MASTER OF BUSINESS ADMINISTRATION MBA SEMESTER-1 MB0038 MANAGEMENT PROCESS AND ORGANIZATIONAL BEHAVIOUR CREDITS - 4 (BOOK ID: B1127)

ASSIGNMENT SET 1 (60 MARKS)

Q.(1) DEFINE EMOTIONAL INTELLIGENCE. EXPLAIN GOLEMANS MODEL OF EMOTIONAL INTELLIGENCE. Ans:-

History
The earliest roots of emotional intelligence can be traced to Charles Darwin's work on the importance of emotional expression for survival and, second, adaptation. [2] In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people. Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behaviour, and further argued that our models of intelligence would not be complete until we could adequately describe these factors. In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability. Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to fully explain performance outcomes. The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985.

Emotional intelligence (EI) is the area of cognitive ability involving traits and social skills that facilitate interpersonal behavior. Intelligence can be broadly defined as the capacity for goal-oriented adaptive behavior; emotional intelligence focuses on the aspects of intelligence that govern self-knowledge and social adaptation. The term first appeared in 1985, in Wayne Payne's doctoral thesis, A study of emotion: Developing emotional intelligence. Payne's thesis centered on the idea that society's historical repression of emotion is the source of wide-scale problems such as addiction, depression, illness, religious conflict, violence and war. Daniel Goleman, a psychologist and behavioral science journalist, later popularized the term and developed related concepts in his influential book, Emotional Intelligence (1995). In Working with Emotional Intelligence (1998), Goleman explored the function of EI on the job. According to Goleman, emotional intelligence is the largest single predictor of success in the workplace. Goleman and others have developed the concept of a testable EQ (emotional intelligence quotient) counterpart to the IQ (intelligence quotient). In contrast to the focus on academically-oriented skills, such as mathematical ability, that are evaluated in an IQ test, an EQ test focuses more on the individual's capacity to deal effectively with others. To that end, it evaluates traits and abilities such as self-awareness and empathy, which are sometimes referred to as soft skills. Goleman describes emotional intelligence as "managing feelings so that they are expressed appropriately and effectively, enabling people to work together smoothly toward their common goals." According to Goleman, the four major skills that make up emotional intelligence are: Self-Awareness Self-Management Social Awareness Relationship Management. Although Goleman's theories have been influential, they have not gone without criticism. Several critics have claimed, among other things, that Goleman's research was not sufficiently rigorous. Most critics agree that the concept of emotional intelligence is a valid one but that much more work in the area would be required to give scientific weight to the associated theories Q.(2) WHAT ARE THE HINDRANCES THAT WE FACE IN PERCEPTION? Ans:- The Hindrances that the we face in Perception are:1. Selective Perception:- Any characteristic that makes a person, object, or event stand out will increase the probability that it will be perceived. It is impossible for an individual to internalize and assimilate everything that is seen.

Selectively works as a shortcut in judging other people by allowing us to speed-read others, but, not without the risk of drawing an inaccurate picture. The tendency to see what we want to see can make us draw unwarranted conclusions from an ambiguous situation. 2. Halo Effect:- The Halo effect (Murphy & Anhalt, 1992) occurs when we draw a general impression on the basis of a single characteristic. For Example:While appraising the lecturer, students may give prominence to a single trait, such as, enthusiasm and allow their entire evaluation to be tainted by how they judge the instructor on that one trait which stood out prominently in their estimation of that person. 3. Contrast Effects:- Individuals do not evaluate a person in isolation. Their reaction to one person is influenced by other persons they have encountered recently. For Example:- An interview situation in which one sees a pool of job applicants can distort perception. Distortions in any given candidates evaluation can occur as a result of his or her place in the interview schedule. 4. Projection:- This tendency to attribute ones own characteristics to other people- which is called projection can distort perceptions made about others. When managers engaged in projection, they compromise their ability to respond to individual differences. They tend to see people as more homogeneous than they really are. Stereotyping:- Stereotyping-judging someone on the basis of our perception of the group to which he or she belongs. Generalization is not without advantages (Hilton & Hippel, 1996). It is a means of simplifying a complex world, and it permits us to maintain consistency. The problem, of course, is when we inaccurately stereotype. 5. First-Impression Error:- Individuals place a good deal of importance on first impressions. First impressions are lasting impressions. We tend to remember what we perceive first about a person, and sometimes we are quite reluctant to change our initial impressions. First-impression error means the tendency to form lasting opinions about an individual based on initials perceptions.

Q.(3) DESCRIBE THE BASES OF POWER. Ans:THE BASES OF POWER:--

It can be Categories into TWO Types:(a) FORMAL (b) 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/her strategic position in the organization hierarchy.

