1. Management is a continuous process. Elucidate the statement

It is a never ending process. It is concerned with constantly identifying the problem and solving them by taking adequate steps. It is an on-going process.

2. Enumerate the steps of control process

The control process involves carefully collecting information about a system, process, person, or group of people in order to make necessary decisions about each.

3. Distinguish between Line and Line and staff organization

The oldest and simplest form of organisation is line origination. Line functions are those which have direct responsibility for accomplishing the objective of the enterprise. In this form of organisation, a supervisor exercise direct supervision over a subordinate, under the organization, authority flows from the person at the top to the person at the lowest of the organisation. Here the chief executive leads the organisation. This form of organisation is otherwise called military organisation or scalar type of organisation.The concept of staff organisation was developed by F.W Taylor, who was called as the father of scientific management. The object of functional origination is to provide specialist services in the organizational set-up. Under this plan, specific functions common to all the operative departments are placed in the hands of a special qualified person. The job of line foreman is divided into: Preparation of work under the charge of the gang boss. Supervision of the machine under the charge of speed boss. Inspection of quality under the charge of Inspector. Maintenance under the charge of repair boss.

4. Write a short note on: a) Locus of Control and b) Machiavellianism

A persons perception of the source of his/ herfate is termed as Locus ofControl. Locus of control was formulated withinthe frame work of Rotters{1954} Social Learning Theory of Personality. Rotter {1975} pointed outthat the internality and externality arethe two ends of a continuum, not aneither/or topology.Machiavellianismis the term that some social andpersonalitypsychologistsuse to describe a persons tendency to deceiveand manipulateothers for personal gain. The concept is namedafter Renaissance diplomatand writer Niccolo Machiavelli, who wroteII Principe [The prince].Christie and Geis [1970] developed atest for measuring a persons level ofMachiavellianism. This eventually became the MACH IV test, a 20 statementpersonality survey that is now standard self assessment tool forMachiavellianism.

5. Compare and contrast Maslows need hierarchy theory of motivation with herzbergs two factor theory of motivation.

Abraham Maslow argued that humans are motivated by five essential needs. He formed a pyramid demonstrating these needs which he called the 'hierarchy of needs'.At the bottom of the pyramid are basic needs, those that motivate people to work food and shelter. Once these needs are met through pay, individuals want safety and security through, for example, good job conditions. Social needs refer to the need to belong, to be part of a group. Self-esteem may arise from a promotion. Right at the top is Self fulfilment - the area for creativity, challenge and interest. Maslow suggested that achieving one level motivates us to achieve the next.In 1959 Frederick Herzberg developed the Two-Factor theory of motivation. His research showed that certain factors were the true motivators or satisfiers. Hygiene factors, in contrast, created dissatisfaction if they were absent or inadequate. Dissatisfaction could be prevented by improvements in hygiene factors but these improvements would not alone provide motivation.

Herzberg showed that to truly motivate an employee a business needs to create conditions that make him or her feel fulfilled in the workplace.Tesco aims to motivate its employees both by paying attention to hygiene factors and by enabling satisfiers. For example, it motivates and empowers its employees by appropriate and timely communication, by delegating responsibility and involving staff in decision making. It holds forums every year in which staff can be part of the discussions on pay rises. This shows recognition of the work Tesco people do and rewards them.Tesco staff can even influence what food goes onto its restaurant menus. Employees thus become motivated to make choices that will increase their use of the restaurants.

Q1. What do you mean by learning? Discuss the elements which form the part of learning process.

The ability to learn is one of the most outstanding human characteristics. Learning occurs continuously throughout a person's lifetime. To define learning, it is necessary to analyze what happens to the individual. For example, an individual's way of perceiving, thinking, feeling, and doing may change as a result of a learning experience. Thus,learningcan be defined as a change in behavior as a result of experience. This can be physical and overt, or it may involve complex intellectual or attitudinal changes which affect behavior in more subtle ways. In spite of numerous theories and contrasting views, psychologists generally agree on many common characteristics of learning.There are four basic activities through which all students learn, and specific active learning strategies use one or more of these elements.Talking and ListeningWhen students talk about a topic, whether answering a teacher's question or explaining a point to another student, they organize and reinforce what they've learned. When they listen, we want to ensure that it's meaningful listening, relating what they hear to what they already know. In a lecture class, students need periodic time away from passive listening in order to absorb what they've heard. And they need reasons to listen, reasons perhaps more immediate than a good grade at the end of the semester. Did the teacher ask a question before the lecture segment that was thought-provoking enough to cause the students to search for the answer in the words that followed? Were they told beforehand that they would have to explain the points in the lecture to a fellow student?WritingLike talking and active listening, writing provides a means for students to process new information in their own words. It is particularly effective in large classrooms where breaking students into pairs or groups may be prohibitive. It also appeals to individuals who prefer to learn independently.ReadingStudents do a great deal of their learning through reading, but they often receive little instruction in how to read effectively. Active learning exercises such as summary and note checks can help students process what they've read and help them develop the ability to focus on important information.ReflectingIn the all-too-typical lecture class, the lecturer stops talking at the very end of the period. Students gather up their notes and books and run for their next class. One can almost see the knowledge evaporating from their brains. They've had no time to reflect, to connect what they've just learned with what they already know, or to use the knowledge they've gained in any way. Allowing students to pause for thought, to use their new knowledge to teach each other, or to answer questions on the day's topics is one of the simplest ways to increase retention.Q2. Discuss the situations under which group decision making is better than individual decision making. Suggest some measures to improve group decision making.

Leaving big decisions up to a single individual does not take into account the perspectives, abilities and ideas of others. A business has no mechanism to allow voices of reason to be heard if the decision-maker acts impulsively or fails to explore all angles in a decision. What you gain in efficiency you may lose in thoroughness and effectiveness. An individual, especially one in power or who stands to gain financially, may have conflicts of interest in his decisions.

In group decision scenarios, you have a chance to pull in ideas and thoughts from people with multiple backgrounds, talents and points of view. Many companies use work teams because this collaborative process can lead to more ideas and better quality decisions. You also have potential "devil's advocates" who bring potential flaws of a decision to the table. Another benefit of group decision-making is the development of a team-oriented, positive work culture where employees feel involved.

Group decision-making can be inefficient. It takes time for groups to thoroughly discuss pros and cons of each potential decision. Groups are often influenced by dominant members or voices. This may lead to groupthink, which ultimately gets in the way of intended benefits of group decisions. Group members may also have varying levels of experience and knowledge about the decision, mitigating the value of their contributions to the decision.

Many decisions are interactive; the outcome of one party depends not only onits decisions or on acts of nature but also on the decisions of others. Standardgametheoryassumesthatindividualsarerational,self-interesteddecisionmakersthatis,decision makersareselsh,perfectcalculators,andawlessexecutors of their strategies. A myriad of studies shows that these assumptionsareproblematic,atleastwhenexaminingdecisionsmadebyindividuals.Inthisarticle,wereview theliteratureofthelast25yearsondecisionmakingbygroups.Researchershavecomparedthestrategicbehaviorofgroupsandindividualsinmanygames:prisonersdilemma,dictator,ultimatum,trust,centipede and principalagent games, among others. Our review suggests thatresults are quite consistent in revealing that group decisions are closer to thegame-theoretic assumption of rationality than individual decisions. Given thatmanyreal-worlddecisionsaremadebygroups,itispossibletoarguethatstandardgame theory is a better descriptive model than previously believed by experi-mental researchers. We conclude by discussing future research avenues in thisarea.