Spring 2010(Jan-June)

Master of Business Administration-MBA Semester 1

MB0038 – Management Process and Organization Behavior -4 Credits
(Book ID: B1127)Assignment Set-1 (60 Marks)
Note: Each question carries 10 Marks. Answer all the questions.

Q.1 Write a note on the characteristics of Management. [10]

Ans. Characteristics of Management

Management is a distinct activity having the following salient features or characteristics:
1. Goal-oriented: Management is a purposeful activity. It co-ordinates the efforts of
employees to achieve the goals of the organization. The success of management is measured
by the extent to which the organizational goals are achieved. It is imperative that the
organizational goals must be well-defined and properly understood by the mangers at various
levels.
2. Economic Resource: Management is one of the factors of production together with land,
labour and capital. It is the most critical input in the success of any organized group activity.
It is the force which assembles and integrates other resources, namely, labour, capital and
materials. These factors do not by themselves ensure production, they require the catalyst of
management to produce goods and services required by the society. Thus, management is an
essential ingredient of an organization.
3. Distinct Process: Management is a distinct process consisting of such functions as
planning, organizing, staffing, directing and controlling. These functions are so interwoven
that it is not possible to lay down exactly the sequence of various functions or their relative
significance. In essence, the process of management involves decision-making and putting of
decisions into practice.
4. Integrative Force: The essence of management is integration of human and other
resources to achieve the desired objectives. All these resources are made available to those
who manage. Managers apply knowledge, experience and management principles for getting
the results from the workers by the use of non-human resources. Managers also seek to
harmonize the individuals’ goals with the organizational goals for the smooth working of the
organization.
5. Intangible Force: Management has been called an unseen force. Its presence is evidenced
by the result of its efforts-orderliness, informed employees, buoyant spirit and adequate work
output. Thus, feeling of management is result-oriented. One may not see with the naked eyes
the functioning of management but its results are apparently known. People often remark of
the effectiveness (or ineffectiveness) of management on the basis of the end results, although
they can’t observe it during operation.
6. Results through Others: The managers cannot do everything themselves. They must have
the necessary ability and skills to get work accomplished through the efforts of others. They
must motivate the subordinates for the accomplishment of the tasks assigned to them.
7. A Science and an Art: Management has an organized body of knowledge consisting of
well-defined concepts, principles and techniques which have wide applications. So it is
treated as a science. The application of these concepts, principles and techniques requires
specialized knowledge and skills on the part of the manager. Since the skills acquired by a
manager are his personal possession, management is viewed as an art.
8. System of Authority: Management as a team of managers represents a system of
authority, a hierarchy of command and control. Managers at different levels possess varying
degrees of authority. Generally, as we move down in the managerial hierarchy, the degree of
authority gets gradually reduced. Authority enables the managers to perform their functions
effectively.
9. Multi-disciplinary Subject: Management has grown as a field of study (i.e. discipline)
taking the help of so many other disciplines such as Engineering, Anthropology, Sociology
and Psychology. Much of the management literature is the result of association of these
disciplines. For instance, productivity orientation drew its inspiration from Industrial
Engineering and human relations orientation from Psychology. Similarly, Sociology and
Operations Research have also contributed to the development of management science.
10. Universal Application: Management is universal in character. The principles and
techniques of management are equally applicable in the fields of business, education,
military, government and hospital. Henri Fayol suggested that principles of management
would apply more or less in every situation. The principles are working guidelines which are
flexible and capable of adaptation to every organization where the efforts of human beings
are to be co-ordinate.
Q.2 Discuss intellectual abilities in detail. [10]

Ans. Intellectual Abilities

Intellectual abilities are those required to perform mental activities.
IQ tests are designed to ascertain one’s general intellectual abilities. Examples of such tests
are popular college admission tests such as, the SAT, GMAT, and LSAT. The seven most
commonly cited dimensions making up intellectual abilities are: number aptitude, verbal
comprehension, perceptual speed, inductive reasoning, deductive reasoning, spatial
visualization, and memory (Dunnette, 1976).
The abilities are categorized in the following table:
Table 3.1: Intellectual Ability

Jobs differ in the demands they place on incumbents to use their intellectual abilities. A
review of the evidence demonstrates that tests that assess verbal, numerical, spatial, and
perceptual abilities are valid predictors of job proficiency at all levels of jobs.
In this regard, the theory of multiple intelligences was developed by Gardner (1983, 1993).
This theory suggests eight different intelligences to account for a broader range of human
potential in children and adults. It has been claimed that our intelligence or ability to
understand the world around us is complex. Some people are better at understanding some
things than others. For some, it is relatively easy to understand how an automobile works, but
it is immensely difficult for some to understand and use a musical instrument. For others
music might be easy but playing football is difficult. The several different intelligences are
listed below:
1. Linguistic intelligence ("word smart"):
2. Logical-mathematical intelligence ("number/reasoning smart")
3. Spatial intelligence ("picture smart")
4. Bodily-Kinesthetic intelligence ("body smart")
5. Musical intelligence ("music smart")
6. Interpersonal intelligence ("people smart")
7. Intrapersonal intelligence ("self smart")
8. Naturalist intelligence ("nature smart")
Advantages
· Highly reliable.
· Verbal reasoning and numerical tests have shown high validity for a wide range of jobs.
· The validity rises with increasing complexity of the job.
· Combinations of aptitude tests have higher validities than individual tests alone.
· May be administered in group settings where many applicants can be tested at the same
time.
· Scoring of the tests may be completed by computer scanning equipment.
· Lower cost than personality tests.
Q.3 Explain the classification of personality types given by Sheldon. [10]

