efficiently in it. A manager’s job consists of planning, organizing, directing,
and controlling the resources of the organization. These resources include people, jobs or
positions, technology, facilities and equipment, materials and supplies, information, and money.
Managers work in a dynamic environment and must anticipate and adapt to challenges.
The manager looks after more than one function. Therefore, managerial practices used
successfully in big firms cannot be blindly used in small-scale units. Basic managerial functions
in large and small business are the same. But the manner in which these functions should be
carried out can be different.

Managing starts with planning. A manager with a definite and well defined plan has more
chances of success than another who tries to start an enterprise without planning. According to
Killen” planning is the process of deciding in advance what is to be done‚who is to do it‚how it is
to be done and when it is to be done’’. Planning involves thinking and decision and is, therefore,
called a logical process. Planning is a continuous process as changes in plans have to be made
from time to time to take care of changing environment. Many a times, a vague approach is
adapted to planning in a small firm. There is a false impression that small firms are
uncomplicated and do not require planning. The small-scale manager does not want to engage
his employees in the planning process due to the desire to keep the secrets with him. Personal
accountability for results, lack of expert staff and not having planning skills are other major
obstacles to planning in small firms. The owner or manager of a small enterprise is too involved
in day-to-day operation to try planning before commencing actual operation. But they need pre-
planning most because small firms have limited resources to conquer their upcoming problem
and cannot afford to finance losses that can take place while adjusting to unanticipated
happenings/changes.

An manager needs an enterprise which can achieve the business objectives. During the
function of organizing he leads human resources to successful completion of the project,
arranging the functions and activities into different levels in the organization structure, thus
facilitating the assignments of personnel according to their capabilities, skills and motivation.
According to Peter F. Drucker the process of organizing consists of three steps - activities
analysis, decisions analysis and relation analysis.
(i). Activities Analysis: It consists of the following:
a) Determining the main functions for achieving the objectives of the firm.
b) Various sub-functions in each major function.
c) Amount of work in each major function and its sub-function.
d) The position required to perform the activities.
(ii) Decisions Analysis: It consists of the following:
a) Choosing the basis of departmentalization so that functions could be grouped into
specialized units. Generally, functional departmentation is appropriate for small-scale
units. Customers, Products and territories are other important base of departmentalization.
b) Choosing the type of organization structure so that departments are incorporated into a
formal structure.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

(iii) Relations Analysis: The authority, responsibility and accountability of every position and its
relationship with other positions are clearly defined. Various positions are manned with persons
having the necessary education, training, experience and other qualifications.
To obtain best possible benefit from each employee it is necessary to delegate functions as far-
down in the organization as possible. Owners of small firms are often reluctant to delegating
authority to their employees even though they expect them to do all functions allocated to them
that require authority. For effective completion of tasks, it is necessary that responsibility
accompanies the necessary authority.

DIRECTING
In directing a manager has to supervise, guide, lead and motivate people so that they can
achieve set targets of performance. In the process of directing his subordinates, a manager
ensures that the employees fulfill their tasks according to the set plans. Directing is the
executive function of management because it is concerned with the execution of plan and
policies. Directing commences organized action and sets the whole organizational machinery
into action. It is, therefore, the life giving function of an organization. This is the area where the
mastery of the art and science of management is put to test. An manager’s leadership style
determines the work atmosphere and culture of the organization. Above all, he must motivate
employees by setting a good example, setting practical targets of performance and providing
satisfactory monetary and non- monetary benefits.
In directing a manager has to perform the following tasks:
(a) Issuing orders and instructions
(b) Supervising workers
(c) Motivating i.e. inspiring to work efficiently for set objectives
(d) Communicating with employees regarding plans and their implementation.
(e) Leadership or influencing the actions or employees

CONTROLLING
Controlling is the process of ensuring that the organization is moving in the desired direction
and that progress is being made to wards the achievement of goals.

