Mpob Print

7/31/2019 Mpob Print

1/22

Q.1. Define emotional intelligence. Explain Golemans model of

emotional intelligence.

ANS:

EMOTIONAL INTELLIGENCE:

Emotional Intelligence - EI - is a relatively recent behavioural

model, rising to prominence with Daniel Goleman's 1995 Book

called 'Emotional Intelligence'.

The early Emotional Intelligence theory was originally developed

during the 1970s and 80s by the work and writings of

psychologists Howard Gardner (Harvard), Peter Salovey (Yale)

and John 'Jack' Mayer (New Hampshire).

Emotional Intelligence is increasingly relevant to organizational

development and developing people, because the EI principles

provide a new way to understand and assess people's behaviours,

management styles, attitudes, interpersonal skills, and potential.

Emotional Intelligence is an important consideration in human

resources planning, job profiling, recruitment interviewing and

selection, management development, customer relations and

customer service, and more.


2/22

Ever since the publication of Daniel Golemans first book on the

topic in 1995, emotional intelligence has become one of the

hottest buzzwords in corporate America. For instance, when the

Harvard Business Review published an article on the topic two

years ago, it attracted a higher percentage of readers than any

other article published in that periodical in the last 40 years.

When the CEO of Johnson & Johnson read that article, he was so

impressed that he had copies sent out to the 400 top executives

in the company worldwide.

"Emotional intelligence is the capacity for recognizing our ownfeelings and those of others, for motivating ourselves, for

managing emotions well in ourselves and in our relationships."

Emotional Intelligence in Organization:

Based on Goleman's work, intelligence in business settings

typically manifests itself through four intertwined characteristics:

A strong sense of self-empowerment and self-regulation, which

together helps employees to make decisions right on the spot if

that should be necessary

A positive outlook, promoting constructive responses to the

challenges of work

An awareness of our own and other people's feelings, creating

empathy and facilitating better conversations with customers


3/22

A mastery of fear, anxiety, and the ability to tap into selfless

motives, which make it possible for employees to express feelings

of empathy and caring

To no small degree, these can be intrinsic features of a human

being's personality. Even so, companies particularly those with

far-flung networks of thousands or even tens of thousands of

employees can take practical steps to encourage and enhance

them.

Companies can begin by hiring emotionally intelligent frontlineemployees in the first place: a business starts with an obvious

advantage if it can attract people born or brought up with the

right emotional instincts for frontline employment.

Many companies can ride on the coattails of others with first-rate

customer-facing skills, since the latter have already identified the

most suitable type of employee for the work. More than half of thebranch managers hired by Bank of America in 2004, for instance,

came from retailers (such as Best Buy, The Gap, and Safeway)

outside of financial services. According to the bank, "They get the

retail mind-set and we get them to understand banking. They like

being up on their feet and don't want to sit behind a desk."

Golemans Model of Emotional Intelligence:


4/22

Daniel Goleman and the Hay Group have identified a set of

competencies that differentiate individuals with Emotional Intelligence.

The competencies fall into four clusters:

Self-Awareness: Capacity for understanding one's emotions,

one's strengths, and one's weaknesses.

Self-Management: Capacity for effectively managing one's

motives and regulating one's behavior.

Social Awareness: Capacity for understanding what others are

saying and feeling and why they feel and act as they do.

Relationship Management: Capacity for acting in such a way

that one is able to get desired results from others and reach

personal goals.

The most popular and accepted mixed model of emotional

intelligence is the one proposed by Goleman (1995). He viewed

emotional intelligence as a total of personal and social

competences. Personal competence determines how we manage

ourselves, whereas social competence determines how we handle

our interpersonal relationships.


5/22

A presentation of Golemans model of emotional intelligence.

Personal competence:

It comprises of three dimensions of emotional intelligence, such

as, self-awareness, self-regulation and motivation. Self-awareness

is the ability of an individual to observe him/herself and to

recognize 'a feeling as it happens.

The hallmarks of this ability are self-confidence, self- assessment

and openness to positive criticism. Self-regulation is the ability to

control emotions and to redirect those emotions that can have

negative impact.

