1. Management is a continuous process.

Elucidate the statement

It is a never ending process. It is concerned with constantly identifying the problem and solving them by taking
adequate steps. It is an on-going process.

2. Enumerate the steps of control process

The control process involves carefully collecting information about a system, process, person, or group of people in
order to make necessary decisions about each.

3. Distinguish between Line and Line and staff organization

The oldest and simplest form of organisation is line origination. Line functions are those which have
direct responsibility for accomplishing the objective of the enterprise. In this form of organisation, a
supervisor exercise direct supervision over a subordinate, under the organization, authority flows
from the person at the top to the person at the lowest of the organisation. Here the chief executive
leads the organisation. This form of organisation is otherwise called military organisation or scalar
type of organisation.
The concept of staff organisation was developed by F.W Taylor, who was called as the father of
scientific management. The object of functional origination is to provide specialist services in the
organizational set-up. Under this plan, specific functions common to all the operative departments
are placed in the hands of a special qualified person. The job of line foreman is divided into:

Preparation of work under the charge of the gang boss.

Supervision of the machine under the charge of speed boss.

Inspection of quality under the charge of Inspector.

Maintenance under the charge of repair boss.

4. Write a short note on: a) Locus of Control and b) Machiavellianism

A persons perception of the source of his/ her fate is termed as Locus of Control. Locus of
control was formulated within the frame work of Rotters{1954} Social Learning Theory of
Personality. Rotter {1975} pointed outthat the internality and externality are the two ends
of a continuum, not aneither/or topology.

Machiavellianism
is the term that some social and personality
psychologists
use to describe a persons tendency to deceive and manipulateothers for personal
gain. The concept is named after Renaissance diplomatand writer Niccolo
Machiavelli, who wrote
II Principe [The prince].
Christie and Geis [1970] developed a test for measuring a persons level
of Machiavellianism. This eventually became the MACH IV test, a 20

statementpersonality survey that is now standard self assessment tool

forMachiavellianism.

5. Compare and contrast Maslows need hierarchy theory of motivation with herzbergs two factor
theory of motivation.
Abraham Maslow argued that humans are motivated by five essential needs. He formed a
pyramid demonstrating these needs which he called the 'hierarchy of needs'.

At the bottom of the pyramid are basic needs, those that motivate people to work food
and shelter. Once these needs are met through pay, individuals want safety and security
through, for example, good job conditions. Social needs refer to the need to belong, to
be part of a group. Self-esteem may arise from a promotion. Right at the top is Self
fulfilment - the area for creativity, challenge and interest. Maslow suggested that
achieving one level motivates us to achieve the next.
In 1959 Frederick Herzberg developed the Two-Factor theory of motivation. His
research showed that certain factors were the true motivators or satisfiers. Hygiene
factors, in contrast, created dissatisfaction if they were absent or inadequate.
Dissatisfaction could be prevented by improvements in hygiene factors but these
improvements would not alone provide motivation.
Herzberg showed that to truly motivate an employee a business needs to create
conditions that make him or her feel fulfilled in the workplace.
Tesco aims to motivate its employees both by paying attention to hygiene factors and by
enabling satisfiers. For example, it motivates and empowers its employees by
appropriate and timely communication, by delegating responsibility and involving staff in
decision making. It holds forums every year in which staff can be part of the discussions
on pay rises. This shows recognition of the work Tesco people do and rewards them.
Tesco staff can even influence what food goes onto its restaurant menus. Employees
thus become motivated to make choices that will increase their use of the restaurants.
Q1. What do you mean by learning? Discuss the elements which form the part of learning
process.
The ability to learn is one of the most outstanding human characteristics. Learning occurs
continuously throughout a person's lifetime. To define learning, it is necessary to analyze
what happens to the individual. For example, an individual's way of perceiving, thinking,
feeling, and doing may change as a result of a learning experience. Thus, learning can be
defined as a change in behavior as a result of experience. This can be physical and overt, or
it may involve complex intellectual or attitudinal changes which affect behavior in more
subtle ways. In spite of numerous theories and contrasting views, psychologists generally
agree on many common characteristics of learning.

