Management Process & Organizational Behavior (MB0048) Q.1 Write a note on the functions of management..

ANS--- It involves the process of defining goals, establishing strategies for achieving these goals, and developing plans to integrate and coordinate activities. Every organization needs to plan for change in order to reach its set goal. Effective planning enables an organization adapt to change by identifying opportunities and avoiding problems. It provides the direction for the other functions of management and for effective teamwork. Planning also enhances the decisionmaking process. All levels of management engage in planning in their own way for achieving their preset goals. Planning in order to be useful must be linked to the strategic intent of an organization. Therefore, planning is often referred to as strategic in nature and also termed as strategic planning. Strategic Planning: Top level managers engage chiefly in strategic planning or long range planning Strategic planning is the process of developing and analyzing the organizations mission, overall goals, general strategies, and allocating resources. The tasks of the strategic planning process include the following steps: 1. Define the mission: A mission is the purpose of the organization. Thus, planning begins with clearly defining the mission of the organization. The mission statement is broad, deconcise, summarizing what the organization does. A mission statement should be short and should be easily understood and every employee should ideally be able to narrate it from memory. An explicit mission guides employees to work independently and yet collectively toward the realization of the organizations potential. The mission statement may be accompanied by an overarching statement of philosophy or strategic purpose designed to convey a vision for the future as envisaged by top management. 2. Conduct a situational or SWOT analysis The SWOT Analysis is one of several strategic planning tools that are utilized by businesses and other organizations to ensure that there is a clear objective defined for the project or venture, and that all factors related to the effort, both positive and negative, are identified and addressed. In order to accomplish this task, the process of SWOT involves four areas of consideration: strengths, weaknesses, opportunities, and threats. It should be noted that when identifying and classifying relevant factors, the focus is not just on internal matters, but also external components that could impact the success of the project. (SWOT is discussed in detail in Exhibit 1.1) 3. Set goals and objectives Strategic goals and objectives are developed to fill the gap between current capability and the mission. They are aligned with the mission and form the basis for the action plans of an organization. Objectives are also called performance goals. Generally, organizations have longterm objectives for factors such as, return on investment, earnings per share, etc. It also helps in setting minimum acceptable standards or common-sense minimums. Develop related strategies (tactical and operational) Tactical plans are based on the organizations strategic plan. In turn, operational plans are based on the organizations tactical plans. These are specific plans that are needed for each task or supportive activity comprising the whole. Strategic, tactical, and operational planning must be accompanied by controls to ensure proper implantation of the plans, necessary to maintain competitive advantage in the said market. Monitor the plan
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A systematic method of monitoring the environment must be adopted to continuously improve the strategic planning process. To develop an environmental monitoring procedure, short-term standards for key variables that will tend to validate and support the long-range estimates must be established. Feedback is encouraged and incorporated to determine if goals and objectives are feasible. This review is used for the next planning cycle and review. Organizing It involves designing, structuring, and coordinating the work components to achieve organizational goal. It is the process of determining what tasks are to be done, who is to do, how the tasks are to be grouped, who reports to whom, and where decisions are to be made. A key issue in accomplishing the goals identified in the planning process is structuring the work of the organization. Organizations are groups of people, with ideas and resources, working toward common goals. The purpose of the organizing function is to make the best use of the organizations resources to achieve organizational goals. Organizational structure is the formal decision-making framework by which job tasks are divided, grouped, and coordinated. Formalization is an important aspect of structure. It is the extent to which the units of the organization are explicitly defined and its policies, procedures, and goals are clearly stated. It is the official organizational structure conceived and built by top management. The formal organization can be seen and represented in chart form. An organization chart displays the organizational structure and shows job titles, lines of authority, and relationships between departments. The steps in the organizing process include: 1. Review plans 2. List all tasks to be accomplished 3. Divide tasks into groups one person can accomplish a job 4. Group related jobs together in a logical and efficient manner 5. Assign work to individuals 6. Delegate authority to establish relationships between jobs and groups of jobs. Q.2 Discuss any two learning theories in detail. Ans--There are three theories of learning namely classical conditioning, operant conditioning, and social learning. 1. Classical Conditioning Classical Conditioning is a form of associative learning process proposed by Pavlov (1927). This process involves presentations of a neutral stimulus along with a stimulus of some significance. The neutral stimulus does not lead to an overt behavioral response from the organism. This is called as Conditioned Stimulus (CS). Significant stimulus evokes an innate, often reflexive, response. This is called 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 it. It is the Conditioned Response (CR). Classical conditioning was first experimented by Russian physiologist, Ivan Pavlov, to teach dogs to salivate in response to the ringing of a bell. During his research on the physiology of digestion in dogs, Pavlov used a bell before giving food to his dog. Rather than simply salivating in the presence of meat (a response to food unconditioned response), after a few repetitions, the dog started to salivate in response to the bell. Thus, a neutral stimulus (bell) became a
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conditioned stimulus (CS) as a result of consistent pairing with the unconditioned stimulus (US meat). Pavlov referred to this learned relationship as a Conditioned Response. 2. Operant Conditioning The operant conditioning theory is proposed by B.F. Skinner (1953, 1954). This is based on the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individuals response to stimuli. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. Reinforcement is the key element in Skinners S-R theory. A reinforce is anything that strengthens the desired response. Principles of operant conditioning are as follows: 1. Behavior is learned. 2. Behavior that is positively reinforced will reoccur. 3. Information should be presented in small amounts so that responses can be reinforced ("shaping") 4. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning. 5. Rewards are most effective if they immediately follow the desired response. 3. Social Learning 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 (1977), 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 and 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 is model 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 models influence will depend on how well the individual remembers the models action after the 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.

