Management Awakening

8/10/2019 Management Awakening

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Paper Code: HU-601 L T P C

Paper: Engineering Management and Economics 3 0 0 3

Unit-I: Introduction to Economics

Nature & significance of Economics, Meaning of Science, Engineering, Technology and their relationship witheconomicdevelopment.

Unit-II: Basic ConceptBasicconceptofdemand&supply,Elasticityofdemand&supply,Interferencecurveanalysis,riceeffect,Incomeeffect,Su!stitutioneffect.Unit-III: Money and Banking

"unctionofmoney,#alueofmoney,Inflationandmeasurestocontrolit,Briefideaoffunctionof!an$ingsystem,%ommercialandcentral!an$ing,Businessfluctuations.

Unit-IV: Introduction to Management

efinition, Nature and significance of management, Evaluation of management thought,%ontri!utionofMa'(e!er,Taylorand"ayol.

Unit-V:Human Behavior

"actorof individual !ehavior, erception, )earning&ersonality development, Interpersonal relation andgroup

!ehavior.

CYE!"#$Y


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Management Huntersby:Cybersony*

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U$IT-1

Economicsisthesocialsciencethatstudieseconomicactivitytogainanunderstandingoftheprocessesthatgovernthe

production,distri!utionandconsumptionofgoodsandservicesinaneconomy.

Thetermeconomicscomesfromthe2ncient3ree$45647489:from4;64house>?and7@84custom>or>law>?,hence>rulesofthehouse=holdforgoodmanagement?>.AoliticaleconomyAwastheearliernameforthesu!ect,!uteconomistsinthelate0Cthcenturysuggested>economics>asashortertermfor>economicscience>toesta!lishitselfasaseparatedisciplineoutsideofpoliticalscienceandothersocialsciences.

%Economics can &e de'ined as a socia( science t)at dea(s *it) t)e prod+ction, distri&+tion and cons+mption o' scare

reso+rces in an econom. It e/amines )o* reso+rces can &e optima(( distri&+ted to satis' t)e needs o' indiid+a(s

and t)e econom as *)o(e.

Economicsfocusesonthe!ehaviorandinteractionsofeconomicagentsandhoweconomieswor$.%onsistentwiththisfocus,primaryte't!oo$softendistinguish!etweenmicroeconomicsandmacroeconomics.Microeconomicse'aminesthe!ehaviorof!asicelementsintheeconomy,includingindividualagentsandmar$ets,theirinteractions,andtheoutcomesofinteractions.

E'ampleD- 2rrangementofiaandcold-drin$withlimitedmoneyforaparty. Buyingpenandcandiesin1/rupees.

-:$at+re and "cope o' economics:-

2. Economicscan!eseenasscienceandart.B.

Sta!iliesEconomy.%.

EconomicshelpustoanswerD- (hattoproduceF +owtoproduceF & "orwhomtoproduceF. %ontinuousprocess.E. Ma'imiesresourceutiliation.". +elpsinstrategicplanningandcontrolling.

"I2$IIC4$CE # EC#$#MIC"

0. "irstandforemost,themostimportantadvantageofeconomicsishelpingthesocietydecideandformulatethe

waysfortheoptimalallocationofitslimitedandscarceresources.

1. EconomicsprovidesusthemechanismandanalyticaltechniGuestooptimisetheutilisationoftheavaila!le

resourcesandreducewastages.

H. ptimumutilisationoftheJpportunitycostKisanotherprincipleinwhichthescarceresourcesareutilised

efficientlyaftercalculatingandchec$ingtheopportunitycost.Minimisingtheopportunitycostgivesma'imum

profits.Theuseofthisprinciple!ygovernmentsin!udgetallocationsresultsin!ettergrowthratesforanation.

L.

Thesta!ilityofaneconomyisamustforanycountryorsocietytosurviveinthelongrun.Theadoptionofsound

economicpracticesinasocietycanonlyensurethattheeconomyissta!leandgrowingatthesametime.


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.

EconomicsiseGuallyimportantfortheeconomicalgrowthofindividuals.2personmaynotneedthe$nowledge

andunderstandingofthetheoreticalsideofeconomics,!uthedefinitelyneedstounderstandthe!asic

economicpracticesthathemustfollowtosavehimselffromgoing!ro$eor!an$ruptandtoenoyahealthyandwealthylife.2lso,understandingofatleastthe!asiceconomicshelpsma'imisingtheprofit.

. Economistscanadvisegovernmentsonhowtomanagetheeconomyandavoidinflationandunemployment

throughwelldevisedeconomicpolicies.

. Economistscanalso!eofgreathelptothesociety!ysuggestingcertainpoliciestothegovernmentsto

overcomethemar$etfailurescausedduetovariousfactorssuchasunderorover-production.

%"ceince engineering 5 tec)no(og and re(ations)ip *it) economic dee(opment

"cience=from)atinscientia,meaning>$nowledge>?isasystematicenterprisethat!uildsandorganies$nowledgeintheformoftesta!lee'planationsandpredictionsa!outnatureandtheuniverse.Inanolderandcloselyrelatedmeaning,

>science>alsoreferstoa!odyof$nowledgeitself,ofthetypethatcan!erationallye'plainedandrelia!lyapplied.2practitionerofscienceis$nownasascientist.

Science helps in economic development through inventions, objectivity, open-mindness, skepticism

Engineering=from)atiningenium,meaning>cleverness>andingeniare,meaning>tocontrive,devise>?istheapplicationofscientific,economic,social,andpractical$nowledgeinordertoinvent,design,!uild,maintain,research,andimprove

structures,machines,devices,systems,materialsandprocesses.

Thedisciplineofengineeringise'tremely!road,andencompassesarangeofmorespecialiedfieldsofengineering,eachwithamorespecificemphasisonparticularareasofappliedscience,technologyandtypesofapplication.

Enigneering helps in economic development by facilitating the mechanization of production process and helping the

developemt of infrastructure

Tec)no(og=from3ree$OPQ7R,techne,>art,s$ill,cunningofhand>and-4U9:,-logiaV0W?isthecollectionoftools,includingmachinery,modifications,arrangementsandproceduresused!yhumans.

Engineeringisthedisciplinethatsee$stostudyanddesignnewtechnologies.ThehumanspeciesAuseoftechnology!eganwiththeconversionofnaturalresourcesintosimpletools.Theprehistoricdiscoveryofhowtocontrolfireincreasedtheavaila!lesourcesoffoodandtheinventionofthewheelhelpedhumansintravellinginandcontrollingtheirenvironment.

Technology means skills, knoledge or procedure for making, using and doing useful things


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Economics is c(assi'ied into t*o catagories

MIC!#EC#$#MIC"

M4C!#EC#$#MIC"

Microeconomicsisthestudyofparticularmar$ets,andsegmentsoftheeconomy.Itloo$satissuessuchasconsumer!ehaviour,individualla!ourmar$ets,andthetheoryoffirms.

Macroeconomicsisthestudyofthewholeeconomy.Itloo$satJaggregateKvaria!les,suchasaggregatedemand,nationaloutputandinflation.

Micro economics is concerned *it):

Supplyanddemandinindividualmar$ets Individualconsumer!ehaviour.e.g.%onsumerchoicetheory Individualla!ourmar$etsXe.g.demandforla!our,wagedetermination E'ternalitiesarisingfromproductionandconsumption.

Macro economics is concerned *it)

MonetaryYfiscalpolicy.e.g.whateffectdoesinterestrateshaveonwholeeconomyF Zeasonsforinflation,andunemployment Economic3rowth Internationaltradeandglo!alisation Zeasonsfordifferencesinlivingstandardsandeconomicgrowth!etweencountries. 3overnment!orrowing

Moing 'rom Micro to Macro

Ifweloo$atasimplesupplyanddemanddiagramformotorcars.Microeconomicsisconcernedwithissuessuchastheimpactofanincreaseindemandforcars.

Thismicroeconomicanalysisshowsthattheincreaseddemandleadstohigherprice,andhigherGuantity.

Macro economic ana(sis

Thisloo$satallgoodsandservicesproducedintheeconomy.

