CU-MBA-SEM-I-Leadership & Organizational Behavior -second draft

MASTER OF BUSINESS ADMINISTRATION SEMESTER I LEADERSHIP & ORGANISATION BEHAVIOR 21MBA613

CHANDIGARH UNIVERSITY Institute of Distance and Online Learning Course Development Committee Prof. (Dr.) R.S.Bawa Pro Chancellor, Chandigarh University, Gharuan, Punjab Advisors Prof. (Dr.) Bharat Bhushan, Director – IGNOU Prof. (Dr.) Majulika Srivastava, Director – CIQA, IGNOU Programme Coordinators & Editing Team Master of Business Administration (MBA) Bachelor of Business Administration (BBA) Coordinator – Dr. Rupali Arora Coordinator – Dr. Simran Jewandah Master of Computer Applications (MCA) Bachelor of Computer Applications (BCA) Coordinator – Dr. Raju Kumar Coordinator – Dr. Manisha Malhotra Master of Commerce (M.Com.) Bachelor of Commerce (B.Com.) Coordinator – Dr. Aman Jindal Coordinator – Dr. Minakshi Garg Master of Arts (Psychology) Bachelor of Science (Travel &TourismManagement) Coordinator – Dr. Samerjeet Kaur Coordinator – Dr. Shikha Sharma Master of Arts (English) Bachelor of Arts (General) Coordinator – Dr. Ashita Chadha Coordinator – Ms. Neeraj Gohlan Academic and Administrative Management Prof. (Dr.) R. M. Bhagat Prof. (Dr.) S.S. Sehgal Executive Director – Sciences Registrar Prof. (Dr.) Manaswini Acharya Prof. (Dr.) Gurpreet Singh Executive Director – Liberal Arts Director – IDOL © No part of this publication should be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording and/or otherwise without the prior written permission of the authors and the publisher. SLM SPECIALLY PREPARED FOR CU IDOL STUDENTS Printed and Published by: TeamLease EdtechLimited www.teamleaseedtech.com CONTACT NO:01133002345 For: CHANDIGARH UNIVERSITY Institute of Distance and Online Learning 2 CU IDOL SELF LEARNING MATERIAL (SLM)

First Published in 2021 All rights reserved. No Part of this book may be reproduced or transmitted, in any form or by any means, without permission in writing from Chandigarh University. Any person who does any unauthorized act in relation to this book may be liable to criminal prosecution and civil claims for damages. This book is meant for educational and learning purpose. The authors of the book has/have taken all reasonable care to ensure that the contents of the book do not violate any existing copyright or other intellectual property rights of any person in any manner whatsoever. In the event the Authors has/ have been unable to track any source and if any copyright has been inadvertently infringed, please notify the publisher in writing for corrective action. 3 CU IDOL SELF LEARNING MATERIAL (SLM)

CONTENTS Unit 1: Leadership & Its Theories ......................................................................................... 5 Unit 2: Leadership & Its Theories ....................................................................................... 20 Unit 3: Group Behaviour And Dynamics............................................................................. 31 Unit 4: Group Behaviour And Dynamics............................................................................. 42 Unit 5: Change Management ............................................................................................... 49 Unit 6: Principles Of Management ...................................................................................... 62 Unit 7: Planning .................................................................................................................. 84 Unit 8: Organizing ............................................................................................................ 110 Unit 9: Staffing ................................................................................................................. 134 Unit 10: Leading ............................................................................................................... 158 Unit 11: Nature And Scope Of Organizational Behavior ................................................... 192 Unit 12: Personality .......................................................................................................... 212 Unit 13: Perception ........................................................................................................... 233 Unit 14: Motivation........................................................................................................... 243 4 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 1: LEADERSHIP & ITS THEORIES Structure 1.0 Learning Objectives 1.1 Introduction 1.2 Definition 1.3 Objectives of Leadership 1.4 Features of Leadership 1.5 Importance of Leadership 1.6 Traits of effective Leaders 1.7 Leadership Styles 1.8 Leadership Behavior Vs. Traits 1.9 Leadership Theories 1.10 The Managerial Grid 1.11 Summary 1.12 Keywords 1.13 Learning Activity 1.14 Unit End Questions 1.15 References 1.0 LEARNING OBJECTIVES After studying this unit, students will be able to:  Describe the features of leadership  Explain the importance of leadership  Explain the styles of leadership  Identify the qualities of a leader  Discuss the theories of leadership  Explain the grid model which measures the concern for production against concern for people. 5 CU IDOL SELF LEARNING MATERIAL (SLM)

1.1 INTRODUCTION Leadership is a study field as well as a functional skill that includes an individual's, group's, or organization's ability to \"lead,\" control, or direct other people, teams, or entire organisations. Leadership is defined as \"a process of social influence in which a person can enlist the aid and support of others in the accomplishment of a common task\" in US academic environments. Others have criticised the conventional managerial view of leadership, which holds that it is something that one person possesses or owns because of their status or authority, and instead argue for the dynamic nature of leadership that resides at all levels of the organisation, both within formal positions and outside of them. The process of shaping people's actions and encouraging them to work willingly against organisational goals is known as leadership. It is the method of directing, interacting, and empowering workers in such a way that they happily and enthusiastically achieve organisational goals. A group's members are motivated by a leader. He also acts as the group's representative to the outside world, as well as the outside world's representative to the group. 1.2 DEFINITION “Leadership is the process of encouraging and helping others to work enthusiastically toward objectives”- Keith Devis “The act of leadership is the process of influencing people so that they will strive willingly and enthusiastically toward the achievement of the group goal”- Koontz and Donnell 1.3 OBJECTIVES OF LEADERSHIP Primary Objectives 1) Organizing employees Employees come from a range of classes and cultures, each with their own goals and objectives. A successful leader, on the other hand, would strive to pull them together and get them to function as a team rather than as individuals. 2) Pursuing a common goal A good leader aims to fulfil both the short-term and long-term goals. Sales of products are an immediate target, while organizational development is a major goal. He supports other staff and team leaders in grasping the organization's big picture. 3) Organizational cohesiveness 6 CU IDOL SELF LEARNING MATERIAL (SLM)

A good leader will always strive to bring an organization together. Successful leaders review the organization's strategies to ensure that they successfully fulfil the task and messages in order to make these goals transparent to workers. 4) Motivating employees A successful leader can understand his staff and how to get the most out of them. He will mentor them and assist them in learning new skills. Secondary Objectives 5) Vision and Mission Creating a mission for an organization's ideal growth. The key is to have a strong vision for the best possible outcomes long before they happen. 6) Strategize Visualizing and designing a realistic plan for achieving the objectives. The plan should be practical and attainable. 7) Innovation Being creative is important for a leadership position to work properly. When compared to your competitors, innovation literally catapults your development. However, regardless of the business environment or the leader's pressure, it is important for a leader to maintain a constant emphasis on innovation. 8) Transformation Be prepared to adjust. A leadership goal that can assist in achieving results and should never be afraid to discard current processes. This is probably linked to the idea of creativity that we just discussed. 9) Change Resistance Change resistance can be a source of difficulty for leaders. This is precisely what can cause the most common causes of failure to emerge. True leadership's aim will be to strategize and focus on these particular failure triggers. 1.4 FEATURES OF LEADERSHIP  Influence the behaviour of others: Leadership is the ability of a person to influence the behaviour of other workers in an organisation in order to accomplish a shared purpose or goal, so that they are able to work together to achieve it. 7 CU IDOL SELF LEARNING MATERIAL (SLM)

 Inter-personal process: This is a process in which the leader communicates with his or her followers. How quickly and effectively the organization's goals are accomplished is determined by the relationship between the leader and the followers.  Attainment of common organizational goals: The aim of leadership is to encourage people in an organisation to work together to achieve common organisational goals. The leader brings people together and coordinates their actions in order to accomplish a common goal.  Continuous process: Leadership is a never-ending process. A leader must constantly guide and track his staff to ensure that their actions are directed in the same direction and that they are not deviating from their objectives.  Group process: This is a group process in which two or more individuals communicate with one another. Without supporters, a leader cannot lead.  Dependent on the situation: It is situation-dependent and it all depends on dealing with the current circumstances. As a result, there is no single best leadership style.  Maintains coordination: A leader maintains personal relationships with his followers and gives them the trust, support, and motivation they need. This leads to the development of a safe working atmosphere.  Provides training: A leader makes the appropriate plans for his employees' training.  Personal quality: A man's character and actions have an effect on others' jobs.  Guidance: A leader drives his followers toward the organization's objectives. For this reason, a leader should take action to inspire his followers.  Community of interests: The leader and his supporters must share a collection of shared interests. Both the leader and the follower have their own goals. In the absence of a shared purpose, they are going in various directions. It's not a good idea. It is the leader's duty to try and resolve the various priorities and strike a balance between individual and organisational goals.  Reciprocal relationship: Leadership establishes a mutually beneficial relationship between the leader and his followers. A leader can have an effect on his followers, and the followers can have an impact on the leader. The power is due to the desire of both the leader and the followers, and no enforcement is used. 1.5 IMPORTANCE OF LEADERSHIP  Initiating Action: Leadership begins at the very beginning, well before the work begins. A leader is someone who communicates policies and strategies to subordinates so that they can begin working. 8 CU IDOL SELF LEARNING MATERIAL (SLM)

