mb0038 mnanagementprocessandorganizationbehaviour bookidb1127 solved assignment set1

8/3/2019 MB0038 MnanagementProcessAndOrganizationBehaviour BookIdB1127 Solved Assignment Set1

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ROLL NO. : 521150960

NAME: SANEHI RAM

Master of Business Administration-MBA Semester 1

MB0038 Management Process and Organization Behavior - 4 Credits

(Book ID: B1127)

Assignment Set- 1 (60 Marks)

Q.1 Write a note on the functions of management.

ANSWER:

Management is a technique of extracting work from others in an integrated and co-ordinate

manner for realizing the specific objectives through productive use of different resources.

According to George R. Terry, Management is a distinct process consisting of planning,

organizing, actuating and controlling performed to determine and accomplish the objectives

by the use of people and resources.

Management is a distinct activity having the following 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 isthe 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.


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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 theindividuals 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 of management on the basis of the end results, although they cantobserve 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 andskills 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 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


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hospital.Henri Fayola 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- ordinate.

Q.2 Discuss any two learning theories in detail.

ANS: Learning Theories:

The Three Representational Modes

All information that is perceived via the senses passes through three processors that encode

it as linguistic, nonlinguistic, or affective representations (Marzano, 1998). This is how we

learn.

For example, if you go to a football game for the first time you encode information

linguistically such as rules; retain mental images nonlinguistic ally, such as mental images of

the players positioning themselves and then getting set (pose); and finally, you have varioussensations that are encoded affectively, such as the excitement during a touchdown. Each

representation can be thought of as a record that is encoded and then filed away.

The Linguistic Mode

In the educational and training world, knowledge is most commonly presented linguistically

(the study of language), so perhaps this mode receives the most attention from a learning

standpoint (Chomsky, 1988). The linguistic mode includes verbal communication, reading,

watching (e.g. learn the rule of chess through observation), etc.

Discussions and theories around the linguistic mode can get quite complex so I am keeping

this fairly simple. Basically, the linguistic processor encodes our experiences as abstract

propositions.

Propositions are thought to perform a number of other functions in addition to being theprimary bearers of truth and falsity and the things expressed by collections of declarative

sentences in virtue of which all members of the collection say the same thing. Propositions

represent the things we doubt and know. They are the bearers of modal properties, such as

being necessary and possible. Some of them are the things that ought to be true.

These propositions are organized into two networks:

1. The declarative network contains information about specific events and the information

generalized from them. These are the what of human knowledge.

2. The procedural network contains information about how to perform specific mental or

physical processes. Often thought of as IF and THEN statements.

These two networks are the main channels for interacting with each other (communication).

Communication is the main functions of language. Language symbols are used to represent

things in the world. Indeed, we can even represent things that do not even exist.

Communication does not imply a language, for example using hand signals. But a language

does imply communication, that is, when we use language, we normally use it to

communicate.

DefinitionsThe forming of language is done by syntax putting sounds together to form words, and


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the words, in turn, form sentences. For example, English words require at least one vowel

sound. However, in Czechoslovakia there are words that are all consonants with no vowels.

These sounds we put together are morphemes the smallest units of language that have

meaning. A word is morpheme, as is a prefix or suffix, also the s we add onto the end of a

word is a morpheme.

Semantics is the study of meaning. With semantic knowledge we can often understand whatpeople mean when they say things that are syntactically unusual or even incorrect.

In transformational grammar, the meaning of a sentence is its deep structure, and that

meaning is transformed into the surface structure, which is the actual sentence itself. The

deep structure of language is the meaning, and the surface structure is the means by which

that meaning is expressed. The rules that translate the meaning into the deep structure are

the phrase rules, and the rules that translate the deep structure into the surface structure are

the transformational rules.

The Nonlinguistic Mode

This includes mental pictures, smell, kinesthetic, tactile, auditory, and taste. At first, we might

believe that they are entirely different structures, however these representations are quite

similar to each other in that these nonlinguistic sensations function in a similar fashion inpermanent memory (Richardson, 1983). That is, although we sense things differently, such

as smell and touch, they are stored in mental representations that are quite similar. They

also lose a lot of their robustness once the experience is over and transferred to memory.

For example, picturing the smell of a rose from memory is not as vivid as actually smelling a

real rose.

Although we can realistically study linguistics, taste, hearing, etc.; mental images are

another matter. . . how do you study a picture in someones mind? Hence, there are several

models for the nonlinguistic mode in the psychology world. However, there are a few things

we know for certain:

o Mental images can be generated from two sources the eyes (e.g., the after image of a

light bulb) and from permanent memory (picturing a tiger that has squares instead of dots).o Mental images are an essential aspect of nonlinguistic thought and play an important part

in creativity.

o Due to the fragmented and constructed nature of mental images, they are not always

accurate pictures of whole thought as compared to prepositionally-based linguistic

information. However, they can have a powerful effect on our thoughts due to their intensive

and vivid nature, e.g. the power of storytelling, the images we create in our mind when

reading a powerful novel, metaphors, imagination, creativity, etc.

The Affective Mode

This is our feeling, emotions, and mood (Stuss & Benson, 1983):

o Feeling is ones internal physiological state at any given point in time.

o Emotion is the coming together of feelings and thoughts (prepositionally-based linguisticdata) that are associated with the feeling.

o Mood is the long-term emotion or the most representative emotion over a period of time.

The affective mode can be thought of as a continuum of feelings, emotions, and ultimately

moods. The end points of the continuum are pleasure and pain and we normally strive to

stay on the pleasure end of it.

The limbic system (pituitary gland, amygdala, thalamus, hippocampus, etc.) is the

physiological system that ties the affective mode together. Since the limbic affects virtually

every part of our brain, it also has a very powerful affect on learning.


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Q.3 Explain the classification of personality types given by Sheldon.

ANSWER:

Personality Types

Personality type theory aims to classify people into distinct CATEGORIES. i.e. this type orthat. Personality types are synonymous with personality styles.

Types refer to categories that are distinct and discontinuous. e.g. you are one or the other.

This is important to understand, because it helps to distinguish a personality type approach

from a personality trait approach, which takes a continuous approach.

