MODULE- 4: STAFFING

Concept, Manpower Planning, Recruitment & Selection, Training &Development,

Performance Appraisal, Leadership Style, Motivation theories, Morale Building
Communication

STAFFING

- Filling and keeping filled, positions in the Organization structure.

- Def – Koontz and O’Donnell “The managerial functions of staffing involves
manning the Organizational structure through proper and effective selection,
appraisal and development of personnel to fill the roles designed into
structure.

Functions of Staffing
1. Procurement
– Job analysis
– Man power planning
– Recruitment
– Selection
– Placement

2. Development
- Performance appraisal
- Training
- Management Development
- Career Planning & Development
- Promotion

3. Compensation
– Job evaluation
– Wage and Salary administration
– Incentives
– Fringe Benefits
– Social security measures

4. Human Relations
- is an area of management in integrating people into work situation in a way
that motivates them to work together productively, co-operatively and with
economic, psychological and social satisfaction.

Sequence of activity in Staffing

Pre-employment activities - Requisitioning, Recruiting & Selecting

Post employment activities - Training, appraising, Promoting and Compensating,

Providing miscellaneous services.

Purpose and Importance

1. Increasing size of Organization
2. Advancement of technology
 3. Long range needs of manpower
4. High wage bill
5. Trade unionism
6. Human relations movement

Staffing Process
 Manpower Planning/Requirements
 Recruitment/ Decruitment
 Selection
 Placement and Orientation
 Training
 Remuneration
 Performance Management
 Promotion and Transfer

MANPOWER PLANNING/REQUIREMENTS

 Analyzing the current manpower inventory- Before a manager makes forecast

of future manpower, the current manpower status has to be analyzed.
For this the following things have to be noted-
* Type of organization
* Number of departments
* Number and quantity of such departments
* Employees in these work units
 Making future manpower forecasts – Once the factors affecting the future
manpower forecasts are known, planning can be done for future manpower
requirements.

The Manpower forecasting techniques commonly employed by the organizations are

as follows -
* Expert Forecasts
* Trend Analysis
* Work Load Analysis
* Work Force Analysis

Need of Manpower Planning

Manpower Planning is a two-phased process because manpower planning not only
analyses the current human resources but also makes manpower forecasts and thereby
draw employment programmes. Manpower Planning is advantageous to firm in following
manner:
 Shortages and surpluses can be identified so that quick action can be taken
wherever required.
 All the recruitment and selection programmes are based on manpower planning.
 It also helps to reduce the labour cost as excess staff can be identified and thereby
overstaffing can be avoided.
 It also helps to identify the available talents in a concern and accordingly training
programmes can be chalked out to develop those talents.
 It helps in growth and diversification of business. Through manpower planning,
human resources can be readily available and they can be utilized in best manner.
 It helps the organization to realize the importance of manpower management
which ultimately helps in the stability of a concern.

RECRUITMENT & SELECTION

 - 1st Stage, continues with selection and stops with the placement of the
candidate
- +ve it stimulates people to apply for jobs to increase the hiring ration. i.e. the
number of applicants for a job
- Goal of Recruitment is to create a large pool of persons available and wiling
to work.
- Selecting the person overall
- Def.- Edwin & Flippo – “ Recruitment is the process of searching for
prospective employees and stimulating them to apply for jobs in the Orgn.

Sources of Recruitment
1. Internal sources – It includes personnel already on the payroll of an
Organization, presenting working force.

Merits
- Less expense
- Builds loyalty
- Ensures stability
- Sense of security
- Lower level to look forward to rising to higher levels
- Morale of the employees (Shows more Enthusiasm)

Demerits
- Promotion based on seniority, inefficient people may also be promoted this
will ultimately ruin the prospects of the firm.
- There will not be any creativity
- Lack of Technical skills

2. External Sources – Fresh flood should be injected so as to make it more dynamic

- fresher’s from college
- unemployed with a wide range of skills and abilities
- retired experienced person

Merits
- required skills
- Do objective selections (since people are recruited from a large market, the
best selection can be made without any distinctions of caste, colour, gender)
- May b economical in the long run (training is not required)

Demerits
-Brain Drain – Experienced persons or raided or hunted by other concerns

Methods or Techniques of Recruitment

1. Direct Method – campus recruitment
2. Indirect Method – use advertisements for recruitment in newspaper, journal, etc
- Blind advertisement – without company name the advertisement been made
3. Third Party method
a. Private Employment agency
b. Public Employment agency
c. Head hunters (Professional Recruiting agencies)
d. Employee Referrals (Recommendations)
e. Trade Unions
 f. Applicant at the gate
g. Voluntary Organization
h. Computer data bank

Recruitment Policy 5 Elements

1. Identification of Recruitment needs
2. Preferred sources of Recruitment
3. Criteria of selection and selection techniques
4. Cost of Recruitment
5. Role, if any assigned to the union in the formulation and implementation of
recruitment and selection policies.

SELECTION

- Process of discovering the most suitable and promising candidates to fll up the
vacancies
- The goal of selection is to sort out or eliminate those judged unqualified to
meet the job and organizational requirements
- -ve action, after receiving the application select a particular person
- Recruitment is a method while selection is a procedure.
- Successive hurdles techniques

Steps in Selection
- A process of rejecting the unwanted applicant
1. Receiving application
2. Preliminary screening / Interview
3. Application blank
4. Psychological test
5. Interview
6. Reference check
7. Physical Examination
8. Final Interview

Interview
The Interview is the most frequent method of selection. The Interview is a face to
face conversation between an applicant and the employer. The purpose of Interview is to
collect information on behavior, attitudes, opinions, maturity, emotional stability,
enthusiasm, confidence, response and other commercial behavior.

Factors considered in Interview

 Initiative
 Response
 Behavior
 Work Experience
 Opinion
 Attitude
 Maturity
 Emotional Stability
 Enthusiasm
 Confidence

Types of Interview
1. Structured Interview – is also called as patterned interview. The interviewers are
trained in the process to be used. A list of questions on analysis of the job
 specification is prepared. The Interviewing process attempts to predict how
candidates will perform in the work situations.
2. Group or Discussion Interview – The interviewees are given certain problems
and are asked to reach a specific decision within a particular time limit. The
applicants enter into group discussion, knowing that the interview is a test, but do
not know which qualities are being measured or tested. The object is to see how
individuals perform on a particular task or in a particular situations
3. Panel or Board Interview – Candidate is interviewed by a number of
interviewers. Questions may be asked in turn or asked in random order as they
arise on any topic.
4. Stress Interview – The Interview assumes a hostile role toward the applicant. He
deliberately puts him on the defensive by trying to any, embarrass or frustrate
him. The purpose is to find out how a candidate behaves in a stress situation
whether he loses his temper, gets confused or frightened.

