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BEHAVIOR
Question 1: “Halo effect and selective perception are the shortcuts in judging
others” Explain
Scenario 1:
Because an individual is often attractive and likeable we naturally assume he is also
intelligent, friendly, displays good judgment e.t.c.
Scenario 2:
Nisbett and Wilson wanted to examine the way student participants made
judgments about a lecturer (Nisbett & Wilson, 1977). The students had been divided
into two groups who were going to watch two different videos of the same lecturer,
who happened to have a strong Belgian accent (this is relevant!). One group
watched the lecturer answer a series of questions in an extremely warm and
friendly manner. The second group saw exactly the same person answer exactly the
same questions in a cold and distant manner. Experimenters made sure it was
obvious which of the lecturer’s alter-egos was more likeable. In one he appeared to
like teaching and students and in the other he came across as a much more
authoritarian figure who didn't like teaching at all.
After each group of students watched the videos they were asked to rate the
lecturer on physical appearance, mannerisms and even his accent (mannerisms
were kept the same across both videos). Consistent with the halo effect, students
who saw the 'warm' incarnation of the lecturer rated him more attractive, his
mannerisms more likeable and even is accent as more appealing. This was proved
how the halo effect is used in judgment of others.
Selective perception refers to a number of cognitive biases that relate to the way
expectations, beliefs influence our judgment. This shows that we will tend to react
to something depending to what we believe or made to believe other than it really
is.
Scenario 1:
Any book which is published will have been read possibly hundreds of times,
including by professional proof readers. And yet grammatical and other errors still
get into print. Why? Because the mind is very kind and corrects the errors that our
eyes see
References
http://www.spring.org.uk/2007/10/halo-effect-when-your-own-mind-is.php
http://changingminds.org/explanations/theories/halo_effect.htm
http://changingminds.org/explanations/theories/selective_perception.htm
Question 2
Explain emotional intelligence.
Personal Competence
(a)Self - Awareness
(b)Self - Regulation
Social Competence
(a)Social Awareness
http://www.businessballs.com/eq.htm
http://www.unh.edu/emotional_intelligence
Question 3
“A group formation passes through various stages”: Explain the various stages of
group formation.
According to Dr Bruce Tuckman’s group forming model which was first published
with 4 stages in 1965 and later updated in 1970’s to include the fifth stage, group
development goes through forming, storming, norming, performing and adjourning.
Stage 1: Forming
In this stage, there is a high dependence on the leader for guidance and direction
and little agreement on group aims other than received from the leader. Individual
roles and responsibilities are unclear. Leaders answer lots of questions about the
group's purpose, objectives and external relationships. Processes are often ignored.
Members test tolerance of system and leader.
Team members are introduced. Members cautiously explore the boundaries of
acceptable group behavior. This is a stage of transition from individual to member
status, and of testing the leader's guidance both formally and informally.
Forming includes these feelings and behaviors:
• Excitement, anticipation, and optimism
• Pride in being chosen as a member of the group
• A tentative attachment to the group
• Suspicion and anxiety about the objective of the group and expected
accomplishment
• Concern about the similarity between the group and personal needs
• Defining the tasks and how they will be accomplished
• Determining acceptable group behavior or normative
• Deciding what information needs to be gathered
• How the group will recognize individual contribution
Activities include abstract discussions of the concepts and issues; and for some
members, impatience with these discussions. There is often difficulty in identifying
some of the relevant problems as there is so much going on that members get
distracted. The team often accomplishes little concerning its goals, which is
perfectly normal at this stage.
Stage 2: Storming
This phase is the most turbulent and difficult phase and represents the transition
from the "As-Is" to the "To-Be". All members have their own ideas as to how the
process should look, and personal agendas are often rampant. Members begin to
realize the tasks that are ahead are different and more difficult than they previously
imagined. There is impatience about the lack of progress, and often members argue
about just what actions the group should take to progress. They try to rely solely on
their personal and professional experience, and resist collaborating with most other
team members.