Themacrodiagramisloo$ingatZeal3=whichisthetotalamountofoutputproducedintheeconomy?insteadofGuantity.

Insteadofthepriceofagood,weareloo$ingattheoverallpricelevel=)?fortheeconomy.Inflationmeasurestheannual[changeintheaggregatepricelevel.


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Macrodiagramsare!asedonthesameprinciplesasmicrodiagrams,weustloo$atZeal3ratherthan\uantityandInflationratherthanrice)evel=)?

(ecanalsoconsiderdifferences!etweenmicroandmacroeconomics.IwillsummarisethemaindifferenceshereD

0. Smallsegmentofeconomyvswholeaggregateeconomy.1. Microeconomicswor$sonprinciplethatmar$etssooncreateeGuili!rium.Inmacroeconomics,the

economymay!einastateofdise+i(i&ri+m=!oomorrecession?foralongerperiodH. Thereislittlede!atea!outthe!asicprinciplesofmicro-economics.Macroeconomicsismore

contentious.Therearedifferentschoolsofmacroeconomicsofferingdifferente'planations=e.g.]eynesian,Monetarist,2ustrian,ZealBusinesscyclee.t.c?.

L.

Macroeconomicsplacesgreateremphasisonempiricaldataandtryingtoe'plainit.Microeconomicstendstowor$fromtheoryfirst.

7i''erences et*een Microeconomics and Macroeconomics

Themaindifferenceisthatmicroloo$satsmallsegments,andmacroloo$sat

thewholeeconomy.But,thereareotherdifferences.

E+i(i&ri+m 8 7ise+i(i&ri+m

%lassicaleconomicanalysisassumesthatmar$etsreturntoeGuili!rium=S^?.Ifdemandincreasesfasterthansupply,thiscausespricetoriseandfirmsrespond!yincreasingsupply."oralongtime,itwasassumedthatthemacroeconomy!ehavedinthesamewayasmicroeconomicanalysis.Before,the0CH/s,there

wasnKtreallyaseparate!ranchofeconomicscalledmacroeconomics.

2reat 7epression and irt) o' Macroeconomics

Inthe0CH/s,economieswereclearlynotineGuili!rium.Therewashighunemployment,outputwas!elowcapacity,andtherewasastateofdiseGuil!rium.%lassicaleconomicsdidnKtreallyhaveane'planationforthisdis-eGuili!rium,whichfromamicroperspective,shouldnKtoccur.

In0CH,_.M.]eynesproducedhisThe !eneral Theory of Employment, "nterest and #oney, thise'aminedwhythedepressionwaslastingsolong.Ite'aminedwhywecan!einastateofdiseGuili!riuminthemacroeconomy.]eyneso!servedthatwecanhaveanegativeoutputgap=diseGuili!riuminthemacroeconomy?foraprolongedtime.Inotherwords,microeconomicprinciplesofmar$etsclearing,didnKtnecessarilyapplytomacroeconomics.]eyneswasnKttheonlyeconomisttoinvestigatethisnew!ranchofeconomics."ore'ample,Iriving"ishere'aminedtheroleofde!tdeflationine'plainingthegreatdepression.But,]eynesKtheorywasthemostwideranginge'planation,andplayedalargeroleincreatingthenew!ranchofmacro-economics.

Since0CH,macroeconomicsdevelopedasaseparatestrandwithineconomics.Therehave!eencompetinge'planationsforissuessuchasinflation,recessionsandeconomicgrowth.


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"imi(arities &et*een Microeconomics and Macroeconomics

2lthoughitisconvenienttosplitupeconomicsintotwo!ranchesXmicroeconomicsandmacroeconomics,itis

tosomee'tentanartificialdivide.

`. Microprinciplesusedinmacroeconomics.Ifyoustudyimpactofdevaluation,youareli$elytousesameeconomicprinciples,suchastheelasticityofdemandtochangesinprice.

C. Microeffectsmacroeconomicsandviceversa.Ifweseeariseinoilprices,thiswillhaveasignificantimpactoncost-pushinflation.Iftechnologyreducescosts,thisena!lesfastereconomicgrowth.

0/.Blurringofdistinction.Ifhousepricesrise,thisisamicroeconomiceffectforhousingmar$et.But,housingmar$etissoinfluentialthatitcouldalso!econsideredamacro-economicvaria!le,andwillinfluencemonetarypolicy.

00.Therehave!eeneffortstousecomputermodelsofhousehold!ehaviourtopredictimpactonmacro

economy.


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Basicconceptofdemand&supply

Ineconomics,demandistheutilityforagoodorserviceofaneconomicagent,relativetohisYherincome.

emandisa!uyerAswillingnessanda!ilitytopayapriceforaspecificGuantityofagoodorservice.emandreferstohowmuch=Guantity?ofaproductorserviceisdesired!y!uyersatvariousprices.TheGuantitydemandedistheamountofaproductpeoplearewillingto!uyatacertainpricetherelationship!etweenpriceandGuantitydemandedis$nownasthedemand.Thetermdemandsignifiesthea!ilityorthewillingnessto!uyaparticularcommodityatagivenpointoftime.

efinitionD-emandisdefinedastheGuantityofgoodsorservicesthatconsumersarewillinganda!leto!uyatagivenpriceinagiventimeperiodb

E)EMENTS"EM2N

0. \uantityofcommodity.1. riceofcommodity.H. eriodofcommodity.

7ETE!MI$4$T" # 7EM4$7:-

0. riceoftheproduct*goodsD-


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riceofassociatedgoods*productD- i. Su!stitutegoodsii. %omplementarygoods

H.

IncomeoftheconsumerD-L.

StatusoftheconsumerD-. 2dvertisementeffectD-. SeasonalvariationofdemandD-. TasteoftheconsumerD-`.

Num!erofconsumerinmar$etD-C. %onsumerKse'pectationswithregardstofuturepriceD-0/.3overnmentpolicyD-

"UPPLY

Supply=S?isaschedule,whichshowsamountsofaproductaproduceriswillinganda!letoproduceandsellat

eachspecificpriceinaseriesofpossi!lepricesduringaspecifiedtimeperiod.

\uantitysupplied=\s?istheamountofaproductthatproducersarewillinganda!letoproduceandsellataparticularpriceataparticulartime.

Inanotherwords,supplyistheGuantitysuppliedatallpricesduringaspecifictimeperiod.4 c)ange in price

*i(( c)ange t)e +antit s+pp(ied, not t)e s+pp(. 4n ot)er 'actors ot)er t)an price c)ange *i(( c)ange t)es+pp(. Non-pricefactorsincludewage,priceofrelatedresources,costofproduction,ta',e'pectation,num!erofsellers,etc.

actors a''ecting "+pp(:-

2oods o*n price:The!asicsupplyrelationshipis!etweenthepriceofagoodandtheGuantitysupplied.2lthoughthereisno>)awofSupply>,generally,therelationshipispositive,meaningthatanincreaseinpricewillinduceanincreaseintheGuantitysupplied.

Prices o' re(ated goods:"orpurposesofsupplyanalysisrelatedgoodsrefertogoodsfromwhichinputsare

derivedto!eusedintheproductionoftheprimarygood."ore'ample,Spamismadefrompor$shouldersandham.Botharederivedfrompigs.Thereforepigswould!econsideredarelatedgoodtoSpam.Inthiscasetherelationshipwould!enegativeorinverse.IfthepriceofpigsgoesupthesupplyofSpamwoulddecrease=supplycurveshiftsleft?!ecausethecostofproductionwouldhaveincreased.2relatedgoodmayalso!eagoodthatcan!eproducedwiththefirmAse'istingfactorsofproduction.

Conditions o' prod+ction:Themostsignificantfactorhereisthestateoftechnology.IfthereisatechnologicaladvancementinonegoodAsproduction,thesupplyincreases.thervaria!lesmayalsoaffectproductionconditions."orinstance,foragriculturalgoods,weatheriscrucialforitmayaffecttheproductionoutputs.