Trustworthiness, integrity, tolerance of ambiguity and attitude to

accept change are some characteristics of this ability. Motivation

is the ability to channelize emotion to achieve a goal through self-

control and by moderating impulses as per the requirement of the

situation.


6/22

Social competence:

It comprises of two dimensions namely, empathy and social

skills.

Empathy is the ability to feel and get concerned for others, take

their perspective and to treat people according to their emotional

reactions. People with this ability are experts in generating and

motivating others.

Social skills are the ability to build rapport and to manage

relationships with people. People having this skill are veryeffective in persuasiveness and team management. Social skill is

the culmination of all other components of emotional intelligence

assuming that people can effectively manage social and work

relationships only when they can understand and control their

own emotion and can emphasize with the feelings of others.

Q.2. What are the hindrances that we face in perception?


7/22

ANS:

BARRIERS TO PERCEPTION:

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.

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. 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.

3. Halo Effect: The halo effect (Murphy & Anhalt, 1992) occurs when

we draw a general impression on the basis of a single characteristic. For


8/22

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.

4. Contrast Effects: Individuals do not evaluate a person in isolation.

Other persons they have encountered recently influence their reaction

to one person. 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.

5. Stereotyping: Stereotypingjudging someone on the basis of our

perception of the group to which he or she belongs. Generalization isnot without advantages (Hilton & Hippel, 1996). 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 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


9/22

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.

Q.3. Describe the bases of power.

ANS:


10/22

BASES OF POWER:

Power s the ability to make things happen in the way an individual

wants, either by self or by the subordinates. The essence of

power is control over the behavior of others (French &

Raven, 1962).

Managers derive power from both organizational and

individual sources. There two kinds of power Formal

and Informal.

Formal Power consists of the following bases - Coercive,

Reward, Legitimate, Informational

Informal Power consists of the following bases Expert,

Rational persuasion, Referent power, Charismatic power

Positional power Also called "legitimate power", it is the power

of an individual because of the relative position and duties of the

holder of the position within an organization.

Legitimate power is formal authority delegated to the holder

of the position. It is usually accompanied by various attributes of

power such as uniforms, offices etc. This is the most obvious and

the most important kind of power.

Referent power- Referent power is the power or ability of

individuals to attract others and build loyalty. It is based on the

charisma and interpersonal skills of the power holder.
http://en.wikipedia.org/wiki/Uniformhttp://en.wikipedia.org/wiki/Referent_powerhttp://en.wikipedia.org/wiki/Charismahttp://en.wikipedia.org/wiki/Interpersonal_skillshttp://en.wikipedia.org/wiki/Interpersonal_skillshttp://en.wikipedia.org/wiki/Interpersonal_skillshttp://en.wikipedia.org/wiki/Uniformhttp://en.wikipedia.org/wiki/Referent_powerhttp://en.wikipedia.org/wiki/Charismahttp://en.wikipedia.org/wiki/Interpersonal_skills


11/22

Nationalism and patriotism count towards an intangible sort

of referent power. For example, soldiers fight in wars to defend

the honor of the country.

This is the second least obvious power, but the most effective.

Advertisers have long used the referent power of sports figures for

product endorsements, for example. The charismatic appeal of the

sports star supposedly leads to an acceptance of the

endorsement, although the individual may have little real

credibility outside the sports arena.

Expert power - Expert power is an individual's power deriving

from the skills or expertise of the person and the organization's needs for

those skills and expertise. Unlike the others, this type of power is

usually highly specific and limited to the particular area in

which the expert is trained and qualified.

Reward power - Reward power depends on the ability of the power

wielder to confer valued material rewards, it refers to the degree to

which the individual can give others a reward of some kind

such as benefits, time off, desired gifts, promotions or increases

in pay or responsibility.

This power is obvious but also ineffective if abused. People who

abuse reward power can become pushy or became reprimanded

for being too forthcoming or 'moving things too quickly.