Storming includes these feelings and behaviors:
• Resisting the tasks
• Resisting quality improvement approaches suggested by other members
• Sharp fluctuations in attitude about the group's chance of success
• Arguing among members, even when they agree on the real issues
• Defensiveness, competition, and choosing sides or cliques and factions which
may cause power struggles.
• Clarity of purpose increases but plenty of uncertainties persist
• Identifying to their expected role requirements in relation to those of the
group.
• Questioning the wisdom of those who selected the assignment/mission/job
and appointed the members of the group.
• Establishing unrealistic goals
• Disunity, increased tension, and jealousy
These pressures mean that team members have little energy to spend on
progressing towards the intended goal. But they are beginning to understand each
another. This phase can often take 3 or 4 meetings before arriving at the next
phase. The group at this stage requires to be focused on its goals to avoid
becoming distracted by relationships and emotional issues. Compromises may be
required to enable progress.
Stage 3: Norming
This phase is when the group reaches a consensus on the "To-Be" process.
Everyone wants to share the newly found focus. Enthusiasm is high, and the group
is often tempted to go beyond the original scope of the process. During this stage,
members reconcile competing loyalties and responsibilities. They accept the group,
ground rules, roles, and the individuality of fellow members. Emotional conflict is
reduced as previously competitive relationships become more cooperative.
Norming includes these feelings and behaviors:
• An ability to express criticism constructively
• Acceptance of membership in the team
• An attempt to achieve harmony by avoiding conflict
• Friendliness, confiding in each other, and sharing of personal problems
• A sense of team cohesion, spirit, and goals
• Establishing and maintaining team ground rules and boundaries
• Roles and responsibilities are clear and accepted
• Big decisions are made by group agreement
• Smaller decisions may be delegated to individuals or small teams within the
group
• Commitment and unity is strong
• General respect for the leader and some leadership is more shared by the
group
As team members work out their differences, they have more time and energy to
spend on the project. At this stage, the team can even engage in fun and social
activities.
Stage 4: Performing
By now the team has settled its relationships and expectations. They can begin
performing complex tasks and handling internal disagreements in novel ways by
diagnosing, problem solving, and implementing changes. At last, team members
have discovered and accepted other's strengths and weakness. In addition, they
have learned what their roles are and the structure is fully functional.
Performing includes these feelings and behaviors:
• Members have insights into personal and group processes
• An understanding of each other's strengths and weakness
• Constructive self-change
• Ability to prevent or work through group problems
• Close attachment to the team
• Group has a shared vision and able to stand on its own feet with no
interference or participation from the leader.
• There is a focus on over-achieving goals
• The group requires delegated tasks and projects from the leader
• The group does not need to be instructed or assisted
• Members might ask for assistance from the leader with personal and
interpersonal development
The group is now an effective, cohesive unit. One can easily tell when a group has
reached this stage because the group starts getting a lot of work done.
Stage 5: Adjourning
This stage is sometimes referred to as Deforming and Mourning. It views the group
from a perspective beyond the purpose of the first four stages.
Adjourning is the break-up of the group, hopefully when the task is completed
successfully, its purpose fulfilled; everyone can move on to new things, feeling good
about what's been achieved. From an organizational perspective, recognition of and
sensitivity to people's vulnerabilities in Tuckman's fifth stage is helpful, particularly
if members of the group have been closely bonded and feel a sense of insecurity or
threat from this change.
The group briefs and shares the improved processes during this phase. When the
group finally completes that last briefing, there is always a bittersweet sense of
accomplishment coupled with the reluctance to say good-bye. Many relationships
formed within these teams continue long after the team disbands.
http://www.nwlink.com/~donclark/leader/leadtem2.html
http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm
Question 4
“Power is the ability to make things happen in the way an individual wants, either
by self or the subordinates. The essence of power is control over the behavior of
others”: Explain what are the various bases of power?
According to French and Raven (1962), Power bases are divided into five forms. A
lot of research has been conducted however basing on the foundation of French and
Raven’s publication.
In recent research, power has been categorized as formal power and personal
power.
