NAME : SAMIA JAVED REGISTRATION NO: 541110542 LEARNING CENTRE: LEARNING CENTRE CODE: 02537 COURSE: SEMESTER:1st MODULE

NO: DATE OF SUBMISSION: MARKS AWARDED:

DIRECTORATE OF DISTANCE EDUCATION SIKKIM MANIPAL UNIVERSITY II FLOOR, SYNDICATE HOUSE MANIPAL-576104

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

Ans) According to Mintzberg (1973), managerial roles are as follows:

1. Informational roles 2. Decisional roles 3. Interpersonal roles

Explanation:

1. Informational roles: This involves the role of assimilating and disseminating information as and when required. Following are the main sub-roles, which managers often perform: a. Monitor- collecting information from organizations, both from inside and outside of the organization. b. Disseminator- communicating information to organizational members. c. Spokesperson-representing the organization to outsiders

2. Decisional roles: It involves decision making. Again, this role can be sub-divided in to the following: a. Entrepreneur- initiating new ideas to improve organizational performance b. Disturbance handlers- taking corrective action to cope with adverse situation

c. Resource allocators- allocating human, physical, and monetary resources d. Negotiator- negotiating with trade unions, or any other stakeholders.

3. Interpersonal roles: This role involves activities with people working in the organization. This is supportive role for informational and decisional roles. Interpersonal roles can be categorized under three sub-headings a. Figurehead-Ceremonial and symbolic role b. Leadership-Leading organization in terms of recruiting, motivating etc c. Liaison- Liaoning with external bodies and public relations activities.

Management Skills: Katz (1974) has identified three essential management skills: Technical, human, and conceptual. Technical skills: The ability is to apply specialized knowledge or expertise. All jobs require some specialized expertise, and many people develop their technical skills on the job. Vocational and on-the-job training programs can be used to develop this type of skill. Human Skill: This is the ability to work with, understand and motivate other people (both individually and a group). This requires sensitivity towards others issues and concerns. People, who are proficient in technical skill, but not with interpersonal skills, may face difficulty to manage their subordinates,. To acquire the Human Skill, it is pertinent to recognize the feelings and sentiments of others, ability to motivate others even in adverse situation, and communicate own feelings to others in a positive and inspiring way. Conceptual Skill: This is an ability to critically analyze, diagnose a situation and forward a feasible solution. It requires creative thinking, generating options and choosing the best available option.

Q.2 Discuss any two learning theories in detail.

Ans) One of the most influential learning theories, the Social Learning Theory (SLT), was formulated
by Albert Bandura. It encompasses concepts of traditional learning theory and the operant conditioning of B.F. Skinner. However, the theory strongly implies that there are types of learning wherein direct reinforcement is not the causal mechanism; rather, the so called social element can result to the development of new learning among individuals. Social Learning Theory has been useful in explaining how people can learn new things and develop new behaviors by observing other people. It is to assume, therefore, that Social Learning Theory is concerned on observational learning process among people. A. Basic Concepts 1. Observational Learning The Social Learning Theory says that people can learn by watching other people perform the behavior. Observational learning explains the nature of children to learn behaviors by watching the behavior of the people around them, and eventually, imitating them. With

2. The state of mind (mental states) is crucial to learning. In this concept, Bandura stated that not only external reinforcement or factors can affect learning and behavior. There is also what he called intrinsic reinforcement, which is in a form of internal reward or a better feeling after performing the behavior (e.g. sense of accomplishment, confidence, satisfaction, etc.) 3. Learning does not mean that there will be a change in the behavior of an individual.

B. Modeling Process

The Modeling Process developed by Bandura helps us understand that not all observed behaviors could be learned effectively, nor learning can necessarily result to behavioral changes. The modeling process includes the following steps in order for us to determine whether social learning is successful or not:

Step 1: Attention

Social Cognitive Theory implies that you must pay attention for you to learn. If you want to learn from the behavior of the model (the person that demonstrates the behavior), then you should eliminate anything that catches your attention other than him. Also, the more interesting the model is, the more likely you are to pay full attention to him and learn.

Step 2: Retention

Retention of the newly learned behavior is necessary. Without it, learning of the behavior would not be established, and you might need to get back to observing the model again since you were not able to store information about the behavior.

Step 3: Reproduction

When you are successful in paying attention and retaining relevant information, this step requires you to demonstrate the behavior. In this phase, practice of the behavior by repeatedly doing it is important for improvement.

