Neelam aswal MBA Sem-1 MPOB

MASTER OF BUSINESS ADMINISTRATION-MBA SEMESTER 1

MB0038 Management Process and Organization Behavior (Book ID: B1127) Assignment Set- 1

Q.1 WRITE A NOTE ON THE FUNCTIONS OF MANAGEMENT

Answer:The four functions of management comprise of the primary functions of managers, which must be performed efficiently for the success of an organization. These functions are common across all fields of management, be it at a factory, a super market, a restaurant or even at home. For the smooth functioning of any organization, the functions are planning, organizing, leading and controlling. These functions are referred to as the management process.

Planning
Planning is the first and base component of management. It involves recognizing the organization s goals and developing strategies to achieve these goals. This is called strategy planning. These strategies may have to be altered or completely changed constantly based on the macro and micro factors affecting an organization. Thus planning is a constant process. Even though all planning involves the same kind of thought process, different types of plans are made for different functions of an organization. Examples of planning are strategic planning, marketing planning, business planning, succession planning, project planning, sales planning, etc.

Organizing
Organizing is an important responsibility of a manager. Unless a manager manages in an organized manner, no work will get done. A manager s organizational responsibilities include organizing the resources of an organization, identifying different roles, choosing the right people for these roles, delegating tasks to people, etc. He also has to ensure that the employees have the required resources to perform their tasks better. Inefficient organization can lead to chaos in the company.

Leading
Even though many use the term managing and leading synonymously, nothing could be farther from the truth. Simply managing tasks means making people do their jobs. But leading means influencing and inspiring people in such a way that they feel motivated to do their jobs. People find it easier to follow a leader. Following the orders of a manager is something that is done as a part of one s job, but following a leader is something that is done more willingly by people. Thus, every manager must aim at becoming

Neelam aswal MBA Sem-1 MPOB a good leader. A leader focuses on interpersonal relations with each employee and constantly motivates them to perform better. By creating a positive working environment a leader can effectively help improve the employees job performance and hence their morale.

Controlling
Controlling as the name suggests means controlling the various functions in the organization to ensure they are on track with the goals that were set at the beginning of the planning process. Controlling also involves setting certain performance standards for the employees and constantly evaluating their job performance. Sometimes the strategies and plans that were developed and implemented may not work out as initially planned due to certain external factors. Controlling and evaluating helps a manager recognize these failures and quickly implement corrective measures to bring the task back on track. It involves evaluating the expected and actual job performance. This helps a manager recognize potential problems and take preventive measures against the consequences. These four functions of management are very important for an organization and if done well can be the reason behind the success of the business.

Neelam aswal MBA Sem-1 MPOB

Q.2 DISCUSS ANY TWO LEARNING THEORIES IN DETAIL.

Answer:In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004; Ormrod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn; thereby helping us understands the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.

There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.

Merriam and Caffarella (1991) highlight four approaches or orientations to learning: Behaviorist, Cognitivist, Humanist, and Social/Situational. These approaches involve contrasting ideas as to the purpose and process of learning and education - and the role that educators may take.

Behaviorism
Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull. What characterize these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.

Neelam aswal MBA Sem-1 MPOB There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B.F. Skinner and is known as Radical Behaviorism. The word operant refers to the way in which behavior operates on the environment . Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.

Since behaviorists view the learning process as a change in behavior, educators arrange the environment to elicit desired responses through such devices as behavioral objectives, competency based education, and skill development and training. Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instructions have emerged from this model.

Cognitivism
Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist . He criticized behaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive approach: (1) That the memory system is an active organized processor of information and

Neelam aswal MBA Sem-1 MPOB (2) That prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory. The major difference between Gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to Gestaltists than the environment that behaviorists emphasize. Once memory theories like the Atkinson-Shifting memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory. These theories of learning play a role in influencing instructional design.Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. Educators employing a cognitivist approach to learning would view learning as internal mental process (including insight, information processing, memory, perception) where in order to develop learner capacity and skills to improve learning, the educator structures content of learning activities to focus on building intelligence and cognitive and meta-cognitive development.

Constructivism
Main article: Constructivism (learning theory) The learning theories of Jean Piaget, Jerome Bruner, Lev Vygotsky and John Dewey serve as the foundation of constructivist learning theory. Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members". Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building. Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice and religious practice.