PLACEMENT

The Placement of the individual on the new job and orienting him to the Organization.
Placement may be defined as the determination of the job to which an accepted candidate
is to be assigned to that job. A proper placement of a worker reduces Employee turnover,
absenteeism and accident rates and improves morale.
After the selection, the employee is generally put on a probationary period
ranging from one to two years after his employment to regularized, provided that during
this period, his work has been found to be satisfactory.
 Orientation
 Training
 Executive Development

ORIENTATION / INDUCTION / INDOCTRINATION

Induction is a technique by which a new employee is rehabilitated into the changed

surroundings and introduced to the practices, policies and purposes of the Organization

The Main Objects of Orientation

1. Clarifying the job
2. Developing realistic expectation about the Organization
3. Reducing the amount of stress of new employee
4. Reducing startup costs
5. Strengthening the relationships between new employee, his superiors and peers

A formal orientation programme generally provides information regarding the

following:
1. The history of the Organization
2. Products and services of the Company
3. Organization structure of the enterprise
4. Location of departments and Units
5. Personnel policies and practices
6. Employees facilities and services
7. Rules and Regulations
8. Grievance procedures
9. Safety Measures
 TRAINING & DEVELOPMENT

Training
- Training is an organized process for increasing the knowledge and skills of
people for definite purpose.
Training & Education
- Training and Education is concerned with imparting specific skills for
particular purpose
- Purpose of Training is to bring about improvement in the Performance of
work
- Includes the learning of such skills as are required to do a specific job in a
better way
Training & Development
- Development involves the growth of the individual in all respects
- Training is job centered whereas development is career bound
- Aims at increasing the capacity for further tasks of greater difficulty
- Contents and techniques of employee training may differ from those of
Management Development.

Training & Development Process

1. Determining Training Needs
a. Organizational analysis – ( analyzing the present and future needs of the
total Organization)
b. Operational analysis – (need of a specific group of jobs)
c. Individual analysis – (analyzing the need of the specific Employee)
2. Deciding the purpose of Training
3. Choosing Training method
4. Evaluating Training Effectiveness

Need for Training arises on the account of following reasons –

1. New Environment
2. Lack of Trained Personnel
3. Advancement in Technology
4. Faculty Methods
5. Prevention of accidents
6. Career Development.

Need for Training

1. To improve job related skills
2. To update Knowledge and skills
3. To prepare for higher responsibilities and task
4. To develop proper job related attitudes
5. To inject motivation and morale
6. To mould personnel to adapt and adjust to Organizational change

Advantages of Training
1. Increased productivity
2. Job Satisfaction
3. Reduction in accidents
4. Better use of Resources
5. Reduced Supervision
6. Greater Flexibility
7. Management by Exception
8. Stability and Growth
Essential of a good Training Programme
A good training programme must satisfy the following conditions
1. Clear Purpose
2. Training Needs
3. Relevance
4. Individual Differences
5. Appropriate incentives
6. Management Support
7. Balance between theory and practice.

Training Procedure
1. Preparing the Instructor
- know the job or subject he is attempting to teach
- Have the aptitude and ability to teach
- Have willingness towards the profession
- Pleasing Personality and capacity for leadership
- Knowledge of teaching Principles and methods
2. Preparing the Trainee
3. Getting ready to teach
4. Presenting the Operation
5. Try out the Trainee’s performance
6. Follow - up

Methods and Techniques of Training

1. On the Job Training

a. Coaching
b. Understudy
c. Job Rotation
2. Vestibule Training – ( Dummy Machine set up )
3. Apprenticeship Training
4. Classroom Training

EXECUTIVE DEVELOPMENT / MANAGEMENT DEVELOPMENT

“Developing a manager is a progressive process in the same sense that educating a person
it. Neither development nor Education should be thought of as something that can ever be
completed, for there are no known limits to the degree to which one may be developed or
educated”

Methods of Executive Development

1. On the Job Method
a. Coaching and Understudy
b. Position rotation
c. Special projects and task forces
d. Committee assignments
e. Multiple Management

2. Off the Job Method

a. Special courses
b. Conferences and Seminars
c. Case study
d. Selective Readings
 e. Brain Storming
f. Simulation , role Playing and Management Games
g. Sensitivity Training

PERFORMANCE APPRAISAL

Meaning of Performance Appraisal:

“Performance appraisal is the process of defining expectations for employee’s
performance; measuring, evaluating and recording employee performance relative to
those expectations; and providing feedback to the employee.”

Performance appraisal system involves setting performance standards and comparing

actual performance with the standards to know the extent to which employees have
contributed towards corporate profits. “It is a process whereby managers and their
subordinates share understanding about what has to be accomplished, and the manager
will naturally be concerned about how best to bring about those accomplishments by
adept management and development of people in the short and long terms.”

It also helps in:

(i) Developing inter-personal relationships between manager and his team.
(ii) Motivating employees to achieve their targets.
(iii) Identifying the need for training the workforce.
(iv) Improving use of working tools like demonstration, material, working documents etc.
(v) Determining and re-allocating employees’ territories and work assignments.
(vi)Determining sound compensation and incentives plans for the employees.
Objectives of Performance Appraisal:
1. Appraisal is a judgment which requires definite standards.
2. To judge means to apply a set of values.
3. Performance appraisal depends on “Merit Rating”.
4. Standards consider what work was assigned.
5. One can only build in strength.
6. Appraisal should be an integral part of the system of managing.
7. It is human tendency to recall only the latest events or achievements.
8. It provides feedback to employees about their performance.
9. It helps in designing personal improvement plans to overcome the weaknesses of
employees on the job and devising training and development programmes to strengthen
their capabilities.
Importance of Performance Appraisal:
Evaluating employees is a complex task as they perform a variety of activities. Different
situations demand different types of skills. There is also difference in degree of personal
qualities. Performance evaluation consists of setting performance standards, both
qualitative and quantitative to measure actual performance and judge the employees in
terms of their contribution to objectives.
The key concept is productivity which means contribution to profits and sales.
Productivity should be greater than the cost incurred by the company on their work
efforts. Managers should “make the events happen” and not “let the events happen”.
Every management activity has to be planned; otherwise it will be left to chance.
Managers cannot rely on chance element.