To clearly understand the difference between types and traits, consider the example of the

personality dimension of introversion. We can view introversion as:

A personality type approach says you are either an introvert or an extravert

A personality trait approach says you can be anywhere on a continuum ranging from

introversion to extraversion, with most people clustering in the middle, and fewer people

towards the extremesSomatotypes William Sheldon, 1940s

William Sheldon (1940, 1942, cited in Phares, 1991) classified personality according to body

type. He called this a person s somatotype.

Sheldon identified three main somatotypes:

Sheldons Somatotype Character Shape Picture

Endomorph [viscerotonic] relaxed, sociable, tolerant, comfort-loving, peaceful plump, buxom,

developed visceral structure

Mesomorph [somatotonic] active, assertive, vigorous, combative muscular

Ectomorph [cerebrotonic] quiet, fragile, restrained, non-assertive, sensitive lean, delicate,

poor muscles

To further categorize a persons somatotype, an individual is given a rating from 1 to 7 on

each of the three body types. 1 = very low; 7 = very high. For example:

a stereotypical basketballer 1-1-7 (ectomorph)

Mohammed Ali 1-7-1 (mesomorph)

a pear-shaped person 7-1-1 (endomorph)

More typically, however, the person in the street could be something like:

a slightly lanky person 5-2-3 (a bit ecomorphic)

a person of average height who is moderately muscular 4-5-3 (a bit mesomorphic)

a person who is slightly heavy-set 3-3-5 (a bit endomorphic)

Sheldon measured the proportions of hundreds of juvenile delinquent boys and concluded

that they were generally mesomorphs (Ornstein, 1993).

Body types have been criticized for very weak empirical methodology and are not generally

used in psychology. The use of somatotyping (using different taxonomies) is used more

often in alternative therapies and Eastern psychology and spirituality.


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Q.4 What are the factors influencing perception?

ANSWER:

Factors Influencing Perception:

A number of factors operate to shape and sometimes distort perception. These factors canreside:

1) In the perceiver

2) In the object or target being perceived or

3) In the context of the situation in which the perception is made

1. Characteristics of the perceiver: Several characteristics of the perceiver can affect

perception. When an individual looks at a target and attempts to interpret what he or she

stands for, that interpretation is heavily influenced by personal characteristics of the

individual perceiver. The major characteristics of the perceiver influencing perception are:

a) Attitudes: The perceivers attitudes affect perception. This attitude will doubtless affect

his perceptions of the female candidates he interviews.

b) Moods: Moods can have a strong influence on the way we perceive someone. We think

differently when we are happy than we do when we are depressed.

c) Motives: Unsatisfied needs or motives stimulate individuals and may exert a strong

influence on their perceptions.

d) Self-Concept: Another factor that can affect social perception is the perceivers self-

concept. An individual with a positive self-concept tends to notice positive attributes in

another person.

e) Interest: The focus of our attention appears to be influenced by our interests. Because

our individual interest differs considerably, what one person notices in a situation can differ

from what others perceive.

f) Cognitive Structure: Cognitive Structure, an individuals pattern of thinking, also affects

perception. Some people have a tendency to perceive physical traits, such as height, weight,

and appearances more readily.

g) Expectations: Finally, expectations can distort your perceptions in that you will see what

you expect to see. The research findings of the study conducted by Sheldon S Zalkind and

Timothy W Costello on some specific characteristics of the perceiver reveal

Knowing oneself makes it easier to see others accurately.

Ones own characteristics affect the characteristics one is likely to see in others.

People who accept themselves are more likely to be able to see favourable aspects of otherpeople.


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Accuracy in perceiving others is not a single skill.

These four characteristics greatly influence how a person perceives others in the

environmental situation.

Q.5 Mr. Solanki is the VP- HR of a leading Financial services company. He is having ameeting with Ms. Ramani leading HR consultant. Mr. Solanki is concerned aboutcreating an environment that helps in increasing the job satisfaction amongstemployees. Assume that you are Ms. Ramani, the HR consultant. What suggestionsyou will give to Mr. Solanki, for creating an environment that increases jobsatisfaction.

ANSWER:

Measuring Job Satisfaction: Job satisfaction is the sense of fulfillment and pride felt bypeople who enjoy their work and do it well. For an organization, satisfied work force ensures

commitment to high quality performance and increased productivity Job satisfaction helps

organizations to reduce complaints and grievances, absenteeism, turnover, and termination.

Job satisfaction is also linked to a healthier work force and has been found to be a good

indicator of longevity. And although only little correlation has been found between job

satisfaction and productivity, it has also been found that satisfying or delighting employees is

a prerequisite to satisfying or delighting customers, thus protecting the bottom line (Brown,

1996).

The most important factors conductive to job satisfaction are:

i) Mentally Challenging Work: Employees tend to prefer jobs that give them opportunities

to use their skills and abilities and offer a variety of tasks, freedom and feedback on how well

they are doing. Under conditions of moderate challenge, most employees will experience

pleasure and satisfaction.

ii) Personality-Job Fit: People with personality types congruent with their chosen vocations

should find they have the right talents and abilities to meet the demands of their jobs; and

because of this success, they have a greater probability of achieving high satisfaction fromtheir 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.


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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 supervisors 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 committedorganizational members sometimes engage in unethical behaviour in an intense desire

to succeed. Organizations can manage whistle blowing by communicating the conditions

that are appropriate for the disclosure of wrongdoing. Clearly delineating wrongful behaviour

and the appropriate ways to respond are important organizational actions.

vii) Social Responsibility: Corporate social responsibility is the obligation of an organization

to behave in ethical ways in the social environment in which it operates. Socially responsible

actions are expected of organizations. Current concerns include protecting the environment,

promoting worker safety, supporting social issues, investing in the community, etc.Managers must encourage both individual ethical behaviour and organizational social

responsibility.

Job enrichment: It is a deliberate upgrading of responsibility, scope, and challenge in the

work itself. Job enrichment usually includes increased responsibility, recognition, and

opportunities for growth, learning, and achievement. Large companies that have used job-

enrichment programs to increase employee motivation and job satisfaction include, AT&T,

IBM, and General Motors (Daft, 1997).

