Master
of Business Administration-MBA Semester 1
MB0038 – Management Process and Organization Behavior - 4 Credits
(Book
ID: B1127)
Assignment Set- 2
(60 Marks)
Q.1 Write a note on classical era for evolution of
Organization behaviour.
Answer:
FALL 2010
According to Mintzberg (1973), managerial roles are as follows:
1. Informational roles
2. Decisional roles
3.Interpersonal roles
1. Informational roles: This involves the role of assimilating and disseminating information as and when required. Following are the main sub-roles, which managers often perform:
a. Monitor – collecting information from organizations, both from inside and outside of the organization
b. Disseminator – communicating information to organizational members
c. Spokesperson – representing the organization to outsiders
2. Decisional roles: It involves decision making. Again, this role can be sub-divided in to the following:
a. Entrepreneur – initiating new ideas to improve organizational performance
b. Disturbance handlers – taking corrective action to cope with adverse situation
c. Resource allocators – allocating human, physical, and monetary resources
d. Negotiator – negotiating with trade unions, or any other stakeholders
3. Inter`personal roles: This role involves activities with people working in the organization. This is supportive role for informational and decisional roles. Interpersonal roles can be categorized under three sub-headings:
a. Figurehead – Ceremonial and symbolic role
b. Leadership – leading organization in terms of recruiting, motivating etc.
c. Liaison – liasoning with external bodies and public relations activities.
Management Skills: Katz (1974) has identified three essential management skills: technical, human, and conceptual.
Technical skills: The ability is to apply specialized knowledge or expertise. All jobs require some specialized expertise, and many people develop their technical skills on the job. Vocational and on-the-job training programs can be used to develop this type of skill.
Human Skill: This is the ability to work with, understand and motivate other people (both individually and a group). This requires sensitivity towards others issues and concerns. People, who are proficient in technical skill, but not with interpersonal skills, may face difficult to manage their subordinates. To acquire the Human Skill, it is pertinent to recognize the feelings and sentiments of others, ability to motivate others even in adverse situation, and communicate own feelings to others in a positive and inspiring way.
Conceptual Skill: This is an ability to critically analyze, diagnose a situation and forward a feasible solution. It requires creative thinking, generating options and choosing the best available option.
FALL 2010
According to Mintzberg (1973), managerial roles are as follows:
1. Informational roles
2. Decisional roles
3.Interpersonal roles
1. Informational roles: This involves the role of assimilating and disseminating information as and when required. Following are the main sub-roles, which managers often perform:
a. Monitor – collecting information from organizations, both from inside and outside of the organization
b. Disseminator – communicating information to organizational members
c. Spokesperson – representing the organization to outsiders
2. Decisional roles: It involves decision making. Again, this role can be sub-divided in to the following:
a. Entrepreneur – initiating new ideas to improve organizational performance
b. Disturbance handlers – taking corrective action to cope with adverse situation
c. Resource allocators – allocating human, physical, and monetary resources
d. Negotiator – negotiating with trade unions, or any other stakeholders
3. Inter`personal roles: This role involves activities with people working in the organization. This is supportive role for informational and decisional roles. Interpersonal roles can be categorized under three sub-headings:
a. Figurehead – Ceremonial and symbolic role
b. Leadership – leading organization in terms of recruiting, motivating etc.
c. Liaison – liasoning with external bodies and public relations activities.
Management Skills: Katz (1974) has identified three essential management skills: technical, human, and conceptual.
Technical skills: The ability is to apply specialized knowledge or expertise. All jobs require some specialized expertise, and many people develop their technical skills on the job. Vocational and on-the-job training programs can be used to develop this type of skill.
Human Skill: This is the ability to work with, understand and motivate other people (both individually and a group). This requires sensitivity towards others issues and concerns. People, who are proficient in technical skill, but not with interpersonal skills, may face difficult to manage their subordinates. To acquire the Human Skill, it is pertinent to recognize the feelings and sentiments of others, ability to motivate others even in adverse situation, and communicate own feelings to others in a positive and inspiring way.
Conceptual Skill: This is an ability to critically analyze, diagnose a situation and forward a feasible solution. It requires creative thinking, generating options and choosing the best available option.
Q.2. What is groupthink? Explain.
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
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 Explain the process of
negotiation.
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
find stressful, 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 one’s 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 one’s 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 one’s 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 one’s 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.
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 one’s 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 one’s 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 one’s 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 one’s 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.
