SECTION- A Read the following and answer the questions based on the subject ABC Airlines Organizational Culture"

gives an account of the development of the organizational culture of ABC Airlines. It begins with the background of ABC Airlines, and its development over the years. It explains the unique culture of ABC, and how it has helped ABC to face challenges. It also describes how ABC responded to the situation arising out of the September 11 terrorist attacks which dealt a severe blow to the airline industry. ABC's response to the crisis was shaped by its organizational culture, which laid emphasis on taking care of employees and building relationships. The influence of the leadership of ABC on its culture is widespread. Due to the Organizational culture and the leadership qualities ABC surpassed the turmoil. The employees felt secured and put in their best of efforts. Answer the following questions:Q1. Why do you think the history and culture of ABC has helped to face challenges? A: American Airlines, a founding member of one world, is one of the largest airlines in the world. With its affiliates American Eagle and American Connection, it serves some 260 destinations - including more than 150 in the USA, and 40 countries. American Airlines network covers points throughout North America, the Caribbean, Latin America, Europe and the Pacific. American has major connecting hubs at Dallas/Fort Worth, Chicago O'Hare, Los Angeles, Miami, San Juan and New York., make traveling with American the first choice of millions of travelers. The Indian perspective of culture suggests that Culture consists of totality of assumptions, beliefs, values, social systems and institutions, physical artifacts and behavior of people, reflecting their desire to maintain continuity as well as to adapt to external demands. What these descriptions suggest is a set of value systems that are equally shared by all the members. They take a long time to evolve and are

sustained over a long period of time. They form a common core which binds people together.

Work culture, on the other hand, is a totality of various levels of interaction among organizational factors (boundaries, goals, objectives, technology, managerial practices, material and human resources, and the constraints) and factors (skills, knowledge, needs, and expectations) interact among themselves at various levels. Over a period of time they develop roles, norms and values focusing work and is called work culture.

ABC Airlines takes pride in its history and culture. The mission of the Airlines is dedication to the highest quality of customer service delivered with a sense of warmth, friendliness, individual pride, and company spirit. Due to which it has been able to go over its setbacks and face all challenges. It primarily provides short haul, high-frequency, point-to-point, low-fare air transportation service among 50+ cities.

Spirituality and Organizational Culture: Workplace Attributes: A spiritual or value-based organization relies on individual development as well as a proactive and supportive workplace climate. Morris notes, Good people in a good environment do good work. The literature identifies a long list of key workplace attributes.

Attributes include 1. work that is valued, 2. work that stretches workers capabilities, 3. high-quality interpersonal relationships, 4. efforts that are recognized, supported, and rewarded,

5. managers who act as guides, 6. the opportunity to find meaning in work that transcends economic gain, 7. a strong work ethic, 8. empowerment, 9. collaboration, 10. respect for workers, 11. commitment to a cause, 12. ability to take care of the customer, 13. the opportunity to learn from mistakes, 14. the responsibility to behave in a self-managing way, and 15. clear and consistent leadership. Ultimately, workplace attributes help workers align their work habits to the core values of the organization and help instill a culture of success.

Q2. Why did ABC Airlines take extra emphasis on taking care of the employees and building relationships? A: Over time ABC Airlines has developed 10 organizational practices to facilitate coordination among 12 distinct functions: pilots, flights attendants, gate agents, ticketing agents, operations agents, ramp agents, baggage transfer agents, cargo agents, mechanics, fullers, aircraft cleaners, and caters by building relationships of shared goals, shared knowledge, and mutual respect. After the September 11 terrorist attacks, ABC airlines dealt with a severe blow to its organization, therefore taking extra care of employees and building relations. Due to the Organizational culture and the leadership qualities ABC surpassed the turmoil. Abstract: Perhaps the greatest source of unique advantage is an organizations workforce. Unfortunately, while many managers talk about the importance or their people, they often fail to cultivate a organizational spirit that leverages their peoples creativity, insight and passion. One of todays primary leadership challenges is to overcome practices that limit workers involvement. The goal is to create a workplace that inspires creativity and contribution. The question becomes, What practices cultivate a culture that can transform an organizations workforce into a source of creativity and innovative solutions? Through values research techniques, a hierarchical values map is developed to explore the relationship between workplace attributes, organizational climate, and personal values. Affirmation, belonging, and competence emerge as critical elements of a people-centered, inspiring organizational culture.

Organizational Climate : Core values provide direction and cohesiveness to an organization and its employees. The ability for core values to create an inspiring culture, however, depends on the degree to which the values are supported by the organizational climate. Cultivating the right workplace climate is therefore one of the most important leadership roles. Certain aspects of a workplace climate have been identified as antecedents to a creative and productive workforce. Among these are affirmation, belonging, and competence. Affirmation in the workplace helps workers feel valued. Workers who feel valued compensate the organization by bringing more creativity and passion to work. Affirmation can emerge from managerial recognition or from the intrinsic design of the work task. Belonging refers to workers need to feel connected to one another as well as to the organization. People need to sense that they are, individually and personally, part of the organizational family. The social connection that emerges from high-quality interpersonal relationships supports important values like self esteem and community.

