mb0038 mpob sem 1 aug fall 2011 assignment ans
TRANSCRIPT
August 2011
Master of Business Administration-MBA Semester 1
MB0038 – Management Process and Organization Behavior - 4 Credits
(Book ID: B1127)
Assignment Set- 1 (60 Marks)
Answer Sheet
Q.1 Write a note on the functions of management..
FUNCTIONS OF MANAGEMENT:
Management has been described as a social process involving responsibility for
economical and effective planning & regulation of operation of an enterprise in
the fulfillment of given purposes. It is a dynamic process consisting of various
elements and activities. These activities are different from operative functions
like marketing, finance, purchase etc. Rather these activities are common to
each and every manger irrespective of his level or status.
Different experts have classified functions of management. According to George
& Jerry, “There are four fundamental functions of management i.e. planning,
organizing, actuating and controlling”. According to Henry Fayol, “To manage is
to forecast and plan, to organize, to command, & to control”. Whereas Luther
Gullick has given a keyword ’POSDCORB’ where P stands for Planning, O for
Organizing, S for Staffing, D for Directing, Co for Co-ordination, R for reporting &
B for Budgeting. But the most widely accepted are functions of management
given by KOONTZ and O’DONNEL i.e. Planning, Organizing, Staffing,
Directing and Controlling
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For theoretical purposes, it may be convenient to separate the function of
management but practically these functions are overlapping in nature i.e. they
are highly inseparable. Each function blends into the other & each affects the
performance of others.
Planning
It is the basic function of management. It deals with chalking out a future course
of action & deciding in advance the most appropriate course of actions for
achievement of pre-determined goals. According to KOONTZ, “Planning is
deciding in advance - what to do, when to do & how to do. It bridges the gap
from where we are & where we want to be”. A plan is a future course of actions.
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It is an exercise in problem solving & decision making. Planning is determination
of courses of action to achieve desired goals. Thus, planning is a systematic
thinking about ways & means for accomplishment of pre-determined goals.
Planning is necessary to ensure proper utilization of human & non-human
resources. It is all pervasive, it is an intellectual activity and it also helps in
avoiding confusion, uncertainties, risks, wastages etc.
Organizing:
It is the process of bringing together physical, financial and human resources and
developing productive relationship amongst them for achievement of
organizational goals. According to Henry Fayol, “To organize a business is to
provide it with everything useful or its functioning i.e. raw material, tools, capital
and personnel’s”. To organize a business involves determining & providing
human and non-human resources to the organizational structure. Organizing as a
process involves:
Identification of activities.
Classification of grouping of activities.
Assignment of duties.
Delegation of authority and creation of responsibility.
Coordinating authority and responsibility relationships.
Staffing
It is the function of manning the organization structure and keeping it manned.
Staffing has assumed greater importance in the recent years due to
advancement of technology, increase in size of business, complexity of human
behavior etc. The main purpose o staffing is to put right man on right job i.e.
square pegs in square holes and round pegs in round holes. According to Kootz &
O’Donell, “Managerial function of staffing involves manning the organization
structure through proper and effective selection, appraisal & development of
personnel to fill the roles designed un the structure”. Staffing involves:
Manpower Planning (estimating man power in terms of searching, choose
the person and giving the right place).
Recruitment, selection & placement.
Training & development.
Remuneration.
Performance appraisal.
Promotions & transfer.
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Directing
It is that part of managerial function which actuates the organizational methods
to work efficiently for achievement of organizational purposes. It is considered
life-spark of the enterprise which sets it in motion the action of people because
planning, organizing and staffing are the mere preparations for doing the work.
Direction is that inert-personnel aspect of management which deals directly with
influencing, guiding, supervising, motivating sub-ordinate for the achievement of
organizational goals. Direction has following elements:
Supervision- implies overseeing the work of subordinates by their
superiors. It is the act of watching & directing work & workers.
Motivation- means inspiring, stimulating or encouraging the sub-ordinates
with zeal to work. Positive, negative, monetary, non-monetary incentives
may be used for this purpose.
Leadership- may be defined as a process by which manager guides and
influences the work of subordinates in desired direction.
Communications- is the process of passing information, experience,
opinion etc from one person to another. It is a bridge of understanding.
Controlling
It implies measurement of accomplishment against the standards and correction
of deviation if any to ensure achievement of organizational goals. The purpose of
controlling is to ensure that everything occurs in conformities with the standards.