Workers role in job satisfaction

A worker should also take some responsibility for his or her job satisfaction. Everett (1995)

proposed the following questions which employees ask themselves in regard to job

satisfaction at the workplace:

1. When have I come closest to expressing my full potential in a work situation?

2. What did it look like?

3. What aspects of the workplace were most supportive?


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4. What aspects of the work itself were most satisfying?

5. What did I learn from that experience that could be applied to the present situation?

The following suggestions can help a worker find personal job satisfaction:

1. Seek opportunities to demonstrate skills and talents.

2. Develop communication skills.

3. Acquire job related skills and try to implement them.

4. Demonstrate creativity and initiative.

5. Improve team building and leadership skill.

6. Learn to de-stress.

Q.6 Given below is the HR policy glimpse of the VARK-LEARNING a learning andtraining solutions company

1. It offers cash rewards for staff members

2. It promotes the culture of employee referral and encourages people to refer people

they know may be their friends, ex. Colleagues batch mates, relatives.

3. What all needs do it takes care off according to maslows need hierarchy

4. It recognizes good performances and give fancy titles and jackets to the people

who perform well and also felicitates them in the Annual Day of the company.

What all aspects does it takes care of according to the Maslows Need Hierarchy ?

ANSWER:

The following needs are taken care of according to Maslows Hierarchy of Needs Theory:

According to this theory, proposed by Maslow (1943), human beings have wants and desires

which influence their behavior, only unsatisfied needs can influence behavior, satisfied

needs cannot. The needs are arranged in order of importance, from the basic to the

complex. The person advances to the next level of needs only after the lower level need is at

least minimally satisfied. The further they progress up the hierarchy, the more individuality,

humanness and psychological health a person will show.


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The first point of rewarding the staff members with cash shows thephysiologicalneeds

which is satisfied, the staff members will be satisfied to receive any form of monetary

benefits which encourages him to perform better

The second point is the promotion of referral for employees, this shows thatthe socialneed can be satisfied as with referrals the employee feels to be a part of the

company being responsible for the referral given to the firm, an employee feels

belongingness to his firm/company

The fourth point of recognition and felicitation for the good performance shown by the

employee satisfies the esteem and self-actualization, the esteem need will take care of the

recognition of ones work which improves achievement realization and self respect for ones

work which in turn gains him the status recognition and attention within the company.

The employees drive to become what he is capable of including ones growth is satisfiedwith the self-actualization needs, along with ones growth the employee gains the confidence

to achieve to his fullest potential and this gives him the satisfaction of self-fulfillment

These are among the few things which are satisfied by Maslows Need Hierarchy the

hierarchy is clearly stated below which shows all the 5 basic needs required by an employee

of the company/firm. Maslow was a contributor who influenced the human aspects of

management in workplace

The above pictorial representation is the Maslows Hierarchy as explained below

Maslows Need Hierarchy Pyramid.

The five needs are:

1. Physiological: Includes hunger, thirst, shelter, sex, and other bodily needs

2. Safety: Includes security and protection from physical and emotional harm

3. Social: Includes affection, belongingness, acceptance, and friendship

4. Esteem: Includes internal esteem factors, such as, self-respect, autonomy, and

achievement; and external esteem factors, such as, status, recognition, and attention

5. Self-actualization: The drive to become what one is capable of becoming; includes

growth, achieving ones potential, and self-fulfillment

Maslow separated the five needs into higher and lower orders. Physiological and safety

needs are described as lower-order. Social, esteem, and self-actualization are classified as


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higher-order needs. Higher-order needs are satisfied internally, whereas, Lower-order needs

are predominantly satisfied, externally.

Master of Business Administration-MBA Semester 1

MB0038 Management Process and Organization Behavior - 4 Credits

(Book ID: B1127)

Assignment Set- 2 (60 Marks)

Q.1 Write a note on classical era for evolution of Organization behavior.

ANSWER:The Classical Era We see this trend to continue in what is called as the classical era whichcovers the period between 1900 to mid 1930s. the first general theories of management beganto evolve and the main contributors during this era were Frederick Taylor, Henri Fayol , MaxWeber, Mary parker Fillet and Chester Barnard. Frederick Taylors main emphasis was onfinding one best way of doing each job. He stressed on selecting the right people for the job,train them to do it precisely in one best way. He favored wage plans to motivate the workers.His scientific principles of management stressed the following principles:1. Shift all responsibility for the organization of work from the worker to the manager; managersshould do all the thinking relating to the planning and design of work, leaving the workers with

the task of implementation.2. Use scientific methods to determine the most efficient way of doing work; assign the workerstask accordingly, specifying the precise way in which the work is to be done.3. Select the best person to perform the job thus designed.4. Train the worker to do the work efficiently.5. Monitor worker performances to ensure that appropriate work procedures are followed andthat appropriate results are achieved. Taylor was one of the first to attempt to systematicallyanalyze human behavior at work. He insisted the use of time-and-motion study as a means ofstandardizing work activities. His scientific approach called for detailed observation andmeasurement of even the most routine work, to find the optimum mode of performance. Theresults were dramatic, with productivity increasing significantly. With passing time, neworganizational functions like personnel and quality control were created. Of course, in breaking

down each task to its smallest unit to find what Taylor called the one best way to do each job, the effect was to remove human variability. Hence he lay the ground for the massproduction techniques that dominated management thinking in the first half of the twentiethcentury. Henri Fayol, a mining engineer and manager by profession, defined the nature andworking patterns of the twentieth-century organization in his book, General and IndustrialManagement, published in 1916. In it, he laid down what he called 14 principles ofmanagement. This theory is also called the Administrative Theory. The principles of the theoryare: 1. Division of work: tasks should be divided up with employees specializing in a limited setof tasks so that expertise is developed and productivity increased.2. Authority and responsibility: authority is the right to give orders and entails enforcing themwith rewards and penalties; authority should be matched with corresponding responsibility.3. Discipline: this is essential for the smooth running of business and is dependent on goodleadership, clear and fair arguments, and the judicious application of penalties.
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4. Unity of command: for any action whatsoever, an employee should receive orders from onesuperior only; otherwise authority, discipline, order, and stability are threatened.5. Unity of direction: a group of activities concerned with a single objective should be co-coordinated by a single plan under one head.6. Subordination of individual interest to general interest: individual or group goals must not beallowed to override those of the business.7. Remuneration of personnel: this may be achieved by various methods but it should be fair,encourage effort, and not lead to overpayment.8. Centralization: the extent to which orders should be issued only from the top of theorganization is a problem which should take into account its characteristics, such as size andthe capabilities of the personnel.9. Scalar chain (line of authority): communications should normally flow up and down the line of

