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Master of Business Administration- MBA Semester 1 MB0038 –Management Process and Organizational Behaviour - 4 Credits (Book ID:B1127) Assignment Set- 1 (60 Marks)

Q1. Define emotional intelligence. Explain Goleman’s model of emotional intelligence.Ans:Emotional Intelligence (EI) describes the ability, capacity, skill or, in the case of the trait EI model, a self-perceived ability, to identify, assesses, and manage the emotions of one's self, of others, and of groups. Different models have been proposed for the definition of EI and disagreement exists as to how the term should be used. Despite these disagreements, which are often highly technical, the ability EI and trait EI models(bu t no t the mixed mode ls ) en joy suppor t in the l i te ra tu re and have success fu l app l i ca t ions in d i f fe ren t domains . Subs tan t ia l d isagreement ex is ts regard ing the definition of EI, with respect to both terminology and operationalizations. There has been much confusion regarding the exact meaning of this construct. The definitions are so varied, and the field is growing so rapidly, that researchers are constantly amending even their own definitions of the construct. At the present time, there are three main models of EI: Ability EI models Mixed models of EI Trait EI model The ability-based model Salovey and Mayer's conception of EI strives to define EI within the confines of the standard criteria for a new intelligence. Following their continuing research, their initial definition of EI was revised to: "The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth. "The ability based model views emotions as useful sources of information that help one to make sense o f and nav iga te the soc ia l env i ronment . The mode l p roposes tha t individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model proposes that EI includes 4 types of  abilities: Perceiving emotions — the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts- including the ability to identify one’s own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible. Us ing emot ions — the ab i l i t y to harness emot ions to fac i l i ta te var ious cogn i t i ve activities, such as thinking and problem solving. The emotionally intelligent person cancapitalize fully upon his or her changing moods in order to best fit the task at hand. Unders tand ing emot ions — the ab i l i t y to comprehend emot ion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time. Managing emotions — the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals. The ab i l i t y -based mode l has been c r i t i c i zed in the research fo r lack ing face and predictive validity in the workplace. EI is too broadly defined and the definitions are unstable One of the arguments against the theoretical soundness of the concept suggests that the constant changing and broadening of its definition-

which has come to encompass many unrelated elements — had rendered it an unintelligible concept. Arguing that EI is an invalid concept, Locke (2005) asked: "What is the common or integrating element in a concept that includes: introspection about emotions, Emotional expression, non-verbal communication with others, empathy, self-regulation, planning, creative thinking and the direction of attention?" He answered by saying: "There is none." Commenting on the multiple factors that have been included in the definition, Locke asked rhetorically: "What does EI not include? "O t h e r c r i t i c s m e n t i o n t h a t w i t h o u t s o m e s t a b i l i z a t i o n o f t h e c o n c e p t s a n d t h e measurement instruments, meta-analyses are difficult to implement, and the theory coherence is likely to be adversely impacted by this instability. EI cannot be recognized as a form of intelligence

Goleman's early work has been criticized for assuming from the beginning that EI is a type of intelligence. Eysenck (2000) writes that Goleman's description of EI contains assumpt ions about in te l l i gence in genera l , and tha t i t even runs con t ra ry to what researchers have come to expect when studying types of intelligence: "Goleman exemplifies more clearly than most the fundamental absurdity of the tendency to class almost any type of behavior as ’intelligence’... If these five 'abilities' define' emotional intelligence', we would expect some evidence that they are highly correlated; Goleman admits that they might be quite uncorrelated, and in any case if we cannot measure them, how do we know they a re re la ted? So the who le theory i s bu i l t on quicksand: there is no sound scientific basis". Similarly, Locke (2005) claims that the concept of EI is in itself a misinterpretation of the intelligence construct, and he offers an alternative interpretation: it is not another form or type of intelligence, but intelligence—the ability to grasp abstractions--applied to a particular life domain: emotions. He suggests the concept should be re-labeled and referred to as a skill. The essence of this criticism is that scientific inquiry depends on valid and consistent construct utilization, and that in advance of the introduction of the term EI, psychologist a d e s t a b l i s h e d t h e o r e t i c a l d i s t i n c t i o n s b e t w e e n f a c t o r s s u c h a s a b i l i t i e s a n d ach ievements , sk i l l s and hab i ts , a t t i tudes and va lues , and persona l i t y t ra i t s and emotional states. The term EI is viewed by some as having merged and conflated accepted concepts and definitions.EI has no substantial predictive value Landy (2005) has claimed that the few incremental validity studies conducted on EI have demonstrated that it adds little or nothing to the explanation or prediction of some common outcomes (most notably academic and work success). Landy proposes that the reason some studies have found a small increase in predictive validity is in fact a methodological fallacy — incomplete consideration of alternative explanations: "EI is compared and contrasted with a measure of abstract intelligence but not with a personality measure, or with a personality measure but not with a measure of academic intelligence." Landy (2005)In accordance with this suggestion, other researchers have raised concerns about the e x t e n t t o w h i c h s e l f - r e p o r t E I m e a s u r e s c o r r e l a t e w i t h e s t a b l i s h e d p e r s o n a l i t y dimensions. Generally, self-report EI measures and personality measures have been said to converge because they both purport to measure traits, and because they areboth measured in the self-report form. Specifically, there appear to be two dimensions o f the B ig F ive tha t s tand ou t as most re la ted to se l f -repor t E I – neuro t i c i sm and extraversion. In particular, neuroticism has been said to relate to negative emotionality and anxiety. Intuitively, individuals scoring high on neuroticism are likely to score low on s e l f - r e p o r t E I m e a s u r e s . T h e i n t e r p r e t a t i o n s o f t h e c o r r e l a t i o n s b e t w e e n E I questionnaires and personality have been varied, with the trait EI view that re-interprets EI as a collection of personality traits being prominent in the scientific literature.

