UNIT 4: Organizational Conflicts Causes, nature, measures to resolve organizational conflicts; Inter Group behavior and collaboration; Laboratory learning techniques; Managerial Grid; Sensitivity training; Transactional analysis; Inter-group and team building interventions. Organizational Conflict Organizational Conflict also known as workplace conflict, is described as the state of disagreement or misunderstanding by individuals or groups within the organization resulting from opposing needs, ideas, beliefs, values, or goals. At the workplace, whenever, two or more persons interact, conflict occurs when opinions with respect to any task or decision are in contradiction. A common example of or ional conflict occurs when workers advocate for higher pay and the businesSoWwnek or management wants pay levels to remain the same. The organizational conflict begins when one group sen: ther group has or is about to do something negative to the first group. Conflict can be defined as a process that begins dane party senses that another party has or is about to affect negatively somethii first party cares about. Conflict transpires whenever disagreements a social situation over matters of substance, or whenever emotional anta ceate frictions between individuals or groups. Conflict shows a struggle or contest be people with opposing needs, ideas, beliefs, values, or goals. The conflict mi calate to non-productive results, or can be positively resolved and lead ity final products. Conflicts can occur becai task, relationship, or process-related issues between personnel. _\\ Causes of Organizational Conflict Managerial ations: Every employee is expected to meet the targets, imposed by his/her superior ahd when these expectations are misunderstood or not fulfilled within the stipulated time, conflicts arises. * Communication Disruption: One of the major causes of conflict at the workplace is disruption in the communication, ie. if one employee requires certain information from another, who does not respond properly, conflict sparks in the organization. * Misunderstanding: Misunderstanding of information, can also alleviate dispute in organization, in the sense that if one person misinterpret some information, it can lead to series of conflicts. * Lack of accountability: If in a project, responsibilities are not clear and some mistake has arisen, of which no member of the team wants to take responsibility can also become a cause of conflict in the organization. Factors Influencing Organizational Conflict 1. Unclear Responsibility: If there is lack of clarity, regarding who is responsible for which section of a task or project, conflict takes place. And, to avoid this situation, the Page | 1roles and responsibility of the team members should be stated clearly and also agreed upon by all 2. Interpersonal Relationship: Conflicts at the workplace are often caused by interpersonal issues between the members of the organization. Every member of an organization possesses different personality, which plays a crucial role in resolving conflict in an organization. 3. Scarcity of Resources: One of the main reasons for occurrence of conflict in an organization is the inadequacy of resources like time, money, materials etc. due to which members of the organization compete with each other, leading to conflict between them. 4, Conflict of Interest: When there is a disorientation between the personal goals of the individual and the goals of the organization, conflict of interest arises, as the individual may fight for his personal goals, which hinders the overall success ofthe project. Stages of Conflict There are five stages in a conflict. 1. Latent Stage: In the “Latent Stage,” the first stage in the fiye st conflict, people may be in conflict without being aware that they are in cor lids ample of this could be that a server at a restaurant may have inputted an ‘orrectly and the food being made for a table is the wrong food. The manager andhtable do not know this yet and conflict has not arisen yet. 2. Perceived Stage: The “Perceived Stage” people involved in a conflict become fully aware that there is a conflict, so the table has now been made aware and complained to management, Managem yw go over to speak with the employee about it. 3, Felt Stage: During the “Felt St and anxiety are felt by one or more of the participants due to the confi anager does not enjoy causing conflict and the employee does not enjoy b ra scrutiny. 4, Manifest: This will lly lead to the “Manifest Stage,” during which the conflict can be obseryedTheManifest Stage can take a number of shapes including: e- mails, phone call sssages, face-to-face meetings, or any situation in which the conflict could ed. When the manager pulls the employee aside to speak with him or her, ceive the conflict and it has manifested. 5, Aftermath: The final stage is the “Aftermath Stage,” which takes place when there is some outcome of the conflict, such as a resolution to, or dissolution of, the problem, When the manager corrects the mistake with the customer and takes appropriate steps to ensure the server is more careful in the future. ‘Types of Conflict > Intra-individual/Intra-personal Conflict. > Interpersonal conflict. > Intva-group Conflict, > Inter-group conflict. These conflicts can occur because of the task, relationship, or process-related issues. 1. Intra-individual /Intra-personal Conflict Conflict can be intra-personal, where an individual's objective and vision differ from his/her company’s overall vision, This refersto a conflict within an individual. Page |23 types of Intra-individual/Intra-personal Conflict are; a. Goal conflict, b. Conflict from frustration, and ©. Role conflict. a, Goal conflict” Another common source of conflict for an individual is a goal that has both positive and negative features or two or morecompeting goals. Goal conflict is more complex than conflict from frustration. Goal conflict occurs when the attainment of onegoal excludes the possibility of attaining another. 3 major forms of goal conflict may be distinguished: I Approach-approach conflict, where the individual is motivated to approach two or more positive but mutually exclusive goals. Il Approach-avoidance conflict, Where the individuab.js motivated to approach a goal and at the same time is motivated toa’ =m single goal contains both positive and negative characteristic: "bi ividual. III Avoidance-avoidance conflict, where the indi nas motivated to avoid ‘two or more negative but mutually exclusive The following figure illustrates the way frustration geeurs: &_Compromie An individual drivenby an innler state of deficiency engages himself in some actions to fulfil the deficiency But his attemptsto Peach the goal are checked by barriers which may be overt (external) ore internal). External barriers include floods, power failures, and the break-down of transportation. These are non-social. There are external barriers that are social-they are parents forcing a child to sit on the toilet, making him refrain from the cartoon, making him stay in the room, or denying him the pleasure of watching television. Internal barriers are personal limitations and disabilities which thwart one’s aspirations, weaknesses, physical deformities, lack of skill, or low intelligence may stand in the way of achievement. Internal barriers are more lasting than external ones. The frustrated individuals adopt any of four defence mechanisms: aggression, withdrawal, fixation, or compromise. Aggression refers to the attack of the barrier, physical or symbolically. Withdrawal refers to backing away from the barrier. Fixation refers to the continuation of efforts to break the barrier. Compromise refers to the search for a new goal. Page |3Conflict occurs in all defence mecha b. Role conflict The final reason for the intra-personal conflict is the need of an individual to play several roles simultaneously but finding time and resources inadequate to do so. For example, it is not uncommon for an adult middle-class male to be simultaneously playing the roles of husband, father, son to elderly parents, worker or manager, student (evening MBA program), member of social club, coach of a little league baseball team, bridge partner, poker club member, officer ofa community group, and weekend golfer. Women of course also have numerous often conflicting roles. Although all the roles that men and women bring into the organization are relevant to their behaviour, in the study of organiz haviour the organizational role is the most important. Roles such as digital equipment operator, cl leader, salesperson, eer, systems analyst, department head, vice) dent, and chairperson of the board often carry conflicting demands Qe tations. There is recent research evidence that nflict can harm wellbeing and performance and may be affected by th® cultural difference There are 3 major types of rol © One type is the confi se the person and the role. There may be a conflict between the pS as personality and the expectations of the role. © Asecond type -role conflict created by contradictory expectations about how.a should be played. ° men je conflict results from the differing requirements of two or at must be played at the same time. Work roles and nonwork on fen in such conflict. 