Ans. William Sheldon, 1940’s

William Sheldon (1940, 1942, cited in Phares, 1991) classified personality according to body
type. He called this a person’s somatotype.
Sheldon identified three main somatotypes:
Table 5.1 Sheldon’s 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.
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 1-1-7. 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
Associated personality traits:
• self-conscious
• preference for privacy
• introverted
• inhibited
• socially anxious
• artistic
• mentally intense
• emotionally restrained
Sheldon measured the proportions 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 person’s feelings, thoughts, or behaviors. Possession
of a trait is, therefore, a matter of degree.
Q.4 What are the different barriers to perception? [10]

Ans. Barriers to Perception- Individuals have a tendency to use a number of shortcuts when
they judge others. An understanding of these shortcuts can be helpful toward recognizing
when they can result in significant distortions.
1. Selective Perception : Any characteristic that makes a person, object, or event stand out
will increase the probability that it will be perceived. It is impossible for an individual to
internalize and assimilate everything that is seen .Only certain stimuli can be taken in
selectively. Selectivity works as a shortcut in judging other people by allowing us to “speed-
read” others, but, not without the risk of drawing an inaccurate picture. The tendency to see
what we want to see can make us draw unwarranted conclusions from an ambiguous
situation.
2. Halo Effect : The halo effect (Murphy & Anhalt, 1992) occurs when we draw a general
impression on the basis of a single characteristic. For example, while appraising the lecturer,
students may give prominence to a single trait, such as, enthusiasm and allow their entire
evaluation to be tainted by how they judge the instructor on that one trait which stood out
prominently in their estimation of that person. Research suggests that it is likely to be most
extreme when the traits to be perceived are ambiguous in behavioral terms, when the traits
have moral overtones, and when the perceiver is judging traits with which he or she has had
limited experience.
3. Contrast Effects : Individuals do not evaluate a person in isolation. Their reaction to one
person is influenced by other persons they have encountered recently. For example, an
interview situation in which one sees a pool of job applicants can distort perception.
Distortions in any given candidate’s evaluation can occur as a result of his or her place in the
interview schedule.
4. Projection : This tendency to attribute one’s own characteristics to other people – which is
called projection – 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.
5. Stereotyping : Stereotyping–judging someone on the basis of our perception of the group
to which he or she belongs. Generalization is not without advantages (Hilton & Hippel,
1996). It is a means of simplifying a complex world, and it permits us to maintain
consistency. The problem, of course, is when we inaccurately stereotype. In organizations,
we frequently hear comments that represent stereotypes based on gender, age, race, ethnicity,
and even weight. From a perceptual standpoint, if people expect to see these stereotypes, that
is what they will perceive, whether or not they are accurate.
6. First-impression error :Individuals place a good deal of importance on first impressions.
First impressions are lasting impressions. We tend to remember what we perceive first about
a person, and sometimes we are quite reluctant to change our initial impressions. First-
impression error means the tendency to form lasting opinions about an individual based on
initial perceptions. Primacy effects can be particularly dangerous in interviews, given that we
form first impressions quickly and that these impressions may be the basis for long-term
employment relationships.
Q.5 Mr. Batra is the General Manager, HR of a leading Automobile company. He is
having a meeting with Mr. Chandan, a leading HR consultant. Mr. Batra is concerned
about creating an environment that helps in increasing job satisfaction among
employees. Assume that you are Mr. Chandan, the HR consultant. What suggestions
will you give to Mr. Batra, for creating an environment that increases job satisfaction?
[10]

Ans. Job satisfaction is the sense of fulfillment and pride felt by people who enjoy their work
and do it well. For an organization, satisfied work force ensures commitment to high quality
performance and increased productivity Job satisfaction helps organizations to reduce
complaints and grievances, absenteeism, turnover, and termination. Job satisfaction is also
linked to a healthier work force and has been found to be a good indicator of longevity. And
although only little correlation has been found between job satisfaction and productivity, it
has also been found that satisfying or delighting employees is a prerequisite to satisfying or
delighting customers, thus protecting the "bottom line (Brown, 1996).
The most important factors conductive to job satisfaction are:
i) Mentally Challenging Work: Employees tend to prefer jobs that give them opportunities
to use their skills and abilities and offer a variety of tasks, freedom and feedback on how well
they are doing. Under conditions of moderate challenge, most employees will experience
pleasure and satisfaction.
ii) Personality-Job Fit: People with personality types congruent with their chosen vocations
should find they have the right talents and abilities to meet the demands of their jobs; and
because of this success, they have a greater probability of achieving high satisfaction from
their work. It is important, therefore to fit personality factors with job profiles.
iii) Equitable Rewards: Employees want pay systems and promotion policies that they
perceive as being just, unambiguous, and in line with their expectations. When pay is seen as
fair based on job demands, individual skill level, and industry pay standards, satisfaction is
likely to result. Similarly, employees seek fair promotion policies and
practices. Promotions provide opportunities for personal growth, more responsibilities and
increased social status. Individuals who perceive that promotion decisions are made in a fair
and just manner are likely to experience job satisfaction.
iv) Supportive working conditions: Employees prefer physical conditions that are
comfortable and facilitate doing a good job. Temperature, light, noise and other
environmental factors should not be extreme and provide personal comfort. Further,
employees prefer working relatively close to home, in clean and relatively modern facilities
and with adequate tools and equipment.
v) Supportive Colleagues: Employees have need for social interaction. Therefore, having
friendly and supportive co-workers and understanding supervisor’s leads to increased job
satisfaction. Most employees want their immediate supervisor to be understanding and
friendly, those who offer praise for good performance, listen to employees’ opinions and
show a personal interest in them.
vi) Whistle blowing: Whistle-blowers are employees who inform authorities of wrongdoings
of their companies or co-workers. Whistle blowing is important because committed
organizational members sometimes engage in unethical behaviour in an intense desire
to succeed. Organizations can manage whistle blowing by communicating the conditions that
are appropriate for the disclosure of wrongdoing. Clearly delineating wrongful behaviour and
the appropriate ways to respond are important organizational actions.
vii) Social Responsibility: Corporate social responsibility is the obligation of an organization
to behave in ethical ways in the social environment in which it operates. Socially responsible
actions are expected of organizations. Current concerns include protecting the environment,
promoting worker safety, supporting social issues, investing in the community, etc. Managers
must encourage both individual ethical behaviour and organizational social responsibility.
Q.6 Given below is the HR policy glimpse of “iMagine”, an advertising 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, maybe their friends, ex. colleagues, batch mates and relatives.
3. It recognizes good performances and gives 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 take care of, according to Maslow’s Need Hierarchy? [10]