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 – It comprises of three dimensions of emotional intelligence, such as, self-awareness, self-regulation, motivation. Self-awareness is the ability of an individual to observe him/herself and to recognize a feeling as it happens. The hallmarks of this ability are self-confidence, self-assessment, and openness to positive criticism. Self-regulation is the ability to control emotions and to redirect those emotions that can have negative impact. Trustworthiness, tolerance of ambiguity, integrity 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 the 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 as per their emotional reactions. People with this ability are experts in generating and motivating others. Social skills are the ability tobuild rapport and to manage relationship with people. People having this skill are experts in persuasiveness and team management.

Q2. What are the hindrances that we face in perception?Ans:Barriers to Perception 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 an individual to internalize and assimilate everything that is seen .Only certain stimuli can be taken in selectively. Selectivity works as a shortcut in judging other people by allowing us to “speed-read” others, but, not without the risk of drawing an inaccurate picture. The tendency to see what we want to see can make us draw unwarranted conclusions from an ambiguous situation. 2. Halo Effect

The halo effect (Murphy & Anhalt, 1992) occurs when we draw a general impression on the basis of a single characteristic. For example, while appraising the lecturer, students may give prominence to a single trait, such as, enthusiasm and allow their entire evaluation to be tainted by how they judge the instructor on that one trait which stood out prominently in their estimation of that person. 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 candidate’s evaluation can occur as a result of his or her place in the interview schedule. 4. Projection

This tendency to attribute one’s 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

Stereotyping–judging someone on the basis of our perception of the group to which he or she belongs. Generalization is not without advantages (Hilton & Hippel, 1996). It is a means of simplifying a complex world, and it permits us to maintain consistency. The problem, of course, is when we inaccurately stereotype. 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 lasting opinions 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.

Q3. Describe the bases of power.Ans: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 one’s 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. The availability 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 the application, 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 that individual’s position. Three bases of personal power are expertise, rational persuasion, and reference.Expert power is the ability to control another person’s 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 another’s behavior, since, through the individual’s 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 another’s 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 individual’s personality and interpersonal style. Others follow because they can articulate attractive visions, take personal risks, demonstrate follower sensitivity, etc. Dependency: The Key to Power The General Dependency Equation is as follows:

The greater B’s dependency on A, the greater the power A has over B. When an individual possess anything that others require but that which alone the individual controls, he / she can make others dependent and, therefore, gain power over them.

Dependency, then, is inversely proportional to the alternative sources of supply.

This is one of the reasons why most organizations develop multiple suppliers rather using just one. It also explains why individuals in general aspire to financial independence. Three factors are responsible for dependency. They are as follows:

Importance

To create dependency, the thing(s) you control must be perceived as being important. Organizations actively seek to avoid uncertainty and hence, those individuals or groups who can absorb an organization’s uncertainty will be perceived as controlling an important resource.

