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Q1. What is emotional intelligence? Explain Golemans model of emotional intelligence.

Emotional Intelligence - EI - is a relatively recent behavioral model, by Daniel Goleman's 1995. Emotional

Intelligence is increasingly relevant to organizational development and developing people, because the EQ

principles provide a new way to understand and assess people's behaviors, management styles, attitudes,

interpersonal skills, and potential. Emotional Intelligence is an important consideration in human resources

planning, job profiling, recruitment interviewing and selection, management development, customer relationsand customer service, and more.

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 (but not the

mixed models) enjoy support in the literature and have successful applications in different domains.

DEFINITION

"Emotional intelligence is the ability to perceive emotions, to access and generate emotions so as to assist

thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as topromote emotional and intellectual growth."- Mayer & Salovey, 1997

Two aspects of Emotional Intelligence

This is the essential premise of EI to be successful requires the effective awareness, control and management of

one's own emotions, and those of other people. EI embraces two aspects of intelligence:

Understanding yourself, your goals, intentions, responses, behavior and all.

Understanding others, and their feelings.

Emotional intelligence - the five domains

The five 'domains' of EI as:

1. Knowing your emotions.

2. Managing your own emotions.

3. Motivating yourself

4. Recognizing and understanding other people's emotions.5. Managing relationships, i.e., managing the emotions of others.

Based on Golemans work, intelligence in business settings typically manifests itself through four intertwined

characteristics:

A great sense of self-empowerment and self-regulation, which together helps employees to make

decisions right on the spot if that should be necessary.

A positive outlook, promoting constructive responses to the challenges of work.

An awareness of your own another peoples feelings, creating empathy and facilitating bet

conversations with customers.

A mastery of fear and anxiety and the ability to tap into selfless motives, which make it possible for

employees to express feelings of empathy and caring.

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Cluster 1: Self-Awareness- Capacity for understanding ones emotions, ones strengths, and ones weaknesses.

1. Emotional Self-Awareness: recognizing how our emotions affect our performance.It is the ability to recognize ones emotions and their effects. It is the ability to effectively read how we

react to cues in the environment and be aware of how ones emotions affect performance.

2. Accurate Self-Assessment: knowing ones own inner resources, abilities and limits.It is being aware of ones strengths and limitations. It is based on the desire to receive feedback and new

perspectives about oneself and to be motivated by continuous learning and self-development. It implies

having the ability to target areas for change.

3. Self-Confidence: a strong sense of ones self-worth and capabilities.It is a belief in ones own capability to accomplish a task and select an effective approach to a task or

problem. This includes confidence in ones ability as expressed in increasingly challenging

circumstances and confidence in ones decisions or opinions.

Cluster 2: Self-Management- Capacity for effectively managing ones motives and regulating ones behavior.

1. Emotional Self-Control: keeping disruptive emotions and impulses in check.It is the ability to keep ones impulsive feelings and emotions under control and restrain negative actions

when provoked, when faced with opposition or hostility from others, or when working under pressure. Italso includes the ability to maintain stamina under continuing stress.

2. Transparency: maintaining integrity, acting congruently with ones values.It is having ones actions consistent with what one says. It includes communicating intentions, ideas,

and feelings openly and directly, and welcoming openness and honesty, even in difficult situations with

multiple parties involved. Transparency is congruence between what one is thinking and feeling and

what one is saying and doing.

3. Adaptability: flexibility in handling change.It is the ability to be flexible and work effectively within a variety of changing situations, and with

various individuals or groups. Adaptability entails understanding and appreciating different and

opposing perspectives on an issue, adapting ones approach as the requirements of a situation change,

and changing or easily accepting changes in ones own organization or job requirements.

4. Achievement Orientation: striving to improve or meeting a standard of excellence.It is a concern for working well or for surpassing a standard of excellence. The standard may be ones

own past performance (striving for improvement); an objective measure (results orientation);outperforming others (competitiveness); challenging goals one has set; or even surpassing what anyone

has ever done (innovation). Thus a unique accomplishment also indicates Achievement Orientation.

Achievement Orientation is not just accomplishing things. Rather, it is accomplishing things throughones own efforts, against a clear, challenging standard of excellence. This competency is most

effectively engaged in situations that provide immediate, concrete feedback from a credible source.

5. Initiative: readiness to act on opportunities.It is the ability to identify a problem, obstacle, or opportunity and take action in light of that to address

current or future problems or opportunities. Initiative should be seen in the context of proactively doingthings.

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6. Optimism: persistence in pursuing goals despite obstacles and setbacks.

Cluster 3: Social Awareness- Capacity for understanding what others are saying and feeling and why they feeland act as they do.