 Providing Motivation: A leader motivates workers by providing financial and non- financial rewards, helping them to complete tasks quickly. In a person's life, motivation is the driving force.  Providing guidance: A leader not only supervises but also directs his or her subordinates in their work. He teaches his subordinates how to do their jobs efficiently so that their efforts are not wasted.  Creating confidence: A leader recognises employees' contributions, outlines their roles clearly, and directs them toward their objectives. He also resolves employee concerns and issues, restoring their trust in the company.  Building work environment: A successful leader should maintain personal communication with workers and listen to and solve their problems. He still listens to the employees' opinions and, in the event of conflict, persuades them to agree with him by offering sufficient clarifications. In the event of a confrontation, he treats it with caution and does not allow it to harm the entity. A healthy and fruitful work environment assists in the organization's long-term success.  Co-ordination: A leader should prepare his subordinates so that they can easily replace him in the future. He builds new leaders.  Creating Successors: A leader should prepare his subordinates so that they can easily replace him in the future. He builds new leaders.  Induces change: A leader persuades, clarifies, and encourages workers to consider any organisational change with little opposition or dissatisfaction. He ensures that workers are not concerned about the changes. 1.6 TRAITS OF EFFECTIVE LEADERS  Physical qualities: A good learner must have good physical characteristics such as height, weight, and so on.  Knowledge: A leader's knowledge and competence will assist in better instructing and guiding followers.  Integrity: A leader's high standards of integrity and authenticity must serve as a standard for others.  Initiative: To make the most of an organization's opportunities, a leader must have initiative and courage.  Communication skills: A good leader is a good communicator who can explain ideas and persuade others to listen to him.  Listening skills: A good leader must be a good listener; he must listen to each person's complaints and problems. 9 CU IDOL SELF LEARNING MATERIAL (SLM)

 Motivational skills: A leader must be able to inspire others. He must be able to recognise people's needs and inspire them by meeting those needs.  Self-confidence: A leader must have a high degree of self-assurance. He must also instil faith in his followers.  Decisiveness: A leader must be decisive in his job management. He should be steadfast in his convictions and refrain from changing his mind regularly.  Social skills: A leader must communicate with his colleagues and supporters in a polite and social manner. He must maintain healthy interpersonal relationships. 1.7 LEADERSHIP STYLES 1. Autocratic leadership Autocratic leaders, also known as authoritarian leaders, have total control over an organization's strength, authority, and accountability. Team or community members rarely have input or make decisions; instead, team members are concerned with carrying out the leader's decisions and choices. This style of leadership is usually very rigid, but it can be helpful to the company in circumstances that require structure, rapid decision-making, and close supervision. There are also several pitfalls: the organisation will not operate without the leader, communication will be faulty or absent, and employees will be demoralised. Example Martha Stewart epitomises autocratic leadership with her obsessive attention to detail and challenging personality. She is intimately interested in and pays close attention to the happenings inside her brands, and she makes the majority of the decisions that affect her empire. 2. Charismatic leadership Employees' and others' attitudes and values may be changed by charismatic leadership. She has the ability to influence and encourage others, and the organization's goals are usually in line with her vision. As the name implies, this type of leader is charismatic and has the ability to influence and encourage others. On the other hand, the organisation can become excessively reliant on the leader, as with autocratic leaders. Such threats include a dominant leader ignoring her workers' desires or thoughts, as well as an inability or reluctance to learn from mistakes. Example Oprah Winfrey is a charismatic woman who has the ability to influence not just her staff but people all over the world. 3. Transformational leadership 10 CU IDOL SELF LEARNING MATERIAL (SLM)

Transformational leaders, like inspirational leaders, motivate others. Unlike the previous leadership model, however, this one does not necessitate the intervention of the leader to effect change because the leader initiates transition and motivates workers to succeed. Employee efficiency and engagement are needed for transformational leadership. While this approach may help bring about real change, it can overuse certain workers at the expense of others. In addition, transformational leaders run the risk of setting unrealistically high goals for their team members. Example Walt Disney was a classic transformational leader, with a clear vision and the ability to inspire others. 4. Laissez-faire leadership Employees who work for laissez-faire leaders have a lot of independence. Leaders take a hands-off approach to handling employees, giving them the resources, they need to do their jobs while remaining out of the decision-making process, everyday duties, and obligations. Despite the fact that workers have the ability to make these choices, these leaders nevertheless take responsibility for the company's decisions. When workers are skilled in the nature of the work and inspired to succeed and do their jobs well, the laissez-faire leadership style can be effective. Workers enjoy autonomy, which can appeal to a large number of employees. If a leader is uninvolved or takes a passive approach to dealing with workers who need more input, this form of leadership may have negative implications. It can also trigger a lack of unity and cohesion within a community or team, and projects can get off track if there isn't enough oversight. Example Donna Karan is an example of a laissez-faire leader who maintains a hands-off leadership style, delegating decision-making to subordinates while monitoring her employees' results. 5. Transactional leadership Transactional leadership is based on the idea that work and programmes are both a transaction: When an employee takes a role, she agrees to \"obey\" the leader and complete the tasks and duties as assigned in return for compensation. Based on their results, workers can be compensated or disciplined. People who are optimistic and react to incentives are likely to do well under this form of leadership because responsibilities are clearly defined. Furthermore, this leadership style creates a well-defined framework that helps the company to accomplish short-term objectives. Transactional leadership, on the other hand, would not encourage workers to be innovative or creative. It also creates a static framework that can fail to adapt to change. Example 11 CU IDOL SELF LEARNING MATERIAL (SLM)

Bill Gates used and continues to use a task-oriented, goal-focused leadership style when he developed and operated Microsoft. 6. Supportive leadership Supportive leaders not only delegate and assign responsibilities to their staff, but they also provide them with the skills they need to accomplish them. They work with workers to resolve conflicts and concerns, and they provide as-needed attention and coaching. The employee retains control, but the supportive leader will step in to help the employee work through any concerns or difficulties that occur. Compassionate and conscientious leaders are more likely to be supportive of their staff. Employees feel respected and encouraged as a result. However, there are several disadvantages to supportive leadership. A supportive leader, for example, can lose respect as a manager if she only intervenes when issues occur and is less involved in the overall workflow and achievement of the organization's objectives. Example To ensure Google's success, CEO Larry Page employs a combination of leadership styles. As a supportive leader, he is active in hiring decisions, motivates and supports staff, and expects them to work independently against Google's goals and vision. 7. Democratic leadership Democratic leadership, also known as participative leadership, allows all or most group members to participate in decision-making processes. Democratic leaders stress equality and promote debate and the free flow of ideas. Although democratic leadership has a number of advantages, such as promoting innovation, stressing justice, and valuing intellect and integrity, it also has some disadvantages. Roles can be less well specified, resulting in communication issues and failures. Some members of the group, particularly those with less experience, may be less willing or able to contribute, or may believe that their contributions are not valued as highly as others'. Example Indra Nooyi, the CEO and chairman of PepsiCo, is a democratic leader who promotes connectivity and makes an effort to be interested in the lives of her employees. 1.8 LEADERSHIP BEHAVIOR VS TRAITS An individual who can be a leader, according to the behaviorist school of thought, requires adequate preparation and instruction, while a person who can be a leader, according to trait theory, must possess some intrinsic and natural characteristics known as traits. Leadership traits: It enumerates the characteristics that a leader must have from the moment he is born. It's about the attributes that a leader must possess. It notes that in order to manage such circumstances, a leader must possess certain inborn attributes, which cannot be learned. 12 CU IDOL SELF LEARNING MATERIAL (SLM)

