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 functions of management.. [10] Q.2 Discuss any two learning theories in detail. [10] Q.3 Explain the classification of personality types given by Sheldon.[10] Q.4 What are the factors influencing perception? [10] Q.5 Mr. 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 [10] 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 ? [10]

Q.1 Write a note on the functions of management

Functions of management Management has been described as a social process involving responsibility for economical and effective planning & regulation of operation of an enterprise in the fulfillment of given purposes. It is a dynamic process consisting of various elements and activities. These activities are different from operative functions like marketing, finance, purchase etc. Rather these activities are common to each and every manger irrespective of his level or status. Different experts have classified functions of management. According to George & Jerry, There are four fundamental functions of management i.e. planning, organizing, actuating and controlling. According to Henry Fayol, To manage is to forecast and plan, to organize, to command, & to control. Whereas Luther Gullick has given a keyword POSDCORB where P stands for Planning, O for Organizing, S for Staffing, D for Directing, Co for Co-ordination, R for reporting & B for Budgeting. But the most widely accepted are functions of management given by KOONTZ and ODONNEL i.e. Planning, Organizing, Staffing, Directing Controlling. For theoretical purposes, it may be convenient to separate the function of management but practically these functions are overlapping in nature i.e. they are highly inseparable. Each function blends into the other & each affects the performance of others. 1. Planning It is the basic function of management. It deals with chalking out a future course of action & deciding in advance the most appropriate course of actions for achievement of pre-determined goals. According to KOONTZ, Planning is deciding in advance what to do, when to do & how to do. It bridges the gap from where we are & where we want to be. A plan is a future course of actions. It is an exercise in problem solving & decision making. Planning is determination of courses of action to achieve desired goals. Thus, planning is a systematic thinking about ways & means for accomplishment of pre-determined goals. Planning is necessary to ensure proper utilization of human & non-human resources. It is all pervasive, it is an intellectual activity and it also helps in avoiding confusion, uncertainties, risks, wastages etc. 2. Organizing It is the process of bringing together physical, financial and human resources and developing productive relationship amongst them for achievement of organizational goals. According to Henry Fayol, To organize a business is to provide it with everything useful or its functioning i.e. raw material, tools, capital and personnels. To organize a business involves determining & providing human and non-human resources to the organizational structure. Organizing as a process involves: Identification of activities. Classification of grouping of activities. Assignment of duties. Delegation of authority and creation of responsibility.

 Coordinating authority and responsibility relationships. 3. Staffing It is the function of manning the organization structure and keeping it manned. Staffing has assumed greater importance in the recent years due to advancement of technology, increase in size of business, complexity of human behavior etc. The main purpose o staffing is to put right man on right job i.e. square pegs in square holes and round pegs in round holes. According to Kootz & ODonell, Managerial function of staffing involves manning the organization structure through proper and effective selection, appraisal & development of personnel to fill the roles designed un the structure. Staffing involves: Manpower Planning (estimating man power in terms of searching, choose the person and giving the right place). Recruitment, selection & placement. Training & development. Remuneration. Performance appraisal. Promotions & transfer. 4. Directing It is that part of managerial function which actuates the organizational methods to work efficiently for achievement of organizational purposes. It is considered lifespark of the enterprise which sets it in motion the action of people because planning, organizing and staffing are the mere preparations for doing the work. Direction is that inert-personnel aspect of management which deals directly with influencing, guiding, supervising, motivating sub-ordinate for the achievement of organizational goals. Direction has following elements: Supervision Motivation Leadership Communication Supervision- implies overseeing the work of subordinates by their superiors. It is the act of watching & directing work & workers. Motivation- means inspiring, stimulating or encouraging the sub-ordinates with zeal to work. Positive, negative, monetary, non-monetary incentives may be used for this purpose. Leadership- may be defined as a process by which manager guides and influences the work of subordinates in desired direction. Communications- is the process of passing information, experience, opinion etc from one person to another. It is a bridge of understanding. 5. Controlling It implies measurement of accomplishment against the standards and correction of deviation if any to ensure achievement of organizational goals. The purpose of controlling is to ensure that everything occurs in conformities with the standards. An efficient system of control helps to predict deviations before they actually occur. According to Theo Haimann, Controlling is the process of checking whether or not proper progress is being made towards the objectives and goals and acting if necessary, to correct any deviation. According to Koontz & ODonell Controlling is the measurement & correction of performance activities of subordinates in order to make sure that the enterprise objectives and plans desired to obtain them as being accomplished. Therefore controlling has following steps: a. Establishment of standard performance.