Coercive power - Coercive power is the application of negative

influences. It includes the ability to demote or to withhold other
http://en.wikipedia.org/wiki/Nationalismhttp://en.wikipedia.org/wiki/Patriotismhttp://en.wikipedia.org/wiki/Nationalismhttp://en.wikipedia.org/wiki/Patriotism


12/22

rewards. The desire for valued rewards or the fear of having them

withheld that ensures the obedience of those under power.

Coercive power tends to be the most obvious but least

effective form of power as it builds resentment and resistance

from the people who experience it.

Informational power - Informational power is based on the

potential use of informational resources. This influence can occur

through such means as rational argument, persuasion, or factual data.

Members of a group can make information into power by giving it to

others who need it, by keeping it to them, by organizing it in

some way, by increasing it, or even by falsifying it.

Q.4. Explain Sensitivity Training.

ANS:

Sensitivity training

(also known as T-group, T standing for training)


13/22

This approach evolved from the group dynamics concept of Kurt Lewin

and the first sensitivity training session was held in 1946 in State

Teachers College, New Britain, USA.

Since then, it spread to numerous training centers in USA and other

countries. Sensitivity training is a small-group interaction process in the

unstructured form which requires people to become sensitive to others

feelings in order to develop reasonable group activity.

The objectives of sensitivity training are as follows:

To make participants increasingly aware of, and sensitive to, the

emotional reactions and expressions in themselves and others.

To increase the ability of participants to perceive, and to learn

from, the consequences of their actions through attention to their

own and others feelings.

To stimulate the clarification and development of personal values

and goals consonant with a democratic and scientific approach to

problems of personal and social decisions and actions.

To develop concepts and theoretical framework for linking

personal values and goals to actions consistent with these inner

factors and situational requirements.

Process of Sensitivity Training


14/22

Sensitivity training focuses on small group (T-group) with number

of members ranging from ten to twelve. T-groups are designed to

provide members with experiential learning about group

dynamics, leadership and interpersonal relationships.

The basic T-group training or sensitivity training is to change the

standards, attitudes and behavior of individuals by using

psychological techniques and programs.

Based on the sources from where these members are drawn,

there may be three types of T-group: stranger-lab, cousin-lab,and family-lab.

In the stranger-lab, all participants are from different

organizations and they are strangers to each other.

In cousin-lab, all participants are from the same organization but

from different units.

In family lab, all participants are from the same organization and

from same unit.

Q.5. Explain the different leadership styles as per Managerial

Leadership Grid Theory.

ANS:

The Managerial and Leadership Grid:


15/22

The Ohio studies led to two dimensions of leadership behavior-

concern for tasks and concern for relations. Almost in the same

style, the Michigan University studies made the distinctionbetween job-centered and production- centered leaders.

Blake and Mouton rated these concepts in a framework called the

Managerial Grid. They interpreted the concepts in a broad way.

Blake and Mouton have used "Concern for Production" and

"Concern for People'" in their Managerial Grid on horizontal and

vertical axes respectively.

Managers may be concerned for their people and they also must

also have some concern for the work to be done. The question is,

how much attention do they pay to one or the other?

This is a model defined by Blake and Mouton in the early 1960s.It

included:

Impoverished management

Authority-compliance

Country Club management


16/22

Middle of the road management

Team management

The Managerial Grid was the original name; the modifications

were made by Robert R Blake and Anne Adams McCanse.1 After

the modifications it was named as Leadership Grid.

THE LEADERSHIP GRID

Leadership Grid an approach to understanding a leaders concern

for results (production) and concern for people.

1. The impoverished style (1, 1). The indifferent Leader (Evade &

Elude): In this style, managers have low concern for both people and

production. Managers use this style to avoid getting into trouble. The


17/22

main concern for the manager is not to be held responsible for any

mistakes, which results in less innovative decisions.

A leader uses a "delegate and disappear" management style. Since they

are not committed to either task accomplishment or maintenance; they

essentially allow their team to do whatever it wishes and prefer to

detach themselves from the team process by allowing the team to suffer

from a series of power struggles.