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E/pectations:SellersAareconcerningfuturemar$etconditionscandirectlyaffectsupply.Iftheseller!elievesthatthedemandforhisproductwillsharplyincreaseintheforeseea!lefuturethefirmownermayimmediatelyincreaseproductioninanticipationoffuturepriceincreases.Thesupplycurvewouldshiftout.

Price o' inp+ts:Inputsincludeland,la!or,energyandrawmaterials.Ifthepriceofinputsincreasesthesupplycurvewillshiftleftassellersarelesswillingora!letosellgoodsatanygivenprice."ore'ample,ifthepriceofelectricityincreasedasellermayreducehissupplyofhisproduct!ecauseoftheincreasedcostsofproduction.

$+m&er o' s+pp(iers:Themar$etsupplycurveisthehoriontalsummationoftheindividualsupplycurves.2smorefirmsentertheindustrythemar$etsupplycurvewillshiftoutdrivingdownprices.

2oernment po(icies and reg+(ations:3overnmentinterventioncanhaveasignificanteffectonsupply.

3overnmentinterventioncanta$emanyformsincludingenvironmentalandhealthregulations,hourandwagelaws,ta'es,electricalandnaturalgasratesandoningandlanduseregulations

T)e (a* o' s+pp(

$a of supply states% &s price of a good increases, the 'uantity supplied of the good rises, and as the price of a

good decreases, the 'uantity supplied of the good falls, ceteris paribus(

ZestatedDthereisadirectrelationship!etweenprice=?andGuantitysupplied=\s?.

E/p(anation o' La* o' "+pp(

Iftheproductcostisgiven,ahigherpricemeansgreaterprofitsandthusanincentivetoincreasetheGuantitysupplied.riceandGuantitysuppliedaredirectlyrelated.

EL4"TICITY # 7EM4$7


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NIT-L

#_management_#Managementistheprocessofdealingwithorcontrollingthingsorpeopleb

2ccordingto+enri"ayol,>managementistomanageistoforecastandtoplan,toorganise,tocommand,toco-

ordinateandtocontrol.>

"redmundMali$definesitas>thetransformationofresourcesintoutility.>

Managementincludedasoneofthefactorsofproduction-alongwithmachines,materialsandmoney

2sadiscipline,managementcomprisestheinterloc$ingfunctionsofformulatingcorporatepolicyandorganiing,planning,controlling,anddirectingafirmAsresourcestoachieveapolicyAso!ectives

Maryar$er"ollett=0``X0CHH?,definedmanagementas>theartofgettingthingsdonethroughpeople>

ManagerDtheperson=s?responsi!lefordirectingtheeffortsaimedathelpingorganiationstoachievetheirgoals.

} LEVELS OF MANAGEMENT {

Top Lee( o' Management

Itconsistsof!oardofdirectors,chiefe'ecutiveormanagingdirector.Thetopmanagementistheultimatesourceofauthorityanditmanagesgoalsandpoliciesforanenterprise.Itdevotesmoretimeonplanningandcoordinatingfunctions.


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Theroleofthetopmanagementcan!esummariedasfollows-a. Topmanagementlaysdowntheo!ectivesand!roadpoliciesoftheenterprise.!. Itissuesnecessaryinstructionsforpreparationofdepartment!udgets,procedures,schedulesetc.c. Itpreparesstrategicplans&policiesfortheenterprise.

d.

Itappointsthee'ecutiveformiddleleveli.e.departmentalmanagers.e. Itcontrols&coordinatestheactivitiesofallthedepartments.f. Itisalsoresponsi!leformaintainingacontactwiththeoutsideworld.g. Itprovidesguidanceanddirection.h. Thetopmanagementisalsoresponsi!letowardstheshareholdersfortheperformanceoftheenterprise.

; Midd(e Lee( o' Management

The!ranchmanagersanddepartmentalmanagersconstitutemiddlelevel.Theyareresponsi!letothetopmanagementforthefunctioningoftheirdepartment.Theydevotemoretimetoorganiationalanddirectionalfunctions.Insmallorganiation,thereisonlyonelayerofmiddlelevelofmanagement!utin!igenterprises,theremay!esenioranduniormiddlelevelmanagement.Theirrolecan!eemphasiedas-

a. Theye'ecutetheplansoftheorganiationinaccordancewiththepoliciesanddirectivesofthetopmanagement.

!.

Theyma$eplansforthesu!-unitsoftheorganiation.c. Theyparticipateinemployment&trainingoflowerlevelmanagement.d. Theyinterpretande'plainpoliciesfromtoplevelmanagementtolowerlevel.e. Theyareresponsi!leforcoordinatingtheactivitieswithinthedivisionordepartment.f. Italsosendsimportantreportsandotherimportantdatatotoplevelmanagement.g. Theyevaluateperformanceofuniormanagers.h. Theyarealsoresponsi!leforinspiringlowerlevelmanagerstowards!etterperformance.

; Lo*er Lee( o' Management

)owerlevelisalso$nownassupervisoryYoperativelevelofmanagement.Itconsistsofsupervisors,foreman,sectionofficers,superintendentetc.2ccordingto)(*( +avis,Supervisorymanagementreferstothosee'ecutiveswhosewor$hasto!elargelywithpersonaloversightanddirectionofoperativeemployeesb.Inotherwords,theyareconcernedwithdirectionandcontrollingfunctionofmanagement.Theiractivitiesinclude-

a.

2ssigningofo!sandtas$stovariouswor$ers.!. Theyguideandinstructwor$ersfordaytodayactivities.c. Theyareresponsi!lefortheGualityaswellasGuantityofproduction.d. Theyarealsoentrustedwiththeresponsi!ilityofmaintaininggoodrelationintheorganiation.e. Theycommunicatewor$erspro!lems,suggestions,andrecommendatoryappealsetctothehigherlevelandhigherlevel

goalsando!ectivestothewor$ers.f. Theyhelptosolvethegrievancesofthewor$ers.g. Theysupervise&guidethesu!-ordinates.h. Theyareresponsi!leforprovidingtrainingtothewor$ers.i. Theyarrangenecessarymaterials,machines,toolsetcforgettingthethingsdone.. Theyprepareperiodicalreportsa!outtheperformanceofthewor$ers.$. Theyensuredisciplineintheenterprise.

l.

Theymotivatewor$ers.m. Theyaretheimage!uildersoftheenterprise!ecausetheyareindirectcontactwiththewor$ers


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Process o' Management

)2NNIN3

Z32NISIN3

ST2""IN3

IZE%TIN3

%NTZ))IN3

P(anning

ecidinginadvancewhattodo,howtodo,whytodo,wheretodoandwhowill!eresponsi!lefordoingisplanning.eterminationoftheo!ectivesof!usiness,splittingofo!ectivesintogoalsforeachdepartmentof

theorganiationandformulatingpolicies,programs,proceduresrulesandregulationsand!udgetaretheimportantstepsinvolvedinplanning.

#rgani


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7irecting

%ommunication,leadershipandsupervisionandlast!utnottheleastmotivationaretheelementscomeunder

thefunctionofmanagement,directing.irectingisnothing!utguidingandleadingthepeopleinanorganiation.Itisnotustgivinginstructions!yasuperiortothesu!-ordinates!utalsoisaprocessofsupervising,guidingandmotivatingthelattertoachievetheorganiationalgoals.Itisacomple'functionofmanagementthatensurestheemployeeswor$effectivelyandefficiently.

Supervision Motivation )eadership %ommunication

Contro((ing

Itistheprocessthatensureswhethertheresourcesareo!tainedandusedefficientlyinachievingtheorganiationalo!ectives.%ontrollingfunctionofmanagementiscloselylin$edwiththeplanningfunction!ecause,itincludeschec$ingtheperformanceofemployeestoseewhethertheplannedperformanceis!eingachieved!ythemornot.Budgetarycontrol,Inventorycontrol,Gualitycontrol,profitandlosscontrol,Managementaudit,costaccountingandcostcontrol,productioncontrol,financialcontrol,!rea$-evenanalysisandinternalauditcontrolaretheimportantcontroldevicesofcontrollingtechniGues.

a.

Esta!lishmentofstandardperformance.!.

Measurementofactualperformance.

c.