Informal and post-modern theories

Informal theories of education break down the learning process, learning authentically and with practicality. One theory deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. In Marzano s

Neelam aswal MBA Sem-1 MPOB restructuring knowledge the informal curriculum promotes the use of prior knowledge to help students gain big ideas and concept understanding. This theory states that new knowledge cannot be told to students; rather student s current knowledge must be challenged. By challenging student s current ideas, students can adjust their ideas to more closely resemble actual theories or concepts. By using this method students gain the big idea taught and later are more willing to learn and keep the specifics of the concept or theory taught. This theory further aligns with the studies of Brown and Ryoo, who support that teaching concepts and the language of a subject should be split into multiple steps. Other informal learning concerns regard sources of motivation for learning. Deci argues that intrinsic motivation creates a more self-regulated learner yet schools undermine intrinsic motivation. This is not ideal for learning. Critics argue that average students learning in isolation perform significantly lower than those learning with collaboration and mediation. Students learn through talk, discussion, and argumentation.

Transformative Learning Theory

Transformative learning theory [explains the] process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world. Transformative learning is the cognitive process of effecting change in a frame of reference although it is recognized that important emotional changes are often involved. These frames of reference define our view of the world and we have a tendency as adults to reject or deem unworthy any ideas that do not ascribe to our particular values, associations, concepts, etc.Our frames of reference are composed of two dimensions: habits of mind and points of view. Habits of mind, such as ethnocentrism, are more fixed and influence our point of view and the resulting thoughts or feelings associated with them, whereas points of view may change over time as a result of influences such as reflection, appropriation and feedback. Transformative learners utilize discourse as a means of critically examination and reflection devoted to assessing reasons presented in support of competing interpretations, by critically examining evidence, arguments, and alternative points of view. When circumstances permit, transformative learners move toward a frame of reference that is more inclusive, discriminating, self- reflective, and integrative of experience. Transformative learning leads to autonomous and responsible thinking which is essential for full citizenship in democracy and for moral decision making in situations of rapid change.

Other learning theories

Educational Neuroscience or Neuro education is an emerging new learning theory. Prestigious universities such as Harvard, Johns Hopkins, USC and others are now offering programs dedicated to neuro education and are developing majors and degrees in the field. It is founded on connecting what we know about how the brain processes and stores information with classroom instruction and experiences. Neuroeducation analyzed the biological change in the brain as new information is processed and looks at what environmental, emotional, social situations are best in order for the new information to be processed. It further analyzes under what conditions the brain stores information and links it to other neurons versus simply determining that the information is non-essential to store and hence reabsorbs the dendrite and dismisses the information.

Neelam aswal MBA Sem-1 MPOB Radin points out that the examination of the art and science of teaching was further accelerated by President G.H. Bush when he declared the 1990s as the Decade of the Brain. The integration and application of what we know about the brain was strengthened in 2000 when the American Federation of Teachers stated, It is vital that we identify what science tells us about how people learn in order to improve the education curriculum. Rowland discusses that what is exciting about this new field in education is that modern brain imaging techniques now make it possible, in some sense, to watch the brain as it learns. As academic language and learning (ALL) educators often work with students on improving their approaches to learning, the question then arises: can the results of neuro-scientific studies of brains as they are learning usefully inform practice in this area? Although the field of neuroscience is young, it is expected that with new technologies and ways of observing learning, the paradigms of what students need and how students learn best will be further refined with actual scientific evidence. In particular, students who may have learning disabilities will be taught with strategies that engage their brain and makes the connections needed. Other learning theories have also been developed for more specific purposes than general learning theories. For example, andragogy is the art and science to help adults learn .Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning.

Neelam aswal MBA Sem-1 MPOB

Q.3 EXPLAIN THE CLASSIFICATION OF PERSONALITY TYPES GIVEN BY SHELDON.

Answer:William Sheldon classified personality according to body type. He called this a person s somatotype. He identified three main somatotypes that are associated with certain personality characteristics. They are as follows: 1. Endomorphy It is 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. 2. Mesophorphy It is focused on musculature and the circulatory system (mesoderm), has the tendency towards muscularity, and corresponds to the Somatotonia temperament courageous, energetic, active, dynamic, assertive, aggressive, risk taker. 3. Ectomorphy: It is 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 Atlas of Men , 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" 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.

But body types have been criticized for very weak empirical methodology and are not generally used in Psychology. The use of somatotyping is used more often in alternative therapies and Eastern psychology and spirituality.

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Q.4 WHAT ARE THE FACTORS INFLUENCING PERCEPTION?