2. Inter-personal conflict The most basic type of conflict is inter-personal. It is between two colleagues - arising from a host of reasons ranging from differences in personality, work-style, and personal background. The conflict at the inter-personal level involves two or more individuals and is the most common and most recognized type of conflict. In a way, all conflicts are interpersonal conflicts because most of them involve a conflict between a person in one organization or a group and another person in some other organization or a group. Every individual has a separate alternative course of action that is acceptable to him and different individuals prefer different alternatives. Sometimes the organizations Page | 4also create such circumstances that two individuals find themselves in a situation of conflict For example, two managers could be competing for limited capital or manpower resources. The other type of conflict is disagreement over the goals and objectives of the organization. 4 primary sources of interpersonal conflict are. a. Personal Differences, b. Lack of Information, cc. Role in Compatibility, and d. Environmental Stress. a. Personal Differences This can be a major source of conflict between individuals. > Due to the difference in the upbringing, culture, edu thc rience, values, and traditions and the family background of the di and interpersonal conflict could arise. b. Lack of Information Another cause of inter-personal conflict Kite a lack of information. This m1 information deficiency is often a result o munication breakdown in an organization. NS 3 of conflict as in the present-day inter- interdependent and incompatible. 4. Environmental Environmental in organization can also cause inter-personal conflict. Such rosy ised by a lack of resources, downsizing, competitive pressures jual’s roles of these managers may be c. Role in Compatibility Role incompatibility could ay functional organizations’ hey ‘agers are assigned the task which are et and ah ncertainty among the employees of the organization. The inter-personal\cOhflicts usually get resolved by themselves because the parties at conflict are notin position to remain in a conflict for a long time. Time itself becomes a healing factor for interpersonal conflicts. In the case of the persisting inter-personal conflicts, these can be resolved with the help of counseling, effective communication, and win-win negotiation. The management should look for the basic reason behind conflict and try to resolve them quickly so that an atmosphere of mutual trust and openness could be created and maintained in the organization. 3, Intra-group Conflict When an individual is pitted against a group and is either unwilling or unable to conform to group dynamics, he or she invariably leaves the team due to intra-group conflict. 4, Inter-group conflict When the conflict is inter-group, two teams are involved in a deadlock, endangering the successful completion of a project due to differences in group dynamics. Page | 5Organizational conflict is the discord that arises when the goals, interests or values of different individuals or groups are incompatible and those individuals or groups block or thwart one another's attempts to achieve their objective. In addition to interpersonal conflict, social psychologists have been concerned about the intergroup conflict for several years. Intergroup behavior is even specifically identified as follows; “Intergroup behavior occurs whenever individuals belonging to one group interact, collectively or individually, with another group or its members in terms of their reference group identification. Several antecedent conditions have been identified for explaining the intergroup conflict. Reasons behind the inter-group conflict are; a. Competition for Resources. b. Task Interdependence. © Jurisdictional Ambiguity. d. Status Struggles. These can be summarized as follows; a. Competition for Resources 9 Most organizations today have very lim irces. Groups within the organization compete for budget funds, Ve pplies, personnel, and support services. b. Task Interdependence Iftwo groups in the crema GS on one another in a mutual way or even t a one-way direction, there! independent of one another. The more diverse the ‘e8, priorities, and personnel of the interdependent 0 be more conflict than if groups are groups (for examy th and production), the more conflict there tends to be. c. Jurisdiction ty This may ote urf’ problems or overlapping responsibilities. For exdinple, the conflict might occur when one group attempts to assume more control Ortake credit for desirable activities or give up its part and any responsibility for undesirable activities. d. Status Struggles This conflict occurs when one group attempts to improve its status and another group views this as a threat to its place m the status hierarchy. One group may also feel it is being inequitably treated in comparison with another group of equal status in terms of rewards, job assignments, working conditions, privileges, or status symbols. Human resources departments justifiably often feel they are treated inequitably with marketing, finance, and operations departments, There is recent research evidence that such groups in conflict change both internally and in their intergroup perceptions. For example, one study of 70 top management teams found internally that the degree of trust moderated the relationship between task conflict (the perception of Page | 6isagreements about decisions made by the group) and relationship conflict (an emotional perception of interpersonal incompatibility). Another study found that lew intragroup cohesiveness and negative relationships across groups were significantly related to higher perceptions of intergroup conflict. Overall most experts today emphasize the importance of making a cost-benefit analysis of the conflict situation at any level and then setting up dispute resolution systems. And, most recently, setting up systems through advanced information technology that eliminate conflict inherent in traditional (hierarchical and functional specializations) organization designs. Conflict resolution Conflict resolution is a way for two or more parties to find a peaceful solution to a disagreement among them. From a conflict resolution perspective, conflicts can and must be resolved by taking into account the needs of the people affected by the conflict. In other words, for a solution to be lasting, it must meet the needs of all those involved in the conflict. A solution, in which one party’s needs are mevat the expense of the needs of the other party, is neither just nor likely to last for a lo} Resolving a conflict ends the dispute by satisfying the inti of both parties. Conflict resolution requires great managerial skills. Our go: nflict resolution always should be to seek a resolution based on mutual gain. ily, however, resolution is not always possible. When this is the case, we mi nage the conflict to ensure that the relationship is constructive and that ope; ication is maintained. Successful conflict resolution depends oh.the ability to regulate stress and emotions. During conflict, strong emotions appearwhich can hurt feelings. When a person deals with a conflict in a healthy way, it ses the understanding among people, builds trust and strengthens relatioi \s Coiiflict resolution is only a five-step process: conflict. The more information we have about the cause of the the more easily we can help to resolve it. To get the informati |, use a series of questions to identify the cause, like, "How did thi begin?” As a manager or supervisor, we need to give both partie§ nce to share their side of the story. It will give us a better unde ing of the situation, Step 2: Look beyond the incident. The source of the conflict might be a minor problem that occurred months before, but the level of stress has grown to the point where the two parties have begun attacking each other personally instead of addressing the real problem. In the calm of our office, we can get them to look beyond the triggering incident to see the real cause. Once again, probing questions will help. Step 3: Request solutions. After getting each party's viewpoint on the conflict, the next step is to get each to identify how the situation could be changed. Again, question the parties to solicit their ideas: “How can you make things better between you?” Step 4: Identify solutions both disputants can support. We are listening for the most acceptable course of action. Point out the merits of various ideas, not only from each other's perspective, but in terms of the benefits to the organization. For Page |7instance, we might point to the need for greater cooperation and collaboration to effectively address team issues and departmental problems. Step 5: Agreement. The mediator needs to get the two parties to shake hands and agree to one of the alternatives identified in Step 4. Some mediators go as far as, to write