1. Empathy: sensing others feelings and perspectives, and taking an active interest in their concerns.It is having the ability to understand other people. It is the ability to accurately hear and understand the

unspoken or partly expressed thoughts, feelings, and concerns of others. It implies taking an active

interest in other peoples concerns. It measures increasing complexity and depth of understanding of

others and may include cross-cultural sensitivity.

2. Organizational Awareness:reading a groups emotional currents and power relatioIt is the ability to understand and learn the power relationships in ones own organization or in otherorganizations (customers, suppliers, etc.). This includes the ability to identify who the real decision

makers are, and the individuals who can influence them, and to predict how new events or situations will

affect individuals and groups within the organization.

3. Service Orientation:anticipating, recognizing, and meeting customers or clients It is a desire to help or serve others, in order to meet their needs. It means focusing ones efforts on

discovering and meeting the customers or clients needs.

Cluster 4: Relationship Management- Capacity for acting in such a way that one is able to get desired results

from others and reach personal goals.

1. Developing others: sensing others development needs and bolstering their abilities.It is the ability to foster the long-term learning or development of others. Its focus is on the

developmental intent and effect rather than on a formal role of training.

2. Inspirational Leadership: inspiring and guiding individuals and groups.It is the ability to take a role as leader of a team or other group. It implies a desire to lead others.

Inspirational Leadership is generally, but certainly not always, shown from a position of formalauthority. The team here should be understood broadly as any group in which the person takes on a

leadership role, including the enterprise as a whole.

3. Change Catalyst: initiating or managing change.It is the ability to alert, energize, and lead groups to bring about specific changes in the way things are

done.

4. Influence: having impact on others.It is the ability to persuade, convince, or impact others in order to get them to go along with or support

the speakers agenda. It is based on the desire to have a specific impact or effect on others, where the

person has his or her own agenda (a specific type of impression to make or a course of action that he or

she wants others to adopt).

5. Conflict Management: negotiating and resolving conflict.It is the ability to handle difficult individuals, groups of people, or tense situations with diplomacy and

tact. This competency entails finding the best solution to a given problem or disagreement.

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6. Teamwork and Collaboration: working with others towards a shared goal. Creating group synergy inpursuing collective goals.

It is the ability to work cooperatively with others, to be part of a team, to work together as opposed to

working separately or competitively. It means working with others towards shared goals, and creating

group synergy in pursuing collective goals. For this competency to be effective, the intention should be

genuine. Teamwork and collaboration may be considered whenever the subject is a member of a group

of people functioning as a team.

The most popular and accepted mixed model of emotional intelligence is the one proposed by Goleman (1995).

He viewed emotional intelligence as a total of personal and social competences. Personal competence

determines how we manage ourselves, whereas social competence determines how we handle our interpersonal

relationships.

Personal competence:

It comprises of three dimensions of emotional intelligence, such as, self awareness, self regulation and

motivation.

1. Self-awareness is the ability of an individual to observe him/herself and to recognize a feeling as ithappens (Goleman, 1995). The hallmarks of this ability are self-confidence, self-assessment andopenness to open criticism.

2. Self-regulation is the ability to control emotions and to redirect those emotions that can have negativeimpact. Trustworthiness, integrity, tolerance of ambiguity and attitude to accept change are some

characteristics of this ability.

3. Motivation is the ability to channelize emotion to achieve a goal through self-control and by moderatingimpulses 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.

1. Empathy is the ability to feel and get concerned for others, take their perspective and to treat peopleaccording to their emotional reactions. People with this ability are experts in generating and motivatingothers.

2. Social skills are the ability to build rapport and to manage relationships with people. People having thisskill are very effective in persuasiveness and team management. Social skill is the culmination of all

other components of emotional intelligence assuming that people can effectively manage social and

work relationships only when they can understand and control their own emotion and can emphasize

with the feelings of others.

Emotional Intelligence

Personal competence

Social competence

Self-awareness

Empathy

Self-regulation

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Q2. Discuss the five stage model of group development proposed by Tuckman.

The Five Stage Model of group development was proposed by Bruce Tuckman in 1965 (initially it was a fourstage but later he added the fifth stage, Adjourning, in the 1970).

Groups take time to develop. It depends on size, frequency of interaction, structural features, and so on.

However, one of the best-known bits of literature on groups isTuckman's model of group development, based

on a meta-analysis of the complex models which had previously been developed. It has the virtue of being

memorable, but the limitation of being rather rigid. However, Tuckman's original model has four stages;

http://www.learningandteaching.info/teaching/group_development.htm#TUCKMANhttp://www.learningandteaching.info/teaching/group_development.htm#TUCKMANhttp://www.learningandteaching.info/teaching/group_development.htm#TUCKMAN

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F o r m i n g

In this stage, team members are entering the group and are introduced. The main concern is to facilitate the entry

of the group members. The individuals entering are concerned with issues such as what the group can offer

them, their needed contribution, the similarity in terms of their personal needs, goals and group goals, theacceptable normative and behavioral standards expected for group membership and recognition for doing the

work as a group member. They state why they were chosen or volunteered for the team and what they hope to

accomplish within the team. Members cautiously explore the boundaries of acceptable group behavior. This is a

stage of transition from individual to member status, and of testing the leader's guidance both formally and

informally.