Features:

1. Does only enough to preserve job and job seniority.

2. Gives little and enjoys little.

3. Protects himself by not being noticed by others.

Implications:

1. Tries to stay in the same post for a long time.

Examples of Leader speak:

I distance myself from taking active responsibility for results to avoid

getting entangled in problems.If forced, I take a passive or supportive position.

2. The country club style (1, 9). The accommodating Leader

(Yield & Comply): This style has a high concern for people and a lowconcern for production. Managers using this style pay much attention to

the security and comfort of the employees, in hopes that this would

increase performance. The resulting atmosphere is usually friendly, but

not necessarily that productive.


18/22

This person uses predominantly reward power to maintain discipline and

to encourage the team to accomplish its goals. Conversely, they are

almost incapable of employing the more punitive coercive and legitimate

powers. This inability results from fear that using such powers could

jeopardize relationships with the other team members.


I support results that establish and reinforce harmony.

I generate enthusiasm by focusing on positive and pleasing

aspects of work.

3. The produce or perish style (9, 1). The Controlling Leader

(Direct & Dominate):

This believes in the authority-obedience. With a high concern forproduction, and a low concern for people, managers using this

style find employee needs unimportant; they provide their

employees with money and expect performance back. Managers


19/22

using this style also pressure their employees through rules and

punishments to achieve the company goals.

This is used in case of crisis management. People who get this

rating are very much task-oriented and are hard on their workers

(autocratic). There is little or no allowance for co-operation or

collaboration.

Heavily task-oriented people display these characteristics: they

are very strong on schedules; they expect people to do what they

are told without question or debate; when something goes wrongthey tend to focus on who is to blame rather than concentrate on

exactly what is wrong and how to prevent it; they are intolerant

of what they see as dissent (it may just be someone's creativity),

so it is difficult for their subordinates to contribute or develop.


I expect results and take control by clearly stating a course ofaction.

I enforce rules that sustain high results and do not permit

deviation.

4. The middle-of-the-road style (5, 5). The Status Quo Leader.

(Balance & Compromise):

It is Organization - man management approach, which believes that theadequate organization performance is possible through balancing the

necessity to get out work with maintaining morale of people at

satisfactory level. Managers using this style try to balance between

company goals and workers' needs. By giving some concern to both


20/22

people and production, managers who use this style hope to achieve

acceptable performance.


I endorse results that are popular but caution against taking

unnecessary risk.

I test my opinions with others involved to assure ongoing

acceptability.

5. The team style (9, 9). The Sound / Team Leader (Contribute &

Commit) :

This is based on the aspect that work accomplishment is fromcommitted people; interdependence through a common stake in

the organization purpose leads to relationships of trust and

respect. In this style, high concern is paid both to people and

production.


21/22

As suggested by the propositions of Theory Y, managers choosing

to use this style encourage teamwork and commitment among

employees. This method relies heavily on making employees feel

as a constructive part of the company.

This type of person leads by positive example and endeavours to

foster a team environment in which all team members can reach

their highest potential, both as team members and as people.

They encourage the team to reach team goals as effectively as

possible, while also working tirelessly to strengthen the bondsamong the various members. They normally form and lead some

of the most productive teams.


I initiate team action in a way that invites involvement and

commitment.

I explore all facts and alternative views to reach a sharedunderstanding of the best solution.

Q.6. Mr. Suresh Kumar is the VP- HR of a leading Financial servicescompany. He is having a meeting with Ms. Rejani Chandran leading HR

consultant. Mr. Suresh is concerned about creating an environment that

helps in increasing the job satisfaction amongst employees. Assumethat you are Ms. Rejani, the HR consultant. What suggestions you willgive to Mr. Suresh, for creating an environment that increases job

satisfaction?

ANS:


22/22

Below are the suggestions for creating an environment with

increased job satisfaction from an HR perspective:

Provide workers with responsibility-and then let them use it.

Show respect towards all the staff.

Provide a positive working environment.

Reward and recognition.

Involve and increase employee engagement.

Develop the skills and potential of your workforce.

Evaluate and measure job satisfaction.

Documents

Mpob Print