Assignment Report of

Management Process and Organization Behavior

Master of Business Administration-MBA Semester 1 MB0038 Management Process and Organization Behavior
Submitted By: ROSHAN LAL Enrollment No: 521123894

Question-1

Write a note on the functions of management..

Functions of Management
The functions of management uniquely describe managers' jobs. The most commonly cited functions of management are planning, organizing, leading, and controlling, although some identify additional functions. The functions of management define the process of management as distinct from accounting, finance, marketing, and other business functions. These functions provide a useful way of classifying information about management, and most basic management texts since the 1950s have been organized around a functional framework. DEVELOPMENT OF THE FUNCTIONAL APPROACH TO MANAGEMENT Henri Fayol was the first person to identify elements or functions of management in his classic 1916 book Administration Industrielle et Generale. Fayol was the managing director of a large French coal-mining firm and based his book largely on his experiences as a practitioner of management. Fayol defined five functions, or elements of management: planning, organizing, commanding, coordinating, and controlling. Fayol argued that these functions were universal, in the sense that all managers performed them in the course of their jobs, whether the managers worked in business, military, government, religious, or philanthropic undertakings. Fayol defined planning in terms of forecasting future conditions, setting objectives, and developing means to attain objectives. Fayol recognized that effective planning must also take into account unexpected contingencies that might arise and did not advocate rigid and inflexible plans. Fayol defined organizing as making provision for the structuring of activities and relationships within the firm and also the recruiting, evaluation, and training of personnel. According to Fayol, commanding as a managerial function concerned the personal supervision of subordinates and involved inspiring them to put forth unified effort to achieve objectives. Fayol emphasized the importance of managers understanding the people who worked for them, setting a good example, treating subordinates in a manner consistent with firm policy, delegating, and communicating through meetings and conferences.

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Fayol saw the function of coordination as harmonizing all of the various activities of the firm. Most later experts did not retain Fayol's coordination function as a separate function of management but regarded it as a necessary component of all the other management functions. Fayol defined the control function in terms of ensuring that everything occurs within the parameters of the plan and accompanying principles. The purpose of control was to identify deviations from objectives and plans and to take corrective action. Fayol's work was not widely known outside Europe until 1949, when a translation of his work appeared in the United States. Nevertheless, his discussion of the practice of management as a process consisting of specific functions had a tremendous influence on early management texts that appeared in the 1950s. Management pioneers such as George Terry, Harold Koontz, Cyril O'Donnell, and Ralph Davis all published management texts in the 1950s that defined management as a process consisting of a set of interdependent functions. Collectively, these and several other management experts became identified with what came to be known as the process school of management. According to the process school, management is a distinct intellectual activity consisting of several functions. The process theorists believe that all managers, regardless of their industry, organization, or level of management, engage in the functions of management. The process school of management became a dominant paradigm for studying management and the functions of management became the most common way of describing the nature of managerial work. CRITICISM OF THE FUNCTIONAL APPROACH TO MANAGEMENT By the early 1970s, some experts suggested that the functions of management as described by Fayol and others of the process school of management were not an accurate description of the reality of managers' jobs. Chief among the critics of the functional approach was Henry Mintzberg. Mintzberg argued that the functional or process school of management was "folklore" and that functions of management such as planning, organizing, leading, and controlling did not accurately depict the chaotic nature of managerial work. He felt that the functional approach to the managerial job falsely conveyed a sense that managers carefully and deliberately evaluated information before making management decisions. Based upon an observational study of five executives, Mintzberg concluded that the work managers actually performed could best be represented by three sets of roles, or activities: interpersonal roles, informational roles, and decision-making roles. He described the interpersonal roles as consisting of figurehead, leader, and liaison. He identified three informational roles: monitor, disseminator, and spokesperson. Finally, he described four decision-making roles that included entrepreneur, disturbance handler, resource allocator, and negotiator. Mintzberg's challenge to the usefulness of the functions of management and the process