b. Measurement of actual performance. c. Comparison of actual performance with the standards and finding out deviation if any. d. Corrective action. e. 2 Discuss any two learning theories in detail. [10] Learning Theories: The Three Representational Modes All information that is perceived via the senses passes through three processors that encode it as linguistic,nonlinguistic, or affective representations (Marzano, 1998). This is how we learn. For example, if you go to a football game for the first time you encode information linguistically such as rules; retain mental images nonlinguistically, such as mental images of the players positioning themselves and then getting set (pose); and finally, you have various sensations that are encoded affectively, such as the excitement during a touchdown. Each representation can be thought of as a record that is encoded and then filed away. The Linguistic Mode In the educational and training world, knowledge is most commonly presented linguistically (the study of language), so perhaps this mode receives the most attention from a learning standpoint (Chomsky, 1988). The linguistic mode includes verbal communication, reading, watching (e.g. learn the rule of chess through observation), etc. Discussions and theories around the linguistic mode can get quite complex so I am keeping this fairly simple. Basically, the linguistic processor encodes our experiences as abstract propositions. Propositions are thought to perform a number of other functions in addition to being the primary bearers of truth and falsity and the things expressed by collections of declarative sentences in virtue of which all members of the collection say the same thing. Propositions represent the things we doubt and know. They are the bearers of modal properties, such as being necessary and possible. Some of them are the things that ought to be true. These propositions are organized into two networks: 1. The declarative network contains information about specific events and the information generalized from them. These are the what of human knowledge. 2. The procedural network contains information about how to perform specific mental or physical processes. Often thought of as IF and THEN statements. These two networks are the main channels for interacting with each other (communication). Communication is the main functions of language. Language symbols are used to represent things in the world. Indeed, we can even represent things that do not even exist. Communication does not imply a language, for example using hand signals. But a language does imply communication, that is, when we use language, we normally use it to communicate. Definitions The forming of language is done by syntax putting sounds together to form words, and the words, in turn, form sentences. For example, English words require at least one vowel sound. However, in Czechoslovakia there are words that are all consonants with no vowels. These sounds we put together are morphemes the

