Q1. Define Emotional intelligence. Explain Golemans model of emotional intelligence.? Ans.

Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. Emotional intelligence is critical to managing your behavior, moving smoothly through social situations, and making critical choices in life. There are four emotional intelligence skills and they group under two primary competencies: personal competence and social competence. Emotional intelligence (EQ) is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and diffuse conflict. Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others.

Originally coined by two US psychologists, Peter Salovey and John Mayer, emotional intelligence refers to a learned ability to perceive, understand and express our feelings accurately and to control our emotions so that they work for us, not against us. In other words Ei is about: _ Knowing how you and others feel and what to do about it _ Knowing what feels good and what feels bad and how to get from bad to good _ Possessing emotional awareness, sensitivity and the management skills that will help us to maximise our long-term happiness and survival.
Various models and definitions have been proposed of which the ability and trait EI models are the most widely accepted in the scientific literature. Ability EI is usually measured using maximum performance tests and has stronger relationships with traditional intelligence, whereas trait EI is usually measured using self-report questionnaires and has stronger relationships with personality. Criticisms have centered on whether the construct is a real intelligence and whether it has incremental validity over IQ and the Big Five personality dimensions.[1]

History/Origin
The earliest roots of emotional intelligence can be traced to Charles Darwin's work on the importance of emotional expression for survival and, second, adaptation.[2] In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people.[3]

Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe these factors.[2] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences[4] introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability.[5] Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to fully explain performance outcomes. The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985.[6] However, prior to this, the term "emotional intelligence" had appeared in Leuner (1966).[7] Stanley Greenspan (1989) also put forward an EI model, followed by Salovey and Mayer (1990),[8] and Daniel Goleman (1995). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000.[9]

Attributes
Emotional intelligence consists of four attributes:

Self-awareness You recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have selfconfidence. Self-management Youre able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances. Social awareness You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization. Relationship management You know how to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.

Models

Substantial disagreement exists regarding the definition of EI, with respect to both terminology and operationalizations. Currently, there are three main models of EI:

Ability EI model Mixed models of EI (usually subsumed under trait EI)[10][11] Trait EI model

Different models of EI have led to the development of various instruments for the assessment of the construct. While some of these measures may overlap, most researchers agree that they tap different constructs.

Ability model
Salovey and Mayer's conception of EI strives to define EI within the confines of the standard criteria for a new intelligence.[12] Following their continuing research, their initial definition of EI was revised to "The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth." The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment.[13][14] The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities:
1. Perceiving emotions the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifactsincluding the ability to identify one's own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible. 2. Using emotions the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand. 3. Understanding emotions the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time. 4. Managing emotions the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.

The ability EI model has been criticized in the research for lacking face and predictive validity in the workplace.[15]
Measurement of the ability model

The current measure of Mayer and Salovey's model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based problemsolving items.Consistent with the model's claim of EI as a type of intelligence, the test is

modeled on ability-based IQ tests. By testing a person's abilities on each of the four branches of emotional intelligence, it generates scores for each of the branches as well as a total score. Central to the four-branch model is the idea that EI requires attunement to social norms. Therefore, the MSCEIT is scored in a consensus fashion, with higher scores indicating higher overlap between an individual's answers and those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the amount of overlap is calculated between an individual's answers and those provided by a group of 21 emotion researchers.[14] Although promoted as an ability test, the MSCEIT is unlike standard IQ tests in that its items do not have objectively correct responses. Among other challenges, the consensus scoring criterion means that it is impossible to create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed emotionally "intelligent" only if the majority of the sample has endorsed them. This and other similar problems have led some cognitive ability experts to question the definition of EI as a genuine intelligence. By Fllesdal,[17] the MSCEIT test results of 111 business leaders were compared with how their employees described their leader. It was found that there were no correlations between a leader's test results and how he or she was rated by the employees, with regard to empathy, ability to motivate, and leader effectiveness. Fllesdal also criticized the Canadian company Multi-Health Systems, which administers the MSCEIT test. The test contains 141 questions but it was found after publishing the test that 19 of these did not give the expected answers. This has led Multi-Health Systems to remove answers to these 19 questions before scoring, but without stating this officially.

Mixed models
The model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines five main EI constructs (for more details see "What Makes A Leader" by Daniel Goleman, best of Harvard Business Review 1998):
1. Self-awareness the ability to know one's emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions. 2. Self-regulation involves controlling or redirecting one's disruptive emotions and impulses and adapting to changing circumstances. 3. Social skill managing relationships to move people in the desired direction 4. Empathy - considering other people's feelings especially when making decisions and 5. Motivation - being driven to achieve for the sake of achievement.

Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies. Goleman's model of EI has been criticized in the research literature as mere "pop psychology" (Mayer, Roberts, & Barsade, 2008).

Measurement of the Emotional Competencies (Goleman) model

Two measurement tools are based on the Goleman model:

1. The Emotional Competency Inventory (ECI), which was created in 1999, and the Emotional and Social Competency Inventory (ESCI), which was created in 2007. 2. The Emotional Intelligence Appraisal, which was created in 2001 and which can be taken as a self-report or 360-degree assessment.[20] Bar-On model of emotional-social intelligence (ESI)

Bar-On[2] defines emotional intelligence as being concerned with effectively understanding oneself and others, relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands.[21] Bar-On posits that EI develops over time and that it can be improved through training, programming, and therapy.[2] Bar-On hypothesizes that those individuals with higher than average EQs are in general more successful in meeting environmental demands and pressures. He also notes that a deficiency in EI can mean a lack of success and the existence of emotional problems. Problems in coping with one's environment are thought, by Bar-On, to be especially common among those individuals lacking in the subscales of reality testing, problem solving, stress tolerance, and impulse control. In general, Bar-On considers emotional intelligence and cognitive intelligence to contribute equally to a person's general intelligence, which then offers an indication of one's potential to succeed in life.[2] However, doubts have been expressed about this model in the research literature (in particular about the validity of selfreport as an index of emotional intelligence) and in scientific settings it is being replaced by the trait emotional intelligence (trait EI) model discussed below.[10]
Measurement of the ESI model

The Bar-On Emotional Quotient Inventory (EQ-i), is a self-report measure of EI developed as a measure of emotionally and socially competent behavior that provides an estimate of one's emotional and social intelligence. The EQ-i is not meant to measure personality traits or cognitive capacity, but rather the mental ability to be successful in dealing with environmental demands and pressures.[2] One hundred and thirty three items (questions or factors) are used to obtain a Total EQ (Total Emotional Quotient) and to produce five composite scale scores, corresponding to the five main components of the Bar-On model. A limitation of this model is that it claims to measure some kind of ability through self-report items (for a discussion, see Matthews, Zeidner, & Roberts, 2001). The EQ-i has been found to be highly susceptible to faking (Day & Carroll, 2008; Grubb & McDaniel, 2007).

Trait EI model
Soviet-born British psychologist Konstantin Vasily Petrides ("K. V. Petrides") proposed a conceptual distinction between the ability based model and a trait based model of EI and has been developing the latter over many years in numerous scientific publications.[9][22] Trait EI is "a constellation of emotional self-perceptions located at the lower levels of personality."[22] In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self perceived abilities and is measured by self report, as opposed to the ability based model which refers to actual abilities, which have proven highly resistant to scientific measurement. Trait EI should be investigated

within a personality framework.[23] An alternative label for the same construct is trait emotional self-efficacy. The trait EI model is general and subsumes the Goleman and Bar-On models discussed above. The conceptualization of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an important distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it.[9]
Measurement of the trait EI model

There are many self-report measures of EI,[24] including the EQ-i, the Swinburne University Emotional Intelligence Test (SUEIT), and the Schutte EI model. None of these assess intelligence, abilities, or skills (as their authors often claim), but rather, they are limited measures of trait emotional intelligence.[22] One of the more comprehensive and widely researched measures of this construct is the Trait Emotional Intelligence Questionnaire (TEIQue), which was specifically designed to measure the construct comprehensively and is available in many languages. The TEIQue provides an operationalization for the model of Petrides and colleagues, that conceptualizes EI in terms of personality.[25] The test encompasses 15 subscales organized under four factors: Well-Being, Self-Control, Emotionality, and Sociability. The psychometric properties of the TEIQue were investigated in a study on a French-speaking population, where it was reported that TEIQue scores were globally normally distributed and reliable.[26] The researchers also found TEIQue scores were unrelated to nonverbal reasoning (Raven's matrices), which they interpreted as support for the personality trait view of EI (as opposed to a form of intelligence). As expected, TEIQue scores were positively related to some of the Big Five personality traits (extraversion, agreeableness, openness, conscientiousness) as well as inversely related to others (alexithymia, neuroticism). A number of quantitative genetic studies have been carried out within the trait EI model, which have revealed significant genetic effects and heritabilities for all trait EI scores.[27] Two recent studies (one a metaanalysis) involving direct comparisons of multiple EI tests yielded very favorable results for the TEIQue. [11][28].

Importance of emotional intelligence (EQ)?

