Assignment Set I A.1.

Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships. Daniel Goleman and the Hay Group have identified a set of competencies that differentiate individuals with Emotional Intelligence. The competencies fall into four clusters:

Self-Awareness: Capacity for understanding ones emotions, ones strengths, and ones Self-Management: Capacity for effectively managing ones motives and regulating ones Social Awareness: Capacity for understanding what others are saying and feeling and why Relationship Management: Capacity for acting in such a way that one is able to get desired

weaknesses. behavior. they feel and act as they do. results from others and reach personal goals. The most popular and accepted mixed model of emotional intelligence is the one proposed by Goleman (1995). He viewed emotional intelligence as a total of personal and social competences. Personal competence determines how we manage ourselves, whereas social competence determines how we handle our interpersonal relationships. Personal competence It comprises of three dimensions of emotional intelligence, such as, self-awareness, self-regulation and motivation. Self-awareness is the ability of an individual to observe him/herself and to recognize a feeling as it happens (Goleman, 1995). The hallmarks of this ability are self-confidence, selfassessment and openness to positive criticism. Self-regulation is the ability to control emotions and to redirect those emotions that can have negative impact. Trustworthiness, integrity, tolerance of ambiguity and attitude to accept change are some characteristics of this ability. Motivation is the ability to channelize emotion to achieve a goal through self-control and by moderating impulses as per the requirement of the situation. The people who have this ability are optimistic and committed towards organizational as well as individual goals. Social competence It comprises of two dimensions namely, empathy and social skills. Empathy is the ability to feel and get concerned for others, take their perspective and to treat people according to their emotional reactions. People with this ability are experts in generating and motivating others. Social skills are the ability to build rapport and to manage relationships with people. People having this skill are very effective in persuasiveness and team management. Social skill is the culmination of all other components of emotional intelligence assuming that people can effectively manage social and work relationships only when they can understand and control their own emotion and can emphasize with the feelings of others.

Goleman claims that people who demonstrate these characteristics are more likely to be successful in senior management, citing research from various sources that suggests senior managers with a higher emotional intelligence rating perform better than those without. He gives several anecdotal case studies to illustrate ways in which emotional intelligence can make a real impact in the workplace.

A.2. Individuals have a tendency to use a number of shortcuts when they judge others. An understanding of these shortcuts can be helpful toward recognizing when they can result in significant distortions. 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 anindividual to internalize and assimilate everything that is seen .Only certain stimuli can be taken in selectively. Selectivity works as a shortcutin 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, whileappraising 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. Research suggests that it is likely to be most extreme when the traits to be

perceived are ambiguous in behavioral terms, when the traits have moral overtones, and when the perceiver is judging traits with which he or she has had limited experience. 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 interviewschedule. 4. Projection This tendency to attribute ones own characteristics to other people which is called projection can distort perceptions made about others. When managers engage in projection, they compromise their ability to respond to individual differences. They tend to see people as more homogeneous than they really are. 5. Stereotyping Stereotypingjudging 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. In organizations, we frequently hear comments that represent stereotypes based on gender, age, race, ethnicity, and even weight. From a perceptual standpoint, if people expect to see these stereotypes, that is what they will perceive, whether or not they are accurate.6. 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 lastingopinions about an individual based on initial perceptions. Primacy effects can be particularly dangerous in interviews, given that we form first impressions quickly and that these impressions may be the basis for long-term employment relationships.