authority running from the top to the bottom of the organization, but sideways communicationbetween those of equivalent rank in different departments can be desirable so long as superiorsare kept informed.10. Order: both materials and personnel must always be in their proper place; people must besuited to their posts so there must be careful organization of work and selection of personnel.

11. Equity: personnel must be treated with kindness and justice.12. Stability of tenure of personnel: rapid turnover of personnel should be avoided because ofthe time required for the development of expertise.13. Initiative: all employees should be encouraged to exercise initiative within limits imposed bythe requirements of authority and discipline.14. Esprit de corps: efforts must be made to promote harmony within the organization andprevent dissension and divisiveness. The management functions, that Fayol stated, consisted ofplanning, organizing, commanding, co-coordinating and controlling. Many practicing managers,even today, list these functions as the core of their activities. Fayol was also one of the firstpeople to characterize a commercial organization's activities into its basic components.

Q. 2: Write a note on different types of groups. Explain.

ANSWER:

Groupthink occurs when the pressure to conform within a group interferes with that group'sanalysis of a problem and causes poor group decision making. Individual creativity, uniqueness,and independent thinking are lost in the pursuit of group cohesiveness, as are the advantagesthat can sometimes be obtained by making a decision as a groupbringing different sources ofideas, knowledge, and experience together to solve a problem. Psychologist Irving Janisdefines groupthink as: "a mode of thinking people engage in when they are deeply involved in acohesive in-group, when the members' striving for unanimity override their motivation torealistically appraise alternative courses of action. Groupthink refers to a deterioration of mental

efficiency, reality testing, and moral judgment that results from in-group pressures." It can alsorefer to the tendency of groups to agree with powerful, intimidating bosses. The concept ofgroupthink provides a summary explanation of reasons groups sometimes make poor decisions.Indeed, groups are supposed to be better than individuals at making complex decisions,because, through the membership, a variety of differing perspectives are brought to bear. Groupmembers not only serve to bring new ideas into the discussion but also act as error-correctingmechanisms. Groups also provide social support, which is especially critical for new ideas. Butwhen new perspectives are rejected (as in the "not invented here" syndrome), it is hard tocorrect errors. And if the social support is geared toward supporting the group's "acceptedwisdom," the elements that can make groups better decision makers than individuals becomeinverted, and instead make them worse. Just as groups can work to promote effectivethinking/decision making, the same processes which enhance the group's operation canbackfire and lead to disastrous results. How Groupthink Works Janis identified seven points onhow groupthink works. First, the group's discussions are limited to a few alternative courses of
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action (often only two), without a survey of the full range of alternatives. Second, the group doesnot survey the objectives to be fulfilled and the values implicated by the choice. Third, the groupfails to reexamine the course of action initially preferred by the majority of members from thestandpoint of the nonobvious risks and drawbacks that had not been considered when it wasoriginally evaluated. Fourth, the members neglect courses of action initially evaluated asunsatisfactorythey spend little or no time discussing whether they have overlookednonobvious gain. Fifth, the members make little or no attempt to obtain information from expertswho can supply sound estimates of gains and losses to be expected from alternative courses ofaction. Sixth, selective bias is shown in the way the group reacts to factual information andrelevant judgments from experts. Seventh, the members spend little time deliberating about howthe chosen policy might be hindered by bureaucratic inertia or sabotaged by political opponents;consequently, they fail to work out contingency plans. Three general problems seem to be atwork: overestimation of group power and morality, closed mindedness, and pressures towarduniformity. Group-think occurs when a group feels too good about itself. The group feels bothinvulnerable and optimistic. The group feels morally right. Linked to this attitude of perfection isa correlative close mindedness. Warnings are ignored. Messengers of difference are dismissed.Negative, stereotypical views of opponents are created and used. Finally, there is pressure for

uniformity. A certain amount of self-censorship occurs. If individuals have questions, they keepthem to themselves. This lack of dissent results in what Janis calls an "illusion of unanimity." Ifany difference does occur, group pressure is applied to bring the dissident into line. Janis alsomentions "the emergence of self-appointed mindguardsmembers who protect the group fromadverse information that might shatter their shared complacency." If these precipitatingproblems support tendencies to groupthink, there are predisposing conditions as well. Janissuggests four conditions that predispose a group to groupthink: cohesiveness, group isolation/insulation, leader intimidation, and an absence of decision-making procedures. As a group"hangs together" and members grow to like each other, there will be greater pressure not tointroduce disturbing information and opinions that might tear at that cohesiveness. Maintainingthe good feelings that come from such cohesion become part of the group's "hidden agenda."The insulation of the policy-making group is another factor. Frequently groupthinking groups are

removed from interaction with others, perhaps because of their position within the organization.Lack of impartial leadership is a third contributing cause. When powerful leaders want to "gettheir way" they can overtly and covertly pressure the group into agreement. Finally, the lack of atemplate or protocol for decision making, or what Janis calls "norms requiring methodologicalprocedures for dealing with decision making tasks," can also contribute to groupthink. How toAvoid Groupthink There are several things businesspeople can do to avoid groupthink: followgood meeting procedures, including the development of an agenda; aim for proper andbalanced staff work; present competing views; and attend to correlative meeting problems, likeexhaustion. A template for discussion might also be useful. One suggestion is to use an"options memo technique" in which information is presented as a problem statement, a list ofoptions, and a preliminary recommendation. The group then looks at the preliminaryrecommendation with at least four questions in mind: 1) is the logic correct? (in selecting the