Ans. Maslow’s Hierarchy of Needs Theory

According to this theory, proposed by Maslow (1943), human beings have wants and desires
which influence their behaviour; only unsatisfied needs can influence behavior, satisfied
needs cannot. The needs are arranged in order of importance, from the basic to the complex.
The person advances to the next level of needs only after the lower level need is at least
minimally satisfied. The further they progress up the hierarchy, the more individuality,
humanness and psychological health a person will show.

Fig. 8.2: Maslow’s Need Hierarchy Pyramid

The five needs are:
· Physiological: Includes hunger, thirst, shelter, sex, and other bodily needs
· Safety: Includes security and protection from physical and emotional harm
· Social: Includes affection, belongingness, acceptance, and friendship
· Esteem: Includes internal esteem factors, such as, self-respect, autonomy, and achievement;
and external esteem factors, such as, status, recognition, and attention
· Self-actualization: The drive to become what one is capable of becoming; includes growth,
achieving one’s potential, and self-fulfillment
Maslow separated the five needs into higher and lower orders. Physiological and safety needs
are described as lower-order. Social, esteem, and
self-actualization are classified as higher-order needs. Higher-order needs are satisfied
internally, whereas, Lower-order needs are predominantly satisfied, externally.
------------------------------------------------------
 Spring 2010(Jan-June)

Master of Business Administration-MBA Semester 1

MB0038 – Management Process and Organization Behavior -4 Credits

(Book ID: B1127)Assignment Set-2 (60 Marks)

Note: Each question carries 10 Marks. Answer all the questions.

Q.1 What is emotional intelligence? Explain Goleman’s model of emotional intelligence.

[10]

Ans. Emotional Intelligence: Emotional Intelligence – EI – is a relatively recent behavioural