As we know, its not the smartest people that are the most successful or the most fulfilled in life. You probably know people who are academically brilliant and yet are socially inept and unsuccessful at work or in their personal relationships. Intellectual intelligence or IQ isnt enough on its own to be successful in life. IQ can help you get into college but its EQ that will help you manage the stress and emotions of sitting your final exams. Emotional intelligence affects:

Your performance at work. Emotional intelligence can help you navigate the social complexities of the workplace, lead and motivate others, and excel in your career. In

fact, when it comes to gauging job candidates, many companies now view emotional intelligence as being as important as technical ability and require EQ testing before hiring. Your physical health. If youre unable to manage your stress levels, it can lead to serious health problems. Uncontrolled stress can raise blood pressure, suppress the immune system, increase the risk of heart attack and stroke, contribute to infertility, and speed up the aging process. The first step to improving emotional intelligence is to learn how to relieve stress. Your mental health. Uncontrolled stress can also impact your mental health, making you vulnerable to anxiety and depression. If you are unable to understand and manage your emotions, youll also be open to mood swings, while an inability to form strong relationships can leave you feeling lonely and isolated. Your relationships. By understanding your emotions and how to control them, youre better able to express how you feel and understand how others are feeling. This allows you to communicate more effectively and forge stronger relationships, both at work and in your personal life.

Goleman identified the five 'domains' of EQ as: 1 . K n o w i n g 2 . M a n a g i n g y o u r y o u r e m o t i o n s . o w n e m o t i o n s .

3 . M o t i v a t i n g

y o u r s e l f .

4.Recognising and understanding other people's emotions. 5.Managing relationships, o f others.Emotional i.e., managing the emotions

Intelligence embraces and draws from numerous other branches of behavioural, emotional and communications theories, such as NLP (Neuro-Linguistic Programming), Transactional Analysis, and empathy. By developingour Emotional Intelligence in these areas and the five EQ domains we canbecome more productive and successful at what we do, and help others to bemore productive and successful too. The process and outcomes of EmotionalIntelligence development also contain many elements known to reduce stress forindividuals and organizations, by decreasing conflict, improving relationships andunderstanding, and increasing stability, continuity and harmony
The most popular and accepted mixed model of emotional intelligence is the one proposed by Goleman (1995). He viewed emotional intelligence as a total of personal and social

competences. Personal competence determines how we manage ourselves, whereas social competence determines how we handle our interpersonal relationships. Personal competence It comprises of three dimensions of emotional intelligence, such as, self-awareness, self-

regulation and motivation. Self-awareness is the ability of an individual to observe him/herself and to recognize a feeling as it happens (Goleman, 1995). The hallmarks of this ability are self-confidence, self- assessment and openness to positive criticism. Selfregulation is the ability to control emotions and to redirect those emotions that can have negative impact. Trustworthiness, integrity, tolerance of ambiguity and attitude to accept change are some characteristics of this ability. Motivation is the ability to channelize emotion to achieve a goal through self-control and by moderating impulses as per the requirement of the situation. The people who have this ability are optimistic and committed towards organizational as well as individual goals. Social competence It comprises of two dimensions namely, empathy and social skills. Empathy is the ability to feel and get concerned for others, take their perspective and to treat people according to their emotional reactions. People with this ability are experts in generating and motivating others. Social skills are the ability to build rapport and to manage relationships with people. People having this skill are very effective in persuasiveness and team management. Social skill is the culmination of all other components of emotional intelligence assuming that people can effectively manage social and work relationships only when they can understand and control their own emotion and can emphasize with the feelings of others.

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

Following are the barriers to perception: a)Selectiv e p ercep tion - Peop le selectiv ely in terpret wh at th ey see on the basis of their interests, background, experience, knowledge, exposure, and attitudes. The tendency to see what we want to see using short cutscan make us draw unwarranted conclusions from an ambiguous situation. b)Halo Effect This effect occurs when we draw a general impression on the basis of a single characteristic. But what this experiment demonstrates is that although we can understand the halo effect intellectually, we often have no idea when it is actually happening. This is what makes it such a useful effect for marketers and politicians. We quite naturally make the k inds of adju st men ts d emo nstrated in th is exp erimen t withou t ev en realising it. And then, even when it's pointed out to us, we may well still deny it. c)Contrast Effect Individuals do not evaluate a person in isolation. Their r e a c t i o n to one person is influenced by other people they have encountered recently. d)Projection This tendency to attribute one`s own characteristics to other people is called projection. This too can distort perceptions made about o th ers. Wh en man ag ers eng ag e in p ro jectio n, th ey co mp ro mise their ability to respond to individual differences. They tend to see people as more homogeneous than they really are. e)Stereo typ ing Jud gin g so meon e o n th e basis of o ur p ercep tion of th e group to which he or she belongs. Stereotypes are generalizations about a group of people whereby we attribute a defined set of characteristics tothis group. These classifications can be positive or negative, such as when various nationalities are stereotyped as friendly or unfriendly. It is easier t o c r e a t e stereotypes when there is a clearly visible and c o n s i s t e n t attribute that can easily be recognized. This is why