An efficient system of control helps to predict deviations before they actually
occur. According to Theo Haimann, “Controlling is the process of checking
whether or not proper progress is being made towards the objectives and goals
and acting if necessary, to correct any deviation”. According to Koontz &
O’Donell “Controlling is the measurement & correction of performance activities
of subordinates in order to make sure that the enterprise objectives and plans
desired to obtain them as being accomplished”. Therefore controlling has
following steps:
Establishment of standard performance.
Measurement of actual performance.
Comparison of actual performance with the standards and finding out
deviation if any.
Corrective action
Q.2 Discuss any two learning theories in detail.
Answer:
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Learning theories
First, learning is manifested by a change in behavior. Second, the environment
shapes behavior. And third, the principles of contiguity (how close in time two
events must be for a bond to be formed) and reinforcement (any means of
increasing the likelihood that an event will be repeated) are central to explaining
the learning process. For behaviorism, learning is the acquisition of new behavior
through conditioning.
There are two types of possible conditioning:
1) Classical conditioning, where the behavior becomes a reflex response to
stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying
reflexes, when he saw that the dogs drooled without the proper stimulus.
Although no food was in sight, their saliva still dribbled. It turned out that the
dogs were reacting to lab coats. Every time the dogs were served food, the
person who served the food was wearing a lab coat. Therefore, the dogs reacted
as if food was on its way whenever they saw a lab coat. In a series of
experiments, Pavlov then tried to figure out how these phenomena were linked.
For example, he struck a bell when the dogs were fed. If the bell was sounded in
close association with their meal, the dogs learned to associate the sound of the
bell with food. After a while, at the mere sound of the bell, they responded by
drooling.
2) Operant conditioning where there is reinforcement of the behavior by a
reward or a punishment. The theory of operant conditioning was developed by
B.F. Skinner and is known as Radical Behaviorism. The word ‘operant’ refers to
the way in which behavior ‘operates on the environment’. Briefly, a behavior
may result either in reinforcement, which increases the likelihood of the behavior
recurring, or punishment, which decreases the likelihood of the behavior
recurring. It is important to note that, a punishment is not considered to be
applicable if it does not result in the reduction of the behavior, and so the terms
punishment and reinforcement are determined as a result of the actions. Within
this framework, behaviorists are particularly interested in measurable changes in
behavior.
Since behaviorists view the learning process as a change in behavior, educators
arrange the environment to elicit desired responses through such devices as
behavioral objectives, competency -based education, and skill development and
training.
Educational approaches such as applied behavior analysis, curriculum based
measurement, and direct instruction has emerged from this model.
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3) Cognitivism
Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's
working memory model were established as a theoretical framework in cognitive
psychology, new cognitive frameworks of learning began to emerge during the
1970s, 80s, and 90s. Today, researchers are concentrating on topics like
cognitive load and information processing theory. These theories of learning play
a role in influencing instructional design. Aspects of cognitivism can be found in
learning how to learn, social role acquisition, intelligence, learning, and memory
as related to age.
Educators employing a cognitivist approach to learning would view learning as
internal mental process (including insight, information processing, memory,
perception) where in order to develop learner capacity and skills to improve
learning, the educator structures content of learning activities to focus on
building intelligence and cognitive and meta-cognitive development.
4) Constructivism
foundation of constructivist learning theory. Constructivism views learning as a
process in which the learner actively constructs or builds new ideas or concepts
based upon current and past knowledge or experience. In other words, "learning
involves constructing one's own knowledge from one's own experiences."
Constructivist learning, therefore, is a very personal endeavor, whereby
internalized concepts, rules, and general principles may consequently be applied
in a practical real-world context. This is also known as social constructivism
(see social constructivism). Social constructivists posit that knowledge is
constructed when individuals engage socially in talk and activity about shared
problems or tasks. Learning is seen as the process by which individuals are
introduced to a culture by more skilled members". Constructivism itself has
many variations, such as Active learning, discovery learning, and knowledge
building. Regardless of the variety, constructivism promotes a student's free
exploration within a given framework or structure. The teacher acts as a
facilitator who encourages students to discover principles for themselves and to
construct knowledge by working to solve realistic problems. Aspects of
constructivism can be found in self-directed learning, transformational learning,
experiential learning, situated cognition, and reflective practice and religious
practice.
Q.3 Explain the classification of personality types given by Sheldon.
Answer:-
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Personality type theory aims to classify people into distinct CATEGORIES. i.e. this
type or that. Personality types are synonymous with "personality styles".
Types refers to categories that are distinct and discontinuous. e.g. you are one or
the other. This is important to understand, because it helps to distinguish a
personality type approach from a personality trait approach, which takes a
continuous approach.