A.3. Bases of Power: Power can be categorized into two types: Formal and 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 organizational hierarchy. For example, a manager may threaten to withhold a pay raise, or to transfer, demote, or even recommend the firing of a subordinate who does not act as desired. Such coercive power is the extent to which a manager can deny desired rewards or administer punishments to control other people. Theavailability of coercive power also varies across organizations. The presence of unions and organizational policies on employee treatment can weaken this power base significantly. Formal power may be categorized into four types which are as follows: 1. Coercive Power: The coercive power base is being dependent on fear. It is based on theapplication, or the threat of application, of physical sanctions such as the infliction of pain, the generation of frustration through 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, demote another assuming that the job is valuable to the person on whom power is being unleashed. 2. Reward Power: The opposite of coercive power is reward power. Reward power is the extent to which a manager can use extrinsic and intrinsic rewards to control other people. Examples of such rewards include money, promotions, compliments, or enriched jobs. Although all managers have some access to rewards, success in accessing and utilizing rewards to achieve influence varies according to the skills of the manager. 3. Legitimate Power: The third base of position power is legitimate power, or formal authority .It stems from the extent to which a manager can use subordinates internalized values or beliefs that the boss has a right of command to control their behavior. For example, the boss may have the formal authority to approve or deny such employee requests as job transfers, equipment purchases, personal time off, or overtime work. Legitimate power represents a special kind of power a manager has because subordinates believe it is legitimate for a person occupying the managerial position to have the right to command. The lack of this is legitimacy will result in authority not being accepted by subordinates. Thus this type of power has the following elements: It represents the power a person receives as a result of his/her position in the formal hierarchy. Positions of authority include coercive and reward 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. 4. Information Power: This type of power is derived from access to and control over information. When people have needed information, others become dependant on them. (For example, managers have access to data that subordinates do not have). Normally the higher the level, the more information would be accessed by managers. B. Personal Power Personal power resides in the individual and is independent of thatindividuals position. Three bases of personal power are expertise, rational persuasion, and reference. Expert power is the ability to control another persons behavior by virtue of possessing knowledge, experience, or judgment that the other person lacks, but needs. A subordinate obeys a supervisor possessing expert power because the boss ordinarily knows more about what is to be done or how it is to be done than does the subordinate. Expert power is relative, not absolute. However the table may turn in case the subordinate has superior knowledge or skills than his/ her boss. In this age of technology driven environments, the second proposition holds true in many occasions where the boss is dependent heavily on the juniors for technologically oriented support. Rational persuasion is the ability to control anothers behavior, since, through the individuals efforts, the person accepts the desirability of an offered goal and a viable way of achieving it. Rational persuasion involves both explaining the desirability of expected outcomes and showing how specific actions will achieve these outcomes. Referent power is the ability to control anothers behavior because the person wants to identify with the power source. In this case, a subordinate obeys the boss because he or she wants to behave, perceive, or believe as the boss does. This obedience may occur, for example, because the subordinate likes the boss personally and therefore tries to do things the way the boss wants them done. In a sense, the subordinate attempts to avoid doing anything that would interfere with the pleasing boss subordinate relationship. Followership is not based on what the subordinate will get for specific actions or specific levels of performance, but on what the individual represents a path toward lucrative future prospects. Charismatic Power is an 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.

A.4. 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. Sensitivity training (also known as T-group, T standing for training).: This approach evolved from the group dynamics concept of Kurt Lewin and the first sensitivity training session was held in 1946 in State Teachers College, New Britain, USA. Since then, it spread to numeroustraining centers in USA and other countries. Sensitivity training is a smallgroup interaction process in the unstructured form which requires people to become sensitive to others feelings in order to develop reasonable group activity. The objectives of sensitivity training are as follows: 1. To make participants increasingly aware of, and sensitive to, the emotional reactions and expressions in themselves and others. 2. To increase the ability of participants to perceive, and to learn from, the consequences of their actions through attention to their own and others feelings. 3. To stimulate the clarification and development of personal values and goals consonant with a democratic and scientific approach to problems of personal and social decisions and actions. 4. To develop achievement of behavioural effectiveness in participants. 5. To develop concepts and theoretical framework for linking personal values and goals to actions consistent with these inner factors and situational requirements. Process of Sensitivity Training: Sensitivity training focuses on small group (T-group) with number of members ranging from ten to twelve. T-groups are designed to provide members with experiential learning about group dynamics, leadership and interpersonal relationships. The basic T-group training or sensitivity training is to change the standards, attitudes and behavior of individuals by using psychological techniques and programs. Based on the sources from where these members are drawn, there may be three types of T-group: stranger-lab, cousin-lab, and family-lab. In the stranger-lab, all participants are from different organizations and they are strangers to each other. In cousin-lab, all participants are from the same organization but from different units. According to his biographer, Alfred J Marrow, Kurt Lewin laid thefoundations 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 Trist in 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 diagnosably 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, centered 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.

A.5.
The Managerial and Leadership Grid:

The Ohio studies led to two dimensions of leadership behaviour-concern for tasks and concern for relations. Almost in the same style, the Michigan University studies made the distinction between job-centred and production- centred leaders.