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school attracted a tremendous amount of attention and generated several empirical studies designed to determine whether his or Fayol's description of the managerial job was most accurate. While this research did indicate that managers performed at least some of the roles Mintzberg identified, there was little in the findings that suggested that the functions of management were not a useful way of describing managerial work. Scholars continue to debate this question. Research by David Lamond suggests that both approaches had some validity, with Fayol's approach describing the ideal management job and Mintzberg describing the day-to-day activities of managers. Thus, the general conclusion seems to be that while Mintzberg offered a genuine insight into the daily activities of practicing managers, the functions of management still provides a very useful way of classifying the activities managers engage in as they attempt to achieve organizational goals. PLANNING Planning is the function of management that involves setting objectives and determining a course of action for achieving these objectives. Planning requires that managers be aware of environmental conditions facing their organization and forecast future conditions. It also requires that managers be good decision-makers. Planning is a process consisting of several steps. The process begins with environmental scanning, which simply means that planners must be aware of the critical contingencies facing their organization in terms of economic conditions, their competitors, and their customers. Planners must then attempt to forecast future conditions. These forecasts form the basis for planning. Planners must establish objectives, which are statements of what needs to be achieved and when. Planners must then identify alternative courses of action for achieving objectives. After evaluating the various alternatives, planners must make decisions about the best courses of action for achieving objectives. They must then formulate necessary steps and ensure effective implementation of plans. Finally, planners must constantly evaluate the success of their plans and take corrective action when necessary. There are many different types of plans and planning. STRATEGIC PLANNING. Strategic planning involves analyzing competitive opportunities and threats, as well as the strengths and weaknesses of the organization, and then determining how to position the organization to compete effectively in their environment. Strategic planning has a long time frame, often three years or more. Strategic planning generally includes the entire organization and includes formulation of objectives. Strategic planning is often based on the organization's mission, which is its fundamental reason for existence. An organization's top management most often conducts strategic planning. TACTICAL PLANNING. Tactical planning is intermediate-range planning that is designed to develop relatively

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concrete and specific means to implement the strategic plan. Middle-level managers often engage in tactical planning. Tactical planning often has a one- to three-year time horizon. OPERATIONAL PLANNING. Operational planning generally assumes the existence of objectives and specifies ways to achieve them. Operational planning is short-range planning that is designed to develop specific action steps that support the strategic and tactical plans. Operational planning usually has a very short time horizon, from one week to one year. ORGANIZING Organizing is the function of management that involves developing an organizational structure and allocating human resources to ensure the accomplishment of objectives. The structure of the organization is the framework within which effort is coordinated. The structure is usually represented by an organization chart, which provides a graphic representation of the chain of command within an organization. Decisions made about the structure of an organization are generally referred to as "organizational design" decisions. Organizing also involves the design of individual jobs within the organization. Decisions must be made about the duties and responsibilities of individual jobs as well as the manner in which the duties should be carried out. Decisions made about the nature of jobs within the organization are generally called "job design" decisions. Organizing at the level of the organization involves deciding how best to departmentalize, or cluster jobs into departments to effectively coordinate effort. There are many different ways to departmentalize, including organizing by function, product, geography, or customer. Many larger organizations utilize multiple methods of departmentalization. Organizing at the level of job involves how best to design individual jobs to most effectively use human resources. Traditionally, job design was based on principles of division of labor and specialization, which assumed that the more narrow the job content, the more proficient the individual performing the job could become. However, experience has shown that it is possible for jobs to become too narrow and specialized. When this happens, negative outcomes result, including decreased job satisfaction and organizational commitment and increased absenteeism and turnover. Recently many organizations have attempted to strike a balance between the need for worker specialization and the need for workers to have jobs that entail variety and autonomy. Many jobs are now designed based on such principles as job enrichment and teamwork. LEADING Leading involves influencing others toward the attainment of organizational objectives. Effective leading requires the manager to motivate subordinates, communicate effectively, and effectively use power. If managers are effective leaders, their subordinates will be enthusiastic about exerting effort toward the attainment of organizational objectives.