The following reasons explain the need for making appraisals:

1. To know the quality of managers:
2. To put right man on the right job:
3. To re-structure the organization:
4. To give feedback to employees:
5. To develop employees:
6. To recommend rewards/transfers:

Approaches to Performance Appraisal

1. Informal approach:
This approach of performance appraisal measures the performance of employees on a
continuous basis. It continuously informs them about how well they are doing. Managers
inform the subordinates of the desirable and undesirable attributes of their work activities
or the subordinates themselves go and ask the managers about it. This helps in immediate
detection and rectification of mistakes.

2. Formal approach:
Rather than assessing performance on a continuous basis, formal approach conducts
performance appraisal at regular intervals to rank the employees on the basis of their
merit. This helps managers find candidates suitable for promotions. Those who are not
performing up to the mark may be transferred to other departments.

Persons Responsible for Performance Appraisal:

1. Performance appraisal by superiors:
2. Performance appraisal by a group of superiors:
3. Performance appraisal by the peer group:
4. Performance appraisal by subordinates:

Methods of Performance Appraisal:

I. Performance results-oriented methods

II. Employee behavior-oriented methods

I. Performance results-oriented methods:

These methods measure actual performance of employees and bring it in conformity with
the pre-determined standards.
1. Graphic Scales:
These scales “list a number of rating factors, including general behaviors and
characteristics, on which an employee is rated by the supervisor.” Depending on the
factors that need to be rated like quality or quantity of work, technical knowledge,
punctuality, integrity, cooperativeness, initiative, creativity, analytical ability,
decisiveness etc., supervisors prepare a graphic scale with different grades and employees
are rated on the basis of their performance on that scale. The appraiser goes through these
set of factors on the rating scale where highest grade (A or 1) would denote the best
rating.

The usual dimensions of a graphic scale are:

Grade A = Outstanding
Grade B = above average
Grade C = Average
Grade D = below average
Grade E = Unsatisfactory
The advantage of this scale is that grading of employee on the scale highlights the need
for improvement in his abilities to perform the job. If an employee is placed at Grade D,
his performance is below average and he needs to improve upon it.

The limitation of this method is that every manager does not follow the same method of
rating people at a particular grade. An employee who is assigned Grade A by one
manager may be assigned Grade B or C by another manager. This method is, thus,
sensitive to errors.

Different types of rating errors are:

(i) Halo effect:
This is a presumption by managers that a person doing well in one area will be doing well
in other areas also. This is not always the case. A person good at sales may not be good in
production or vice versa.

(ii) Horns effect:

It is the opposite of halo effect. Managers presume that employees who do not perform
well in one area are poor performers in other areas too. They tend to give such employees
a low grade if they have performed badly on one job while they may have actually
performed better on other jobs.

(iii) Contrast error:

Managers rate the subordinates by comparing their individual performances rather than
measuring their performance against the standards. When two sub-standard employees
are rated on this basis, manager will give Grade A to one and B to another while both of
them may actually fall in Grade E.

(iv) Recency error:

The employees are rated on the basis of their latest or recent performance. The earlier
performance is ignored. An outstanding employee who, for some reason, has not been
able to do well in the latest assignment, shall be placed in Grade D or E. This is not a
satisfactory method of rating.

(v) Leniency error:

Supervisors give lenient rating to all the employees without measuring their actual
performance. The results are, thus, likely to be biased.

(vi) Severity error:

This is the opposite of leniency error. The supervisor gives low rating to all the
employees, without appraising their actual performance. The results would, therefore, be
again inaccurate.

(vii) Central tendency error:

An average rating or grade is given to everyone, disregarding their actual performance.
The rater marks all the people as average without discriminating as superiors or inferiors.
This may happen because the rater does not have sufficient knowledge about employees
or because he is indifferent towards employees.

(viii) Constant errors:

Some raters have the habit of rating people as high or low. They either rate everyone high
or everyone low. Some rate on the basis of present performance whiles others on the basis
of potential to perform in future. The results of two raters are, thus, not comparable.

2. Behaviorally anchored rating scales:

This method of performance appraisal is an extension of graphic scale method. These
rating scales are used in situations where number of employees is performing similar
work and high degree of precision is required in their job behaviors. Rather than
assessing the performance as above average or below average, a range of levels of
performance, from very high to very low is specified on the rating scale.

Unsatisfactory performance, for example, can further be labeled as very unsatisfactory or

marginally unsatisfactory. Above average can also be ranked as slightly above average or
much above average.

Five grades in the graphic scale can be developed as:

A wide range of performance is specified on the graphic scale and the raters are much
less sensitive to bias by the range of errors that inhibit their rating capacity on the graphic
scale. Though this method is more accurate and scientific than the graphic scale, it is
more time consuming and expensive.

It also needs high precision on the part of raters to rate the subordinates as different rating
levels form part of the same grade. Managers, therefore, often seek assistance of experts
in preparing this scale.

3. Essay evaluation:
This is an unstructured form of performance appraisal where grades are not assigned to
performance parameters. As the employees perform their jobs, the evaluators or raters
keep track of the performance and note their positive and negative job attributes like
quality and quantity of performance, knowledge about the job skills and organizational
policies, employees’ strengths and weaknesses, their potential to work, need for training
etc.

At the end of the period, they analyze all these points and give brief description of their
performance in the form of an essay. This method has the merit of rating the employees
purely on the basis of their actual performance. It reduces personal bias of the raters.
However, different raters have styles and perception about rating the qualities of a person
and this method, thus, may not be totally error free.

II. Employee behavior-oriented methods:

These methods are also known as comparative methods of evaluation. They compare
performance of employees against each other and rank them accordingly.

1. Straight ranking:
This is the simplest method of ranking where employees are rated as rank 1, 2, 3, 4 or 5.
Where an employer has to consider one of his subordinates for promotion to higher job;
he would simply see each person’s performance in the respective area of operation, say
production, and the one having produced the maximum number of units would be given
rank 1 followed by ranks 2 through 5, and accordingly considered for promotion.

People are, thus, given ranks on the basis of their traits. This method is effective when
few numbers of persons have to be ranked as some of the traits for ranking cannot be
quantified. For less number of people, however, personal observations can also be used
for ranking.

Ranking method does not indicate differences in ranks as equal to differences in ability of
people being ranked. This is only a comparative method of ranking where one is better
than the other; how much better is not indicated through rankings.