preliminary recommendation from among the options); 2) is the judgment correct? (the logicmay be fine, but the judgment may be poor); 3) are there any problems or errors remaining inthe preliminary recommendation?; and 4) can the preliminary recommendation be improved? Inorder to prevent group isolation, it may be helpful to bring in new participants on a regular basis,use outside experts, and invite the group to meet off-site so that changes in settings andsurroundings are a stimulant. To avoid groupthink, it is vital for the group leader to become astatesperson or conductor instead of a partisan virtuoso. Leadership almost always involvesgetting work done through others. High-quality decisions are not made through intimidation,whether intentional orunintentional. Some bosses have no idea why people do not speak up,while the reason they do not is because they are likely to be attacked. Bosses encourage thebest performance from groups when they can alert them to the kind of review that is expected. Ifthe leader can be clear, and temperate, there is a great likelihood that norms of disagreementwill develop. Finally, there is the cohesion process itself. Decision making tears at the fabric ofgroup cohesion, and it is the desire to preserve cohesion that is an underlying dynamic of
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groupthink. But if decisions lower group cohesion it is not necessary to avoid decisions; analternative is to rebuild cohesion each time. One way to accomplish this rebuilding is tocomplete decision making by about 65 percent of the way through the meeting, then move on tobrainstorming for the last 20-30 percent of the meeting. People who have differed before have achance to continue to interact, now around less threatening, future-oriented items. This meetingtechnique allows fordecompression, and for rebonding of the group. Because of the flaws ofindividual decision makingselective perception, excessive self-interest, limited knowledge,limited timemost important decisions today are made in groups. And groups can do aspectacular job; but they often do not. Meetings, the place where groups do their decision-making work, have a bad reputation these days, largely because of processes such asgroupthink. Groupthink is the result of flawed procedures, poor leadership, insulation, and anunmanaged desire for the maintenance of group cohesion and its good feelings. These factorscan be addressed positively, and group decision making improved, while groupthink is kept to aminimum.

Q. 3 : Explain the approaches of conflict management.

ANSWER:

Negotiation is a dialogue intended to resolve disputes, to produce an agreement upon

courses of action, to bargain for individual or collective advantage, or to craft outcomes to

satisfy various interests. It is the primary method of alternative dispute resolution.

Negotiation occurs in business, non-profit organizations, government branches, legal

proceedings, among nations and in personal situations such as marriage, divorce, parenting,

and everyday life. The study of the subject is called negotiation theory. Professional

negotiators are often specialized, such as union negotiators, leverage buyout negotiators,

peace negotiators, hostage negotiators, or may work under other titles, such as diplomats,legislators or brokers. Negotiation typically manifests itself with a trained negotiator acting on

behalf of a particular organization or position. It can be compared to mediation where a

disinterested third party listens to each sides' arguments and attempts to help craft an

agreement between the parties. It is also related to arbitration which, as with a legal

proceeding, both sides make an argument as to the merits of their "case" and then the

arbitrator decides the outcome for both parties. There are many different ways to segment

negotiation to gain a greater understanding of the essential parts. One view of negotiation

involves three basic elements: process, behavior and substance. The process refers to how

the parties negotiate: the context of the negotiations, the parties to the negotiations, the

tactics used by the parties, and the sequence and stages in which all of these play out.Behavior refers to the relationships among these parties, the communication between them

and the styles they adopt. The substance refers to what the parties negotiate over: the

agenda, the issues (positions and - more helpfully - interests), the options, and the

agreement(s) reached at the end. Another view of negotiation comprises 4 elements:

strategy, process and tools, and tactics. Strategy comprises the top level goals - typically

including relationship and the final outcome. Processes and tools include the steps that will

be followed and the roles taken in both preparing for and negotiating with the other parties.

Tactics include more detailed statements and actions and responses to others' statements

and actions. Some add to this persuasion and influence, asserting that these have become

integral to modern day negotiation success, and so should not be omitted. Skilled

negotiators may use a variety of tactics ranging from negotiation hypnosis, to a straight

forward presentation of demands or setting of preconditions to more deceptive approaches
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such as cherry picking. Intimidation and salami tactics may also play a part in swaying the

outcome of negotiations. Another negotiation tactic is bad guy/good guy. Bad guy/good guy

tactic is when one negotiator acts as a bad guy by using anger and threats. The other

negotiator acts as a good guy by being considerate and understanding. The good guy

blames the bad guy for all the difficulties while trying to get concessions and agreement from

the opponent This is a unique combination framework that puts together the best of manyother approaches to negotiation. It is particularly suited to more complex, higher-value and

slower negotiations.

Prepare: Know what you want. Understand them. Open: Put your case. Hear theirs. Argue:

Support your case. Expose theirs. Explore: Seek understanding and possibility. Signal:

Indicate your readiness to work together. Package: Assemble potential trades. Close: Reach

final agreement. Sustain: Make sure what is agreed happens. There are deliberately a larger

number of stages in this process as it is designed to break down important activities during

negotiation, particularly towards the end. It is an easy trap to try to jump to the end with a

solution that is inadequate and unacceptable. Note also that in practice, you may find

variations on these, for example there may be loops back to previous stages, stages

overlapping, stages running parallel and even out of order. The bottom line is to use what

works. This process is intended to help you negotiate, but do not use it blindly. It is not

magic and is not a substitute for thinking. If something does not seem to be working, try to

figure out why and either fix the problem or try something else. Although there are

commonalities across negotiations, each one is different and the greatest skill is to be able

to read the situation in the moment and adapt as appropriate.

Q. 4: The environmental stressors have a great impact on work performance and

adjustment of the individual in an organization. Discuss the different categories of

environmental stressors.