The answer to a profitable organization is the skill of the owner or manager to control
operations. He has to establish standards of performance, procedures, goals and budgets. With
these guides, he supervises job progress, workers performance and the financial condition of
the business. The controlling function of the owner manager includes:

Setting of standards: - Control presumes the existence of standards against which actual results
are to be evaluated. Standards can not control on their own but they are the targets against
which actual performance can be measured. Therefore they should be set clearly and
accurately. They should be precise, adequate, and feasible.

Measurement of actual performance: - The actual performance is measured and evaluated in

comparison with the set standards. Preferably measurement should be such that variation may
be identified in advance of occurrence and prevented by suitable action. Where work involved is
of quantitative nature measurement of performance is not difficult. But when the work is not
quantifiable measurement becomes difficult. Periodical reports test checks and audits are
helpful in precise measurement of performance.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Analysis of variances: - Comparison of actual performance with standards will reveal variation.
Variations are analysed to identify their cause and their impact on the organization. Corrective
action can be possible only where the causes of the problem spots have been identified.
Clarification may be called for sudden variation.

Taking corrective action: - Control means action on the basis of measurement and evaluation of
results. Wherever possible self- determining device should be used for bringing back actual
results in line with the standards. Standards should be revised wherever necessary. Other steps
to prevent deviations can be re-organization, improvements in staffing and directions etc. The
real meaning of control lies in the commencement and follow-up of remedial action. At this
stages control unites with planning.

TIME MANAGEMENT
In managing an enterprise time is of essence especially for a small scale manager who has to
perform the dual role of an manager as well as of a manager in his business. The manager can
bring substantial changes in his firm’s performance by managing time more efficiently.
Management of time involves the following steps.

(i) Time Analysis: First of all a systematic study is made to find out the proportion of total time
spent by the manager and his workers on different activities.

(ii) Finding Critical Activities: Critical or vital activities should receive greater time. Activities
taking more than the justified time need to be identified. Irrelevant or time wasting activities
should be eliminated.

(iii) Time Allocation: A time schedule should be prepared. Proper time should be allocated to
each activity. The tasks one wants to do but for which he does not have time should be noted.

(iv) Stick to Time Schedule: The most difficult step in time management is to complete each
activity within the schedule time period. For this purpose, it is necessary to delegate task to
subordinates, to organize every workday and to continuously evaluate the time management
system

Essentially, management implies distinct processes of Planning, Organizing, Directing, and

Controlling resources both human and material, to achieve an identified objective.

Q.2 “Skills are the tool for performance”-Explain various management skills.
Management in all business and human organization activity is simply the act of getting people
together to accomplish desired goals and objectives. Management comprises planning,
organizing, staffing, leading or directing, and controlling an organization (a group of one or more
people or entities) or effort for the purpose of accomplishing a goal. Resourcing encompasses
the deployment and manipulation of human resources, financial resources, technological
resources, and natural resources.
Basic Skills of management
The main functions of the management are: planning, organizing, controlling, leading.
Planning: specifying goals to be achieved and preparing how to meet them analyzing current
situation, gathering and analyzing information.
Organizing: devising and allocating roles for respective position within the managers scope of
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

work obtaining and allocating resources delegation assigning duties and responsibility to
subordinates for results defining the roles and authority of personnel.
Leading: Motivating people to high performance, directing and communicating with people
assisting and insipire then toward achieving team and organizational goals
Controlling: Set and monitor performance the standard of progress toward goals indentifying
performance problems by comparing data against standards control tools such as scheduling,
charting techniques, standard operating procedures (SOP), budgeting, disciplinary actions etc.
then besides those functions are important there have three management skills are important
also which are technical, human, and conceptual skills.

Technical skills: Ability to understand and use the techniques, knowledge and tools to
equipment of a specific discipline or department.

Human skills: Interpersonal enable a manager to work effectively through people.

Conceptual skills: important for top-level managers who must develop long range plans for
future gave a direction to a managers to determine the organization as unified whole and
understand each part of the overall organization interacts with other department or parts.