Scarcity

A resource needs to be perceived as scarce to create dependency. For example, low-ranking members in an organization who have important knowledge unavailable to high-ranking members gain power over the high-ranking members. The scarcity-

dependency relationship is also important in the power of occupational categories. Individuals in occupations in which the supply of personnel is low relative to demand can negotiate compensation and benefit packages, which are far more attractive than can those in occupations where there is an abundance of candidates. Thus scarcity in supply of certain types of skilled people can give them power to bargain over compensations and other benefits.

Non-substitutability

The more that a resource has no viable substitutes, the more power that control over that resource provides.

Q4. Explain sensitivity training.Ans:Sensitivity Training 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 numerous training centres in USA and other countries. Sensitivity training is a small-group 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 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 behaviour 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.

Option 2 Sensitivity training, also known as diversity training, is a type of program designed to help facilitate respect between groups that include people with different genders, religions, ages, races, or sexual orientations. The exact procedures can vary depending on the leader of the training, but typically involve lectures, discussions, and exercises to help participants understand and respect one another. The training can be implemented anywhere, but tends to be most common in workplaces and educational environments.

Discussion between participants is usually one of the main focuses of training. Sensitivity training often begins with an instructor asking participants to bring up any issues of concern that they face in the work or school environment. The instructor generally encourages participants to give their perspectives and work together as a team to come up with alternative ways to deal with conflicts and to better communicate with one another. Participants may also perform role-playing exercises, in which the instructor comes up with various conflict scenarios and has them act out the most effective ways to handle various situations with different types of people without tension.

One of the main purposes of sensitivity training is to help people who come from different backgrounds communicate more effectively in order to help with teamwork and prevent misunderstandings. The program can guide participants to the realization of how their actions can potentially be misconstrued by people who have different beliefs or backgrounds. For example, a person may not realize his or her words or actions may be extremely offensive to a person of a different religion or gender, which can affect the ability for the two people to talk and work comfortably together.

Sensitivity training can also be implemented as a means to teach tolerance and prevent animosity if  people in a professional environment have completely opposing lifestyles or beliefs. An instructor can provide information on how someone can handle the other person professionally and prevent personal beliefs from mistreating or causing arguments. Employers may have their employees engage in the training to help them professionally deal with customers and to prevent any legal actions due to employee behavior that comes across as intolerant or offensive.

If a person is accused of discrimination, he or she may engage in sensitivity training as a means of reform or punishment. One of the most common circumstances in which the training tends to be implemented is as a means to prevent sexual harassment . Both men and women may learn what constitutes as harassment and how to avoid it in the future.

Sensitivity TrainingSensitivity training (also known as T-group, T standing for training) 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 numerous training centers in USA and other countries. Sensitivity training is a small-group 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 behavioral 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 TrainingSensitivity training focuses on small group (T-group) with number of members ranging from ten to twelve. 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. They may know each other but not too well. Delbecq, has described the sequential events which are followed in a T-group. These events run asfollows:

1.In the beginning, there is an intentional lack of directive leadership, formal agenda, and recognized power and status. This creates a behavioural vacuum which the participants fillwith enormously rich projections of traditional behaviour.2.In the second phase, the trainer becomes open, non-defensive, and empathetic and expresses his or her own feelings in a minimally evaluative way. However, the major impact on each participant comes from the feedback received from here-and-now behavior of the other group members.3.In the third phase, interpersonal relationships develop. The members serve as resources to one another and facilitate experimentation with new personal, interpersonal, and collaborative behaviour.4.The last phase attempts to explore the relevance of the experience in terms of back home situations and problems.

The above sequence of events is more relevant for stranger-lab. For cousin-lab and family-lab, some adjustment is made in the above sequence and more attention is given to inter-group linkages in the form of interfacing of diagnostic surveys, interviews and confrontation session dealing with a variety of policy, problem-solving, and interpersonal issues.

Evaluation of Sensitivity TrainingSensitivity training has attracted lot of appraisal both in positive and negative forms. Therefore, it has become one of the most controversial techniques. To those who have criticized sensitive training, George Odiorne has incurred personal attacks on the following line of reasoning. The very fact that you attack sensitive training indicates that you are in favour of autocratic management and, therefore, need sensitivity training to straighten out your personal inadequacies. Though this may appear too personalized, this indicates that sensitivity training has positive effects on the participants. A comprehensive research review of OD interventions by Porras and Bergsuggests that sensitivity training is the second most researched intervention (after team-building).However, it has the lowest rate of positive change in both processes (becoming sensitive to group process) and outcome (growth in effective membership) variables. Another research review by Nicholas, however, indicates positive impact of sensitivity training and it has done better than other techniques in terms of its impact on performance variables-workforce variables such as turn over, absenteeism, grievances, etc; monetary variables such as profit and cost; and quality variables such as rejects, error rates, complaints, and returns.

