ASSIGNMENT 02 NAME ROLL NO.

. LEARNING CENTRE LEARNING CENTRE CODE COURSE SUBJECT SAURABH VERMA 511220551 BHOPAL (MADHYA PRADESH) 1650 MBA MANAGEMENT PROCESS AND ORGANIZATIONAL BEHAVIOR - SET 2 SEMESTER 1 MB0038 JULY 3, 2012

SEMESTER SUBJECT CODE DATE OF SUBMISSION MARKS AWARDED

DISRECTORATE OF DISTANCE EDUCATION SIKKIM MANIPAL UNIVERSITY IIND FLOOR , SYNIDICATE HOUSE MANIPAL-576 104

_______________ _______________________ Signature of Coordinator Signature of Center ____________________ Signature of Evaluator

MB0038-MANAGEMENT PROCESS AND ORGANIZATION BEHAVIOR

ASSIGNMENT SET-2

Q.1: What is emotional intelligence? Explain Golemans model of emotional intelligence.

Ans: Emotional Intelligence(EI) describes the ability, capacity, skill or, in the case of the trait EI model, a self-perceived ability, to identify, assess, and manage the emotions of one's self, of others, and of groups. Different models have been proposed for the definition of EI and disagreement exists as to how the term should be used. Despite these disagreements, which are often highly technical, the ability EI and trait EI models (but not the mixed models) enjoy support in the literature and have successful applications in different domains. Goleman's framework of emotional intelligence Goleman developed a framework to explain emotional intelligence in terms of five elements, he described as self-awareness, self-regulation, motivation, empathy and social skills. Each of these elements has distinctive characteristics, as outlined below: 1) Self-awareness: examining how your emotions affect your performance; using your values to guide decision-making; self-assessment - looking at your strengths and weaknesses and learning from your experiences; and being self-confident and certain about your capabilities, values and goals. 2) Self-regulation: controlling your temper; controlling your stress by being more positive and action-centred; retaining composure and the ability to think clearly

under pressure; handling impulses well; and nurturing trustworthiness and selfrestraint. 3) Motivation: enjoying challenge and stimulation; seeking out achievement; commitment; ability to take the initiative; optimism; and being guided by personal preferences in choosing goals. 4) Empathy: the ability to see other people's points of view; behaving openly and honestly; avoiding the tendency to stereotype others; and being culturally aware. 5) Social skills: the use of influencing skills such as persuasion; good communication with others, including employees; listening skills; negotiation; cooperation; dispute resolution; ability to inspire and lead others; capacity to initiate and manage change; and ability to deal with others' emotions - particularly group emotions.

Goleman claims that people who demonstrate these characteristics are more likely to be successful in senior management, citing research from various sources that suggests senior managers with a higher emotional intelligence rating perform better than those without. He gives several anecdotal case studies to illustrate ways in which emotional intelligence can make a real impact in the workplace.

Q.2. Discuss the five stage model of group development proposed by Tuckman.

Ans: The goal of most research on group development is to learn why and how small groups change over time. To do this, researchers examine patterns of change and continuity in groups over time. Aspects of a group that might be studied include the quality of the output produced by a group, the type and frequency of its activities, its cohesiveness, the existence of conflict, etc. Tuckman's Stages model

Bruce Tuckman reviewed about fifty studies of group development (including Bales' model) in the mid-sixties and synthesized their commonalities in one of the most frequently cited models of group development (Tuckman, 1965). The model describes four linear stages (forming, storming, norming, and performing) that a group will go through in its unitary sequence of decision making. A fifth stage (adjourning) was added in 1977 when a new set of studies were reviewed (Tuckman & Jensen, 1977).

Forming:

Group members learn about each other and the task at hand. Indicators of this stage might include: Unclear objectives, Uninvolvement, Uncommitted members, Confusion, Low morale, Hidden feelings, Poor listening, etc.

Storming

As group members continue to work, they will engage each other in arguments about the structure of the group which often are significantly emotional and illustrate a struggle for status in the group. These activities mark the storming phase: Lack of cohesion, Subjectivity, Hidden agendas,

Conflicts, Confrontation, Volatility, Resentment, anger, Inconsistency, Failure. Norming: Group members establish implicit or explicit rules about how they will achieve their goal. They address the types of communication that will or will not help with the task. Indicators include: Questioning performance, Reviewing/clarify objective, Changing/confirming roles, Opening risky issues, Assertiveness, Listening, Testing new ground, Identifying strengths and weaknesses Performing: Groups reach a 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. 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. Q.3 What are the possible sources of organizational conflict? Explain.