To clearly understand the difference between types and traits, consider the
example of the personality dimension of "introversion". We can view
introversion as:
A personality type approach says you are either an introvert or an extravert
A personality trait approach says you can be anywhere on a continuum ranging
from introversion to extraversion, with most people clustering in the middle, and
fewer people towards the extremes
The following sections provide an overview of some of the more popular and
commonly known personality type taxonomies.
Allport and Odbert (1936, cited in Funder, 1999) found over 17,000 words in the
dictionary which referred to psychological differences between people, e.g.,
trustworthy, shy, arrogant. Typically, modern personality taxonomies have
emphasized between two, three, four, and five personality types, through to
identifying 16 or more subtypes.
The Four Humors - Ancient Greeks (~2000 BC - 0 AD)
Ancient Greek philosophers such as Hippocrates 400 BC and Galen, 140/150 AD
classified 4 types of "humors" in people. Each type was believed to be due to an
excess of one of four bodily fluids, corresponding to their character. The
personalities were termed "humors".
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Character Humor Fluid Corresponding Trait in the Big 5
Irritable Choleric yellow bile Agreeableness
Depressed Melancholic black bile Neuroticism
Optimistic Sanguine blood Openness to experience
Calm Phlegmatic phlegm Neuroticism
Somatotypes - William Sheldon, 1940's
William Sheldon (1940, 1942, cited in Phares, 1991) classified personality
according to body type. He called this a person�s somatotype.
Sheldon identified three main somatotypes:
Sheldon's
SomatotypeCharacter Shape Picture
Endomorph
[viscerotonic]
relaxed, sociable,
tolerant, comfort-
loving, peaceful
plump, buxom,
developed visceral
structure
Mesomorph
[somatotonic]
active, assertive,
vigorous, combativemuscular
Ectomorph
[cerebrotonic]
quiet, fragile,
restrained, non-
assertive, sensitive
lean, delicate, poor
muscles
To further categorize a person's somatotype, an individual is given a rating from
1 to 7 on each of the three body types. 1 = very low; 7 = very high. For
example:
a stereotypical basketballer 1-1-7 (ectomorph)
Mohammed Ali 1-7-1 (mesomorph)
a pear-shaped person 7-1-1 (endomorph)
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More typically, however, the person in the street could be something like:
a slightly lanky person 5-2-3 (a bit ecomorphic)
a person of average height who is moderately muscular 4-5-3 (a bit
mesomorphic)
a person who is slightly heavy-set 3-3-5 (a bit endomorphic)
Sheldon measured the proportions of hundreds of juvenile delinquent boys and
concluded that they were generally mesomorphs.
Body types have been criticized for very weak empirical methodology and are
not generally used in
psychology. The use of somatotyping (using different taxonomies) is used more
often in alternative therapies and Eastern psychology and spirituality.
Ayurvedic Body Types (Doshas) (India, ~3000 BC to present)
In Ayurvedic medicine (used in India since ~3000 BC), in which there are three
main metabolic
Q.4 What are the factors influencing perception?
Answer:
FACTORS INFLUENCING PERCEPTION:
Perception is a process by which individuals organize and interpret their sensory
perceives in order to give meaning to their environment. However, what one
perceives can be substantially different from objective reality. There need be,
but there is often, disagreement. For example, it’s possible that all employees in
a firm may view it as great place to work – favorable working conditions,
interesting job alignments, good pay, excellent benefits, an understanding and
responsible management but, as most of us known, it’s very unusual to find such
agreement.
Why is perception important in the study of OB? Simply because people’s
behavior is based on their perception of what reality is, not on reality it self. The
world as it is perceived is the world that is behaviorally important.
Perception is the process by which an individual selects, organizes, and
interprets information inputs to create a meaningful picture the world. Perception
depends not only on the physical stimuli, but also on the stimuli’s relation to the
surrounding field and on conditions within the individual. The key point is that
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perception can vary widely among individuals exposed to the same reality. One
person might perceive a fast-talking salesperson an aggressive and insincere
another, as intelligent and helpful. Each will respond differently to the
salesperson.