Step 4: Motivation Feeling motivated to repeat the behavior is what you need in order to keep on performing it. This is where reinforcement and punishment come in. You can be rewarded by demonstrating the behavior properly, and punished by displaying it in appropriately

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

Ans) William Sheldon classified personality according to body type. He called this a persons somatotype. He identified three main somatotypes that are associated with certain personality characteristics. They are as follows:

1. Endomorphy

It is focused on the digestive system, particularly the stomach (endoderm); has the tendency toward plumpness, corresponds to Viscerotonia temperament tolerant, love of comfort and luxury, extravert.

2. Mesophorphy:

It is focused on musculature and the circulatory system (mesoderm), has the tendency towards muscularity, and corresponds to the Somatotonia temperament courageous, energetic, active, dynamic, assertive, aggressive, risk taker.

3. Ectomorphy:

It is focused on the nervous system and the brain (ectoderm) the tendency towards slightness, corresponds to Cerebrotonia temperament artistic, sensitive, apprehensive, introvert. On this basis, Sheldon created Atlas of Men in which all possible body types are graded in a scale from 1 (low) to 7 (high), based on the degree to which they matched these types; with 4 as (average). Each type is represented by a series of photos, and is given a comical or descriptive name, like "saber tooth tiger" for extreme mesomorph," Baluchitherium for mesomorph and endomorph, "Male Mosquito" for the extreme ectomorph, and so on. On this scale, the extreme or pure mesomorph has a score of 1-7-1, the pure endomorph 7-1-1, and the pure ectomorph 1-1-7. Most people of course are a combination of types.

Body Type a. Endomorphic Body Type:

Associated personality traits

Soft body under developed Love of food tolerant evenness of muscles round shaped over emotion slave of comfort sociable good humored relaxed need for affection developed digestive system .

b. Mesomorphic Body Type: Hard, muscular body overly mature Adventurous desire for power and appearance rectangular shaped thick dominance courageous indifference to what others think or want assertive, bold skin upright posture zest for physical activity competitive love of risk and chance. c. Ectomorphic Body Type: Self-conscious preference for privacy Thin flat chest delicate build young introverted inhibited socially anxious appearance tall lightly muscled stoop- artistic mentally intense emotionally shouldered large brain restrained.

But body types have been criticized for very weak empirical methodology and are not generally used in psychology. The use of somatotyping is used more often in alternative therapies and Eastern psychology and spirituality.

Q.4 What are the factors influencing perception?

Ans) Perception is our sensory experience of the world around us and involves both the

recognition of environmental stimuli and action in response to these stimuli. Through the perceptual process, we gaining formation about properties and elements of the environment that are critical to our survi val A number of factors operate to shape and sometimes distort perception These factors can reside y y y Explanation: In the perceiver In t he Object o r target bei ng pe rc eived In the context of the situation in which the perception is made.

Characteristics of the Perceiver:

Several characteristics of the perceiver can affect perception. When an individual looks at a target and attempts to interpret what he or she stands for, that interpretation is heavily influenced by personal characteristics of the individual perceiver. The major characteristics of the perceiver influencing perception are: 1. Attitudes: The perceivers attitudes affect perception. For example, Mr. X is interviewing candidates for a very important position in his organization - a position that requires negotiating contracts with suppliers, most of whom are male. Mr. X may feel that women are not capable of holding their owning tough negotiations. This attitude with doubtless affect his perceptions of the female candidates he interviews. 2. Moods: Moods can have a strong influence on the way we perceive someone. We think differently when we are happy than we do when we are depressed. In addition, we remember information that is consistent with our mood state better than information that is inconsistent with our mood state. When in a positive mood, we form more positive impressions of other. When in a negative mood, we tend to evaluate others unfavorably.

3. Motives: Unsatisfied needs or motives stimulate individuals and may exert a strong influence on their perceptions. For example, in an organizational context, a boss who is insecure perceives a subordinate's efforts to do an outstanding job as a threat to his or her own position. Personal in security can be translated into the perception that others are out to "get my job", regardless of the intention of the subordinates.

4. Self - Concept: Another factor that can affect social perception is the perceivers self-concept. An i n d i v i d u a l wi t h a p o s i t i v e s e l f concept tends to notice positive attributes in another person. I n contrast, a negative self-concept can lead a perceiver to pick out negative traits in another person. Greater understanding of self allows us to have more accurate perceptions of others. 5. Interest: The focus of our attention appears to be influenced by our interests. Because our individual i n t e r e s t s d i f f e r c o n s i d e r a b l y , wh a t o n e p e r s o n n o t i c e s i n a s i t u a t i o n c a n d i f f e r f r o m wh a t o t h e r perceive. For example, the supervisor who has just been reprimanded by his boss for coming late is more likely to notice his colleagues coming late tomorrow than he did last week. 6. Cognitive structure: Cognitive structure, an individual's pattern of thinking, also affects perception. Some people have a tendency to perceive physical traits, such as height, weight, and appearance, more readily. Cognitive complexity allows a person to perceive multiple characteristics of another person rather than attending to just a few traits. 7. Expectations: Finally, expectations can distort your perceptions in that you will see what you expect to see. The research findings of the study conducted by Sheldon S Zalking and Timothy W Costelloon some specific characteristics of the perceiver reality . K n o w i n g o n e s e l f m a k e s i t e a s i e r t o s e e o t h e r s a c c u r a t e l y . One's own characteristics affect the characteristics one is likely to see in other.