Forming includes these feelings and behaviors:

o Excitement, anticipation, and optimismo Pride in being chosen for the project

o A tentative attachment to the team

o Suspicion and anxiety about the job

o Defining the tasks and how they will be accomplished

o Determining acceptable group behavior

o Deciding what information needs to be gathered

Activities include abstract discussions of the concepts and issues; and for some members, impatience with these

discussions. There is often difficulty in identifying some of the relevant problems as there is so much going on

that members get distracted. The team often accomplishes little concerning its goals. This is perfectly normal.

S t o r m i n g

The team's transition from the "As-Is" to the "To-Be" is called the Storming phase. This is a turbulent phase

where individuals try to basically form coalitions and cliques to achieve a desired status within the group. All

members have their own ideas as to how the process should look, and personal agendas are often rampant.

Members also go on through the process of identifying to their expected role requirements in relation to group

requirements. Storming is probably the most difficult stage for the team. They begin to realize the tasks that are

ahead are different and more difficult than they previously imagined. Impatient about the lack of progress,

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members argue about just what actions the team should take. They try to rely solely on their personal and

professional experience, and resist collaborating with most other team members. In the process, membership

expectation tends to get clarified, and attention is shifts toward hurdles coming in the way of attaining group

goals. Individuals begin to understand and appreciate each others interpersonal styles, and efforts are made to

find ways to accomplish group goals while also satisfying individual needs.

Storming includes these feelings and behaviors:

o Resisting the tasks

o Resisting quality improvement approaches suggested by other members

o Sharp fluctuations in attitude about the team's chance of success

o Arguing among members, even when they agree on the real issues

o Defensiveness, competition, and choosing sides

o Questioning the wisdom of those who selected the project and appointed the members of the team

o Establishing unrealistic goals

o Disunity, increased tension, and jealousy

These pressures mean that team members have little energy to spend on progressing towards the intended goal.But they are beginning to understand each another. This phase can often take 3 or 4 meetings before arriving at

the next phase.

N o r m i n g

From the norming stage of group development, the group really begins to come together as a coordinated unit.

This is when the team reaches a consensus on the "To-Be" process. Everyone wants to share the newly found

focus. Enthusiasm is high, and the team is often tempted to go beyond the original scope of the process. During

this stage, members reconcile competing loyalties and responsibilities, close relationships develop and the groupshows cohesiveness. They accept the team, ground rules, roles, and the individuality of fellow members. Group

members will strive to maintain positive balance at this stage. Emotional conflict is reduced as previously

competitive relationships become more cooperative.

Norming includes these feelings and behaviors:

o An ability to express criticism constructively

o Acceptance of membership in the team

o An attempt to achieve harmony by avoiding conflict

o Friendliness, confiding in each other, and sharing of personal problems

o A sense of team cohesion, spirit, and goals

o Establishing and maintaining team ground rules and boundaries

As team members work out their differences, they have more time and energy to spend on the project.

P e r f o r m i n g

By now the team has settled its relationships and expectations. The group now becomes capable of dealing with

complex tasks and handling internal disagreements in novel ways. The structure is stable, and members are

motivated by group goals and are generally satisfied. The structure is fully functional and accepted at this stage.

Group energy makes a transition from members focus on getting to know and understand each other

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performing. For permanent work groups, performing is the last stage in their development. Performing includes

these feelings and behaviors:

o Members have insights into personal and group processes

o An understanding of each other's strengths and weakness

o Constructive self-change

o Ability to prevent or work through group problems

o Close attachment to the team

The team is now an effective, cohesive unit. You can tell when your team has reached this stage because you

start getting a lot of work done.

A d j o u r n i n g

The team briefs and shares the improved process during this phase. When the team finally completes that last

briefing, there is always a bittersweet sense of accomplishment coupled with the reluctance to say good-bye. A

well-integrated group is able to disband, if required when its work is accomplished, though in itself it may be a

painful process for group members emotionally. The adjourning stage of group development is especiallyimportant for the many temporary groups that are rampant in todays workplaces. Members of these groups must

b able to convene quickly, do their jobs on a tight schedule, and then adjourn- often to reconvene later, whenever

required. Many relationships formed within these teams continue long after the team disbands.

Each of the five stages in the Forming-storming-norming-performing-adjourning model proposed by

Tuckman involves two aspects: interpersonal relationships and task behaviors. Such a distinction issimilar to Bales' (1950) equilibrium model which states that a group continuously divides its attention

between instrumental (task-related) needs and expressive.