Leadership behavior: It is a person's expected actions in a specific situation in an organization. It has to do with a collection of acts a leader can take in a given situation. Leaders do not emerge from the womb. Training and development will help you develop the qualities needed to become a leader. 1.9 LEADERSHIP THEORIES There are different forms of leadership theories that serve as the basis for various studies. Here are a few myths that are briefly explored. Leadership Theories: A 20th Century History  1900’s: the “great man” theories – it’s an innate ability; who is born to lead?  1930’s: group theory – how leadership emerges and develops in small groups.  1940’s – 50’s: trait theory – what universal traits are common to all leaders.  1950’s – 60’s: behaviour theory – what key behavioral patterns results in leadership. Figure 1.1: Leadership Theories 1. Trait Theories It was discovered that many who were generally viewed as leaders had such personal characteristics. Physical and nervous energy, a sense of mission and discretion, enthusiasm, honesty, technological mastery, decisiveness, intellect, and faith, for example, are ten attributes for successful leadership, according to Ordway Tead. Limitations of trait theory The trait theory of leadership has been questioned specifically for the following flaws: 1. At times, talents are confused with personality characteristics. 2. There are no two lists that agree on the basic qualities and traits of a leader. 3. The theory fails to define the degree to which each of the agreed-upon characteristics should be present in a person. 13 CU IDOL SELF LEARNING MATERIAL (SLM)

4. Different leadership qualities must be demonstrated at different times and in different circumstances. Different roles, such as manufacturing, distribution, and finance, necessitate slightly different leadership skills. 5. Research has shown that personal qualifications and personality characteristics should not be considered when evaluating leadership. 2. Behaviour Theories Leaders' behaviour is the subject of behaviour theory. A person's conduct is the observable actions of that individual, and it is measurable; however, a person's traits are not measurable since traits such as loyalty and trust cannot be accurately calculated. Trait theory opposes behaviour theory because trait theory states that certain traits must be present in an individual from birth in order to become a leader, while behaviour theory states that these traits can be acquired through proper training and that leaders demonstrate their traits through their actions. According to the theory, how a person behaves in a situation determines whether or not he is a leader. Limitations The biggest drawback in behaviour theory is that it suggests a particular leadership style, which may or may not be acceptable in all circumstances and may or may not be useful to a manager in all situations. 3. Situational or contingency theories According to situational leadership theory, a leader can use a different leadership style depending on the situation. He should be adaptable and capable of determining the best leadership style for a given situation. Theoretically, considerations such as the individual or community to be affected, the mission, role, and purpose should all be considered when selecting an acceptable leadership style. The following are some of the hypotheses that can be used to characterise situational leadership: 1. Fiedler’s contingency theory The leadership style and the degree of power and influence over customers, according to Fiedler, are two factors that influence a leader's effectiveness. 2. House’s path-goal theory Employees or subordinates should be aware of the incentives for particular behaviours, according to the home. He should devise some methods for rewarding beneficial behaviour. 3. Vroom and Yetton’s normative theory 14 CU IDOL SELF LEARNING MATERIAL (SLM)

This theory proposes principles for making decisions in a given situation. Theory presented five decision-making approaches that are useful in deciding what decision should be taken in a given situation. 1.10 THE MANAGERIAL GRID Blake and Mouton developed the managerial grid as a method for determining leadership style. According to them, task-oriented and relation-oriented behaviour have varying degrees of impact on leadership style. The Managerial Grid, also known as a leadership grid, was created by Robert Blake and Jane Mouton. According to them, managers' concern for people and production can be used to define leadership styles. Concern for people refers to an individual's commitment to achieving a goal, maintaining self-esteem among co-workers, and maintaining fulfilling interpersonal relationships. Concern for production, on the other hand, refers to supervisors' attitudes toward the consistency of procedures and policies, study creativity, personnel effectiveness, job performance, and output volume. The managerial grid identifies five leadership styles based on two behavioural dimensions as shown in the figure below: Figure 1.2: The Managerial Grid 1. Impoverished Management (1,1): Managers who follow this leadership style put forth the bare minimum of effort to get their subordinates' job completed. They care very little for people or production, and their primary aim is to retain their jobs and seniority. As a consequence, there is discord, frustration, and disorganisation within the company. 15 CU IDOL SELF LEARNING MATERIAL (SLM)

2. Task Management (9,1): In this case, the chief is more concerned with the performance and less concerned with his subordinates' personal needs. This is also known as a dictatorial or perish leadership style, in which subordinates are expected to complete tasks as ordered by superiors. In this leadership style, productivity will increase dramatically in the short term, but labour turnover may be high due to strict rules and procedures. 3. Middle of the Road (5,5): This boss attempts to strike a balance between the organization's priorities and his subordinates' personal needs. Here, the leader focuses on achieving adequate results by striking a balance between job demands and high morale. The organization's people and production needs are not fully fulfilled, resulting in an average output. 4. Country Club (1,9): Here, the leader places a greater focus on the subordinates' personal needs while paying less attention to the performance. This leadership style is adopted by the manager with the intention of creating a fun and enjoyable working atmosphere for his or her employees, who will become self-motivated and work harder on their own. However, paying less attention to the production may have a negative effect on the job goals and result in unsatisfactory results. 5. Team Management (9,9): According to Blake and Mouton, team management is the most powerful leadership style because it combines people and development. This style is based on McGregor's Theory Y, which states that workers are committed to achieving their goals and do not need managerial interference at every level. This type of leader believes that empowerment, trust, respect, and dedication aid in the fostering of team relationships, which leads to improved employee satisfaction and overall productivity. 1.11 SUMMARY  Leadership is the process of influencing people’s behaviour and making them strive voluntarily towards achievement of organizational goals.  Employees come from a variety of classes and cultures, each with their own goals and objectives. A successful leader, on the other hand, would strive to pull them together and get them to function as a team rather than as individuals.  Leadership is described as an individual's ability to influence the behavior of other employees in an organization in order to achieve a shared objective or goal, so that they are willing to work together to achieve it.  A successful learner must have good physical characteristics such as height, weight, and so on.  There are seven different types of leadership styles. There are six types of leadership: autocratic, charismatic, transformational, laissez-faire, transactional, supportive, and democratic. 16 CU IDOL SELF LEARNING MATERIAL (SLM)

 Leadership qualities are the attributes that a leader would have from the moment he is born.  Leadership conduct refers to a person's behaviors in a particular situation within an organization.  Trait Theories, Behavior Theories, and Situational or Contingency Theories are all examples of leadership theories.  Blake and Mouton developed the managerial grid as a method for determining leadership style. 1.12 KEYWORDS  Leadership: is the act of inspiring and assisting others in achieving goals with zeal.  Autocratic leaders: have total control over an organization's power, authority, and accountability.  Supportive leaders: Assistive leaders delegate and assign responsibilities to their subordinates.  Roles: The roles are clearly established.  Skills: Skills are often misunderstood for characteristics. 1.13 LEARNING ACTIVITY 1. The Human Icebreaker: This is a simple activity that can alleviate tension and promote discussion and contribution. Participants devise a list of questions that relate to people generally for example, “who is left-handed?” Participants then discover which team members meet the question’s criteria. After 10 minutes, the participant who has the most answers win. This activity promotes communication and helps team members build inter-personal skills. ___________________________________________________________________________ ___________________________________________________________________________ 1.14 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. Define Leadership 2. Explain the objectives of leadership 3. Discuss the features of leadership 4. Discuss about autocratic leadership 17 CU IDOL SELF LEARNING MATERIAL (SLM)

5. Explain the limitations of trait theory Long Questions 1. Explain the importance of Leadership 2. Discuss the qualities of effective leaders 3. Explain the leadership styles in detail 4. Discuss the different types of leadership theories in detail 5. “The managerial grid identifies five leadership styles based on two behavioural dimensions”. Discuss B. Multiple choice Questions 1. ______ is the process of encouraging and helping others to work enthusiastically toward objectives. a. Leadership b. Motivation c. Communication d. All of these 2. Leadership is a _______. a. Inter-personal process b. Continuous process c. Group process d. Intra-personal process 3. __________demands a high level of productivity and involvement from employees a. Autocratic leadership b. Democratic leadership c. Transformational leadership d. Laissez-faire leadership 4. _______ describes the qualities that a leader must possess from his birth. a. Leadership traits b. Leadership behaviour c. Situational theory d. All of these 5. The managerial grid has minimal concern for both the people and production. 18 CU IDOL SELF LEARNING MATERIAL (SLM)