up a contract in which actions and time frames are specified. EFFECTS OF CONFLICT 1, Negative Effects of Conflict The following is a short list of the negative effects ofa conflict within individuals: (Amason, 1996; Dana 2001 et al..) a. Psychological Responses ‘© Absentmindedness to other things. Lack of interests to work. Job dissatisfactions Work distresses Estrangements or alienations from others ‘© Disappointments. Behavioral Responses: Conflict may enforce the indivi: to behave in unusual matter such as, excessive smoking, drinking alcoholybe towards others, decrease his communication with others and r fice attempts. Dana (2001) provided a comprehensive list of the costs co 4 Wasting of time: Conflicts affect indi sanizational performance, management spent much time and e eriyfonsesin conflict; this time is supposed to be spent for more produ Employees leave the organization: Léaving the organization: Members of organizations unsatisfied with its’ levels in their organizations may have a decision to leave thei articularly, it is harmful in case those duties of the on when those members start to end their memberships. T ization risks dissolution as an extreme case, where an executive ber leave or many members step down. : Conflicts may cause sabotages at work, morale loyees, decline in the market share of service/product and josing productivity. Moreover, in case organizations spend m ir times handling conflicts, employees may not focus on the in goals they should achieve. Conflicts cause members to vent about frustrations, concentrate more on gossiping about conflicts and less on projects at their hands. Therefore, organizations lose accesses to essential resources, money and donors. Health costs: Conflicts can cause —collective traumas|| which causes —chosen traumal| and can be moved to future generations in the form of resentment against one’s ancestors’ enemies. Chosen trauma gives group identity and keeps the flame of conflict burning; moreover, Individual may be affected emotionally and physically by intense conflicts over a prolonged period and such conflict may lead to psychosomatic disorders. In a conflict situation, an individual may tend to achieve and promote his self-interest or personal gain at the cost of the organization or others. ‘Taking bad decisions and tending to unnecessary restructuring; lack of job motivation or low motivation Conflicts can disturb groups and people from their essential goals, diverting them to time and resources away from other important purposes. When members are parts of (t Is of committees or executive boards. Recruiting new memb ppointing acting board members are two Page | 8conflicts include the use of —heavy contentious tactics,” they can causes the groups or people involved or not involved in the conflicts to leave them to less time and resources. 2. Positive effects of Conflict Conflict has several benefits including the following: a. It stimulates individuals to exert more efforts and to work hard. In a conflict situation the individual uses his abilities, skills and talents b. It may satisfy particular psychological requirements such as dominances, aggressions, esteems and egos, and accordingly gives chances for constructive uses and releases of aggressive urges. It gives productive and creative ideas. For instance, the benefits that employees receive nowadays are the outcomes of the management-union conflicts during the last decades. Conflicts that contribute to social changes which ensure intergroup and interpersonal dynamics remain fresh and reflective of recent realities and interests, in the sense that it adds varieties to individ rganizational lives. Instead, work lives would be boring and tedious Advantages: The advantages are as follows 1, Encourages healthy argument When there is a difference in opinion, it lead ional conflict. The best thing about it is that it results in debate Indien along with healthy competition that can prove advantageous if it positively. It improves team culture and helps pe ow about the viewpoint of other involved parties. This encourages bers to handle situations without losing their cool Boost motivation Friendly rivalry and debate\cabe a great motivational tool that helps best ways, then t tomatically moving towards their goals. Dealing with lations becomes easy as the debates and arguments offer various perspectives that can be used favourably. Clarifies ts and queries Organizational conflicts help to clarify doubts. This ultimately improves the workplaceenvironment Sense of commitment One of the advantages of organizational conflict is that it encourages a sense of commitment amongst team membe: Removes anxiety and stress During conflicts, all the concerned parties are involved in arguments, and this proves cathartic as all your negative emotions are swept away. This ultimately reduces the levels of anxiety and stress and leads to a calm ad peaceful environment . Boosts productivity Organizational conflict leads to resolution of issues that otherwise could have proved harmful. This ultimately is a reason for being more productive in future . Encourages change Organizational conflict encourages change by helping you to find solutions to the existing issues. productivity . Encourages to reach tt oals Itisa fact Soe Juals are fighting it out amongst themselves about the Page | 99. Creating new ideas During disagreements, it is possible to get hold of some intriguing ideas that can prove beneficial. Disadvantages: The disadvantages are as follows 1. Diverts attention from significant issues Organizational conflicts often divert attention from the main problem as people keep on disagreeing and shifting topics to prove their point 2, Creating deadlocks During the organizational conflict, people start putting their onus on differences and this results in a deadlock 3, Delaying decisions Some individuals will rebel against working under others or even in teams under ateam leader. They will keep on interfering in essential matters and ultimately become a reason for delaying decisions. 4. Leads to frustration Organizational conflict does not allow individuals to listen to\the argument of others. It leads to frustration, anxiety and disagreements thaftan continue for a long time and prove harmful for the company 5. Withholding information Q In case of organizational conflict individuals, teams dmeven departments tend to withhold critical information that can slow inion of tasks 6. Reduces communication When there is an ongoing conflict, peo \d'to become cynical and generally adopt either aggressive or avoidat This often results in missed and reduced communication as no one ested in talking then. Team Building: Team building is an attempt to assit work group to identify, diagnose and solve its own problems. In fact, grou oy their own norms of behaviour which influence individual and group bel yganisation is perceived as a system of interlocking groups. OD considers ups as teams which are turning points of introducing change. Team bui npts to effect improvements in various teams operating in an organisation nent work teams, task forces, committees etc. Team building, activities focus on diagnosis, task achievement, team relationships and organisational ss, The constituent parties in team building activity are: the external consultant, the group leader and the members of the group. In team building activity, members gather and discuss problems relating to their task performance. It takes frank and fearless discussion. In the team building exercises, the members contribute information concerning their individual perception of issues, problems and task relationship. Subsequently there is agreement for overcoming these problems. Normally the goal of the meeting is to transform the team into a better and effective team. Team Development Ateam is a group of individuals who work together toward a common goal. Each member of a team is valuable to the common goal in their own way, using a unique set of skills to fulfill a team role. And yet, everyone on the team shares the same orientation and attitude, Though this may sound easy on paper, balancing individual and common Page | 10goals within a team is quite difficult, especially during periods of stress, failure, or discord. Characteristics of a successful team include: MISSION: Everyone on the team has a clear understanding of what the collective goal is. COMMITMENT: Everyone on the team invests their time, energy, and attention into the collective goal. The 3 R's: Everyone on the team understands the RULES, ROLES, and RESPONSIBILITIES of the team dynamic. PROCESS: The mechanics of intergroup communication, decision-making, and accountability are agreed upon and managed effectively. Introduction The discussion is focused mostly on a team as an entity, not oth iduals inside the team. This is like describing a car by its model and colo\ ahs -onsidering what is under the hood. External characteristics are what we wea act with, but internal characteristics are what make it work. In teams, ,#f@ inteFwfal characteristics are the people in the team and how they interact with e: For teams to be effective, the people in th St be able to work together to contribute collectively to team outcome: does not happen automatically: it develops as the team works together. robably had an experience when you have been put on a team to work ~~ assignment or project. When your team first gets together, you likely sit lu d look at each other, not knowing how to begin. Initially you are not a,team; you are just individuals assigned to work together. Over time you get to kno} er, to know what to expect from each other, to know how to divide the labor mn tasks, and to know how you will coordinate your work. Through this pro uu begin to operate as a team instead of a collection of individuals. = Stages of Team Development This processing to work together effectively is known as team development. Research has shown that teams go through definitive stages during development. Bruce Tuckman, an educational psychologist, identified a five-stage development process that most teams follow to become high performing. He called the stages: forming, storming, norming, performing, and adjourning. Team progress through the stages is shown in the following diagram.Team Effectiveness Time 1. Forming stage Most high-performing teams go through five stages of team develapment ‘The forming stage involves a period of orientation e acquainted. in Uncertainty is high during this stage, and people are jor leadership and authority. A member who asserts authority or is kn le may be looked to take control. Team members are asking such questions at does the team offer me?" “What is expected of me?" “Will I fit vt interactions are social as members get to know each other. During the “forming” stage of team dey ent, the team members acquaint themselves with the basic aspects of . Forming stage discussion topics often include the project goal, team member roles, basic ground rules, and designation of authority. The forming stage is ¢ruly honeymoon phase in teamwork—productivity is low, but the team members are tod Hewly acquainted to encounter conflict. 2, Storming stage Of course, every hon hase ends eventually. As the real work kicks in, the project may preseni -chnical and interpersonal challenges. Individual work habits, leaders! isfons, or lapses in communication can cause tension within a team. Anno} 7 ration, and anxiety commonly arise in response. This stage of team developments known as storming. The storming stage is the most difficult and critical stage to pass through. It is a period marked by conflict and competition as individual personalities emerge. Team performance may actually decrease in this stage because energy is put into unproductive activities. Members may disagree on team goals, and subgroups and cliques may form around strong personalities or areas of agreement. To get through this stage, members must work to overcome obstacles, to accept individual differences, and to work through conflicting ideas on team tasks and goals. Teams can get bogged down in this stage. Failure to address conflicts may result in long- term problems. 3, Norming stage If teams get through the storming stage, conflict is resolved and some degree of unity emerges. In the norming stage, consensus develops around who the leader or leaders are, and individual member's roles. Interpersonal differences begin to be resolved, Page | 12and a sense of cohesion and unity emerges. Team performance increases during this stage as members learn to cooperate and begin to focus on team goals. However, the harmony is precarious, and if disagreements re-emerge the team can slide back into storming. ‘The norming stage of team development is the calm after the storm. In this stage of team development, team members fall into a rhythm as a cohesive taskforce. The skills of each member are validated and utilized to execute the necessary tasks. While conflict may still arise in this stage, it no longer spirals into dysfunction. The team can handle conflict and proceed with the project successfully . Performing stage Some teams reach a stage of development in which they thrive at their individual and collective tasks. The skills of each member are fully optimized, supervision is almost never needed, and members feel a strong sense of trust in one another. This stage of team development is called performing. Reaching the performing stage is a major success and often precipitates some form of team learning. Team learningis a behavioral proce: eéking, gathering, discussing, and implementing methods of team suce jer through training, group initiative, or innovative leadership, team lear1 action step that ensures healthy team development. In the performing stage, consensus and coop ‘ave been well-established and the team is mature, organized, and well wees There is a clear and stable structure, and members are commit mission. Problems and conflicts still emerge, but they are dealt withconstructively. (We will discuss the role of conflict and conflict resolution jnth®next section). The team is focused on problem solving and meeting team goals. . Adjourning stage The fifth stage of ment is adjourning. Adjourning varies broadly from team to team. In urning stage, most of the team’s goals have been accomplished. asis is on wrapping up final tasks and documenting the effort and r the work load is diminished, individual members may be reassign feams, and the team disbands. Some teams adjourn with silence, some with ation, and others with sadness. There may be regret as the team ends, so a cerémonial acknowledgement of the work and success of the team can be helpful. Regardless of the length or success of a project, each team deserves a hearty affirmation of its concerted efforts. If the team is a standing committee with ongoing responsibility, members may be replaced by new people and the team can go back to a forming or storming stage and repeat the development process. Sensitivity Training: (T group training) It is also called laboratory training as it is conducted by creating an experimental laboratory situation in which employees are brought together to interact in an unstructured environment. Sensitivity training helps to understand people better, to develop an understanding of others, to develop specific behavioural skills and to gain insights into the group processes. It also aims on reducing interpersonal friThe primary objective of sensitivity training is to break through the barrier of silence and facilitate verbalisation of participant to emphasize on the process of dialogue rather than the contents of the training. It is not a hidden and manipulation process but aims at brain washing of individuals. This training is carried out by unstructured groups without an agenda, leader and predetermined goals. The group is given complete autonomy in developing their own devices, interactions and on going process for interaction. Sometimes some planned activities may also be introduced in the Training Group (T.Group) Laboratory training may involve role playing, intergroup competitive exercises, self-insight questionnaires, lectures and audio visual aids. Sensitivity training provides a mechanism for personal learning and development, Sensitivity training is called as laboratory training as it is conducted by creating an experimental laboratory situation in which employees are brought together in groups, to interact in an unstructured environment. In sensitivity training sétial sensitivity and behaviour flexibility is developed within the employees. ( 2 The Laboratory Training or laboratory training The T-Group Laboratory training, essentially unstructured small group situations in which participants plants learn from their own actions and the group's evolving dynamics, began to develop about 1946 from various experiments in using discussion groups to achieve change in behavior, Inter- Group Relations workshop held at the State Teachers College in New Britain, Connecticut, in the summer of 1946 influenced the emergence of Laboratory Training. This Workshop was sponsored by the Connecticut Interracial Commission and the Research Centre for Group Dynamics, then at MIT. The T-Group The research Centre for Group Dynamics (RCGD) was founded in 1945 under the direction of Kurt Lewin, a theorists, researcher in interpersonal group, intergroup and community relationships. Lewin had been recruited to MIT Through a series of events at the New Britain Workshop of 1946, what was later to be called the “T-Group"( T for Training) began to emerge. The workshop consist of Kurt Lewin, Kenneth Benne, Leland Bradford, and Ronald Lippit. The T-Group A T- group is an essentially unstructured agenda less group session for about members and a professional trainer who act as catalyst and facilitator for the group. The data for discussion are the data provided by the interaction of the group members. Actions, reactions, interactions and feeling accompanying them are the data for the group. The group typically meets for three days up to 2 weeks The T-Group Learnings derived from the T-group vary for different individuals, but they are usually described as learnings to be more