Groups do not always proceed clearly from one stage to the next. Sometimes several stages go on

simultaneously, as when groups are storming and performing. Groups may at times regress to earlier stages.

Another problem is that it ignores organizational context. For instance, a study of cockpit in an airliner foundthat, within ten minutes, three strangers assigned to fly together for the first time had become a high performing

group. The rigid organizational context provides the rules, task definitions, information, and resources for the

group to perform effectively.

Q3. What are the possible sources of organizational conflict? Explain.

Conflict occurs whenever disagreements exist in a social situation over issues (work related or personal).

Conflict is a process that begins when one party perceives that another party has negatively affected, or is about

to negatively affects, something that the first part cares about (Thomas, 1992). Conflict can either be

constructive or destructive. Constructive conflicts prevent stagnation, stimulate creativity, and allow tensions tobe released. However, excessive levels of conflict can hinder the effectiveness of a group or an organization

lessens satisfaction of group members, increases absence and turnover rates, and lowers productivity.

According to Gray and Starke- conflict is behavior 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.

R. W Woodman defines conflict As any situation in which incompatible goals, attitudes, emotions or behaviors

lead to disagreement or opposition between two or more parties.

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K. W. Thomas defines conflict as processes that begins when one party perceives that another party has

negatively affected or is about to negatively affect, something the first party cares about.

According to B. Kabanoff, Conflict refers to a disagreement, opposition, or struggle between two or more

individuals or groups. It results from incompatible influence attempts between and within individuals, groups or

organizations.

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. Behavior 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 favored position vis--vis the other, conflict may ensue.

Today, organizations may face greater potential for conflict than ever before. The market place, with its

increasing competition and globalization, magnifies difference among people in terms of personality, values,

attitudes, perceptions, languages, cultures and national backgrounds. With the increasing diversity of the

workforce, furthermore, comes potential incompatibility and conflict.

Sources of conflict are as follows:

Needs - Needs are things that are essential to our well-being. Conflicts arise when we ignore others' needs, our

own needs or the group's needs. Be careful not to confuse needs with desires (things we would like, but are not

essential).

Perceptions - People interpret reality differently. They perceive differences in the severity, causes and

consequences of problems. Misperceptions or differing perceptions may come from: self-perceptions, others'

perceptions, differing perceptions of situations and perceptions of threat.

Power - How people define and use power is an important influence on the number and types of conflicts thatoccur. This also influences how conflict is managed. Conflicts can arise when people try to make others change

their actions or to gain an unfair advantage.

Values - Values are beliefs or principles we consider to be very important. Serious conflicts arise when people

hold incompatible values or when values are not clear. Conflicts also arise when one party refuses to accept the

fact that the other party holds something as a value rather than a preference.

Feelings and emotions - Many people let their feelings and emotions become a major influence over how they

deal with conflict. Conflicts can also occur because people ignore their own or others' feelings and emotions.

Other conflicts occur when feelings and emotions differ over a particular issue.

Levels of Conflict at work place are as follows:

At workplace, people may encounter conflict at the intrapersonal level (conflict within the individual), the

interpersonal level (individual-to-individual conflict), the inert-group level, or the inter-organizational level.

1. Individual-Group Conflict: In organizations, there are two important situations where individuals findthemselves in conflict with groups. The first situation is on in which an individual is violating group

norms. The reason for this conflict is that groups have a greater ability to block an individuals goal

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separated on the basis of function, they can never function as completely autonomous units. They must

somehow resist the constant urge to view the organization in terms of their narrow self-interests.

5. Personality Clashes: Individual differences in such personal qualities are values, attitudes, abilities and

personality traits are often the cause of conflict. Two managers may learn to despise each other

thoroughly for reasons totally unrelated to their work, but their performance on the job may sufferbecause of it.

6. Disagreement over Goals: Conflict among managers is often caused by the fact that there is poor

agreement over goals. Perhaps, an even more common source of conflict is the clash of the personal

goals of managers and employees with the goals of the organization.

7. Bottlenecks in the Flow of Work: Line supervisors in manufacturing must meet production deadlines,but they are dependent upon production schedules, warehouse shipping, and others for effective

performance. A bottleneck at any point can prevent the line supervisors from being effective and is

quite naturally an occasion for interpersonal conflict.

Q4. 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.

Stress has been defined as a physical, mental or emotional response to events which may cause mental or bodily

tension. In the modern day life stress is a part and parcel of our lives. At the same time, it should not exceed the

capacity of an individual to handle it. If it exceeds in proportion to a persons abilities to cope with it, it would

cause mental and physical imbalance in the person. Therefore, a major challenge for every one today is to make

stress work for you as a productive force rather than as a deterrent which can cause imbalance in an individual.

Stress can manifest itself in a number of ways depending upon the suddenness of an event to be dealt with and

types of stressors to be handled by an individual.