a. Impoverished Management b. Task Management c. Country Club d. Team Management Answers 1. (d) 2. (b) 3. (c) 4. (a) 5. (a) 1.15 REFERENCES Reference Books:  R1, Marlene Caroselli, “Leadership Skills for Managers”, Tata McGraw-Hill Publication, New Delhi.  R2 Aswathappa A, “Organizational Behaviour – Text Cases and Games”, 13thEdition, Himalayan Publishing House, India. ISBN: 9789352990887. Textbooks:  T1 Kevin Dalton, “Leadership and Management Development: Developing Tomorrow’s Managers”, 1st Edition, Pearson Education, India, ISBN: 9789332511194.  T2 George, J. and Jones, G.R, “Understanding and Managing Organization Behaviour”, 5th Edition, Pearson Education, India, ISBN:9788131724965. 19 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 2: LEADERSHIP & ITS THEORIES Structure 2.0 Learning Objectives 2.1 Introduction 2.2 Hersey-Blanchard Situational Leadership Theory 2.3 Leader Member Exchange Theory 2.4 Leaders Vs Managers: Difference And Transition 2.5 Summary 2.6 Keywords 2.7 Learning Activity 2.8 Unit End Questions 2.9 References 2.0 LEARNING OBJECTIVES After studying this unit, students will be able to:  Describe the situational leadership model.  Discuss the groups of followers under situational leadership model  Explain the leader member exchange theory.  Explain the relationship between managers and subordinates  Identify the differences in leaders and managers. 2.1 INTRODUCTION According to the Hersey-Blanchard Model, no one leadership style is superior to another. Rather than relying on workplace causes, the model recommends that leaders tailor their leadership styles to the people they lead and their skills. Good leadership, according to the model, is mission- and relationship-relevant. It's an adaptable, adaptive leadership style in which leaders are encouraged to think about their followers as individuals or as a team, then consider the factors that affect the workplace before determining how to lead. This means that they can accomplish their objectives. Different theories that consider the situational aspects of leadership have been established. Each theory tries to provide its own understanding of how to be the most effective leader in different situations. 20 CU IDOL SELF LEARNING MATERIAL (SLM)

2.2 HERSEY BLANCHARD SITUATIONAL LEADERSHIP THEORY The Hersey-Blanchard Model is a leadership style that emphasises an individual's skill and willingness. The Situational Leadership Model was created by Paul Hersey and Kenneth Blanchard and is also known as the Situational Leadership Model. Unlike other leadership models, the Hersey-Blanchard model opposes the notion that companies need a single leadership style. Instead, the model recommends a leadership style that adapts to each workplace's particular circumstances. Leaders should adapt their leadership approaches to promote professional growth of their employees by assessing each employee's skill and experience. It leads to a continuum in leadership strategies that evolve as an employee's professional growth progresses. Analyzing the Hersey-Blanchard Model Employees are categorised using a diagram in the Hersey-Blanchard model based on their capability and experience. Employees are referred to as \"followers\" in the model, while managers are referred to as \"masters.\" The diagram below depicts four distinct classes of followers, each grouped according to their willingness and ability to function. The ability of a follower to perform their job successfully using a combination of abilities and experience is referred to as ability. Followers who are willing to take on a challenge and are confident in their ability to complete it are said to be willing. 21 CU IDOL SELF LEARNING MATERIAL (SLM)

Figure 2.1: Hersey-Blanchard Situational Leadership Model According to the Hersey-Blanchard model, there are four styles of followers. 1. Unable and Unwilling (D1) Since they lack the requisite skills, D1 followers are unable to complete their assignments. They're still unmotivated and doubtful of their own abilities. Furthermore, they are either reluctant or unable to complete the necessary mission. Instead of D1, the Blanchard named this follower type D2. Blanchard considers this follower style as the second stage in a follower's evolutionary growth, which is why he chose it. 2. Unable and Willing (D2) Owing to a lack of knowledge and experience, D2 followers are unable to complete their assignments. They are, however, willing to try and complete the task. It represents new employees who are eager to succeed but lack the necessary knowledge and skills. This follower style is popular among new workers who want to impress their boss but lack the 22 CU IDOL SELF LEARNING MATERIAL (SLM)

requisite work experience to be effective right away. As a result, Blanchard designated this follower style as D1, indicating that it is most likely the first stage of a follower's growth. Followers advance to development level D2 and gain some competence as they gain experience, but their dedication wanes as the mission becomes more challenging than the follower expected at the outset. 3. Able and Unwilling (D3) Followers of D3 have the ability and experience to complete their tasks, but they refuse to do so. It may be due to a lack of self–assurance in their abilities or a lack of desire to obey their leader's instructions. Commitment is variable in Blanchard's vocabulary of the D3 follower form, as it starts out small but progressively grows larger due to increased self-esteem and trust before a follower hits D4. 4. Able and Willing (D4) D4 followers possess the requisite skills and experience, as well as the faith in their ability to successfully complete tasks. Employees with the highest ability are capable of completing assignments while still taking ownership of their jobs. In Blanchard's version of the Situational Leadership Model, both competence and dedication are considered strong at this level. Leadership under the Hersey-Blanchard Model A leader must adjust their leadership strategies based on the skill and willingness of their followers, according to the Hersey-Blanchard model. A follower with a D2 development stage, for example, should be led differently than one with a D4. As a result, the Hersey-Blanchard model identifies four different leadership types, each of which corresponds to a different stage of employee growth. 1. Directing (S1) The S1 leadership style is mainly concerned with giving workers guidance. Leaders must clearly identify their roles and ensure that followers learn the foundational skills to be competitive at the S1 level because followers lack the capacity and willingness to complete their tasks. Easy orders, concise descriptions, and careful monitoring are traditional S1 leadership methods. 2. Coaching (S2) The S2 leadership style provides both direction and personal support to followers. Followers in the S2 stage of development are also unable to complete their tasks but are eager to succeed. As a result, leaders must ensure that their followers learn the requisite skills while retaining their self-assurance. As a result, followers will be able to take personal responsibility for their tasks. 3. Supporting (S3) 23 CU IDOL SELF LEARNING MATERIAL (SLM)

The S3 leadership style places a greater emphasis on assisting followers rather than giving orders. The follower has already acquired the requisite skills to complete their tasks at the S3 level. As a result, the leader should concentrate on providing input and motivation to the employee in order to inspire him or her and promote further growth. 4. Delegating (S4) Since the follower is already capable of performing their tasks independently, the S4 leadership style requires minimal guidance and support. At the S4 stage, the leader should provide assistance when required, but also give the follower power over their responsibilities. 2.3 LEADER MEMBER EXCHANGE THEORY The LMX (Vertical Dyad Linkage Theory) theory is also known as the leader member exchange theory. In the 1970s, the Leader-Member Exchange Theory was first proposed. It focuses on the relationship that develops between team members and managers. All relationships between managers and subordinates, according to the theory, go through three phases. There are the following: 1. Role-Taking. 2. Role-Making. 3. Routinization. 1. Role-Taking When team members first join the group, they take on roles. Managers use this opportunity to evaluate the talents and abilities of new employees. 2. Role-Making Following that, new team members begin working on projects and assignments as part of the team. When new team members adapt to their new positions, managers usually expect them to work hard, be trustworthy, and demonstrate trustworthiness. According to the theory, managers sort new team members into one of two classes (often subconsciously) at this point.  In-Group - Team members are placed in the In-Group if they demonstrate loyalty, trustworthiness, and ability. This community consists of the team members in whom the manager has the most confidence. Managers dedicate the bulk of their time and energy to this community, offering demanding and exciting work as well as opportunities for further training and development. In addition, this category receives more one-on-one time with the boss. People in this group also share their manager's attitude and work ethic. 24 CU IDOL SELF LEARNING MATERIAL (SLM)

 Out-Group - Team members who undermine the manager's confidence or show that they are unmotivated or inexperienced are placed in the Out-Group. The work of this group is often limited and unchallenging. Out-group participants have fewer access to the boss and are less likely to be given chances for promotion. 3. Routinization Routines between team members and their managers are formed during this final process. In- Group team members work hard to keep their managers' goodwill by demonstrating confidence, respect, empathy, patience, and perseverance. Members of the out-group can begin to hate or mistrust their bosses. Out-Group members will have to leave divisions or organisations to \"start over\" because it is so difficult to move out of the Out-Group once the perception has been formed. As team members are labelled as In-Group or Out-Group, even subconsciously, it influences how their superiors interact with them in the future, and it can become self-fulfilling. In-Group team members, for example, are often seen as rising stars by their managers, who trust them to work and perform at a high level. This is also the community to whom the manager speaks the most, providing encouragement and guidance, and to whom the manager offers the most opportunities to put their skills to the test and develop. As a result, they're more likely to progress in their roles. This holds true for the Out-Group as well. The manager devotes little, if any, time to assisting and developing this team. They are given few demanding assignments or training and promotion opportunities. They also have no hope of changing the manager's mind because they are never checked. Using the LMX theory, take the steps below to become more conscious of how you view members of your own team.  Identify Your Out-Group You probably already know who's in your Out-Group. Take a moment to write down their names. Examine why these individuals have fallen \"out of favour.\" Is there something they did deliberately to make you lose faith in them? Will they have a bad attitude at work? Is it true that they are incompetent, or do they lack motivation? Examine what they've done in the past and compare the evidence to your impressions. Are these the same, or have you exaggerated the situation?  Re-establish the Relationship It's critical that you, as the chief, make a fair effort to re-establish a relationship with members of the Out-Group team. Team members who have good relationships with their 25 CU IDOL SELF LEARNING MATERIAL (SLM)