ANSWER:

It must be noted that stress factors are subjective and what one person may find

stressful,others may not necessarily experience as negatively. The way in which we

experience and react tostress is described as an emotional condition which triggers

physical, psychological and emotional responses from the individual.Formally, a

stressor is defined as an event or context that elevates adrenaline and triggers the

stressresponse which results in the body being thrown out of balance as it is forced to

respond. Examples of Stress Triggers Environmental stressors (elevated sound

levels, over-illumination, overcrowding) Daily stress events (e.g. traffic, lost keys)

Life changes (e.g. divorce, bereavement)

W orkplace stressors (e.g. role strain, lack of control)Stressors usually fall into one

of four categories:


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Internal stressors - these we carry around inside of us. They are self owned

stressors. These stressors may range from the posture we adapt, to addictions and

assessment of life/personalsatisfaction or simply not getting enough sleep.

External stressors - these are the stressors in the environments in which we operate

and will rangefrom parental pressure, to work pressure, to role pressure, to householdpressure, traffic, crime etc.

Hidden stressors - these are factors which cause stress but where the underlying

cause is difficult to identify. It often results in conflicting feelings and a sense of an

inappropriate reaction or response to a situation. For example underdeveloped

emotional intelligence where self-awareness is notapparent.

Obvious stressors - there are also those situations which obviously do or are

intended to bring about stress. For example a work deadline would be an imposed

obvious stressor where as the death of a loved one would be un-imposed but an

obvious one. Types of Environmental Stressors Noise Research has demonstratedthat high levels of background noise can severely impair ones ability toconcentrate.

It has been shown that excessive, intermittent or unpredictable noise can cause

tension and headaches as well as raise people's blood pressure. It can impact

concentration and reduce theability to perform complex tasks. It can also undermine

teamwork, as people in a noisy environment tend to become more irritable and less

willing to help one another.Solutions to noise at work can involve:

Arranging to work from a home office.

Installing partitions or physical barriers to reduce or deaden sound.

Scheduling work tasks so that those requiring the most focus can be completed

when theenvironment is more peaceful.

Using meeting rooms separate from the main source of noise.

If all else fails, using earplugs!LightingPoor lighting, such as insufficient light, light

that is too bright or light that shines directly into oneseyes can cause eye strain and

increase fatigue. In addition to lighting conditions, the quality of light is also important.

Most people are happiest in bright daylight. Daylight which measures 10,000 lux

(equivalent to a bright sunny day) is known to trigger a release of chemicals in the

body that bringsabout a sense of psychological well-being. Unfortunately, most typesof artificial light do not seem tohave the same effect on mood. You will probably find

that improving the quality of light will also improve the quality of your working

environment. Solutions to poor light conditions at work mayinclude:

Arranging work spaces to be near a window.

W henever possible, allowing natural light to shine through open doors and windows.

Trimming bushes that are in front of windows, painting walls with lighter colours,

checking into thepossibility of installing skylights.


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Installing brighter light bulbs in work areas or using full-spectrum bulbs in desk

lamps.Poor AirQualityResearch has shown that poor air quality at work can trigger

headaches and tiredness, as well as impair one is ability to concentrate. A variety of

factors can contribute to the problem of poor airquality, including a high concentration

of pollutants in the air, poor air circulation or inadequate ventilation.Other sources of

poor air quality include smoking, heating and air conditioning systems, ionization byelectrical equipment, overcrowding (too many people in a small space), pollution,

solvents or other chemicals from carpets, furniture or paint, and excess humidity or

dryness.Solutions to poor air quality at work may involve:

Opening windows. Banning smoking indoors. Using dehumidifiers when humidity is a problem or humidifiers if it is too dry. Introducing plants not only do plants raise the amount of oxygen in the air andreduce stuffiness, they also help to absorb pollutants in the air; evaporation of waterfrom plant pots or the plants themselves will help to raise humidity when the air is too

dry. Keeping yourself hydrated by drinking water. Clutter and DisorganizationAnother source of environmental stress can be a work environment that is dirty,messy, or uncomfortable. The distraction of working in an area that is disorganized,untidy and chaotic can make it more difficult to achieve your goals. Solutions todisorganization can involve: Contracting with janitorial services to ensure the workplace is kept clean. Developing systems for organizing product, information, and equipment. Implementing on- or off-site storage systems. Storing or discarding unnecessary furniture, equipment and office products.Furniture and ErgonomicsPoorly designed furniture, or the improper use of quality furniture, generally

contributes to a variety of aches and pains. The most common of these is backache.Prolonged ergonomic problems can produce serious injuries. Taking the time toarrange ones working environment is key to working comfortably and avoiding injury.Solutions to ergonomic concerns at work may involve: Ensuring that office chairs are properly adjusted to reduce the risk of injury to thebody. Arranging computer work stations so that correct postures are used when workingwith the monitor, keyboard, mouse, and documents. Organizing work materials and accessories to improve efficiency and reduce thedistance and frequency of reaches. Organizing your workday to include tasks, breaks and exercises that allow you tovary your posture, rest your muscles and prevent muscle tension or soreness. Consulting with a professional who can give you expert advice, as often the idealsolution may not be immediately obvious. Stress and performance For the most part,people view stress as a negative factor. Stress however is only negative when it isexcessive, unmanaged and results in adverse symptoms and experiences. Some ofthe negative consequences include: Feeling anxious, irritable, or depressed Apathy, loss of interest in work or other activities Problems sleeping Fatigue, Trouble concentrating Muscle tension or headaches Stomach problems

Social withdrawal Loss of sex drive Using alcohol or drugs to cope


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It is clear that with these symptoms the individual's performance at work, home and insocial settings will be adversely affected. Negative stress also seems to have a self-building facet where once stressed, additional factors just keep contributing to thestress and increase the stress levels while decreasing performance and functioning.

Q.5 Given below are certain instances observed by the summer trainee Ritu, while making an observational study at G l o b a l G r e e nc o n s u l t a n t s . An organizat ion dealing with recycling of plastic productswaste etc. She makes the following observation about two key people inthe organization.1. Mr. Patnayak He is a very friendly person and encourages his team members by giving those recommendations and appreciations. This helpsHR to decide about giving a bonus or promotion to employees.2. Mr. Dutta - He is an aggressive person. He frequently loses his temper.Ritu observes that he frequently punishes the non-performers and alsogive them warnings regarding suspension etc. Now ex plain what base of

power does Mr. Patnayak and Mr. Dutta belongs to.E x plain the type ofpower they use often.