It may manifest itself either physically, emotionally and /mentally, as certain symptoms.

Physical- This happens when the body as a whole suffers due to stressful situation. There are many symptomslike headaches, tension in the neck, forehead and shoulder muscles. Long periods of stress can cause other

serious symptoms like digestive problems, ulcers, insomnia (sleeplessness), fatigue, high blood pressure,

nervousness, excessive sweating, heart ailments, strokes and hair loss as well.

Emotional- These responses are due to stress affecting the mind and include anxiety, anger depression,

irritability, frustration, over-reaction to everyday problems, memory loss and a lack of concentration for any

task. Anxiety is exhibited as a response to loss, failure, d anger or a fear of the unknown. Anger is a response to

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frustration or social stress and can become a danger to other individuals, if not kept in check. Depression is

frequently seen as an emotional response to upsetting situations, such as, the death of a loved one, illness and

failure.

Psychological- Long-term stress can cause psychological problems in some individuals. Symptoms may include

social isolation, phobias, compulsive behaviors, eating disorders and night terrors.

Stress may be classified into two types:

Positive Stress (Eustress)- Moderate and manageable levels of stress for a reasonable period of time cab b

handled by the body through mobilization of resources and is accompanied by positive emotions, such as,

enjoyment, satisfaction, excitement and so on. This beneficial element in stress has been defined by Seyle as

Eustress. (EU- meaning-good). It is often known as curative and pleasant stress which is very important for a

person to generate maximum performance and output. Sometimes we dont want to get away from stress

because it is actually Eustress.

Eustress, or positive stress, has the following characteristics:

Motivates, focuses energy

Is short-term

Is perceived as within our coping abilities

Feels exciting

Some of the examples of Eustress are:

Getting the promotion

Excitement of winning a race

Accomplishing a challenge

Negative Stress (Distress) - an overload of stress resulting from a situation of either over arousal or under

arousal for long periods of time causes the following: first an unpleasant feeling, followed by physical damage,

fatigue and in extreme cases, even death of an individual. This has been termed by Seyle as distress ( dys-

meaning- bad).

Distress, or negative stress, has the following characteristics:

Causes anxiety or concern

Can be short-or-long term

Is perceived as outside of our coping abilities.

Feels unpleasant

Decreases performance Can lead to mental and physical problems.

Examples of negative personal stressors include:

Death of a spouse

Hospitalization

Being abused or neglected

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Conflict in inter-personal relationships

Bankruptcy

Unemployment

Childrens problems at school

Legal problems.

Environmental factors are forces outside the organization, which may act as potential sources of stress due to

uncertainties and threats that they create for any organization and its members, factors within organization can

also act as potential source of stress. Together or singly they may create a tense and volatile working

environment which can cause stress for organizational members because the inability of individuals to handle

the pressure arising out of these sources.

For purposes of analysis and understanding, stressors are divided into two classes:

i) Those that lie within the individual, and

ii) Those that are a part of the external environment.

Environmental and internal conditions that lie beyond an individuals control are called environmental stressors.In other words, any external event in a natural physical environment that causes an individual stress or anxiety is

known as an environmental stressor. It can be a force caused by nature or humans and can be done without

intent. Those affected by these stressors don't necessarily change their routines, but their behavior can be

severely altered. In the workplace, environmental stressors include a variety of hazards, inconveniences.

Such stressors can have a considerable impact on work performance and adjustment. We can organize

environmental stressors into the following categories:

1. Task Demands: task demands are factors related to a persons job. They include the design of the

individuals job, working conditions, and the physical work layout. Changes and lack of control are two

of the most stressful demands people face at work. Change leads to uncertainty, a lack of predictabilityin a persons daily tasks and activities may be caused by job insecurity related to difficult economic

times. Technology and technological innovation also create change and uncertainty

employees, requiring adjustments in training, education and skill development. Lack of Control is a

second major source of stress, especially in work environments that are difficult and psychologically

demanding. The lack of control may be caused by inability to influence the timing of tasks and

activities, to select tools or methods for accomplishing the work, to make decisions that influence work

outcomes, or to exercise direct action to affect the work outcomes.

2. Role Demands: The social-psychological demands of the work environment may be every bit as

stressful as task demands at work. Role demands relate to pressure placed on a person as a function of the

particular role he or she plays in the organization. Role conflicts create expectations that may be hard to

reconcile or satisfy. Role conflict results from inconsistent or incompatible expectations communicated to aperson. The conflict may be an inter-role, intra-role or person-role conflict.

a. Inter-role Conflict: is caused by conflicting expectations related two separate roles, such asemployee and parent. For example, the employee with a major sales presentation on Monday and a

sick child at home is likely to experience inter-role conflict.