model, rising to prominence with Daniel Goleman’s 1995 Book called ‘Emotional
Intelligence’. The early Emotional Intelligence theory was originally developed during the
1970s and 80s by the work and writings of psychologists Howard Gardner (Harvard), Peter
Salovey (Yale) and John ‘Jack’ Mayer (New Hampshire). Emotional Intelligence is
increasingly relevant to organizational development and developing people, because the EI
principles provide a new way to understand and assess people’s behaviours, management
styles, attitudes, interpersonal skills, and potential. Emotional Intelligence is an important
consideration in human resources planning, job profiling, recruitment interviewing and
selection, management development, customer relations and customer service, and more.
Ever since the publication of Daniel Goleman’s first book on the topic in 1995, emotional
intelligence has become one of the hottest buzzwords in corporate America. For instance,
when the Harvard Business Review published an article on the topic two years ago, it
attracted a higher percentage of readers than any other article published in that periodical in
the last 40 years. When the CEO of Johnson & Johnson read that article, he was so impressed
that he had copies sent out to the 400 top executives in the company worldwide.
"Emotional intelligence is the capacity for recognizing our own feelings and those of others,
for motivating ourselves, for managing emotions well in ourselves and in our relationships."
(Snow, 2001)
Vitello – Cicciu (2002) : “Emotional intelligence is the ability to manage ourselves and our
relationship effectively. Each capability is composed of a set of competencies. Emotional
intelligence skills and cognitive skills are synergistic top performers have both? The more
complex the job, the more emotional intelligence matters… Emotional competencies cluster
into groups… each is based on a common underlying emotional intelligence capacity. The
underlying emotional intelligence capacities are vital if people are to successfully learn the
competencies necessary to succeed in the workplace. (For example) if they are deficient in
social skills, they will be inept at persuading or inspiring others, at leading teams or
catalyzing change. If they have little self-awareness, they will be oblivious to their own
weaknesses and lack the self confidence that comes from certainty about their strength. None
of us is perfect in using all of the emotional competencies. We inevitably have a profile of
strengths and limits. However, the ingredients for outstanding performance require only that
we have strengths in a given number of these competencies (at least six or so), and that the
strengths are spread across all four areas of emotional intelligence.”
History of Emotional Intelligence
When psychologists began to write and think about intelligence, they focused on cognitive
aspects, such as memory and problem-solving. However, there were researchers who
recognized early on that the non-cognitive aspects were also important. For instance, David
Wechsler defined intelligence as "the aggregate or global capacity of the individual to act
purposefully, to think rationally, and to deal effectively with his environment". As early as
1940 he referred to "non-intellective" as well as "intellective" elements, by which he meant
affective, personal, and social factors. Furthermore, as early as 1943 Wechsler was proposing
that the non-intellective abilities are essential for predicting one’s ability to succeed in life.
He wrote:
The main question is whether non-intellective, that is affective and cognitive abilities, are
admissible as factors of general intelligence. The contention has been that such factors are not
only admissible but necessary. I have tried to show that in addition to intellective there are
also definite non-intellective factors that determine intelligent behaviour. If the foregoing
observations are correct, it follows that we cannot expect to measure total intelligence until
our tests also include some measures of the non-intellective factors [Wechsler, 1943)
Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to be
important for adaptation and success. Robert Thorndike, to take another example, was writing
about "social intelligence" in the late thirties. Unfortunately, the work of these early pioneers
was largely forgotten or overlooked until 1983 when Howard Gardner began to write about
"multiple intelligence." Gardner proposed that "intrapersonal" and "interpersonal"
intelligences are as important as the type of intelligence typically measured by IQ and related
tests.
Now let us switch our historical lens to I/O psychology. In the 1940s, under the direction of
Hemphill, the Ohio State Leadership Studies suggested that "consideration" is an important
aspect of effective leadership. More specifically, this research suggested that leaders who are
able to establish "mutual trust, respect, and a certain warmth and rapport" with members of
their group will be more effective. At about the same time, the Office of Strategic Services
developed a process of assessment based on the earlier work of Murray that included the
evaluation of non-cognitive, as well as cognitive, abilities. This process evolved into the
"assessment center," which was first used in the private sector at AT&T in 1956. Many of the
dimensions measured in assessment centers then and now involve social and emotional
competencies such as communication, sensitivity, initiative, and interpersonal skills.
Emotional Intelligence in Organization
Based on Goleman's work, intelligence in business settings typically manifests itself through
four intertwined characteristics:
· A strong sense of self-empowerment and self-regulation, which together helps employees to
make decisions right on the spot if that should be necessary
· A positive outlook, promoting constructive responses to the challenges of work
· An awareness of your own and other people's feelings, creating empathy and facilitating
better conversations with customers
· A mastery of fear and anxiety and the ability to tap into selfless motives, which make it
possible for employees to express feelings of empathy and caring
To no small degree, these can be intrinsic features of a human being's personality. Even so,
companies – particularly those with far-flung networks of thousands or even tens of
thousands of employees – can take practical steps to encourage and enhance them.
Companies can begin by hiring emotionally intelligent frontline employees in the first place:
a business starts with an obvious advantage if it can attract people born or brought up with
the right emotional instincts for frontline employment. Many companies can ride on the
coattails of others with first-rate customer-facing skills, since the latter have already
identified the most suitable type of employee for the work. More than half of the branch
managers hired by Bank of America in 2004, for instance, came from retailers (such as Best
Buy, The Gap, and Safeway) outside of financial services. According to the bank, "They get
the retail mind-set and we get them to understand banking. They like being up on their feet
and don't want to sit behind a desk."
Emotional Intelligence: Indian Perspective:
The importance of both emotion and intelligence in making decisions and achieving success
in life was well-accepted in ancient India. A concept of “Sthitha-prajna” (emotional
stability), similar to the concept of emotional intelligence, can be traced in the second chapter
of ‘Srimad Bhagavad-Gita'. Bhagavad Gita is a specific conversation between Lord Krishna
and Arjuna (third Pandava prince) in a specific situation of Kurukshetra battlefield.
Pandavas were fighting against the Kauravas, the cousin brothers to restore their kingdom
from Kauravas in Kurukshetra. Before the battle started, Arjuna, with deep sorrow and pity,
found his close relatives, friends and respected 'gurus' in enemy's side. To win the battle he
was supposed to kill those beloved ones. He got confused about his rightful duty. Due to this
hriday-durbalata (heart-non-strength), he refused to join the battle. In this context, Lord
Krishna who played the role as the driver of Arjuna's chariot, enlightened him about the
eternal truth of life.
According to Lord Krishna, as mentioned in Bhagavad Gita, Arjuna suffered from
indecisiveness resulting from confusion and a false sense of insecurity. Lord Krishna advised
Arjuna to become 'Sthitha-prajna' (the steady minded person). He also told that an individual
achieved his/her goal only when the mind became steady, poised and balanced. Evidently, the
concept of “Sthitha-prajna” (the steady-minded person) talked about a unique
interdependence between emotion and intelligence for effective decision-making which was
most essential in excelling in every sphere of life. Gita, as a whole, advises all to balance
between intelligence and emotion.
Similar views on the role of emotional intelligence as a learning process for achieving a
balanced personality in different stages of life on an inter-generational basis has been
depicted in the Vedas. In particular, Dr. Radhakrishnan, in his book, ‘The Hindu View of
Life’ (1927) opined that the attitude of the Vedas is one of trust tempered by criticism. ‘Trust,
because, whatever the older generation hold, may be true, and criticism because, however,
plausible the testimonies of the old views may be, it cannot deny the present of its right to
enquire and sift the evidence’. This view aptly points out the need for emotional intelligence
in everyday life to become more emotionally balanced and functional individuals in society.
‘Emotional intelligence is an aggregate of individuals’ cognition of own and others'
emotions, feeling, interpretation and action as per environmental demand to manipulate the
consequence which in turn result in superior performance and better human relationship’
(Bhattacharya, 2003). Emotional intelligence is a measure of the degree to which a person
makes use of his/her reasoning in the process of emotional responses (both positive and
negative) in a given situation. So having high emotional intelligence doesn't mean that the
person never panics or loses his/her temper. It does mean that he / she brings own feelings
under control and channels them into productive behaviors. The ability to bring out-of-
control emotions back into line results in what earlier generations called emotional maturity.
Goleman’s Model of Emotional Intelligence
Daniel Goleman and the Hay Group have identified a set of competencies that differentiate
individuals with Emotional Intelligence. The competencies fall into four clusters:
· Self-Awareness: Capacity for understanding one's emotions, one's strengths, and one's
weaknesses.
· Self-Management: Capacity for effectively managing one's motives and regulating one's
behavior.
· Social Awareness: Capacity for understanding what others are saying and feeling and why
they feel and act as they do.
· Relationship Management: Capacity for acting in such a way that one is able to get desired
results from others and reach personal goals.
The most popular and accepted mixed model of emotional intelligence is the one proposed by
Goleman (1995). He viewed emotional intelligence as a total of personal and social
competences. Personal competence determines how we manage ourselves, whereas social
competence determines how we handle our interpersonal relationships.
Personal competence
It comprises of three dimensions of emotional intelligence, such as, self-awareness, self-
regulation and motivation. Self-awareness is the ability of an individual to observe
him/herself and to recognize 'a feeling as it happens' (Goleman, 1995). The hallmarks of this
ability are self-confidence, self- assessment and openness to positive criticism. Self-
regulation is the ability to control emotions and to redirect those emotions that can have
negative impact. Trustworthiness, integrity, tolerance of ambiguity and attitude to accept
change are some characteristics of this ability. Motivation is the ability to channelize emotion
to achieve a goal through self-control and by moderating impulses as per the requirement of
the situation. The people who have this ability are optimistic and committed towards
organizational as well as individual goals.
Social competence
It comprises of two dimensions namely, empathy and social skills. Empathy is the ability to
feel and get concerned for others, take their perspective and to treat people according to their
emotional reactions. People with this ability are experts in generating and motivating others.
Social skills are the ability to build rapport and to manage relationships with people. People
having this skill are very effective in persuasiveness and team management. ‘Social skill’ is
the culmination of all other components of emotional intelligence assuming that people can
effectively manage social and work relationships only when they can understand and control
their own emotion and can emphasize with the feelings of others.
 Fig. 6.1: Goleman’s emotional intelligence model (1995)