There are four basic activities through which all students learn, and specific active learning
strategies use one or more of these elements.

Talking and Listening

When students talk about a topic, whether answering a teacher's question or explaining a point
to another student, they organize and reinforce what they've learned. When they listen, we want
to ensure that it's meaningful listening, relating what they hear to what they already know. In a
lecture class, students need periodic time away from passive listening in order to absorb what
they've heard. And they need reasons to listen, reasons perhaps more immediate than a good
grade at the end of the semester. Did the teacher ask a question before the lecture segment
that was thought-provoking enough to cause the students to search for the answer in the words
that followed? Were they told beforehand that they would have to explain the points in the
lecture to a fellow student?
Writing
Like talking and active listening, writing provides a means for students to process new
information in their own words. It is particularly effective in large classrooms where breaking
students into pairs or groups may be prohibitive. It also appeals to individuals who prefer to
learn independently.
Reading
Students do a great deal of their learning through reading, but they often receive little instruction
in how to read effectively. Active learning exercises such as summary and note checks can help
students process what they've read and help them develop the ability to focus on important
information.
Reflecting
In the all-too-typical lecture class, the lecturer stops talking at the very end of the period.
Students gather up their notes and books and run for their next class. One can almost see the
knowledge evaporating from their brains. They've had no time to reflect, to connect what they've
just learned with what they already know, or to use the knowledge they've gained in any way.
Allowing students to pause for thought, to use their new knowledge to teach each other, or to
answer questions on the day's topics is one of the simplest ways to increase retention.

Q2. Discuss the situations under which group decision making is better than individual decision
making. Suggest some measures to improve group decision making.
Leaving big decisions up to a single individual does not take into account the perspectives, abilities
and ideas of others. A business has no mechanism to allow voices of reason to be heard if the
decision-maker acts impulsively or fails to explore all angles in a decision. What you gain in
efficiency you may lose in thoroughness and effectiveness. An individual, especially one in power or
who stands to gain financially, may have conflicts of interest in his decisions.
In group decision scenarios, you have a chance to pull in ideas and thoughts from people with
multiple backgrounds, talents and points of view. Many companies use work teams because this
collaborative process can lead to more ideas and better quality decisions. You also have potential
"devil's advocates" who bring potential flaws of a decision to the table. Another benefit of group

decision-making is the development of a team-oriented, positive work culture where employees feel
involved.
Group decision-making can be inefficient. It takes time for groups to thoroughly discuss pros and
cons of each potential decision. Groups are often influenced by dominant members or voices. This
may lead to groupthink, which ultimately gets in the way of intended benefits of group decisions.
Group members may also have varying levels of experience and knowledge about the decision,
mitigating the value of their contributions to the decision.

Many decisions are interactive; the outcome of one party depends not only onits
decisions or on acts of nature but also on the decisions of others.
Standardgame theory assumes that individuals are rational, self-interested decision
makersthat is, decision
makers are selsh, perfect calculators, and awlessexecutors of their strategies. A
myriad of studies shows that these
assumptionsare problematic, at least when examining decisions made by individual
s. Inthis article, we review
the literature of the last 25 years on decision makingby groups. Researchers have c
ompared the strategic behavior of groups andindividuals in many games: prisoners
dilemma, dictator, ultimatum, trust,centipede and principalagent games, among
others. Our review suggests thatresults are quite consistent in revealing that group
decisions are closer to thegame-theoretic assumption of rationality than individual
decisions. Given thatmanyrealworlddecisionsaremadebygroups,itispossibletoarguethatstandardgame theory is a
better descriptive model than previously believed by experi-mental researchers. We
conclude by discussing future research avenues in thisarea.