Master of Business Administration-MBA Semester 1
MB0038 – Management Process and Organization Behavior - 4 Credits
(Book ID: B1127)
Assignment Set- 1
(60 Marks)
Note: Each question carries 10 Marks. Answer all the
questions.
Q.1 Write a
note on the managerial roles and skills.
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
difficulty 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 Discuss the methods of shaping behavior in detail.
Shaping Behavior
When a systematic attempt is
made to change individuals’ behaviour by directing their learning in graduated
steps, it is called shaping behavior. There are four methods of Shaping
Behavior. They are as follows:
1. Positive reinforcement
– This is the process of getting something pleasant as a consequence of a
desired behavior, to strengthen the same behavior. For example, one get a
commission, if he/she achieves sales target.
For example,
i) Bonuses paid at the end of
a successful business year are an example of positive reinforcement.
ii) Employees will work hard
for a raise or a promotion.
iii) Salesmen will increase
their efforts to get rewards and bonuses.
iv) Students will study to get
good grades, and
v) In these examples, the
rises, promotions, awards, bonuses, good grades, are positive reinforces.
2. Negative reinforcement
– This is the process of having a reward taken away as a consequence of a
undesired behavior. For example, scholarship is withdrawn from the student who
has not done well on the examination. Just as people engage in behaviours in
order to get positive reinforces, they also engage in behaviours to avoid or
escape unpleasant conditions. Terminating an unpleasant stimulus in order to
strengthen or increase the probability of a response is called negative
reinforcement.
3. Punishment is
causing an unpleasant condition in an attempt to eliminate an undesirable
behavior. This is the process of getting a punishment as a consequence of a
behavior.
According to B. F. Skinner,
punishment is still the most common technique of behaviour control in today’s
life. When a child misbehaves, he is spanked. If a person does not behave as
the society or law wants him to do, he is punished by arrest and jail.
Example: Loss of pay for coming late to office.
Punishment can be accomplished either by adding an unpleasant stimulus or
removing a pleasant stimulus. The added unpleasant stimulus might take the form
of criticism, a scolding, a disapproving look, a fine, or a prison sentence.
The removal of a pleasant stimulus might consist of withholding affection and
attention, suspending a driver’s license, or taking away a privilege such as
watching television.
Accordingly, in situations
where punishment is desirable as a means of behaviour modification, certain
guidelines would make it more effective thus minimizing its dysfunctional
consequences.
a) Praise in public; punish in
private.
b) Apply punishment before the
undesirable behaviour has been strongly
reinforced. Thus, the punishment should immediately follow the undesirable
behaviour.
c) The punishment should focus
on the behaviour and not on the person.
4. Extinction – An
alternative to punishing undesirable behaviour is extension – the attempt to
weaken behaviour by attaching no consequences (either positive or negative) to
it. It is equivalent to ignoring the behaviour. The rationale for using
extinction is that a behaviour not followed by any consequence is weakened.
However, some patience and time may be needed for it to be effective.
This type of reinforcement is
applied to reduce undesirable behaviour, especially when such behaviours were
previously rewarded. This means that if rewards were removed from behaviours
that were previously reinforced, then such behaviours would become less
frequent and eventually die out. For example, if a student in the class is
highly mischievous and disturbs the class, he is probably asking for attention.
If .the attention is given to him, he will continue to exhibit that behaviour.
Both positive and negative
reinforcement result in learning. They strengthen a response and increase the
probability of repetition. Both punishment and extinction weaken behavior and tend
to decrease its subsequent frequency
Q.3 Explain the
classification of personality types given by Myers -Briggs.
The Myers-Briggs Type
Indicator
The MBTI classifies human
beings into four opposite pairs (dichotomies), base on their
psychological opposites. These four opposite pairs result into 16 possible
combinations. In MBTI, Individuals are classified as (McCrae and Costa, 1989) :
a. Extroverted or introverted
(E or I).
b. Sensing or intuitive (S or
N).
c. Thinking or feeling (T or
F).
d. Perceiving or judging (P or
J).
· These classifications are
then combined into sixteen personality types. For example:
a. INTJs are visionaries. They
usually have original minds and great drive for their own ideas and purposes.
They are characterized as skeptical, critical, independent, determined, and
often stubborn.
b. ESTJs are organizers. They
are realistic, logical, analytical, decisive, and have a natural head for
business or mechanics. They like to organize and run activities.
c. The ENTP type is a conceptualizer.
He or she is innovative, individualistic, versatile, and attracted to
entrepreneurial ideas. This person tends to be resourceful in solving
challenging problems but may neglect routine assignments.
Q.4 What are
the factors influencing perception?
Factors Influencing
Perception
Perception is our sensory
experience of the world around us and involves both the recognition of
environmental stimuli and actions in response to these stimuli. Through the
perceptual process, we gain information about properties and elements of the
environment that are critical to our survival. Perception not only creates our
experience of the world around us; it allows us to act within our environment.