competent in interpersonal relationships, learning more about oneself as a person, learning how others react to one’s behaviour , and learning about the dynamics of group formation, and group norms, and group growth, The T-group is a powerful learning laboratory where individuals gain insights into the meaning and consequences of their own behavior, the meaning and consequences of others behaviors, and the dynamics and processes of group behavior. Page | 14The T-Group Uses of T-group relative to OD are varied but they are particularly appropriate for enhancing basic skills relevant to group. The most frequently used T-group format is the “stranger” lab composed of people from a variety of organizations. To illustrate, a one week T-group experience might involve three trainers and 30 to 36 participants, all strangers to each other at the beginning of the lab. Another format involves several clusters of two or three persons from the same organizations, with people who know each other Assigned to different T -groups. Growth of T-group in India Rolf Lynton conducted the first T-group in India in 1957 for youth leaders. He established “Aloka” in Mysore in order to develop the capacity of youth. He implemented leadership training for 12 weeks including unstructured group exercise. In North India, Max Coley, Dean of Teachers, College, Columbia University, USA stayed in Delhi from 1959 to 1966 as a consultant to the Ministry of Education. He conducted T-groups in his house and Udai Pareek was one of participants. Udai Pareek visited USA in 1961 and was trained by NTL. After his return to India, the first full scale Laboratory Training in India was implemented in 1962 in Feerozpur by Coley and Pareek. Growth of T-group in India Lynton and Pareek started “;L-groups” in SEIT Institute from 1964. At the same time IIM Calcutta(IIM-C) invited some NTL Members as visiting professors, and they implemented Laboratory Training there. Merits of T-group training The trainees learn more about themselves, specially their weakness and emotions. They understand that how they react to others and how others react to them. They discover how the groups work and identify human relation problems. Develop more capable and genuine relations in which feelings are expressed openly confront interpersonal problems directly to find out solution instead of avoiding them. Demerits T-group training During the training, the trainer often create stressful situation. In such situation, the training may do a job of tearing apart people instead of bringing them together.The changes trainees acquire during the training tend to face out when trainee returns to insensitive environment of workplace. This training may make the management trainee as sensitive towards others that they become unwilling to take necessary hard decisions. Such training may make people frustrated and upset as many stressful situations are created during this technique. The participation should be strictly voluntary Some basics to implement the T group training. T-group training is more suitable for developing organisation. If such openness and flexible organizational structure is not available, this training is not appropriate. The participants should be selected on the Page | 15basis of their emotional stability and anxiety tolerance. The participation should be strictly voluntary. The trainees should know in advance that what sort of training they are going to receive. The transfer of learning back to the organization should be ensured. Five Stems of OD Practice { Laboratory Training > [cain Remaraniarvey Beebe Lee fy of Work Lite [Strwtente Chama Blake and Mouton Managerial Grid: Behavioural Approach towards Management and Leader Robert Blake and Jane Mouton have developed the al Grid, also called as a leadership grid. According to them, the leadership e identified on the basis of manager's concern for people and production, Lo Here, concern for people means the degree to which an individual is committed towards the goal achievement, maintaining self-esteem to workers and satisfying interpersonal relationships. Whereas, the concern for production means an attitude of superiors towards the quality of procedures and policies, creativeness of research, effectiveness of staff, work efficiency and volume of output. The managerial grid identifies five leadership styles based on two behavioral dimensions as shown in the figure below: In the figure, there are 81 possible categories where the leader’s style may fall 1. Impoverished Mai t (1,1): The managers with this leadership style exert minimum effort the work done by the subordinates. They have minimal concern for, people and production, and they function merely to preserve their jobs r rity. Therefore, the disharmony, dissatisfaction, disorganization arises wit organization. icy CONCERN FOR PRODUCTION ‘CONCERN FOR PEOPLE 2. Task Management (9,1): Here, the leader is more concerned with the production and lay less emphasis on the personal needs of his subordinates. This leadership Page | 16style is also called as a dictatorial or perish style, where the subordinates are required to perform the task as directed by the superiors. In this leadership style, the output in the short run may increase drastically, but due to stringent rules and procedures, there could bea high labor turnover. Middle of the Road (5,5): The manager with this style tries to keep a balance between the organizational goals and the personal needs of his subordinates. Here, the leader focuses on an adequate performance through a balance between the work requirements and satisfactory morale, Both the people and production needs are not completely met, and thus the organization land up to an average performance. Country Club (1,9): Here, the leader lays more emphasis on the personal needs of the subordinates and give less attention to the output. The manager adopts this style of leadership with the intent to have a friendly and comfortable working environment for the subordinates, who gets self-motivated and work harder on their own. But however, less attention to the production can adversely affect the work goals and may lead to the unsatisfactory results. Team Management (9,9): According to Blake and Mouto} 'e most effective leadership style wherein the leader takes both people ai jon hand in hand. This style is based on McGregor’s Theory Y, where th ee committed towards the goal achievement and not require manager's intervention at every step.The leader with this fe at empowerment, trust, respect, commitment helps in nurturing the olan which ultimately results in the increased employee satisf snd overall production of the organization. Thus, the managerial grid is a graphical tion of different leadership styles that manager adopts while dealing in th al settings. gsUNIT 5: Organizational Culture and Climate: Organizational learning, Power and politics in the organization, Cross culture dynamics, Management of gender Issues. Organizational Learning (OL), Organizational learning is the process of creating, retaining, and transferring knowledge within an organization. An organization improves over time as it gains experience. From this experience, it is able to create knowledge. This knowledge is broad, covering any topic that could better an organization. Examples may include ways to increase production efficiency or to develop beneficial investor relations. Knowledge is created at four different units: individual, group, organizational, and inter organizational. Organizational learning is a buzzword used to describe the process of transferring knowledge within an organization. As your business gains experience, it should improve over time. You, your team, and your organization should be creating a broad base of knowledge during this time, covering any and all topics that could improve the way you do business. For example, you should learn more about your ideal customer, or create more efficient processes for running your business.) COMMUNITIES OF LEARNING IN ORGANIZATIONAL LEARNING The organization as a whole needs to learn and adapt for long term success In general, the experts talk about four different types of knowledge that exist and grow within an organization. They divide them up into “communities” of learning. 1. Individual ~ 3. Organizational 4, Inter-organizational 1, Individual Learning Obviously, this is the smallest learning community- a community of just one. When an individual worker learns new skills or ideas, productivity and performance generally improve. In order to maximize the benefit of this individual learning to the organization, the worker who learns the new skill must share it with coworkers. Otherwise, that skill leaves with the worker. If the employee moves on to another job, the knowledge moves on with them, and the organization is stuck in place. Group Learning Groups, or teams of employees, can also learn new skills together. When people spend the majority of their time working on a team with specific coworkers, those teams tend to coordinate in such a way that they learn as a group. The group members develop something that psychologists call “social psychological awareness.” This means that each person perceives themselves as a part of the group, and one group member's actions affect the group as a whole, A good example is a team of surgeons. You've probably seen hospital dramas where a team of doctors work on a patient together. Everyone contributes ideas and solutions, they work on the surgery together, and they either save or lose the patient as a team. If one of the doctors has experience with a particular medical problem, then they bring it into the surgery so the team now has that experience, not just that one doctor. 