2. Alternation ranking:
Rather than ranking the employees in ascending order of performance, the raters first pick
up the best and give him rank 1, then the worst and rank him 5, then they pick up workers
to be ranked as 2 and 4 and proceed this way until all the employees are ranked. This
method is similar to straight ranking method with the difference in the approach towards
picking up different ranks.

3. Paired comparison:
In this method of ranking, each person is compared with others in the group on the basis
of specific traits, usually one trait as otherwise huge number of comparisons has to be
made which can make rating a time-consuming process. A list is prepared containing the
names of persons to be ranked in pairs. The rater puts a tick mark against the person who
is better between the two.

The person who is ticked marked as better for maximum number of times is given the
highest rank. The number of comparisons to be made is calculated by using the formula
n(n – l)/2 where n is the total number of persons to be compared. For instance, paired
comparison has to be made amongst 5 people. This requires 10 comparisons [5(5 – 1)/2]
to rank who gets the highest rank in terms of being better than the others.

The comparisons are as follows:

Every person will be compared with 4 others (1 with 2, 3, 4, 5 / 2 with 1, 3, 4, 5 / 3 with

1, 2, 4, 5 / 4 with 1, 2, 3, 5 and 5 with 1, 2, 3, 4) and one who is most preferred gets the
highest rank followed by others. Though everyone is compared with everyone else in this
method, it is difficult to use this method when large number of people are involved.
4. Forced-distribution method:
When more than one employee are rated as almost the same, it becomes difficult for the
rater to rate them as 1 or 2. As many employees are rated around a similar point on the
rating scale, one employee is not given one rank; but a group of employees are placed in
one rank.

For example, the manager might place 5% of the employees in rank 1.10% in rank 2,
20% in rank 3, 30% in rank 4 and remaining 35% in rank 5. In case of ranking 100
employees, therefore, 5 employees will be placed in rank 1 and 35 in rank 5. This method
is suitable where supervisor has to rank a large number of employees and individual
ranking is not possible.

5. Forced choice method:

This method of rating involves appraising the performance of employees by choosing
between two or more statements that describe the characteristics of the employees. The
statements may be positive or negative. They are closely similar to each other but the
rater has to choose the most appropriate statement that describes the employee. Many sets
of such statements (positive and negative) are prepared to analyze the performance of
employees and the final rating is done on the basis of results of all the statements.

Steps/Process of Performance Appraisal:

1. Goal setting:
Goals are set for appraising performance which becomes standards. Standards should be
applicable, adequate and objective. There should be scope for stretching human abilities.
They should be high but reasonable and attainable in a given situation.

2. Measure performance:
Once standards are set, next job is to measure performance against standards.
Measurement can be annual, periodic or continuous.

3. Find deviations:
Managers observe actual performance of employees, look at the environmental
conditions and find deviations in performance.

4. Corrective action:
Some deviations are desirable and some are undesirable when compared against goals/
standards. Corrective actions are taken and in some cases, the goals are modified.

Diagrammatically, the performance appraisal process/control chart can be shown as

follows:
In the performance evaluation system, manager should not just perform his role
theoretically but really look forward to apply fundamentals to practice i.e.
implementation. In addition to basic managerial functions, he should focus on other areas
of concern like personality, cooperation, maturity, intelligence, loyalty, a good trainer etc.

These areas should be used in conjunction with appraisal of plans and goals. Appraisal
system is a continuous and sequential activity performed by managers to institute a sound
reward system for its personnel and also promote market share for its products.

Barriers to Performance Appraisal:

1. Despite best efforts to be objective in making appraisals, appraisers’ may become
subjective in their judgment.

2. Appraisals based on the assumption that appraisal system is perfect cannot give
accurate results. Targets and techniques of appraisal cannot be standardized forever.

3. Holding personal opinion about appraises can make appraisals a mere formality.
Appraisers do not spend sufficient time in designing the appraisal system and completing
the appraisal forms. This lacks a systematic review of performance, both present and
potential.

4. Appraisal is like a check on employees’ performance. Therefore, they may be resistant

to appraisals. They often tend to provide faulty or disguised information about their
performance. This makes appraisal ineffective in nature.

5. Sometimes, appraisals are affected by psychological blocks to appraisals.

 LEADERSHIP

Definitions
Leadership is defined as influence, the art or process of influencing people so that they
will strive willingly and enthusiastically toward the achievement of group goals.

- Leaders act to help a group attain objectives through the maximum application
of its capabilities.
- Leaders must instill values – whether it is concern for quality, honesty and
calculated risk taking or for employees and customers.

SKILLS
1. The ability to use power effectively and in a responsible manner
2. The ability to comprehend that human beings have different motivation forces at
different times and in different situations
3. The ability to inspire
4. The ability to act in a manner that will develop a climate conductive to responding
to and arousing motivations.
5. Fundamental understanding of People
6. ability to inspire followers to apply their full capabilities to a project

Leadership Styles
1. Autocratic Leader –Commands and expects compliance, is dogmatic and
positive, and leads by the ability to withhold or give rewards and punishment.
2. Democratic or Participative – consults with subordinates on proposed actions
and decision and encourage participation from there
3. Free-rein leader / laissez-faire Leadership – uses his or her power very little,
giving a high degree of Interdependent in their operations. Leaders depend largely
on subordinates to set their own goals and the means of achieving them, and they
see their role as one of aiding the operation of followers by furnishing them with
information and acting primarily as a contact with the groups external
Environment.
4. Paternalistic Leadership – Serves as the head of the family and treats his
followers like his family members. He assumes a paternal or fatherly role to help,
guide and protect the followers.

Functions
1. Goal Determination
2. Motivating Followers
3. Direction
4. Coordination
5. Representation

Importance of Leadership
1. Aid to authority
2. Motive power to group efforts
3. Basis for co operation
4. Integration of Formal and Informal Organization.

Theories
1. Trait Theory – A Leader is a one who has got a enthusiastic look, courageous
look – describes the external qualities of a person
 2. Behavioral Theory – A person who intend to be leader, they do not have any
qualities like Trait Theory
3. Contingency Theory –
a. Fiedler Model
b. Likert Model
c. Managerial Grid Theory

Fiedler Model - Leaders can be classified as two -

a. Relationship Oriented
b. Task Oriented
3 Situations been given to find the performance of two types of Leader-
– Leader member Relationships
- Task Structure
- Position Power
Employees under Relationship oriented Leader seems to achieve more performance than
the other.