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b. Intra-role Conflict: is caused by conflicting expectations related to a single role, such as employee.For example, the manager who presses employees for both very fast work and high-quality work

may be viewed at some point as creating a conflict for employees.

c. Person-role Conflict: Ethics violations are likely to cause person-role conflicts. Employeesexpected to behave in ways that violate personal values, beliefs or principles experience conflict.

The second major cause of role stress is role ambiguity. Role ambiguity is created when role expectationsare not clearly understood and the employee is not sure what he or she is to do. Role ambiguity is the confusion

a person experiences related to the expectation of the others. Role ambiguity may be caused by not

understanding what is expected, not knowing how to do it, or not knowing the result of failure to do it.

3. Inter-personal Demands: are pressures created by other employees. Lack of social support fromcolleagues and poor interpersonal relationships can cause considerable stress, especially among

employees with a high social need. Abrasive personalities, sexual harassment and the leadership style in

the organization are interpersonal demands for people at work.

a. The Abrasive Person: May be an able and talented employee, but one who creates emotionalwaves that others at work must accommodate.

b. Sexual Harassment: The vast majority of sexual harassment is directed at women in the workplace, creating a stressful working environment for the person being harassed, as well as for

others.

c. Leadership Styles: Whether authoritarian or participative, create stress for different personalitytypes. Employees who feel secure with firm, directive leadership may be anxious with an open,

participative style. Those comfortable with participative leadership may feel restrained by a

directive style.

4. Physical Demands: Non-work demands create stress for people, which carry over into the workenvironment or vice versa. Workers subject to family demands related to marriage, child rearing and

parental care may create role conflicts or overloads that are difficult to manage. In addition to family

demands, people have personal demands related to non-work organizational commitments such as

religious and public service organizations. These demands become more or less stressful, depending on

their compatibility with the persons work and family life and their capacity to provide alternativesatisfactions for the person.

Q5. Given below are certain instances observed by a summer trainee Ritu, while doing an

observational study at Phoenix consultants. An organization dealing with recycling of plastic

products waste etc. She makes the following observations about two key people in the organization.

1. Mr. Shah He is a very friendly person and encourages his team members by

giving those recommendations and appreciation. This helps HR to decide about

giving a bonus or promotion to employees.

2. Mr. Parhi- He is an aggressive person. He frequently loses his temper. Ritu

observes that he frequently punishes the non-performers and also gives them

warnings regarding suspension etc.

Now explain what base of power Mr. Shah and Mr. Parhi belong to. Explain the type of power they

use often.

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Power is the ability to make things happen in the way an individual wants, either by self or by the subordinates.

The essence of power is control over the behavior of others (French & Raven, 1962). Managers derive power

from both organizational and individual sources. These sources are called position power and personal power,

respectively. Power also refers to a capacity that A has influence the behavior of B, so that B acts in accordance

with As wishes. The greater Bs dependence on A, the greater is As power in the relationship. Therefore,

power is a function of dependency (Robbins, 2003).

Five bases of power were identified by French and Raven in 1960, which laid the groundwork for most

discussions of power and authority in the latter half of the twentieth century. These five types of power are

coercive, legitimate, reward, referent, and expert. Power can be manifested through one or more of these bases.

Power can be categorized into two types: formal and informal.

A. Formal Power:

It is based on the position of an individual in an organization. Formal power is derived from either ones ability

to coerce or reward others or is derived from the formal authority vested in the individual due to his/her strategic

position in the organizational hierarchy. For example, a manger 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

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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.

Coercive power rests in the ability of a manager to force an employee to comply with an order through the threat

of punishment. Coercive power typically leads to short-term compliance, but in the long-run produces

dysfunctional behavior.

In times of economic crisis or threats to the survival of the organization at large, coercion may come to the

forefront. Coercive power may also materialize as organizations attempt to streamline their operations for

maximum efficiency. If employees must be fired, those who fail to conform to the organizational goals forsurvival will be the most likely candidates for termination. The threat of termination for failure to comply, in

turn, is coercive power.

How to use this power?

* Inform subordinates of rules and penalties

* Understand the situation before acting & warn before punishing

* Administer punishment consistently & punish in private

2. Reward Power:

The opposite of coercive power is reward power. Reward power is the extent to which a manger 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. Reward power, as the name

implies, rests on the ability of a manager to give some sort of reward to employees. Reward power often does

not need monetary or other tangible compensation to work when managers can convey various intangible

benefits as rewards.

Huey describes Sam Walton, founder of Wal-Mart Stores, Inc., as an active user of reward power. Walton relies

heavily on these intangible awards, indicating that "nothing else can quite substitute for a few well-chosen, well-

timed, sincere words of praise. They are absolutely free-and worth a fortune".