The Assessment of Emotional Intelligence and Competence

Assuming that emotional intelligence is important, the question of assessment and
measurement becomes particularly pressing. What does the research suggest about the
measurement of emotional intelligence and competence? In a paper published in 1998,
Davies, Stankov, & Roberts concluded that there was nothing empirically new in the idea of
emotional intelligence. This conclusion was based solely on a review of existing measures
purporting to measure emotional intelligence at the point in time when they wrote that paper.
However, most of those measures were new, and there was not yet much known about their
psychometric properties. Research now is emerging that suggests emotional intelligence, and
particularly the new measures that have been developed to assess it, is in fact a distinct entity.
However, there still is not much research on the predictive validity of such measures, and this
is a serious lack. Let me briefly summarize what we really know about the most popular
ones.
The oldest instrument is Bar-On’s EQ-I, which has been around for over a decade. This self-
report instrument originally evolved not out of an occupational context but rather a clinical
one. It was designed to assess those personal qualities that enabled some people to possess
better "emotional well-being" than others. The EQ-I has been used to assess thousands of
individuals, and we know quite a bit about its reliability and its convergent and discriminant
validity. Less is known about its predictive validity in work situations. However, in one study
the EQ-I was predictive of success for U.S. Air Force recruiters.
A second instrument is the Multifactor Emotional Intelligence Scale. The MEIS is a test of
ability rather than a self-report measure. The test-taker performs a series of tasks that are
designed to assess the person’s ability to perceive, identify, understand, and work with
emotion. There is some evidence of construct validity, convergent validity, and discriminant
validity, but none for predictive validity.
A third instrument is the Emotional Competence Inventory. The ECI is a 360 degree
instrument. People who know the individual rate him or her on 20 competencies that
Goleman’s research suggests are linked to emotional intelligence. Although the ECI is in its
early stages of development, about 40 percent of the items come from an older instrument,
the Self-Assessment Questionnaire, that was developed by Boyatzis. These earlier items had
been "validated against performance in hundreds of competency studies of managers,
executives, and leaders in North America," Italy, and Brazil. However, there currently is no
research supporting the predictive validity of the ECI.
Another measure that has been promoted commercially is the EQ Map. Although there is
some evidence for convergent and divergent validity, the data have been reported in a rather
ambiguous fashion.
One other measure deserves mention, even though it is less well-known than the others.
Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim have developed a 33-item
self-report measure based on Salovey and Mayer’s (1990) early work. There is evidence for
convergent and divergent validity. Emotional intelligence scores on this measure were
positively associated with first-year college grades and supervisor ratings of student
counselors working at various mental health agencies. Also, scores were higher for therapists
than for therapy clients or prisoners.
Finally, it might be helpful to keep in mind that emotional intelligence comprises a large set
of abilities that have been studied by psychologists for many years. Thus, another way to
measure emotional intelligence or competence is through tests of specific abilities. Some of
these tests seem rather strong. To name just one example, there is Seligman’s SASQ, which
was designed to measure learned optimism and which has been impressive in its ability to
identify high performing students, salespeople, and athletes, to name just a few (Schulman,
1995).
Q.2. Discuss the five stage model of group development proposed by Tuckman. [10]