Likerts Model
System 1 – Exploitive Autocratic Leader (oriented towards task alone)
System 2 – Benevolent Autocratic Leader (task oriented but has the quality of opposing if
things are good)
System 3 – Participative Leader (concerns the employees for a particular kind of work,
though he concern decision will be taken only by him.
System 4 – Democratic Leader

3 Situations
1. Confidence / Trust in Employees
2. Subordinates feeling of freedom
3. Managers seeking involvement with Subordinates
Ratings of the Leaders by their employees at different situations

Managerial Grid Theory

Proposed by Blake and Mounton

2 Kinds of Leader
1. Leaders concerned for People
2. Leader concerned for production / Task

Leader styles
1. Task Manager E.g. Defense , Concerned only on task
2. Team Builders – leaders high concern for production as well as people
3. Impoverished Style – Unfit for Leadership qualities, less concern for people as
well as production
4. Country club Manager E.g. – Trade union, high concern for people than
production.

MOTIVATON

The study of motivation is a search for answers about human nature. Motivation is:
 ‘A concern with why people do or refrain from doing something’;
 ‘An individual’s internal process that energizes, directs, and sustains behavior’
 A personal force that causes one to behave in a certain way’.
  ‘The willingness to exert high levels of effort to reach or achieve a predetermined
reward or goal’.
 A force that kindles a burning desire for work or action and the readiness to work
towards a goal or satisfy a need.

Terms used in motivation

Motivators: These refer to those things which induce an individual to perform e.g.
higher pay, prestigious title, name tag, praise, recognition, responsibility etc – It can be
tangible or intangible. There are limitless ways in which managers can be innovative in
the use of motivators.

Satisfaction: Refers to the sense of contentment experienced when a need is satisfied.

Intrinsic motivation: Refers to self-generated factors that influence people to behave in

a certain way or to move in a particular direction. These factors may include
responsibility, which involves the feeling that work is important, freedom to act, scope to
use and develop abilities, interesting and challenging work and opportunities for
advancement.

Extrinsic Motivation: Refers to what is done by others to motivate people. For example
rewards such as increased pay, praise, promotion and punishments such as disciplinary
action, withholding pay or criticisms.

Reward is the use of inducement in the form of money, promotion or security. It is a

strong motivator, which should not be overlooked by managers.

Punishment is the denial of a reward, use of threats and fear e.g. fear of loss of a job,
loss of income, reduction of bonus etc. Punishment is a strong motivator but not
sustainable because:-
 It can give rise to defensive or retaliatory behavior such as union organization,
poor quality work, indifference, dishonesty etc.
 It can create compliance from subordinates even for wrong decisions because
managers have the power of their positions to give or withhold rewards or impose
penalties.

Reinforcement: Reinforcement suggests that success in achieving goals and rewards act
as positive incentives and reinforce successful behavior which is repeated next time a
similar need emerges. The more powerful and frequent the reinforcement, the more
likely it is that the behavior will be repeated until it becomes an unconscious reaction to
an event. Conversely, failures or punishments provide negative reinforcements,
suggesting seeking alternative means of achieving goals

Consequences of unsatisfied needs.

Some needs are impossible to satisfy and this may result in some types of negative
behaviors. Such irrational behaviors are as a result of failure to accomplish an individual
goal.

 Aggression: This is destructive behavior such as hostility (physical/verbal) and

striking out. The feelings of rage or hostility are directed against the person or object
that is felt to be the cause of the frustration. As it is not possible sometimes to attack
the causes of frustration directly people may look for scapegoats.
 Rationalization: Means making excuses such as blaming someone else for inability
to accomplish a goal e.g. “I was not even interested in it anyway”.

 Regression: Means not acting one’s age by resorting to immature acts e.g.
unreasonable complaining or crying. It relieves some of the tension, but has adverse
effects on associates e.g. a person kicking a car when it cannot start.

 Fixation: Occurs when a person exhibits the same behavior pattern several times
even though the experience has shown that it can accomplish nothing. Research has
shown that frustration can maintain old and habitual responses and prevent the use of
new and more effective methods. Although habits can be broken when they bring no
satisfaction or lead to punishment, fixation actually becomes stronger under such
circumstances, e.g. the inability to accept change even when the facts show otherwise
penalties even when they make the situation worse.

 Resignation (apathy): occurs when people lose hope of accomplishing their goals
and withdraw from reality and the source of their frustration. Involves complete
surrender and borders on serious mental disorders. This phenomenon is characteristic
of people in boring, routine jobs, where they resign themselves to the fact that there is
little hope for improvement of their goals.

THEORIES OF MOTIVATION

The theories of motivation can be classified into content and process theories.

Content or needs theories: These are the theories that focus explicitly on the content of
motivation in the form of fundamental human needs. They are more concerned with the
quantitative aspects of motivation i.e. what motivates people and what people seek in
their work. Examples:

 Maslow’s Hierarchy of needs theory

 Herzberg’s two-factor theory
 McClellands three basic needs

Process or contemporary theories of motivation: These are the theories which attempt
to develop understanding of the psychological processes involved in motivation. They are
more concerned with the qualitative aspects and the dynamics of motivation i.e. how
people are motivated and how rewards influence behavior. They focus on the why and
how of motivation. Examples:
o Latham and Locke’s goal-directed theory
o Porter and Lawler’s expectancy theory
o Adams equity theory
o Bandura’s self-efficacy theory

Maslow’s Hierarchy of Needs (1943)

Maslow was a psychologist and his theory has found wide application in many fields
including management. He proposed that:
 Behaviors of human beings are motivated by needs.
 Individual needs can be classified into 5 broad categories.
 These 5 categories operate in a hierarchical manner, flowing from
low order to high order needs as shown below:
High order needs

Social status
Low order needs Safety needs

Physiological needs

Physiological, safety and social needs are referred to as lower order or deficiency needs,
because the absence of them make individuals deficient and existence as a human being
is threatened. On the other hand, esteem and self-actualization are referred to as high
order needs or growth needs as these make an individual become better at doing what
they are expected to do: gain control and mastery over their environment in terms of
technology, services etc.

Maslow’s theory of motivation therefore states that: “when a lower order need is
satisfied, the next highest becomes dominant and the individuals attention is turned
to satisfying this higher need.” The most difficult need to satisfy is that of self-
fulfillment. Psychological development takes place as people move up the hierarchy of
needs, but not necessarily in a straightforward progression. The lower needs still exist
even if temporarily dormant as motivators, and individuals constantly return to previously
satisfied needs.