ANSWER:

Ten Types of Power1. Position. Some measure of power is conferred on the basis of ones formal positionin an organization. For example, a marketing manager can influence the decisions thataffect the marketing department. However, the marketing manager has little power toinfluence the decisions that affect the finance department.2. Knowledge or expertise. People who have knowledge or expertise can wieldtremendous power. Of course, knowledge in itself is not powerful. It is the use of

knowledge and expertise that confers power. Thus, you could be an incredibly brightperson and still be powerless.3. Character or ethics. The more trustworthy individuals are, the more power theyhave in negotiations. The big issue here is whether they do what they say they aregoing to doeven when they no longer feel like doing it.4. Rewards. People who are able to bestow rewards or perceived rewards hold power.Supervisors, with their ability to give raises, hold power over employees. Money canhave power. But money, like anything else, holds very little power if it is not distributed.5. Punishment. Those who have the ability to create a negative outcome for acounterpart have the power of punishment. Managers who have the authority toreprimand and fire employees hold this type of power. State troopers and highwaypatrol officers who have the ability to give out speeding tickets also have this power.

6. Gender. Dealing with someone of the opposite sex can confer power. We havevideotaped many negotiation case studies in which the turning point came when awoman casually touched a mans hand or arm to make her point.7. Powerlessness. In some instances, giving up all power can be very powerful. If akidnapper threatens a hostage with death enough times, the hostage may justchallenge the kidnapper to go ahead and kill him. At the point that the hostage givesup power, or control over his own death, the kidnapper actually loses power.8. Charisma or personal power. When we ask participants in our seminars for

examples of leaders who have had charisma or personal power, invariably the names

of Mother Teresa, John F. Kennedy, and Ronald Reagan come up. When we ask,

What do all three of these leaders have in common? participants usually respond,

Passion and confidence in what they believe in.


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9. Lack of interest or desire. In negotiations, as in many other areas of life, the sidewith the least interest in what is being negotiated holds the most power. If you arebuying a house and you really do not care if you purchase the house you are currentlynegotiating for or the one down the street, you will most likely hold more power in thenegotiation unless, of course, the sellers could care less if they sell the house today orlive in it for another ten years!10. Craziness. This may sound funny, but bizarre or irrational behavior can confer atremendous amount of power. Every organization has someone who blows up orbehaves irrationally when confronted with problems. Those who have been exposed tothis type of behavior tend to avoid such individuals. As a result, these individuals arenot given many tasks to accomplish because others are afraid to ask them.Leadership style influence level of motivation. However, throughout a lifetime, mansmotivation is influenced by changing ambitions and/or leadership style he works underor socializes with. Command-and-control leadership drains off ambition while workerresponsibility increases ambition. Leadership Style versus Motivation Leadership StyleMotivation Type Motivation is Based on: Personality Type Efficiency Limitedsupervision Worker with decision making responsibility Self motivated Creativity

Leader of ideas or people. Independent Achiever Thrives on change High Teammotivated Mixed styles Goal motivated Opportunity Personality type and efficiencydepends on leader's skill and/or the work environment he's created. Reward motivatedMaterialism Recognition motivated Social status High level of supervision Command-and-control Peer motivated To be like others Status quo Dependency Resist changeLow Authority motivated Follows policy Threat, fear motivated Reacts to force Self-motivated or visionaries will not accept authority controlled environments. Theywill find a way to escape if trapped. In a team-motivated environment, dependency types will become inspired and striveto be acceptable with independent thinking coworkers. Associates influence the level of individual motivation. Reaction to ChangeCommand-and-control leadership is the primary style in our society. It is accepted

because efficiency is created by repetitive action, teaching people to resist change.Once acquiring a skill, they do not want to learn another. The worker adapts to levelthree with an occasional trip to level two Worker responsibility is just the opposite, itmotivates people to thrive on change by seeking challenges, finding ways to achievegoals. Level one is the leader of changing technology, finding ways to createefficiency. Reaction to Efficiency The efficiency of advancing technology is forcingchange. It is up to the individual or business to decide which side of change they wantto be on, the leading edge or trailing edge. The leading edge is exciting while thetrailing edge is a drag. Playing catch-up drains motivation while leaders of changeinspire motivation. With todays changing technology, an individual must be willing toabandoned old skills and learn new ones. The ability to adapt is achieved through self-development programs. Because level one thrives on change, they adapt to whatever

methods gets things done with the least amount of effort. This brings us to workhabits.In level one, management and front line workers, together, are searching for ways tosolve and prevent problems. Decisions are made on the front line where alternativemethods are analyzed. Being able to prevent problems is a motivating force. In levelthree management makes all decision, as a result, management must find ways tosolve all problems and find alternative methods. Front line employees may be awareconflicts, but they dont have the authority to take action and have learned not to beconcerned. Supervisors are only concerned with elements that management thinksare important. Under command-and-control leadership, management considers theopinions or concerns of people on the front line to be trivial. As a result, managementtakes action only when problems become too big to ignore. If workers have conflictswith their supervisors, they will find ways to increase the magnitude of problems,


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creating a combative environment. A downward spiral of management implementingmore control and workers resisting control develop. Under worker responsibility,management and workers unite to prevent or solve problems.