Stress and performance
For the most part, people view stress as a negative factor. Stress however is only negative when it is excessive, unmanaged and results in adverse symptoms and experiences. Some of the negative consequences include:
• Feeling anxious, irritable, or depressed
• Apathy, loss of interest in work or other activities
• Problems sleeping
• Fatigue,
• Trouble concentrating • Muscle tension or headaches
• Stomach problems
• Social withdrawal
• Loss of sex drive
• Using alcohol or drugs to cope
It is clear that with these symptoms the individual's performance at work, home and in social settings will be adversely affected. Negative stress also seems to have a self-building facet where once stressed, additional factors just keep contributing to the stress and increase the stress levels while decreasing performance and functioning.
Q.5 Given below are certain instances
observed by the summer trainee – Ritu, while making an observational study at GlobalGreen
consultants. An organization dealing with recycling of plastic products
waste etc. She makes the following observation about two key people in the
organization.
1. Mr. Patnayak
– He is a very friendly person and encourages his team members by giving those
recommendations and appreciations. This helps HR to decide about giving a bonus
or promotion to employees.
2. Mr. Dutta -
He is an aggressive person. He frequently loses his temper. Ritu observes that
he frequently punishes the non-performers and also give them warnings regarding
suspension etc.
Now explain what base of power does Mr. Patnayak
and Mr. Dutta belongs to. Explain the type of power they use often
ANS:
Ten Types of Power
1. Position. Some measure of power is conferred on the basis of one’s formal position in an organization. For example, a marketing manager can influence the decisions that affect the marketing department. However, the marketing manager has little power to influence the decisions that affect the finance department.
2. Knowledge or expertise. People who have knowledge or expertise can wield tremendous power. Of course, knowledge in itself is not powerful. It is the use of knowledge and expertise that confers power. Thus, you could be an incredibly bright person and still be powerless.
3. Character or ethics. The more trustworthy individuals are, the more power they have in negotiations. The big issue here is whether they do what they say they are going to do—even when they no longer feel like doing it.
4. Rewards. People who are able to bestow rewards or perceived rewards hold power. Supervisors, with their ability to give raises, hold power over employees. Money can have power. But money, like anything else, holds very little power if it is not distributed.
5. Punishment. Those who have the ability to create a negative outcome for a counterpart have the power of punishment. Managers who have the authority to reprimand and fire employees hold this type of power. State troopers and highway patrol officers who have the ability to give out speeding tickets also have this power.
6. Gender. Dealing with someone of the opposite sex can confer power. We have videotaped many negotiation case studies in which the turning point came when a woman casually touched a man’s hand or arm to make her point.
7. Powerlessness. In some instances, giving up all power can be very powerful. If a kidnapper threatens a hostage with death enough times, the hostage may just challenge the kidnapper to go ahead and kill him. At the point that the hostage gives up power, or control over his own death, the kidnapper actually loses power.
8. Charisma or personal power. When we ask participants in our seminars for examples of leaders who have had charisma or personal power, invariably the names of Mother Teresa, John F. Kennedy, and Ronald Reagan come up. When we ask, “What do all three of these leaders have in common?” participants usually respond, “Passion and confidence in what they believe in.”
9. Lack of interest or desire. In negotiations, as in many other areas of life, the side with the least interest in what is being negotiated holds the most power. If you are buying a house and you really do not care if you purchase the house you are currently negotiating for or the one down the street, you will most likely hold more power in the negotiation—unless, of course, the sellers could care less if they sell the house today or live in it for another ten years!
10. Craziness. This may sound funny, but bizarre or irrational behavior can confer a tremendous amount of power. Every organization has someone who blows up or behaves irrationally when confronted with problems. Those who have been exposed to this type of behavior tend to avoid such individuals. As a result, these individuals are not given many tasks to accomplish because others are afraid to ask them.
Leadership style influence level of motivation. However, throughout a lifetime, man’s motivation is influenced by changing ambitions and/or leadership style he works under or socializes with. Command-and-control leadership drains off ambition while worker responsibility increases ambition.
Leadership Style versus Motivation
Leadership Style Motivation Type Motivation is Based on: Personality Type Efficiency
Limited supervision
Worker with decision making responsibility Self motivated Creativity Leader of ideas or people.
Independent
Achiever
Thrives on change High
Team motivated
Mixed styles Goal motivated Opportunity Personality type and efficiency depends on leader's skill and/or the work environment he's created.