Blake and Mouton rated these concepts in a framework called the Managerial Grid. They interpreted the concepts in a broad way. Blake and Mouton have used Concern for Production and Concern for People in their Managerial Grid on horizontal and vertical axes respectively. Managers may be concerned for their people and they also must also have some concern for the work to be done. The question is, how much attention do they pay to one or the other? This is a model defined by Blake and Mouton in the early 1960s.It included

Impoverished management Authority-compliance Country Club management Middle of the road management Team management

The Managerial Grid was the original name; the modifications were made by Robert R Blake and Anne Adams McCanse.1 After the modifications it was named as Leadership Grid.

Leadership Grid an approach to understanding a leaders concern for results (production) and concern for people

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.

Features

1. Does only enough to preserve job and job seniority. 2. Gives little and enjoys little. 3. Protects himself by not being noticed by others.

Implications

1. Tries to stay in the same post for a long time.

Examples of Leader speak:

I distance myself from taking active responsibility for results to avoid getting entangled in problems. If forced, I take a passive or supportive position.

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.

Examples of Leader speak:

I support results that establish and reinforce harmony. I generate enthusiasm by focusing on positive and pleasing aspects of work. 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.

Examples of Leader speak: I expect results and take control by clearly stating a course of action. I enforce rules that sustain high results and do not permit deviation.

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 wprk 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.

Examples of Leader speak:

I endorse results that are popular but caution against taking unnecessary risk. I test my opinions with others involved to assure ongoing acceptability.

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 endeavours 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.

A.6.
Ans: Below are the suggestions for creating an environment with increased jobsatisfaction from an HR perspective: Provide workers with responsibility-and then let them use it Show respect Provide a positive working environment

Reward and recognition Involve and increase employee engagement Develop the skills and potential of your workforce Evaluate and measure job satisfaction

Assignment Set II

A.1.
Organizational Conflict can have both positive and negative consequences.Negative consequences: Increased costs (time, money) devoted to dealing with the conflict, wasted resources and energy spent dealing with the conflict,Decreased productivity, Lowered motivation, Decreased morale, Poor decision-making, Withdrawal and miscommunication or noncommunication, Complaintsand blaming, Backstabbing and gossip, Attitudes of distrust and hostility (thatmay influence all future interactions, (Permanent) erosion to personal, work, andcommunity relationships, Harm to others not directly involved in the conflict,Damaged emotional and psychological well-being of those involved in theconflict, Dissatisfaction and stress.Positive consequences: Leads to new ideas, Stimulates creativity, Motivateschange, Promotes organ izational vitality, Helps individuals and groups toestablish identities, Serves as a safety valve to indicate pro blems, Buildscooperation, Helps individuals to develop skills on how to manage conflicts,Improving quality decisions

A.2.
The main characteristics of management are as follows: Management is an activity: Management is an activity which is concerned withthe efficient utilization of human and non-human resources of production.II. Invisible Force: Management is an invisible force. Its existence can be feltthrough the enterprise or institution it is managing.III. Goal Oriented: Management is goal oriented as it aims to achieve somedefinite goals and objectives. According to the Haimann, "Effective management is always management by objectives". Managers and other personnel officersapply their knowledge, experience and skills to achieve the desired objectives.IV. Accomplishment through the efforts of Others : Managers cannot doeverything themselves. They must have the necessary ability and skills to getwork accomplished through the efforts of others.V. Universal activity: Management is universal. Management is required in alltypes or organizations. Wherever there are some activities, there ismanagement. The basic principles of management are universal and can beapplied

anywhere and in every field, such as business, social, religious, cultural,sports, administration, educational, politics or military.VI. Art as well as Science: Management is both an art and a science. It is ascience as it has an organized body of knowledge which contains certainuniversal truths and an art as managing requires certain skills which apply moreor less in every situation.VII. Multidisciplinary Knowledge: Though management is a distinct discipline, itcontains principles drawn from many social sciences like psychology, sociologyetc.VIII. Management is distinct from ownership: In modern times, there is a divorceof management from ownership. Today, big corporations are owned by a vastnumber of shareholders while their management is in the hands of paid qualified,competent and experienced managerial personnel.IX. Need at all levels : According to the nature of task and scope of authority,management is needed at all levels of the organization, i.e., top level, middleand lower level.X. Integrated process: Management is an integrated process. It integrates themen, machine and material to carry out the operations of the enterpriseefficiently and successfully. This integrating process is result oriented.

A.3.