smallest units of language that have meaning. A word is morpheme, as is a prefix or suffix, also the s we add onto the end of a word is a morpheme. Semantics is the study of meaning. With semantic knowledge we can often understand what people mean when they say things that are syntactically unusual or even incorrect. In transformational grammar, the meaning of a sentence is its deep structure, and that meaning is transformed into the surface structure, which is the actual sentence itself. The deep structure of language is the meaning, and the surface structure is the means by which that meaning is expressed. The rules that translate the meaning into the deep structure are the phrase rules, and the rules that translate the deep structure into the surface structure are the transformational rules. The Nonlinguistic Mode This includes mental pictures, smell, kinesthetic, tactile, auditory, and taste. At first, we might believe that they are entirely different structures, however these representations are quite similar to each other in that these nonlinguistic sensations function in a similar fashion in permanent memory (Richardson, 1983). That is, although we sense things differently, such as smell and touch, they are stored in mental representations that are quite similar. They also lose a lot of their robustness once the experience is over and transferred to memory. For example, picturing the smell of a rose from memory is not as vivid as actually smelling a real rose. Although we can realistically study linguistics, taste, hearing, etc.; mental images are another matter. . . how do you study a picture in someones mind? Hence, there are several models for the nonlinguistic mode in the psychology world. However, there are a few things we know for certain: o Mental images can be generated from two sources the eyes (e.g., the after image of a light bulb) and from permanent memory (picturing a tiger that has squares instead of dots). o Mental images are an essential aspect of nonlinguistic thought and play an important part in creativity. o Due to the fragmented and constructed nature of mental images, they are not always accurate pictures of whole thought as compared to prepositionally-based linguistic information. However, they can have a powerful effect on our thoughts due to their intensive and vivid nature, e.g. the power of storytelling, the images we create in our mind when reading a powerful novel, metaphors, imagination, creativity, etc. The Affective Mode This is our feeling, emotions, and mood (Stuss & Benson, 1983): o Feeling is ones internal physiological state at any given point in time. o Emotion is the coming together of feelings and thoughts (prepositionally-based linguistic data) that are associated with the feeling. o Mood is the long-term emotion or the most representative emotion over a period of time. The affective mode can be thought of as a continuum of feelings, emotions, and ultimately moods. The end points of the continuum are pleasure and pain and we normally strive to stay on the pleasure end of it. The limbic system (pituitary gland, amygdala, thalamus, hippocampus, etc.) is the physiological system that ties the affective mode together. Since the limbic affects virtually every part of our brain, it also has a very powerful affect on learning.

Q.3 Explain the classification of personality types given by Sheldon. [10] Personality Types Personality type theory aims to classify people into distinct CATEGORIES. i.e. this type or that. Personality types are synonymous with personality styles. Types refer to categories that are distinct and discontinuous. e.g. you are one or the other. This is important to understand, because it helps to distinguish a personality type approach from a personality trait approach, which takes a continuous approach. To clearly understand the difference between types and traits, consider the example of the personality dimension of introversion. We can view introversion as: A personality type approach says you are either an introvert or an extravert A personality trait approach says you can be anywhere on a continuum ranging from introversion to extraversion, with most people clustering in the middle, and fewer people towards the extremes Somatotypes William Sheldon, 1940s William Sheldon (1940, 1942, cited in Phares, 1991) classified personality according to body type. He called this a persons somatotype. Sheldon identified three main somatotypes: Sheldons Somatotype Character Shape Picture Endomorph [viscerotonic] relaxed, sociable, tolerant, comfort-loving, peaceful plump, buxom, developed visceral structure Mesomorph [somatotonic] active, assertive, vigorous, combative muscular Ectomorph [cerebrotonic] quiet, fragile, restrained, non-assertive, sensitive lean, delicate, poor muscles To further categorize a persons somatotype, an individual is given a rating from 1 to 7 on each of the three body types. 1 = very low; 7 = very high. For example: a stereotypical basketballer 1-1-7 (ectomorph) Mohammed Ali 1-7-1 (mesomorph) a pear-shaped person 7-1-1 (endomorph) More typically, however, the person in the street could be something like: a slightly lanky person 5-2-3 (a bit ecomorphic) a person of average height who is moderately muscular 4-5-3 (a bit mesomorphic) a person who is slightly heavy-set 3-3-5 (a bit endomorphic) 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.
Q 4What are the factors influencing perception?
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 perceivers 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 perceivers selfconcept. 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 individuals 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. Ones own characteristics affect the characteristics one is likely to see in others. People who accept themselves are more likely to be able to see favourable 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.