Answer:Factors Influencing Perception: A number of factors operate to shape and sometimes distort perception. These factors can reside: 1) In the perceiver 2) In the object or target being perceived or 3) In the context of the situation in which the perception is made 1. Characteristics of the perceiver: Several characteristics of the perceiver can affect perception. When an individual looks at a target and attempts to interpret what he or she stands for, that interpretation is heavily influenced by personal characteristics of the individual perceiver. The major characteristics of the perceiver influencing perception are: a) Attitudes: The perceiver s attitudes affect perception. This attitude will doubtless affect his perceptions of the female candidates he interviews. b) Moods: Moods can have a strong influence on the way we perceive someone. We think differently when we are happy than we do when we are depressed. c) Motives: Unsatisfied needs or motives stimulate individuals and may exert a strong influence on their perceptions. d) Self-Concept: Another factor that can affect social perception is the perceiver s self-concept. An individual with a positive self-concept tends to notice positive attributes in another person. e) Interest: The focus of our attention appears to be influenced by our interests. Because our individual interest differs considerably, what one person notices in a situation can differ from what others perceive. f) Cognitive Structure: Cognitive Structure, an individual s pattern of thinking, also affects perception. Some people have a tendency to perceive physical traits, such as height, weight, and appearances more readily. g) Expectations: Finally, expectations can distort your perceptions in that you will see what you expect to see. The research findings of the study conducted by Sheldon S Zalkind and Timothy W Costello on some specific characteristics of the perceiver reveal Knowing oneself makes it easier to see others accurately.

Neelam aswal MBA Sem-1 MPOB One s own characteristics affect the characteristics one is likely to see in others. People who accept themselves are more likely to be able to see favorable aspects of other people. Accuracy in perceiving others is not a single skill. These four characteristics greatly influence how a person perceives others in the environmental situation.

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Q.5MR. SOLANKI IS THE VP- HR OF A LEADING FINANCIAL SERVICES COMPANY. HE IS HAVING A MEETING WITH MS. RAMANI LEADING HR CONSULTANT. MR. SOLANKI IS CONCERNED ABOUT CREATING AN ENVIRONMENT THAT HELPS IN INCREASING THE JOB SATISFACTION AMONGST EMPLOYEES. ASSUME THAT YOU ARE MS. RAMANI, THE HR CONSULTANT. WHAT SUGGESTIONS YOU WILL GIVE TO MR. SOLANKI, FOR CREATING AN ENVIRONMENT THAT INCREASES JOB SATISFACTION.

Answer: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 behavior and the appropriate ways to respond are important organizational actions.

Neelam aswal MBA Sem-1 MPOB 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 behavior and organizational social responsibility.

viii) Job enrichment It is a deliberate upgrading of responsibility, scope, and challenge in the work itself. Job enrichment usually includes increased responsibility, recognition, and opportunities for growth, learning, and achievement. Large companies that have used job-enrichment programs to increase employee motivation and job satisfaction include AT&T, IBM, and General Motors (Daft, 1997).

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Q.6 GIVEN BELOW IS THE HR POLICY GLIMPSE OF THE |VARK-LEARNING} A LEARNING AND TRAINING SOLUTIONS COMPANY 1. IT OFFERS CASH REWARDS FOR STAFF MEMBERS 2. IT PROMOTES THE CULTURE OF EMPLOYEE REFERRAL AND ENCOURAGES PEOPLE TO REFER PEOPLE THEY KNOW MAY BE THEIR FRIENDS, EX. COLLEAGUES BATCH MATES, RELATIVES. 3. WHAT ALL NEEDS DO IT TAKES CARE OFF ACCORDING TO MASLOWS NEED HIERARCHY 4. IT RECOGNIZES GOOD PERFORMANCES AND GIVE FANCY TITLES AND JACKETS TO THE PEOPLE WHO PERFORM WELL AND ALSO FELICITATES THEM IN THE ANNUAL DAY OF THE COMPANY. WHAT ALL ASPECTS DOES IT TAKES CARE OF ACCORDING TO THE MASLOWS NEED HIERARCHY?

Answer:Maslow is a humanistic psychologist. Humanists do not believe that human beings are pushed and pulled by mechanical forces, either of stimuli and reinforcements (behaviorism) or of unconscious instinctual impulses (psychoanalysis). Humanists focus upon potentials. They believe that humans strive for an upper level of capabilities. Humans seek the frontiers of creativity, the highest reaches of consciousness and wisdom. This has been labeled "fully functioning person", "healthy personality", or as Maslow calls this level, "self-actualizing person." Maslow has set up a hierarchic theory of needs. All of his basic needs are instinctual, equivalent of instincts in animals. Humans start with a very weak disposition that is then fashioned fully as the person grows. If the environment is right, people will grow straight and beautiful, actualizing the potentials they have inherited. If the environment is not "right" (and mostly it is not) they will not grow tall and straight and beautiful. Maslow has set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels of needs exist. These include needs for understanding, esthetic appreciation and purely spiritual needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied or the third until the second has been satisfied, and so on. Maslow's basic needs are as follows: Physiological Needs These are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction.