people of colour, police nd women are so easily stereotyped. People from stereotyped groups can find this very disturbing as they experience an apprehension (stereo type threat) of being treated unfairly. f)First-Impression Error is the tendency to form lasting opinions about anindividual based on initial perceptions. We tend to remember what weperceive first about a person and sometimes we are quite reluctant tochange our initial impressions. Listening is not easy and there are a number of obstacles that stand in the way of effective listening, both within and outside the workplace. These barriers may be categorized as follows 1. Physiological Barriers This was discussed earlier under the barriers to communication. Some people may have genuine hearing problems or deficiencies that prevent them from listening properly. Once detected, they can generally be treated. Other people may have difficulty in processing information, or memory related problems which make them poor listeners. Another physiological barrier is rapid thought. Listeners have the ability to process information at the rate of approximately 500 words per minute, whereas speakers talk at around 125 words per minute. Since listeners are left with a lot of spare time, their attention may not be focused on what the speaker is saying, but may wander elsewhere. 2. Physical Barriers These refer to distractions in the environment such as the sound of anair conditioner, cigarette smoke, or an overheated room, which interfere with the listening process. They could also be in the form of information overload. For example, if you are in a meeting with your manager and the phone rings and your mobile beeps at the same time to let you know that you have a message; it is very hard to listen carefully to what is being said. 3. Attitudinal Barriers Pre-occupation with personal or work related problems can make it difficult to focus ones attention completely on what a speaker is saying, even if what is being said is of prime

importance. Another common attitudinal barrier is egocentrism, or the belief that you are more knowledgeable than the speaker and that you have nothing new to learn from his ideas. People with this kind of closed minded attitude make very poor listeners. 4. Wrong Assumptions The success of communication depends on both the sender and the receiver, as we have seen in an earlier unit. It is wrong to assume that communication is the sole responsibility of the sender or the speaker and that listeners have no role to play. Such an assumption can be a big barrier to listening. For example, a brilliant speech or presentation, however well delivered, is wasted if the receiver is not listening at the other end. Listeners have as much responsibility as speakers to make the communication successful, by paying attention, seeking clarifications and giving feedback. Another wrong assumption is to think that listening is a passive activity, in which a listener merely absorbs the thoughts of the speaker. On the contrary, real listening or active listening is hard work it requires speaking sometimes to ask questions, agree or disagree with the speaker, give feedback, etc. Yet another barrier of this type is to assume that speakers are more powerful than listeners. Speakers are seen as being in command of things, whereas listeners are seen to be weak and lacking authority. According to communication experts however, the reverse is true. Listeners are as important and as powerful as speakers. In fact David J. Schwartz, writer and management professor, emphasizes the importance of listening by saying Big people monopolize the listening. Small people monopolize the talking. 5. Cultural Barriers Accents can be barriers to listening, since they interfere with the ability to understand the meaning of words that are pronounced differently. The problem of different accents arises not only between cultures, but also within a culture. For example, in a country like India where there is enormous cultural diversity, accents may differ even between different regions and states. Another type of cultural barrier is differing cultural values. The importance attached to listening and speaking differs in western and oriental cultures. Generally, Orientals regard listening and silence as almost a virtue, whereas Westerners attach greater importance to

speaking. Therefore this would interfere with the listening process, when two people from these two different cultures communicate. 6. Gender Barriers Communication research has shown that gender can be a barrier to listening. Studies have revealed that men and women listen very differently and for different purposes. Women are more likely to listen for the emotions behind a speakers words, while men listen more for the facts and the content. Example A salesperson giving a demonstration of a new type of office equipment may be asked by two colleagues if the equipment will work without any problems and respond by saying Sure. A male user may take his answer at face value, whereas a female user may detect some hesitation in his voice. This is because the male user listens for the content of the message, whereas the female user listens for the tone of the message. 7. Lack of Training Listening is not an inborn skill. People are not born good listeners. They have to develop the art of listening through practice and training. Lack of training in listening skills is an important barrier to listening, especially in the Indian context. Lee Iacocca, former Chairman of the Chrysler Corporation in the US, was one of the first to recognize the need for organized training programs in listening skills. Today, many organizations both in India and abroad incorporate listening skills in their training programs. 8. Bad Listening Habits Most people are very average listeners who have developed poor listening habits that are hard to shed and that act as barriers to listening. For example, some people have the habit of faking attention or trying to look like a listener, in order to impress the speaker and to assure him that they are paying attention. Others may tend to listen to each and every fact and, as a result, miss out on the main point. Yet another habit is to avoid difficult listening and to tune off deliberately, if the subject is too technical or difficult to understand. Sometimes, the subject itself may be dismissed as uninteresting, because the listener does not want to listen.

