Q1.

Controlling: It involves monitoring the employees behaviour and organizational processes and take necessary actions to improve them, if needed. Control is the process through which standards for performance of people and processes are set, communicated and applied. Effective control systems use mechanisms to monitor activities and take corrective action, if necessary. There are four steps in the control process as under:1) Establish Performance Standards - Standards are created when objectiv es are set during the planning process. A standard is any guideline established as the basis for measurement. It is a precise, explicit statement of expected results from a product, service, machine, individual, or organizational unit. It is usually expres sed numerically and is set for quality, quantity, and time. Tolerance is permissib le deviation from the standard. 2) Measure Actual Performance - Supervisors collect data to measure actual performance to determine variation from standard. Written data might include time cards, production tallies, inspection reports, and sales tickets. Personal observation, statistical reports, oral reports and written reports can be used to measure performance. Management by walking around, or observation of employees working , provides unfiltered information, extensive coverage, and the ability to read between the lines. While providing insight, this method might be misinterpreted by employees as mistrust. Oral reports allow for fast and extensive feedback. Computers give supervisors direct access to real time, unaltered data, and information. On line systems enable supervisors to identify problems as they occur. Database programs allow supervisors to query, spend less time gathering facts, and be less dependent on other people . 3) Compare Measured Performance Against Esta blished Standards - Comparing results with standards determines variation. Some variation can be expected in all activities and the range of variation the acceptable variance has to be established. Management by exception lets operations continue as long as they fall within the prescribed control limits. Deviations or differences that exceed this range would ale rt the supervisor to a problem. 4) Take Corrective Action - The supervisor must find the cause of deviatio n from standard. Then, he or she takes action to remove or minimize the cause. If the source of variation in work performance is from a deficit in activity, then a supervisor can take immediate corrective action and get performance back on track. Types of Control Controls are most effective when they are applied at key places. Supervisors can implement controls before the process begins (feed forward), during the process (concurrent), or after it ceases (feedback). Feed forward controls focus on operation s before they begin. Their goal is to prevent anticipated problems. An example of feed forward control is scheduled maintenance on automobiles and machinery. Concurrent controls apply to processes as they are happening. Concurrent controls enacted while work is being performed include any type of steering or guiding mechanism such as direct supervision, automated systems (such as computers programmed to inform the user when they have issued the wrong command), and organizational quality programs.

Feedback controls focus on the results of operations. They guide future planning, inputs, and process designs. Examples of feedback controls include timely (weekly, monthly, quarterly, annual) reports so that almost instantaneous adjustments can be made. Q2. Veer Prabhakar the Vice President of web bazaar, online portal should use sales contests, a popular tool used by business owners to encourage sales activities. Under these programs, sales personnel who meet certain sales goals are rewarded with cash bonuses, p aid vacations, etc. But business experts contend that sales contests can have unintended consequences for organizations if they are poorly defined or structured so that only a small segment of the sales force is rewarded. Indeed, some organizations provide incentives only to a certain percentage of top -level performers. Such programs; whether commissions or sales contests; are usually implemented in hopes of creating a competitive environment, but all too often they have the opposite effect. Sure, your top salespeople are thrilled about the program; for them, it most likely means another trip to Hawaii or Europe, wrote Melanie Berger in Sales and Marketing Management. But for the vast majority of your sales force, the incentive is yet another opportunity to do one thing: lose. And nobody feels good about losing. All too often, executives planning incentive programs for their sales forces assume they need to motivate and reward their top perf ormers, the ones who already generate the bulk of their business. Less successful, shall we say, average, players are ignored, left to remain, well, average. In addition, increased emphasis on customer satisfaction and increasing market share with current customers is likely to broaden the responsibilities of salespeop le, who will in turn expect to be compensated appropriately. Todays selling environment is frustrating and fascinating, said Marchetti. Technology is propelling us into a new way of thinking about business strategy and the way we define success. As alw ays, though, salespeople will do what theyre rewarded for doing. Thats why compensation plans have to keep up with the changing selling methods. Mr. Veer Pr abhakar must motivate his sales team to build real relationships between customers and company, in order to increase the share of each customers business and to increase the value of each customer to the company. All the three challenge can be solved by analysis of individual level according to view of Organizational Behaviour . Organizational Behaviour emphasizes on intellectual capital as represented by the sum total of knowledge, expertise, and dedication of an organizations workforce. It recognizes that even in the age of high technology, people are the indispensable human resources whose knowledg e and performance advance the organizations purpose, mission, and strategies. Only through human efforts can the great advantages be realized from other material resources of organizations, such as, technology, information, raw materials, and money. Mr Prabhakar needs to do Individual level of analysis. This level of analysis at individual level is more related to the study of aspects like learning, perception, creativity, motivation, personality, turnover, task performance, cooperative behaviour, deviant behaviour, ethics, and cognition. Remuneration of personnel: this may be achieved by various methods but it should be fair, encourage effort, and not lead to overpayment. Individuals will be motivated to exhibit the modelled behaviour if positive incentive s or rewards are provided. Finally, in order for observational learning to be successful, you have to be motivated to imitate the behaviour that has been modelled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment? For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early ea ch day. Through Individual level of analysis Mr. Prabhakar can shape employee behaviour.

