Q:- 1 Sensitivity Training Sensitivity training (also known as T-group, T standing for training).

: This approach evolved from the group dynamics concept of Kurt Lewin and the first sensitivity training session was held in 1946 in State Teachers College, New Britain, USA. Since then, it spread to numerous training centers in USA and other countries. Sensitivity training is a smallgroup interaction process in the unstructured form which requires people to become sensitive to others feelings in order to develop reasonable group activity. The objectives of sensitivity training are as follows: 1. To make participants increasingly aware of, and sensitive to, the emotional reactions and expressions in themselves and others. 2. To increase the ability of participants to perceive, and to learn from, the consequences of their actions through attention to their own and others feelings. 3. To stimulate the clarification and development of personal values and goals consonant with a democratic and scientific approach to problems of personal and social decisions and actions. 4. To develop achievement of behavioural effectiveness in participants. 5. To develop concepts and theoretical framework for linking personal values and goals to actions consistent with these inner factors and situational requirements. Process of Sensitivity Training: Sensitivity training focuses on small group (T-group) with number of members ranging from ten to twelve. T-groups are designed to provide members with experiential learning about group dynamics, leadership and interpersonal relationships. The basic T-group training or sensitivity training is to change the standards, attitudes and behavior of individuals by using psychological techniques and programs. Based on the sources from where these members are drawn, there may be three types of T-group: stranger-lab, cousin-lab, and family-lab. In the stranger-lab, all participants are from different organizations and they are strangers to each other. In cousin-lab, all participants are from the same organization but from different units. Option 2 Sensitivity training, also known as diversity training, is a type of program designed to help facilitate respect between groups that include people with different genders, religions, ages, races, or sexual orientations. The exact procedures can vary depending on the leader of thetraining, but typically involve lectures, discussions, and exercises to help participants understand and respect one another. The training can be implemented anywhere, but tends to be most common in workplaces and educational environments. Discussion between participants is usually one of the main focuses of training. Sensitivityt raining often begins with an instructor asking participants to bring up any issues of concern that they face in the work or school environment. The instructor generally encourages participants to give their perspectives and work together as a team to come up with alternative ways to deal with

conflicts and to better communicate with one another. Participants may also perform role-playing exercises, in which the instructor comes up with various conflict scenarios and has them act out the most effective ways to handle various situations with different types of people without tension. One of the main purposes of sensitivity training is to help people who come from different backgrounds communicate more effectively in order to help with teamwork and prevent misunderstandings. The program can guide participants to the realization of how their actions can potentially be misconstrued by people who have different beliefs or backgrounds. For example, a person may not realize his or her words or actions may be extremely offensive to a person of a different religion or gender, which can affect the ability for the two people to talk and work comfortably together. Sensitivity training can also be implemented as a means to teach tolerance and prevent animosity if people in a professional environment have completely opposing lifestyles or beliefs. An instructor can provide information on how someone can handle the other person professionally and prevent personal beliefs from mistreating or causing arguments. Employers may have their employees engage in the training to help them professionally deal with customers and to prevent any legal actions due to employee behavior that comes across as intolerant or offensive. If a person is accused of discrimination, he or she may engage in sensitivity training as a means of reform or punishment. One of the most common circumstances in which the training tends to be implemented is as a means to prevent sexual harassment. Both men and women may learn what constitutes as harassment and how to avoid it in the future. Sensitivity Training Sensitivity training (also known as T-group, T standing for training) approach evolved from the group dynamics concept of Kurt Lewin and the first sensitivity training session was held in 1946 in State Teachers College, New Britain, USA. Since then, it spread to numerous training centers in USA and other countries. Sensitivity training is a small-group interaction process in the unstructured form which requires people to become sensitive to others feelings in order to develop reasonable group activity. The objectives of sensitivity training are as follows: 1. To make participants increasingly aware of, and sensitive to, the emotional reactions and expressions in themselves and others. 2. To increase the ability of participants to perceive, and to learn from, the consequences of their actions through attention to their own and others feelings. 3. To stimulate the clarification and development of personal values and goals consonant with a democratic and scientific approach to problems of personal and social decisions and actions. 4. To develop achievement of behavioural effectiveness in participants. 5. To develop concepts and theoretical framework for linking personal values and goals to actions consistent with these inner factors and situational requirements. Process of Sensitivity Training Sensitivity training focuses on small group (T-group) with number of members ranging from ten to twelve. Based on the sources from where these members are drawn, there may be three types of Tgroup: stranger-lab, cousin-lab, and family-lab. In the stranger-lab, all participants are from different organizations and they are strangers to each other. In cousin-lab, all participants are from