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

Negotiation is a dialogue intended to resolve disputes, to produce an agreement upon courses

of action, to bargain for individual or collective advantage, or to craft outcomes to satisfy various
interests. It is the primary method of alternative dispute 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 called negotiation theory. Professional negotiators
are often specialized, such as union negotiators, 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 of a
particular organization or position. It can be compared to mediation where a disinterested third
party listens to each sides' arguments and attempts to help craft an agreement between the
parties. It is also related to arbitration which, as with 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 greater understanding of the
essential parts. One view of negotiation involves three basic elements: process, behavior and
substance. The process refers to how the parties negotiate: the context of the negotiations, the
parties to the negotiations, the tactics used by the parties, and the sequence and stages in
which all of these play out. Behavior refers to the relationships among these parties, the
communication between them and the styles they adopt. The substance refers to what the
parties negotiate 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.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Strategy comprises the top level goals - typically including relationship and the final outcome.
Processes and tools include the steps that will be followed and the roles taken in both preparing
for and negotiating with the other parties. Tactics include more detailed statements and actions
and responses to others' statements and actions. Some add to this persuasion and influence,
asserting that these have become integral to modern day negotiation success, and so should
not be omitted.

Skilled negotiators may use a variety of tactics ranging from negotiation hypnosis, to a straight
forward presentation of demands or setting of preconditions to more deceptive approaches such
as cherry picking. Intimidation and 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 when one negotiator
acts as a bad guy by using anger and threats. The other negotiator acts as a good guy by being
considerate and understanding. The good guy blames the bad guy for all the difficulties while
trying to get concessions and agreement from the opponent.

This is a unique combination framework that puts together the best of many other approaches to
negotiation. It is particularly suited to more complex, higher-value and slower negotiations.
Prepare: Know what you want. Understand them.

Open: Put your case. Hear theirs.

Argue: Support your case. Expose theirs.
Explore: Seek understanding and possibility.
Signal: Indicate your readiness to work together.
Package: Assemble potential trades.
Close: Reach final agreement.
Sustain: Make sure what is agreed happens.

There are deliberately a larger number of stages in this process as it is designed to break 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 and unacceptable.

Note also that in practice, you may find variations on these, for example there may be loops
back to previous stages, stages overlapping, stages running parallel and even out of order.
The bottom line is to use what works. This process is intended to help you negotiate, but do not
use it blindly. It is not magic and is not a substitute for thinking. If something does not seem to
be working, try to figure out why and either fix the problem or try something else. Although there
are commonalities across negotiations, each one is different and the greatest skill is to be able
to read the situation in the moment and adapt as appropriate.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Q.4 Explain Classical Conditioning Theory?

Classical conditioning is a form of associative learning that was first demonstrated by Ivan
Pavlov. The typical procedure for inducing classical conditioning involves presentations of a
neutral stimulus along with a stimulus of some significance. The neutral stimulus could be any
event that does not result in an overt behavioral response from the organism under
investigation. Pavlov referred to this 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 become associated and the
organism begins to produce a behavioral response to the CS. Pavlov called this the conditioned
response (CR).

Popular forms of classical conditioning that are used to study neural structures and functions
that underlie learning and memory include fear conditioning, eyeblink conditioning, and the foot
contraction conditioning of Hermissenda crassicornis.
Types
Forward conditioning
Diagram representing forward conditioning…

Diagram representing forward conditioning.

The time interval increases from left to right. During forward conditioning the onset of the CS
precedes the onset of the US. Two common forms of forward conditioning are delay and trace
conditioning.
Delay Conditioning
In delay conditioning the CS is presented and is overlapped by the 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 no stimuli are presented, and then the US is
presented. The stimulus free period is called the trace interval. It may also be called the
"conditioning interval"
Simultaneous conditioning
During simultaneous conditioning, the CS and US are presented and terminate at the same
time.
Backward conditioning
Backward conditioning occurs when a conditioned stimulus immediately follows an
unconditioned stimulus. Unlike traditional conditioning models, in which the conditioned stimulus
precedes the unconditioned stimulus, the conditioned response tends to be inhibitory. This is
because the conditioned stimulus serves as a signal that the unconditioned stimulus has ended,
rather than a reliable method of predicting the future occurrence of the unconditioned stimulus.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

The onset of the US precedes the onset of the CS. Rather than being a reliable predictor of an
impending US (such as in Forward Conditioning), the CS actually serves as a signal that the US
has ended. As a result, the CR is said to be inhibitory.
Temporal conditioning
The US is presented at regularly timed intervals, and CR acquisition is dependent upon correct
timing of the interval between US presentations. The background, or context, can serve 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 to study
non-associative behavioral responses, such as sensitization.
CS-alone extinction
Main article: Extinction (psychology)
The CS is presented in the absence of the US. This procedure is usually done after the CR has
been acquired through Forward conditioning training. Eventually, the CR frequency is reduced
to pre-training levels.