%omparisonofactualperformancewiththestandardsandfindingoutdeviationifany.d. %orrectiveaction.


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PL4$$I$2

P(anningistheprocessofthin$inga!outandorganiingtheactivitiesreGuiredtoachieveadesiredgoal.

lanninginvolvesthecreationandmaintenanceofaplan.2ssuch,planningisafundamentalpropertyofintelligent!ehavior.Thisthoughtprocessisessentialtothecreationandrefinementofaplan,orintegrationofitwithotherplansthatis,itcom!inesforecastingofdevelopmentswiththepreparationofscenariosofhowtoreacttothem.

2nimportant,al!eitoftenignoredaspectofplanning,istherelationshipitholdswithforecasting."orecastingcan!edescri!edaspredictingwhatthefuturewillloo$li$e,whereasplanningpredictswhatthefutureshouldloo$li$e.

E/:-Beforema$ingpurchaseswefutureforecastanddecidewhethertheproductshouldactually!eincartornot.

lanningisa!asicmanagementfunctioninvolvingformulationofoneormoredetailedplanstoachieveoptimum!alanceofneedsordemandswiththeavaila!leresources.Theplanningprocess=0?identifiesthegoalsoro!ectivesto!eachieved,=1?formulatesstrategiestoachievethem,=H?arrangesorcreatesthemeansreGuired,and=L?implements,andmonitorsallstepsintheirproperseGuence.

What needs to be accomplished?

When is the deadline?

Where will this be done?

Who will be responsible for it?

How will it get done?

How much time, energy, and

resources are required to

accomplish this goal?


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C#$T!#LLI$2

Contro((ingisoneofthemanagerialfunctionsli$eplanning,organizing,staffinganddirecting.Itisanimportantfunction!ecauseithelpstochec$theerrorsandtota$ethecorrectiveactionsothatdeviationfromstandardsareminimiedandstatedgoalsoftheorganiationareachievedinadesiredmanner.

2ccordingtomodernconcepts,controlisaforeseeingactionwhereasearlierconceptofcontrolwasusedonlywhenerrorsweredetected.%ontrolinmanagementmeanssettingstandards,measuringactualperformanceandta$ingcorrectiveaction.

%ontrollingmeanstocompareandfindoutthegaps!etweenE'pectedand2ctualperformances,andthenta$ingsuita!leremedialactionsto!ridgethosepossi!legaps %.S.

In0C0,+enri"ayolformulatedoneofthefirstdefinitionsofcontrolasitpertainstomanagementD

*ontrol of an undertaking consists of seeing that everything is being carried out in accordance ith the plan

hich has been adopted, the orders hich have been given, and the principles hich have been laid don( "ts

object is to point out mistakes in order that they may be rectified and prevented from recurring( V0W

2ccordingtoE")BreachD *ontrol is checking current performance against pre-determined standardscontained in the plans, ith a vie to ensure ade'uate progress and satisfactory performance(

2ccordingto+arold]oontD *ontrolling is the measurement and correction of performance in order tomake sure that enterprise objectives and the plans devised to attain them are accomplished(

C)aracteristics

%ontrolisacontinuousprocess %ontrolisamanagementprocess %ontrolisem!eddedineachleveloforganiationalhierarchy %ontrolisforwardloo$ing %ontroliscloselylin$edwithplanning %ontrolisatoolforachievingorganiationalactivities %ontrollingisanendprocess %ontrolcomparesactualperformancewithplannedperformance controlpointouttheerrorinthee'ecutionprocess %ontrollinghelpsinminimiingcost controlhelpsinachievingstandard %ontrollingsavesthetime


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!o(es and !esponsi&i(ities o' a Pro'essiona( Manager2samanager,youpro!a!lyfulfillmanydifferentroleseveryday.

"orinstance,aswellasleadingyourteam,youmightfindyourselfresolvingaconflict,negotiatingnewcontracts,representingyourdepartmentata!oardmeeting,orapprovingareGuestforanewcomputersystem.utsimply,youAreconstantlyswitchingrolesastas$s,situations,ande'pectationschange.Managemente'pertandprofessor+enryMint!ergrecogniedthis,andhearguedthattherearetenprimaryrolesor!ehaviorsthatcan!eusedtocategorieamanagerAsdifferentfunctions.ThetenrolesareD"I3ZE+E2 )E2EZ )I2ISN MNITZ ISSEMIN2TZS]ESEZSN ENTZEZENEZ ZESZ%E2))%2TZ ISTZB2N%E+2N)EZ NE3TI2TZ

The0/rolesarethendividedupintothreecategories,asfollowsDCategor !o(es

Interpersonal "igurehead)eader)iaison

Informational MonitorisseminatorSpo$esperson

ecisional Entrepreneuristur!ance+andlerZesource2llocatorNegotiator

)etAsloo$ateachofthetenrolesingreaterdetail.Interpersona( Categor

Therolesinthiscategoryinvolveproidinginformationandideas.0. ig+re)eadX2samanager,youhavesocial,ceremonialandlegalresponsi!ilities.ouAree'pectedto!easourceof

inspiration.eopleloo$uptoyouasapersonwithauthority,andasafigurehead.1. LeaderXThisiswhereyouprovideleadershipforyourteam,yourdepartmentorperhapsyourentireorganiationanditAs

whereyoumanagetheperformanceandresponsi!ilitiesofeveryoneinthegroup.H. LiaisonXManagersmustcommunicatewithinternalande'ternalcontacts.ouneedto!ea!letonetwor$effectivelyon

!ehalfofyourorganiation.

In'ormationa( Categor

Therolesinthiscategoryinvolveprocessinginformation.L.

MonitorXInthisrole,youregularlysee$outinformationrelatedtoyourorganiationandindustry,loo$ingforrelevantchangesintheenvironment.oualsomonitoryourteam,intermsof!oththeirproductivity,andtheirwell-!eing.

. 7isseminatorXThisiswhereyoucommunicatepotentiallyusefulinformationtoyourcolleaguesandyourteam.. "po=espersonXManagersrepresentandspea$fortheirorganiation.InthisroleyouAreresponsi!lefortransmitting

informationa!outyourorganiationanditsgoalstothepeopleoutsideit.7ecisiona( Categor

Therolesinthiscategoryinvolve+singinformation.. Entreprene+rX2samanager,youcreateandcontrolchangewithintheorganiation.Thismeanssolvingpro!lems,

generatingnewideas,andimplementingthem.`. 7ist+r&ance Hand(erX(henanorganiationorteamhitsanune'pectedroad!loc$,itAsthemanagerwhomustta$echarge.

oualsoneedtohelpmediatedisputeswithinit.


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IBM*+-/0*

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C. !eso+rce 4((ocatorXouAllalsoneedtodeterminewhereorganiationalresourcesare!estapplied.Thisinvolvesallocatingfunding,aswellasassigningstaffandotherorganiationalresources.

0/. $egotiatorXoumay!eneededtota$epartin,anddirect,importantnegotiationswithinyourteam,department,ororganiation.

2pplyingtheModel

ig+re)ead

"igureheadsrepresenttheirteams.Ifyouneedtoimproveor!uildconfidenceinthisarea,startwithyourimage,!ehavior,andreputation.%ultivatehumilityandempathy,learnhowtosetagoode'ampleatwor$,andthin$a!outhowto!eagoodrolemodel.

Leader

Thisistheroleyoupro!a!lyspendmostofyourtimefulfilling.Toimprovehere,start!yta$ingourGui,+ow3ood2reour)eadershipS$illsFThiswillgiveyouathoroughunderstandingofyourcurrenta!ilities.Ne't,learnhowto!eanauthenticleader,soyourteamwillrespectyou.2lso,focusonimprovingyouremotionalintelligenceX

thisisanimportants$illfor!einganeffectiveleader.Liaison

Toimproveyourliaisons$ills,wor$onyourprofessionalnetwor$ingtechniGues.oumayalsoli$etota$eourBite-SiedTrainingcourseonNetwor$ingS$ills.

Monitor

Toimprovehere,learnhowtogatherinformationeffectivelyandovercomeinformationoverload.2lso,useeffectivereadingstrategies,sothatyoucanprocessmaterialGuic$lyandthoroughly,andlearnhowto$eepup-to-datewithindustrynews.