Reward motivated Materialism
Recognition motivated Social status
High level of supervision
Command-and-control Peer motivated To be like others Status quo
Dependency
Resist change Low
Authority motivated Follows policy
Threat, fear motivated Reacts to force
• Self-motivated or visionaries will not accept authority controlled environments. They will find a way to escape if trapped.
• In a team-motivated environment, dependency types will become inspired and strive to be acceptable with independent thinking coworkers.
• Associates influence the level of individual motivation.
Reaction to Change
Command-and-control leadership is the primary style in our society. It is accepted because efficiency is created by repetitive action, teaching people to resist change. Once acquiring a skill, they do not want to learn another. The worker adapts to level three with an occasional trip to level two.
Worker responsibility is just the opposite, it motivates people to thrive on change by seeking challenges, finding ways to achieve goals. Level one is the leader of changing technology, finding ways to create efficiency.
Reaction to Efficiency
The efficiency of advancing technology is forcing change. It is up to the individual or business to decide which side of change they want to be on, the leading edge or trailing edge. The leading edge is exciting while the trailing edge is a drag. Playing catch-up drains motivation while leaders of change inspire motivation.
With today’s changing technology, an individual must be willing to abandoned old skills and learn new ones. The ability to adapt is achieved through self-development programs. Because level one thrives on change, they adapt to whatever methods gets things done with the least amount of effort. This brings us to work habits.
In level one, management and front line workers, together, are searching for ways to solve and prevent problems. Decisions are made on the front line where alternative methods are analyzed. Being able to prevent problems is a motivating force. In level three management makes all decision, as a result, management must find ways to solve all problems and find alternative methods. Front line employees may be aware conflicts, but they don’t have the authority to take action and have learned not to be concerned. Supervisors are only concerned with elements that management thinks are important.
Under command-and-control leadership, management considers the opinions or concerns of people on the front line to be trivial. As a result, management takes action only when problems become too big to ignore. If workers have conflicts with their supervisors, they will find ways to increase the magnitude of problems, creating a combative environment. A downward spiral of management implementing more control and workers resisting control develop. Under worker responsibility, management and workers unite to prevent or solve problems.
Team Motivated
Elementary problems are prevented or solved at the source. Getting the job done is the primary goal of management and workers. Dependency of Authority
Elementary are dealt with by management when large enough to be recognized. Abused Workers
Lack of leadership skills and the desire for power creates elementary problems. Managers focus on worker control. Getting the job done is down the list. Workers goal is to find ways to do little as possible.
Command and Control Leadership - Problems are always out of control.
Reaction to Learning Habits
In level two, young workers are establishing work habits, developing attitudes and learning a professional skill. Out of training and on the job, motivation level will depend on the leadership style they work under. Under command-and-control leadership, ambitions will be associated with maintaining the status quo. Under worker responsibility, ambitions will be associated with opportunity. They will continually expand their skills as the need or as opportunity arises.
Reaction to Goals
Self-motivated people are goal motivated. Once they conquer one goal, they establish another. Every goal is a learning process that requires all the elements in level one. Companies that attract and keep this type of person stay on the leading edge of technology. The CEO is a visionary in customer service and employee leadership. The employees' goals are the same as the CEO’s.
If the CEO desires control, then he will lead in such a way that trains subordinates to lead by control. As a result, the employees' goals are quitting time and payday.
Reaction to Recognition
Recognition is important; it builds positive self-esteem. By itself, its benefits are short lived. Long-term benefits are achieved when the employee feels the job could not have been done without them. This means they were faced with a challenge, which means, they had the responsibility and authority to take action. This environment is found in level one.
Self Motivated Projects
Self-motivated projects' is the ability to start and finish what one has started. Most people, working alone, do not finish what they start.
The ability to finish challenging projects is the secret to being a winner. First requirement is interest, then asking questions which inspires' the learning process. With information, a challenge is presented and a goal set. When action is taken, the barriers of persistence, risk, fear and failure become a challenge by itself.
Self-motivated projects are difficult because no one cares if they succeed, which is another barrier. This is why most people quit before they get a good start. People, who find ways to overcome barriers and hang in there, are the winners. They develop skills and confidence, which are required steps to larger projects.
Team Motivated Projects
Everyone can be inspired to achievement in a team-motivated environment. With a common goal, team members support each other until success is achieved. In this environment, others do care and team members are needed for achieving the goal. For this reason, team motivation is extremely powerful. The exchange of ideas, information and testing the results, adds to the motivating force. As a result, each member seeks to be a leader of quality input.