Social connection also enables shared change and organizational learning. Managers at all levels have a responsibility to stimulate and support social growth. Competence requires that managers recognize and utilize employees capabilities. Competence emerges as the organization acknowledges the individuals need for growth and then encourages and invests in that growth. An open learning environment reinforced by appropriate training, holistic job design, and policies of empowerment increases workforce competence and employees ability to both achieve and participate as contributing members of the community.

Therefore for ABC Airlines These practices cultivate a culture that can transform an organizations workforce into a key source of creativity and innovative solutions

SECTION- B Answer the following questions:Q1.What is organization structure? Why is it important? A: An organizational structure consists of activities such as task allocation, coordination and supervision, which are directed towards the achievement of organizational aims. It can also be considered as the viewing glass or perspective through which individuals see their organization and its environment.

An organization can be structured in many different ways, depending on their objectives. The structure of an organization will determine the modes in which it operates and performs. Organizational structure allows the expressed allocation of responsibilities for different functions and processes to different entities such as the branch, department, workgroup and individual. Organizational structure affects organizational action in two big ways. First, it provides the foundation on which standard operating procedures and routines rest. Second, it determines which individuals get to participate in which decision-making processes, and thus to what extent their views shape the organizations actions. Small companies usually use one of two types of organizational structure: Functional and product. Functional areas such as marketing and engineering report to the president or CEO in a functional organizational structure. Product structures are used when a company sells numerous products or brands. It is important for companies to find the organizational structure that best fits their needs.

Chain of Command : An organizational structure involves a chain of command which determines and defines: job positions, who makes the decisions, and who's accountable for various duties.

Span of Control : Span of control determines and quantifies the actual amount of employees a manager supervises. Departmentalization : Departments within an organization structure are sections of the structure divided into functional divisions (such as the Sales Department) relevant to specific tasks. Distribution of Authority : Distribution of authority determines if decision-making authority is concentrated among a few high-level figures commonly seen in bureaucratic organizations. Organization Height : Organization height defines how many departments, divisions, and layers there are between the highest levels and the lowest levels of an organization.

The Importance of Organizational Structure The importance of an organizational structure involves assisting business owners, CEOs, and entrepreneurs to conceptualize, visualize, and construct a hierarchical system to be implemented into their organization. For example, the building blocks of an organizational structure include: a chain of command, span of control, departmentalization, distribution of authority, and organization height. Organizational structure is important for knowing to whom each employee reports. Function : Organizational structure is particularly important for decision making. Most companies either have a tall or flat organizational structure. Small companies usually use a flat organizational structure. For example, a manager can report directly to the president instead of a director, and her assistants are only two levels below the president. Flat structures enable small companies to make quicker decisions, as they are often growing rapidly with new products and need this flexibility.

The reason is that employees in extremely small organizations have numerous responsibilities, some of which can include multiple functions. For example, a product manager also might be responsible for marketing research and advertising. Large organizations often have many tiers or echelons of management. As a smaller organization grows, it can decide to add more management levels. Roles become more defined. Therefore, it is important to know which people oversee certain functions. Communication : The importance of organizational structure is particularly crucial for communication. Organizational structure enables the distribution of authority. When a person starts a job, he knows from day one to whom he will report. Most companies funnel their communication through department leaders. For example, marketing employees will discuss various issues with their director. The director, in turn, will discuss these issues with the vice president or upper management. Evaluating Employee Performance : Organizational structure is important for evaluating employee performance. The linear structure of functional and product organizational structures allow supervisors to better evaluate the work of their subordinates. Supervisors can evaluate the skills employees demonstrate, how they get along with other workers, and the timeliness in which they complete their work. Consequently, supervisors can more readily complete semiannual or annual performance appraisals, which are usually mandatory in most companies. Achieving Goals : Organizational structure is particularly important in achieving goals and results. Organizational structure allows for the chain of command. Department leaders are in charge of delegating tasks and projects to subordinates so the department can meet project deadlines. In essence, organizational structure fosters teamwork, where everyone in the department works toward a common goal.

Prevention/Solution : Organizational structure enables companies to better manage change in the marketplace, including consumer needs, government regulation and new technology. Department heads and managers can meet, outline various problem areas, and come up with a solution as a group. Change can be expected in any industry. Company leaders always should strive to find the best organizational structure to meet those changes.

Q2. What is the impact of culture on an Organization? A: Organizational culture is defined as A pattern of shared basic assumptions invented, discovered, or developed by a given group as it learns to cope with its problems of external adaptation and internal integration" that have worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think and feel in relation to those problems. It has also been defined as "the specific collection of values and norms that are shared by people and groups in an organization and that control the way they interact with each other and with stakeholders outside the organization

Impacts Research suggests that numerous outcomes have been associated either directly or indirectly with organizational culture. A healthy and robust organizational culture may provide various benefits, including the following:

Competitive edge derived from innovation and customer service Consistent, efficient employee performance Team cohesiveness High employee morale Strong company alignment towards goal achievement

Organizational culture is reflected in the way people perform tasks, set objectives, and administer the necessary resources to achieve objectives. Culture affects the way individuals make decisions, feel, and act in response to the opportunities and threats affecting the organization. It has been proposed that organizational culture may impact the level of employee creativity, the strength of employee motivation, and the reporting of unethical behavior, but more research is needed to support these conclusions. Organizational culture also has an impact on recruitment and retention. Individuals tend to be attracted to and remain engaged in organizations that they perceive to be compatible. Additionally, high turnover may be a mediating factor in the relationship between culture and organizational performance. Deteriorating company performance and an unhealthy work environment are signs of an overdue cultural assessment.