Positive ConsequencesIn general, sensitivity training contributes in the following directions:1. Sensitivity training results in more supportive behaviour, more sensitive people, and more considerate managers.2. Participants to the training programme become more open and self-understanding.3. Communication is improved a lot and leadership skills are well- developed.4. It provides an opportunity to gain insight into personal blind spots and participants become aware of the group norms, role flexibility, and sense of belongingness.Negative ConsequencesAny behavioural training is double-edged sword. It may contribute positively if handled properly; it may damage if handled improperly. For example, those who criticize sensitivity training, offer the following reasons:1. Many participants of sensitivity training have reported a feeling of humiliation, manipulation, decline in self-confidence, and psychological damage.2. It incites anxiety with many negative impacts like causing the people to be highly frustrated, unsettled, and upset.3. Participants’ increased sensitivity may be continuing source of frustration and problem if they return to their workplace in which openness, trust, and sensitivity they were trained toe spouse is frowned upon or repulsed.

From the above discussion, it appears that problems in sensitivity training emerge because of two reasons. First, some problems emerge in the training process itself especially if it is not conducted properly. Second, problems may emerge because of the mismatch between the person so trainedand the nature of work environment. Therefore, the work environment should also be suitably changed. In fact, the total package of OD tries this and sensitivity training should be evaluated in this perspective.

Q5. Explain the different leadership styles as per Managerial – Leadership Grid Theory.Ans:

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.

Fig 9.1 Leadership Grid

Leadership Grid – an approach to understanding a leader’s 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 someone's 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. Examples of Leader speak: “I initiate team action in a way that invites involvement and commitment.” “I explore all facts and alternative views to reach a shared understanding of the best solution.”

Q6. Mr. Suresh Kumar is the VP- HR of a leading Financial services company. He is having a meeting with Ms. Rejani Chandran leading HR consultant. Mr. Suresh is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Rejani, the HR consultant. What suggestions you will give to Mr. Suresh, for creating an environment that increases job satisfaction?

Ans:

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. 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.

Master of Business Administration- MBA Semester 1 MB0038 –Management Process and Organizational Behaviour - 4 Credits (Book ID:B1127) Assignment Set- 2

Q1. What are the consequences of conflict in organisations?Ans:As organizations strive to achieve their goals, they are often met with challenges they must overcome as a team. Challenges leave room for conflict between members, other organizations, communities and other parties involved in the organization’s mission. While “conflict” often has a negative connotation, the effects of conflict within an organization can be positive and negative.

Mental Health Concerns Conflict within an organization can cause members to become frustrated if they feel as if there’s no solution in sight, or if they feel that their opinions go unrecognized by other group members. As a result, members become stressed, which adversely affects their professional and personal lives. Organization members may have problems sleeping, loss of appetite or overeating, headaches and become unapproachable. In some instances, organization members may avoid meetings to prevent themselves from experiencing stress and stress-related symptoms.Decrease in Productivity When an organization spends much of its time dealing with conflict, members take time away from focusing on the core goals they are tasked with achieving. Conflict causes members to focus lesson the project at hand and more on gossiping about conflict or venting about frustrations. As a result, organizations can lose money, donors and access to essential resources.

Members Leave Organization Organization members who are increasingly frustrated with the level of conflict within an organization may decide to end their membership. This is especially detrimental when members are a part of the executive board or heads of committees. Once members begin to leave, the organization has to recruit new members and appoint acting board members. In extreme cases, where several members leave or an executive board steps down, organizations risk dissolution.

Violence When conflict escalates without mediation, intense situations may arise between organization members. It’s unfortunate, but organizational conflicts may cause violence among members, resulting in legal problems for members and possibly the organization.

Inspire Creativity Fortunately, some organization members view conflict as an opportunity for finding creativesolutions to solve problems. Conflict can inspire members to brainstorm ideas, while examining problems from various perspectives. Explanation:According to Gray and Starke – "Conflict is behaviour by a person or group that is purposely designed to inhibit the attainment of goals by another person or group. This 'purposeful inhibition may be active or passive."