When reward power is used in a flexible manner, it can prove to be a strong motivator, as Crosby, Deming, and

others have shown. Still, when organizations rely too rigidly on rewards, the system can backfire. Employees

may be tempted to unethically or even illegally meet the quotas to which overly rigid reward systems may be

tied.

How to use this power?

* Verify compliance and accomplishments

* Offer rewards for desired actions and behaviors

* Offer credible rewards that are desired by subordinates

Another problem associated with rewards as a base for power is the possibility that the rewards will divert

employees' attention from their jobs and focus their attention instead on the rewards dangled before them.

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3. Legitimate Power:

The third base of position power is legitimate power, or formal authority. It stems from the extent to which a

manger 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 requestsas 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 beingaccepted 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.

How to use this power?

* Be cordial, polite, and confident

* Make appropriate requests

* Follow proper channels

* Exercise power regularly and enforce compliance

4. Information Power:

This type of power is derived from access to and control over information. When people have needed

information, others become dependent 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 individuals position. Three bases of personal

power are expertise, rational, persuasion and reference.

1. Expert Power:

It is the ability to control another persons behavior by virtue of possessing knowledge, experience, or judgment

that the other person lacks, but needs. A subordinate obeys a supervisor possessing expert power because the

boss knows more about what is to be done or how it is to be done than does the subordinate. Expert power ismore 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.

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2. Rational Persuasion:

It is the ability to control anothers behavior, since, through the individuals efforts; the person accepts the

desirability of an offered goal and a viable way of achieving it. Rational persuasion involves both explaining the

desirability of expected outcomes and showing how specific actions will achieve these outcomes.

3. Referent Power:

It is the ability to control anothers behavior because the person wants to identify with the power source. In this

case, a subordinate obeys the boss because he or she wants to behave, perceive, or believe as the boss does. This

obedience may occur, for example, because the subordinate likes the boss personally and therefore tries to do

things the way the boss wants them done. In a sense, the subordinate attempts to avoid doing anything that

would interfere with pleasing the 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.

4. Charismatic Power:

It is an extension of the referent power stemming from an individuals personality and interpersonal style. Others

follow because they can articulate attractive visions, take personal risks, demonstrate follower sensitivity, etc.

Based on Ritus observation:

1. Mr. Shah belongs to the second base of the formal power, the Reward Power category, as heexercises the ability to give reward to his group members for their performance and is friendly in nature.

Reward power, as the name implies, rests on the ability of a manager to give some sort of reward to

employees. Reward power often does not need monetary or other tangible compensation to work when

managers can convey various intangible benefits as rewards.

2. Whereas Mr. Parhi belongs the first base of formal power, which is Coercive Power as he uses

temper to create the fear factor in employees and threatens to impose punishments. Coercive power restsin the ability to force an employee to comply with an order through the threat of punishment. It is highly

dependent on fear.

Q6. Window to Truth is a famous and old magazine. The top management decides to start the e-

edition of the magazine.

They also decide the redefine the policies and culture of Window to Truth.

To start implementing this change, they frequently call meetings of employees. They have also

formed groups at different levels to clarify doubts and explain the perspective of change.

Analyze the situation in the context of organizational change and elaborate

management is following the discussed practices and what approach is most evident in the context.

Organizational change may be defined as the adoption of new idea or a behavior by an organization, (Daft

1995). It is a way of altering and existing organization to increase organizational effectiveness for achieving its

objectives. Successful organizational change must continually focus on making organizations responsive to

major developments like changing customer preferences, regulatory norms, economic shocks and technologicalinnovations. Only those organizations that is able to undertake suitable change programs, can sustain and survive

in a changing and demanding economic order in their bid to remain ahead of others in the race.

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Typically, the concept of organizational change is in regard to organization-wide change, as opposed to smaller

changes such as adding a new person, modifying a program, etc. Examples of organization-wide change might

include a change in mission, restructuring operations (e.g., restructuring to self-managed teams, layoffs, etc.),

new technologies, mergers, major collaborations, "rightsizing", new programs, etc.

As in case of Window to Truth where they are bringing in a new mode or adapting new strategy of electronic

edition of the paper. Some experts refer to organizational transformation. Often this term designates afundamental and radical reorientation in the way the organization operates.

The levels of organizational change

Perhaps the most difficult decision to make is at what "level" to start. There are four levels of organizational

change:

Level 1- shaping and anticipating the future

At this level, organizations start out with few assumptions about the business itself, what it is "good" at, andwhat the future will be like.

Management generates alternate "scenarios" of the future, defines opportunities based on these possible futures,assesses its strengths and weaknesses in these scenarios changes its mission, measurement system etc. More

information on this is in the next article, "Moving from the Future to your Strategy."

Level 2 - Defining what business (es) to be in and their "Core Competencies

Many attempts at strategic planning start at this level, either assuming that 1) the future will be like the past or at

least predictable; 2) the future is embodied in the CEO's "vision for the future"; or 3) management doesn't know

where else to start; 4) management is too afraid to start at level 1 because of the changes needed to really meet

future requirements; or 5) the only mandate they have is to refine what mission already exists.

