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MB0038

MANAGEMENT PROCESS AND ORGANIZATION BEHAVIOR

ASSIGNMENT SET-2

Q.1: What is emotional intelligence? Explain Golemans model of

emotional intelligence.

Ans: Emotional Intelligence(EI) describes the ability, capacity, skill

or, in the case of the trait EI model, a self-perceived ability, to

identify, assess, 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.

Goleman's framework of emotional intelligence

Goleman developed a framework to explain emotional intelligence in

terms of five elements, he described as self-awareness, self-

regulation, motivation, empathy and social skills. Each of these

elements has distinctive characteristics, as outlined below:

1) Self-awareness: examining how your emotions affect yourperformance; using your values to guide decision-making; self-

assessment - looking at your strengths and weaknesses and learning

from your experiences; and being self-confident and certain about your

capabilities, values and goals.

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2) Self-regulation: controlling your temper; controlling your stress by

being more positive and action-centred; retaining composure and the

ability to think clearly under pressure; handling impulses well; and

nurturing trustworthiness and self-restraint.

3) Motivation: enjoying challenge and stimulation; seeking out

achievement; commitment; ability to take the initiative; optimism; and

being guided by personal preferences in choosing goals.

4) Empathy: the ability to see other people's points of view; behaving

openly and honestly; avoiding the tendency to stereotype others; andbeing culturally aware.

5) Social skills: the use of influencing skills such as persuasion; good

communication with others, including employees; listening skills;

negotiation; co-operation; dispute resolution; ability to inspire and lead

others; capacity to initiate and manage change; and ability to deal with

others' emotions - particularly group emotions.

Goleman claims that people who demonstrate these characteristics are

more likely to be successful in senior management, citing research

from various sources that suggests senior managers with a higher

emotional intelligence rating perform better than those without. He

gives several anecdotal case studies to illustrate ways in which

emotional intelligence can make a real impact in the workplace.

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Q.2. Discuss the five stage model of group development proposed

by Tuckman.

Ans: The goal of most research on group development is to learn why

and how small groups change over time. To do this, researchers

examine patterns of change and continuity in groups over time. Aspects

of a group that might be studied include the quality of the output

produced by a group, the type and frequency of its activities, its

cohesiveness, the existence of conflict, etc.

Tuckman's Stages model

Bruce Tuckman reviewed about fifty studies of group development

(including Bales' model) in the mid-sixties and synthesized their

commonalities in one of the most frequently cited models of group

development (Tuckman, 1965). The model describes four linear stages

(forming, storming, norming, and performing) that a group will gothrough in its unitary sequence of decision making. A fifth stage

(adjourning) was added in 1977 when a new set of studies were

reviewed (Tuckman & Jensen, 1977).

Forming: Group members learn about each other and the

task at hand. Indicators of this stage mightinclude: Unclear objectives, Uninvolvement,

Uncommitted members, Confusion, Low morale,

Hidden feelings, Poor listening, etc.

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Storming As group members continue to work, they will

engage each other in arguments about the

structure of the group which often are

significantly emotional and illustrate a struggle forstatus in the group. These activities mark the

storming phase: Lack of cohesion, Subjectivity,

Hidden agendas, Conflicts, Confrontation,

Volatility, Resentment, anger, Inconsistency,

Failure.

Norming: Group members establish implicit or explicit rulesabout how they will achieve their goal. They

address the types of communication that will or

will not help with the task. Indicators include:

Questioning performance, Reviewing/clarify

objective, Changing/confirming roles, Opening risky

issues, Assertiveness, Listening, Testing new

ground, Identifying strengths and weaknesses

Performing: Groups reach a conclusion and implement the

solution to their issue. Indicators include:

Creativity, Initiative, Flexibility, Open

relationships, Pride, Concern for people, Learning,

Confidence, High morale, Success, etc.

Adjourning: As the group project ends, the group disbands in

the adjournment phase. This phase was added when

Tuckman and Jensen's updated their original

review of the literature in 1977.

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Each of the four stages in the Forming-storming-norming-performing-

adjourning model proposed by Tuckman involves two aspects:

interpersonal relationships and task behaviors. Such a distinction is

similar to Bales' (1950) equilibrium model which states that a groupcontinuously divides its attention between instrumental (task-related)

needs and expressive.

Q.3 What are the possible sources of organizational conflict?

Explain.

Ans:Organizational conflict is a state of discord caused by the actualor perceived opposition of needs, values and interests between people

working together. Conflict takes many forms in organizations. There is

the inevitable clash between formal authority and power and those

individuals and groups affected. There are disputes over how revenues

should be divided, how the work should be done, and how long and hard

people should work. There are jurisdictional disagreements among

individuals, departments, and between unions and management. Thereare subtler forms of conflict involving rivalries, jealousies, personality

clashes, role definitions, and struggles for power and favor. There is

also conflict within individuals between competing needs and

demands to which individuals respond in different ways.

