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!"#$Y
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U$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$etissoinfluentialthatitcouldalso!econsideredamacro-economicvaria!le,andwillinfluencemonetarypolicy.
00.Therehave!eeneffortstousecomputermodelsofhousehold!ehaviourtopredictimpactonmacro
economy.
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U$IT-9
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$7
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#_management_#Managementistheprocessofdealingwithorcontrollingthingsorpeopleb
2ccordingto+enri"ayol,>managementistomanageistoforecastandtoplan,toorganise,tocommand,toco-
ordinateandtocontrol.>
"redmundMali$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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0
!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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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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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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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$ersaretheessentialingredientsofthemoderneconomy,andthatahy!ridmanagementmodelisthesolemethodofdemonstratinganemployeeAsvaluetotheorganiation.%entraltothisphilosophyistheviewthatpeopleareanorganiationAsmostvalua!leresource,andthatamanagerAso!is!othtopreparepeopletoperformandgivethemfreedomtodoso.
G.Ed*ard deming a'ter *or(d Introd+ced +a(it contro( in ?apan.
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*ar IIF
T)omas peters and !o&ert
*aterman1D9F
Identi'ied c)aracteristics o' companies t)e considers e/ce((ent.
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U$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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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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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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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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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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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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#--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,$nowledge,etcetcb-----------------------------------------------%.Sy.
7eterminants o' Persona(it:-
Heredit:-Theultimatee'planationofanindividualKspersonalityisthemolecularstructureofthegeneslocatedinthechromosomes.Itincludesphysicalstructure,facialattractiveness,gender,temperament,musclecomposition,energylevel,!iologicalrhythmsetc.
Enironment:-2perthenamesuggestenvironmentmeansthesurroundingsaroundus.+encethepersonalityofanypersonisalsoaffected!ythesociallife,situationshandled,familyandtheirculture.
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(hymanagersneedtounderstandpersonalityD-
1. +elpsthemclassifyingtas$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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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$susehierarchicalgroup dynamics todecidewheretoflyor!iter.Thosesynchronieddipsandwavesseemtoholdsecretsa!outperceptionandgroup dynamics.
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H0
H#G T# M4E EECTIVE 2!#UP"
0. "orming.Thisstageisusuallycharacteried!ysomeconfusionanduncertainty.Themaorgoalsofthegroup
havenot!eenesta!lished.Thenatureofthetas$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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H1
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$sarethedevelopmentofanewproduct,theimprovementofaproductionprocess,ortheproposalofamotivationalcontest.
%.
CommitteesDapersonorgroupofpersonselectedorappointedtoperformsomeserviceorfunction,astoinvestigate,reporton,oractuponaparticularmatter.
InformalgroupsD-arethosewhichareformed!yindividualsalongthelinesoffriendships,commoninterestsorho!!ies,anddonothavetheformalstructuralelements.
cliGues^colleagues. su!-cliGues^somemem!ersofcliGueandotherspecialiedpeoples.
Group Decision Making Process
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Understanding Work Teams
2teamcomprisesagroupofpeopleorotheranimalslin$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$.
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