Strategies for Effective Listening: Although a number of barriers stand in the way of effective listening, these can be overcome through conscious efforts, training and practice. Some of the suggested methods are discussed in detail below 1. Create a Conducive Environment To an extent, you can try to control the environment in which communication takes place, so that listening can take place without any distractions. Ensuring a proper sound system and acoustics so that the speaker is audible, avoiding places with high levels of activity, loud noises from the outside environment and poor air conditioning systems, shutting off mobile phones and telephones, are some of the ways in which you can overcome some of the physical barriers to listening. 2. Select Face-to-face Channels Listening is less accurate in the absence of face-to-face communication. For example, listening to and understanding ideas correctly over the telephone are much harder than through a face-to-face meeting. Take the case of calling a restaurant and placing orders over the telephone for home delivery of a meal. The chances are that your orders may not be understood correctly. Therefore, as far as possible, arrange face-to-face contact to ensure more accurate listening. 3. Be Open-minded and Avoid Distractions Listening is an exhausting activity which requires the right attitude and mindset. You have to focus your attention completely on what the speaker is saying, without letting your mind wander. This kind of concentration can be developed through various techniques and through constant practice. In addition, it is also important to rid yourself of the notion that you have nothing new to learn from the other person. Even if it is a subject about which you may be knowledgeable, the speaker may offer a different perspective or point of view. Therefore it is important to listen actively. 4. Use Non-verbal Cues to Indicate Active Listening It is important to communicate to the speaker that you are listening actively to what he is saying. This can be done even without verbal communication. All the different aspects of non-verbal communication discussed earlier should be used for maximum effect. For example, maintaining steady eye contact with the speaker, sitting up with an erect posture,

nodding now and then to show appreciation and understanding and appropriate facial expressions are some of the ways in which your non-verbal communication can indicate that you are involved in what the speaker is saying. 5. Use Verbal Communication to Indicate Active Listening While nonverbal behavior by itself can communicate that you are an active listener, it is also important to engage in verbal communication with the speaker. Silence is often interpreted as lack of understanding or attention. You need to seek clarifications, give feedback and suggestions, or just paraphrase in your own words what the speaker has said, in order to convey that you have understood his message. 6. Listen First Before Responding Always let yourself finish listening before you begin to speak. Avoid the tendency to formulate your own response, even before you have listened completely to the speakers words. If you are too busy thinking about what to say next, you may miss the main point that the speaker is trying to make. This also gives the speaker the impression that you are pre-occupied or rude. 7. Use the Speaker-listener Gap constructively It was pointed out earlier that listeners have the ability to absorb information faster than speakers rate of speech. This spare time available to listeners is often misused by letting the mind wander and is one of the physiological barriers to listening. One way of overcoming this barrier is to try to use this spare time to note down what the speaker has said, review what has been said so far and anticipate what he may say next. Thinking ahead of the speaker and trying to guess where his talk is leading is a good strategy for effective listening. This is not easy, but can be learnt through proper training. 8. Focus on the Verbal and Non-verbal Message Listening involves not only hearing and understanding the meaning behind the words, but also being alert to the non-verbal behavior of the speaker. The importance of non-verbal cues has been emphasized throughout this book. It is important to watch for any positive or negative messages that may be conveyed through the speakers tone of voice, facial expressions, gestures and outward appearance.

9. Focus on the Content, rather than the Delivery In order to grasp the true meaning of what the speaker is saying, it is important to concentrate on the content of the message, rather than on how the message is delivered. For example, looking at the power point slides during a speakers presentation may distract your attention from the main point that he is trying to convey. Similarly, being over critical of the speakers accent or mannerisms may make you miss the essence of the message. 10. Ask Questions of Yourself and Make Notes In order to engage in active listening, you also need to ask certain questions to yourself while listening. For example, What is the key idea that the speaker is trying to convey?, How does this fit in with I already know on the subject? or How is this presentation organized? are some possible questions that you could jot down along with the answers.