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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 modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. 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 classification of personality types given by Sheldon.[10]

Ans--- William Sheldon (1940, 1942, cited in Phares, 1991) classified personality according to body type. He called this a persons somatotype. Sheldon identified three main somatotypes: Sheldons Classification of Personality Types.

Somatotypes In the 1940s, Sheldon proposed a theory about how there are certain body types ("somatotypes") that are associated with certain personality characteristics. William Sheldon (1898-1977) was an American psychologist who devoted his life to observing the variety of human bodies and temperaments. He taught and did research at a number of U.S.universities and is best known for his series of books on the human constitution. He was a keen observer of animals and birds as a child, and he turned this talent to good effect by becoming an avid people-watcher, and out of his observations he gradually elaborated his typology.He claimed that there are three such somatotypes: endomorphy, mesomorphy, and ectomorphy.
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Endomorphy 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. Mesophorphy focused on musculature and the circulatory system (mesoderm), has the

tendency towards muscularity, corresponds to the Somatotonia temperament courageous, energetic, active, dynamic, assertive, aggressive, risk taker. Ectomorphy 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 his very interesting Atlas of Men (Macmillan Pub Co; 1970) 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" (the largest prehistoric land mammal) 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 1-17. Most people of course are a combination of types. a. Endomorphic Body Type:soft body Underdeveloped muscles round shaped over-developed digestive system Associated personality traits: love of food tolerant evenness of emotions love of comfort sociable good humoured relaxed need for affection b. Mesomorphic Body Type:hard, muscular body overly mature appearance rectangular shaped thick skin upright posture Associated personality traits:adventurous desire for power and dominance courageous indifference to what others think or want assertive, bold zest for physical activity competitive love of risk and chance c. Ectomorphic Body Type:thin flat chest delicate build young appearance tall lightly muscled stoop-shouldered large brain d. Associated personality traits: self-conscious preference for privacy introverted inhibited socially anxious artistic mentally intense emotionally restrained Sheldon measured the roportions of hundreds of juvenile delinquent boys and concluded that they were generally mesomorphs (Ornstein, 1993). Body types have been criticized for very weak empirical methodology and are not generally used in psychology. The use of somatotyping (using different taxonomies) is used more often in alternative therapies and Eastern psychology and spirituality. Traits are underlying tendencies to behave in a consistent and distinctive style and they describe the frequency or intensity of a persons feelings, thoughts, or behaviors. Possession of a trait is, therefore, a matter of degree. 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 actions in response to these stimuli. Through the perceptual process, we gain information about properties and elements of the environment that are critical to our survival. Perception not only creates our experience of the world around us; it allows us to act within our environment. A number of factors operate to shape and sometimes distort perception. These factors can reside: i) In the perceiver. ii) In the object or target being perceived or iii) In the context of the situation in which the perception is made.