Ten Types of Power
1. Position. Some measure of power is conferred on the basis of one’s formal position in an organization. For example, a marketing manager can influence the decisions that affect the marketing department. However, the marketing manager has little power to influence the decisions that affect the finance department.
2. Knowledge or expertise. People who have knowledge or expertise can wield tremendous power. Of course, knowledge in itself is not powerful. It is the use of knowledge and expertise that confers power. Thus, you could be an incredibly bright person and still be powerless.
3. Character or ethics. The more trustworthy individuals are, the more power they have in negotiations. The big issue here is whether they do what they say they are going to do—even when they no longer feel like doing it.
4. Rewards. People who are able to bestow rewards or perceived rewards hold power. Supervisors, with their ability to give raises, hold power over employees. Money can have power. But money, like anything else, holds very little power if it is not distributed.
5. Punishment. Those who have the ability to create a negative outcome for a counterpart have the power of punishment. Managers who have the authority to reprimand and fire employees hold this type of power. State troopers and highway patrol officers who have the ability to give out speeding tickets also have this power.
6. Gender. Dealing with someone of the opposite sex can confer power. We have videotaped many negotiation case studies in which the turning point came when a woman casually touched a man’s hand or arm to make her point.
7. Powerlessness. In some instances, giving up all power can be very powerful. If a kidnapper threatens a hostage with death enough times, the hostage may just challenge the kidnapper to go ahead and kill him. At the point that the hostage gives up power, or control over his own death, the kidnapper actually loses power.
8. Charisma or personal power. When we ask participants in our seminars for examples of leaders who have had charisma or personal power, invariably the names of Mother Teresa, John F. Kennedy, and Ronald Reagan come up. When we ask, “What do all three of these leaders have in common?” participants usually respond, “Passion and confidence in what they believe in.”
9. Lack of interest or desire. In negotiations, as in many other areas of life, the side with the least interest in what is being negotiated holds the most power. If you are buying a house and you really do not care if you purchase the house you are currently negotiating for or the one down the street, you will most likely hold more power in the negotiation—unless, of course, the sellers could care less if they sell the house today or live in it for another ten years!
10. Craziness. This may sound funny, but bizarre or irrational behavior can confer a tremendous amount of power. Every organization has someone who blows up or behaves irrationally when confronted with problems. Those who have been exposed to this type of behavior tend to avoid such individuals. As a result, these individuals are not given many tasks to accomplish because others are afraid to ask them.
Leadership style influence level of motivation. However, throughout a lifetime, man’s motivation is influenced by changing ambitions and/or leadership style he works under or socializes with. Command-and-control leadership drains off ambition while worker responsibility increases ambition.
Leadership Style versus Motivation
Leadership Style Motivation Type Motivation is Based on: Personality Type Efficiency
Limited supervision
Worker with decision making responsibility Self motivated Creativity Leader of ideas or people.
Independent
Achiever
Thrives on change High
Team motivated
Mixed styles Goal motivated Opportunity Personality type and efficiency depends on leader's skill and/or the work environment he's created.
Reward motivated Materialism
Recognition motivated Social status
High level of supervision
Command-and-control Peer motivated To be like others Status quo
Dependency
Resist change Low
Authority motivated Follows policy
Threat, fear motivated Reacts to force
• Self-motivated or visionaries will not accept authority controlled environments. They will find a way to escape if trapped.
• In a team-motivated environment, dependency types will become inspired and strive to be acceptable with independent thinking coworkers.
• Associates influence the level of individual motivation.
Reaction to Change
Command-and-control leadership is the primary style in our society. It is accepted because efficiency is created by repetitive action, teaching people to resist change. Once acquiring a skill, they do not want to learn another. The worker adapts to level three with an occasional trip to level two.
Worker responsibility is just the opposite, it motivates people to thrive on change by seeking challenges, finding ways to achieve goals. Level one is the leader of changing technology, finding ways to create efficiency.
Reaction to Efficiency
The efficiency of advancing technology is forcing change. It is up to the individual or business to decide which side of change they want to be on, the leading edge or trailing edge. The leading edge is exciting while the trailing edge is a drag. Playing catch-up drains motivation while leaders of change inspire motivation.
With today’s changing technology, an individual must be willing to abandoned old skills and learn new ones. The ability to adapt is achieved through self-development programs. Because level one thrives on change, they adapt to whatever methods gets things done with the least amount of effort. This brings us to work habits.