Neelam aswal MBA Sem-1 MPOB Safety Needs When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe. Needs of Love, Affection and Belongingness When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging. Needs for Esteem When the first three classes of needs are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for the esteem a person gets from others. Humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless. Needs for Self-Actualization When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self- esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for self-actualization. The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the lower needs, and the upper point representing the need for selfactualization. Maslow believes that the only reason that people would not move well in direction of selfactualization is because of hindrances placed in their way by society. He states that education is one of these hindrances. He recommends ways education can switch from its usual person-stunting tactics to person-growing approaches. Maslow states that educators should respond to the potential an individual has for growing into a self-actualizing person of his/her own kind. Ten points that educators should address are listed: Questioning performance, Reviewing/clarify objective, Changing/confirming roles, Opening risky issues, Assertiveness, Listening, Testing new ground, Identifying strengths and weaknesses. Performing: Groups reacha conclusion and implement the solution to their issue. Indicators include: Creativity, Initiative, Flexibility, Open relationships, Pride, Concern for people, Learning, Confidence, High morale, Success, etc.

Neelam aswal MBA Sem-1 MPOB Adjourning: As the group project ends, the group disbands in the adjournment phase. This phase was added when Tuckman and Jensen's updated their original review of the literature in 1977. Each of the four stages in the Forming-storming-norming-performing-adjourning model proposed by Tuckman involves two aspects: Interpersonal relationships and task behaviors. Such a distinction is similar to Bales' (1950) equilibrium Model which states that a group continuously divides its attention between instrumental (task-related) needs and expressive

Neelam aswal MBA Sem-1 MPOB

MASTER OF BUSINESS ADMINISTRATION-MBA SEMESTER 1

MB0038 Management Process and Organization Behavior
(Book ID: B1127) Assignment Set- 2

Q.1 WRITE A NOTE ON CLASSICAL ERA FOR EVOLUTION OF ORGANIZATION BEHAVIOUR. Answer:Classical conditioning is one of the simplest forms of learning, yet it has a powerful effect on our attitudes, likes and dislikes, and emotional responses. We have all learned to respond in specific ways to a variety of words and symbols. Our lives are profoundly influenced by associations we learn through classical conditioning. Ivan Pavlov s research on the conditioned reflex in dogs revealed much of what we know about the principles of classical conditioning. Classical conditioning is modifying behavior so that a conditioned stimulus is paired with an unconditioned stimulus and elicits an unconditioned behavior. Ian Pavlov, a Russian psychologist developed classical conditioning theory based on his experiments to teach a dog to salivate in response to the ringing of a bell. When Pavlov presented meat to the dog, he noticed a great deal of salvation. But, when merely bell was rung,no salivation was noticed in the dog. What Pavlov did next was to link the meat and the ringing of the bell. Classical conditioning introduces a simple cause-and-effect relationship between one stimulus and response. It also makes the response reflective or involuntary after the stimulus-response relationship has been established. This leaves no ground for making choices, which factor differentiates human beings from dogs. Under certain situations, classical conditioning does explain human behavior. For example, if a student is always reprimanded by his Principle when he is summoned to the principal s office, he may become nervous whenever asked to come to the principal s office because of this association. Classical conditioning has real limitation in its acceptability to human behavior in organizations. An alternate approach to classical conditioning was proposed by B.F Skinner, known as Operant Conditioning, in order to explain the more complex behavior of human, especially in an organizational setting.

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Q.2 . WRITE A NOTE ON DIFFERENT TYPES OF GROUPS. EXPLAIN.