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To become effective at leading, managers must first understand their subordinates' personalities, values, attitudes, and emotions. Therefore, the behavioral sciences have made many contributions to the understanding of this function of management. Personality research and studies of job attitudes provide important information as to how managers can most effectively lead subordinates. Studies of motivation and motivation theory provide important information about the ways in which workers can be energized to put forth productive effort. Studies of communication provide direction as to how managers can effectively and persuasively communicate. Studies of leadership and leadership style provide information regarding questions such as, "What makes a manager a good leader?" and "In what situations are certain leadership styles most appropriate and effective?" CONTROLLING Controlling involves ensuring that performance does not deviate from standards. Controlling consists of three steps, which include establishing performance standards, comparing actual performance against standards, and taking corrective action when necessary. Performance standards are often stated in monetary terms such as revenue, costs, or profits, but may also be stated in other terms, such as units produced, number of defective products, or levels of customer service. The measurement of performance can be done in several ways, depending on the performance standards, including financial statements, sales reports, production results, customer satisfaction, and formal performance appraisals. Managers at all levels engage in the managerial function of controlling to some degree. The managerial function of controlling should not be confused with control in the behavioral or manipulative sense. This function does not imply that managers should attempt to control or manipulate the personalities, values, attitudes, or emotions of their subordinates. Instead, this function of management concerns the manager's role in taking necessary actions to ensure that the work-related activities of subordinates are consistent with and contributing toward the accomplishment of organizational and departmental objectives. Effective controlling requires the existence of plans, since planning provides the necessary performance standards or objectives. Controlling also requires a clear understanding of where responsibility for deviations from standards lies. Two traditional control techniques are the budget and the performance audit. Although controlling is often thought of in terms of financial criteria, managers must also control production/operations processes, procedures for delivery of services, compliance with company policies, and many other activities within the organization. The management functions of planning, organizing, leading, and controlling are widely considered to be the best means of describing the manager's job as well as the best way to classify accumulated knowledge about the study of management. Although there have been tremendous changes in the environment faced by managers and the tools used by managers to perform their roles, managers still perform these essential functions.

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Question-2

Discuss any two learning theories in detail.

There are three theories of learning namely Classical Conditioning, Operant Conditioning and Social Learning. I am taking pleasure to define Classical and Operant Conditioning.

Classical Conditioning
Classical conditioning (also Pavlovian or respondent conditioning, Pavlovian reinforcement) is a form of conditioning that was first demonstrated by Ivan Pavlov (1927) The typical procedure for inducing classical conditioning involves presentations of a neutral stimulus along with a stimulus of some significance, the "unconditional stimulus." The neutral stimulus could be any event that does not result in an overt behavioral response from the organism under investigation. Conversely, presentation of the significant stimulus necessarily evokes a natural response. Pavlov called these the unconditional stimulus (US) and unconditional response (UR), respectively. If the neutral stimulus is presented along with the unconditional stimulus, it would become a conditional stimulus (CS). Pavlov used the term conditional because he wanted to emphasize that learning required a dependent or conditional relationship between CS and US. If the CS and US always occur together and never alone, this perfect dependent relationship or pairing, causes the two stimuli to become associated and the organism produces a behavioral response to the CP. Pavlov called this the conditional response (CR). Because of early errors in translation of Pavlov's work from Russian to English, the term "conditioned" rather than "conditional" is very often used but is not technically correct. A perfect conditioner is not necessary for conditioning but the strength of the CR progressively degrades as the conditional relationship is weakened (see for example, Rescorla, 1967 Psychological Review). It is often thought that the conditional response is a replica of the unconditional response but this has been disproven. The CR may be any new response to the previously neutral CS that can be clearly linked to experience with the conditional relationship with the US. It was also thought that repeated pairings are necessary for conditioning to emerge, however many CRs can be learned with a single trial as in fear conditioning and taste aversion learning. Popular forms of classical conditioning that are used to study neural structures and functions that underlie learning and memory include fear conditioning, eyeblink conditioning, and the foot contraction conditioning of Hermissenda crassicornis.

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Types of classical conditioning

Forward conditioning
Learning is fastest in forward conditioning. During forward conditioning the onset of the CS precedes the onset of the US. Two common forms of forward conditioning are delay and trace conditioning.