In level one, management and front line workers, together, are searching for ways to solve and prevent problems. Decisions are made on the front line where alternative methods are analyzed. Being able to prevent problems is a motivating force. In level three management makes all decision, as a result, management must find ways to solve all problems and find alternative methods. Front line employees may be aware conflicts, but they don’t have the authority to take action and have learned not to be concerned. Supervisors are only concerned with elements that management thinks are important.
Under command-and-control leadership, management considers the opinions or concerns of people on the front line to be trivial. As a result, management takes action only when problems become too big to ignore. If workers have conflicts with their supervisors, they will find ways to increase the magnitude of problems, creating a combative environment. A downward spiral of management implementing more control and workers resisting control develop. Under worker responsibility, management and workers unite to prevent or solve problems.
Team Motivated
Elementary problems are prevented or solved at the source. Getting the job done is the primary goal of management and workers. Dependency of Authority
Elementary are dealt with by management when large enough to be recognized. Abused Workers
Lack of leadership skills and the desire for power creates elementary problems. Managers focus on worker control. Getting the job done is down the list. Workers goal is to find ways to do little as possible.
Command and Control Leadership - Problems are always out of control.
Reaction to Learning Habits
In level two, young workers are establishing work habits, developing attitudes and learning a professional skill. Out of training and on the job, motivation level will depend on the leadership style they work under. Under command-and-control leadership, ambitions will be associated with maintaining the status quo. Under worker responsibility, ambitions will be associated with opportunity. They will continually expand their skills as the need or as opportunity arises.
Reaction to Goals
Self-motivated people are goal motivated. Once they conquer one goal, they establish another. Every goal is a learning process that requires all the elements in level one. Companies that attract and keep this type of person stay on the leading edge of technology. The CEO is a visionary in customer service and employee leadership. The employees' goals are the same as the CEO’s.
If the CEO desires control, then he will lead in such a way that trains subordinates to lead by control. As a result, the employees' goals are quitting time and payday.
Reaction to Recognition
Recognition is important; it builds positive self-esteem. By itself, its benefits are short lived. Long-term benefits are achieved when the employee feels the job could not have been done without them. This means they were faced with a challenge, which means, they had the responsibility and authority to take action. This environment is found in level one.
Self Motivated Projects
Self-motivated projects' is the ability to start and finish what one has started. Most people, working alone, do not finish what they start.
The ability to finish challenging projects is the secret to being a winner. First requirement is interest, then asking questions which inspires' the learning process. With information, a challenge is presented and a goal set. When action is taken, the barriers of persistence, risk, fear and failure become a challenge by itself.
Self-motivated projects are difficult because no one cares if they succeed, which is another barrier. This is why most people quit before they get a good start. People, who find ways to overcome barriers and hang in there, are the winners. They develop skills and confidence, which are required steps to larger projects.
Team Motivated Projects
Everyone can be inspired to achievement in a team-motivated environment. With a common goal, team members support each other until success is achieved. In this environment, others do care and team members are needed for achieving the goal. For this reason, team motivation is extremely powerful. The exchange of ideas, information and testing the results, adds to the motivating force. As a result, each member seeks to be a leader of quality input.
Q.6 “Fashion4Now” is a famous and old
magazine. The top management decides to start the e- edition of the magazine.
They also decide
the redefine the policies and culture of window to truth’
To start
implementing, this change, they frequently call meetings of employees. They
have also formed groups at different levels to clarify doubts and explain the
perspective of change.
Analyze the situation in the context of
organizational change and elaborate why the top management is following the
discussed practices and what approach is most evident in the context.
Answer:
Typically, the concept of organizational change is in regard to organization-wide 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 changing how 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 accomplish?
6. 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.
7. 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.
8. 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.
9. The process won't be an "aha!" It will take longer than you think.
10. Keep perspective. Keep focused on meeting the needs of your customer or clients.
11. Take care of yourself first. Organization-wide change can be highly stressful.
12. Don't seek to control change, but rather to expect it, understand it and manage it.
13. Include closure in the plan. Acknowledge and celebrate your accomplishments.
14. Read some resources about organizational change, including new forms and structures
Typically, the concept of organizational change is in regard to organization-wide 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 changing how 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 accomplish?
6. 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.
7. 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.
8. 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.
9. The process won't be an "aha!" It will take longer than you think.
10. Keep perspective. Keep focused on meeting the needs of your customer or clients.
11. Take care of yourself first. Organization-wide change can be highly stressful.
12. Don't seek to control change, but rather to expect it, understand it and manage it.
13. Include closure in the plan. Acknowledge and celebrate your accomplishments.
14. Read some resources about organizational change, including new forms and structures
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