Ans: Organizational conflict is a state of discord caused by the actual or perceived opposition of needs, values and interests between people working together. Conflict takes many forms in organizations. There is the inevitable clash between formal authority and power and those individuals and groups affected. There are disputes over how revenues should be divided, how the work should be done, and how long and hard people should work. There are jurisdictional disagreements among individuals, departments, and between unions and management. There are subtler forms of conflict involving rivalries, jealousies, personality clashes, role definitions, and struggles for power and favor. There is also conflict within individuals between competing needs and demands to which individuals respond in different ways. The ingredients/sources of conflict. Needs - Needs are things that are essential to our well-being. Conflicts arise when we ignore others' needs, our own needs or the group's needs. Be careful not to confuse needs with desires (things we would like, but are not essential). Perceptions - People interpret reality differently. They perceive differences in the severity, causes and consequences of problems. Misperceptions or differing perceptions may come from: self-perceptions, others' perceptions, differing perceptions of situations and perceptions of threat.

Power - How people define and use power is an important influence on the number and types of conflicts that occur. This also influences how conflict is managed. Conflicts can arise when people try to make others change their actions or to gain an unfair advantage.

Values - Values are beliefs or principles we consider to be very important. Serious conflicts arise when people hold incompatible values or when values are not clear.

Conflicts also arise when one party refuses to accept the fact that the other party holds something as a value rather than a preference. Feelings and emotions - Many people let their feelings and emotions become a major influence over how they deal with conflict. Conflicts can also occur because people ignore their own or others' feelings and emotions. Other conflicts occur when feelings and emotions differ over a particular issue. Managing Conflict There are five steps to managing conflict. These steps are: Step 1:Analyze the conflict. The first step in managing conflict is to analyze the nature and type of conflict. To do this, you'll find it helpful to ask questions. Answers may come from your own experience, your partners or local media coverage. You may want to actually interview some of the groups involved. Additional information regarding analyzing conflicts can be found in the Guide to Information and Resources. Step 2: Determine management strategy. Once you have a general understanding of the conflict, the groups involved will need to analyze and select the most appropriate strategy. In some cases it may be necessary to have a neutral facilitator to help move the groups toward consensus. Step 3: Pre-negotiation. To set the stage for effective negotiation, the groundwork must be laid. The following should occur prior to negotiation. Initiation - One partner raises the possibility of negotiation and begins the process. If no one is willing to approach the others to encourage them to reach an agreement, a trusted outsider could be brought in as a facilitator. Assessment - Conditions must be right for negotiation to be successful. Key players must be identified and invited. Each side must be willing to collaborate with the others. Reasonable deadlines and sufficient resources to support the effort

must exist. Spokespersons for each group must be identified and involved. Parties need to determine which issues are negotiable and which are not. Ground rules and agenda - The groups must agree on ground rules for communication, negotiation and decision making. They should agree on the objectives of the negotiation process. An agenda of issues to be covered needs to be developed. Organization - Meeting logistics must be established, including agreed upon times and places. People must be contacted and encouraged to attend. Minutes must be taken so that information can be distributed before and after meetings. Joint fact-finding - The groups must agree on what information is relevant to the conflict. This should include what is known and not known about social and technical issues. Agreement is also needed on methods for generating answers to questions. Step 4: Negotiation. Interests - When negotiating be sure to openly discuss interests, rather than stated positions. Interests include the reasons, needs, concerns and motivations underlying positions. Satisfaction of interests should be the common goal. Options - To resolve conflicts, concentrate on inventing options for satisfying interests. Do not judge ideas or favor any of the options suggested. Encourage creativity, not commitment. Evaluation - Only after the partners have finished listing options, should the options be discussed. Determine together which ideas are best for satisfying various interests. Written agreement - Document areas of agreement and disagreement to ensure common understanding. This helps ensure that agreements can be remembered and communicated clearly. Commitment - Every partner must be confident that the others will carry out their parts of the agreement. Discuss and agree upon methods to ensure partners understand and honor their commitments Step 5: Post-negotiation.

Once negotiation is complete, the group will need to implement the decisions made. Some key steps include: Ratification - The partners must get support for the agreement from organizations that have a role to play in the agreement. These organizations should be partners and should have been involved in the previous steps. Each organization will need to follow its own procedures to review and adopt the agreement. Implementation - You and your partners' jobs are not done when you've reached agreement. Communication and collaboration should continue as the agreement is carried out. The partnership will need to have a plan to monitor progress, document success, resolve problems, renegotiate terms and celebrate success.

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.

Ans: It must be noted that stress factors are subjective and what one person may findst ressf ul, others may not necessarily experience as negatively. The way in which we experience and react to stress is described as an emotional condition which triggers physical, psychological and emotional responses from the individual. Formally, a stressor is defined as an event or context that elevates adrenaline and triggers the stress response which results in the body being thrown out of balance as it is forced to respond. Examples of Stress Triggers Environmental stressors (elevated sound levels, over-illumination, overcrowding) Daily stress events (e.g. traffic, lost keys) Life changes (e.g. divorce, bereavement) Workplace stressors (e.g. role strain, lack of control) Stressors usually fall into one of four categories: Internal stressors - these we carry around inside of us. They are self owned stressors. These stressors may range from the posture we adapt, to addictions and assessment of life/personal satisfaction or simply not getting enough sleep. External stressors - these are the stressors in the environments in which we operate and will range from parental pressure, to work pressure, to role pressure, to household pressure, traffic, crime etc. Hidden stressors - these are factors which cause stress but where the underlying cause is difficult to identify. It often results in conflicting feelings and a sense of an inappropriate reaction or response to a situation. For example underdeveloped emotional intelligence where self-awareness is not apparent.