Q.5 Mr. 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 [10]
Measuring Job Satisfaction: 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 forceensures commitment to high quality performance and increased productivity Jobsatisfaction helps organizations to reduce complaints and grievances, absenteeism, turnover,and termination. Job satisfaction is also linked to a healthier work force and has been foundto 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 protectingthe "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 opportunitiesto use their skills and abilities and offer a variety of tasks, freedom and feedback on howwell they are doing. Under conditions of moderate challenge, most employees willexperience pleasure and satisfaction.ii) Personality-Job Fit: People with personality types congruent with their chosen vocationsshould 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 fromtheir 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 seenas fair based on job demands, individual skill level, and industry pay standards, satisfactionis likely to result. Similarly, employees seek fair promotion policies and practices.Promotions provide opportunities for personal growth, more responsibilities and increasedsocial status. Individuals who perceive that promotion decisions are made in a fair and justmanner are likely to experience job satisfaction.iv) Supportive working conditions: Employees prefer physical conditions that arecomfortable 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 facilitiesand with adequate tools and equipment. V) Supportive Colleagues: Employees have need for social interaction. Therefore, havingfriendly and supportive co-workers and understanding supervisors leads to increased jobsatisfaction. Most employees want their immediate supervisor to be understanding andfriendly, those who offer praise for good performance, listen to employees opinions andshow 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 becausecommitted organizational members sometimes engage in unethical behaviour in an intensedesireto succeed. Organizations can manage whistle blowing by communicating the conditionsthat 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 anorganization 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 inthe community, etc. Managers must encourage both individual ethical behaviour andorganizational social responsibility.Job enrichment: It is a deliberate upgrading of responsibility, scope, and challenge in thework itself. Job enrichment usually includes increased responsibility, recognition, andopportunities 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).Workers role in job satisfaction: A worker should also take some responsibility for his or her job satisfaction. Everett (1995) proposed the following questions which employees ask themselves in regard to job satisfaction at the workplace:1. When have I come closest to expressing my full potential in a work situation?2. What did it look like?3. What aspects of the workplace were most supportive?4. What aspects of the work itself were most satisfying?5. What did I learn from that experience that could be applied to the present situation?The following suggestions can help a worker find personal job satisfaction:

Q .6 Given below is the HR policy glimpse of the VARK-LEARNING a learning andtraining solutions company1. It offers cash rewards for staff members2. It promotes the culture of employee referral and encourages people to refer people theyknow may be their friends, ex. Colleagues batch mates, relatives.3. What all needs do it takes care off according to maslows need hierarchy4. 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 frontiersof creativity, the highest reaches of consciousness and wisdom. This has been labeled "fullyfunctioning person", "healthy personality", or as Maslow calls this level, "selfactualizing person."Maslow has set up a hierarchic theory of needs. All of his basic needs are instinctoid,equivalent of instincts in animals. Humans start with a very weak disposition that is thenfashioned fully as the person grows. If the environment is right, people will grow straightand 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 thesecond need until the demands of the first have been satisfied, nor the third until the secondhas 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 relativelyconstant 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. 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 socialstructure (such as widespread rioting). Children often display the signs of insecurity and theneed 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 toovercome feelings of loneliness and alienation. This involves both giving and receivinglove, affection and the sense of belonging. Needs for EsteemWhen the first three classes of needs are satisfied, the needs for esteem can becomedominant. These involve needs for both self-esteem and for the esteem a person gets fromothers. Humans have a need for a stable, firmly based, high level of self-respect, and respectfrom others. When these needs are satisfied, the person feels self-confident and valuable asa 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 dothat 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 levelsrepresenting the lower needs, and the upper point representing the need for self-actualization. Maslow believes that the only reason that people would not move well indirection of self-actualization is because of hindrances placed in their way by society. Hestates that education is one of these hindrances. He recommends ways education can switchfrom its usual personstunting tactics to person-growing approaches. Maslow states thateducators 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: 1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices 2. We should teach people to transcend their cultural conditioning and become worldcitizens. 3. We should help people discover their vocation in life, their calling, fate or destiny. This isespecially focused on finding the right career and the right mate. 4. We should teach people that life is precious, that there is joy to be experienced in life,and if people are open to seeing the good and joyous in all kinds of situations, it makes lifeworth living. 5. We must accept the person as he or she is and help the person learn their inner nature.From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there. 6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.