(I) COERCIVE POWER:-- The Coercive power base is being dependent on fear. It is based on the application, or the threat of application, of physical sanctions such as the infliction of pain, the generation of frustration thought restriction of movement, or the controlling by force of basic physiological or safety needs. In an organization one can exercise power over another if they have the power to dismiss, suspend, and demote another assuming that the job is valuable to the person on whose power is being unleashed. (II) REWARD POWER:-- The opposite of coercive power is reward power. Reward power is the extent to which a manger can use extrinsic and intrinsic rewards to control other people. (III) LEGITIMATE POWER:-- The third base of position power is legitimate power, or formal authority. It stems from the extent to which a manger can use subordinates internalized values or beliefs that the Boss has a Right of Command to control their behaviour. It represents the power a person receives as a result of his/her position in the formal hierarchy. Positions of authority include coercive and rewards powers. Legitimate power, however, is not limited to the power to coerce and reward. It encompasses the acceptance of the authority of a position by members of an organization. (IV) 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.

(B) PERSONAL POWER:--Personal power resides in the individual and is independent of that individuals position. Three bases of personal power are expertise, rational persuasion, and reference. (I) EXPERT POWER:- It is the ability to control another persons behaviour by virtue of possessing knowledge, experience, or judgment that the other person lacks, but needs. (II) RATIONAL PERSUASSION:- It is the ability to control anothers behaviour, since, through the individuals efforts, the person accepts the desirability of an offered goal and a viable way of achieving it. (III) REFERENT POWER:- It is the ability to control anothers behaviour because the person wants to identify with the power source. In a sense, the subordinate attempts to avoid doing anything that would interfere with the pleasing boss- subordinate relationship.

(IV) CHARISMATIC POWER:- It is extension of referent power stemming from an individuals personality and interpersonal style. Others follow because they can articulate attractive visions, take personal risks, demonstrate follower sensitivity, etc..

Q.(4) EXPLAIN SENSITIVITY TRAINING. Ans:- Sensitivity Training is a form of training that claims to make people more aware of their own prejudices, and more sensitive to others. According to its critics, it involves the use of psychological techniques with groups that its critics, e.g. G.Edward Griffin, claim are often identical to brainwashing tactics. Critics believe these techniques are unethical. According to his biographer, Alfred J Marrow, Kurt Lewin laid the foundations for sensitivity training in a series of workshops he organised in 1946 to carry out a 'change' experiment, in response to a request from the Director of the Connecticut State Interracial Commission. This led to the founding of the National Training Laboratories in Bethel, Maine in 1947. Kurt Lewin, who met Eric Tristin 1933, influenced the work of the London Tavistock Clinic, both in its work with soldiers during the second world war and in its later work with the Journal Human Relations jointly founded by a partnership of the Tavistock Institute and Lewin's group at MIT. The nature of modern Sensitivity Training appears to be in some dispute. Its modern critics portray its origins and function in negative terms. Others view the approach as benignly beneficial in many of its historical and contemporary implementations. During World War II, Psychologists like Carl Rogers in the USA and William Sargant, John Rawlings Rees, and Eric Trist in Britain were used by the military to help soldiers deal with traumatic stress disorders (then known as Shell Shock). This work, which required service to large numbers of patients by a small number of therapists and necessarily emphasized rapidity and effectiveness helped spur the development of group therapy as a treatment technique. Rogers and others evolved their work into new forms including encounter groups designed for persons who were not diagnosable ill but who were recognized to suffer from widespread problems associated with isolation from others common in American society. Other leaders in the development of Encounter Groups, including Will Schutz, centre of their work at the Esalen Institute in Big Sur, California. Meanwhile, Training Groups or T-Groups were being developed at the National Training Labs, now part of the National Education Association. Over time the techniques of T-Groups and Encounter Groups have merged and divided and splintered into specialized topics, seeking to promote sensitivity to others perceived as different and seemingly losing some of their original focus on self-exploration as a means to understanding and improving relations with others in a more general sense.

Q.(5) EXPLAIN THE DIFFERENT LEADERSHIP STYLES AS PER MANGERIAL LEADERSHIP GRID THEORY. Ans :The Managerial Grid was the original name which was the modifications was made by Robert R Blake and Anne Adams McCanse. After the modifications it was named as Leadership Grid.

Figure: Leadership Grid Leadership Grid an approach to understanding a leaders concern for results (production) and concern for people The five major leadership styles specified as per Managerial Leadership Grid Theory: 1. The impoverished style (1, 1). The indifferent Leader (Evade & Elude) In this style, managers have low concern for both people and production. Managers use this style to avoid getting into trouble. The main concern for the manager is not to be held responsible for any mistakes, which results in less innovative decisions. A leader uses a delegate and disappear management style. Since they are not committed to either task accomplishment or maintenance; they essentially allow their team to do whatever it wishes and prefer to detach themselves from the team process by allowing the team to suffer from a series of power struggles.

2. The country club style (1, 9). The accommodating Leader (Yield & Comply) This style has a high concern for people and a low concern for production. Managers using this style pay much attention to the security and comfort of the employees, in hopes that this would increase performance. The resulting atmosphere is usually friendly, but not necessarily that productive.