P e o p l e w h o a c c e p t t h e m s e l v e s a r e mo r e l i k e l y t o b e a b l e t o s e e favorable aspects of o t h e r people . A c c u r a c y in perceiving o t h e r s a r e n o t a s i n g l e s k i l l . These four characteristics greatly influence how a person perceives other than he environmental situation.

Characteristics of the Target:

Characteristics in the target that is being observed can affect what is p e r c e i v e d . P h y s i c a l a p p e a r a n c e p a l s a b i g r o l e i n o u r p e r c e p t i o n o f o t h e r s . E xt r e m e l y a t t r a c t i v e o r unattractive individuals are more likely to be noticed in a group than ordinary looking individuals. Motions, sound, size and other attributes of a target shape the way we see it. Verbal Communication from targets also affects our perception of them. Nonverbal communication conveys a great deal of information about the target. The perceiver deciphers eye contact, facial expressions, body movements, and posture all in a attempt to form an impression of the target.

Characteristics of the Situation:

The situation in which the interaction between the perceiver and the target takes pl ace, has an i nfl uence on the percei ver's i mp r e s s i o n o f t h e t a r g e t . T h e s t r e n g t h o f t h e situational cues also affects social perception. Some situations provide strong cues as to appropriate behavior. In this situation, we assume that i.e. individual's behaviors can be accounted for by the situation, and that it may not reflect the individual's disposition

Q.5 Mr. Solanki is the VP- HR of a leading financial services company. He is having a meeting with Ms. Ramani leading HR consultant. Mr. Solanki is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Ramani, the HR consultant. What suggestions you will give to Mr. Solanki, for creating an environment that increases job satisfaction. . Ans) Job satisfaction can be influenced by a variety of factors, e.g. the quality of one's relationship with their supervisor, the quality of the physical environment in which they work, degree of fulfillment in their work, etc.. Numerous research results show that there are many factors affecting the job satisfaction. There are particular demographic traits (age, education level, tenure, position, marital status, years in service, and hours worked per week) of employees that significantly affect their job satisfaction. Satisfying factors motivate workers while dissatisfying ones prevent. Motivating factors are achievement, recognition, the job conducted, responsibility, promotion and the factors related to the job itself for personal development. Motivating factors in the working environment result in the job satisfaction of the person while protective ones dissatisfy him Maslow connects the creation of the existence of people's sense of satisfaction with the maintenance of the classified needs. These are: physiological needs (eating, drinking, resting, etc.), security needs (pension ,health insurance, etc.), the need to love (good relations with the environment, friendship, fellowship, to love and to be loved), need to self-esteem (self- confidence, recognition, adoration, to be given importance, status, etc.) need of selfactualization (maxi mization of the latent[potential] power and c a p a c i t y , development of abilities, etc.)Insufficient education, inability to select qualified workers for the job, lack of communications, lack of job definitions, all affect job satisfaction negatively. It has been asserted that participating in the management, having the decision making power, independence on the job and the unit where the individual works, have p o s i t i v e i mp a c t u p o n t h e jo b s a t i s f a c t i o n . T h e jo b i t s e l f ( t h e wo r k c o n d u c t e d ) , a n d a c h i e v e m e n t a n d recognition at work result in satisfaction while the management policy, relations with the managers and c o l l e a g u e s r e s u l t i n d i s s a t i s f a c t i o n . F a c t o r s r e l a t e d t o t h e jo b i t s e l f s u c h a s u s i n g t a l e n t s , c r e a t i v i t y , responsibility, recognition have influence on the job satisfaction. Age is one of the factors affecting job satisfaction. Studies conducted in five different countries prove that the elder workers are more satisfied. Kose has also found a meaningful relation between the age and job satisfaction. There is a strong connection between feeling secure and saying one is satisfied with a job. People who state their job is secure have a much larger probability of reporting themselves happy with their work. Similarly, by some researchers, sex is