Obvious stressors - there are also those situations which obviously do or are intended to bring about stress. For example a work deadline would be an imposed obvious stressor where as the death of a loved one would be un-imposed but an obvious one.

Types of Environmental Stressors Noise Research has demonstrated that high levels of background noise can severely impair ones ability to concentrate. It has been shown that excessive, intermittent or unpredictable noise can cause tension and headaches as well as raise people's blood pressure. It can impact concentration and reduce the ability to perform complex tasks. It can also undermine teamwork, as people in a noisy environment tend to become more irritable and less willing to help one another. Solutions to noise at work can involve: Arranging to work from a home office. Installing partitions or physical barriers to reduce or deaden sound. Scheduling work tasks so that those requiring the most focus can be completed when the environment is more peaceful. Using meeting rooms separate from the main source of noise. If all else fails, using earplugs! Lighting Poor lighting, such as insufficient light, light that is too bright or light that shines directly into ones eyes can cause eye strain and increase fatigue. In addition to lighting conditions, the quality of light is also important. Most people are happiest in bright daylight. Daylight which measures 10,000 lux (equivalent to a bright sunny day) is known to trigger a release of chemicals in the body that brings about a sense of psychological well-being. Unfortunately, most types of artificial light do not seem to have the same effect on mood. You will probably find that improving the quality of light will also improve the quality of your working environment. Solutions to poor light conditions at work may include: Arranging work spaces to be near a window. Whenever possible, allowing natural light to shine through open doors and windows.

 Trimming bushes that are in front of windows, painting walls with lighter colours, checking into the possibility of installing skylights. Installing brighter light bulbs in work areas or using full-spectrum bulbs in desk lamps.

Poor Air Quality Research has shown that poor air quality at work can trigger headaches and tiredness, as well as impair ones ability to concentrate. A variety of factors can contribute to the problem of poor air quality, including a high concentration of pollutants in the air, poor air circulation or inadequate ventilation. Other sources of poor air quality include smoking, heating and air conditioning systems, ionization by electrical equipment, overcrowding (too many people in a small space), pollution, solvents or other chemicals from carpets, furniture or paint, and excess humidity or dryness. Solutions to poor air quality at work may involve: Opening windows. Banning smoking indoors. Using dehumidifiers when humidity is a problem or humidifiers if it is too dry. Introducing plants not only do plants raise the amount of oxygen in the air and reduce stuffiness, they also help to absorb pollutants in the air; evaporation of water from plant pots or the plants themselves will help to raise humidity when the air is too dry. Keeping yourself hydrated by drinking water.

Clutter and Disorganization Another source of environmental stress can be a work environment that is dirty, messy, or uncomfortable. The distraction of working in an area that is disorganized, untidy and chaotic can make it more difficult to achieve your goals.

Solutions to disorganization can involve: Contracting with janitorial services to ensure the workplace is kept clean. Developing systems for organizing product, information, and equipment. Implementing on- or off-site storage systems. Storing or discarding unnecessary furniture, equipment and office products. Furniture and Ergonomics Poorly designed furniture, or the improper use of quality furniture, generally contributes to a variety of aches and pains. The most common of these is backache. Prolonged ergonomic problems can produce serious injuries. Taking the time to arrange ones working environment is key to working comfortably and avoiding injury. Solutions to ergonomic concerns at work may involve: Ensuring that office chairs are properly adjusted to reduce the risk of injury to the body. Arranging computer work stations so that correct postures are used when working with the monitor, keyboard, mouse, and documents. Organizing work materials and accessories to improve efficiency and reduce the distance and frequency of reaches. Organizing your workday to include tasks, breaks and exercises that allow you to vary your posture, rest your muscles and prevent muscle tension or soreness. Consulting with a professional who can give you expert advice, as often the ideal solution may not be immediately obvious.

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 .

Ans. 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 ones 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 are as follows: 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. Parhi 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 Shah 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. 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 individuals position. There are following three bases of personal power: 1.Expert power: Expert power is the ability to control another persons 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 anothers behavior, since, through the individuals 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 anothers 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.

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.

Ans: Typically, the concept of organizational change is in regard to organizationwide change, as opposed to smaller changes such as adding a new person, modifying a program, etc. Examples of organization-wide change might include a change in mission, restructuring operations (e.g., restructuring to self-managed teams, layoffs, etc.), new technologies, mergers, major collaborations, "rightsizing", new programs such as Total Quality 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 - Reengineering (Structurally Changing) Your Processes Either as an aftermath or consequence of level one or two work or as an independent action, level three work focuses on fundamentally changinghow work is accomplished. Rather than focus on modest improvements, reengineering focuses on making major structural changes to everyday with the goal of substantially improving productivity, efficiency, 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 Level 4 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 whip 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 acomplish? 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.

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, understand it and manage it. 12. Include closure in the plan. Acknowledge and celebrate your accomplishments.