Share And Respect Opinions As organization members work together to solve conflict, they are more willing to share their opinions with the group. Conflict can also cause members to actively listen to each as they work to accomplish the organizations’ goals.

Improve Future Communication Conflict can bring group members together and help them learn more about each other. From learning each others’ opinions on topics relevant to the organization’s growth to understanding each member’s preferred communication style, conflict within an organization can give members the tools necessary to easily solve conflicts in the future.

Identify New Members Within organizations members actively participate in each meeting, enjoy serving on multiple committees and have an opinion on each topic the group discusses. There are also members who seemingly contribute little to the group and observe more than talk. Conflict within an organization can inspire typically silent members to step up and demonstrate their leadership skills by offering meaningful solutions to the problem the group is facing.

From the above definitions we can state that conflict most commonly arises from four circumstances: 1. Conflict can occur when individuals or groups perceive they have mutually exclusive goals or values.

2. Behaviour designed to defeat, reduce or suppress an opponent may cause conflict.

3. Groups that face each other with mutually opposing actions and counter actions cause conflict, and

4. If each group attempts to create a relatively favoured position vis-a-vis the other, conflict may ensue.

Outcomes of Conflicts Not all conflicts are bad. In fact, some types of conflict encourage new solutions to problems and enhance the creativity in the organizations. In these cases, managers will want to encourage the conflicts. Functional conflicts are conflicts that support the goals of the group and improve its performance. There are also conflicts that hinder group performance. These are dysfunctional or destructive forms of conflict. Therefore, managers should stimulate functional conflict and prevent or resolve non-dysfunctional conflict. This is the key to conflict management. The consequences of conflict can be positive or negative, as shown below:

Positive Consequences Negative Consequences 1.. Leads to new

ideas. 1. Diverts energy from work.

2.. Stimulates creativity. 2.

Threatens psychological well-being.

3.. Motivates Change. 3.

Wastes resources.

4.. Promotes organizational vitality.

4. Creates a negative climate.

5. Helps individuals and groups establish identities

5. Breaks down group cohesion.

6.. Serves as a safety valve to indicate problems.

6. Can increase hostility and aggressive behaviours

Functional vs. Dysfunctional Conflict Functional, constructive forms of conflict support the goals of the group and improve its performance. Conflicts that hinder group performance are dysfunctional or destructive forms of conflict. Task conflict relates to the content and goals of the work. Low-to-moderate levels of task conflict are functional and consistently demonstrate a positive effect on group performance because it stimulates discussion, improving group performance. Dysfunctional Conflict: There are conflicts that hinder group performance, and are therefore known as dysfunctional or destructive forms of conflict. Dysfunctional conflict is an unhealthy, destructive disagreement between two or more people. A key for recognizing a dysfunctional conflict is that its origin is often emotional or behavioural. Disagreements that involve personalized anger and resentment directed at specific individuals rather than specific ideas are dysfunctional. In dysfunctional conflict, the losses to both parties may exceed any potential gain from the conflict.

Outcomes of conflicts:Outcomes may be functional – improving group performance, or dysfunctional in hindering it. Conflict is constructive when it (Robins, 2003): a) Improves the quality of decisions. b) Stimulates creativity and innovation.

c) Encourages interest and curiosity.

d) Provides the medium through which problems can be aired and tensions released.

e) Fosters an environment of self-evaluation and change. Outcomes may be dysfunctional as well. They are as follows: Uncontrolled opposition breeds discontent, which acts to dissolve common ties and eventually leads to the destruction of the group. Undesirable consequences include a retarding of communication, reductions in group cohesiveness, subordination of group goals to the primacy of infighting between members. Conflict can bring group functioning to a halt and potentially threaten the group’s survival. The demise of an organization as a result of too much conflict is not as unusual as it might first appear.

Q2. State the characteristics of management. Ans:

Management is a distinct activity having the following salient features or characteristics. These characteristics can be defined under 10 headers

Salient features or characteristics: 1. Goal-oriented: Management is a purposeful activity. It co-ordinates the efforts of employees to achieve the goals of the organization. The success of management is measured by the extent to which the organizational goals are achieved. It is imperative that the organizational goals must be well-defined and properly understood by the mangers at various levels.

2. Economic Resource: Management is one of the factors of production together with land, labour and capital. It is the most critical input in the success of any organized group activity. It is the force which assembles and integrates other resources, namely, labour, capital and materials. These factors do not by themselves ensure production, they require the catalyst of management to produce goods and services required by the society. Thus, management is an essential ingredient of an organization.