Measures of Culture : Culture in this study refers to the socio-cultural environment in its entirety. It is measured in terms of the attitudes, beliefs, norms and values which the people of a nation have and hold on to in general. The point of focus in this study is on how these concepts influence behaviour at work and how this in turn influence organizational performance.

Q3. Draw Kolb's Cycle of Learning and briefly describe the four learning styles. A: Kolb's learning theory sets out four distinct learning styles , which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which immediate or concrete experiences provide a basis for observations and reflections. These observations and reflections are assimilated and distilled into abstract concepts producing new implications for action which can be actively tested in turn creating new experiences. Kolb says that ideally , this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to

observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences. Kolb's model therefore works on two levels - a four-stage cycle: 1. Concrete Experience - (CE) 2. Reflective Observation - (RO) 3. Abstract Conceptualization - (AC) 4. Active Experimentation - (AE) and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms: 1. Diverging (CE/RO) 2. Assimilating (AC/RO) 3. Converging (AC/AE) 4. Accommodating (CE/AE)

David Kolb proposed a 4-stage experiential learning cycle that applies to all learners. He suggested that immediate or concrete experiences provide a basis for observation and reflection. These are assimilated and distilled into abstract concepts which can be actively tested, in turn creating new learning experiences.

Individual learners will demonstrate differences in the way they think about things and the way they do things. These differences can be plotted on a Perception continuum (along a spectrum that ranges from a preference for thinking about things in a Concrete or Abstract way) and along a Processing continuum (along a spectrum that ranges from Active to Reflective).

This results in identification of 4 Learning Styles. Kolb refers to these as Accommodating - Diverging - Assimilating Converging. These approximate to the Learning Styles identified by Peter Honey & Alan Mumford.

Here are brief descriptions of the four Kolb learning styles:

Diverging (feeling and watching - CE/RO) - These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideasgeneration, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a

practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective.

Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many people. Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. For instance - people who prefer the 'Assimilating' learning style will not be comfortable being thrown in at the deep end without notes and instructions. People who like prefer to use an 'Accommodating' learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible.

Q4. State the two purposes of Learning Style Inventory A: The concept of learning style is used to describe individual differences in the way people learn. Each person has a unique way to absorb and process experiences and information. Consideration of learning styles has become increasingly important for individuals, parents, educators and organizations at large to understand what is the appropriate learning environment that fosters and honors individuals differences. For example, research had indicated that particular learning environment seem better suited for particular learning content and learning preferences and that students perform better when the learning environment is consistent with their learning preferences. The Learning Style Inventory (LSI) was created to fulfill two purposes:
To serve as an educational tool to increase individuals understanding

of the process of learning from experience and their unique individual approach to learning. By increasing awareness of how they learn, the aim is to increase learners capacity for meta-cognitive control of their learning process, enabling them to monitor and select learning approaches that work best for them in different learning situations. By providing a language for talking about learning styles and the learning process, the inventory can foster conversation among learners and educators about how to create the most effective learning environment for those involved.

For this purpose, the inventory is best presented not as a test, but as an experience in understanding how one learns. Scores on the inventory should not be interpreted as definitive, but as a starting point for exploration of how one learns best. To facilitate this purpose, a self-scoring and interpretation book that explains the experiential learning cycle and the characteristics of the different learning styles, along with scoring and profiling instructions, is included with the inventory.

To provide a research tool for investigating experiential learning theory

(ELT) and the characteristics of individual learning styles. This research can contribute to the broad advancement of experiential learning and, specifically, to the validity of interpretations of individual learning style scores. A research version of the instrument, including only the inventory to be scored by the researcher, is available for this purpose. The LSI is not a criterion-referenced test and is not intended for use to predict behavior for purposes of selection, placement, job assignment, or selective treatment. This includes not using the instrument to assign learners to different educational treatments, a process sometimes referred to as tracking. Such categorizations based on a single test score amount to stereotyping that runs counter to the philosophy of experiential learning, which emphasizes individual uniqueness. When it is used in the simple, straightforward, and open way intended, the LSI usually provides a valuable self-examination and discussion that recognizes the uniqueness, complexity, and variability in individual approaches to learning. The danger lies in the reification

of learning styles into fixed traits, such that learning styles become stereotypes used to pigeonhole individuals and their behavior. The LSI is constructed as a self-assessment exercise and tool for construct validation of ELT. Tests designed for predictive validity typically begin with a criterion, such as academic achievement, and work backward to identify items or tests with high criterion correlations. Even so, even the most sophisticated of these tests rarely rises above a .5 correlation with the criterion.