The ingredients/sources of conflict.

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).

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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 situationsand perceptions of threat.

Power - How people define and use power is an important influence on

the number and types of conflicts that occur. 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 emotionsbecome 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.

Managing Conflict

There are five steps to managing conflict. These steps are:

Step 1:Analyze the conflict.

The first step in managing conflict is to analyze the nature and type of

conflict. To do this, you'll find it helpful to ask questions. Answers may

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come from your own experience, your partners or local media coverage.

You may want to actually interview some of the groups involved.

Additional information regarding analyzing conflicts can be found in the

Guide to Information and Resources.

Step 2: Determine management strategy.

Once you have a general understanding of the conflict, the groups

involved will need to analyze and select the most appropriate strategy.

In some cases it may be necessary to have a neutral facilitator to help

move the groups toward consensus.

Step 3: Pre-negotiation.

To set the stage for effective negotiation, the groundwork must be

laid. The following should occur prior to negotiation.

Initiation - One partner raises the possibility of negotiation and

begins the process. If no one is willing to approach the others to

encourage them to reach an agreement, a trusted outsider could be

brought in as a facilitator.

Assessment - Conditions must be right for negotiation to be

successful. Key players must be identified and invited. Each side must

be willing to collaborate with the others. Reasonable deadlines and

sufficient resources to support the effort must exist. Spokespersons

for each group must be identified and involved. Parties need to

determine which issues are negotiable and which are not.

Ground rules and agenda - The groups must agree on ground rules for

communication, negotiation and decision making. They should agree on

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the objectives of the negotiation process. An agenda of issues to be

covered needs to be developed.

Organization - Meeting logistics must be established, including agreed

upon times and places. People must be contacted and encouraged to

attend. Minutes must be taken so that information can be distributed

before and after meetings.

Joint fact-finding - The groups must agree on what information is

relevant to the conflict. This should include what is known and not

known about social and technical issues. Agreement is also needed on

methods for generating answers to questions.

Step 4: Negotiation.

Interests - When negotiating be sure to openly discuss interests,

rather than stated positions. Interests include the reasons, needs,

concerns and motivations underlying positions. Satisfaction of

interests should be the common goal.

Options - To resolve conflicts, concentrate on inventing options for

satisfying interests. Do not judge ideas or favor any of the options

suggested. Encourage creativity, not commitment.

Evaluation - Only after the partners have finished listing options,

should the options be discussed. Determine together which ideas are

best for satisfying various interests.

Written agreement - Document areas of agreement and disagreement

to ensure common understanding. This helps ensure that agreements

can be remembered and communicated clearly.

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Commitment - Every partner must be confident that the others will

carry out their parts of the agreement. Discuss and agree upon

methods to ensure partners understand and honor their commitments

Step 5: Post-negotiation.

Once negotiation is complete, the group will need to implement the

decisions made. Some key steps include:

Ratification - The partners must get support for the agreement from

organizations that have a role to play in the agreement. These

organizations should be partners and should have been involved in theprevious steps. Each organization will need to follow its own procedures

to review and adopt the agreement.

Implementation - You and your partners' jobs are not done when

you've reached agreement. Communication and collaboration should

continue as the agreement is carried out. The partnership will need to

have a plan to monitor progress, document success, resolve problems,

renegotiate terms and celebrate success.

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.Ans: It must be noted that stress factors are subjective and what one

person may findst ressf ul, others may not necessarily experience as

negatively. The way in which we experience and react to stress is

described as an emotional condition which triggers physical,

psychological and emotional responses from the individual.

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Formally, a stressor is defined as an event or context that elevates

adrenaline and triggers the stress response 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)

Workplace stressors (e.g. role strain, lack of control)

Stressors usually fall into one of four categories:

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

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

addictions and assessment of life/personal satisfaction or simply not

getting enough sleep.

External stressors - these are the stressors in the environments in

which we

operate and will range from parental pressure, to work pressure, torole pressure, to household pressure, traffic, crime etc.

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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 not apparent.

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 demonstrated that high levels of background noise can

severely impair ones ability to concentrate. 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 the ability 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.

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

completed when the environment is more peaceful.

Using meeting rooms separate from the main source of noise.

If all else fails, using earplugs!

Lighting

Poor lighting, such as insufficient light, light that is too bright or light

that shines directly into ones eyes 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 whichmeasures 10,000 lux (equivalent to a bright sunny day) is known to

trigger a release of chemicals in the body that brings about a sense of

psychological well-being. Unfortunately, most types of artificial light

do not seem to have 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 may include:

Arranging work spaces to be near a window.