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1. 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: a) Attitudes: The perceivers attitudes affect perception. For example, suppose 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 own in tough negotiations. This attitude will doubtless affect his perceptions of the female candidates he interviews. b) 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 others. When in a negative mood, we tend to evaluate others unfavourably. c) 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 subordinates efforts to do an outstanding job as a threat to his or her own position. Personal insecurity can be translated into the perception that others are out to "get my job", regardless of the intention of the subordinates. d) Self-Concept: Another factor that can affect social perception is the perceivers self-concept. An individual with a positive self-concept tends to notice positive attributes in another person. In 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. e) Interest: The focus of our attention appears to be influenced by our interests. Because our individual interests differ considerably, what one person notices in a situation can differ from what others 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. If you are preoccupied with a personal problem, you may find it hard to be attentive in class. f) Cognitive Structure: Cognitive structure, an individuals pattern of thinking, also affects perception. Some people have a tendency to perceive physical traits, such as height, weight, and appearance, more readily. Others tend to focus more on central traits, or personality dispositions. Cognitive complexity allows a person to perceive multiple characteristics of another person rather than attending to just a few traits. g) 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 Zalkind and Timothy W Costello on some specific characteristics of the perceiver reveal Knowing oneself makes it easier to see others accurately. Ones own characteristics affect the characteristics one is likely to see in others. People who accept themselves are more likely to be able to see favourable aspects of other people. Accuracy in perceiving others is not a single skill. These four characteristics greatly influence how a person perceives others in the environmental situation. Characteristics of the Target Characteristics in the target that is being observed can affect what is perceived. Physical appearance plays a big role in our perception of others. Extremely attractive or unattractive
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individuals are more likely to be noticed in a group than ordinary looking individuals. Motion, sound, size and other attributes of a target shape the way we see it.The perceiver will notice the targets physical features like height, weight, estimated age, race and gender. Perceivers tend to notice physical appearance characteristics that contrast with the norm, that are intense, or that are new or unusual. Physical attractiveness often colours our entire impression of another person. Interviewers rate attractive candidates more favourably and attractive candidates are awarded higher starting salaries. Verbal communication from targets also affects our perception of them. We listen to the topics they speak about, their voice tone, and their accent and make judgements based on this input. Non-verbal communication conveys a great deal of information about the target. The perceiver deciphers eye contact, facial expressions, body movements, and posture all in an attempt to form an impression of the target .As a result of physical or time proximity, we often put together objects or events that are unrelated. For example, employees in a particular department are seen as a group. If two employees of a department suddenly resign, we tend to assume their departures were related when in fact, they might be totally unrelated. People, objects or events that are similar to each other also tend to be grouped together. The greater the similarity, the greater the probability we will tend to perceive them as a group. Characteristics of the Situation The situation in which the interaction between the perceiver and the target takes place, has an influence on the perceivers impression of the target. E.g. meeting a manager in his or her office affects your impression in a certain way that may contrast with the impression you would have formed, had you met the manager in a restaurant. The strength of the situational cues also affects social perception. Some situations provide strong cues as to appropriate behaviour. In these situations, we assume that ie individuals behaviour can be accounted for by the situation, and that it may not reflect the individuals disposition. This is the discounting principle in social perception. For example, you may encounter an automobile salesperson who has a warm and personable manner, asks you about your work and hobbies, and seems genuinely interested in your taste in cars. Can you assume that this behaviour reflects the salespersons personality? You probably cannot, because of the influence of the situation. This person is trying to sell you a car, and in this particular situation, he probably treats all customers in this manner.

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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 self-actualization (maximization of the latent[potential] power and capacity, 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 m p a c t upon the job satisfaction. The job itself (the work conducted), and 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 .

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Factors related to the job itself such as using talents, creativity, 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, Wahba has found out that male librarian give more importance to personal development and free decision making i n t h e i r jobs than the female librarians, and the female librarians are more d i s s a t i s f i e d t h a n t h e m a 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 individuals 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 and the job satisfaction. High levels of job satisfaction are observed in 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 company 1. It offers cash rewards for staff members 2. It promotes the culture of employee referral and encourages people to refer people they know may be their friends, ex. Colleagues batch mates, relatives.
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3. What all needs do it takes care off according to Maslows need hierarchy 4. 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-- 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 j o 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, Wahba has found out that male librarian give more importance to personal development and free decision makingi n t h e i r j o 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 m a l e l i b r a r i a n s a r e m o r e d i s s a t i s f i e d t h a n t h e m a 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 professional status and the job satisfaction. High levels of job 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.

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