7isseminator

To!eagooddisseminatoryouneedto$nowhowtoshareinformationandoutsideviewseffectively,whichmeansthatgoodcommunications$illsarevital.

)earnhowtoshareorganiationalinformationwithTeamBriefings.Ne't,focusonimprovingyourwritings$ills.oumightalsowanttota$eourcommunications$illsGui,tofindoutwhereelseyoucanimprove.

"po=esperson

To!eeffectiveinthisrole,ma$esurethatyou$nowhowtorepresentyourorganiationataconference.oumayalsowanttoreadourarticlesondeliveringgreatpresentationsandwor$ingwiththemedia=ifapplica!letoyourrole?.

Entreprene+r

Toimprovehere,!uildonyourchangemanagements$ills,andlearnwhatnottodowhenimplementingchangeinyourorganiation.ouAllalsoneedtowor$onyourpro!lemsolvingandcreativitys$ills,sothatyoucancomeupwithnewideas,andimplementthemsuccessfully.

7ist+r&ance Hand(erInthisrole,youneedtoe'celatconflictresolutionand$nowhowtohandleteamconflict.ItAsalsohelpfulto!ea!letomanageemotioninyourteam.

!eso+rce 4((ocator

Toimproveasaresourceallocator,learnhowtomanagea!udget,cutcosts,andprioritie,sothatyoucanma$ethe!estuseofyourresources.oucanalsouse#ZI2nalysistolearnhowtogetthe!estresultsfromtheresourcesavaila!letoyou.

$egotiator

Improveyournegotiations$ills!ylearninga!out(in-(inNegotiationandistri!utiveBargaining.oumightalsowanttoreadourarticleonrole-playingXthistechniGuecanhelpyoupreparefordifficultnegotiations.


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IBM*+-/0*

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Evolution of Management thought

rom *)ere does it &egin>>>>>>.

$ame and Year o' ma?or *or= Ma?or Contri&+tion to management

1 "rederic$(.TaylorShopManagement=0C/H?rinciplesofScientificManagement=0C00?Testimony!eforetheSpecial+ouse%ommittee=0C01?

2c$nowledgedasthefatherofscientificmanagementb.+isprimaryconcernwastoincreaseproductivitythroughgreaterefficiencyinproductionandincreasedpayforwor$ers,throughtheapplicationofthescientificmethod.+isprincipleemphasiedusingscience,creatinggroupharmonyandcooperation,achievingma'imumoutput,developingwor$ers.

9 +eneri"ayol2dministrationIndustrielleet3enerale=0C0?

+eisreferredasthefatherofthemodernmanagementtheory.+edividedindustrialactivitiesintosi'groupsnamelyDTE%+NI%2),%MMEZ%I2),"IN2N%I2),SE%ZIT,2%%NTN3&M2N23EZI2).+erecogniedtheneedforteachingmanagement.+eformulatedepicfourteenprincipalsofmanagementD-rinciplesofmanagement1. 7iision o' (a&or-"ayolpresentedwor$specialiationasthe!estwaytousethehumanresourcesoftheorganiation.9. 4+t)orit-Managersmust!ea!letogiveorders.2uthoritygivesthemthisright.Notethatresponsi!ilityariseswhereverauthorityise'ercised.3. 7iscip(ine -Employeesmusto!eyandrespecttherulesthatgoverntheorganiation.3ooddisciplineistheresultofeffectiveleadership.@. Unit o' command -Everyemployeeshouldreceiveordersfromonlyonesuperior.

A. Unit o' direction -Eachgroupoforganiationalactivitiesthathavethesameo!ectiveshould!edirected!yonemanagerusingoneplanforachievementofonecommongoal.6. "+&ordination -Theinterestsofanyoneemployeeorgroupofemployeesshouldnotta$eprecedenceovertheinterestsoftheorganiationasawhole.B. !em+neration -(or$ersmust!epaidafairwagefortheirservices.. Centra(i


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IBM*+-/0*

0C

H+go M+nsts&erg 1D19F 4pp(ication o' psc)o(og to ind+str and management.

Ga(ter 7i(( "cott1D01-1D11F 4pp(ication o' psc)o(og to adertisement, mar=eting and personne(.

Ma/ *e&er 1D@6-1D@BF T)eor o' &+rea+crac.

(e!erlistedseveralpreconditionsfortheemergenceof!ureaucracyDthegrowthinsieofthepopulation!eingadministered,thegrowthincomple'ityoftheadministrativetas$s!eingcarriedout,andthee'istenceofamonetaryeconomyreGuiringamoreefficientadministrativesystem.

(e!eridentifiedin!ureaucraciesarational-legalauthorityinwhichlegitimacyisseenascomingfromalegalorderandthelawsenactedwithinit.Thisiscontrastedwithtraditionalformsofauthority,whicharosefromphenomenali$e$inship.

Zationaliationdescri!esatransitioninsociety,whereintraditionalmotivatorsof!ehavior,li$evalues,!eliefs,andemotions,arereplacedwithrationalcalculations.

(e!ertermedtheincreasingrationaliationin(esternsocietiesan>ironcage>thattrapsindividualsinsystems!asedsolelyonefficiency,rationalcalculationandcontrol.

(e!ertermedtheincreasingrationaliationin(esternsocietiesasan>ironcage>thattrapsindividualsinsystems!asedpurelyon

efficiency,rationalcalculationandcontrol. E(ton Mao 5 .. !oet)(is&erger

1D33F

amo+s st+dies at t)e Ha*t)orne p(ant o' t)e *estern e(ectric compan.

In'(+ence o' socia( attit+des and re(ations)ips o' *or=-gro+ps on per'ormance

Peter . 7r+c=er1DB@F ecentraliationandsimplification.VH/Wruc$erdiscountedthecommandandcontrolmodelandassertedthatcompanieswor$!estwhentheyaredecentralied.2ccordingtoruc$er,corporationstendtoproducetoomanyproducts,hireemployeestheydonAtneed=whena!ettersolutionwould!eoutsourcing?,ande'pandintoeconomicsectorsthattheyshouldavoid.Theconceptof>$nowledgewor$er>inhis0CC!oo$>The)andmar$sofTomorrow>.VH0WSincethen,$nowledge-!asedwor$has!ecomeincreasingly

importantin!usinessesworldwide.Zespectforthewor$er.ruc$er!elievedthatemployeesareassetsnotlia!ilities.+etaughtthat$nowledgea!lewor$ersaretheessentialingredientsofthemoderneconomy,andthatahy!ridmanagementmodelisthesolemethodofdemonstratinganemployeeAsvaluetotheorganiation.%entraltothisphilosophyistheviewthatpeopleareanorganiationAsmostvalua!leresource,andthatamanagerAso!is!othtopreparepeopletoperformandgivethemfreedomtodoso.

G.Ed*ard deming a'ter *or(d Introd+ced +a(it contro( in ?apan.


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IBM*+-/0*

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*ar IIF

T)omas peters and !o&ert

*aterman1D9F

Identi'ied c)aracteristics o' companies t)e considers e/ce((ent.


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U$IT 8 A

PERCEPTIONefineD-

Theactorfacultyofperceiving,orapprehending!ymeansofthesensesorofthemindunderstanding.

erceptionistheorganiation,identification,andinterpretationofsensoryinformationinordertorepresentandunderstandtheenvironment.2llperceptioninvolvessignalsinthenervoussystem,whichinturnresultfromphysicalorchemicalstimulationofthesense

organs.

sychologydefinesD-asingleunifiedawarenessderivedfromsensoryprocesseswhileastimulusispresent.

Insimplewordswecansaythatperceptionistheprocess!ywhichour!rainma$escalculationsandma$esusunderstandthingseasilyon

!ehalfofourattitude,e'periencesand$nowledgeb

Theprocessofperceptionwor$sonthemodelof

Inputrocess&utput.

)etKsunderstandtherocessofperceptioneasilyD-


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IBM*+-/0*

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4!!IE!" T# PE!CEPTI#$

0.