After a mission has been defined and a SWOT (strengths, weaknesses, opportunities and threats) analysis iscompleted, an organization can then define its measures, goals, strategies, etc. More information on this is in the

next article, "Moving from the Future to your Strategy."

Level 3 - Reengineering (Structurally Changing) Your Processes

Either as an aftermath or consequence of level one or two work or as an independent action, level three work

focuses on fundamentally changing how work is accomplished. Rather than focus on modest improvements,reengineering focuses on making major structural changes to everyday with the goal of substantially improving

productivity, efficiency, quality or customer satisfaction. To read more about level 3 organizational changes,

please see "A Tale of Three Villages."

Level 4 - Incrementally Changing your Processes

Level 4 organizational changes are focusing in making many small changes to existing work processes.

Oftentimes organizations put in considerable effort into getting every employee focused on making these small

changes, often with considerable effect. Unfortunately, making improvements on how a buggy whip for horse-

drawn carriages is made will rarely come up with the idea that buggy whips are no longer necessary because cars

have been invented. To read more about level 4 organizational changes and how it compares to level 3, please

see "A Tale of Three Villages."

Some General Guidelines to Organization-Wide Change

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1. Consider using a consultant. Ensure the consultant is highly experienced in organization-wide change. Ask to

see references and check the references.

2. Widely communicate the potential need for change. Communicate what you're doing about it. Communicate

what was done and how it worked out.

3. Get as much feedback as practical from employees, including what they think are the problems and what

should be done to resolve them. If possible, work with a team of employees to manage the change.

4. Don't get wrapped up in doing change for the sake of change. Know why you're making the change. Whatgoal(s) do you hope to accompl

6. Plan the change. How do you plan to reach the goals, what will you need to reach the goals, how long might

it take and how will you know when you've reached your goals or not? Focus on the coordination of thedepartments/programs in your organization, not on each part by itself. Have someone in charge of the plan.

7. End up having every employee ultimately reporting to one person, if possible, and they should know who that

person is. Job descriptions are often complained about, but they are useful in specifying who reports to whom.

8. Delegate decisions to employees as much as possible. This includes granting them the authority andresponsibility to get the job done. As much as possible, let them decide how to

9. The process won't be an "aha!" It will take longer than

10. Keep perspective. Keep focused on meeting the needs of your customer

11. Take care of yourself first. Organization-wide change can be highly

12. Don't seek to control change, but rather to expect it, understand it and13. Include closure in the plan. Acknowledge and celebrate your accom

14. Read some resources about organizational change, including new forms and structures

In Window to Truth we can also feel the implementation of the Action research model of planned change.

According to this model, planned change is cyclical process in which initial research about organizations

provides the data to guide the subsequent action to bring the required changes. It emphasizes on the significance

of data collection and diagnosis prior to action planning and implementation and careful evaluation of the

actions. This model describes change in eight steps:

1. Problem Identification: It starts with the identification of ne or a combination of problems in theorganization and consequent requirement of bringing change in organizational policies.

2. Consultation with the expert: it is the phase where the organization consults with experts in the samefield to generate the ideas for improvement for the situation. At this stage an open and collaborative

atmosphere is intended to be set up.

3. Data gathering and preliminary diagnosis: this stage is usually completed by the expert often withthe organizational members help. The four basic modes of data gathering are interview, process

observation, questionnaires and organizational performance data.

4. Feedback to key client or group: Because action research is a collaborative activity, the diagnosticdata is fed back to the client usually with a group or work team meeting. The consultant provides the

client with all necessary data.

5. Joint diagnosis of the problem: At this point, the clients and the experts jointly decide whether theywant to work on the identified problems.

6. Joint action planning: the consultant and the client then jointly decide on the further action. This is thebeginning of the movement process. At this stage, specific actions are taken depending on the culture,

technology and the environment of the organization.

7. Action: This stage involves actual change from one organizational state to another. It may include newmethods and procedures, reorganizing structures and work designs, and new behaviors.

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8. Data gathering after action: Since action research is a cyclical process, data must also be gatheredafter the action has taken place.

One of the basic reasons in managing change is to overcome peoples resistance to change successfully. Unless

this problem is overcome properly, the effect of the change may not be as functional as envisaged by themanagement. In many cases, even the impact of change may be dysfunctional if change is imposed upon thepeople by the use of formal authority. Therefore, the role of formal authority in implementing change may not

be effective at all times; it can make effectively by managing resistance effectively.

Some approaches can be taken to reduce the resistance to change as listed below:

1. Education and communication

2. Employee participation and involvement

3. Facilitation and Support

4. Negotiation and agreement