leaders have higher morale and are more effective than those who don't, according to research reported in the Leadership Quarterly journal in 1995. As a consequence, improving your relationship would help both you and your company. Remember that this community may be suspicious of any recognition or support from you; after all, they may not have earned it in the past. First, meet with each team member individually. Take the opportunity to inquire about their work satisfaction. What are their professional ambitions? What would you do to make their jobs more exciting or difficult for them? A one-on-one meeting will also assist you in determining the psychological contract the individual has with you. That is, they expect unspoken benefits from you as their leader. They can believe the psychological contract has been broken if they are in the Out-Group. When you've had a chance to reconnect with your team mates through one-on-one meetings, do everything you can to stay in touch. Rolling around or dropping by their office to see if they need assistance with projects or assignments is a good way to practise management. Make an attempt to get to know these teammates on a personal level.  Provide Training and Development Opportunities Note that the Leader-Member Exchange Theory's greatest benefit is that it alerts you to any unintentionally - and probably unfairly - shown bias for certain team members, enabling you to provide all of your team members with sufficient opportunities for training, growth, and advancement. A mentoring or coaching partnership with you can be helpful to members of the Out-Group team. You would also want to give them low-risk opportunities to practice and improve their skills. Make sure you're assigning the right task to the right individual by using task allocation techniques. Also, learn how to set effective and practical targets for these team members in our Bite-Sized Training session, Setting Goals for Your Team. 2.4 LEADER VS MANAGERS: DIFFERECE AND TRANSITION A Manager A Leader Administers Innovates 26 CU IDOL SELF LEARNING MATERIAL (SLM)

Maintains Develops Focuses on systems and structure Focuses on people and emotions Control systems and people Inspires people Accepts the way things are Challenges the way things are Has a short-range view Has a long-range perspective Manages tasks Leads people 2.5 SUMMARY  The Hersey-Blanchard Model is a leadership style that emphasises an individual's skill and willingness. The Situational Leadership Model is another name for it.  Unwilling and unwilling followers are unable to complete their assignments due to a lack of knowledge and experience. They are, however, eager to try to complete the mission. It represents new workers who are eager to succeed but lack the necessary experience and skills.  The LMX or Vertical Dyad Linkage Theory, which is also known as the leader member exchange theory.  A boss oversees and a chief innovates.  Members of the in-group team are often regarded as rising stars, and the manager has confidence in them to work and perform at a high level. 2.6 KEYWORDS  Directing: The directing leadership style is mainly concerned with giving workers guidance.  Coaching: A coaching leadership style offers both guidance and personal encouragement to followers.  Supporting: The leadership style focuses on helping followers rather than issuing orders.  Role-Taking: This happens when new team members are added to the community.  A Leader: A leader is concerned with people and their feelings. 27 CU IDOL SELF LEARNING MATERIAL (SLM)

2.7 LEARNING ACTIVITY 1. What’s your “default” style, and what are some of the pros & cons of that style? ___________________________________________________________________________ ___________________________________________________________________________ 2.8 UNIT END QUESTIONS 28 A. Descriptive Questions. Short Questions 1. Draw a framework of Hersey-Blanchard Situational Leadership Model 2. Discuss four groups of followers under Hersey-Blanchard model. 3. Explain four distinct leadership styles under Hersey-Blanchard model. 4. Write short note on role taking and role making. 5. Explain In-group and Out-group. Long Questions 1. Discuss the Hersey-Blanchard Situational Leadership Model in detail. 2. Explain the leader member exchange theory in detail. 3. Differentiate Leaders Vs Managers. B. Multiple choice Questions 1. Hersey-Blanchard model outlines _______distinct leadership styles. a. Two b. Three c. Four d. Five 2. The leader member exchange theory has _____stages. a. Two b. Three c. Four CU IDOL SELF LEARNING MATERIAL (SLM)

d. Five 3. ________team members are often seen as rising stars and the manager trusts them to work and perform at a high level. a. In-Group b. Out-Group c. Both a & b d. None of these 4. ________ members may start to dislike or distrust their managers. a. In-Group b. Out-Group c. Both a & b d. None of these 5. A manager _______ a. Administers b. Innovates c. Develops d. Inspires people Answers 1. (c) 2. (b) 3. (a) 4. (b) 5. (a) 2.9 REFERENCES Reference Books:  R1, Marlene Caroselli, “Leadership Skills for Managers”, Tata McGraw-Hill Publication, New Delhi.  R2 Aswathappa A, “Organizational Behaviour – Text Cases and Games”, 13thEdition, Himalayan Publishing House, India. ISBN: 9789352990887. Textbooks: 29 CU IDOL SELF LEARNING MATERIAL (SLM)

 T1 Kevin Dalton, “Leadership and Management Development: Developing Tomorrow’s Managers”, 1st Edition, Pearson Education, India, ISBN: 9789332511194.  T2 George, J. and Jones, G.R, “Understanding and Managing Organization Behaviour”, 5th Edition, Pearson Education, India, ISBN:9788131724965. 30 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 3: GROUP BEHAVIOUR AND DYNAMICS Structure 3.0 Learning Objectives 3.1 Introduction 3.2 Meaning & Definition 3.3 Importance 3.4 Types Of Groups 3.5 Formation Of Groups/Stages Of Group Development 3.6 Summary 3.7 Keywords 3.8 Learning Activity 3.9 Unit End Questions 3.10 References 3.0 LEARNING OBJECTIVES After studying this unit, students will be able to:  Explain about group behaviour  Discuss the importance of group behaviour  Classify the types of groups.  Identify the formation of groups.  Explain the stages of group development. 3.1 INTRODUCTION People that share a common purpose behave in a similar manner, which might vary from how they would usually behave if they were alone or as individuals. It is the type of conduct that happens when individuals behave in concert or as a group. Students on a courtesy call to the governor of a state or while engaging in a peaceful protest are two examples. The activities that take place in small groups such as the family, peer groups, and so on are often referred to as group behaviour. It's crucial to research group conduct. Person and group actions are not the same. Productivity is affected by group behaviour. 31 CU IDOL SELF LEARNING MATERIAL (SLM)

3.2 MEANING & DEFINITION The term \"gang\" has a variety of connotations. In general, we use the word \"gang\" with three key considerations in mind: I. When a group of people is seated or working together. The most important factor is the physical proximity of a group of people who are together at the same time for some reason. II. A location where people are identified as belonging to a community. People may appear to have no relationship with one another, but they share certain characteristics, so we identify them as a group. III. When people are members of a community. This community has a fixed structure, and its members feel a sense of belonging to the organisation. “A group consists of two or more interacting persons who share common goals, have a stable relationship, are somehow interdependent and perceive that they are in fact part of a group.” - Paulus 3.3 IMPORTANCE The meaning of group activity has been noted on many occasions. Elton Mayo and his colleagues performed the famous Hawthorne experiments in 1920 and discovered that group behaviour has a significant effect on productivity. People make up human capital, and individuals travel in groups. Any manager must have a thorough understanding of both group and individual conduct. He needs to be aware of group psychology. Person actions must be interpreted in the sense of group behaviour. The behaviour of individuals is affected by the behaviour of the group. The community in which a person moves has an impact on his career, job satisfaction, and successful results. Small groups of workers operate as a team at the lower levels of the company. They are responsible for completing a mission assigned to them within a certain amount of time. If they run into a dilemma, they solve it on their own. They receive assistance from senior co- workers in resolving and completing the issue. It goes without saying that classes play an important role in the lives of employees. At work, they spend a growing amount of time with the company. 32 CU IDOL SELF LEARNING MATERIAL (SLM)