"e(ectie PerceptionD-Numerousinaccurateimpressionsandinterpretationsarise!ecauseofwrongperceptions.Selectivenessinperceptioncan!eonesuchwrongperceptionofreality.ouhaveanatural

tendencytoacceptinformationthatis!eneficialorisunderstanda!leandtoreectinformationthatyoumight

notwishtoassimilate.Informationthatisunpleasantordifficultto!elieveisautomaticallyfilteredandreected.

Thistendencytofilteroutinformationthatdoesnotsupportyour!eliefsorviewsmayresultintheassimilation

ofinaccurateconclusions.

E'ampleD-+ereweseewhatwewanttosee,andhencecandrawunwarrantedconclusionsfromanam!iguoussituations.

1.

4ttri&+tionD-E'plainingthecauseofothersasownb

H. "tereotpingD-erceptioncanalso!einfluenced!yyour!ac$ground,up!ringing,interestsandattitudesratherthantheactualrealitystimulus.Suchinfluencemaycauseyoutostereotypeorma$egeneraliationsa!out

peopleandsituations.Stereotypingisashortcutusedtoudgeindividualsfromacertaingrouporlocality.Such

generaliationsandstereotypingmayoftenresultinwrongudgmentsandoftenleadtoinaccurateconclusions.

(henyoustereotypesomeone,youudgethatperson!asedonyourpreconceivednotionsratherthanthe

individualAsactions.

L.

Ha(o E''ectD-Thetendencyofudgingpeopleonthe!asisofasingletraitwhichmay!egoodor!ad,favora!leorunfavora!le.E'D-apersonacts!adwithyouatfirstmeeting,youwillconsiderhim!ad

throughoutyourourneytillhedidsomethingverypromisingtogainyour!elief.

. Pro?ectionD-(eudgeothers!yassumingthattheyaresimilartoourselvesYhimselfYpersonspecified.

i.e.allfatpersonscannotdance.Ili$epin$color,andsheisalsohavingpin$coloredaccessories,wewill

!egoodfriends.Ilovechallengingwor$,allloveschallengingwor$.

. E/pectancD-whatdowee'pectfromapersonatfirstsight.Ie'pectmyclasswillwor$aspermy

guidance.Me'pectscleannationthroughhisnewcleanlinessmovement.

.

irst ImpressionD-2nother!arriertoaccurateperceptionisthatofthefirstimpression.Thecliche>thefirstimpressionisthelastimpression>isademonstrationofatendencytoclingtothefirstimpressionyougained

frommeetingsomeoneforthefirsttime.Nomatterwhattheindividualdoesinthefuture,theinitialimpression

isimpossi!letoerase.Theprima-facieimpressionmaynot!eanaccurateone,!utyoumayformtheacceptance

orreectionofsomeone!asedonyourinitialimpressionwithnoconsiderationofevidenceorfacts.


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IBM*+-/0*

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Manageria( 4pp(ications o' Perception=whyperceptionisneededto!estudied?D-

ThemanagerKso!istogetwor$done!yotherpeople.Inrespectofthishealsoneedstounderstandwhatisgoingoninsidethemindsofhissu!-ordinates,howtheyarereacting,whatdotheythin$a!outtheiro!,wor$place,!ossetc.etc.

+ence,perceptionunderstandingisalsoanintegralpartofthewholeprocessanditcan!edone!yunderta$ingfollowingsimplefactorsintomindD-

2. INTEZEZSN2)(Z]IN3ZE)2TINS+I

B. SE)E%TIN"EM)EES

%. EZ"ZM2N%E2Z2IS2)

a. I$TE!PE!"#$4L G#!I$2 !EL4TI#$"HIPD-2sperthenamesuggests,interpersonalmeansthe

understandingamongtwoormorethantwopeople.Inanorganiationwehavepeopleofdifferent

cast,creed,language,tastes,interests,ho!!ies,attitudesandperception.Butorganiationse'pect

peopleto!ehavingintegrated!ehaviorsothattherewill!elesserconflictsandgreaterwell-!eing.

!. "ELECTI#$ # EMPL#YEE":-Theattitudeanderceptionofpeople!ringthemgoodo!bmeanswhile

hiring,manycompaniestryto!rowsethe!ac$groundofthecandidateswhichoutlinestheirperception

andhenceon!ehalfofthesetestresultsitisdecidedwhetherheisfitforthegoalorheneeds

perceptualtrainingorisanegativecandidate.

c. PE!#!M4$CE 4PP!4I"4LD-Thistermmeansperformancedevelopmentdecisionbandthe

perceptionofmanagersaffectthecareerevaluationofanycandidateduetoD-+istendencytoevaluate

candidate!etterthanothersduetopersonal!iasness.


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IBM*+-/0*

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LEARNINGo )earningistheactofacGuiringnew,ormodifyingandreinforcing,e'isting$nowledge,!ehaviors,s$ills,values,or

preferencesandmayinvolvesynthesiingdifferenttypesofinformation.+umanlearningmayoccuraspartof

education,personaldevelopment,schooling,ortraining.Itmay!egoal-orientedandmay!eaided!y

motivation.

o )earningisanongoingprocessincludingnew&modifiede'periences,situations,o!servationsandpractices.

o )earningisarelativelypermanentchangeinthe!ehaviororattitudeofapersonovertime."ore'amplewhena

childlearnstoreadtheyarea!letoretainthis$nowledgeand!ehaviorfortherestoftheirlives.

o Measura!leandrelativelypermanentchangein!ehaviorthroughe'perience,instruction,orstudy.

o (hereasindividuallearningisselective,grouplearningisessentiallypoliticalitsoutcomesdependlargelyon

powerplayinginthegroup.)earningitselfcannot!emeasured,!utitsresultscan!e.Inthewordsof+arvardBusinessSchoolpsychologist%hris2rgyris,learningis>detectionandcorrectionoferror>whereanerrormeans

>anymismatch!etweenourintentionsandwhatactuallyhappens.>

Natureof)earningD-

1. C)ange in &e)aior: - Ifyoulearnsomething,itwillslightly*heavilychangeyour!ehavior.E'ampleD-Ifaperson

livesin+aryanaforsomeyearstherewill!easlightchangeinhislanguageaccent.bThechangemay!egoodor

!ad.)i$elearningsmo$ingorlearningswimming.Itisnotnecessarythatchangein!ehavioralwayscomeswith

improvementoverprevious!ehavior.Butmostofthetimesitdoeschangepreviousones.

9. !ein'orcement: - Thepracticeoflearningisusuallyreinforced!yotherfactorsinordertoma$eithappen.ou

willneveroptforfashion-designinguntilandunlessyouaremotivated!ysomething,li$etherewardsassociated

withitorthecuriosityandintereststowardsit.

3. C)ange in &e)aior m+st &e &ased on some E/perience, Practice or Training

@.

C)ange in &e)aior m+st &e re(atie( permanent:- Temporarychangesmay!ereflectiveandfailstosignifyany

learning.2llchangesdonotmeanlearning.Toconstitutelearning,changesshould!erelativelypermanent.

THE#!IE" # LE4!$I$2

1. C(assica( Conditioning T)eor:- "irstdescri!ed!yIvanavlov=0`LC-0CH?.Thetypicalparadigmforclassical

conditioninginvolvesrepeatedlypairinganunconditionedstimulus=whichunfailinglyevo$esarefle'ive

response?withanotherpreviouslyneutralstimulus=whichdoesnotnormallyevo$etheresponse?."ollowing

conditioning,theresponseoccurs!othtotheunconditionedstimulusandtotheother,unrelatedstimulus=now

referredtoasthe>conditionedstimulus>?.Theresponsetotheconditionedstimulusistermedaconditioned

response.Theclassice'ampleisavlovandhisdogs.Meatpowdernaturallywillma$eadogsalivatewhenitis


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IBM*+-/0*

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putintoadogAsmouthsalivatingisarefle'iveresponsetothemeatpowder.Meatpowderistheunconditioned

stimulus=S?andthesalivationistheunconditionedresponse=Z?.Thenavlovranga!ell!eforepresenting

themeatpowder.Thefirsttimeavlovrangthe!ell,theneutralstimulus,thedogsdidnotsalivate,!utoncehe

putthemeatpowderintheirmouthsthey!egantosalivate.2fternumerouspairingsofthe!ellandthefoodthedogslearnedthatthe!ellwasasignalthatthefoodwasa!outtocomeand!egantosalivatewhenthe!ellwas

rung.ncethisoccurred,the!ell!ecametheconditionedstimulus=%S?andthesalivationtothe!ell!ecamethe

conditionedresponse=%Z?.