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

A value system is a set of consistent ethic values (more specifically the personal and cultural
values) and measures used for the purpose of ethical or ideological integrity. A well defined
value system is a moral code. The values identify those objects, conditions or characteristics
that members of the society consider important; 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. The values identify
those objects, conditions or characteristics that members of the society 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 the form of legal codes or law.

The values of a society can often be identified by noting which people receive honor or respect.
Values are related to the norms of a culture, but they are more general and abstract than norms.
Norms are rules for behavior in specific situations, while values identify what should be judged
as good or evil. Flying the national flag on a holiday is a norm, but it reflects the value of
patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral.
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 personal well-being and a decreased interest in the welfare of others.
Values seemed to have changed, affecting the beliefs, and attitudes of college students.
Members take part in a culture even if each member's personal values do not entirely agree
with some of the normative values sanctioned in the culture. This reflects an individual's ability
to synthesize and extract aspects valuable to them from the multiple subcultures they belong to.
If a group member expresses a value that is in serious conflict with the group's norms, the
group's authority may carry out various ways of encouraging conformity or stigmatizing the non-
conforming behavior of its members. For example, imprisonment can result from conflict with
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

social norms that have been established as law.

Q.6 Write short notes on

o Locus of control
o Machiavellianism
Locus of Control: It is a term in psychology which refers to a person's belief about what causes
the good or bad results in his or her life, either in general or in a 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 result primarily from their own behavior and actions. Those with a high external locus of
control believe that powerful others, fate, or chance primarily determine events. Those with a
high internal locus of control have better control of their behavior, tend to exhibit more political
behaviors, and are more likely to attempt to influence other people than those with a high
external locus of control; they are more likely to assume that their efforts will be successful.
They are more active in seeking information and knowledge concerning their situation.
One's "locus" (Latin for "place" or "location") can either be internal (meaning the person believes
that they control their life) or external (meaning they believe that their environment, some higher
power, or other people control their decisions and 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 and expediency rather than the dictates of
individual conscience. In principles and practices, Indian management by and large follows the
Western line. Therefore, the question arises whether Machiavellian influences are perceptibly
high on Indian managers. This question is more relevant in the light of a few surveys conducted
on the ethical attitudes of Indian managers. These identified a clear contrast between their
expressed behaviour and wanted attitudes. The present study on the attitudes of managers
from the major cities of India concludes that Niccolo Machiavelli inspires and influences Indian
managers, but has not become the final determinant in their decision-making.
Machiavellianism is also a term that some social and personality psychologists use to describe
a person's tendency to deceive and manipulate others for personal gain. Machiavellianism is
one of the three personality traits referred to as the dark triad, along with narcissism and
psychopathy. Some psychologists consider Machiavellianism to be essentially a subclinical form
of psychopathy.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Set-2