Formal power is based on the position of an individual in an organization where as
personal power is inherent in the individual and is independent of the individual’s
position.
This is the power to force someone to do something against their will. It is based on
the perceived ability to punish those one who do conform to your ideas or demands.
It is often physical although other threats may be used. It is the power of dictators,
despots and bullies. Coercion can result in physical harm, although its principal goal
is compliance. Demonstrations of harm are often used to illustrate what will happen
if compliance is not gained.
Coercion is also the ultimate power of all governments. Although it is often seen as
negative, it is also used to keep the peace.
Legitimate power is that which is invested in a role. Kings, policemen and managers
all have legitimate power. The legitimacy may come from a higher power, often one
with coercive power. Legitimate power can often thus be the acceptable face of raw
power.
A common trap that people in such roles can fall into is to forget that people are
obeying the position, not them. When they either fall from power or move onto
other things, it can be a puzzling surprise that people who used to fawn at your feet
no long do so.
(d) Referent power
This is the power from another person liking you or wanting to be like you. It is the
power of charisma and fame and is wielded by all celebrities (by definition) as well
as more local social leaders. In wanting to be like these people, we stand near
them, hoping some of the charisma will rub off onto us.
Those with referent power can also use it for coercion. One of the things we fear
most is social exclusion, and all it takes is a word from a social leader for us to be
shunned by others in the group.
(e) Expert power
When I have knowledge and skill that someone else requires, then I have Expert
power. This is a very common form of power and is the basis for a very large
proportion of human collaboration, including most companies where the principle of
specialization allows large and complex enterprises to be undertaken.
Expert power is that which is used by Trades Unions when they encourage their
members to strike for better pay or working conditions. It is also the power of the
specialist R&D Engineer when they threaten to leave unless they get an exorbitant
pay rise or a seat by the window.
http://www.indiastudychannel.com/resources/74017-Process-Organisational-
Development.aspx
http://www.valuebasedmanagement.net/methods_french_raven_bases_social_power
.html
http://changingminds.org/explanations/power/french_and_raven.htm
5. Explain organizational development process.
Planning and
Data
Implementat
Collection
ion
Detailed
Diagnosis/Id
entification
of
interventions
2. Data Collection: After identifying the problems, relevant data is gathered from
various methods which include interviews, questionnaires, direct observation,
analysis of documents and reports for diagnosing the problem.
3. Detailed diagnosis: The collected data is analyzed and reviewed by various work
groups that are formed for this purpose. According to Rao and Hari Krishna (2002),
6) Action Planning and Problem Solving: To solve the specific and identified
problems by using the collected data, groups prepare recommendations and
specific action planning.
9) Evaluation and follow up: The organisation should evaluate the OD programmes
and should find out their utility, and develop the programmes further for correcting
the deviations. The consultants make great significance to the organisation in this
respect. The entire steps in the OD processes should be followed by the
organisation in order to derive full range of OD benefits.
Question 6
Solution
Stress can be defined as a physical, mental or emotional response to events which
cause mental or bodily tension. According to Richard S Lazarus, it is a condition or
feeling experienced when a person perceives that "demands exceed the personal
and social resources the individual is able to mobilize." In short, it's what we feel
when we think we've lost control of events.
This is definition however recognizes that there is an intertwined instinctive stress
response to unexpected events.
Stress can be classified into two types i.e. eustress (positive stres) and distress
(negative stress). Negative stress can be further sub categorized as acute stress
(very intense and quick to pass) and chronic stress which occurs when there is a
constant change of the routine for weeks after weeks.
Stress can manifest itself in either of the following effects i.e. physically,
emotionally and psychologically.
Physically: this affects the whole body some of its symptoms are headaches, illness,
nervousness, ulcers, blood pressure, sweating, and strokes e.t.c.
Emotionally: this affects the mind and some of the symptoms are apathy, anxiety,
depression, low self esteem, lack of concentration e.t.c.
Psychologically: Once stress continues for a long time, it affects the behavior and
some of the symptoms are poor interpersonal relations, negative attitudes, sleeping
problems, absenteeism e.t.c.