Team MotivatedElementary problems are prevented or solved at the source. Getting the job done isthe primary goal of management and workers. Dependency of Authority Elementaryare dealt with by management when large enough to be recognized. Abused WorkersLack of leadership skills and the desire for power creates elementary problems.Managers focus on worker control. Getting the job done is down the list. Workers goalis to find ways to do little as possible. Command and Control Leadership - Problemsare always out of control. Reaction to Learning Habits In level two, young workers areestablishing work habits, developing attitudes and learning a professional skill. Out oftraining and on the job, motivation level will depend on the leadership style they workunder. Under command-and-control leadership, ambitions will be associated withmaintaining the status quo. Under worker responsibility, ambitions will be associatedwith opportunity. They will continually expand their skills as the need or as opportunity

arises. Reaction to Goals Self-motivated people are goal motivated. Once theyconquer one goal, they establish another. Every goal is a learning process thatrequires all the elements in level one. Companies that attract and keep this type ofperson stay on the leading edge of technology. The CEO is a visionary in customerservice and employee leadership. The employees' goals are the same as the CEOs.If the CEO desires control, then he will lead in such a way that trains subordinates tolead by control. As a result, the employees' goals are quitting time and payday.Reaction to RecognitionRecognition is important; it builds positive self-esteem. By itself, its benefits are shortlived. Long-term benefits are achieved when the employee feels the job could nothave been done without them. This means they were faced with a challenge, whichmeans, they had the responsibility and authority to take action. This environment is

found in level one. Self-motivated projects' is the ability to start and finish what onehas started. Most people, working alone, do not finish what they start. The ability tofinish challenging projects is the secret to being a winner. First requirement is interest,then asking questions which inspires' the learning process. W ith information, achallenge isPresented and a goal set. W hen action is taken, the barriers of persistence, risk, fearand failure become a challenge by itself. Self-motivated projects are difficult becauseno one cares if they succeed, which is another barrier. This is why most people quitbefore they get a good start. People, who find ways to overcome barriers and hang inthere, are the winners. They develop skills and confidence, which are required stepsto larger projects.Team Motivated Projects

Everyone can be inspired to achievement in a team-motivated environment. With acommon goal, team members support each other until success is achieved. In thisenvironment, others do care and team members are needed for achieving the goal.For this reason, team motivation is extremely powerful. The exchange of ideas,information and testing the results, adds to the motivating force. As a result, eachmember seeks to be a leader of quality input.

Q.6 Fashion4Now is a famous and old magazine. The top managementdecides to start the e- edit ion of the magazine. They also decide theredefine the policies and culture of window to truth To start implementing,this change, they frequently call meetings of employees. They have alsoformed groups at different levels to clar ify doubts and ex plain theperspec tive o f change. Ana lyze the s ituat ion in the context o f


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organizational change and elaborate why the top management is followingthe discussed practices and what approach is most evident in the context.

ANSWER:Typically, the concept of organizational change is in regard to organization-widechange, as opposed to smaller changes such as adding a new person, modifying aprogram, etc. Examples of organization-wide change might include a change inmission, restructuring operations (e.g., restructuring to self-managed teams, layoffs,etc.), new technologies, mergers, major collaborations, "rightsizing", new programssuch as Total Quality Management, re-engineering, etc. Some experts refer toorganizational transformation. Often this term designates a fundamental and radicalreorientation in the way the organization operates. The levels of organizational changePerhaps the most difficult decision to make is at what "level" to start. There are fourlevels of organizational change: First let's describe these levels, and then under whatcircumstances a business should use them.Level 1- shaping and anticipating the futureAt this level, organizations start out with few assumptions about the business itself,

what it is "good" at, and what the future will be like. Management generates alternate"scenarios" of the future, defines opportunities based on these possible futures,assesses its strengths and weaknesses in these scenarios changes its mission,Measurement system etc. More information on this is in the next article, "Moving fromthe Future to your Strategy."Level 2 - defining what business(es) to be in and their "Core Competencies Manyattempts at strategic planning start at this level, either assuming that 1) the future willbe like the past or at least predictable; 2) the future is embodied in the CEO's "visionfor the future"; or 3) management doesn't know where else to start; 4) management istoo afraid to start at level 1 because of the changes needed to really meet futurerequirements; or 5) the only mandate they have is to refine what mission alreadyexists.

After a mission has been defined and a SWOT (strengths, weaknesses, opportunitiesand threats) analysis is completed, an organization can then define its measures,goals, strategies, etc. More information on this is in the next article, "Moving from theFuture to your Strategy."Level 3 - Reengineering (Structurally Changing) Your Processes Either as anaftermath or consequence of level one or two work or as an independent action, levelthree work focuses on fundamentally changing how work is accomplished. Rather thanfocus onmodest improvements, reengineering focuses on making major structural changes toeveryday with the goal of substantially improving productivity, efficiency, quality orcustomer satisfaction. To read more about level 3 organizational changes, please see"A Tale of Three Villages."

Level 4 - Incrementally Changing your ProcessesLevel 4 organizational changes are focusing in making many small changes to existingwork processes. Oftentimes organizations put in considerable effort into getting everyemployee focused on making these small changes, often with considerable effect.Unfortunately, making improvements on how a buggy whip for horse-drawn carriagesis made will rarely come up with the idea that buggy whips are no longer necessarybecause cars have been invented. To read more about level 4 organizational changesand how it compares to level 3, please see "A Tale of Three Villages." Some GeneralGuidelines to Organization-Wide Change1. Consider using a consultant. Ensure the consultant is highly experienced inorganization-wide change. Ask to see references and check the references.2. W idely communicate the potential need for change. Communicate what you'redoing about it. Communicate what was done and how it worked out.


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3. Get as much feedback as practical from employees, including what they think arethe problems and what should be done to resolve them. If possible, work with a teamof employees to manage the change.4. Don't get wrapped up in doing change for the sake of change. Know why you'remaking the change. What goal(s) do you hope to accomplish?6. Plan the change. How do you plan to reach the goals, what will you need to reachthe goals, how long might it take and how will you know when you've reached yourgoals or not? Focus on the coordination of the departments/programs in yourorganization, not on each part by itself. Have someone in charge of the plan.7. End up having every employee ultimately reporting to one person, if possible, andthey should know who that person is. Job descriptions are often complained about, butthey are useful in specifying who reports to whom.8. Delegate decisions to employees as much as possible. This includes granting themthe authority and responsibility to get the job done. As much as possible, let themdecide how to do the project.9. The process won't be an "aha!" It will take longer than you think.10. Keep perspective. Keep focused on meeting the needs of your customer or clients.

11. Take care of yourself first. Organization-wide change can be highly stressful.12. Don't seek to control change, but rather to expect it, understand it and manage it.13. Include closure in the plan. Acknowledge and celebrate your accomplishments.14. Read some resources about organizational change, including new forms andstructures.

mb0038 mnanagementprocessandorganizationbehaviour bookidb1127 solved assignment set1

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