Q3. Describe the bases of the power? Power is the ability to make things happen in the way an individual wants,either by self or by the subordinates. The essence of power is control over thebehavior of others (French & Raven, 1962). Managers derive power from both organizational and individual sources. There two kinds of power Formal andInformal.Formal Power consists of the following bases Coercive, Reward, Legitimate,Informational Informal Power consists of the following bases Expert, Rational persuasion,Referent power, Charismatic powerPositional power Also called "legitimate power", it is the power of an individualbecause of the relative position and duties of the holder of the position within anorganization. Legitimate power is formal authority delegated to the holder of theposition. It is usually accompanied by various attributes of power such as uniforms, offices etc. This is the most obvious and also the most important kind of power. Referent power- Referent power is the power or ability of individuals to attractothers and build loyalty. It's based on the charisma andinterpersonal skills of the power holder. A person may be admired because of specific personal trait, andthis admiration creates the opportunity for interpersonal influence. Here theperson under power desires to identify with these personal qualities, and gainssatisfaction from being an accepted follower. Nationalism and patriotism count towards an intangible sort of referent power. For example, soldiers fight in wars to defend the honour of the country. This is the second least obvious power, but the most effective. Advertisers have long used the referent power of sports figures for products endorsements, for example. The charismatic appeal of the sports star supposedly leads to an acceptance of the endorsement, although the individual may have little real credibility outside the sports arena. Expert power - Expert power is an individual's power deriving from the skills or expertise of the person and the organization's needs for those skills and expertise. Unlike the others, this type of power is usually highly specific and limited to the

particular area in which the expert is trained and qualified.Reward power - Reward power depends on the ability of the power wielder toconfer valued material rewards, it refers to the degree to which the individualcan give others a reward of some kind such as benefits, time off, desired gifts,promotions or increases in pay or responsibility. This power is obvious but alsoineffective if abused. People who abuse reward power can become pushy orbecame reprimanded for being too forthcoming or 'moving things too quickly'.Coercive power Coercive power is the application of negative influences. Itincludes the ability to demote or to withhold other rewards. The desire for valuedrewards or the fear of having them withheld that ensures the obedience of thoseunder power. Coercive power tends to be the most obvious but least effectiveform of power as it builds resentment and resistance from the people whoexperience it.Informational power Informational power is based on the potential use of informational resources. This influence can occur through such means as rationalargument, persuasion, or factual data. Members of a group can makeinformation into power by giving it to others who need it, by keeping it tothemselves, by organizing it in some way, by increasing it, or even by falsifyingit.
Social psychologists French and Raven, in a now-classic study (1959), developed a schema of fi ve bases of power which reflect the different bases or resources that power holders rely upon in their relationships with others. Often our power is based on different combinations of these.
Coercive Power this is the application of negative, fear-based infl uence on others. It might be based on any of the above power or even physical strength to ensure the obedience of those under power. Coercive power tends to be the most obvious but least effective form of power as it builds resentment and resistance. A covert form of coercive power is the power of victims to use guilt to infl uence situations in their favour. Positional Power this is the formal authority people get from their position in an organisation or society, often backed by policy or law. This is one form of power over. Reward Power this power depends upon the ability of the power wielder to give valued material rewards, such as money, benefi ts, time off, desired gifts, promotions or increases in pay or responsibility. In the development sector, this power is particularly held by donors and other intermediaries who distribute funding. It is also power over. Some donors who dispense funding do so out of a spirit of solidarity and deep humanity and are uneasy with this power, preferring to develop partnerships based on power with. There is a tension in here that has not been resolved in the development world, yet is seldom discussed between the givers and receivers of funding. Personal Power the power or ability of people to attract others, to build strong interpersonal relationships, to persuade and build loyalty. This is based on the charisma and interpersonal skills of the power holder. This is an example of power within, but it can be used as power over. Where the world is becoming more democratic, relying less on positional power and more on consensus, this form of power becomes all the more signifi cant, requiring a deeper focus on individual empowerment. Expert Power the power people derive from their skills, knowledge and experience and the organisations need for those skills and expertise. Unlike the others, this type of power is

usually highly specifi c and limited to the particular area in which the expert is trained and qualifi ed. Being well-informed and up-to-date with useful information is part of this power. This is also an example of power within but it can be used as power over (positively or negatively) especially where expert skills and knowledge are perceived to be desperately needed.

Q4.Explain Sensitivity Training.

sensitivity training is a psychological technique in which intensive group discussion and interaction are used to increase individual awareness of self ando t h e r s ; i t i s practiced in a variety of forms under such names as Tgroup,encounter group, h u m a n r e l a t i o n s , a n d g r o u p - d y n a m i c s t r a i n i n g . T h e group is usually small and unstructured and chooses its own goals. A trained leader is generally present to help maintain a psychologically safe atmosphere inwhich participants feel free to express themselves and experiment with new ways of dealing with others. The leader remains as much as possible outside thediscussion. Issues are raised by the group members, and their interactions evokea w i d e v a r i e t y o f f e e l i n g s . T h e l e a d e r e n c o u r a g e s p a r t i c i p a n t s t o e x a m i n e verbally their own and others reactions. It is believed that as mutual trust isdeveloped, interpersonal communication increases, and eventually attitudes willchange and be carried over into relations outside the group. Often, however, these changes do not endure. Sensitivity training seems to be most effective if sessions are concentrated and uninterrupted, as in several days of conti nuousmeetings. Sensitivitytraining methods derived in large part from those of group psychotherapy. They have been applied to a wide range of social problems (as inbusiness and industry) in an effort to enhance trust and communication amongindividuals and groups throughout an organization.