the same organization but from different units. They may know each other but not too well. Delbecq, has described the sequential events which are followed in a T-group. These events run as follows: 1. In the beginning, there is an intentional lack of directive leadership, formal agenda, and recognized power and status. This creates a behavioural vacuum which the participants fill with enormously rich projections of traditional behaviour. 2. In the second phase, the trainer becomes open, non-defensive, and empathetic and expresses his or her own feelings in a minimally evaluative way. However, the major impact on each participant comes from the feedback received from here-and-now behaviour of the other group members. 3. In the third phase, interpersonal relationships develop. The members serve as resources to one another and facilitate experimentation with new personal, interpersonal, and collaborative behaviour. 4. The last phase attempts to explore the relevance of the experience in terms of back home situations and problems. The above sequence of events is more relevant for stranger-lab. For cousin-lab and family-lab, some adjustment is made in the above sequence and more attention is given to inter-group linkages in the form of interfacing of diagnostic surveys, interviews and confrontation session dealing with a variety of policy, problem-solving, and interpersonal issues. Evaluation of Sensitivity Training Sensitivity training has attracted lot of appraisal both in positive and negative forms. Therefore, it has become one of the most controversial techniques. To those who have criticized sensitive training, George Odiorne has incurred personal attacks on the following line of reasoning. The very fact that you attack sensitive training indicates that you are in favour of autocratic management and, therefore, need sensitivity training to straighten out your personal inadequacies. Though this may appear too personalized, this indicates that sensitivity training has positive effects on the participants. A comprehensive research review of OD interventions by Porras and Berg suggests that sensitivity training is the second most researched intervention (after team-building). However, it has the lowest rate of positive change in both processes (becoming sensitive to group process) and outcome (growth in effective membership) variables. Another research review by Nicholas, however, indicates positive impact of sensitivity training and it has done better than other techniques in terms of its impact on performance variables-workforce variables such as turnover, absenteeism, grievances, etc; monetary variables such as profit and cost; and quality variables such as rejects, error rates, complaints, and returns. Positive Consequences In general, sensitivity training contributes in the following directions: 1. Sensitivity training results in more supportive behaviour, more sensitive people, and more considerate managers. 2. Participants to the training programme become more open and self-understanding. 3. Communication is improved a lot and leadership skills are well- developed. 4. It provides an opportunity to gain insight into personal blind spots and participants become aware of the group norms, role flexibility, and sense of belongingness. Negative Consequences

Any behavioural training is double-edged sword. It may contribute positively if handled properly; it may damage if handled improperly. For example, those who criticize sensitivity training, offer the following reasons: 1. Many participants of sensitivity training have reported a feeling of humiliation, manipulation, decline in self-confidence, and psychological damage. 2. It incites anxiety with many negative impacts like causing the people to be highly frustrated, unsettled, and upset. 3. Participants increased sensitivity may be continuing source of frustration and problem if they return to their workplace in which openness, trust, and sensitivity they were trained to espouse is frowned upon or repulsed. From the above discussion, it appears that problems in sensitivity training emerge because of two reasons. First, some problems emerge in the training process itself especially if it is not conducted properly. Second, problems may emerge because of the mismatch between the person so trained and the nature of work environment. Therefore, the work environment should also be suitably changed. In fact, the total package of OD tries this and sensitivity training should be evaluated in this perspective. Q3. Describe the bases of power. ANS. Bases of power In the context of inter-personal relationship power may be defined as the ability of a person to influence and control behavior of others. Experts have identified different bases or source of power that a person may have. These are:

Coercive power. Coercive power results from a person's ability to punish or withhold rewards. A person who robs you on the street threatening you with a gun is using this type of power. Resource power. A person has resource power when he or she has the discretion to decide the resources available to you. Thus a person in finance department, who can influence the sanction of other employees' expenditure budget can exercise resource power over them. Position power. A person has some authority and discretion assigned to him by virtue of his/her position in the organization structure. This is position power. Expert power. A person has expert power by virtue of being recognized as an expert. We accept the advice of doctor, and even allow him/her to operate upon us because we have faith in his expertise. Information power. Information is like resource power. A person with information can disclose the information selectively to people he wants to favour, and in this way exercise influence over them.

Association power. People can also exercise power by their relationship and association with others. People tend accept opinions and wishes of people having good relationship them. Personal power. This type of power flows from the persons personal characteristics including looks, personality, and interpersonal skills. This power has a multiplier effect. It helps a person to enhance the effectiveness of all other type 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 (French & Raven, 1962). 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. 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. Q3. What are the hindrances that we face in perception? Ans: Following are the barriers to perception: a) Selective perception - People selectively interpret what they see on the basis of their interests, background, experience, knowledge, exposure, and attitudes. The tendency to see what we want to see using short cuts can make us draw unwarranted conclusions from an ambiguous situation.
b) Halo Effect This effect occurs when we draw a general impression on the basis of a

single characteristic. But what this experiment demonstrates is that although we can understand the halo effect intellectually, we often have no idea when it is actually happening. This is what makes it such a useful effect for marketers and politicians. We quite naturally make the kinds of adjustments demonstrated in this experiment without even realising it. And then, even when it's pointed out to us, we may well still deny it.
c) Contrast Effect Individuals do not evaluate a person in isolation. Their reaction to one

person is influenced by other people they have encountered recently.