Ans. Models of Group Development

The most important models of group development have been cited below.
a. The Five-Stage Model
The Five-Stage Model of group development was proposed by Bruce Tuckman in 1965
(initially it was a four stage but later he added a fifth stage, Adjourning, in the 1970).
1. Forming
In this stage the members are entering the group. The main concern is to facilitate the entry of
the group members. The individuals entering are concerned with issues such as what the
group can offer them, their needed contribution the similarity in terms of their personal
needs, goals and group goals, the acceptable normative and behavioral standards expected for
group membership and recognition for doing the work as a group member.
2. Storming
This is a turbulent phase where individuals try to basically form coalitions and cliques to
achieve a desired status within the group. Members also go through the process of identifying
to their expected role requirements in relation to group requirements. In the process,
membership expectations tend to get clarified, and attention shifts toward hurdles coming in
the way of attaining group goals. Individuals begin to understand and appreciate each other’s
interpersonal styles, and efforts are made to find ways to accomplish group goals while also
satisfying individual needs.
3. Norming
From the norming stage of group development, the group really begins to come together as a
coordinated unit. At this point, close relationships develop and the group shows cohesiveness.
Group members will strive to maintain positive balance at this stage.
4. Performing
The group now becomes capable of dealing with complex tasks and handling internal
disagreements in novel ways. The structure is stable, and members are motivated by group
goals and are generally satisfied. The structure is fully functional and accepted at this stage.
Group energy makes a transition from member’s focus on getting to know and understand
each other to performing. For permanent work groups, performing is the last stage in their
development.
5. Adjourning
A well-integrated group is able to disband, if required, when its work is accomplished,
though in itself it may be a painful process for group members, emotionally. The adjourning
stage of group development is especially important for the many temporary groups that are
rampant in today’s workplaces. Members of these groups must be able to convene quickly,
do their jobs on a tight schedule, and then adjourn – often to reconvene later, whenever
required.
Groups do not always proceed clearly from one stage to the next. Sometimes several stages
go on simultaneously, as when groups are storming and performing. Groups may at times
regress to earlier stages. Another problem is that it ignores organizational context. For
instance, a study of a cockpit crew in an airliner found that, within ten minutes, three
strangers assigned to fly together for the first time had become a high-performing group. The
rigid organizational context provides the rules, task definitions, information, and resources
required for the group to perform, effectively.
b. Punctuated equilibrium model
The punctuated equilibrium model is an alternative model for temporary groups with
deadlines. It is for the groups that do not follow the five stage model.
Phase 1 – The first meeting sets the group’s direction. This stage is the first inertia phase. A
structure of behavioral patterns and assumptions emerges.
Transition – Then a transition takes place when the group has used up almost half its allotted
time. The group’s direction becomes fixed and is unlikely to be reexamined throughout the
first half of the group’s life. The group tends to stand still or become locked into a fixed
course of action. The group is incapable of acting on new insights in Phase 1. The midpoint
seems to set an alarm clock going increasing members’ awareness that their time is limited
and that they need to move on fast. A transition triggers off major changes. This ends Phase 1
and is characterized by a concentrated burst of changes, replacement old patterns, and
adoption of new perspectives. The transition sets a revised direction for Phase 2.
Phase 2 – It is a new equilibrium and is also a period of inertia. In this phase, the group
executes plans created during the transition period. The group’s last meeting is characterized
by a flurry of activities. The punctuated-equilibrium model characterizes groups as
demonstrating long periods of inertia interspersed with brief and rapid changes triggered
mainly by their members’ awareness of time and targets .
Temporary groups with deadlines don’t seem to follow the Tuckman’s five stage model.
Studies indicate that they have their own unique sequencing of actions (or inaction):
1) Their first meeting sets the group’s direction;
2) This first phase of group activity is one of inertia;
3) A transition takes place at the end of this first phase, which occurs exactly when the group
has used up half its allotted time;
4) A transition initiates major changes;
5) A second phase of inertia follows the transition; and
6) The group’s last meeting is characterized by markedly accelerated activity.
In summary the punctuated-equilibrium model characterizes groups as exhibiting long
periods of inertia interspersed with brief revolutionary changes triggered primarily by their
members’ awareness of time and deadlines. Or, to use the terminology of the five stage group
development, the group begins by combining the forming and norming stages, then goes
through a period of low performing, followed by storming, then a period of high
performance, and finally adjourning.
Q.3 What are the possible sources of organizational conflict? Explain. [10]
Ans. Sources of Organizational Conflict: Prominent among the sources of conflict in
organizations are:
1. Line and Staff Competition: The growth of highly specialized, creative, well-educated
staff poses unique problems for line managers. Faced with a growing dependence on staff,
line managers must adjust to a reduction in organizational power and prestige. Conflict in
most organizations persists between line and staff because it is virtually impossible to define
precisely the responsibility and authority relationships between the two.
2. Organization-Individual Disagreements: From one perspective, the conflict between the
organization and the individual centres around the individual’s failure to fulfil the
organization’s expectations regarding productivity or compliance with rules. From another,
the conflict is often seen as resulting from excessive organizational demands. Such conflict
may be overt or hidden from view, depending on the perception each side has of the power of
the other.
3. Overlapping Responsibilities: Organizations constantly change in response to personnel
turnover, expansion or contraction, the adoption of new policies, changes in external
environment, and so on. As a result, it is impossible to establish job responsibilities once and
for all. When a change occurs, one person reaches out to assume more responsibility, another
retrenches and still another tentatively assumes responsibility for certain functions without
knowing definitely who should be performing them. Thus, the stage is set for conflict.
4. Functional Interdependence: Conflicts between an organization’s functional units, such
as sales, accounting and manufacturing are commonplace. The sales department is at odds
with manufacturing because quality is too low or prices are too high to meet the competition.
Although departments are separated on the basis of function, they can never function as
completely autonomous units. They must somehow resist the constant urge to view the
organization in terms of their narrow self-interests.
5. Personality Clashes: Individual differences in such personal qualities as values, attitudes,
abilities and personality traits are often the cause of conflict. Two managers may learn to
despise each other thoroughly for reasons totally unrelated to their work, but their
performance on the job may suffer because of it.
6. Disagreement over Goals: Conflict among managers is often caused by the fact that there
is poor agreement over goals. Perhaps, an even more common source of conflict is the clash
of the personal goals of managers and employees with the goals of the organization.
7. Bottlenecks in the Flow of Work: Line supervisors in manufacturing must meet
production deadlines, but they are dependent upon production schedules, warehousing
shipping, and others for effective performance. A bottleneck at any point can prevent the line
supervisors from being effective and is quite naturally an occasion for interpersonal conflict.