A number of factors operate to
shape and sometimes distort perception. These factors can reside:
i) In the perceiver.
ii) In the object or target
being perceived or
iii) In the context of the
situation in which the perception is made.
1. Characteristics of the
Perceiver: Several characteristics of the perceiver can affect perception.
When an individual looks at a target and attempts to interpret what he or she
stands for, that interpretation is heavily influenced by personal
characteristics of the individual perceiver. The major characteristics of the
perceiver influencing perception are:
a) Attitudes: The
perceiver’s attitudes affect perception. For example, suppose Mr. X is
interviewing candidates for a very important position in his organization – a
position that requires negotiating contracts with suppliers, most of whom are
male. Mr X may feel that women are not capable of holding their own in tough
negotiations. This attitude will doubtless affect his perceptions of the female
candidates he interviews.
b) Moods: Moods can
have a strong influence on the way we perceive someone. We think differently
when we are happy than we do when we are depressed. In addition, we remember
information that is consistent with our mood state better than information that
is inconsistent with our mood state. When in a positive mood, we form more
positive impressions of others. When in a negative mood, we tend to evaluate
others unfavourably.
c) Motives: Unsatisfied
needs or motives stimulate individuals and may exert a strong influence on
their perceptions. For example, in an organizational context, a boss who is
insecure perceives a subordinate’s efforts to do an outstanding job as a threat
to his or her own position. Personal insecurity can be translated into the
perception that others are out to "get my job", regardless of the intention
of the subordinates.
d) Self-Concept:
Another factor that can affect social perception is the perceivers’
self-concept. An individual with a positive self-concept tends to notice
positive attributes in another person. In contrast, a negative self-concept can
lead a perceiver to pick out negative traits in another person. Greater
understanding of self allows us to have more accurate perceptions of others.
e) Interest: The focus
of our attention appears to be influenced by our interests. Because our
individual interests differ considerably, what one person notices in a
situation can differ from what others perceive. For example, the supervisor who
has just been reprimanded by his boss for coming late is more likely to notice
his colleagues coming late tomorrow than he did last week. If you are
preoccupied with a personal problem, you may find it hard to be attentive in
class.
f) Cognitive Structure:
Cognitive structure, an individual’s pattern of thinking, also affects
perception. Some people have a tendency to perceive physical traits, such as
height, weight, and appearance, more readily. Others tend to focus more on
central traits, or personality dispositions. Cognitive complexity allows a
person to perceive multiple characteristics of another person rather than attending
to just a few traits.
g) Expectations:
Finally, expectations can distort your perceptions in that you will see what
you expect to see. The research findings of the study conducted by Sheldon S
Zalkind and Timothy W Costello on some specific characteristics of the
perceiver reveal
· Knowing oneself makes it
easier to see others accurately.
· One’s own characteristics
affect the characteristics one is likely to see in others.
· People who accept themselves
are more likely to be able to see favourable aspects of other people.
· Accuracy in perceiving
others is not a single skill.
These four characteristics
greatly influence how a person perceives others in the environmental situation.
Characteristics
of the Target: Characteristics in the
target that is being observed can affect what is perceived. Physical appearance
plays a big role in our perception of others. Extremely attractive or
unattractive individuals are more likely to be noticed in a group than ordinary
looking individuals. Motion, sound, size and other attributes of a target shape
the way we see it.The perceiver will notice the target’s physical features like
height, weight, estimated age, race and gender. Perceivers tend to notice
physical appearance characteristics that contrast with the norm, that are
intense, or that are new or unusual. Physical attractiveness often colours our
entire impression of another person. Interviewers rate attractive candidates
more favourably and attractive candidates are awarded higher starting salaries.
Verbal communication from
targets also affects our perception of them. We listen to the topics they speak
about, their voice tone, and their accent and make judgements based on this
input. Non-verbal communication conveys a great deal of information about the target.
The perceiver deciphers eye contact, facial expressions, body movements, and
posture all in an attempt to form an impression of the target .As a result of
physical or time proximity, we often put together objects or events that are
unrelated.
For example, employees in a
particular department are seen as a group. If two employees of a department
suddenly resign, we tend to assume their departures were related when in fact,
they might be totally unrelated. People, objects or events that are similar to
each other also tend to be grouped together. The greater the similarity, the
greater the probability we will tend to perceive them as a group.
Characteristics
of the Situation: The situation in which
the interaction between the perceiver and the target takes place, has an
influence on the perceiver’s impression of the target. E.g. meeting a manager
in his or her office affects your impression in a certain way that may contrast
with the impression you would have formed, had you met the manager in a restaurant.
The strength of the situational cues also affects social perception. Some
situations provide strong cues as to appropriate behaviour. In these
situations, we assume that ±ie individual’s behaviour can be accounted for by
the situation, and that it may not reflect the individual’s disposition. This
is the discounting principle in social perception. For example, you may
encounter an automobile salesperson who has a warm and personable manner, asks
you about your work and hobbies, and seems genuinely interested in your taste
in cars. Can you assume that this behaviour reflects the salesperson’s
personality? You probably cannot, because of the influence of the situation.