d) Projection This tendency to attribute one`s own characteristics to other people is called

projection. This too can distort perceptions made about others. When managers engage in projection, they compromise their ability to respond to individual differences. They tend to see people as more homogeneous than they really are.
e) Stereotyping Judging someone on the basis of our perception of the group to which he or

she belongs. Stereotypes are generalizations about a group of people whereby we attribute a defined set of characteristics to this group. These classifications can be positive or negative, such as when various nationalities are stereotyped as friendly or unfriendly. It is easier to create stereotypes when there is a clearly visible and consistent attribute that can easily be recognized. This is why people of colour, police and women are so easily stereotyped. People from stereotyped groups can find this very disturbing as they experience an apprehension (stereotype threat) of being treated unfairly.
f) First-Impression Error - is the tendency to form lasting opinions about an individual based

on initial perceptions. We tend to remember what we perceive first about a person and sometimes we are quite reluctant to change our initial impressions. g) Q4.

What are the consequences of conflict in organisations?

As organizations strive to achieve their goals, they are often met with challenges they must overcome as a team. Challenges leave room for conflict between members, other organizations, communities and other parties involved in the organizations mission. While conflict often has a negative connotation, the effects of conflict within an organization can be positive and negative. Mental Health Concerns Conflict within an organization can cause members to become frustrated if they feel as if theres no solution in sight, or if they feel that their opinions go unrecognized by other group members. As a result, members become stressed, which adversely affects their professional and personal lives. Organization members may have problems sleeping, loss of appetite or overeating, headaches and become unapproachable. In some instances, organization members may avoid meetings to prevent themselves from experiencing stress and stress-related symptoms. Decrease in Productivity When an organization spends much of its time dealing with conflict, members take time away from focusing on the core goals they are tasked with achieving. Conflict causes members to focus less on the project at hand and more on gossiping about conflict or venting about frustrations. As a result, organizations can lose money, donors and access to essential resources. Members Leave Organization Organization members who are increasingly frustrated with the level of conflict within an organization may decide to end their membership. This is especially detrimental when members are a part of the executive board or heads of committees. Once members begin to leave, the organization has to recruit new members and appoint acting board members. In extreme cases, where several members leave or an executive board steps down, organizations risk dissolution. Violence When conflict escalates without mediation, intense situations may arise between organization members. Its unfortunate, but organizational conflicts may cause violence among members, resulting in legal problems for members and possibly the organization. Inspire Creativity Fortunately, some organization members view conflict as an opportunity for finding creative solutions to solve problems. Conflict can inspire members to brainstorm ideas, while examining problems from various perspectives. Share And Respect Opinions As organization members work together to solve conflict, they are more willing to share their opinions with the group. Conflict can also cause members to actively listen to each as they work to accomplish the organizations goals. Improve Future Communication Conflict can bring group members together and help them learn more about each other. From learning each others opinions on topics relevant to the organizations growth to understanding

each members preferred communication style, conflict within an organization can give members the tools necessary to easily solve conflicts in the future. Identify New Members Within organizations members actively participate in each meeting, enjoy serving on multiple committees and have an opinion on each topic the group discusses. There are also members who seemingly contribute little to the group and observe more than talk. Conflict within an organization can inspire typically silent members to step up and demonstrate their leadership skills by offering meaningful solutions to the problem the group is facing.

Q5. Explain the four processes of Social Learning Theory. Ans: The Social Learning Theory was proposed by Albert Bandura. It recognizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. The four processes of Social Learning Theory are: a) Attention processes, b) Retention processes, c) Motor reproduction processes, d) Reinforcement processes
a) Attention processes: 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.

b) Retention processes: 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. c) Reproduction processes: Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement and skill advancement. d) Reinforcement processes: 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.

Q6. Ms. Chanchal Das Gupta is a recruitment specialist. For the post of QC Manager, she interviews three candidates. Given below are the physical characteristics of the candidates.

Candidate Mr.Ravi Mr.Gineesh Mr.Ramgopal

Physical Characteristics

Muscular, thick skin, rectangular shaped Thin, delicate build, large brain, tall Soft, round shaped, underdeveloped muscles

From the above descriptions, what personality traits can Ms. Chanchal derive out of the candidates as per Sheldons theory of personality? Ans: Per Sheldon`s theory of personality, below are the traits that Ms. Chanchal can derive:

Mr. Ravi represents Mesomorph body type. He is well-proportioned. Psychologically he is Adventurous, Courageous, Indifferent to what others think or want, Assertive/bold, Zest for physical activity, Competitive, With a desire for power/dominance, And a love of risk/chance Mr. Gineesh represents Ectomorph body type. Psychologically he is Self-conscious, Private, Introverted, Inhibited, Socially anxious, Artistic, Intense, Emotionally restrained, Thoughtful Mr. Ramgopal represents Endomorph body type. Psychologically he is Sociable, Funloving, Love of food, Tolerant, Even-tempered, Good humoured, Relaxed, With a love of comfort, And has a need for affection