3. Organizational Learning Page | 18,Wait, isn’t this entire article about organizational learning? Well, yes. Technically, all four of these communities of learning contribute to the organization as a whole. But this one type gets its own special designation. So what are we talking about here? Well, organizational learning is the organization's process of gaining knowledge related to its function and using that knowledge to adapt to a changing environment and increase efficiency. . Inter-organizational Learning This is the broadest type of organizational learning, and it’s most common in franchises or large businesses with multiple locations, For example, a franchise might learn how to operate their store by studying the franchise business model. Why Is Organizational Learning Important to Your Company? This business environment is changing faster than ever. The twenty-first century brought with it exciting new technology, changing the way people operate, STEPS TAKEN TO PROMOTE ORGANIZATIONAL LEARNING (Key processes that drive organizational learning ) There are a number of steps managers can take to promote organizational learning, 1. Create knowledge al ~ The first step toward learning is creating, or taking in, knowledge and information, Managers should constantly seek to uncover new knowledge about their business, customers, and environment. They can do this by conducting surveys, performing market analyses, networking with colleagues in their industry, and studying, competitors. Retain the knowledge Sw Once managers have created, or obtained the knowledge, they need a system for retaining it within the organization. It should be recorded or stored in a place where it will be accessible to other employees in the future. Many companies achieve this, goal by using an intranet. (The organizational learning gurus would call these “knowledge management systems.” Transfer the knowledge... we Finally, the knowledge must be transferred out of the individual community and into the organizational community as a whole, Some methods for transferring knowledge are simple, like conducting training or writing articles to share online. But it’s important to also use the information to inform your business processes. Think of organizational learning as the comprehensive knowledge structure of the organizat tnd idual managers or groups of employees learn something new. They shi nowledge with the organization, which then uses it to change its practices. This is how organizations adapt to a changing environment. And it's how businesses thrive in the long term. The forms of organizational learning The various forms of organizational learning are as follows- 1. Individual learning In this form of learning an individual gains knowledge through formal training or experience 2, Continuous Learning In this type of learning, the organization provides development opportunities to its employees through various programs 3. Learning through empowerment In this type of learning, the teams can gather more information because of their increased responsibilities 4. Embedded Systems Learning Page | 19In this type of learning, knowledge is gained directly from the various systems in the organization like work-flow system, operational and process systems, learning management systems, etc. 5, Learning from the leadership In this type of learning, employees learn directly and indirectly from the action and behavior of their leaders as they are their role models 6. Dialogue and Inquiry Learning In this type of learning, it is possible to gain knowledge through conversations and dialogues. 7. Team Learning In this type of learning the team has to undergo formal as well as informal learning to gain knowledge Benefits of organizational learning The benefits of organizational learning are as follows- a. Organizational learning boosts employee satisfaction. b. It helps in succession planning by developing leaders ‘at all ‘the levels in the organization It increases the level of efficiency and productivity organizational learning minimizes the rate “Seip turnover in the organization Organizational learning helps to generate pro} It boosts adaptability within the organizat Organizational learning promotes effici Ithelps to create a mindset that p1 ntinuous improvement It encourages shared ownership ai «d accountability in the organization Organizational learning creates re that encourages knowledge sharing and adaptive capacity k. Itimproves and enha lity of individuals and teams to embrace change successfully Conclusion Organizational learnin; isiness entities to adapt to the continuous change that is ect happening aroun ‘ome competitive and innovative. It helps to learn about creating, retai ng and transferring knowledge to survive and grow. Itis a fact that ization that promotes organizational learning can adapt easily to a changing smn ent and stay relevant Any issue or concern determined by gender-based and/or sex-based differences between women and men. Gender issues include all aspects and concerns related to women’s and men’s lives and situation in society, to the way they interrelate, their differences in access to and use of resources, their activities, and how they react to changes, interventions and policies. Why gender equality is important? Gender equality is when people of all genders have equal rights, responsibilities and opportunities. Everyone is affected by gender inequality - women, men, trans and gender diverse people, children and families. It impacts people of all ages and backgrounds. Page | 20We need gender equality urgently. Gender equality prevents violence against women and girls, It's essential for economic prosperity. Societies that value women and men as equal are safer and healthier. Gender equality is a human right. Everyone benefits from sender 1. Lack of Mobility Women are forbidden to drive in Saudi Arabia, despite numerous protests, and must rely on their fathers or husbands to get from place to place. In countries like Egypt and Bahrain, husbands have the right to stop their wives from leaving the country while other countries require written permission from a husband to travel. Freedom of Marriage According to the U.N., 40 percent of young women in South Asia and sub-Saharan Africa are married by age 18. Child marriage not only increases the chance of complications of giving birth that often prove fatal, but also contravenes the fundamental human right of choice of partnership. In Pal women are expected to accept arranged marriages and refusal can lead.to “honor killings” that typically go uncontested by the government. Discriminatory Divorce Rights In most of the Middle East, countries are governe igious ideals and gender inequality is pervasive. As men are typically iperior, they can divorce their wives relatively easily and even through ral renunciation. Women, on the other hand, face many more challeng ‘banon, abused women do not even have the right to file for divorce unless ar eyewitness is willing to testify. . Citizenship With the exception of Israel, eat \d parts of Egypt, women in the Middle th the ability to not only pass it’ Frontline Combat While allowed to parti the army, women are still not permitted to serve in frontline combat i and Slovakia. As recently as 2016, this gender inequality persis UK.as well. Custody Rig! In some count courts automatically grant custody rights to the father, and women, re ithout any means of financial support. For example, in Bahrain, fi a hot systematized, enabling judges to deny mothers custody of their East do not have the right to passcitizenship on to their children while men have ve ildren, but also to their non-national wives. children. Violence Unequal legal rights make women increasingly vulnerable to violence. One of the most obvious forms of violence against women in the world today is that of spousal rape. India’s recent ruling that rape laws do not apply to married couples clearly illustrates the sexual subjugation and violence to which women remain exposed. Professional Obstacles Even in developed countries, women are at a disadvantage when it comes to earnings. The highest-paying fields are still dominated by men, and on average, women earn just 77 percent of what men earn for the same amount of work. At this rate, it could take a full 45 years before this gender inequality disappears. . Restricted Land Ownership In some countries, customary or religious law effectively prohibits the ownership of land by females, even if their constitution claims equal rights. In many countries Page | 21like North Sudan, Tanzania, and Lesotho, land ownership and control tends to go to the male head of the household. In Zambia, women and men are allowed to acquire a registered land title, but customary land tenure is also recognized making it unlikely for a woman to be allocated land without the approval of her husband. 