This person is trying to sell you a car, and in this particular situation, he
probably treats all customers in this manner.
Q.5 Mr.
Solanki is the VP- HR of a leading
Financial services company. He is having a meeting with Ms. Ramani leading HR consultant. Mr. Solanki is
concerned about creating an environment that helps in increasing the job
satisfaction amongst employees. Assume that you are Ms. Ramani, the HR consultant. What suggestions
you will give to Mr. Solanki, for creating an environment that increases job
satisfaction.
Measuring Job
Satisfaction: Job satisfaction is the sense of fulfillment and
pride felt by people who enjoy their work and do it well. For an organization,
satisfied work 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 behaviour 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 behaviour 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.
Job
enrichment: It is a deliberate upgrading of responsibility,
scope, and challenge in the work itself. Job enrichment usually includes
increased responsibility, recognition, and opportunities for growth, learning,
and achievement. Large companies that have used job-enrichment programs to
increase employee motivation and job satisfaction include, AT&T, IBM, and
General Motors (Daft, 1997).
Workers’ role in job
satisfaction
A worker should also take some
responsibility for his or her job satisfaction. Everett (1995) proposed the
following questions which employees ask themselves in regard to job
satisfaction at the workplace:
1. When have I come closest to
expressing my full potential in a work situation?
2. What did it look like?
3. What aspects of the workplace were most supportive?
4. What aspects of the work
itself were most satisfying?
5. What did I learn from that
experience that could be applied to the present situation?
The following suggestions
can help a worker find personal job satisfaction:
1. Seek opportunities to
demonstrate skills and talents.
2. Develop communication
skills.
3. Acquire job related skills
and try to implement them.
4. Demonstrate creativity and
initiative.
5. Improve team building and
leadership skill.
6. Learn to de-stress.
Q.6 Given below
is the HR policy glimpse of the “VARK-LEARNING” a learning and training
solutions company
1. It offers cash rewards for staff members
2. It promotes the culture of employee referral and
encourages people to refer people they know may be their friends, ex.
Colleagues batch mates, relatives.
3. What all needs do it takes care off according to
maslow’s need hierarchy
4. It recognizes good performances and give fancy titles
and jackets to the people who perform well and also felicitates them in the
Annual Day of the company.
What all aspects does it takes care of according to the
Maslow’s Need Hierarchy ?
The following needs are taken care of according to
Maslow’s Hierarchy of Needs Theory:
According to this theory,
proposed by Maslow (1943), human beings have wants and desires which influence
their behavior, only unsatisfied needs can influence behavior, satisfied needs
cannot. The needs are arranged in order of importance, from the basic to the
complex. The person advances to the next level of needs only after the lower
level need is at least minimally satisfied. The further they progress up the
hierarchy, the more individuality, humanness and psychological health a person
will show.
The first point of rewarding
the staff members with cash shows the physiological needs which is
satisfied, the staff members will be satisfied to receive any form of monetary
benefits which encourages him to perform better
The second point is the
promotion of referral for employees, this shows that the social need can
be satisfied as with referrals the employee feels to be a part of the company
being responsible for the referral given to the firm, an employee feels
belongingness to his firm/company
The fourth point of
recognition and felicitation for the good performance shown by the employee
satisfies the esteem and self-actualization, the esteem need will
take care of the recognition of one’s work which improves achievement
realization and self respect for one’s work which in turn gains him the status
recognition and attention within the company.
The employee’s drive to become
what he is capable of including one’s growth is satisfied with the
self-actualization needs, along with one’s growth the employee gains the
confidence to achieve to his fullest potential and this gives him the
satisfaction of self-fulfillment
These are among the few things
which are satisfied by Maslow’s Need
Hierarchy the hierarchy is clearly
stated below which shows all the 5 basic needs required by an employee
of the company/firm. Maslow
was a contributor who influenced the human aspects of management in workplace
The above pictorial
representation is the Maslow’s Hierarchy as explained below
Maslow’s Need Hierarchy
Pyramid.
The five needs are:
· Physiological:
Includes hunger, thirst, shelter, sex, and other bodily needs
· Safety: Includes
security and protection from physical and emotional harm
· Social: Includes
affection, belongingness, acceptance, and friendship
· Esteem: Includes
internal esteem factors, such as, self-respect, autonomy, and achievement; and
external esteem factors, such as, status, recognition, and attention
· Self-actualization: The
drive to become what one is capable of becoming; includes growth, achieving
one’s potential, and self-fulfillment
Maslow separated the five
needs into higher and lower orders. Physiological and safety needs are
described as lower-order. Social, esteem, and self-actualization are classified
as higher-order needs. Higher-order needs are satisfied internally, whereas,
Lower-order needs are predominantly satisfied, externally.