3. Distinct Process: Management is a distinct process consisting of such functions as planning, organizing, staffing, directing and controlling. These functions are so interwoven that it is not possible to lay down exactly the sequence of various functions or their relative significance. In essence, the process of management involves decision-making and putting of decisions into practice.

4. Integrative Force: The essence of management is integration of human and other resources to achieve the desired objectives. All these resources are made available to those who manage. Managers apply knowledge, experience and management principles for getting the results from the workers by the use of non-human resources. Managers also seek to harmonize the individuals’ goals with the organizational goals for the smooth working of the organization.

5. Intangible Force: Management has been called an unseen force. Its presence is evidenced by the result of its efforts-orderliness, informed employees, buoyant spirit and adequate work output. Thus, feeling of management is result-oriented. One may not see with the naked eyes the functioning of management but its results are apparently known. People often remark of the effectiveness (or ineffectiveness) of management on the basis of the end results, although they can’t observe it during operation. 6. Results through Others: The managers cannot do everything themselves. They must have the necessary ability and skills to get work accomplished through the efforts of others. They must motivate the subordinates for the accomplishment of the tasks assigned to them.

7. A Science and an Art: Management has an organized body of knowledge consisting of well-defined concepts, principles and techniques which have wide applications. So it is treated as a science. The application of these concepts, principles and techniques requires specialized knowledge and skills on the part of the manager. Since the skills acquired by a manager are his personal possession, management is viewed as an art.

8. System of Authority: Management as a team of managers represents a system of authority, a hierarchy of command and control. Managers at different levels possess varying degrees of authority. Generally, as we move down in the managerial hierarchy, the degree of authority gets gradually reduced. Authority enables the managers to perform their functions effectively.

9. Multi-disciplinary Subject: Management has grown as a field of study (i.e. discipline) taking the help of so many other disciplines such as Engineering, Anthropology, Sociology and Psychology. Much of the management literature is the result of association of these disciplines. For instance, productivity orientation drew its inspiration from Industrial Engineering and human relations orientation from Psychology. Similarly, Sociology and Operations Research have also contributed to the development of management science.

10. Universal Application: Management is universal in character. The principles and techniques of management are equally applicable in the fields of business, education, military, government and hospital. Henri Fayol suggested that principles of management would apply more or less in every situation. The principles are working guidelines which are flexible and capable of adaptation to every organization where the efforts of human beings are to be co-ordinated.

Q3. Explain the four processes of Social Learning Theory. Ans:One of the most influential learning theories, the Social Learning Theory (SLT), was formulated by Albert Bandura. It encompasses concepts of traditional learning theory

and the operant conditioning of B.F. Skinner. However, the theory strongly implies that there are types of learning wherein direct reinforcement is not the causal mechanism; rather, the so called social element can result to the development of new learning among individuals. Social Learning Theory has been useful in explaining how people can learn new things and develop new behaviours by observing other people. It is to assume, therefore, that Social Learning Theory is concerned on observational learning process among people. A. Basic Concepts

1.Observational Learning The Social Learning Theory says that people can learn by watching other people perform the behavior. Observational learning explains the nature of children to learn behaviours by watching the behaviour of the people around them, and eventually, imitating them. With

2. The state of mind (mental states) is crucial to learning. In this concept, Bandura stated that not only external reinforcement or factors can affect learning and behaviour. There is also what he called intrinsic reinforcement, which is in a form of internal reward or a better feeling after performing the behaviour (e.g. sense of accomplishment, confidence, satisfaction, etc.)

3.Learning does not mean that there will be a change in the behaviour of an individual.

Modeling Process The Modelling Process developed by Bandura helps us understand that not all observed behaviors could be learned effectively, nor learning can necessarily result to behavioural changes. The modelling process includes the following steps in order for us to determine whether social learning is successful or not: Step 1: Attention Social Cognitive Theory implies that you must pay attention for you to learn. If you want to learn from the behaviour of the model (the person that demonstrates the behaviour),then you should eliminate anything that catches your attention other than him. Also, the more interesting the model is, the more likely you are to pay full attention to him and learn.

Step2: Retention of the newly learned behaviour is necessary. Without it, learning of the behaviour would not be established, and you might need to get back to observing the model again since you were not able to store information about the behaviour.

Step 3: Reproduction when you are successful in paying attention and retaining relevant information, this step requires you to demonstrate the behaviour. In this phase, practice of the behaviour by repeatedly doing it is important for improvement.