1.

perantconditioningisdistinguishedfromclassical conditioning=orrespondent conditioning?inthatoperant

conditioningdealswiththereinforcementand

punishmenttochange!ehavior.perant!ehavior

operatesontheenvironmentandismaintained!yits

antecedentsandconseGuences,whileclassical

conditioningismaintained!yconditioningofrefle'ive

=refle'?!ehaviors,whichareelicited!yantecedentconditions.B.".S$inner=0C/LX0CC/?


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IBM*+-/0*

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H.

C#$2$ITIVE LE4!$I$2D-3estaltviewsoflearninghave!eenincorporatedintowhathavecometo!ela!eled

cognitive theories.Two$eyassumptionsunderliethiscognitiveapproachDthatthememorysystemisanactive

organiedprocessorofinformationandthatprior$nowledgeplaysanimportantroleinlearning.%ognitive

theoriesloo$!eyond!ehaviortoconsiderhowhumanmemorywor$stopromotelearning,andanunderstandingofshorttermmemoryandlongtermmemoryisimportanttoeducatorsinfluenced!ycognitive

theory.Theyviewlearningasaninternalmentalprocess=includinginsight,informationprocessing,memoryand

perception?wheretheeducatorfocuseson!uildingintelligenceandcognitivedevelopment.Theindividual

learnerismoreimportantthantheenvironment.

L. "ocia( Learning t)eor:-Sociallearningtheoryintegrated!ehavioralandcognitivetheoriesoflearningin order to provide a comprehensive model that could account for the wide range of learninge'periences that occur in the realworld. 2s initially outlined !y Bandura and (alters in 0CH andfurtherdetailedin0C,$eytenetsofsociallearningtheoryareasfollowsD

)earningisnotpurely!ehavioralrather,itisacognitiveprocessthatta$esplaceinasocialconte't. )earningcanoccur!yo!servinga!ehaviorand!yo!servingtheconseGuencesofthe!ehavior=vicarious

reinforcement?.

)earninginvolveso!servation,e'tractionofinformationfromthoseo!servations,andma$ingdecisionsa!outtheperformanceofthe!ehavior=o!servationallearningormodeling?.Thus,learningcanoccurwithoutano!serva!lechangein!ehavior.

Zeinforcementplaysaroleinlearning!utisnotentirelyresponsi!leforlearning. Thelearnerisnotapassiverecipientofinformation.%ognition,environment,and!ehaviorallmutually

influenceeachother

Manageria( app(ications:-

lanningandimplementinglearningstrategiesfortraininganddevelopment.

nderstandinghuman!ehavior.

%ontrollingthegap!etweene'pectedandactualperformance.

"ramingstrategiesforfuture.


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IBM*+-/0*

1N

#--Pers}

nalit--#>ersonality>isadynamicandorganiedsetofcharacteristicspossessed!yapersonthatuniGuelyinfluencestheirenvironment,cognitions,emotions,motivations,and!ehavioralscienceinvarioussituations.Theword>personality>originatesfromthe)atinpersona,whichmeansmas$=Spea$*present?.Inthetheatreoftheancient)atin-spea$ing

world,themas$wasnotusedasaplotdevicetodisguisetheidentityofacharacter,!utinsteadwasaconventionemployedtorepresentortypifythatcharacter.

ersonalitycan!edefinedasconsistency in a persons ay of beingthatis,long-termconsistencyin

theirparticularwaysofperceiving,thin$ing,actingandreactingasaperson.rganisedpatternsof

thoughtandfeelingand!ehaviour.

thesetofemotionalGualities,waysof!ehaving,etc.,thatma$esapersondifferentfromotherpeople

2ttractiveGualities=suchasenergy,friendliness,andhumor?thatma$eapersoninterestingorpleasantto!ewith.

ersonalityismadeupthecharacteristicpatternsofthoughts,feelings,and!ehaviorsthatma$eapersonuniGue.Itarisesfromwithintheindividualandremainsfairlyconsistentthroughoutlife.

ersonalityisawholesomepac$age,whichconstitutesa!lendofattitude,heredity,loo$s,!ehavior,culture,e'periences,$nowledge,etcetcb-----------------------------------------------%.Sy.

7eterminants o' Persona(it:-

Heredit:-Theultimatee'planationofanindividualKspersonalityisthemolecularstructureofthegeneslocatedinthechromosomes.Itincludesphysicalstructure,facialattractiveness,gender,temperament,musclecomposition,energylevel,!iologicalrhythmsetc.

Enironment:-2perthenamesuggestenvironmentmeansthesurroundingsaroundus.+encethepersonalityofanypersonisalsoaffected!ythesociallife,situationshandled,familyandtheirculture.


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IBM*+-/0*

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(hymanagersneedtounderstandpersonalityD-

1. +elpsthemclassifyingtas$inaccordanceofpersonality.

9.

%hoosingthe!estfittalentfortheo!.

3. +elpsinsettinggoalsofteamsorgroupsinrespectofdifferentpersonalitytypes.

@. Itma$esthewor$placeworthyasdifferentpersonalitiesadddifferentGualitiestothetas$assigned.

A. Ittellsthelevelofendurance*physicalandmentalstrengthofpeoplewor$ingunderhim.

6.

Italsoplotsthedifferentothertalentsavaila!leatwor$place.

B. nderstandingpersonalityisacrucialaspecttohandleorganiationalconflictsandwor$forcestress.

. Theresultsofpersonalitytestsdeterminealineofcontrol,sothattheorganiationalplansshouldnotgo

!eyondthatlineotherwisetheoncecontrolla!lefactorsmay!ecomeuncontrolla!le.

D. Managersmust!ewellawareofvaluesofdifferentpersonalities,!ecausewecannotustignorethesetof

attitudes,!ehaviorsandperceptionofanyemployeethatmight!ringthewholepieintodump.

10. nderstandingpersonalitiesregulatesaflowofpropercommunicationatwor$place.

11. eveloptraitprofilestouseintheselectionprocessthathelpma'imiedepartmentandcompanyperformance

!yimprovingtheaccuracyofcandidateselection.

19.

)in$identifyingo!competencieswithtargetedo!profiles.

13. Identifytraitsand!ehaviorsofteammem!ersanddiscussoptimalinteractions=relationships?toimprove

individualandteamperformance.1@. +elpmanagersidentifydifferentmotivationsand!eliefsystemsoftheirstaffmem!erssotheycanmanageto

theindividual,notthegroup.


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IBM*+-/0*

H/

GROUP

2collectionofindividualswhohaveregularcontactandfreGuentinteraction,mutualinfluence,commonfeelingofcamaraderie,andwhowor$togethertoachieveacommonsetofgoals.

Interpersona( re(ations)ipJ

2ninterpersonalrelationshipisastrong,deep,orcloseassociationoracGuaintance!etweentwoormorepeoplethatmayrangeindurationfrom!rieftoenduring.Thisassociationmay!e!asedoninference,love,solidarity,regular!usinessinteractions,orsomeothertypeofsocialcommitment.Interpersonalrelationshipsareformedintheconte'tofsocial,culturalandotherinfluences.Theconte'tcanvaryfromfamilyor$inshiprelations,friendship,marriage,relationswithassociates,wor$,clu!s,neigh!orhoods,andplacesofworship.Theymay!eregulated!ylaw,custom,ormutualagreement,andarethe!asisof

socialgroupsandsocietyasawhole.Interpersonal!ehaviourishowpeopleinteractwithoneanother.Specificallyitisstudiedasthewaypeople!ehavewhenthis!ehaviourwouldaffectarelationship.Ma$ingo$es,!odylanguage,givingpresentsandgoingtopartiesareallaspects/ofinterpersonal!ehaviour.