Delay conditioning: In delay conditioning the CS is presented and is overlapped by the presentation of the US. Trace conditioning: During trace conditioning the CS and US do not overlap. Instead, the CS is presented, a period of time is allowed to elapse during which no stimuli are presented, and then the US is presented. The stimulus-free period is called the trace interval. It may also be called the conditioning interval.

Simultaneous conditioning
During simultaneous conditioning, the CS and US are presented and terminated on the same time

Backward conditioning
Backward conditioning occurs when a conditional stimulus immediately follows an unconditional stimulus. Unlike traditional conditioning models, in which the conditional stimulus precedes the unconditional stimulus, the conditional response tends to be inhibitory. This is because the conditional stimulus serves as a signal that the unconditional stimulus has ended, rather than a reliable method of predicting the future occurrence of the unconditional stimulus.

Temporal conditioning
The US is presented at regularly timed intervals, and CR acquisition is dependent upon correct timing of the interval between US presentations. The background, or context, can serve as the CS in this example.

Unpaired conditioning
The CS and US are not presented together. Usually they are presented as independent trials that are separated by a variable, or pseudo-random, interval. This procedure is used to study non-associative behavioral responses, such as sensitization.

CS-alone extinction
The CS is presented in the absence of the US. This procedure is usually done after the CR has been acquired through "forward conditioning" training. Eventually, the CR frequency is reduced to pre-training levels. Essentially, the stimulus is presented until habituation occurs.

Theories of classical conditioning

Stimulusresponse (SR) theory suggests that the CS is associated with the US within the brain, without involving conscious thought. The second, stimulusstimulus (SS) theory,

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involves cognitive activity in which the CS is associated to the concept of the US, a subtle but important distinction. SS theory is a theoretical model of classical conditioning that suggests a cognitive component is required to understand classical conditioning, while SR theory proposes that a cognitive component is merely at play. SR theory suggests that an animal can learn to associate a CS with the impending arrival of the associated US, resulting in an observable behavior such as salivation. SS theory suggests that the animal salivates to the bell because it is associated with the concept of the US, which is a very fine but important distinction.

Operant Conditioning:
B. F. Skinner's system is based on operant conditioning. The organism, while going about it's everyday activities, is in the process of operating on the environment. In the course of its activities, the organism encounters a special kind of stimulus, called a reinforcing stimulus, or simply a reinforcer. This special stimulus has the effect of increasing the the behavior occurring just before the reinforcer. This is operant conditioning: the behavior is followed by a consequence, and the nature of the consequence modifies the organism's tendency to repeat the behavior in the future. A behavior followed by a reinforcing stimulus results in an increased probability of that behavior occurring in the future. Skinner's observations can be divided into independent variables which can be manipulated by the experimenter, and dependent variables, which can not be manipulated by the experimenter and are thought to be affected by the independent variables. Independent variables: Type of reinforcementSchedule of reinforcement Dependent variables (measures of learning):

Acquisition rate- how rapidly an animal can be trained to a new operant behavior as a function of reinforcement. Skinner typically deprived his lab animals of food for 24 or more hours before beginning a schedule of reinforcement. This tended to increase acquisition rate. Rate of response- this is a measure of learning that is very sensitive to different schedules of reinforcement. In most cases, animals were given intermittent schedules of reinforcement, so they were called upon to elicit the desired response at other times as well. Rate of response is a measure of correct responses throughout a testing schedule including the times when reinforcement is not provided after a correct response. It appears as if test animals build expectations when they are given rewards at predictable times (Animals which are fed at the same time each day become active as that time approaches, and a dog whose master comes home at the same time each day becomes more attentive around that time of day.) Also, Skinner found that when fixed interval reinforcement was used, the desired behavior would decrease or disappear just after a reinforcement, but when it was almost time for the next reinforcement, the animal would resume the desired responses. Extinction rate- The rate at which an operant response disappears following the

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withdrawal of reinforcement. Skinner found that continuous reinforcement schedules produced a faster rate of learning in the early stages of a training program, and also a more rapid extinction rate once the reinforcement was discontinued. A behavior no longer followed by the reinforcing stimulus results in a decreased probability of that behavior occurring in the future.