Q.1 “Halo effect and selective perception are the shortcuts in judging others” Explain.
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 of interpretations. Edward L.
Thorndike was the first to support the halo effect with empirical research. In a psychology study
published in 1920, Thorndike asked commanding officers to rate their soldiers; Thorndike found
high cross-correlation between all positive and all negative traits. People seem not to think of
other individuals in mixed terms; instead we seem to see each person as roughly good or
roughly bad across all categories of measurement. A study by Solomon Asch suggests that
attractiveness is a central trait, so we presume all the other traits of an attractive person are just
as attractive and sought after. The halo effect is involved in Harold Kelley's implicit personality
theory, where the first traits we recognize in other people influence our interpretation and
perception of later ones because of our expectations. Attractive people are often judged as
having a more desirable personality and more skills than someone of average appearance.
Thus, we see that celebrities are used to endorse products that they have no actual expertise in
evaluating, and with which they may not even have any prior affiliation. The term is commonly
used in human resources recruitment. It refers to the risk of an interviewer noticing a positive
trait in an interviewee and as a result, paying less attention to their negative traits (or vice
versa).
The halo effect has to do with judging or evaluating a person, place, or event by a single trait or
experience. This overall impression can be good or bad but will prejudice our further
involvement with the stimulus. Each of us can remember making a snap judgment about
someone based on a first impression. Often we try to perceive further interaction with the
individual based on this first impression, regardless of whether it was positive or negative. If this
impression is incorrect, it often takes considerable pressure to concede this fact and break the
halo effect. Examples are plentiful in business. A plush office convinces us someone is an
important person in the organization and must be taken seriously. A sloppily typed letter by our
new secretary proves to us the individual is going to be an unsatisfactory employee. The halo
effect often shows up most conspicuously on performance appraisals where our overall good or
bad opinion of the workers interferes with our ability to evaluate weaknesses or strengths
accurately on individual job functions.
Selective Perception: Selective perception may refer to any number of cognitive biases in
psychology related to the way expectations affect perception. For instance, several studies have
shown that students who were told they were consuming alcoholic beverages (which in fact
were non-alcoholic) perceived themselves as being "drunk", exhibited fewer physiological
symptoms of social stress, and drove a simulated car similarly to other subjects who had
actually consumed alcohol. The result is somewhat similar to the placebo effect. In one classic
study on this subject related to the hostile media effect (which is itself an excellent example of
selective perception), viewers watched a filmstrip of a particularly violent Princeton-Dartmouth
American football game. Princeton viewers reported seeing nearly twice as many rule
infractions committed by the Dartmouth team than did Dartmouth viewers. One Dartmouth
alumnus did not see any infractions committed by the Dartmouth side and erroneously assumed
he had been sent only part of the film, sending word requesting the rest. Selective perception is
also an issue for advertisers, as consumers may engage with some ads and not others based
on their pre-existing beliefs about the brand. Seymour Smith, a prominent advertising
researcher, found evidence for selective perception in advertising research in the early 1960s,
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

and he defined it to be “a procedure by which people let in, or screen out, advertising material
they have an opportunity to see or hear. They do so because of their attitudes, beliefs, usage
preferences and habits, conditioning, etc.” People who like, buy, or are considering buying a
brand are more likely to notice advertising than are those who are neutral toward the brand.
This fact has repercussions within the field of advertising research because any post-advertising
analysis that examines the differences in attitudes or buying behavior among those aware
versus those unaware of advertising is flawed unless pre-existing differences are controlled for.
Advertising research methods that utilize a longitudinal design are arguably better equipped to
control for selective perception.
Selective perception is the personal filtering of what we see and hear so as to suit our own
needs. Much of this process is psychological and often unconscious. Have you ever been
accused of only hearing what you want to hear. In fact, that is quite true. We simply are
bombarded with too much stimuli every day to pay equal attention to everything so we pick and
choose according to our own needs.
For instance

Selective Perception in Public Assessment of the Press and the Presidential Scandal

Job the press has Total Republicans Independents Democrats

done covering % % % %%
allegations

Excellent/Good 46 61 46 35
Only fair/Poor 51 35 52 61
Don't Know/Refused 3 4 2 4

Total 100 100 100 100

Question: How good a job are news organizations doing at reporting about the allegations
against?
President Clinton . . . an excellent job, a good job, only a fair job or a poor job?
Source: "Popular Policies and Unpopular Press Lift Clinton Ratings," Pew Research Center for
the People & the Press, News Release dated 2/6/98, p. 4.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Q.2 Explain “Emotional Intelligence”.

