Q.1 Write a note on the managerial roles and skills.

Managerial Roles According to Mintzberg, managerial roles are as follows. 1. Informational roles 2. Decisional roles 3. Interpersonal roles 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. Inter personal 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. Liaision - liasoning with external bodies and public relations activities. Management Skills There are three essential management skills: technical, human and concepual. 1. 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. 2. Human skill - This is the ability to work with, understand and motivate other people. This requires sensitivity towards others issues and concerns. People who are proficient in technical skill but not with interpersonal skills, may face difficult 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. 3. 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 Explain the social learning theory in detail. The social learning theory was proposed by Bandura. It recognizes the importance of observing and modeling the behaviors, attitudes and emotional reactions of others. According to bandura, most human behavior is learned observationally through modeling from observing others one forms an idea of how new behaviors are performed and on later occasions this coded information serves as a guide for action. Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral and environmental influences. Social learning has four processes: 1. Attention processes - People learn from a model only when they recognize to pay attention to its critical features. In order to learn, it is required to pay attention. Anything that detracts the attention is going to have a negative effect on observational learning. If the model is interesting or there is a novel aspect to the situation, it is more likely to dedicate the full attention to learning. 2. Retention processes - A model's influence will depend on how well the individual remembers the model's action after it is no longer readily available. The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors but the ability to pull up information later and act on it is vital to observational learning. 3. Motor reproduction processes - After a person has seen a new behavior by observing the model, the watching must be converted to doing. The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors but the ability to pull up information later and act on it is vital to observational learning. 4. Reinforcement processes - Individuals will be motivated to exhibit the modeled behavior if positive incentives or rewards are provided. Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these

motivators can be highly effective. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day.

Q.3 Explain the Big 5 model of personality. Many researchers argue that five basic dimensions underlie all other personality dimensions. The five basic dimensions are: 1. Extraversion - It is marked by pronounced engagement with the external world. Extraverts enjoy being with people, are full of energy and often experience positive emotions. They tend to be enthusiastic, action-oriented individuals who are likely to say

Assignment Set- 2 (60 Marks) Q.1 Explain the theories of emotion. The word emotion is a composite formed from two Latin words. e(x)/out, outward + motion/movement, action, gesture. This classical formation refers to the motivational aspect that causes one to begin, continue or end bodily movements from a source often hidden from conscious inspection though necessary even for rational actions. The scientific community applies the term to any creatures activity that exhibits complex response traits similar to that of a human. Alternatively some consider the outward movement to refer to immediacy of action rather than motivational source. 1. James-Lange Theory - Subjective emotional responses are the result of physiological changes within human bodies. The brain perceives an event and in turn sends messages down its neural circuitry to other areas of the brain. This action ultimately produces motor, autonomic and endocrine responses. These responses elicit an emotional response, which in turn is perceived by the brain. Therefore, it is a cyclical process. This theory argues that physiological behaviors precede the emotion. 2. Cannon-Bard theory - Emotion-provoking events induce the subjective emotional experiences and physiological arousal simultaneously. Through experiences, individuals begin to acquire certain expectation for every given situation. These expectation provide a filter and every situation is processed through this filter. During this process, brain produces the emotion and

corresponding physiological behaviors at the same time. 3. Schacter-Singer theory - Both feedback from peripheral responses and a cognitive appraisal of what caused those responses produce emotions. How one interprets the peripheral response will determine the emotion he / she feel. Individuals label the emotional response depending on what we think is causing the response. For example, when someone interprets a stimulus as dangerous, it leads to physiological arousal. Then, this physiological arousal is interpreted to a particular emotion. It can be fear, surprise, excitement and astonishment depending on how the arousal is labeled. 4. Lazarus's appraisal theory - An individual makes an initial and sometimes unconscious cognitive appraisal of the situation to decide if there is a threat; coping action is taken if necessary; and the individual takes a closer look and identifies the emotions he or she is feeling. 5. Weiner's attribution theory - Certain attributions produce specific emotions. Once the initial evaluation has been made the individual look at what caused the event. These attributions of causality can modify the emotion felt. It is the interaction of the perceived internal and external causes, controllability and outcome that will determine the emotional responses. Orton and Turner collated a wide range of research as to what basic emotions are and the basis of including them as basic emotions and proposed a comprehensive description of basic emotions and corresponding reasons for inclusion. Q.2. Discuss the techniques of decision making in groups. Groups may make decisions through any of the following six methods. a. Decision in lack of response b. Decision by authority rule c. Decision by minority rule d. Decision by majority rule e. Decision by consensus f. Decision by unanimity The most common form of group decision making takes place in face to face interacting groups. Interacting groups often censor themselves and pressure individual members toward conformity of opinion. Once a manager has determined that a group decision approach should be used, he or she can determine the technique best suited to the decision situation. Seven techniques are summarized below:

1. Brainstorming - It is a good technique for generating alternatives. The idea behind brainstorming is to generate as many ideas as possible, suspending evaluation until all of the ideas have been suggested. Participants are encouraged to build upon the suggestions of others, and imagination is emphasized. Brainstorming is meant to overcome pressures for conformity in the interacting group that retard the development of creative alternatives. Groups that use brainstorming have been shown to produce significantly more ideas than groups that do not. In a typical brainstorming session. About 6 to 10 people sit and discuss the problem. The group leader states the problem in a clear manner, so that all participants understand it. No criticism is allowed and all the alternatives are recorded for later discussion and analysis. One recent trend is the use of electronic brainstorming instead of verbal brainstorming in groups. 2. Nominal Group Technique - The nominal group technique restricts discussion or interpersonal communication during the decision making process, hence the term 'nominal'. Group members are all physically present, as in a traditional committee meeting but members operate independently. NGT has the following discrete steps: a. Individuals silently list their ideas. b. Ideas are written on a chart one at a time until all ideas are listed. c. Discussion is permitted but only to a clarify the ideas. No criticism is allowed. d. A vote is taken by ballot or other recordable means. NGT is a good technique to use in a situation where group members fear criticism from others. The chief advantage of the NGT method is that it permits the group to meet formally but does not restrict independent thinking as does as interacting group. 3. Delphi Technique - The Delphi Technique originated to gather the judgments of experts for use in decision-making. The Delphi method is similar to the nominal group technique except that it does not require the physical presence of the groups members. Experts at remote locations respond to a questionnaire. A coordinator summarizes the responses to the questionnaire and the summary is sent back to the experts. The experts then rate the various alternatives generated and the co-coordinator tabulates the results. 4. Electronic Meetings - This method blends the nominal group technique with sophisticated computer technology. Issues are presented to participants and they type their responses onto their computer screen. Individual comments, as well as aggregate votes are displayed on a projection screen. 5. Devil's Advocacy - In this method, an individual or a group is given the role of critic. This person has the task of coming up with the potential problems

related to a proposed decision. This helps organizations avoid costly mistakes in decision making by identifying potential pitfalls in advance. 6. Quality Circles and Quality Teams - Quality circles are small groups that voluntarily meet to provide input for solving quality or production problems. They provide decision to the managers, who still retain decision-making authority. They are not empowered to implement their won recommendations. They operate in parallel, dotted-line linkages to the organization's structure and they rely on voluntary participation. Quality teams, in contrast are included in total quality management and other improvement efforts as part of a change in the organization's structure. They are generated from the top down and are empowered to act on their own recommendations. 7. Self-managed Teams - It make many of the decisions that were once reserved for managers, such as work scheduling, job assignments and staffing. Unlike quality circles whose role is an advisory one, self-managed teams are delegated authority in the organization's decision-making process. Before choosing a group decision-making technique, the manager carefully evaluates the group members and the decision situation. Then the best method for accomplishing the objectives of the group decision-making process can be selected. Q.3 Elaborate the different stages in process of conflict. The process of conflict management has the following stages: Stage I: Potential Opposition or Incompatibility 1. Communication - Communication becomes a source of conflict due to semantic difficulties, misunderstandings and noise in the communication channels. Differing word connotations, jargon, insufficient exchange of information and noise in the communication channel are all barriers to communication and potential antecedents to conflict. 2. Structure - The term structure includes variables such as size, degree of specialization, jurisdictional clarity, member-goal compatibility, leadership styles, reward systems and the degree of dependence. Size and specialization act as forces to stimulate conflict. The larger the group and more specialized its activities, the greater the likelihood of conflict. The potential for conflict is greatest where group members are younger and turnover is high. The greater the ambiguity in responsibility for actions lies, the greater the potential for conflict. 3. Personal variables - Personal variables include individual value systems

and personality characteristics. Certain personality types lead to potential conflict. Value differences are the best explanation for differences of opinion on various matters. Stage II: Cognition and Personalization Antecedent conditions lead to conflict only when the parties are affected by and aware of it. Conflict is personalized when it is felt and when individuals become emotionally involved. Emotions play a major role in shaping perceptions. Negative emotions produce oversimplification of issues, reductions in trust and negative interpretations of the other partys behavior. Positive feelings increase the tendency to see potential relationships among the elements of a problem to take a broader view of the situation and to develop more innovations solutions. Stage III: Intentions The primary conflict handling intentions are represented as follows: 1. Cooperativeness - The degree to which one party attempts to satisfy the other parties concerns. 2. Assertiveness - The degree to which one party attempts to satisfy his or her own concerns 3. Competing - When one person seeks to satisfy his or her own interest regardless of the impact on the other parties to the conflict. 4. Collaborating - When the parties to conflict each desire to fully satisfy the concerns of all parties. The intention is to solve the problem by clarifying differences rather than by accommodating. 5. Avoiding - A person may recognize that a conflict exists and want to withdraw from it or suppress it. 6. Accommodating - When one party seeks to appease an opponent that party is willing to be self-sacrificing. 7. Compromising - When each party to the conflict seeks to give up something sharing occurs, resulting in a compromised outcome. There is no clear winner or loser and the solution provides incomplete satisfaction of both parties concerns.