Factors Influencing Perception:
How do we explain that individuals may look at the same thing, yet perceive it
differently? A number of factors operate to shape and sometimes distort
perception. These factors can reside in the perceiver in the object or target being
perceived, or in the context of the situation in which the perception is made (See
Below):
Factors that influence perception:
Perception
Factors in the perceiver
Attitudes
Motives
Interests
Experience
Expectations
Factors in the situation
Time
Work setting
Social setting
Factors in the target
Novelty
Motion
Sounds
Size
Background
Proximity
Similarity
When an individual looks at a target and attempts to interpret what he or she
sees, that interpretation is heavily influenced by the personal characteristics of
the individual perceiver. Personal characteristics that affect perception included
a person’s attitudes, personality motives interest, past experiences, and
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expectations. For instance if you expect police officers to be authoritative, young
people to be lazy, or individuals holding office to be unscrupulous, you may
peeve them as such regardless of their cultural traits.
Characteristics of the target being observed affect what is perceived. Loud
people are more likely to be noticed in a group than quiet ones. So, too, are
extremely attractive or unattractive individuals. Because targets are not looked
at in isolation, the relationship of a target to its background also influences
perception, as does our tendency to group close things and similar things
together. For instance, women people of color or members of any other group
that has clearly distinguishable characteristics in terms of features or color are
often perceived as alike in other, unrelated characteristics as well.
A shrill voice is never perceived to be one of authority. Practice some vocal
exercises to lower the pitch of your voice. Here is one to start: Sing – but do it an
octave lower on all your favorite songs. Practice this regularly and after a period
of time, your voice will lower. People will perceive you as nervous and unsure if
you talk too fast. Also, be careful not to slow down to the point where people feel
tempted to finish your sentences.
The context in which we see objects or events is also important. The time at
which an object or event is seen can influence attention, as can location, light,
heat, or any number of situational factors. For example, at a nightclub on
Saturday night, you may not notice a 22 year old female dressed to the nines.
Yet that same woman so attired for your Monday morning management class
would certainly catch your attention (and that of the rest of the class). Neither
the perceiver nor the target changed between Saturday night and Monday
morning, but the situation is different.
Q.5 Mr. Solanki is the VP- HR of a leading Financial services company. He is having a
meeting with Ms. Ramani leading HR consultant. Mr. Solanki is concerned about creating
an environment that helps in increasing the job satisfaction amongst employees. Assume
that you are Ms. Ramani, the HR consultant. What suggestions you will give to Mr. Solanki,
for creating an environment that increases job satisfaction.
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Answer:-
Environment increases job satisfaction:
Job satisfaction describes how content an individual is with his /her job. The
happier people are within their job, the more satisfied they are said to be. Job
satisfaction is not the same as motivation or aptitude, although it is clearly
linked. Job design aims to enhance job satisfaction and performance; methods
include job rotation, job enlargement, job enrichment and job re-engineering.
Other influences on satisfaction include the management style and culture,
employee involvement, empowerment and autonomous work position. Job
satisfaction is a very important attribute which is frequently measured by
organizations. The most common way of measurement is the use of rating scales
where employees report their reactions to their jobs. Questions relate to rate of
pay, work responsibilities, variety of tasks, promotional opportunities, the work
itself and co-workers. Some questioners ask yes or no questions while others ask
to rate satisfaction on 1-5 scale (where 1 represents "not at all satisfied" and 5
represents "extremely satisfied")
Communication Overload and Communication Underload
One of the most important aspects of an individual’s work in a modern
organization concerns the management of communication demands that he or
she encounters on the job (Krayer, K. J., & Westbrook, L., p. 85). Demands can be
characterized as a communication load, which refers to “the rate and complexity
of communication inputs an individual must process in a particular time frame
(Faraca, Monge, & Russel, 1977).” Individuals in an organization can experience
communication over-load and communication under- load which can affect their
level of job satisfaction. Communication overload can occur when “an individual
receives too many messages in a short period of time which can result in
unprocessed information or when an individual faces more complex messages
that are more difficult to process (Farace, Monge, & Russel, 1997).” Due to this
process, “given an individual’s style of work and motivation to complete a task,
when more inputs exist than outputs, the individual perceives a condition of
overload (Krayer, K. J., & Westbrook, L., p. 86) which can be positively or
negatively related to job satisfaction. In comparison, communication under load
can occur when messages or inputs are sent below the individual’s ability to
process them (Farace, Monge, & Russel, 1997).” According to the ideas of
communication over-load and under-load, if an individual does not receive
enough input on the job or is unsuccessful in processing these inputs, the
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individual is more likely to become dissatisfied, aggravated, and unhappy with
their work which leads to a low level of job satisfaction.