Sensitivity Training is a form of training that claims to make people more aware of their own prejudices, and more sensitive to others. According to its critics, it involves the use of psychological techniques with groups that its critics, e.g. G. Edward Griffin, claim are often identical to brainwashing tactics. Critics believe these techniques are unethical. According to his biographer, Alfred J Marrow, Kurt Lewin laid the foundations for sensitivity training in a series of workshops he organised in 1946 to carry out a 'change' experiment, in response to a request from the Director of the Connecticut State Interracial Commission. This led to the founding of the National Training Laboratories in Bethel, Maine in 1947. Kurt Lewin, who met Eric Trist in 1933, influenced the work of the London Tavistock Clinic, both in its work with soldiers during the second world war and in its later work with the Journal Human Relations jointly founded by a partnership of the Tavistock Institute and Lewin's group at MIT. The nature of modern Sensitivity Training appears to be in some dispute. Its modern critics portray its origins and function in negative terms. Others view the approach as benignly beneficial in many of its historical and contemporary implementations. During World War II, Psychologists like Carl Rogers in the USA and William Sargant, John Rawlings Rees, and Eric Trist in Britain were used by the military to help soldiers deal with traumatic stress disorders (then known as Shell Shock). This work, which required service to large numbers of patients by a small number of therapists and necessarily emphasized rapidity and effectiveness helped spur the development of group therapy as a treatment technique. Rogers and others evolved their work into new forms including encounter groups designed for persons who were not diagnosably ill but who were recognized to suffer from widespread problems associated with isolation from others common in American society. Other leaders in the development of Encounter Groups, including Will Schutz, centered their work at the Esalen Institute in Big Sur, California. Meanwhile, Training Groups or T-Groups were being developed at the National Training Labs, now part of the National Education Association. Over time the techniques of T-Groups

and Encounter Groups have merged and divided and splintered into specialized topics, seeking to promote sensitivity to others perceived as different and seemingly losing some of their original focus on self-exploration as a means to understanding and improving relations with others in a more general sense. Sensitivity training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. Social sensitivity in one word is empathy. It is ability of an individual to sense what others feel and think from their own point of view. Behavioral flexibility is ability to behave suitably in light of understanding. Procedure of Sensitivity Training Sensitivity Training Program requires three steps: Unfreezing the old values It requires that the trainees become aware of the inadequacy of the old values. This can be done when the trainee faces dilemma in which his old values is not able to provide proper guidance. The first step consists of a small procedure:

An unstructured group of 10-15 people is formed.

Unstructured group without any objective looks to the trainer for its guidance

But the trainer refuses to provide guidance and assume leadership

Soon, the trainees are motivated to resolve the uncertainty

Then, they try to form some hierarchy. Some try assume leadership role which may not be liked by other trainees

Then, they started realizing that what they desire to do and realize the alternative ways of dealing with the situation

Procedure of Sensitivity Training Development of new values With the trainers support, trainees begin to examine their interpersonal behavior and giving each other feedback. The reasoning of the feedbacks are discussed which motivates trainees to experiment with range of new behaviors and values. This process constitutes the second step in the change process of the development of these values. Refreezing the new ones This step depends upon how much opportunity the trainees get to practice their new behaviors and values at their work place.

Q5. Explain the different leadership styles as per Managerial-Leadership Grid Theory.

The Managerial Grid is based on two behavioral dimensions: Concern for People This is the degree to which a leader considers theneeds of team members, their interests, and areas of personaldevelopment when deciding how best to accomplish a task. Concern for Production This is the degree to which a leaderemphasizes concrete objectives, organizational efficiency and highproductivity when deciding how best to accomplish a task.i.Coun try Club Lead ersh ip High Peop le/Lo w Produ ction This style of leader is most concerned about the needs and feelings of members of his/her team. These people operate under the assumptionthat as long as team members are happy and secure then they will workhard. What tends to result is a work environment that is very relaxed andfun but where production suffers due to lack of direction and control.ii.Produ ce o r Perish Leadersh ip High Produ ction /Low Peop le Also known as Authoritarian or Compliance Leaders, people in thiscategory believe that employees are simply a means to an end. Employeeneeds are always secondary to the need for efficient and productiveworkplaces. This type of leader is very autocratic, has strict work rules,policies, and procedures, and views punishment as the most effectivemeans to motivate employees. 8iii.Imp o verished Lead ersh ip Lo w Produ ction /Lo w People This leader is mostly ineffective. He/she has neither a high regard forcreating systems for getting the job done, nor for creating a workenvironment that is satisfying and motivating. The result is a place of disorganization, dissatisfaction and disharmony.iv .Middle of -the-Ro ad Lead ersh ip Mediu m Pro du ction/Med iu m People This style seems to be a balance of the two competing concerns. It may atfirst appear to be an ideal compromise. Therein lies the problem, though:When you compromise, you necessarily give away a bit of each concern sothat neither production nor people needs are fully met. Leaders who usethis style settle for average performance and often believe that this is themost anyone can expect.v . T e a m L e a d e r s h i p H i g h P r o d u c t i o n / H i g h P e o p l e According to