Types of reinforcement:
1. Primary reinforcement- instinctive behaviors lead to satisfaction of basic survival needs such as food, water, sex, shelter. No learning takes place because the behaviors emerge spontaneously 2. Secondary reinforcement - the reinforcer is not reinforcing by itself, but becomes reinforcing when paired with a primary reinforcer, such as pairing a sound or a light with food.

3. Generalized reinforcement - stimuli become reinforcing through repeated pairing with primary or secondary reinforcers. Many are culturally reinforced. For example, in human behavior, wealth, power, fame, strength, and intelligence are valued in many cultures. The external symbols of these attributes are generalized reinforcers. Money, rank, recognition, degrees and certificates, etc are strongly reinforcing to many individuals in the cultures that value the attributes they symbolize. Reinforcers always follow a behavior and could be pleasant or unpleasant (noxious) and could be added to or removed from a situation. The following table summarizes the various combinations: Add to a Situation After a Response: Pleasant = Positive Reinforcement- Reward. Increases the probability of the same response occurring again. (Example: praise, monetary reward, food) Noxious = Punishment- Administering a painful or unpleasant reinforcer after an unwanted response. Decreases the probability of the same response occurring again.(Examples: corporal punishment, electrical shocks, yelling) Remove from a Situation After a Response: Pleasant = Punishment - Decrease the probability of the same response occurring again (Example: punishing a teenager by taking away his cell phone or car keys.) Noxious = Negative Reinforcement - Removing or decreasing an unpleasant or painful situation after a desirable response is produced. Increases the probability of the same response occurring again (Example: time off for good behavior) Schedules of Reinforcement: Continuous reinforcement - reinforcement is given every time the animal gives the desired response. Intermittent reinforcement - reinforcement is given only part of the times the animal gives the desired response. Ratio reinforcement - a pre-determined proportion of responses will be reinforced.

Fixed ratio reinforcement - reinforcement is given on a regular ratio, such as every fifth time the desired behavior is produced.

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Variable (random) fixed reinforcement- reinforcement is given for a predetermined proportion of responses, but randomly instead of on a fixed schedule. Interval reinforcement- reinforcement is given after a predetermined period of time.

Fixed interval reinforcement - reinforcement is given on a regular schedule, such as every five minutes. Variable interval reinforcement - reinforcement is given after random amounts of time have passed. In animal studies, Skinner found that continuous reinforcement in the early stages of training seems to increase the rate of learning. Later, intermittent reinforcement keeps the response going longer and slows extinction.

Skinner specifically addressed the applications of behaviorism and operant conditioning to educational practice. He believed that the goal of education was to train learners in survival skills for self and society. The role of the teacher was to reinforce behaviors that contributed to survival skills, and extinguish behaviors that did not. Behaviorist views have shaped much of contemporary education in children and adult learning.

Question-3 Explain the classification of personality types given by Sheldon.

William Sheldon classified personality according to body type. He called this a persons somatotype. He identified three main somatotypes that are associated with certain personality characteristics. They are as follows:
1) Endomorphy It is focused on the digestive system, particularly the stomach

(endoderm); has the tendency toward plumpness, corresponds to Viscerotonia temperament tolerant, love of comfort and luxury, extravert.
2) Mesophorphy It is focused on musculature and the circulatory system

(mesoderm), has the tendency towards muscularity, and corresponds to the

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Somatotonia temperament courageous, energetic, active, dynamic, assertive, aggressive, risk taker.
3) Ectomorphy: It is focused on the nervous system and the brain (ectoderm)