Step 4: Motivation Feeling motivated to repeat the behaviour is what you need in order to keep on performing it. This is where reinforcement and punishment come in. You can be rewarded by demonstrating the behaviour properly, and punished by displaying it inappropriately

It recognizes the importance of observing and modelling the behaviours, attitudes, and emotional reactions of others. The four processes of Social Learning Theory are: a) Attention processes, b) Retention processes, c) Motor reproduction processes, d) Reinforcement processes

a)Attention processes: Social Cognitive Theory implies that you must pay attention for you to learn. If you want to learn from the behaviour of the model (the person that

demonstrates the behaviour), then you should eliminate anything that catches your attention other than him. Also, the more interesting the model is, the more likely you are to pay full attention to him and learn.

b)Retention processes: The ability to store information is also an important part 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 to observational learning.

c)Reproduction processes: Once you have paid attention to the model and retained the information, it is time to actually perform the behaviour you observed. Further practice of the learned behaviour leads to improvement and skill advancement.

d)Reinforcement processes: Finally, in order for observational learning to be successful, you have to be motivated to imitate the behaviour that has been modelled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day.

Q4. What are the 14 principles of management of Henri Fayol? Ans:

PRINCIPLES OF MANAGEMENT BY HENRI FAYOL1. Division of work.( specialization belongs to the natural order )By performing only one part of the job, a worker can produce more and better work for the same effort. 2. Authority and responsibility.( responsibility is a corollary with authority )Authority is the right to give orders and obtain obedience, and responsibility is acorollary of authority. 3. Discipline.( discipline is what leaders make it )Obedience to organizational rules is necessary.The best way to have good superiorsand clear and fair rules and agreement is to apply sanctions and penalties judiciously.

4. Unity of command.( men cannot bear dual command )There should be one and only one superior for each individual employee.

5. Unity of direction.( one head and one plan for a group of activities having the sameobjectives )All units in the same organization should be moving toward the same objectivesthrough coordinated and focused effort. 6. Subordination of individual interest to the general interest.The interest of the organization should take priority over the interest of an individualemployee.

7. Remuneration.( fair, rewarding of effort, reasonable )The overall pay and compensation for employees should be fair to both employeesand the organization.

8. Centralization.( centralization belongs to the natural order )There should be a balance between subordinate involvement through decentralizationand managers¶ retention of final authority through centralization.

9. Scalar chain.( line of authority, gang-plank principle )Organization should have a chain of authority and communication that runs from thetop to the bottom and should be followed by managers and subordinates.

10. Order.( a place for everyone and everyone in his place )People and materials must be in suitable places at the appropriate time for maximumefficiency ± that is, a place for everything and everything in its place.

11. Equity.( results from combination of kindliness and justice )Good sense and experience are needed to ensure fairness to all employees, whoshould be treated as equally as possible.

12. Stability of tenure of personnel.( prosperous firms are stable )Employee turnover should be minimized to maintain organizational improvement.

13. Initiative.( great source of strength for business )Works should be encouraged to develop and carry out plans for improvement.

14. Esprit de corps.( union is strength )Management should promote a team spirit of unity and harmony among employess

Q5. Distinguish between internal and external forces of change. Ans:Forces for change are of two types: Internal forces and external forces. Internal forces are: change in the top management, change in size of the organization, performance gaps and employee needs and values. External forces are technology, business scenario, and environmental factors.Resistance to change may be of two types: Individual resistance and Organizational resistance. There are certain factors that may be related to the resistance to change; these are economic, psychological and social. Change leads to insecurity among the employees because of its unknown consequences. Employees do not know for certain whether the change will bring in better prospects. This results into individual resistance. Change may bring some potential threat to the organizational power to some people. This leads to organizational resistance. The responses to change depend upon the employees’ perception about the change. Different individuals differ in their attitudes and hence, the perceptions towards change.Distinguished:Forces for change are of two types: Internal forces

External forces.