Q3. The Myers-Briggs Type Indicator: The MBTI classifies human beings into four opposite pairs (dichotomies), base on their psychological opposites. These four opposi te pairs result into 16 possible combinations. In MBTI, Individuals are classified as (McCrae and Costa, 1989 ):y y y y

Extroverted or introverted (E or I). Sensing or intuitive (S or N). Thinking or feeling (T or F). Perceiving or judging (P or J).

These classifications are then combined into sixteen personality types. For example: 1) I, N, T & Js are visionaries. They usually have original minds and great drive for their own ideas and purposes. They are characterized as sceptical, critical, independent, determined, and often stubborn. 2) E, S, T & Js are organizers. They are realistic, logical, analytical, decisive, and have a natural head for business or mechanics. They like to organize and run activities. 3) E, N, T & Ps are a conceptualizer. He or she is innovative, individualistic, versatile, and attracted to entrepreneurial ideas. This person tends to be resourceful in solving challenging problems but may neglect routine assignments. The big five model Many researchers argue that five basic dimensions underlie all other personality dimensions (e.g.; McCrae and Costa, 1990; Digman, 1997). The five basic dimensions are: 1) Extraversion - Comfort level with relationships. Extraverts tend to be gregarious, assertive, and sociab le. Introverts tend to be reserved, timid, and quiet. 2) Agreeableness - Individuals propensity to defer to others. High agreeableness peoplecooperative, warm, and trusting. Low agreeableness people cold, disagreeable, and antagonistic. 3) Conscientiousness - A measure of reliability. A high conscientious person is responsible, organized, dependable, and persistent. Those who score low on this dimension are easily distracted , disorganized, and unreliable. 4) Emotional stability - A persons ability to withstand st ress. People with positive emotional stability tend to be calm, self-confident, and secure. Those with high negative scores tend to be nervous, an xious, depressed, and insecure. 5) Openness to experience - The range of interests and fascination with novelty. Extremely open people are creative, curious, and artistically sensitive. Those at the other end of the openness category are conventional and find comfort in the familiar. Research suggested important relationships between these personality dimensions and job performance (Barrick, & Mount, 1991). For example, conscientiousness predicted job performance for all occupational groups. Individuals who are dependable, reliable, careful, thorough, able to plan, organized, hardworking, persistent, and achievement o riented tend to have higher job performance. Employees higher in conscientiousness develop higher levels of job knowledge. For the other personality dimensions, predictability depended upon both the performance criterion and the occupational group. Extrave rsion predicted performance in managerial and sales positions. Openness to experience is important in predicting training proficiency.