The Social Learning Theory was proposed by Albert Bandura. It recognizesthe importance of observing and modeling the behaviors, attitudes, andemotional reactions of others. The four processes of Social Learning Theory are:a) Attention processes, b) Retention processes, c) Motor reproduction processes,d) Reinforcement processesa)Attention processes: Social Cognitive Theory implies that you mus t payattention for you to learn. If you want to learn from the behavior of themodel (the person that demonstrates the behavior), then you shouldeliminate anything that catches your attention other than him. Also, themore interesting the model is, the more likely you are to pay full attentionto him and learn.b)Retention processes: The ability to store information is also an importantpart of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital toobservational learning.c)Reproduction processes: Once you have paid attention to the model andretained the information, it is time to actually perform the behavior youobserved. Further practice of the learned behavior leads to improvementand skill advancement.d)Reinforcement processes: Finally, in order for observational learning to besuccessful, you have to be motivated to imitate the behavior that hasbeen modeled. Reinforcement and punishment play an important role inmotivation. While experiencing these motivators can be highly effective,so can observing other experience some type of reinforcement orpunishment. For example, if you see another student rewarded with extracredit for being to class on time, you might start to show up a few minutesearly each day.

A.4.

Following are the 14 principles of management of Henri Fayol: 1.DIVISION OF WORK: Work should be divided among individuals andgroups to ensure that effort and attention are focused on special portionsof the task. Fayol presented work specialization as the best way to use thehuman resources of the organization. 2.AUTHORITY: The concepts of Authority and responsibility are closelyrelated. Authority was defined by Fayol as the right to give orders and thepower to exact obedience. Responsibility involves being

accountable, and istherefore naturally associated with authority. Whoever assumes authorityalso assumes responsibility 3.DISCIPLINE: A successful organization requires the common effort of workers. Penalties should be applied judiciously to encourage this commoneffort. 4.UNITY OF COMMAND: Workers should receive orders from only onemanager. 5.UNITY OF DIRECTION: The entire organization should be movingtowards a common objective in a common direction. 6.SUBORDINATION OF INDIVIDUAL INTERESTS TO THE GENERALINTERESTS: The interests of one person should not take priority over theinterests of the organization as a whole. 7.REMUNERATION: Many variables, such as cost of living, supply of qualified personnel, general business conditions, and success of thebusiness, should be considered in determining a workers rate of pay. 8.CENTRALIZATION: Fayol defined centralization as lowering theimportance of the subordinate role. Decentralization is increasing theimportance. The degree to which centralization or decentralization shouldbe adopted depends on the specific organization in which the manager isworking. 9.SCALAR CHAIN: Managers in hierarchies are part of a chain likeauthority scale. Each manager, from the first line supervisor to thepresident, possess certain amounts of authority. The President possessesthe most authority; the first line supervisor the least. Lower level managersshould always keep upper level managers informed of their work activities. The existence of a scalar chain and adherence to it are necessary if theorganization is to be successful. 10.ORDER: For the sake of efficiency and coordination, all materialsand people related to a specific kind of work should be treated as equally aspossible. 11.EQUITY: All employees should be treated as equally as possible. 12.STABILITY OF TENURE OF PERSONNEL: Retaining productiveemployees should always be a high priority of management. Recruitmentand Selection Costs, as well as increased product-reject rates are usuallyassociated with hiring new workers. 13.INITIATIVE: Management should take steps to encourage workerinitiative, which is defined as new or additional work activity undertakenthrough self direction. 14.ESPIRIT DE CORPS: Management should encourage harmony andgeneral good feelings among employees.

A.5. Internal Forces:Poor financial performanceEmployee dissatisfactionInefficiency of existing business processes and systemsNeed to increase profitabilityExistence of cultural misfits to organisation goals and objectives External Forces:Changes in technologyPolitical factorsGeneral macro-economic environmentChanges in consumer tastes, preferences, purchasing patterns & frequenciesDeclining market shares due to competition

A.6.
Per Sheldon`s theory of personality, below are the traits that Ms. Chanchalcan derive:

Mr. Ravi represents Mesomorph body type. He is well-proportioned.Psychologically he is Adventurous, Courageous, Indifferent to what othersthink or want, Assertive/bold, Zest for physical activity, Competitive, Witha desire for power/dominance, And a love of risk/chance Mr. Gineesh represents Ectomorph body type. Psychologically he is Self-conscious, Private, Introverted, Inhibited, Socially anxious, Artistic,Intense, Emotionally restrained, Thoughtful Mr. Ramgopal represents Endomorph body type. Psychologically he isSociable, Fun-loving, Love of food, Tolerant, Even-tempered, Goodhumoured, Relaxed, With a love of comfort, And has a need for affection