Answer:Group may be defined as the aggregation of small number of people who work for common goals and develop a shared attitude. The following are the features of the group:A. TWO OR MORE PERSONS - A group should have at least two people. With a single individual there cannot be a meaningful interaction. B. COLLECTIVE IDENTITY - Each member of the group must believe that s/he is a part of the group and be aware of his membership. If not aware, there will be no meaningful interaction. C. INTERACTION - Each member should share her/his ideas with others through communication, at least occasionally. D. SHARED GOAL INTEREST Every group has a common objective. The shared goal interest/s brings the group members together. Types of Groups 1. Primary & Secondary Groups:A primary group has intimate, face to face association & co-operation e.g. family, neighbourhood groups, friendship groups A secondary group is formal, may not have any interest in the problems & pleasure of others. 2. Membership & Reference Groups: A membership group is one to which an individual really belongs. A reference group is one with which the individual identifies. The attractiveness of the reference group makes the norms of that group more attractive to the individual who aspires for it. 3. Command & Task Groups: A command group is composed of subordinates who report directly to a common supervisor e.g. a production manager & his subordinates in his department. A task group is usually formed to solve a problem. It is comprised of the employees who work together to complete a particular task.

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4. In-groups & Out-groups: In-groups are a cluster of individuals that have a dominant place in social functioning. The out-groups are marginal in the society and referred as minority groups. 5. Formal & Informal groups: Formal groups are created and maintained to fulfill specific needs related to the overall organizational mission:     Designed by Top management for achieving organizational goals Concentrates more on the performance of job People are placed in hierarchy and their status determined accordingly Co-ordination of members are controlled through process, procedures etc

Informal Groups are created in the organization because of social and psychological forces operating at the workplace.  A natural outcome at the work place & not designed and planned  Organization is coordinated by group norms and not by norms of the formal organization  Such group associations are not specified in the blue-print of the formal organization

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Q.3 EXPLAIN THE APPROACHES OF CONFLICT MANAGEMENT.

Answer:Problem - Solving:The problem-solving approach involves supporting the individuals involved in the conflict to help them consider all the options and find the best solution. Sometimes referred to as the Confrontation approach. This approach should be employed in situations where there is not a clear concise agreed to solution, and there is time to allow the parties to collaborate and innovate. For this approach to work, it is also important that the conflicting parties both bring ideas and creativity to the problem. Comprise:Comprise involves working out a middle ground that satisfies all parties to some degree. The compromising approach requires each of the conflicting members to accede in order to achieve a resolution. This approach should be employed in situations when both parties have a valid but different approach to resolve the problem or complete the task hand, or when there is not a best practice to be followed. By assuring everyone's perspective is considered and represented, this approach will allow a win-win situation to occur. Smoothing:Smoothing de-emphasizes the differences between points of view and focuses on commonalities. The smoothing approach involves minimizing the importance of the problem at the heart of the conflict in an effort to make the conflict seem pointless. This approach is particularly useful for minor or unimportant issues, or issues that are not critical to project success. Forcing :The forcing approach requires others to yield to the point of view of one side or another. It is also called the win-lose approach and can increase conflict. The forcing approach involves you, as project manager, using your influence and powers within the project team to simply resolve the issue yourself, making a decision about the way to move forward. This approach should be used when time is a critical factor. It is imperative that the project manager provides the desired resolution to the conflict. This approach doesn't solve the conflict, but it does ensure that things get done.

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Withdrawal:Withdrawal involves avoiding or retreating from the conflict or potential conflict and allowing the involved parties to work out the conflict on their own. The withdrawing approach involves giving in to the conflict by simply refusing to acknowledge that there is a problem and declining to discuss it. Because this approach involves avoiding the problem, it should not be used very often. It can be a temporary solution to deal with heated and emotional conflicts, or it can be used if the issue isn't relevant to the work of the project team.

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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.

Answer: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: 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. 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 conflict results from inconsistent or incompatible expectations communicated to a person. The conflict may be an inter-role, intra-role or person-role conflict. Inter-personal Demands: Interpersonal 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. 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.

Neelam aswal MBA Sem-1 MPOB

Q.5 GIVEN BELOW ARE CERTAIN INSTANCES OBSERVED BY THE SUMMER TRAINEE RITU, WHILE MAKING AN OBSERVATIONAL STUDY AT GLOBAL GREEN CONSULTANTS. AN ORGANIZATION DEALING WITH RECYCLING OF PLASTIC PRODUCTS WASTE ETC. SHE MAKES THE FOLLOWING OBSERVATION ABOUT TWO KEY PEOPLE IN THE ORGANIZATION. 1. Mr. Patnayak He is a very friendly person and encourages his team members by giving those recommendations and appreciations. This helps HR to decide about giving a bonus or promotion to employees. 2. Mr. Dutta - He is an aggressive person. He frequently loses his temper. Ritu observes that he frequently punishes the non-performers and also give them warnings regarding suspension etc. Now explain what base of power does Mr. Patnayak and Mr. Dutta belongs to. Explain the type of power they use often

Answer: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 strategic position in the organizational hierarchy. Formal power may be categorized into four types which areas follow: 1. Coercive Power: The coercive power base is being dependent on fear. 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 like Mr. Dutta often uses it in our case. 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 like Mr Patnayak often uses it in our case 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.