2!#UP 7Y$4MIC"

Thesocialprocess!ywhichpeopleinteractfacetofaceinsmallgroupsiscalledgroupdynamics.b2gentscanalso!egivengrouptas$s,whichinturnmay!einfluenced!ytheirowngroup dynamics.

igeonsfloc$susehierarchicalgroup dynamics todecidewheretoflyor!iter.Thosesynchronieddipsandwavesseemtoholdsecretsa!outperceptionandgroup dynamics.


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IBM*+-/0*

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H#G T# M4E EECTIVE 2!#UP"

0. "orming.Thisstageisusuallycharacteried!ysomeconfusionanduncertainty.Themaorgoalsofthegroup

havenot!eenesta!lished.Thenatureofthetas$orleadershipofthegrouphasnot!eendetermined=)uthans,1//?.Thus,formingisanorientationperiodwhenmem!ersgetto$nowoneanotherandsharee'pectationsa!outthegroup.Mem!erslearnthepurposeofthegroupaswellastherulesto!efollowed.Theformingstageshouldnot!erushed!ecausetrustandopennessmust!edeveloped.Thesefeelingsstrengtheninlaterstagesofdevelopment.Individualsareoftenconfusedduringthisstage!ecauserolesarenotclearandtheremaynot!eastrongleader.

1. Storming.Inthisstage,thegroupisli$elytoseethehighestlevelofdisagreementandconflict.Mem!ersoftenchallengegroupgoalsandstruggleforpower.Individualsoftenviefortheleadershippositionduringthisstageofdevelopment.Thiscan!eapositivee'perienceforallgroupsifmem!erscanachievecohesivenessthroughresolution.Mem!ersoftenvoiceconcernandcriticisminthisphase.Ifmem!ersarenota!letoresolvetheconflict,thenthegroupwilloftendis!andorcontinueine'istence!utwillremainineffectiveandneveradvance

totheotherstages.

H. Norming.Thisstageischaracteried!ytherecognitionofindividualdifferencesandsharede'pectations.+opefully,atthisstagethegroupmem!erswill!egintodevelopafeelingofgroupcohesionandidentity.%ooperativeeffortshould!egintoyieldresults.Zesponsi!ilitiesaredividedamongmem!ersandthegroupdecideshowitwillevaluateprogress.

L. erforming.erforming,occurswhenthegrouphasmaturedandattainsafeelingofcohesiveness.uringthis

stageofdevelopment,individualsacceptoneanotherandconflictisresolvedthroughgroupdiscussion.Mem!ersofthegroupma$edecisionsthrougharationalprocessthatisfocusedonrelevantgoalsratherthanemotionalissues.

.

2dourning.Notallgroupse'periencethisstageofdevelopment!ecauseitischaracteried!ythedis!andmentofthegroup.Somegroupsarerelativelypermanent=)uthans,1//?.Zeasonsthatgroupsdis!andvary,withcommonreasons!eingtheaccomplishmentofthetas$orindividualsdecidingtogotheirownways.


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IBM*+-/0*

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Identifyandanalysethepro!lem

%ollectinginformationandanalysingthe

pro!lem.

&rawing2lternatives.

%hoosinga!estfit2lternative.

Implementthedecision.

Evaluationand%ontrol

TYPE" # 2!#UP"

"ormalgroupsD-aformalgroupisonethathasstructure,

officers,regularmeetings,etc.thereareusually!y-lawsandacharter."ormalgroupsarefurtherdividedintothreemaincategoriesD-

2. Command gro+psD2sperthename

suggests,commandgroupsarespecified!ytheorganiationalchartandoftenconsistofasupervisorandthesu!ordinatesthatreporttothatsupervisor.2ne'ampleofacommandgroupisanacademicdepartmentchairmanandthefacultymem!ersinthatdepartment.

B.

Tas= 'orce 2ro+psDTas$groupsconsistofpeoplewhowor$togethertoachieveacommontas$.Mem!ersare!roughttogethertoaccomplishanarrowrangeofgoalswithinaspecifiedtimeperiod.Tas$groupsarealsocommonlyreferredtoastas$forces.Theorganiationappointsmem!ersandassignsthegoalsandtas$sto!eaccomplished.E'amplesofassignedtas$sarethedevelopmentofanewproduct,theimprovementofaproductionprocess,ortheproposalofamotivationalcontest.

%.

CommitteesDapersonorgroupofpersonselectedorappointedtoperformsomeserviceorfunction,astoinvestigate,reporton,oractuponaparticularmatter.

InformalgroupsD-arethosewhichareformed!yindividualsalongthelinesoffriendships,commoninterestsorho!!ies,anddonothavetheformalstructuralelements.

cliGues^colleagues. su!-cliGues^somemem!ersofcliGueandotherspecialiedpeoples.

Group Decision Making Process


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IBM*+-/0*

HH

Understanding Work Teams

2teamcomprisesagroupofpeopleorotheranimalslin$edinacommonpurpose.+umanteamsareespeciallyappropriateforconductingtas$sthatarehighincomple'ityandhavemanyinterdependentsu!tas$s.

2team!ecomesmorethanustacollectionofpeoplewhenastrongsenseofmutualcommitmentcreatessynergy,thusgeneratingperformancegreaterthanthesumoftheperformanceofitsindividualmem!ers.

Thusteamsofgameplayerscanform=andre-form?topracticetheircraftYsport.Transportlogisticse'ecutivescanselectteamsofhorses,dogsoro'enforthepurposeofconveyingpassengersorgoods.

2llteamsaregroups,!utallteamscannot!e3roups.4(( gro+ps can &e team, &+t a(( teams cannot &e gro+ps.

3roup)ongspan*%ontinuous.

TeamfreGuentlyshortspan*dependsontas$.

7i''erence &et*een 2ro+ps and Teams:-

Gor= 2ro+ps Teams

Individualaccounta!ility Individualandmutualaccounta!ility

%ometogethertoshareinformationandperspectives

"reGuentlycometogetherfordiscussion,decisionma$ing,andpro!lemsolving,andplanning.

"ocusonindividualgoals "ocusonteamgoals

roduceindividualwor$products

roducecollectivewor$products

efineindividualroles,responsi!ilities,andtas$s

efineindividualroles,responsi!ilities,andtas$stohelpteamdoitswor$oftenshareandrotatethem

%oncernwithoneAsown

outcomeandchallenges

%oncernwithoutcomesofeveryoneand

challengestheteamfaces

urpose,goals,approachtowor$shaped!ymanager

urpose,goals,approachtowor$shaped!yteamleaderwithteammem!ers


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Tpes o' Teams

4F Pro&(em-"o(ing Teams Theyaretypicallycomposedofto01employeesfromthesamedepartmentwhomeetforafewhourseachwee$todiscusswaysofimprovingGuality,efficiency,andthewor$environment.

rganiationsarerelayingmoreandmoreonpro!lem-solvingteamstohelpsolveorganiationalpro!lems.Inpro!lem-solvingteams,mem!ersshareideasoroffersuggestionsonhowwor$processandmethodscan!eimproved.Zarely,however,aretheseteamsgiventheauthoritytounilaterallyimplementanyoftheirsuggestedactions,

B?F "e('-Managed Teams:- Theyaregenerallycomposedof0/to0peoplewhota$eontheresponsi!ilitiesoftheirformersupervisors.Typically,theseresponsi!ilitiesincludeD a?%ollectivecontroloverthepaceofwor$,!?eterminationofwor$assignments, c?rganiationof!rea$s,and d?%ollectivechoiceofinspectionproceduresused. "ullyself-managedteamsselecttheirownmem!ers,andthemem!ersevaluateeachotherKsperformance.2saresult,supervisorypositionsta$eondecreasedimportanceandmayeven!eeliminated.

CF Cross - +nctiona( Teams: -%ross-functionalteamsaremadeofemployeesata!outthesamehierarchicallevel,!utfromdifferentwor$areas,whocometogethertoaccomplishatas$.

Management Awakening

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