A community, according to M.E. Shaw, is “two or more individuals who communicate and influence one another.” Viewers in a theatre or train riders are not a party unless they engage for an extended period of time and exert some effect on one another. The term \"list\" refers to such gatherings of people. They don't communicate much and aren't affected by each other, but they enjoy being in the set. If a group of people is trapped in a dangerous situation such as a fire or theft, they may be temporarily transformed into a group. They can overcome a problem by fighting together as a group. 3.4 TYPES OF GROUPS Many methodologies are used to classify the various types of groups that exist within an organization. Groups are normally divided into formal and informal categories. Groups are grouped into operating groups in certain organizations, such as functional, mission, and interest groups. Formal groups: A group of workers in a company who have been brought together to ensure that job and work processes operate smoothly. For example, in the customer service department, a structured group of five to six people might be formed to address customer concerns. The primary aim of structured groups is to promote interactions among members and the achievement of organizational goals. Members of formal groups must approach work activities with a serious attitude. In general, a structured group has a specific goal or purpose that it must meet in order to succeed. Formal groups, unlike informal groups, are created out of necessity, and group members are expected to work toward the achievement of defined goals. In no way, shape, or form, the members should take a lenient attitude toward the predetermined goal. Informal groups: Informal groups form as a result of interactions among members of formal groups. These are generated at random. They have mutual interests. For example, formal groups may share a shared interest in cricket matches and may enjoy discussing cricket games in depth. As a consequence, they can form an informal community. These organizations primarily serve the purpose of meeting the needs of community members in compliance with social demands. Members of the informal community play cricket games together and spend teatime breaks together as a result of their interaction. Functional Groups: Functional groups are formed by an entity's structure. It is responsible for establishing and sustaining the superior-subordinate relationship. It is referred to as a formal entity because it assists in the execution of particular tasks. Support of accountants to the manager of an accounts department is an example of a functional group. Computer operators assist the various department heads in the same way. 33 CU IDOL SELF LEARNING MATERIAL (SLM)

Task or Project Groups: A group of people can be formed for the purpose of completing a specific task or achieving a specific goal. These groups can be used for a short or long period of time. Project or mission groups are the names given to these types of groups. The following is an example of a job or project community. Assume that a plant manager in a chemical factory's manufacturing unit believes that there is a need to identify potential safety problems in that plant. As a result, the manager will design a workforce of four to five people for coordinated efforts. Superintendents of production and maintenance departments, safety engineers, and heads of technical departments are examples of these individuals. The members of these specific groups will discuss these safety issues and come up with a suitable solution within the timeframes specified. Interest and Friendship Groups: Formal and informal friendship groups are usually formed based on mutual characteristics such as age and interests. Employee’s band together to search out fringe benefits to ensure that they are implemented. For example, to get more vacation time during the holidays, or to help a coworker who was fired for no apparent reason. In these cases, the participants join together to advance their shared goals. As a result of the shared characteristics of individual members of a group, friendship groups emerge. Recreational or social groups are examples of friendship groups. 3.5 FORMATION OF GROUPS The steps in the creation of a group should be followed in the order mentioned below: Forming This is the first level, and it only lasts a few days (or weeks). Members begin by training for their new roles and tasks. Furthermore, the feelings are optimistic. To prepare for the difficult times ahead, the groups should start by learning about team processes. It is, however, important that they learn dispute resolution, communication, group decision-making, and time management skills. Storming During this time, there are numerous fights and disagreements. People tend to experience annoyance, disappointment, and rage as a source of stress. Furthermore, the work remains unfinished as the problem worsens. Managers are often irritated and upset about the situation, so they might be inclined to interfere. Members go through an emotional roller coaster that ranges from elation to despair. Furthermore, the situation appears to be dire. Storms can last anywhere from a few days to a few months. In addition, without adequate preparation and support, the team's growth can be delayed. Normally, conflicts are frowned upon. In an organisation, however, they are the description of normal, natural, and even essential events. It is important that the community manages it well because they are outstanding at assisting in the growth of ability and trust for the next level. 34 CU IDOL SELF LEARNING MATERIAL (SLM)

Norming The community works on individual and social problems during the norming stage. The community creates its own set of rules and starts to trust one another. Furthermore, as the group's interpersonal abilities grow, it becomes even more professional. Members start learning the art and skill of problem-solving. They also undergo cross-training and acquire fresh and appropriate work skills. This period typically lasts between 4 and 12 months. Performing At this point, the group is ready to begin working on its mission and assigned tasks. At this point, the community has gotten to know one another and has a clear understanding of what needs to be done and what cannot be done. When the community is ready to work, the performing stage starts, and it finishes when the job is done. Adjourning The group is adjourned after the performance stage. The adjourning stage brings the group forming phase to a close. And until the mission assigned to the group is done, the group is adjourned. 3.6 STAGES OF GROUP DEVELOPMENT 1) TUCKMAN AND JENSONS – FIVE STAGE LIFE CYCLE MODEL Tuckman outlines the following five stages of community development: Forming: During the forming process, participants try to figure out where they fit in the group and how others interpret them. The participants take their interactions with one another, as well as the group's superficial relationships, very seriously. Members of the party do not necessarily express their feelings in the same way. The newcomers are well-aware of their place in the group and how they will fit in permanently. The main aim of the party, its structure, and its dominance are all in jeopardy. Members go through a series of tests to learn about different forms of behavior patterns. When the participants begin to see themselves as a member of the group and a matter of belonging to it, the process is said to be complete. Storming: During the storming stage, groups begin to express disagreement, anxiety, and anger. The members start to wonder about the positions of informal leaders. This period is often referred to as the conflict stage. When there are differences between the classes, it is also known as the sub-grouping level. Members acknowledge the existence of the party, but they cannot escape its dominance. Disagreements about the group's controlling authority can arise. Following the completion of the storming stage, the defined community has a simple and precise hierarchy of leaders. 35 CU IDOL SELF LEARNING MATERIAL (SLM)

Norming: This stage emphasizes close relationships and group cohesiveness. The group's goal is to develop certain values, achieve those standards with a sense of unity, understand group goals, engage in decision-making, speak openly, and try to address complex issues. This stage clarifies the tasks of group members, and group members recognize the importance of task roles. Members of the community gain trust from being a member of it. Performing: The basic characteristic of this stage is participant integration and teamwork. Members of the community engage in the assessment and control of their own performance levels in order to prepare for future growth and development. The members of a group create and embrace the group's relationships and structure. Members of a community will use the energy they have acquired to help them work better. In their hearts, there are no feelings of uncertainty or anxiety. The activities of community members are well-coordinated and structured in order to achieve organizational objectives. At this stage, the group members are fully satisfied with their maintenance and task tasks. Adjourning: This process focuses on the completion of operations rather than the completion of individual tasks. At this time, the community does not value high standards of efficiency. During the terminal stage, members cease to communicate with one another and concentrate their attention on completion. These individuals' responses can vary from one another. Some participants are proud of their accomplishments, while others are unhappy with the care they have received from other members of the party. Some members are also saddened by the loss of friendship that evolved over time. It's worth noting that these phases of community growth are merely illustrative. These aren't regulated by any laws or regulations. In certain cases, groups do not advance from one point to the next. Several stages, such as storming and performing, are taking place at the same time. In certain cases, a higher number of disputes resulted in higher levels of results. 2) THE PUNCTUATED-EQUILIBRIUM MODEL: The equilibrium model emphasizes the degree to which group members complete tasks. It is dependent on the amount of time left to complete a specific mission. Timings for group composition and the manner in which changes are made must be consistent during the group growth stages. The following activities are needed to meet the requirements of the equilibrium model: i. Direction of the group ii. Inertia iii. Transitional stage from earlier pattern to new opportunities for achievement of results 36 CU IDOL SELF LEARNING MATERIAL (SLM)

Direction of the group: At the group's first meeting, the members will decide how to set the group's direction for achieving its goals. As a result of the emergence of behavior patterns and assumptions, various action plans are created. These action plans are expected to occur during the group's early stages of growth. Inertia: When a group becomes blocked, this is referred to as inertia. The group cannot re- evaluate its decisions, and the members of the group recall previous assumptions and patterns of behavior. The group's activity patterns and assumptions can be influenced by new challenges and opportunities. However, at this stage, the community is unable to make decisions based on new knowledge. As a consequence, this stage is referred to as inertia. Transitional stage from earlier pattern to new opportunities for achievement of results: During this stage, the community goes through a transitional period in which it abandons old and conventional behavior patterns and assumptions in favor of new opportunities for achieving the goal. During this time, participants experience new developments, the removal of old habits, and the introduction of new methods. At this point, the group members are focused on completing current tasks, and each person's roles and responsibilities are effectively fulfilled. The participants are made aware that they have a finite period of time to complete the group's mission. Comparison of these two models of Group Development: In the punctuated-equilibrium model, there are characteristics of groups that have inertia encounters interspersed with cycles of significant changes, and participants are conscious of time limits and deadlines. The five-stage model of group growth aids in the combination of the norming and formation phases. Storming occurs as a result of the poor output standard. The performance levels progressively improve, culminating in a stressful operation and adjourning point. This model is well-liked because it is relationship-based and sequential. It is also known as a non-sequential model because it is the best result of the outcomes. It describes how task and project-based groups are developed and implemented in the workplace. Three Critical Periods during the Group Development: Period I - Initial Period of Meetings: There is no structure defined in the early stages of groups, and leaders are often consulted. They are unclear about their positions and obligations. There are times when the stress is heavy, and participants are less willing to 37 CU IDOL SELF LEARNING MATERIAL (SLM)