Q.4 The environmental stressors have a great impact on work performance and
adjustment of the individual in an organization. Discuss the different categories of
environmental stressors. [10]
Ans. Environmental Stressors: Environmental and internal conditions that lie beyond an
individual’s control are called environmental stressors. Such stressors can have a
considerable impact on work performance and adjustment. We can organize environmental
stressors into the following categories:
1. Task Demands: Task demands are factors related to a person’s job. They include the
design of the individual’s job, working conditions, and the physical work layout. Changes
and lack of control are two of the most stressful demands people face at work. Change leads
to uncertainty, a lack of predictability in a person’s daily tasks and activities and may be
caused by job insecurity related to difficult economic times. Technology and technological
innovation also create change and uncertainty for many employees, requiring adjustments in
training, education and skill development.
Lack of control is a second major source of stress, especially in work environments that are
difficult and psychologically demanding. The lack of control may be caused by inability to
influence the timing of tasks and activities, to select tools or methods for accomplishing the
work, to make decisions that influence work outcomes, or to exercise direct action to affect
the work outcomes.
2. Role Demands: The social-psychological demands of the work environment may be every
bit as stressful as task demands at work. Role demands relate to pressures placed on a person
as a function of the particular role he or she plays in the organization. Role conflicts create
expectations that may be hard to reconcile or satisfy. Role conflict results from inconsistent
or incompatible expectations communicated to a person. The conflict may be an inter-role,
intra-role or person-role conflict.
a. Inter-role Conflict: is caused by conflicting expectations related to two separate roles,
such as employee and parent. For example, the employee with a major sales presentation on
Monday and a sick child at home is likely to experience inter-role conflict,
b. Intra-role Conflict: is caused by conflicting expectations related to a single role, such as
employee. For example, the manager who presses employees for both very fast work and
high-quality work may be viewed at some point as creating a conflict for employees.
c. Person-role Conflict: Ethics violations are likely to cause person-role conflicts.
Employees expected to behave in ways that violate personal values, beliefs or principles
experience conflict.
The second major cause of role stress is role ambiguity. Role ambiguity is created when role
expectations are not clearly understood and the employee is not sure what he or she is to do.
Role ambiguity is the confusion a person experiences related to the expectations of others.
Role ambiguity may be caused by not understanding what is expected, not knowing how to
do it, or not knowing the result of failure to do it.
3. Inter-personal Demands: are pressures created by other employees. Lack of social
support from colleagues and poor interpersonal relationships can cause considerable stress,
especially among employees with a high social need. Abrasive personalities, sexual
harassment and the leadership style in the organization are interpersonal demands for people
at work.
a. The Abrasive Person: May be an able and talented employee, but one who creates
emotional waves that others at work must accommodate.
b. Sexual Harassment: The vast majority of sexual harassment is directed at women in the
workplace, creating a stressful working environment for the person being harassed, as well as
for others.
c. Leadership Styles: Whether authoritarian or participative, create stress for different
personality types. Employees who feel secure with firm, directive leadership may be anxious
with an open, participative style. Those comfortable with participative leadership may feel
restrained by a directive style.
4. Physical Demands: Non-work demands create stress for people, which carry over into the
work environment or vice versa. Workers subject to family demands related to marriage,
child rearing and parental care may create role conflicts or overloads that are difficult to
manage. In addition to family demands, people have personal demands related to non-work
organizational commitments such as religious and public service organizations. These
demands become more or less stressful, depending on their compatibility with the person’s
work and family life and their capacity to provide alternative satisfactions for the person.