The lowest unsatisfied need in the hierarchy is the one that motivates behavior e.g. a
deprived individual without basic needs will be directed towards finding food. The need
for safety is dormant at that time. A satisfied need does not motivate behavior. Once
satisfied, it ceases to be a motivator; instead the next higher level need becomes active
and motivates behavior.

Application of Maslow’s Hierarchy of Needs Theory.

Physiological needs: Involves mainly payment of wages and salaries to enable people
pay for their basic needs of food shelter and clothing.

Safety needs:. Provision of protective clothing, insurance and medical cover, pension
schemes, housing and transport (in relation to safety), and job security.

Social needs:. Promoting family feeling, intimacy and closeness, use of first names, to
break formality and reduce social distance, sharing facilities e.g. cafeterias, sports club
etc, casual dressing to identify with each other and recognition of trade unions.

Esteem needs: Supporting education, delegation of responsibility, titles and other status
symbols, fringe benefits e.g. Cars; bonus; shares; office size and equipment.
Self fulfillment needs: This is the apex of human needs and involves the need for
realizing ones potentialities, continued self-development, feelings of accomplishment and
attainment and being creative in the broadest sense possible. Organizations can facilitate
and create an environment in which individuals can realize their potentialities e.g.
writing, inventions, occupying important positions etc.

Research findings have shown that:

 Managers generally have high order needs compared to those at lower levels.
 Employees in developed countries generally have higher order needs than
those in poor countries.

It appears, however, that Maslow never considered the above dimensions as he was
concerned with individual employees.

Weaknesses of the need hierarchy theory

 The five categories of needs are not mutually exclusive

 The order in which the needs must be satisfied is not supported by real
life
 Situations.
 The model only applies to typical healthy people. A sick person is
 Unlikely to be satisfied by basic social or self-esteem needs.
 Research conducted to test the model has not supported its
assumptions and predictions.
 Some of the basic concepts of the theory such as self-actualization are
vague.

HERZBERG’S TWO-FACTOR THEORY OF MOTIVATION

Herzberg (1959) conducted a study, which focused on job satisfaction primarily to find
out the factors associated with job satisfaction. He collected data from a sample of 203
accountants and engineers based in Pittsburg, USA.

From these findings he proposed that human beings have two basic needs;
 The need to avoid pain and survive.
 The need to grow, develop and learn.
He also found that factors associated with feelings of happiness or satisfaction was
concerned with the job itself while those associated with dissatisfaction were related to
the environment in which the job was done.

He came up with two sets of factors from which the theory was coined.
Different terminologies have been used to refer to this theory.
Satisfaction-related factors

 Satisfiers
 Motivators Motivators
 Job content factors
 Intrinsic factors

Dissatisfaction related factors

 Dissatisfies
 Hygiene factors Hygiene or maintenance
  Job Context factors
 Maintenance
 Extrinsic factors

Herzberg’s findings showed that motivation can be explained by two factors:

A group of needs which he called hygiene or maintenance needs as they serve to

remove dissatisfaction. They are related to the job context e.g.

 Supervision
 Company policy and administration.
 Peer relations
 Working conditions
 Status
 Job security
 Pay
 Status
 Job title
 Job security, etc

He explained that if these factors exist, then there is no dissatisfaction, if they do not then
dissatisfaction results, but they are not motivators as such.

A second group of needs he called satisfiers or motivators and these are related to the
job content. They tend to increase job satisfaction e.g.

 Achievement
 Recognition
 Work itself
 Responsibility
 Advancement
 Possibility of growth etc.

Application of Herzberg’s two-factor theory- Job enrichment and job enlargement

Herzberg suggested that jobs should be made more interesting and challenging so as to
motivate employees. A great deal of interest has been directed at job satisfaction over the
last decades as a popular technique for increasing employee’s motivation. The concept of
job enrichment has been found to provide employees with an opportunity to:

 Perform more challenging and meaningful work.

 Utilize knowledge and skills more fully.
 Assume more authority and responsibility for planning, organizing, directing
and controlling of work.
 Receive feedback on performance.
 Grow and develop

Principles of Job Enrichment.

 Removing controls while retaining accountability
 Giving a complete unit of work
 Giving more authority
 Giving regular feedback to employees
  Giving new, difficult and challenging tasks

Limitations of Job Enrichment

Research findings have shown that not all employees are motivated by job enrichment as
some:
 Are unable to tolerate responsibility.
 Dislike complex duties.
 Uncomfortable with group work.
 Dislike relearning new skills.
 Prefer security and stability.
 Uncomfortable with supervisory authority
 Skills are not adaptable.
 Prefer to quit their jobs.

For organizations, enriched jobs may result in the following problems

 Supervisor’s roles may be reduced because of shared responsibility hence causing
dissatisfaction.
 Enriched jobs may increase pay dissatisfaction because of increased
responsibility.
 Costs in terms of training and development, new technology and more equipment
e.g. computers may increase.
 Unions may oppose some job enrichment efforts for fear of loss of employment or
decreased membership due to reduced desire to join unions by satisfied
employees.

Strengths of the two-factor theory

 Easy to comprehend.
 It was developed from an empirical study, hence has some validity.
 There are clear guidelines for applying it in the job setting.

Weaknesses
 It uses too many and confusing terminologies.
 The research instrument was defective.
 Motivators and hygiene factors are not mutually exclusive, but interdependent e.g.
salary can be both hygiene and a motivating factor.

Comparison of Maslow’s Needs Hierarchy with

Herzberg’s two-factor Theory.

Maslow’s needs theory and Herzberg’s two-factor theory are similar in many ways. The
high order needs of the need hierarchy represent motivators in Herzberg’s theory, while
lower order needs are similar to Herzberg’s hygiene factors.

Herzeberg’s two-factor theory Maslow’s hierarchy of needs

 Challenging work
 Achievement
 Growth in job Self-actualization
 Responsibility
 Advancement
  Recognition Esteem or ego
 Status

 Inter personal relations

 Company policy and administration Social
 Quality of supervision
 Working conditions
 Job security Safety/security
 Salary
 Personal life Physiological

PROCESS THEORIES OF MOTIVATION

Process theories of motivation were proposed as alternatives and to fill the gaps not
explained by the content theories. Process theories are more concerned with the cognitive
antecedents that go into the motivation process. This include: expectancy theory by
Victor Vroom (1964) and the Porter-Lawler Model (1968); Equity theory by Stacy Adams
and Attribution theories and others. In this section we shall only discuss a few of these.