14.2.1 Internal forces Any change in organization’s internal factors may also necessitate change. Such a change is required because of two reasons: change in managerial personnel and deficiency in existing organizational practices. Change in the top management: Change in the top management and consequent change in the ideas to run the organization also leads to change in the system, structure and processes. Old managers are replaced by new managers which are necessitated because of retirement, promotion, transfer or dismissal. Each new manager brings his own ideas and way of working into the organization. The formal or informal relationships may change Behavior because of changes in top management. Moreover, attitudes, ideology, leadership style of the person may be

different from the earlier one, this will reflect in their actions and decisions. The result is that an organization has to change accordingly. Change in size of the organization: Change in the organization’s size leads to change in the internal structure and complexity of the operations in the organization. Performance gaps: When a gap between set target and actual results (in terms of market share, employee productivity and profit) is identified, organizations face the forces to change and reduce the gap. Employee needs and values: With changing needs and values of the employees, organizations change their policies. For example, attractive financial incentives, challenging assignments, vertical growth opportunities and autonomy at work may be provided in an organization to attract and retain its effective employees. Deficiency in existing organization: Sometimes, changes are necessary because of deficiency in the present organizational arrangement and process. These deficiencies may be in the form of unmanageable span of management, large number of managerial levels, lack of co-ordination between various departments, obstacles in communication, multiplicity of committees, lack of uniformity in policy decisions, lack of co-operation between line and staff and so on. 14.2.2 External forces Each organization has goals and responsibility related to others in its environment. Thus, an organization must not only deal with its environment in conducting its affairs, but also give consideration to the goals of others, as it establishes its goals and conducts its operations. The present-day environment is dynamic and will continue to be dynamic. Changes in social, political, economic, technological, and legal environment force organizations to change themselves. Such changes may result in organizational changes like major functions, production process, labour-management relations, nature of competition, economic constraints, organization methods, etc. In order to survive in the changing environment, organization must change. Technology: Technological changes are responsible for changing the nature of the job performed at all levels in an organization. When there is a change in technology in the organization’s environment and other organizations adopt the new technology, the organization under focus becomes less cost-effective and its competitive position weakens. Therefore, it has to adopt new technology. When the organizations adopt a new technology, its work structures are affected and a new equilibrium has to be established. We have seen that technology has impact on organization structure, organizational processes, and behaviour of people. For example, computers and automation have made significant impact on organizational functioning. Business scenario: Due to rapid changes in the business scenario with increasing competition and global economy, the needs and demands are also changing among the customers, suppliers and other stakeholders. Organizations are, therefore, forced to change their operational methods to meet the demands of the stakeholders. Since every organization exports its outputs to the environment, an organization has to face competition in the market. There may be two types of forces which may affect the competitive position of an organization – other organizations supplying the same products and, buyers who are buying the product. Any change in these forces may require suitable changes in the organization. For example, when Indian economy was liberalized (the process still continues), there were many foreign organizations which entered the Indian market. This forced many Indian organizations to re-align themselves with the new situation. The result is that there have been many cases of divesting the business and concentrating on the core business, acquiring core business, and developing competitive competence to face competitive threats. Similarly, there may be changes in buyers in terms of their needs, liking-disliking, and income disposal for a product. These changes force the organizations to bring those products which meet buyers’ requirements.

Environmental and National factors: Environmental factors such as economic, political and demographic and legal factors play a vital role in devising organizational policies and strategy. Any change in these political and legal factors may affect the organizational operation. For example, organizations may have to change their employment policies in with the government policy, demand of the non-government organizations and changing economic conditions of a country. Social changes: Social changes reflect in terms of people’s aspirations, their needs, and their way of working. Social changes have taken place because of the several forces like level of education, urbanization, feeling of autonomy, and international impact due to new information sources. These social changes affect the behaviour of people in the organization. Therefore it is required to make adjustment in its working so that it matches with people.

Q6. Ms.Chanchal Das Gupta is a recruitment specialist. For the post of QC Manager, she interviews three candidates. Given below are the physical characteristics of the candidates.

Candidate Physical Characteristics Mr.Ravi Muscular, thick skin, rectangular shaped. Mr.Gineesh Thin, delicate build,

large brain, tall. Mr.Ramgopal Soft, round shaped, underdeveloped

muscles. From the above descriptions, what personality traits can Ms. Chanchal derive out of the candidates as per Sheldon’s theory of personality?

Ans:Per Sheldon`s theory of personality, below are the traits that Ms. Chanchal can derive:

•Mr. Ravi represents Mesomorph body type. He is “well-proportioned”. Psychologically heis Adventurous, Courageous, Indifferent to what others think or want, Assertive/bold, Zestfor physical activity, Competitive, With a 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 is Sociable, Fun-loving, Love of food, Tolerant, Even-tempered, Good humoured, Relaxed, With a love of comfort, And has a need for affection.