Measuring job satisfaction
There are many methods for measuring job satisfaction. By far, the most
common method for collecting data regarding job satisfaction is the Likert scale
(named after Rensis Likert). Other less common methods of for gauging job
satisfaction include: Yes/No questions, True/False questions, point systems,
checklists, and forced choice answers. This data are sometimes collected using
an Enterprise Feedback Management (EFM) system.
The Job Descriptive Index (JDI), created by Smith, Kendall, & Hulin (1969), is a
specific questionnaire of job satisfaction that has been widely used. It measures
one’s satisfaction in five facets: pay, promotions and promotion opportunities,
coworkers, supervision, and the work itself. The scale is simple, participants
answer either yes, no, or can’t decide (indicated by ‘?’) in response to whether
given statements accurately describe one’s job.
The Job in General Index is an overall measurement of job satisfaction. It is an
improvement to the Job Descriptive Index because the JDI focuses too much on
individual facets and not enough on work satisfaction in general.
Other job satisfaction questionnaires include: the Minnesota Satisfaction
Questionnaire (MSQ), the Job Satisfaction Survey (JSS), and the Faces Scale. The
MSQ measures job satisfaction in 20 facets and has a long form with 100
questions (five items from each facet) and a short form with 20 questions (one
item from each facet). The JSS is a 36 item questionnaire that measures nine
facets of job satisfaction. Finally, the Faces Scale of job satisfaction, one of the
first scales used widely, measured overall job satisfaction with just one item
which participants respond to by choosing a face..
Superior-Subordinate Communication
Superior-subordinate communication is an important influence on job satisfaction
in the workplace. The way in which subordinate’s perceive a supervisor’s
behavior can positively or negatively influence job satisfaction. Communication
behavior such as facial expression, eye contact, vocal expression, and body
movement is crucial to the superior-subordinate relationship (Teven, p. 156).
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Nonverbal messages play a central role in interpersonal interactions with respect
to impression formation, deception, attraction, social influence, and emotional
expression (Burgoon, Buller, & Woodall, 1996). Nonverbal immediacy from the
supervisor helps to increase interpersonal involvement with their subordinates
impacting job satisfaction. The manner in which supervisors communicate their
subordinates may be more important than the verbal content (Teven, p. 156).
Individuals who dislike and think negatively about their supervisor are less willing
to communicate or have motivation to work where as individuals who like and
think positively of their supervisor are more likely to communicate and are
satisfied with their job and work environment. The relationship of a subordinate
with their supervisor is a very important aspect in the workplace. Therefore, a
supervisor who uses nonverbal immediacy, friendliness, and open
communication lines is more willing to receive positive feedback and high job
satisfaction from a subordinate where as a supervisor who is antisocial,
unfriendly, and unwilling to communicate will naturally receive negative
feedback and very low job satisfaction from their subordinates in the workplace.
Mood and emotions form the affective element of job satisfaction. (Weiss and
Cropanzano,1996). Moods tend to be longer lasting but often weaker states of
uncertain origin, while emotions are often more intense, short-lived and have a
clear object or cause. There is some evidence in the literature that moods are
related to overall job satisfaction. Positive and negative emotions were also
found to be significantly related to overall job satisfaction Frequency of
experiencing net positive emotion will be a better predictor of overall job
satisfaction than will intensity of positive emotion when it is experienced.
Emotion work (or emotion management) refers to various types of efforts to
manage emotional states and displays. Emotion management includes all of the
conscious and unconscious efforts to increase, maintain, or decrease one or
more components of an emotion. Although early studies of the consequences of
emotional work emphasized its harmful effects on workers, studies of workers in
a variety of occupations suggest that the consequences of emotional work are
not uniformly negative.
It was found that suppression of unpleasant emotions decreases job satisfaction
and the amplification of pleasant emotions increases job satisfaction. The
understanding of how emotion regulation relates to job satisfaction concerns two
models:
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Q.6 Given below is the HR policy glimpse of the “VARK-LEARNING” a learning and
training solutions company
1. It offers cash rewards for staff members
2. It promotes the culture of employee referral and encourages people to refer people they
know may be their friends, ex. Colleagues batch mates, relatives.
3. What all needs do it takes care off according to maslow’s need hierarchy
4. It recognizes good performances and give fancy titles and jackets to the people who
perform well and also felicitates them in the Annual Day of the company.