Expectancy Theory of Motivation

Victor Vroom developed this theory in 1964 as an alternative to the content theories of
motivation. It refers to any situation or context where people have expectations from
whatever they do. It states that “motivated behavior is increased if a person perceives
a positive relationship between effort and performance – i.e. the outcome.

Based on this theory, extrinsic financial motivation works only when if the link between
effort and reward is clear and the value of the reward is worth the effort.

Managerial Implications of Expectancy Theory

 Strengthen employee’s effort and performance expectations by providing resources

such as training that enable employees to perform.
 Strengthen performance–outcome–rewards by linking performance with reward e.g.
pay. Managers should be consistent and transparent about criteria used for promotion.
 Match rewards with employee’s performances.
 Recognize employee’s ability and ensure that it is used optimally.
 Provide employees with opportunity to perform e.g. enabling environment, resources,
etc.
 Develop appropriate procedures for evaluating employee performance by measuring
actual performance, aptitude and criteria for promotion.

Equity Theory of Motivation

This is a process theory advanced by Stacy Adams (1968). Equity refers to perception
of fairness and justice in the treatment of people. If people feel that they are not being
treated equitably, they feel aggrieved and this grief will affect their levels of motivation in
different ways.
In the workplace, employees compare themselves with their peers in terms of their
contribution to the organization and in relation to what they get from the organization.
They compare their ratio of inputs and outcomes with that of another person.

Inputs: refer to the contributions made by an individual e.g. effort – both physical and
mental, time, education, training, experience, loyalty, useful contacts age, gender etc..
Outcome: refers to what is received in return for effort e.g. salary, fringe benefits, travel
allowances, medical insurance cover, status symbols, autonomy, recognition, friendly
environment etc.

Examples of ratios of outcomes to inputs

(i) Outcomes of ‘A’ = Outcomes of ‘B Satisfaction

Inputs of ‘A’ Inputs of ‘B’ = (Equity)

(ii) Outcomes of ‘A’ < Outcomes of ‘B’ = Underpayment

Inputs of ‘A’ Inputs of ‘B’ (Inequity)

(iii) Outcomes of ‘A’ > Outcomes of ‘B’ = Overpayment

Inputs of ‘A’ Outcomes of ‘B’ (Inequity)

Reactions of ‘A’

 In situation (ii), ‘A’ will act on outcomes to restore equity i.e. where there is
perception of underpayment by stealing from the organization, taking kickbacks,
undermining ‘B’, joining trade unions or reducing effort.

 In (iii) ‘A’ will attempt to restore balance by decreasing or increasing effort, e.g.
working longer hours, producing quality work, being loyal and committed to
organization etc, or by rationalizing or justifying the higher outcomes on the basis
of experience, educational levels etc. (resorting to subjective distortion of ‘A’s or
‘B’s inputs).
 In situation (i), there is perception of equity, hence no problems.

Goal Theory (Latham and Locke, 1979)

It states that motivation and performance are higher when:
 Individuals are set specific goals
 Goals are difficult but accepted
 There is feedback on performance

Goal theory is aligned to the concept of management by objectives (MBO) and it forms
the foundation for performance management process.

MOTIVATIONAL STRATEGIES AND CHALLENGES

Strategies

Money: It is an important motivator as it reflects on other motivators e.g. status, esteem,

achievement etc. Hence it is complicated as it is entangled with other needs.

 Money has symbolic power – its value comes from what it can buy.
  To increase the motivational value of money, an incentive plan/system should
be introduced, as the extra money is usually spent on high-value ‘extra’ items.
 Equitable salary structures in organizations lessens the importance of money
as a motivator, hence Herzberg’s contention that money is hygiene, not a
motivator.

Positive reinforcement: This idea was advocated by B.F. Skinner. He suggests that
individuals can be motivated by designing their jobs well, praising good performance
so that it can be repeated and removing barriers to performance and good
communication.

Participation: Having knowledge of what is happening and being asked to participate in

solving problems is motivating to employees as it appeals to the need for recognition,
affiliation and acceptance and it gives people a sense of accomplishment.

Job Enrichment: Involves making a job more challenging and important by increasing
scope of authority and responsibility. These can be achieved by:

 Giving workers more say in deciding about work methods, task sequencing
etc.
 Encouraging subordinate participation and interaction among workers.
 Giving workers a feeling of personal responsibility for their tasks.
 Ensuring that people see the contribution of their tasks in the overall result.
 Giving feedback on performance.

Other strategies of motivation may include; promotion to higher responsibility,

personal interest by manager, status symbols, training and development, monitoring,
leadership style etc.

Negative reinforcement or punishment: These should be avoided as it has the

tendency of stimulating anger, hostility, aggression, and rebellion in workers. The
motivational effects are only short term.

Challenges

Motivation is a psychological and a social process. Although the theoretical concepts

appear simple and straightforward, they are difficult to implement in real life because of
the following:-

Differences among people: People differ in their expectations; hence require different
types of incentives. For example, while scientists, engineers and other professionals may
have a stronger need for achievement, managers and politicians have a stronger need for
power. Needs also differ because of demographic characteristics of employees such as
gender, age, race, education, personal ambition, cultural background, occupation etc.

Social and economic change: Changes that impact on people’s lifestyles, such as
increased education, tastes and preferences, cross-cultural interactions mean that
motivating techniques which worked a decade ago may not work today.

Employees’ personal problems: Motivation can be effective only to a limited extent as

people may have problems that are beyond management and cannot be solved by
motivation.
Lack of resources: Organizations may be willing to motivate its employees, but may
lack the resources to do so. This is especially so for financial motivators.

Motivation is an internal instinct: motivation by nature is an internalized process that

comes from within the individual. Reinforcements are only needed to activate it. Thus a
manager can give only encourage it, but the actual and effective motivation will depend
upon the internal will of the employee.

Motivation is situation oriented: Variables in motivation situation are, the motivator,

the motivated, the motivational technique and the motivational circumstances all of
which affect the motivational outcome. To achieve a positive outcome, all four must be in
congruence- which almost impossible.

CONCLUSION
Human behavior is complicated and must be looked upon as a system of variables and
interactions. Motivating factors do not exist in a vacuum. In an organization people
operate in a field of restraining and driving forces. The actual behaviour will depend on
the strength of these counteracting forces. Managers can improve productive effort by
reducing restraining forces or by strengthening driving forces. Individual desires are
conditioned by physiological and cultural needs and the organizational climate in which
they operate. Climate may repress or arouse motives.