Q4. Factors Influencing Perception - Three factors shape p erception of an individual: 1. Perceiver 2. Target 3. Situation Perceiver Refers to the most prevalent personal characteristics affecting perception of the perceiver, which are attitudes, motives, interests, past experiences, and expectations. Target- Characteristics of the target can also affect what is being perce ived. This includes attractiveness, gregariousness, and an individuals tendency to group similar things together. Situation- The context in which objects or events are seen by individuals also influence their attention. This includes time, heat, light, o r other situational factors. Perception is our sensory experience of the world around us and involves both the recognition of environmental stimuli and action in response to these stimuli. Through the perceptual process, we gain information about properties and elements of the environment that are critical to our survival. A number of factors operate to shape and sometimes distort perception. These factors can reside: y y y

In the perceiver In the Object or target being perceived or 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:
y

Attitude - The perceivers attitude affects perception. For example, Mr. X is interviewing candidates fo r a very important position in his organization a position that requires negotiating contracts with suppliers, most of whom are male. Mr. X may feel that women are not capable of holding their own in tough negotiations. This attitude with doubtless affec t his perceptions of the female can didates he interviews. Mood - Mood 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. In addition, we remember information that is consiste nt with our mood state better than information that is inconsistent with our mood state. When in a positive mood, we form more positive impressions of other. When in a negative mood, we tend t o evaluate others unfavourably. Motives - Unsatisfied needs or motives stimulate individuals and may exert a strong influence on their perceptions. For example, in an organizational context, a boss who is insecure perceives a sub ordinates efforts to do an outstanding job as a threat to his or her own position. Person al insecurity can be translated into the perception that others are out to get my job, regardless of the in tention of the subordinates. Self Concept - Another factor that can affect social perception is the perceiver s self-concept. An individual with a positive self-concept tends to notice positive attributes in another person. In contrast, a negative self -concept can lead a perceiver

to pick out negative traits in another person. Greater understanding of self allows us to have more accurate perc eptions of others. Interest - The focus of our attention appears to be influenced by our interests. Because our individual interests differ considerably, what one person notices in a situation can differ from what other perceive. For example, the supervisor who has just been reprimanded by his boss for coming late is more likely to notice his colleagues coming late tom orrow than he did last week. Cognitive structure - Cognitive structure, an individuals pattern of thinking, also affects perception. Some people h ave a tendency to perceive physical traits, such as height, weight, and appearance, more readily. Cognitive complexity allows a person to perceive multiple characteristics of another person rather than att ending to just a few traits. Expectations - Finally, expectations can distort your perceptions in that you w ill see what you expect to see. The research findings of the study conducted by Sheldon S Zalking and Timothy W Costello on some specific characteristics of the perceiver reveal
y y y y

Knowing oneself makes it easier to see others accurately. Ones own characteristics affect the characteristics one is likely to see in other. People who accept themselves are more likely to be able to see favo urable aspects of other people. Accuracy in perceiving others i s not a single skill.

These four characteristics greatly influence how a person perceives other into the environmental situation. 2. Characteristics of the Target - Characteristics in the target that is being observed can affect what is perceived. Physical appearance pals a big role in our perception of others. Extremely attractive or unattractive individuals are more likely to be noticed in a group than ordinary loo king individuals. Motions, sound, size and other attributes of a target shape the way we see it. Verbal Communication from targets also affects our perception of them. Nonverbal communication conveys a great deal of information about the target. The percei ver deciphers eye contact, facial expressions, body movements, and posture all in an attempt to form an impression of the target. 3. Characteristics of the Situation - The situation in which the interaction between the perceiver and the target takes place has an influence on the perceivers impression of the target. The strength of the situational cues also affects social perception. Some situations provide strong cues as to appropriate behaviour. In this situation, we assume that + i.e. individuals behaviou rs can be accounted for by the situation, and that it may not reflect the individuals disposition.