What all aspects does it takes care of according to the Maslow’s Need Hierarchy ? [10]
Answer:-
MASLOW’s hierarchy of needs:
Maslow's hierarchy of needs is a theory in psychology, proposed by
Abraham Maslow in his 1943 paper A Theory of Human Motivation. Maslow
subsequently extended the idea to include his observations of humans'
innate curiosity. His theories parallel many other theories of human
developmental psychology, all of which focus on describing the stages of
growth in humans
An interpretation of Maslow's hierarchy of needs, represented as a
pyramid with the more basic needs at the bottom
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The most fundamental and basic four layers of the pyramid contain what Maslow
called "deficiency needs" or "d-needs": esteem, friendship and love, security, and
physical needs. With the exception of the most fundamental (physiological)
needs, if these "deficiency needs" are not met, the body gives no physical
indication but the individual feels anxious and tense. Maslow's theory suggests
that the most basic level of needs must be met before the individual will strongly
desire (or focus motivation upon) the secondary or higher level needs. Maslow
also coined the term Metamotivation to describe the motivation of people who go
beyond the scope of the basic needs and strive for constant betterment.
Metamotivated people are driven by B-needs (Being Needs), instead of
deficiency needs (D-Needs).
Physiological needs
For the most part, physiological needs are obvious — they are the literal
requirements for human survival. If these requirements are not met, the human
body simply cannot continue to function.
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Air, water, and food are metabolic requirements for survival in all animals,
including humans. Clothing and shelter provide necessary protection from the
elements. The intensity of the human sexual instinct is shaped more by sexual
competition than maintaining a birth rate adequate to survival of the species.
Safety needs
With their physical needs relatively satisfied, the individual's safety needs take
precedence and dominate behavior. In the absence of physical safety -- due to
war, natural disaster, or, in cases of family violence, childhood abuse, etc. --
people (re-)experience post-traumatic stress disorder and trans-generational
trauma transfer. In the absence of economic safety -- due to economic crisis and
lack of work opportunities - these safety needs manifest themselves in such
things as a preference for job security, grievance procedures for protecting the
individual from unilateral authority, savings accounts, insurance policies,
reasonable disability accommodations, and the like.
Safety and Security needs include:
Personal security
Financial security
Health and well-being
Safety net against accidents/illness and their adverse impacts
Love and belonging
After physiological and safety needs are fulfilled, the third layer of human needs
are social and involve feelings of belongingness. The need is especially strong in
childhood and can over-ride the need for safety as witnessed in children who
cling to abusive parents. Deficiencies with respect to this aspect of Maslow's
hierarchy - due to hospitalism, neglect, shunning, ostracism etc. - can impact
individual's ability to form and maintain emotionally significant relationships in
general, such as:
Friendship
Intimacy
Family
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Humans need to feel a sense of belonging and acceptance, whether it comes
from a large social group, such as clubs, office culture, religious groups,
professional organizations, sports teams, gangs, or small social connections
(family members, intimate partners, mentors, close colleagues, confidants). They
need to love and be loved (sexually and non-sexually) by others. In the absence
of these elements, many people become susceptible to loneliness, social anxiety,
and clinical depression. This need for belonging can often overcome the
physiological and security needs, depending on the strength of the peer
pressure; an anorexic, for example, may ignore the need to eat and the security
of health for a feeling of control and belonging.
Esteem
All humans have a need to be respected and to have self-esteem and self-
respect. Esteem presents the normal human desire to be accepted and valued
by others. People need to engage themselves to gain recognition and have an
activity or activities that give the person a sense of contribution, to feel self-
valued, be it in a profession or hobby. Imbalances at this level can result in low
self-esteem or an inferiority complex. People with low self-esteem need respect
from others. They may seek fame or glory, which again depends on others. Note,
however, that many people with low self-esteem will not be able to improve their
view of themselves simply by receiving fame, respect, and glory externally, but
must first accept themselves internally. Psychological imbalances such as
depression can also prevent one from obtaining self-esteem on both levels.
Most people have a need for a stable self-respect and self-esteem. Maslow noted
two versions of esteem needs, a lower one and a higher one. The lower one is
the need for the respect of others, the need for status, recognition, fame,
prestige, and attention. The higher one is the need for self-respect, the need for
strength, competence, mastery, self-confidence, independence and freedom. The
latter one ranks higher because it rests more on inner competence won through
experience. Deprivation of these needs can lead to an inferiority complex,
weakness and helplessness.
Maslow also states that even though these are examples of how the quest for
knowledge is separate from basic needs he warns that these “two hierarchies are
interrelated rather than sharply separated” (Maslow 97). This means that this
level of need, as well as the next and highest level, are not strict, separate levels
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but closely related to others, and this is possibly the reason that these two levels
of need are left out of most textbooks.
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