the tendency towards slightness, corresponds to Cerebrotonia temperament artistic, sensitive, apprehensive, introvert. On this basis, Sheldon created Atlas of Men , in which all possible body types are graded in a scale from 1 (low) to 7 (high), based on the degree to which they matched these types; with 4 as average). Each type is represented by a series of photos, and is given a comical or descriptive name, like "saber tooth tiger" for extreme mesomorph, "Baluchitherium" for mesomorph and endomorph, "Male Mosquito" for the extreme ectomorph, and so on. On this scale, the extreme or pure mesomorph has a score of 1-7-1, the pure endomorph 7-1-1, and the pure ectomorph 1-1-7. Most people of course are a combination of types. Body Type a. Endomorphic Body Type: soft body underdeveloped muscles round shaped over-developed digestive system b. Mesomorphic Body Type: hard, muscular body overly mature appearance rectangular shaped thick skin upright posture Associated personality traits love of food tolerant evenness of emotions love of comfort sociable good humoured relaxed need for affection adventurous desire for power and dominance courageous indifference to what others think or want assertive, bold zest for physical activity competitive love of risk and chance self-conscious preference for privacy introverted inhibited socially anxious artistic mentally intense emotionally restrained

c. Ectomorphic Body Type: thin flat chest delicate build young appearance tall lightly muscled stoop-shouldered large brain

But body types have been criticized for very weak empirical methodology and are not generally used in psychology. The use of somatotyping is used more often in alternative therapies and Eastern psychology and spirituality.

Question-4

What are the factors influencing perception?

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Individuals have a tendency to use a number of shortcuts when they judge others. An understanding of these shortcuts can be helpful toward recognizing when they can result in significant distortions. These barriers to perception are as follows:
1) Selective Perception:

Any characteristic that makes a person, object, or event stand out will increase the probability that it will be perceived. It is impossible for an individual to internalize and assimilate everything that is seen .Only certain stimuli can be taken in selectively. Selectivity works as a shortcut in judging other people by allowing us to speed-read others, but, not without the risk of drawing an inaccurate picture. The tendency to see what we want to see can make us draw unwarranted conclusions from an ambiguous situation. 2) Halo Effect: The halo effect occurs when we draw a general impression on the basis of a single characteristic. For example, while appraising the lecturer, students may give prominence to a single trait, such as, enthusiasm and allow their entire evaluation to be tainted by how they judge the instructor on that one trait which stood out prominently in their estimation of that person. Research suggests that it is likely to be most extreme when the traits to be perceived are ambiguous in behavioral terms, when the traits have moral overtones, and when the perceiver is judging traits with which he or she has had limited experience. 3) Contrast Effects: Individuals do not evaluate a person in isolation. Their reaction to one person is influenced by other persons they have encountered recently. For example, an interview situation in which one sees a pool of job applicants can distort perception. Distortions in any given candidates evaluation can occur as a result of his or her place in the interview schedule. 4) Projection: This tendency to attribute ones own characteristics to other people, which is called projection, can distort perceptions made about others. When managers engage in projection, they compromise their ability to respond to individual differences. They tend to see people as more homogeneous than they really are. 5) Stereotyping: Stereotypingjudging someone on the basis of our perception of the group to which he or she belongs. Generalization is not without advantages. It is a means of simplifying a complex world, and it permits us to maintain consistency. The problem, of course, is when we inaccurately stereotype. In organizations, we frequently hear comments that represent stereotypes based on gender, age, race, ethnicity, and even weight. From a perceptual

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standpoint, if people expect to see these stereotypes, that is what they will perceive, whether or not they are accurate. 6) First-impression error: Individuals place a good deal of importance on first impressions. First impressions are lasting impressions. We tend to remember what we perceive first about a person, and sometimes we are quite reluctant to change our initial impressions. First-impression error means the tendency to form lasting opinions about an individual based on initial perceptions. Primacy effects can be particularly dangerous in interviews, given that we form first impressions quickly and that these impressions may be the basis for long-term employment relationships. Thus, barriers to perception create distortion in judging someone.

Question-5 Mr. Solanki is the VP- HR of a leading Financial services company. He is having a meeting with Ms. Ramani leading HR consultant. Mr. Solanki is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Ramani, the HR consultant. What suggestions you will give to Mr. Solanki, for creating an environment that increases job satisfaction
As Ms. Ramani, the HR consultant, I suggest Mr. Solanki, that the following measures should be implemented for creating an environment that increases job satisfaction:
1. Mentally Challenging Work:

Employees tend to prefer jobs that give them opportunities to use their skills and abilities and offer a variety of tasks, freedom and feedback on how well they are doing. Under conditions of moderate challenge, most employees will experience pleasure and satisfaction.
2. Personality-Job Fit:

People with personality types congruent with their chosen vocations should find they have the right talents and abilities to meet the demands of their jobs; and because f this success, they have a greater probability of achieving high satisfaction from their ork. It is important, therefore to fit personality factors with job profiles.
3. Equitable Rewards:

Employees want pay systems and promotion policies that they perceive as being just, unambiguous, and in line with their expectations. When pay is seen as fair based on job demands, individual skill level, and industry pay standards, satisfaction is likely to result. Similarly, employees seek fair promotion policies and practices. Promotions provide opportunities for personal growth, more responsibilities and increased social status. Individuals who perceive that promotion decisions are made in a fair and just manner are likely to experience job satisfaction.
4. Supportive working conditions:

Employees prefer physical conditions that are comfortable and facilitate doing a good job. Temperature, light, noise and other environmental factors should not be extreme

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and provide personal comfort. Further, employees prefer working relatively close to home, in clean and relatively modern facilities and with adequate tools and equipment.
5. Supportive Colleagues:

Employees have need for social interaction. Therefore, having friendly and supportive co-workers and understanding supervisors leads to increased job satisfaction. Most employees want their immediate supervisor to be understanding and friendly, those who offer praise for good performance, listen to employees opinions and show a personal interest in them.
6. Whistle blowing:

Whistle-blowers are employees who inform authorities of Wrongdoings of their companies or co-workers. Whistle blowing is important because committed organizational members sometimes engage in unethical behaviour in an intense desire to succeed. Organizations can manage whistle blowing by communicating the conditions that are appropriate for the disclosure of wrongdoing. Clearly delineating wrongful behaviour and the appropriate ways to respond are important organizational actions.
7. Social Responsibility:

Corporate social responsibility is the obligation of an Organization to behave in ethical ways in the social environment in which it operates. Socially responsible actions are expected of organizations. Current concerns include protecting the environment, promoting worker safety, supporting social issues, investing in the community, etc. Managers must encourage both individual ethical behaviour and organizational social responsibility.

Question-6

Given below is the HR policy glimpse of the VARKLEARNING learning and training solutions company 1. It offers cash rewards for staff members 2. It promotes the culture of employee referral and encourages people to refer people they know may be their friends, ex. Colleagues batch mates, relatives. 3. What all needs do it takes care off according to maslows need hierarchy 4. It recognizes good performances and give fancy titles and jackets to the people who perform well and also felicitates them in the Annual Day of the company.
According to Maslows Need Hierarchy theory, human beings have wants and desires which influence their behavior; only unsatisfied needs can influence behavior, satisfied needs cannot. The needs are arranged in order of importance, from the basic to the complex. The person advances to the next level of needs only after the lower level need is at least minimally satisfied. The further they progress up the hierarchy, the more individuality, humanness and psychological health a person will show. The five needs given by Maslow are as follows:

1. Physiological: Includes hunger, thirst, shelter, sex, and other bodily needs. 2. Safety: Includes security and protection from physical and emotional harm. 3. Social: Includes affection, belongingness, acceptance, and friendship.

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4. Esteem: Includes internal esteem factors, such as, self-respect, autonomy, and
achievement; and external esteem factors, such as, status, recognition, and attention.

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

growth, achieving ones potential, and self-fulfillment. The HR policy of VARK-LEARNING company takes care of the following needs:
1) The first point takes care of the esteem needs. Offering cash rewards to employees

satisfies their self respect. They get external esteem factors such as status, recognition, and attention from others. the get to enjoy general esteem from others.
2) The second point takes care of the social and self-actualization needs. When the

employee refers to others, his need of affection, belongingness, acceptance, and friendship are satisfied. In this way, his social needs are satisfied. When the employee is referring to others, his self-actualization needs are also satisfied.
3) The third point takes care of the safety and social needs. The employees emotional

needs are taken care of when they are praised for their good performance. Their selfrespect is also satisfied. They get status, recognition, and attention. Their esteem needs are also satisfied. This policy creates an employer-employee friendly relationship and makes the bond stronger between them. And the work performance of the employees also increases.

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