also found to have an influence on job satisfaction. Besides, Wabasha found out that male librarians give more importance to personal development and free decision making i n t h e i r jo b s t h a n t h e f e m a l e l i b r a r i a n s , a n d t h e f e ma l e l i b r a r i a n s a r e mo r e d i s s a t i s f i e d t h a n t h e ma l e librarians. Job satisfaction and devotion to the job, affected each other reciprocally, and they have great impact upon performance. The most significant of the factors affecting performance are economical, technical, socio- political, cultural and demographical ones. However, most efforts to improve performance seem to center on improving the conditions surrounding the work. These are worthwhile efforts, but they usually result only in short-term improvements in attitudes and productivity, and the situation often returns quickly to normal. There is no strong acceptance among researchers, consultants, etc., that increased job satisfaction produces improve job performance -- in fact, improved job satisfaction can sometimes decrease job performance. For example, you could let workers sometime sit around all day and do nothing. That may make them more satisfied with their "work" in the short run, but their performance certainly doesn't improve. The individual's willingness to get a result, his/her endeavor and expectation of maintaining the result will push him/her to show the highest performance. Job satisfaction varies a lot. (Researches suggests, the higher the prestige of the job, the greater the job satisfaction). But, many workers are satisfied in even the least prestigious jobs. They simply like what they do. Most workers like their work if they have little supervision. The least satisfied workers are those in service occupations and managers that work for others. Ethnic and religious orientation is associated to work attitudes, and job satisfaction is related to education. The difference between the results that the individual desire and those s/he maintained will affect his/her satisfaction. There is a consistent relationship between t h e p r o f e s s i o n a l s t a t u s a n d t h e jo b s a t i s f a c t i o n . H i g h l e v e l s o f jo b s a t i s f a c t i o n a r e o b s e r v e d i n t h o s e professions which are deemed of good standing in the society. The workers usually compare their working conditions with the conditions of the society, under the variable of social conditions. If the social conditions are worse than the individual's working conditions, then this will result in satisfaction of the individual, as the workers deem themselves relatively in good position. No meaningful relationship between the job satisfaction and age, professional experience, education level, level of wage, sex and professional group was found. On the contrary, professional experience has been claimed to increase job satisfaction.

Q.6 Given below is the HR policy glimpse of the VARK-LEARNING a learning and training solutions company1. It offers cash rewards for staff members2. It promotes the culture of employee referral and encourages people to refer people they know maybe their friends, ex. Colleagues batch mates, relatives.3. What all needs do it takes care off according to maslows need hierarchy4. It recognizes good performances and give fancy titles and jackets to the people who perform well and also felicitates them in the Annual Day of the company. What all aspects does it takes care of according to the Maslows Need Hierarchy?

Ans) Maslow is a humanistic psychologist. Humanists do not believe that human beings are pushed and pulled by mechanical forces, either of stimuli and reinforcements (behaviorism) or of unconscious instinctual impulses (psychoanalysis). Humanists focus upon potentials. They believe that humans strive for an upper level of capabilities. Humans seek the frontiers of creativity, the highest reaches of consciousness and wisdom. This has been labeled "fully functioning person", "healthy personality", or as Maslow calls this level, "self-actualizing person." Maslow has set up a hierarchic theory of needs. All of his basic needs are instinctual, equivalent of instincts in animals. Humans start with a very weak disposition that is then fashioned fully as the person grows. If the environment is right, people will grow straight and beautiful, actualizing the potentials they have inherited. If the environment is not "right" (and mostly it is not) they will not grow tall and straight and beautiful. Maslow has set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels of needs exist. These include needs for understanding, esthetic appreciation and purely spiritual needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied, nor the third until the second has been satisfied, and so on. Maslow's basic needs are as follows: Phys iological Needs These are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction.

Safet y Needs When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe.

N e e d s o f L o v e , Af f e c t i o n a n d B e l o n g i n g n e s s When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging. Needs for Esteem When the first three classes of needs are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for the esteem a person gets from others. Humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels selfconfident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless. N e e d s f o r S e l f - Ac t u a l i z a t i o n When all of the foregoing needs are satisfied, then and only then are the needs for selfactualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for selfactualization. The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the lower needs, and the upper point representing the need for self-actualization. Maslow believes that the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way by society. He states that education is one of these hindrances. He recommends ways education can switch from its usual p e r s o n - stunting tactics to person-growing approaches. Maslow states that educators should respond to the potential an individual has for growing into a selfactualizing person of his/her own kind. Ten points that educators should address are listed: 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 Tuck man and Jensen's updated their original review of the literature in 1977. Each of the four stages in the Forming-stormingnorming-performing-adjourning model proposed by Tuck man involves two aspects: interpersonal relationships and task behaviors. Such a distinction is similar to Bales' (1950) equilibrium model which states that a group continuously divides its attention between instrumental (task-related) needs and expressive.