the Blake Mouton model, this is the pinnacle of managerialstyle. These leaders stress production needs and the needs of the peopleequally highly. The premise here is that employees are involved inunderstanding organizational purpose and determining production needs.When employees are committed to, and have a stake in the organizationssuccess, their needs and production needs coincide. This creates a teamenvironment based on trust and respect, which leads to high satisfactionand motivation and, as a result, high production.
The Managerial Grid was the original name which was the modifications were made by Robert R Blake and Anne Adams McCanse. After the modifications it was named as Leadership Grid. Figure: Leadership Grid

Leadership Grid an approach to understanding a leaders concern for results (production) and concern for people The five major leadership styles specified as per Managerial Leadership Grid Theory: 1. The impoverished style (1, 1). The indifferent Leader (Evade & Elude) In this style, managers have low concern for both people and production. Managers use this style to avoid getting into trouble. The main concern for the manager is not to be held responsible for any mistakes, which results in less innovative decisions. A leader uses a delegate and disappear management style. Since they are not committed to either task accomplishment or maintenance; they essentially allow their team to do whatever it wishes and prefer to detach themselves from the team process by allowing the team to suffer from a series of power struggles. 2. The country club style (1, 9). The accommodating Leader (Yield & Comply) This style has a high concern for people and a low concern for production. Managers using this style pay much attention to the security and comfort of the employees, in hopes that this

would increase performance. The resulting atmosphere is usually friendly, but not necessarily that productive. This person uses predominantly reward power to maintain discipline and to encourage the team to accomplish its goals. Conversely, they are almost incapable of employing the more punitive coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members. 3. The produce or perish style (9, 1). The Controlling Leader (Direct & Dominate) This believes in the authority-obedience. With a high concern for production, and a low concern for people, managers using this style find employee needs unimportant; they provide their employees with money and expect performance back. Managers using this style also pressure their employees through rules and punishments to achieve the company goals. This dictatorial style is based on Theory X of Douglas McGregor, and is commonly applied by companies on the edge of real or perceived failure. This is used in case of crisis management. People who get this rating are very much task-oriented and are hard on their workers (autocratic). There is little or no allowance for co-operation or collaboration. Heavily taskoriented people display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it; they are intolerant of what they see as dissent (it may just be someones creativity), so it is difficult for their subordinates to contribute or develop. 4. The middle-of-the-road style (5, 5). The Status Quo Leader. (Balance & Compromise) It is Organization man management approach, which believes that the adequate organization performance is possible through balancing the necessity to get out wprk with maintaining morale of people at satisfactory level. Managers using this style try to balance between company goals and workers needs. By giving some concern to both people and production, managers who use this style hope to achieve acceptable performance. 5. The team style (9, 9). The Sound / Team Leader (Contribute & Commit) This is based on the aspect that work accomplishment is from committed people; interdependence through a common stake in the organization purpose leads to relationships of trust and respect. In this style, high concern is paid both to people and production. As suggested by the propositions of Theory Y, managers choosing to use this style encourage teamwork and commitment among employees. This method relies heavily on making employees feel as a constructive part of the company. This type of person leads by positive example and endeavors to foster a team environment in which all team members can reach their highest potential, both as team members and as people. They encourage the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They normally form and lead some of the most productive teams.

Q6. Mr. Suresh Kumar is the VP- HR of a leading Financial services company. He is having a meeting with Ms. Rejani Chandran leading HR consultant. Mr. Suresh is concerned about creating an environment that helps in increasing the job satisfaction amongst employees. Assume that you are Ms. Rejani, the HR consultant. What suggestions you will give to Mr. Suresh, for creating an environment that increases job satisfaction?
Suggestions that I will give to Mr. Suresh, for creating an environment that increases job satisfaction are:

Below are the suggestions for creating an environment with increased job satisfaction from an HR perspective: Provide workers with responsibility-and then let them use it

Show respect Provide a positive working environment

Reward and recognition Involve and increase employee engagement

Develop the skills and potential of your workforce Evaluate and measure job satisfaction