Emotional Intelligence (EI) describes the ability, capacity, skill or, in the case of the trait EI
model, a self-perceived ability, to identify, assesses, 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. Substantial
disagreement exists regarding the definition of EI, with respect to both terminology and
operationalizations. There has been much confusion regarding the exact meaning of this
construct. The definitions are so varied, and the field is growing so rapidly, that researchers are
constantly amending even their own definitions of the construct. At the present time, there are
three main models of EI:
Ability EI models
Mixed models of EI
Trait EI model
The ability-based model
Salovey and Mayer's conception of EI strives to define EI within the confines of the 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 regulate emotions to promote personal growth."
The ability based model views emotions as useful sources of information that help one to make
sense of and navigate the social environment. The model proposes that individuals vary in their
ability to process information of an emotional nature and in their ability to relate emotional
processing to a wider cognition. 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 one’s own emotions. Perceiving emotions
represents a basic aspect of emotional intelligence, as it makes all other processing of
emotional information possible.
Using emotions — the ability to harness emotions to facilitate various cognitive activities, such
as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his
or her changing moods in order to best fit the task at hand.
Understanding emotions — the ability to comprehend emotion language and to appreciate
complicated relationships among emotions. For example, understanding emotions
encompasses the ability to be sensitive to slight variations between emotions, and the ability to
recognize and describe how emotions evolve over time.
Managing emotions — the ability to regulate emotions in both ourselves and in 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 and predictive
validity in the workplace. EI is too broadly defined and the definitions are unstable
One of the arguments against the theoretical soundness of the concept suggests that the
constant changing and broadening of its definition- which has come to encompass many
unrelated elements — had rendered it an unintelligible concept.
Arguing that EI is an invalid concept, Locke (2005) asked: "What is the common or 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 answered by saying: "There is none." Commenting on the multiple
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

factors that have been included in the definition, Locke asked rhetorically: "What does EI not
include?"
Other critics mention that without some stabilization of the concepts and the measurement
instruments, meta-analyses are difficult to implement, and the theory 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 EI is a type of
intelligence. Eysenck (2000) writes that Goleman's description of EI contains assumptions about
intelligence in general, and that it even runs contrary to what researchers have come to expect
when studying types of intelligence:
"Goleman exemplifies more clearly than most the fundamental absurdity of the tendency to
class almost any type of behaviour as’intelligence’... If these five 'abilities' define 'emotional
intelligence', we would expect some evidence that they are highly correlated; Goleman admits
that they might be quite uncorrelated, and in any case if we cannot measure them, how do we
know they are related? So the whole theory is built on quicksand: there is no sound scientific
basis".
Similarly, Locke (2005) claims that the concept of EI is in itself a misinterpretation of the
intelligence construct, and he offers an alternative interpretation: it is not another form or type of
intelligence, but intelligence—the ability to grasp abstractions--applied to a particular life
domain: emotions. He suggests 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 the term EI, psychologists had established
theoretical distinctions between factors such as abilities and achievements, skills and habits,
attitudes and values, and personality traits and emotional states. The term EI is viewed by some
as having merged and conflated accepted concepts and definitions.
EI has no substantial predictive value
Landy (2005) has claimed that the few incremental validity studies conducted on EI have
demonstrated that it adds little or nothing to the explanation or prediction of some common
outcomes (most notably academic and work success). Landy proposes that the reason some
studies have found a small increase in predictive validity is in fact a methodological fallacy —
incomplete consideration of alternative explanations:
"EI is compared and contrasted with a measure of abstract intelligence but not with a
personality measure, or with a personality measure but not with a measure of academic
intelligence." Landy (2005)
In accordance with this suggestion, other researchers have raised concerns about the extent to
which self-report EI measures correlate with established personality dimensions. Generally, self-
report EI measures and personality measures have been said to converge because they both
purport to measure traits, and because they 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
to negative emotionality and anxiety. Intuitively, individuals scoring high on neuroticism are likely
to score low on self-report EI measures. The interpretations of the correlations between EI
questionnaires and personality have been varied, with the trait EI view that re-intrprets EI as a
collection of personality traits being prominent in the scientific literature.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Q.3 “A group formation passes through various stages”: Explain the various stages of
group formation.
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 groups pass through six sequential stages of development.
These stages may be longer or shorter for each group, or for individual members of the group,
but all groups will need 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 the group will work or what exactly will be required of them. Storming, as the
word suggests, is when things may get stormy. Conflict can emerge, individual differences are
expressed and the leader's role may be challenged. 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
function harmoniously and where participants co-operate and mutual support develops. This
enables the performing stage to occur where the work really takes off and the group accepts a
structure and method for achieving the common task. When the group retires or adjourns, much
learning happens through informal chat and feedback about the group performance. Tuckman
and Jenson recognise that when groups dismantle themselves and the loose ends are all tied
up, participants often go through a stage of mourning or grieving.
This model is useful to know, so that when your group appears to be going nowhere 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 group onto the next phase