Managers who, if effective would certainly also be leaders must respond to the
motivational needs of individuals by designing a climate that will arouse motivation.
Managers can design an environment for performance by setting goals, developing and
communicating strategies and making plans to achieve objectives. In short managers can
motivate employees by carrying out effectively their core functions of planning,
organizing, leadership, control and staffing.

COMMUNICATION

Communication is derived from the Latin word Communis which implies common.
Communication is the interchange of thoughts and information.

ELEMENTS
1. Sender
2. Message – The Subject matter of Communication
3. Encoding – act of translating he msg into words, pictures, symbols
4. Channel – Media used
5. Receiver –
6. Decoding – interprets the msg to draw meaning from it. He converts symbols,
signs or pictures into meaning
7. Feedback –

Sound Communication provides the following advantage

1. Improves Managerial Performance
2. Facilitates Leadership
3. Increases job Satisfaction
4. Reduces time and efforts
5. Enhances coordination
6. Help public relations

CHANNELS OF COMMUNICATION
 1. Formal Communication – follows the route formally laid down in the
organization structure
a. Downward Communication – flow of communication from superior to
subordinate
b. Upward Communication - flow of communication from subordinate to
superior
c. Horizontal Communication – transmission of information among the
positions at the same level of Organization.

2. Informal Communication or Grapevine – Communication among people

through informal contacts or relations.

Distinguish between Downward and Upward Communication

Down ward Upward
From higher to lower levels From lower to higher levels
Flow is downward Flow is upward
Directive in nature Non-directive
Purpose is to get plans implemented Purpose is to provide feedback on results
Travels fast Travels slowly
Orders, instructions, lectures, manuals, Reports, suggestions, grievances, protests,
handbooks, etc are the main examples surveys are the main examples.

Distinction between Formal and Informal Communication

Formal Communication Informal Communication
Official Channel Unofficial Channel
Deliberately Planned and Systematic Unplanned and Spontaneous
Part of Organization Structure Cuts across formal relationships
Oriented towards goals and task of the Directed towards goals and need
enterprises satisfaction of individuals
Impersonal Personal and social
Stable and rigid Flexible and instable
Slow and Structured Fast and Unstructured

Grapevine Merits and Demerits

Merits Demerits
Useful for developing group cohesiveness Based on rumors
Serves as an emotional safety value Misleads People
Effective source of knowledge feelings and May breed against particular executives
attitudes of Employees
Supplements the channels of official May lead to more talk and less work
communication
Tells mgt when to be firm and when to May distort official channels of
yield communication

MEDIA OR METHODS OF COMMUNICATION

1. Oral Communication
2. Written Communication
3. Gestural Communication

ORAL COMMUNICATION
Oral Communication involves exchange of messages through spoken words. It may take
place. i) By face- to face contacts ii) through mechanical devices like telephone.
Merits
Oral or Verbal communication offers the following advantages:
1. Economical
2. Personal touch
3. Speed
4. Flexibility
5. Quick response

Demerits
Oral Communication suffers from the following weaknesses-
1. Lack of record
2. Time Consuming
3. Lengthy message
4. Physical distance
5. Misunderstanding

WRITTEN COMMUNICATION
Written Communication is transmitted through written words in the form of letter,
circular, memos, bulletins, instruction cards, manuals, handbooks, reports, returns,

Merits
1. Effectiveness
2. Lengthy messages
3. Economical
4. Repetition
5. Permanent record
6. Better response

Demerits
1. Time Consuming
2. Expensive
3. Inflexibility
4. Little secrecy
5. Lack of personal touch
6. Misunderstanding

COMMUNICATION NETWORKS
1. Circle Network
2. Chain Network
3. Wheel Network
4. All Channel Network

BARRIERS TO COMMUNICATION
a. Organizational Barriers
1. Ambiguous policies, rules and procedures
2. Status patterns
3. Long chain of Command
4. Inadequate Facilities
B.Mechanical Barriers
1. Overloading
2. Semantic barriers
3. Noise
C.Personal Barriers
 1. Lack of attention or interest
2. Failure to Communicate
3. Hasty Conclusion
4. Distrust of communicator
5. Improper state of mind.

MAKING COMMUNICATION EFFECTIVE

1. Sound Organization Structure
2. Clear messages
3. Two-way Communication
4. Multiple Channels
5. Good Listening
6. Effective Control
7. Modern Instrument
8. Human Relations attitude

ESSENTIALS OF GOOD COMMUNICATION SYSTEM

1. Clarity of messages
2. Completeness of message
3. Consistency of message
4. proper timing
5. Credibility
6. Empathy
7. Follow-up
8. Economy

PART A
1. Define Staffing
2. Differentiate Recruitment and Selection
3. Define Transfer
4. Define promotion
5. Define Demotion
6. Define Retrenchment
7. Define Lay off
8. Define Training and Development
9. Define Induction / Indoctrination / Orientation.
10. Define Probationary Period.
11. Differentiate between training, education & Development
12. Define Performance Appraisal
13. State the objectives of Performance Appraisal
14. Distinguish between job description and job specification
15. Define job evaluation
16. Define supervision
17. Define Motivation. Why it is needed.
18. Define the term Job Enrichment
19. Define Leadership.
20. State the main function of Leadership
21. Define Communication
22. What are the important elements in communication
23. How will you make communication Effective
24. Define Grapevine
25. Define Semantic Barrier
PART B
1. Explain function of staffing. Staffing is the responsibility of every manager and
not of he personnel department alone” – discuss
2. Explain various sources of Recruitment. Compare their merits and Demerits
3. Explain steps involved in selection procedure
4. State the benefits of Training and explain various types & methods of training.
5. Explain the methods of performance appraisal
6. Explain the obstacles to effective appraisal. What are the essentials of effective
appraisal
7. “ A supervisor is a man in the middle” – comment
8. Explain various theories of motivation
9. Discuss various method to promote motivation
10. “Motivation is the core of Management” – Explain. What can be done to motivate
the staff in the Organization?
11. Explain the different styles of Leadership.
12. Which style of Leadership would you prefer and why?
13. State and Explain the Barriers to communication. Suggest measure for
improvement.
14. Enumerate the different methods of communication
15. Discuss the importance of Communication in the functioning of an organization.