10. Access to Education Women make up more than two-thirds of the world’s illiterate adults, and access to education is especially a problem in Afghanistan where groups that oppose female education attack many schools. Female rights are also compromised due to limited awareness of what they should be entitled to, which could only be remedied through greater access to education. 11. Unequal pay some statistics show that women earn 80 percent of what men are paid, new data published in November 2018 suggests the pay gap between men and women may even be greater. 12.Sexual harassment ‘An obstacle that many women face in the workforce is sextial harassment. While the #MeToo movement has helped to shed light o1 , little had been known, until now, about how many women a jected to this type of mistreatment. 13.Racism Unfortunately, race seems to play a major ‘Sedo women are treated and compensated in the workplace. The pay a -ceives may vary depending on her race and ethnicity. 14,.Women are promoted less often t Despite being more educated than ‘men and constituting nearly half of the t work far less often than men, workforce, women are promo 15.Fear of asking to be paid worth Women often struggle with asking for higher pay in a job. While related to the issue of unequal pay, fear-of discussing money is a separate issue that affects women more signi = han men. For women, negotiating pay is often viewed as being greedy fate, which leads to hesitation when it comes to asking for their worth Orkplace, MANAGING GENDER ISSUES WORLDWIDE 1, SHARE HOUSEHOLD CHORES AND CHILDCARE EQUALLY Household chores and children's care are every adult’s responsibility. Ask yourself if there is an equal division of labour in your home. The work of caring, for children is still done mainly by women in much of the world. WATCH FOR SIGNS OF DOMESTIC VIOLENCE Get some help and support if you know a friend or acquaintance is suffering from domestic violence or other abuse. This type of violence is not restricted to physical aggression. Verbal attacks (curses and threats) and psychological abuse (controlling, manipulative and intimidating behavior) also affect women. Often, all these things occur together. If you experience domestic violence, be aware that you are not alone, Report . REJECT CHAUVINIST AND RACIST ATTITUDES Do not make comments that ridicule, demean or humiliate women, black people, indigenous people, members of the LGBTQI community or any other historically marginalized groups. And don’t keep quiet if you hear such comments. Talk to your colleagues, friends and family frankly and tell them to stop with the chauvinist, racist, homophobic and transphobic insults.4, HELP WOMEN GAIN POWER In addition to politics, consider ways to support the promotion of women and LGBTQI in the arts, sciences, sports, and other fields. . LISTEN AND REFLECT One of the main obstacles to eliminating prejudice is that people have difficulty recognizing that it really exists. Research has already proven that we all reproduce stereotypes and pre-existing notions on many topics, including gender and race. HIRE DIVERSITY Value, stimulate and hire diverse teams. A study by the Boston Consulting Group and involving 1,700 companies from eight countries showed that the more diverse the workforce, the better the company’s performance on measures related to innovation PAY (AND DEMAND) THE SAME SALARY FOR EQUAL WORK For every dollar a man receives, women earns an average of 70-90 cents, according toUN data. Therefore, it is important to observe and support companies that pay the same salary, benefits and bonuses to employees with equivalent positions. SEXUAL HARASSMENT AND RACISM: ZERO TOLERANCE.» Employees must have a safe channel to report bullying, sexual harassment and racism without being exposed or dismissed. Proven cases should be punished. In addition, April Reign explains that it is important to note “how people who are most vulnerable are represented” on the committee that investigates the allegations. Ayr . PROVIDE (OR REQUEST) ANTI-BIAS TRAINING Racism and prejudice at work often affect people from historically marginalized groups in the form of “microaggressions.” This means, jokes and offensive comments made without a intent, but that hurt people, and generate stress. One way to stop microaggressions is to offer training on diversity and implicit prejudice. osc 10.SUPPORT MOTHERS AND PARENTS Those responsible for children and teens need support in every society. Offering the bus seat to a pregnant woman, advocating the installation of children’s changing rooms in all bathrooms in shopping centers (not only in the women’s facilities) and asking that companies guarantee maternity and paternity leave are all necessary actions. Power and politics in Organization Power and politics are very crucial for organizational behavioural actions of individuals and groups. Individuals in organization use their power to satisfy their common needs or get what they want, While Groups or organizations use power and politics to control their members and employees for obtain and maintain to achieve their goals.power and politics influence team processes and organizational leadership in Organisational Behaviour. power and political in organizational behavior can be unethical and destructive for any organization. Organizations are organized bodies of individuals or systems. Existence of political act in any organization is normal act. Thus, organizational life dominates by political relations. The strategic use of political power in organizations involves taking or gaining control of real symbolic resources. Definition Of Power Gbadamosi in 1996 give the definition of power that, Power is the ability to employ force and mobilize resources, energy and information on behalf of a preferred goal. Definition: A capacity thatAhas to influence the behavior of B, so that B acts in accordance with A’s wishes. The definition implies a potential that need not be actualized) to \Be effective and a dependency relationship. Power may exist but not be used{|It is fH€refore, a capacity or potential. Power is understood as the ability to influence other p In the words of White and Bednar, “Power is to influence people of things, usually obtained through the control of import ” A comprehensive definition of power is Jahl (1957), when he wrote that “A has power over B to the extent that he c to do something B would not otherwise do." Russell (1938) conceptualizes power as” the production of intended effects.” Dehl’s definition songha er must overcome resistance in order to succeed my whereas according to suggest that power it wer need not imply resistance. All the above definitions pulsion, Characteristic : The following are the characteristics of power : v specie iS specific in the sense that it may be exercised by some people in some circumstances. Power may not be exercised by all people in all circumstances. Dependency: The main feature of power is dependency. The greater the dependence of one person on you, the greater is the amount of power you can exert on him Expand or Contract: Power is elastic. People who are habituated to exercise power, may try to acquire more power and expand it. In some organisations, due to change in position of a manager in the organisation, that is, shift from one department to the other may cause contraction in power. Reciprocal Relationship: Power relationships in an organisation are reciprocal in nature. Power exists due to relationship between two or more persons. It is based on two-way concept of influencing others and being influenced.Views of Power and Influence: There are different views of power which a manager takes to increase the power of both managers and their employees. 1) Autocratic View of Power: In autocratic view, the power flows downward, it basically comes from the authoritative structure from the management. In autocratic view, someone loses and someone gains, as it has fixed amount, 2) Participative View of Power: In participative view, the power varies ic. Power has variable amount. It flows in all directions. The power comes from both official and unofficial channels and applied by activities in a group. SOURCES OF POWER Interpersonal Sources of Power: French and Raven identity five interpersonal sources of power: reward power, coercive power, legitimate power, expert power, and referent power. 