Activity for individual reflection or as a group discussion following any group activity. May be
used following W1 DGB (Developing Effective Group Behaviour Exercise)
Think of a group that you have recently been involved with. Considering each stage of its
development, can you recall any evidence of these stages?
A Forming
· What was the task?
· Did you all share the same expectations of the task?
· Did you all have the same attitude to working in a group?
· Did you feel any anxiety at the outset of the activity?
B Storming
· Was there any conflict in the group?
· Did you all agree on the means of carrying out the task?
· Did you have a leader and was his/her authority challenged?
· Did any group members withdraw from the group?
C Norming
· Did you move on to agree methods of working?
· Did you have a common goal?
· Did you cooperate with each other?
· Did you work out how to proceed at all? (If not, you were probably still storming.)
D Performing
· Did everyone take on a functional role to achieve the task?
· Did you work constructively and efficiently?
· Did the group's activity focus on fulfilling the task?
· Did you experience a sense of achievement?
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

E Retiring/Adjourning
· Did you stop abruptly and all go your separate ways or did you finish the task and then go off
together and socialize?
· Did you talk about the group and your experience of it?
· What sort of issues did you discuss or think about after the group activity?
· Was it more or less acceptable to give and receive feedback in a relaxed atmosphere when
adjourning?

F Mourning/Grieving
· Have you experienced the mourning stage following the completion of a show or project?
· Have you ever felt empty or sad when a group activity has finished
· Why might some people feel the mourning stage more acutely than others?
· How do you deal with your own feelings after the project or show?

Q.4 “Power is the ability to make things happen in the way an individual wants, either by
self or by the subordinates. The essence of power is to control over the behavior of
others”: Explain what are the various bases of Power?
Power is the ability to make things happen in the way an individual wants, either by self or by
the subordinates. The essence of power is control over the behavior of others. Managers derive
power from both organizational and individual sources. These sources are called position power
and personal power, respectively. Personal power resides in the individual and is independent
of that individual's position.
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 of possessing
knowledge, experience, or judgment that the other person lacks, but needs. 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. 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, the second proposition holds true in
many occasions where the boss is dependent heavily on the juniors for technologically oriented
support.
Rational persuasion is the ability to control another's behavior, since, through the individual's
efforts; the person accepts the desirability of an offered goal and a viable way of achieving it.
Rational persuasion involves both explaining the desirability of expected outcomes and showing
how specific actions will achieve these outcomes.
Referent power is the ability to control another's 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. This obedience may occur, for example,
because the subordinate likes the boss personally and therefore tries to do things the way the
boss wants them done. In a sense, the subordinate attempts to avoid doing anything that would
interfere with the pleasing boss-subordinate relationship. Followership is not based on what the
subordinate will get for specific actions or specific levels of performance, but on what the
individual represents-a path toward lucrative future prospects.
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

Charismatic Power is an extension of referent power stemming from an individual's personality

and interpersonal style. Others follow because they can articulate attractive visions, take
personal risks, demonstrate follower sensitivity, etc.