Q5

The Leadership Grid - Robert Blake and Jane Mouton developed theory called the Leadership Grid, focusing on production/relationship orientations. They went a little further by creating a grid based on Leaders concern for people (relationships) and production (tasks). This theory suggests there is a best way to lead people the 9 , 9 way. The Major Leadership Grid Styles 1, 1 Impoverished management - Often referred to as Laissez -faire leadership. Leaders in this position have little concern for people or productivity, avoid ta king sides, and stay out of conflicts. They do just enough to get by. 1, 9 Country Club management - Managers in this position have great concern for people and little concern for production. They try to avoid conflicts and concentrate on being well liked. To them the task is less important than good interpersonal relations. Their goal is to keep people happy. (This is a soft Theory X approach and not a sound human relations approach.) 9, 1 Authority Compliance - Managers in this position have great con cern for production and little concern for people. They desire tight control in order to get tasks done efficiently. They consider creativity and human relations to be unnecessary. 5, 5 Organisation Man Management - Often termed middle -of-the-road leadership. Leaders in this position have medium concern for people and production. They attempt to balance their concern for both people and production, but they are not committed. 9, 9 Team Management - This style of leadership is considered to be ideal. Such managers have great concern for both people and production. They work to motivate employees to reach their highest levels of accomplishment. They are flexible and responsive to change, and they understand the need to change Q6. 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 behaviour of others (French & Raven, 1962). Managers derive power from both organizational and individual sources. These sources are called position power and personal power, respectively. In an organizational context leadership and power are related to each others. Power is used by leaders as a means to attain group goals. In other words, power is a means of facilitating their achievement of goals and objectives that they have set for themselves in view of

organizational requirements. Power can be categorized into two types: Formal an d informal. Formal Power - 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. Formal power may be categorized into four types: Coercive Power, Reward Power, Legitimate Power, and Information Power. 1. Coercive Power - The coercive power base is being dependent on fear. It is based on the appl ication, or the threat of application, of physical sanctions such as the infliction of pain, the generation of frustration through restriction of movement, or the controlling by force of basic physiological or safety needs. In an organization one can exercise power over another if they have the power to dismiss, suspend, demote another assuming that the job is valuable to the person on whom power is being unleashed. Mr. Ranjan kumar as he is an aggressive person by nature frequently losing his temper and frequently punishes the non -performers and also gives them warnings regarding suspension etc creates fear and threat which generate frustration. So, Mr. Ranjan kumar power is based on coercive power . 2. Reward Power - The opposite of coercive power is reward p ower. Reward power is the extent to which a manager can use extrinsic and intrinsic rewards to control other people. Examples of such rewards include money, promotions, compliments, or enriched jobs. Although all managers have some access to rewards, succe ss in accessing and utilizing rewards to achieve influence varies according to the skills of the manager. Reward Power can be gained from ones capacity to reward compliance. Reward power is used to support legitimate power. When someone is rewarded or mi ght receive a potential reward such as through recognition, a good job assignment, a pay rise, or additional resources to complete a job, the employee may respond in kind by carrying through with orders, requests and directions, according to Gibson et al. (1991:331). Rewards often comprise financial remuneration. They can also be intangible as well. Studies have revealed that verbal approval, encouragement and praise can very often be very positive substitutes in place of tangible rewards. Experiments invol ving positive reinforcement and behaviour modification in the classroom or work setting revealed that verbal rewards could consist of: extreme politeness, compliments, and praise for past behaviour. Non-verbal rewards might comprise: Giving indiv iduals in the other party more space at the table Nodding of the head to signal your acceptance and that you approve; Eye contact to indicate attention and By using open and non -aggressive gestures to designate acceptance and respect. Rewards could al so consist of verbal promises to gain financially by establishing a relationship. Ingratiation is occasionally referred to as the art of flattery. It is one example of the use of reward power in social settings. Friedman, Carl smith and Sears (1974) prov ide a fascinating synopsis on the affect of ingratiation in interpersonal situations. Many of us realize that if other people like us, they will be more prepared to perform favours for us. On the other hand, we are also aware that they will be less likely or carry out actions if they dislike us. Individuals seeking to increase others liking of them can convince these persons that they share basic values or are similar in other ways . The most common tactic of ingratiation in negotiation is to complement the abilities of the people whom you wish to influence. This tactic, frequently referred to as other enhancement often entails the use of flattery the exaggerated praise of others. Such a tactic usually succeeds because people tend to like the flatter er who is praising them. It is common that the use of reward power seems to be very effective, particularly in the

longer term. Reward power is occasionally combined with coercive power, although the two different forms of power can be subject to semantic confusion. It is important to understand coercive power before comparing it with and measuring it against reward power. Mr. Raovikram is a very friendly person and encourages team members by giving them recommendations and appreciation which helps HR to de cide about giving a bonus or promotion to employees by using power based on reward power.