participate. Members' functions are clearly specified, pecking orders are formed, and evaluation criteria are identified during the initial meetings. Period II - Midpoint: At this point, there is a lot of stress, and group innovation stagnates. During this time, there seems to be a lot of emotional and physical stress. Period III - Crises Point: Task urgency causes the completion of defined tasks to be accelerated. Conflict resolution and an inconsistency between mission specifications and relationships are critical factors to consider. More considerations are taken into consideration, such as communication skills and member attendance. 3) BENNIS AND SHEPARD MODEL OF GROUP DEVELOPMENT: The task or project groups are the focus of this model. According to the report, these groups go through four stages of development: Orientation: During this point, group members are concerned with the following activities: developing group structure, group rules, contact levels, group networks, relationships and dependence on one another, evaluating leadership positions, authority and responsibility management, and establishing a strategy for achieving goals. Internal Problem Solving: This stage involves tasks such as detecting and managing member disputes, clarifying laws, establishing relationships between structures and priorities, and fostering a positive environment among group members. Growth and Productivity: At this level, members are guided toward achieving objectives. It aids in the development of data and feedback systems. There is a sense of unity among the members of the party. Evaluation and Control: This is the final step, and it relies heavily on the leaders' assistance in providing input and tracking actions. Inter-group dependencies and functions have been properly revised and strengthened. Members are highly motivated to accomplish their objectives. Application of Bennis Model of Group Development: It is the manager's responsibility to consider the type of leadership position that a group requires in order to effectively guide the group toward the achievement of defined goals. For example, in a group of project engineers, some of the members are experiencing interpersonal conflict. During the internal process, the manager must attempt to fix the issue so that 38 CU IDOL SELF LEARNING MATERIAL (SLM)

significant issues do not arise. Until the party is sent to the building site, it should be resolved. Internal issues that are not addressed by internal means have a negative impact on a group's results. If the project is not completed within the specified time frame, it is possible that the disputes are caused by interdependencies among the participants. 3.6 SUMMARY  Group behaviour refers to people who share a common interest acting in a coordinated manner that may vary from how they would act if they were alone or as individuals.  A community is made up of two or more people who communicate and have similar goals.  Formal groups are formed on purpose by an organisation to assist its members in achieving some of the organization's most relevant objectives.  Informal groups, on the other hand, emerge naturally from an organization's participants without the intervention of organisational authorities.  Tuckman was the one who came up with the five key stages of community conversation. Tuckman's 5 stages of group growth were another name for them. 3.7 KEYWORDS  Group Behaviour: This term also refers to the interactions that occur in small groups.  Types of groups: formal and informal.  Forming: This is the first stage and only lasts a few days (or weeks).  Norming: This stage emphasizes close relationships and group cohesiveness.  Inertia: When a group is blocked, this is referred to as inertia. 3.8 LEARNING ACTIVITY 1. Why is ‘the adjourning phase’ a critical phase in the formation of a group? ______________________________________________________________________________ ______________________________________________________________________________ 3.9 UNIT END QUESTIONS 39 A. Descriptive Questions Short Questions CU IDOL SELF LEARNING MATERIAL (SLM)

1. What is meant by group? 2. Define group. 3. What is meant by group behaviour? 4. State the importance of group behaviour. 5. Write short note on forming and storming under group formation. Long Questions 1. Classify the types of groups 2. Explain the formation of groups 3. Discuss the stages of group development in detail 4. Explain five stage life cycle model of Tuckman And Jensons. 5. Explain the punctuated-equilibrium model 6. Discuss Bennis and Shepard model of group development B. Multiple choice Questions 1. _________affects productivity. a. Group behaviour b. Group dynamics c. Group cohesiveness d. None of the above 2. ________ are formed when a group of employee’s bands together to seek some common objectives. a. Friendship groups b. Interest groups c. Reference groups d. Task groups 3. There are ______ stages of group development 40 a. 3 b. 4 CU IDOL SELF LEARNING MATERIAL (SLM)

c. 5 d. 6 4. _______ stage emphasizes on proximate relations and togetherness in groups. a. Forming b. Norming c. Storming d. Performing 5. ________ is the integration and coordination amongst members form the basic characteristic of this stage. a. Forming b. Norming c. Storming d. Performing Answers 1. (a) 2. (b) 3. (c) 4. (b) 5. (d) 3.10 REFERENCES Reference Books:  R1, Marlene Caroselli, “Leadership Skills for Managers”, Tata McGraw-Hill Publication, New Delhi.  R2 Aswathappa A, “Organizational Behaviour – Text Cases and Games”, 13thEdition, Himalayan Publishing House, India. ISBN: 9789352990887. Textbooks:  T1 Kevin Dalton, “Leadership and Management Development: Developing Tomorrow’s Managers”, 1st Edition, Pearson Education, India, ISBN: 9789332511194.  T2 George, J. and Jones, G.R, “Understanding and Managing Organization Behaviour”, 5th Edition, Pearson Education, India, ISBN:9788131724965. 41 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 4: GROUP BEHAVIOUR AND DYNAMICS Structure 4.0 Learning Objectives 4.1 Introduction 4.2 Meaning & Definition 4.3 Importance 4.4 Theories of Group Dynamics 4.5 Group Decision Making Techniques 4.6 Summary 4.7 Keywords 4.8 Learning Activity 4.9 Unit End Questions 4.10 References 4.0 LEARNING OBJECTIVES After studying this unit, students will be able to:  State the importance of group dynamics  Discuss the theories of group dynamics  Explain the strength of group decision making  Discuss the weakness of group decision making  Describe the advantages that groups offer over individuals in the making of decisions. 4.1 INTRODUCTION Group dynamics is an arrangement of practices and mental methods happening inside a social organization, or between social meetings. The study of group dynamics can assist in comprehension, decision-making, and actions, as well as monitoring the spread of diseases in the public domain, designing effective treatment systems, and following the growth and notoriety of new ideas and technologies. Understanding racism, as well as various forms of social partiality and segregation, is based on group dynamics. Brain science, humanism, behavioral sciences, political science, and the study of disease transmission, teaching, social work, industry, and correspondence studies all consider these applications of the field. 42 CU IDOL SELF LEARNING MATERIAL (SLM)

4.2 MEANING & DEFINITION The word dynamics means ‘force’. The analysis of forces within a group is known as group dynamics. Group dynamism is inevitable since humans have an inherent ability to belong to a group. We may see small and large groups working for the benefit of an organisation or a society. Community dynamism is a social phenomenon in which people communicate with one another in small groups. A community has a common set of objectives and goals, and its members are united by shared beliefs and culture. Group dynamics is a concept used in organisational growth to describe how people act in groups while attempting to solve a problem or make a decision. A successful manager will serve as a facilitator, assisting the community in achieving its goals and making the best decisions possible. Group mechanism happens in some forms of groups, such as personal development groups, when people meet in groups for purposes other than task completion (e.g., encounter groups, study groups, prayer groups). In such instances, a facilitator with experience in group processes may be useful. According to Keith Davis- “The social process by which people interact face to face in small groups is called group dynamics.” It is concerned with the interaction of individuals in a face-to-face relationship. It focuses on teamwork; wherein small groups are constantly in contact with each other and share their ideas to accomplish the given tasks. In other words, “Group-dynamics is concerned with the formation and structure of groups and the way they affect individual members, other groups and the organisation.” 4.3 IMPORTANCE 1. The party has the power to sway the decisions of its members. The experiences of other members of the group always have an effect on the members. 2. A group with a strong leader performs better than one with a poor leader. 3. The group will have a synergistic effect, which means that if the group is made up of optimistic thinkers, the production will often be more than doubled. 4. Members can experience job satisfaction as a result of group dynamism. 5. The community should foster a sense of belonging among its members. 43 CU IDOL SELF LEARNING MATERIAL (SLM)

