M.B.A. DEGREE EXAMINATION, NOVEMBER 2017
Industry Integrated
ORGANIZATIONAL BEHAVIOUR
(2017 onwards)
Time 2 Hours Maximum 50 Marks
Part A (10 x 1 10)
Each right answer scores 1 mark; each wrong answer carries
0.25 marks.
1. The everyday tasks of management include
planning and creativity
planning and leading
publicity and loss adjustment
plotting and leading
2. The main schools of management thought are
classical, human resources, systems, contingency
classical, human resources, systems, contextual
classical, human relations, systems, contingency
creative, human relations, systems, contingency
Sub. Code
15
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3. "It all depends on the variables of a situation" best
describes the
classical approach
human relations approach
systems approach
contingency approach
4. The observation of people at work that would reveal the
one best way to do a task is known as
scientific management
classical management
human relations management
creative management
5. The founder of scientific management was
Frederick Taylor Henri Fayol
Elton Mayo Chester Barnard
6. The consistency of data obtained from a particular
research method is known as
Reliability Validity
Credibility Causality
7. Studying the future and arranging the means for dealing
with it is part of the process of
Organising Commanding
Controlling Planning
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8. Ensuring that everything is carried out according to plan
is part of the process of
Planning Controlling
Organising Co-ordinating
9. "Division of work, authority and responsibility, unity of
command" were proposed as part of the fourteen
principles of management by
Weber Fayol
Taylor Woodward
10. Bureaucracy theory was proposed by
Weber Fayol
Taylor Handy
Part B x 5 25)
Answer any five questions.
11. What is personality? Discuss the development of
personality.
12. Explain the factors influencing motivation.
13. Define team. Explain the importance of teams.
14. Write a brief note on types of powers.
15. How will you manage stress in an efficient manner?
16. What is organizational conflict? Explain the process of
conflict.
17. Discuss the significance of organizational culture in
organizational dynamics.
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Part C (15 marks)
Case Study
18. The New England Arts Project had its headquarters
above an Italian restaurant in Portsmouth, New
Hampshire. The project had five full-time employees, and
during busy times of the year, particularly the month
before Christmas, it hired as many as six part-time
workers to type, address envelopes, and send out
mailings. Although each of the five full-timers had a title
and a formal job description, an observer would have had
trouble telling their positions apart. Suzanne Clammer,
for instance, was the executive director, the head of the
office, but she could be found typing or licking envelopes
just as often as Martin Welk, who had been working for
less than a year as office coordinator, the lowest position
in the project's hierarchy. Despite a constant sense of
being a month behind, the office ran relatively smoothly.
No outsider would have had a prayer of finding a mailing
list or a budget in the office, but project employees knew
where almost everything was, and after a quiet fall they
did not mind having their small space packed with
workers in November. But a number of the federal
funding agencies on which the project relied began to
grumble about the cost of the part-time workers, the
amount of time the project spent handling routine
paperwork, and the chaotic condition of its financial
records. The pressure to make a radical change was on.
Finally Martin Welk said it: "Maybe we should get a
computer."
To Welk, fresh out of college, where he had written his
papers on a word processor, computers were just another
tool to make a job easier. But his belief was not shared by
the I'll others in the office, the youngest of whom had
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fifteen years more seniority than he. A computer would
eat the project's mailing list, they said, destroying any
chance of raising funds for the year. It would send the
wrong things to the wrong people, insulting them and
convincing them that the project had become another
faceless organization that did not care. They swapped
horror stories about computers that had charged them
thousands of dollars for purchases they had never made
or had assigned the same airplane seat to five people.
"We'll lose all control," Suzanne Clammer complained.
She saw some kind of office automation as inevitable, yet
she kept thinking she would probably quit before it came
about. She liked hand-addressing mailings to arts
patrons whom she had met, and she felt sure that the
recipients contributed more because they recognized her
neat blue printing. She remembered the agonies of typing
class in high school and believed she was too old to take
on something new and bound to be much more confusing.
Two other employees, with whom she had worked for a
decade, called her after work to ask if the prospect of a
computer in the office meant they should be looking for
other jobs. "I have enough trouble with English
grammar," one of them wailed. "I'll never be able to learn
computer language."
One morning Clammer called Martin Welk into her office,
shut the door, and asked him if he could recommend any
computer consultants. She had read an article that
explained how a company could waste thousands of
dollars by adopting integrated office automation in the
wrong way, and she figured the project would have to hire
somebody for at least six months to get the new machines
working and to teach the staff how to use them. Welk was
pleased because Clammer evidently had accepted the
idea of a computer in the office. But he also realized that
as the resident authority on computers, he had a lot of
work to do before they went shopping for machines.
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Case questions
Is organization development appropriate in this
situation? Why or why not?
What kinds of resistance to change have the
employees of the project displayed?
What can Martin Welk do to overcome the
resistance?
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