This person uses predominantly reward power to maintain discipline and to encourage the team to accomplish its goals. Conversely, they are almost incapable of employing the more punitive coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members. 3. The produce or perish style (9, 1). The Controlling Leader (Direct & Dominate) This believes in the authority-obedience. With a high concern for production, and a low concern for people, managers using this style find employee needs unimportant; they provide their employees with money and expect performance back. Managers using this style also pressure their employees through rules and punishments to achieve the company goals. This dictatorial style is based on Theory X of Douglas McGregor, and is commonly applied by companies on the edge of real or perceived failure. This is used in case of crisis management. People who get this rating are very much task-oriented and are hard on their workers (autocratic). There is little or no allowance for co-operation or collaboration. Heavily task-oriented people display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it; they are intolerant of what they see as dissent (it may just be someones creativity), so it is difficult for their subordinates to contribute or develop. 4. The middle-of-the-road style (5, 5).The Status Quo Leader. (Balance & Compromise) It is Organization man management approach, which believes that the adequate organization performance is possible through balancing the necessity to get out work with maintaining morale of people at satisfactory level. Managers using this style try to balance between company goals and workers needs. By giving some concern to both people and production, managers who use this style hope to achieve acceptable performance. 5. The team style (9, 9). The Sound / Team Leader (Contribute & Commit) This is based on the aspect that work accomplishment is from committed people; interdependence through a common stake in the organization purpose leads to relationships of trust and respect. In this style, high concern is paid both to people and production. As suggested by the propositions of Theory Y, managers choosing to use this style encourage teamwork and commitment among employees. This method relies heavily on making employees feel as a constructive part of the company. This type of person leads by positive example and endeavors to foster a team environment in which all team members can reach their highest potential, both as team members and as people. They encourage the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They normally form and lead some of the most productive teams.

Q6. Mr. Suresh Kumar is the VP- HR of a leading financial services company. He is having a meeting with Ms. Rejani Chandran leading HR consultant. Mr. Suresh is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Rejani, the HR consultant. What suggestions you will give to Mr. Suresh, for creating an environment that increases job satisfaction? Ans:Job satisfaction:It is defined as an individuals general attitude toward his/her job. A high level of job satisfaction equals positive attitudes toward the job and vice-a-versa. Job satisfaction is the sense of fulfillment and pride felt by people who enjoy their work and do it well. For an organization, satisfied work force ensures commitment to high quality performance and increased productivity Job satisfaction helps organizations to reduce complaints and grievances, absenteeism, turnover, and termination. Job satisfaction is also linked to a healthier work force and has been found to be a good indicator of longevity. And although only little correlation has been found between job satisfaction and productivity, it has also been found that satisfying or delighting employees is a prerequisite to satisfying or delighting customers, thus protecting the "bottom line (Brown, 1996).

The most important factors conductive to job satisfaction are: i) Mentally Challenging Work: Employees tend to prefer jobs that give them opportunities to use their skills and abilities and offer a variety of tasks, freedom and feedback on how well they are doing. Under conditions of moderate challenge, most employees will experience pleasure and satisfaction. ii) Personality-Job Fit: People with personality types congruent with their chosen vocations should find they have the right talents and abilities to meet the demands of their jobs; and because of this success, they have a greater probability of achieving high satisfaction from their work. It is important, therefore to fit personality factors with job profiles.

iii) Equitable Rewards: Employees want pay systems and promotion policies that they perceive as being just, unambiguous, and in line with their expectations. When pay is seen as fair based on job demands, individual skill level, and industry pay standards, satisfaction is likely to result. Similarly, employees seek fair promotion policies and practices. Promotions provide opportunities for personal growth, more responsibilities and increased social status. Individuals who perceive that promotion decisions are made in a fair and just manner are likely to experience job satisfaction. iv) Supportive Working Conditions: Employees prefer physical conditions that are comfortable and facilitate doing a good job. Temperature, light, noise and other environmental factors should not be extreme and provide personal comfort. Further, employees prefer working relatively close to home, in clean and relatively modern facilities and with adequate tools and equipment.

v) Supportive Colleagues: Employees have need for social interaction. Therefore, having friendly and supportive co-workers and understanding supervisor's leads to increased job satisfaction. Most employees want their immediate supervisor to be understanding and friendly, those who offer praise for good performance, listen to employees' opinions and show a personal interest in them. vi) Whistle Blowing: Whistle-blowers are employees who inform authorities of wrongdoings of their companies or co-workers. Whistle blowing is important because committed organizational members sometimes engage in unethical behavior 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. vii) Social Responsibility: Corporate social responsibility is the obligation of an organization to behave in ethical ways in the social environment in which it operates. Socially responsible actions are expected of organizations. Current concerns include protecting the environment, promoting worker safety, supporting social issues, investing in the community, etc. Managers must encourage both individual ethical behaviour and organizational social responsibility.

Below are the suggestions for creating an environment with increased Job Satisfaction from an HR perspective:

1. Provide workers with responsibility-and then let them use it 2. Show respect 3. Provide a positive working environment 4. Reward and recognition 5. Involve and increase employee engagement 6. Develop the skills and potential of your workforce 7. Evaluate and measure job satisfaction

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