1, Reward power: Reward power is an individual's ability behaviour by rewarding their desirable behaviour. Emiplo; requests and directives because of the authority of m: the form of praise, promotions, salary increase, b ne time-off. Reward power can lead to better performance, but only g AS the employee sees a clear and strong link’between performance apdhre\ Coercive power: Coercive power is an individttal’s ability to influence others’ behaviour by means of punishment ‘able behaviour. For example, subordinates may comply becaus yect to be punished for failure to respond favourably to manager ives. Punishment may be major or minor, depending on the nat ret ion or commission. Legitimate Power: Legiti r most often refers to a manager's ability to influence subordinatesbehaviour because of the manager’ s position in the organisational hier; ordinates may respond to such influence because they acknowledge(the maitager’s legitimate right to prescribe certain behaviours. portant organisational concept. Typically, a manager is : Expert power is an individual's ability to influence others’ behavioitr, because of recognised skills, talents, or specialised knowledge. To the extent that managers can demonstrate competence in analysing, evaluating, controlling, and implementing the tasks of subordinates, they will acquire expert power. Referent power: Referent power is an individual's ability to influence others’ behaviour as a result of being liked or admired. For instance, subordinates’ identification with a manager often forms the basis for referent power, This identification may include the desire of the subordinates to emulate the manager. Referent power is usually associated with the individuals who possess admired personality characteristics, charisma, or a good reputation. Structural Sources of Power: Much of the attention directed at power in organisations tends to focus on the power of managers over subordinates. An additional perspective is Page | 25that the characteristics of the situation affect or determine power. Important structural sources of power include knowledge, resources, decision making and networks. * Knowledge as power: Organisations are information processors that must use knowledge to produce goods and services. The concept of knwledge as power means that individuals, teams, groups, or departments that possess knowledge are crucial in attaining the organisation's goals. Intellectual capital represents the knowledge, know-how, and competency that exists in the organisation. This intellectual capital can provide an organisation with a competitive edge in the marketplace. Resources as power: Organisations need a variety of resources, including money, human resources, equipment, materials, and customers to survive. The importance of specific resources to an organisation's success and the difficulty in obtaining them vary from situation to situation. The departments, groups, or individuals who can provide essential or difficult-to-obt re acquire more power in the organisation than others. Decision making as power: The decision-maki in an organisation creates more or less power differences among i alé or groups. Managers exercise considerable power in an organisat i ecause of their decision making ability. Although decision making is\4timportant aspect of power in every organisation, cultural differences.m. some interesting differences in the relationship. For example, in Chint ganisation, decision making power was more decentralised in man g firms than in service organisations. The reverse was true in British firs, with power being more decentralised in the service organisations tian in the‘manufacturing firms. Networks as power: The existence of structural and situational power depends not only on access ion, resources and deci: ing, but also on the ability to get co carrying out tasks. Managers and departments that have conneetin; with other individuals and departments in the organisatight willbe nore powerful than those who don’t have. i POLITICS Politics: Power if action Political behavior are those activities that are not required as part of one’s formal role in the organization, but that influence, or attempt to influence, the distribution of advantages and disadvantages within the organization. Legitimate and illegitimate political behaviors are common in organizations. Politics is a fact of life in organizations. When people get together in groups, power will be exerted. People want to carve out a niche from which to exert influence, to earn awards, and to advance their careers. When employees in organizations convert their power into action, we describe them as being Page | 26engaged in politics. Those with good political skills have the ability to use their bases of power effectively Factors contributing to Political Beha * Individual factors (eg,, personality traits, needs) © Organizational factors (e.g, when organizational resources decline, resources change, low trust exists, high performance pressures, and the opportunity of promotion exists = political behavior is likely) How do People Respond to Organizational Politics? * Decreased job satisfaction, increased anxiety, increased turnover, and reduced performance Defensive Actions: Reactive and protective behaviors to 1 blame, or change \ Impression Management The process by which individuals attempt to control sion others form of them. Techniques include conformity, excuses, apo! f-promotion, flattery, favors, and association. Factors Contributing to Political Behavior Individual factors ‘High self-monitors * lnernal locus of control + Expectations of success Organizational factors * Reallocation of resources + Promotion opportunities * Low trust + Role ambiguity * Unclear performance evaluation system '* Zero-sum reward practices + Democratic decision making + High performance pressures * Self serving senior mon INDIVIDUAL FACTORS At the individual level, researchers have identified certain personality traits, needs, and other factors that are likely to be related to political behavior. In terms of traits, we find that employees who are high self-monitors, possess an internal locus of control, and havea high need for power are more likely to engage in political behavior. ORGANIZATIONAL FACTORS Political activity is probably more a function of the organization's characteristics than of individual difference variables. Why? Because many organizations have a large number Page | 27of employees with the individual characteristics we listed, yet the extent of political behavior varies widely. Cross Culture Dynamics Culture: Culture can be defined as a shared system of Fred Luthans defined culture as “the acquired kr interpret experience and generate social behavi Ithelps people to interact and communicate Cross culture can refer to “a companyls.ii es to increase understanding of different groups, develop effective co rion or marketing efforts to reach out to customers and clients outside ional market.” The trend of globalization providing opportunities for ina Me each foreign markets. An organization consist of f people which belong to several cultures. We all belong to an entire colle Itures, which includes, national cultures, subcultures (based on regions, tri organizational or corporate cultures, industry cultures, professional or funetiowal tultures. subcultures regions, tribes etc), organizational or corporate cultures, industry cultures, professional or functional cultures. For that reason, culture can be defined as a shared system of values, beliefs, and attitudes. It affects our own actions and the way we distinguish the actions of others. Culture is not a product of a single individual's personality, nor does it usually change significantly from one generation to the next. We each an (0 an)entire collection of cultures, which includes, national cultures, Various descriptions have been used to portray the process of understanding various layers of culture: 1) Culture is an iceberg, of which we see only the visible tip, also called as explicit culture. Explicit culture represented by artifacts and products, such as language, food, artistic expression, behavior and lifestyle (pace, public display of emotions, noise, physical contact, work ethies etc).2) Culture is an onion, with layers that must be peeled away to reach the core of implicit culture, the universal truths of the culture. 3) Culture is a mirror image, in which the values (what we would like to do, how we would prefer to see ourselves) and norms (what we know we should do) are not same but are transposed and sometimes opposite. To be successful within an organization and in all societies in which the global organization operates HR professionals must understand the complication of culture and the probable effect of cultural forces on the execution of global strategies and the development of local tactical HR practices. Being global requires an act of imagination ~ being able to see the view from inside another person's culture and using that consciousness to create solutions and bridges. Recognizing Culture + Events: + Things = ites = Symbols Ceremonials Language = Rituals Gestures + Communications Physical setting Myths Artifacts prec Really minor Legend distinctions. Stories ‘among these Folktales ~y Meaning x Cross cultural dynamics means when in-any organization more than one cultured people are working together and theré'is any clashes due to this. In order to solve this

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