6. Members' attitudes, perceptions, and ideas are all influenced by community dynamism. Negative thinkers, for example, may be transformed to positive thinkers with the assistance of the facilitator. 7. If the community works together as a cohesive team, collaboration and convergence will contribute to improved productivity. Finally, due to emotional attachment among group members, group dynamism may reduce labour strife and turnover. 4.4 THEORIES Different psychologists have developed a variety of theories on group dynamics. Apart from \"Propinquity,\" George Homans' basic theory also addresses behaviours, interaction, and feelings in the creation of a group. This suggests that people form communities and join them as they collaborate closely. It may be a matter of proximity, either geographically or spatially. Assume that people who work in the same office or department become close and form a group. This can be achieved in a formal or informal way. They work together on a particular task and eventually grow feelings for each other. As a consequence, the group is formed. Though the propinquity theory has many benefits in terms of explaining why a group forms, it has one major drawback: it is not analytical. It is unable to take into account several complex aspects of information technology. Propinquity cannot adequately discuss the dynamic aspects of community creation in today's organisational structure, which is more network or interactive. 1. Balance Theory: Several other ideas about group formation have been proposed. However, they only show one or two aspects of group composition. Theodre Newcomb created \"Balance Theory,\" which is considered to be the most detailed of so many theories. “Two or more people associate with each other because they share similar attitudes and values,” according to this theory. Politics, job, faith, lifestyle, and marriage are among them.” Individuals in the community attempt to maintain equilibrium between attitudes and values through contact and proximity, but if they can't, they back out, resulting in relationship disconnection, according to the theory. 2. Exchange Theory: This is a sociological and psychological hypothesis. The cost-benefit analysis is taken into account in this principle. The word \"cost\" here refers to the feelings of anxiety, anger, humiliation, and exhaustion that come with being a part of a group. The term \"benefit\" refers 44 CU IDOL SELF LEARNING MATERIAL (SLM)

to the fulfilment of one's personal needs. People will enter a group if the incentive is greater than the cost. Attitude, proximity, and interaction are all important factors that aid in the formation or disintegration of a group. As a result, incentives and rewards are traded for costs (anxiety, anger, etc.), and the community is created and improved if the rewards and benefits are greater. 4.5 GROUP DECISION MAKING TECHNIQUES Many of the steps in the decision-making process can be performed more effectively in groups. They provide information collection with both breadth and depth of input. If the community is made up of people from various backgrounds, the options produced should be more diverse, and the analysis should be more important. Strengths of Group Decision-making: The following features highlight the key advantages that groups have over individuals when it comes to decision-making.  More information and knowledge: By pooling the expertise of many people, the community may contribute more to the decision-making process.  Increased diversity of views: When a group participates in the decision-making process, it adds heterogeneity to the mix, allowing for more approaches and alternatives to be considered.  Increased acceptance of a solution: Greater acceptance of a solution by a community encourages higher satisfaction for those who would adopt it.  Increased legitimacy: Since collective decision-making is more aligned with demographic values, it can be viewed as more credible than individual decisions. Some of the main weakness of group decision making:  Time-consuming: Putting together a group takes time  Pressures to conform: Group members' desire to be embraced and seen as valued members of the group may contribute to the suppression of any overt dissent, thereby promoting conformity among viewpoints.  Domination by the few: A select few individuals attempt to dominate the group debate. If these individuals are average, the group's collective effectiveness would suffer.  Ambiguous responsibility: When a community makes a decision, each individual's responsibility is diminished. 45 CU IDOL SELF LEARNING MATERIAL (SLM)

4.6 SUMMARY  Group dynamics is a collection of activities and thought processes that take place within a social organization or between social gatherings.  Due to emotional attachment among group members, group dynamism may reduce labour strife and turnover.  Apart from \"Propinquity,\" George Homans' basic theory also addresses behaviors, interaction, and feelings in the creation of a group.  Groups are a great way to complete all of the steps in the decision-making process.  Since group decision-making aligns with demographic values, it can be viewed as more legitimate than individual decisions. 4.7 KEYWORDS  Group dynamism: is a social mechanism in which people engage in small groups with one another.  Groups: They're perfect for conducting a lot of the steps in the decision-making process.  Cost: refers to the feelings of anxiety, anger, humiliation, and exhaustion that come with being a member of a group.  Facilitator: A person with experience in group processes may be beneficial in the role of facilitator.  Time-consuming: Putting together a community takes time. 4.8 LEARNING ACTIVITY 1. “A sound knowledge about group dynamics and the things to know about group dynamics in the workplace”. Suggest it. ______________________________________________________________________________ ______________________________________________________________________________ 4.9 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. Define group dynamics. 2. Explain the importance of group dynamics. 3. Write about balance theory. 46 CU IDOL SELF LEARNING MATERIAL (SLM)

4. List the strength of group decision making. 5. List the weakness of group decision making. Long Questions 1. Explain about exchange theory in detail. 2. Discuss the theories of group dynamics 3. Explain the strength of group decision making 4. Discuss the weakness of group decision making 5. Discuss the techniques of group decision making. B. Multiple choice Questions 1. The social process by which people interact with each other in small groups can be called _________. a. Group Behaviour b. Group Dynamics c. Group Cohesiveness d. Group Norms 2. _________ group decision making process is consistent with demographic ideals. a. Increased legitimacy b. Increased acceptance of a solution c. Increased diversity of views d. More information and knowledge 3. An individual with expertise in group process can be helpful in the role of _______. a. Mentor b. Facilitator c. Expert d. None of these 4. __________ theory states that two or more individuals interact with each other as they have common attitudes and values. a. Balance theory b. Exchange theory c. Both a & b 47 CU IDOL SELF LEARNING MATERIAL (SLM)

d. None of these 5. ______ is also called as socio-psychological theory. a. Balance theory b. Exchange theory c. Both a & b d. None of these Answers 1. (b) 2. (a) 3. (b) 4. (a) 5. (b) 4.10 REFERENCES Reference Books:  R1, Engleberg, Isa N.; Wynn, Dianna R. “Working in groups”, 4th Edition, 2007, p,175- 193.  R2 T. S. O’Connell, B. Cuthbertson, “Group Dynamics in Recreation and Leisure”, Human Kinetics, Illinois, 2009. Textbooks:  T1 Kevin Dalton, “Leadership and Management Development: Developing Tomorrow’s Managers”, 1st Edition, Pearson Education, India, ISBN: 9789332511194.  T2 George, J. and Jones, G.R, “Understanding and Managing Organization Behavior”, 5th Edition, Pearson Education, India, ISBN:9788131724965. 48 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 5: CHANGE MANAGEMENT Structure 5.0 Learning Objectives 5.1 Introduction 5.2 Meaning & Definition 5.3 Levels of Change Management 5.4 Characteristics of Change Management 5.5 Importance of Change Management 5.6 Types of Change 5.7 Change Management Process 5.8 Change Management Strategies 5.9 Stability Vs Change 5.10 Summary 5.11 Keywords 5.12 Learning Activity 5.13 Unit End Questions 5.14 References 5.0 LEARNING OBJECTIVES After studying this unit, students will be able to:  Identify the levels of change management.  Explain the importance of change management process  Discuss the types of change  Explain the process of change management  Describe the strategies of change management. 5.1 INTRODUCTION The process, methods, and strategies used to handle the people side of change in order to achieve the desired business result are known as change management. Change management refers to the collection of organisational resources that can be used to assist individuals in making successful personal changes that lead to change acceptance and realisation. 49 CU IDOL SELF LEARNING MATERIAL (SLM)

Any change in an organization's overall work atmosphere is referred to as change. Changes in technology, organisational structure, working procedures, job climate, organisational strategy, and even people's roles can all be influences. When one aspect of an entity undergoes transition, the other is required to change as well. If the move is positive, people would happily support it. There is a lot of opposition if it isn't attractive. People can adopt an attitude of indifference if it is of no significance to them. If they believe the change would harm their growth and prosperity, they will use counter-pressure to oppose it. This reaction is focused on their interpretation, not actually on truth or evidence. As a consequence, the adjustment must be strong enough to withstand the counter-pressure. Change has become a necessity as a result of technological advancements and changes in the social climate. The company maintains a balance or equilibrium if the transition happens. As a result, people within the company learn to predict different environmental relationships. They learn to adapt. The essence is that when people feel motivated to adapt, and when they do, they are simply adapting to a new situation, resulting in a state of equilibrium with the new world. Since change occurs on a constant basis, this process continues and never ends. 5.2 MEANING & DEFINITION A structured approach to dealing with the transition or improvement of an organization's goals, procedures, or technology is known as change management. The aim of change management is to put in place techniques for bringing about change, controlling it, and assisting people in adjusting to it. According to Markus Wanner: “Change management is an organized, systematic application of the knowledge, tools, and resources of change that provides organizations with a key process to achieve their business strategy”. According to John Kotter’s: “Change management refers to a set of basic tools or structures intended to keep any change effort under control. The goal is often to minimize the distractions and impacts of the change”. 5.3 LEVELS OF CHANGE MANAGEMENT Change management can occur on three levels, and your approach to implementing long-term change will vary greatly depending on where you begin: Individual Change On a personal level, individual change management focuses on the close creation and implementation of new styles and processes. This can be honed by one-on-one mentoring or 50 CU IDOL SELF LEARNING MATERIAL (SLM)