Neelam aswal MBA Sem-1 MPOB 4. Information Power: This type of power is derived from access to and control over information. When people have needed information, others become dependent 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. There are following three bases of personal power: 1. Expert power: Expert power is the ability to control another person s behavior by virtue of possessing knowledge, experience, or judgment that the other person lacks. 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. 2. Rational persuasion: 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. 3.Reference Power: 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

Neelam aswal MBA Sem-1 MPOB

Q.6 |FASHION4NOW} 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.

Answer:Management, re-engineering, etc. Some experts refer to organizational transformation. Often this term designates a fundamental and radical reorientation in the way the organization operates. The levels of organizational change Perhaps the most difficult decision to make is at what "level" to start. There are four levels of organizational change: First let's describe these levels, and then under what circumstances a business should use them.

Level 1- shaping and anticipating the future

At this level, organizations start out with few assumptions about the business itself, what it is "good" at, and what the future will be like. Management generates alternate "scenarios" of the future, defines opportunities based on these possible futures, assesses its strengths and weaknesses in these scenarios changes its mission, measurement system etc. More information on this is in the next article, "Moving from the Future to your Strategy."

Level 2 - defining what business (es) to be in and their "Core Competencies

Many attempts at strategic planning start at this level, either assuming that 1) the future will be like the past or at least predictable; 2) the future is embodied in the CEO's "vision for the future"; or 3) management doesn't know where else to start; 4) management is too afraid to start at level 1 because of the changes needed to really meet future requirements; or 5) the only mandate they have is to refine what mission already exists. After a mission has been defined and a SWOT (strengths, weaknesses, opportunities and threats) analysis is completed, an organization can then define its measures, goals, strategies, etc. More information on this is in the next article, "Moving from the Future to your Strategy."

Level 3 Re engineering (Structurally Changing) Your Processes

Neelam aswal MBA Sem-1 MPOB Either as an aftermath or consequence of level one or two work or as an independent action, level three works focuses on fundamentally changing how work is accomplished. Rather than focus on modest improvements, re engineering focuses on making major structural changes to everyday with the goal of substantially improving productivity, efficiency, and quality or customer satisfaction. To read more about level 3 organizational changes, please see "A Tale of Three Villages."

Level 4 - Incrementally Changing your Processes

Organizational changes are focusing in making many small changes to existing work processes. Oftentimes organizations put in considerable effort into getting every employee focused on making these small changes, often with considerable effect. Unfortunately, making improvements on how a buggy whips for horse-drawn carriages is made will rarely come up with the idea that buggy whips are no longer necessary because cars have been invented? To read more about level 4 organizational changes and how it compares to level 3, please see "A Tale of Three Villages ."Some General Guidelines to Organization-Wide Change 1. Consider using a consultant. Ensure the consultant is highly experienced in organization-wide change. Ask to see references and check the references. 2. Widely communicate the potential need for change. Communicate what you're doing about it. Communicate what was done and how it worked out.

3. Get as much feedback as practical from employees, including what they think are the problems and what should be done to resolve them. If possible, work with a team of employees to manage the change. 4. Don't get wrapped up in doing change for the sake of change. Know why you're making the change. What goal(s) do you hope to accomplish? 5. Plan the change. How do you plan to reach the goals, what will you need to reach the goals, how long might it take and how will you know when you've reached your goals or not? Focus on the coordination of the departments/programs in your organization, not on each part by itself. Have someone in charge of the plan. 6. End up having every employee ultimately reporting to one person, if possible, and they should know who that person is. Job descriptions are often complained about, but they are useful in specifying who reports to whom. 7. Delegate decisions to employees as much as possible. This includes granting them the authority and responsibility to get the job done. As much as possible, let them decide how to do the project. 8. The process won't be an "aha!" It will take longer than you think.

Neelam aswal MBA Sem-1 MPOB 9. Keep perspective. Keep focused on meeting the needs of your customer or clients. 10. Take care of yourself first. Organization-wide change can be highly stressful. 11. Don't seek to control change, but rather to expect it, understands it and manages it. 12. Include closure in the plan. Acknowledge and celebrate your accomplishments. 13. Read some resources about organizational change, including new forms and structures