Q.5 Explain “Organizational Development” process

Organization development (OD) is a planned, top-down, organization-wide effort to increase the
organization's effectiveness and health. OD is achieved through interventions in the
organization's "processes," using behavioural science knowledge. According to Warren Bennis,
OD is a complex strategy intended to change the beliefs, attitudes, values, and structure of
organizations so that they can better adapt to new technologies, markets, and challenges. OD is
not "anything done to better an organization"; it is a particular kind of change process designed
to bring about a particular kind of end result. OD involves organizational reflection, system
improvement, planning, and self-analysis. The term "Organization Development" is often used
interchangeably with Organizational effectiveness, especially when used as the name of a
department or a part of the Human Resources function within an organization. Organization
Development is a growing field that is responsive to many new approaches including Positive
Adult Development.

At the core of OD is the concept of organization, defined as two or more people working
together toward one or more shared goal(s). Development in this context is the notion that an
organization may become more effective over time at achieving its goals.
OD is a long range effort to improve organization's problem solving and renewal processes,
particularly through more effective and collaborative management of organizational culture,
often with the assistance of a change agent or catalyst and the use of the theory and technology
of applied behavioral science.
Organization development is a "contractual relationship between a change agent and a
sponsoring organization entered into for the purpose of using applied behavioral science in a
systems context to improve organizational performance and the capacity of the organization to
improve itself".[citation needed]
Organizational development is an ongoing, systematic process to implement effective change in
an organization. Organizational development is known as both a field of applied behavioral
science focused on understanding and managing organizational change and as a field of
scientific study and inquiry. It is interdisciplinary in nature and draws on sociology, psychology,
and theories of motivation, learning, and personality.

Q6 .Write short note on “Stress Management”

Stress management is the amelioration of stress, especially chronic stress. Transactional model
Richard Lazarus and Susan Folkman suggested in 1984 that stress can be thought of as
resulting from an “imbalance between demands and resources” or as occurring when “pressure
exceeds one's perceived ability to cope”. Stress management was developed and premised on
the idea that stress is not a direct response to a stressor but rather one's resources and ability
to cope mediate the stress response and are amenable to change, thus allowing stress to be
controllable.
In order to develop an effective stress management programme it is first necessary to identify
the factors that are central to a person controlling his/her stress, and to identify the intervention
methods which effectively target these factors. Lazarus and Folkman's interpretation of stress
focuses on the transaction between people and their external environment (known as the
Transactional Model). The model conceptualizes stress as a result of how a stressor is
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

appraised and how a person appraises his/her resources to cope with the stressor. The model
breaks the stressor-stress link by proposing that if stressors are perceived as positive or
challenging rather than a threat, and if the stressed person is confident that he/she possesses
adequate rather than deficient coping strategies, stress may not necessarily follow the presence
of a potential stressor. The model proposes that stress can be reduced by helping stressed
people change their perceptions of stressors, providing them with strategies to help them cope
and improving their confidence in their ability to do so.
Health realization/innate health model
The health realization/innate health model of stress is also founded on the idea that stress does
not necessarily follow the presence of a potential stressor. Instead of focusing on the
individual's appraisal of so-called stressors in relation to his or her own coping skills (as the
transactional model does), the health realization model focuses on the nature of thought, stating
that it is ultimately a person's thought processes that determine the response to potentially
stressful external circumstances. In this model, stress results from appraising oneself and one's
circumstances through a mental filter of insecurity and negativity, whereas a feeling 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 of thought--
especially providing them with the ability to recognize when they are in the grip of insecure
thinking, disengage from it, and access natural positive feelings--will reduce their stress.
Techniques of stress management
There are several ways of coping with stress. Some techniques of time management 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" to some demands that others make. The following
techniques have been recently dubbed “Destressitizers” by The Journal of the Canadian
Medical Association. A destressitizer is any process by which an individual can relieve stress.
Techniques of 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
ASSIGNMENTS- MBA Sem-I
Management Process and Organizational Behavior
Subject code MB0022

• Listening to certain types of relaxing music, particularly:

• New Age music
• Classical music
• Psychedelic music
Measuring stress
Levels of stress can be measured. One way is through the use of the Holmes and Rahe Stress
Scale to rate stressful life events. Changes in blood pressure and galvanic 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 skin temperature, which can indicate activation of the fight or
flight response drawing blood away from the extremities.
Stress management has physiological and immune benefit effects.[9]

Effectiveness of stress management

Positive 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