Whenever 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 the possibility of installing skylights.

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

bulbs in desk

lamps.

Poor Air Quality

Research has shown that poor air quality at work can trigger headaches

and tiredness, as well as impair ones ability to concentrate. A variety

of factors can contribute to the problem of poor air quality, 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 by electrical 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 istoo dry.

Introducing plants not only do plants raise the amount of oxygen in

the air and reduce stuffiness, they also help to absorb pollutants in the

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air; evaporation of water from 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 Disorganization

Another 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 to disorganization 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 Ergonomics

Poorly 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

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serious injuries. Taking the time to arrange 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 the body.

Arranging computer work stations so that correct postures are used

when working with the monitor, keyboard, mouse, and documents.

Organizing work materials and accessories to improve efficiency andreduce the

distance and frequency of reaches.

Organizing your workday to include tasks, breaks and exercises that

allow you to vary your posture, rest your muscles and prevent muscle

tension or soreness.

Consulting with a professional who can give you expert advice, as oftenthe ideal solution may not be immediately obvious.

Q.5: 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 them recommendations and appreciation.

This helps HR to decide about giving a bonus or promotion to

employees.

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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 .

Ans. 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 strategic position in theorganizational hierarchy. Formal power may be categorized into four

types which are as follows:

1.Coercive Power: The coercive power base is being dependent on fear.

In an organization one can exercise power over another if they have the

power to dismiss, suspend, demote another assuming that the job is

valuable to the person like Mr. Parhi often uses it in our case.

2.Reward Power: The opposite of coercive power is reward power.

Reward power is the extent to which a manager can use extrinsic and

intrinsic rewards to control other people.

Examples of such rewards include money, promotions, compliments, or

enriched jobs like Mr Shah often uses it in our case.

3.Legitimate Power: The third base of position power is legitimatepower, or formal authority .It stems from the extent to which a

manager can use subordinates internalized values or beliefs that theboss has a right of command to control their behavior.

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4.Information Power: This type of power is derived from access to

and control over information. When people have needed information,

others become dependant on them. For example, managers have access

to data that subordinates do not have. Normally the higher the level,

the more information would be accessed by managers.

B. Personal Power:

Personal power resides in the individual and is independent of that

individuals position. There are following three bases of personal power:

1.Expert power: Expert power is the ability to control another

persons behavior by virtue of possessing knowledge, experience, or judgment that the other person lacks. A subordinate obeys a

supervisor possessing expert power because the boss ordinarily knows

more about what is to be done or how it is to be done than does the

subordinate.

2.Rational persuasion: Rational persuasion is the ability to control

anothers behavior, since, through the individuals efforts, the person

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

desirability of expected outcomes and showing how specific actions will

achieve these outcomes.

3.Reference Power: Referent power is the ability to control anothers

behavior because the person wants to identify with the power source.

In this case, a subordinate obeys the boss because he or she wants to

behave, perceive, or believe as the boss does.

Q.6 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

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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 andelaborate why the top management is following the discussed

practices and what approach is most evident in the context.

Ans: 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 such as

Total Quality Management, re-engineering, etc. Some experts refer to

organizational transformation. Often this term designates a

fundamental 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:

First let's describe these levels, and then under what circumstances a

business should use them.

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, and what the future will be like.

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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, "Movingfrom 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

) thefuture 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 is completed, 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

changinghow work is accomplished. Rather than focus on modestimprovements, reengineering focuses on making major structural

changes to everyday with the goal of substantially improving

productivity, efficiency, quality or customer satisfaction. To read more

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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 longernecessary 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

1. Consider using a consultant. Ensure the consultant is highly

experienced in organization- wide change. Ask to see references andcheck 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 whatthey think are the problems and what should be done to resolve them.

If possible, work with a team of employees to manage the change.

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4. Don't get wrapped up in doing change for the sake of change. Know

why you're making the change. What goal(s) do you hope to acomplish?

5. Plan the change. How do you plan to reach the goals, what will youneed 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

the departments/programs in your organization, not on each part by

itself. Have someone in charge of the plan.

6. End up having every employee ultimately reporting to one person, if

possible, and they should know who that person is. Job descriptions areoften complained about, but they are useful in specifying who reports

to whom.

7. Delegate decisions to employees as much as possible. This includes

granting them the authority and responsibility to get the job done. As

much as possible, let them decide how to

do the project.

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

9. Keep perspective. Keep focused on meeting the needs of your

customer or clients.

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

stressful.

11. Don't seek to control change, but rather to expect it, understand itand manage it.

12. Include closure in the plan. Acknowledge and celebrate your

accomplishments.

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