Q.5 Given below are certain instances observed by a summer trainee – Ritu, while doing
an observational study at Phoenix consultants. An organization dealing with recycling of
plastic products waste etc. She makes the following observations about two key people
in the organization.
 1. Mr. Shah – He is a very friendly person and encourages his team members by
giving them recommendations and appreciation. This helps HR to decide about
giving a bonus or promotion to employees.
2. Mr. Parhi-He is an aggressive person. He frequently loses his temper. Ritu
observes that he frequently punishes the non-performers and also gives them
warnings regarding suspension etc.
Now explain what base of power Mr. Shah and Mr. Parhi belong to. Explain the type of
power they use often [10]

Ans. Bases of Power

Power can be categorized into two types: Formal and informal
A. Formal Power: It is based on the position of an individual in an organization. Formal
power is derived from either one’s ability to coerce or reward others or is derived from the
formal authority vested in the individual due to his/ her strategic position in the
organizational hierarchy. For example, a manager may threaten to withhold a pay raise, or to
transfer, demote, or even recommend the firing of a subordinate who does not act as desired.
Such coercive power is the extent to which a manager can deny desired rewards or administer
punishments to control other people. The availability of coercive power also varies across
organizations. The presence of unions and organizational policies on employee treatment can
weaken this power base significantly. Formal power may be categorized into four types
which are as follows:
1. Coercive Power:
The coercive power base is being dependent on fear. It is based on the application, or the
threat of application, of physical sanctions such as the infliction of pain, the generation of
frustration through restriction of movement, or the controlling by force of basic physiological
or safety needs. In an organization one can exercise power over another if they have the
power to dismiss, suspend, demote another assuming that the job is valuable to the person on
whom power is being unleashed.
2. Reward Power:
The opposite of coercive power is reward power. Reward power is the extent to which a
manager can use extrinsic and intrinsic rewards to control other people. Examples of such
rewards include money, promotions, compliments, or enriched jobs. Although all managers
have some access to rewards, success in accessing and utilizing rewards to achieve influence
varies according to the skills of the manager.
3. Legitimate Power:
The third base of “position” power is legitimate power, or formal authority .It stems from the
extent to which a manager can use subordinates’ internalized values or beliefs that the “boss”
has a “right of command” to control their behavior. For example, the boss may have the
formal authority to approve or deny such employee requests as job transfers, equipment
purchases, personal time off, or overtime work. Legitimate power represents a special kind of
power a manager has because subordinates believe it is legitimate for a person occupying the
managerial position to have the right to command. The lack of this is legitimacy will result in
authority not being accepted by subordinates. Thus this type of power has the following
elements:
· It represents the power a person receives as a result of his/her position in the formal
hierarchy.
· Positions of authority include coercive and reward powers.
· Legitimate power, however, is not limited to the power to coerce and reward. It
encompasses the acceptance of the authority of a position by members of an organization.
4. Information Power:
This type of power is derived from access to and control over information. When people have
needed information, others become dependant on them. (For example, managers have access
to data that subordinates do not have). Normally the higher the level, the more information
would be accessed by managers.
B. Personal Power
Personal power resides in the individual and is independent of that individual’s position.
Three bases of personal power are expertise, rational persuasion, and 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.

Q.6 “Window to Truth’ is a famous and old magazine. The top management decides to
start the e-edition of the magazine.

They also decide the redefine the policies and culture of “Window to Truth” To start
implementing this change, they frequently call meetings of employees. They have also
formed groups at different levels to clarify doubts and explain the perspective of
change.
Analyze the situation in the context of organizational change and elaborate why the top
management is following the discussed practices and what approach is most evident in
the context. [10]

Ans. Force Field Analysis theory

Lewin (1951) proposed a three step sequential model of change process:
Unfreezing
At this stage, the forces, which maintain the status quo in the organizational behavior, are
reduced by refuting the present attitude and behavior to create a perceived need for
something new. It is facilitated by environmental pressure such as increased competition,
declining productivity and performance, felt need to improve the style of work, etc.
Schien has suggested some measures which are quite helpful in undertaking unfreezing
process. These are as follows:
1. The physical removal of the individuals being changed from their accustomed routines,
sources of information, and social relationships.
2. The undermining and destruction of social support.
3. Demeaning and humiliating experiences to help individuals to see their old attitudes or
behavior as unworthy and think to be motivated to change.
4. The consistent linking of reward with willingness to change and of punishment with lack
of willingness to change.

Fig. 14.1: Change Process

Changing/Moving
This stage involves a shift in behavior of organizations by modifying system, process,
technology and people. This phase can be explained in terms of compliance, identification
and internalization (Rao and Hari Krishna 2002). Compliance or force occurs when
individuals are forced to change whether by reward or by punishment. Internalization occurs
when individuals are forced to encounter a situation that calls for new behavior. Identification
occurs when individuals recognize one among various models provided in the environment
that is most suitable to their personality.
Refreezing
At this stage, actions are taken to sustain the drive for change and to facilitate the
institutionalization process of the change even in a day-to-day routine of the organizations.
Here, the desired outcomes are positively reinforced and extra support is provided to
overcome the difficulties. There is a tendency that individuals revert back gradually to their
old behaviors, which they were displaying before the change, in the absence of suitable
reinforcement. Therefore, reinforcement is necessary for the internalization of new behavior.