1. ASSISGNMENTS A
SECTION-A
Q1 Why do you think the history and culture of ABC has helped to face challenge?
Ans : Because ABC industry is considered to have its own life ,ABC airlines was invented rises and
provides various products and services to the people . its mature and provides better product services .
The ABC airlines its goals are known .This is the stage where the industry initialized its planned actions
and adjust to the different players of the envieronment . rapid growth industry mature stages were the
product services known to the people. Last stage is the shakeout stage wherein the industry experiences
more problems and the stability and lonenity of the industry questioned .this stage is useful for the ABC
airlines to comeout with the the problem whenever its arived.
Q2 why did ABC airlines take extra emphasis on taking care of the employees and building relationship?
Ans: because the September 11 attack which gives a severe blow to the airline industry.
SECTION B
Q1 WHAT IS ORGANIZATION STRUCTURE ? WHY ITS IMPORTANT?
ANS: ORGANIZATION STRUCTURE : Institutional arrangments and mechanism for mobilizing
human,physical,financial and information resources at all the systems is called as structure of an
organization
Culture is made up of the values belives, underlying assumptions, attitudes and behaviour that
results when group arrives at a set of generally unspoken and unwritten
An organization structure establishes just that in an organization - a structure....without which there
would be no chain of command for priorities to be established...nor would there be an escalation
structure when issues that need resolution arise. The structure also defines what different areas and

2. people in the organization do/responsible for. An organization is a collection of various roles that have
been identified and defined and staffed so as to achieve the overall objectives of the organization. The
structure is this preestablished definition.
THE IMPORTANCE OF ORGANIZATION STRUCTURE
The importance of an organizational structure involves assisting business owners, CEOs, and
entrepreneurs to conceptualize, visualize, and construct a hierarchical system to be implemented
into their organization. For example, the building blocks of an organizational structure include: a
chain of command, span of control, departmentalization, distribution of authority, and
organization height
CHAIN OF COMMAND
An organizational structure involves a chain of command which determines and defines:
job positions, who makes the decisions, and who's accountable for various duties.
SPAN OF CONTROL
Span of control determines and quantifies the actual amount of employees a manager
supervises.
DEPARTMENTALIATION
Departments within an organization structure are sections of the structure divided into
functional divisions (such as the Sales Department) relevant to specific tasks.
Determining what activities, tasks, and talents are to be grouped to best achieve an
origination's objective is called the departmentalization process.
DISTRIBUTION AUTHORITY
Distribution of authority determines if decision-making authority is concentrated among a
few high-level figures commonly seen in bureaucratic organizations or is the authority
shared and distributed throughout a variety of departments working closet to the their
corresponding tasks.
ORGANIZATION HEIGHT
Organization height defines how many departments, divisions, and layers there are
between the highest levels and the lowest levels of an organization.
Q2 what is the impact of culture on an organization?

3. Ans: 1> attitude
2>behavior
3>systems and processes
Attitude: What most people choose to believe or say about their work and environment.
Behavior: How people choose to act interpersonally and whether they choose to consistently deliver the
desired results.
Systems and Processes: The effectiveness and ease of using the systems and processes people interact
with on a daily basis.
The culture of an organization is the sum total of the common attitudes and beliefs held by people
based on their experiences. These experiences then influence the behavior and willingness of everyone
to work with or against the systems and processes. Whether you recognize it or not, every organization
has a culture. With effort, that culture can become the one you design or it can evolve based on
people’s positive or negative experiences.
When organizations consider culture change most of them do a fairly good job planning for the three
impacts on culture described above. They start by defining the mission and values – and how people
should talk about the organization (attitude). They will often come with a new set of behaviors
(competencies) and put together a lengthy list of processes to work on to make them more effective or
reduce waste. Planning the change is relatively easy. All too often though, efforts to change a culture
often don’t last or take hold and this keeps the skepticism high about future change efforts.
The one key factor that determines whether culture change will happen is leadership. Leadership
attitudes, behaviors and practices are often discussed as areas for improvement while planning culture
change. But once plans are ready for implementation, being able to attain real leadership improvement
seems to be the single biggest challenge, as leaders have the biggest impact on the final outcome of
culture change.
Q3 draw kolb’s Cycle of Learning and briefly describe the four learning styles.
Ans: DAVID KOLB;S LEARNING THEORY MODEL:
Kolb’s learning theory sets four distinct learning styles, which are based on a four –stage learning
cyle.(which might also be interpreted as a ‘training cycle’
Kolb's experiental learning style theory is typically represented by a four stage learning cycle in
which the learner 'touches all the bases':
1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of
existing experience)

4. 2. Reflective Observation (of the new experience. Of particular importance are any
inconsistencies between experience and understanding)
3. Abstract Conceptualisation (Reflection gives rise to a new idea, or a modification of an
existing abstract concept)
4. Active Experimentation (the learner applies them to the world around them to see what
results)
Kolb Experiental Learning Styles
Kolb's learning theory sets out four distinct learning styles, which are based on a four-stage
learning cycle.
Kolb explains that different people naturally prefer a certain single different learning style.
Various factors influence a person's preferred style. For example, social environment,
educational experiences, or the basic cognitive structure of the individual.
Whatever influences the choice of style, the learning style preference itself is actually the
product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented
as lines of axis, each with 'conflicting' modes at either end:
Concrete Experience - CE (feeling) ----V----
Abstract Conceptualization - AC (thinking)
Active Experimentation - AE (doing)--- V----
Reflective Observation - RO (watching)
A typical presentation of Kolb's two
continuums is that the east-west axis is called
the Processing Continuum (how we
approach a task), and the north-south axis is
called the Perception Continuum (our
emotional response, or how we think or feel
about it).
Kolb believed that we cannot perform both
variables on a single axis at the same time (e.g. think and feel).
Our learning style is a product of these two choice decisions.
It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix.
Each learning style represents a combination of two preferred styles. The diagram also highlights

5. Kolb's terminology for the four learning styles; diverging, assimilating, and converging,
accommodating:
Doing (Active Experimentation - AE) Watching (Reflective Observation - RO) Feeling (Concrete
Experience - CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization - AC)
Converging (AC/AE) Assimilating (AC/RO)
Kolb Learning Styles Definitions
Knowing a person's (and your own) learning style enables learning to be orientated according to
the preferred method. That said, everyone responds to and needs the stimulus of all types of
learning styles to one extent or another - it's a matter of using emphasis that fits best with the
given situation and a person's learning style preferences.
Here are brief descriptions of the four Kolb learning styles:
Diverging (feeling and watching - CE/RO)
These people are able to look at things from different perspectives. They are sensitive.
They prefer to watch rather than do, tending to gather information and use imagination to solve
problems.
They are best at viewing concrete situations several different viewpoints.

6. Kolb called this style 'Diverging' because these people perform better in situations that require
ideas-generation, for example, brainstorming. People with a Diverging learning style have broad
cultural interests and like to gather information. They are interested in people, tend to be
imaginative and emotional, and tend to be strong in the arts. People with the Diverging style
prefer to work in groups, to listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)
The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are
more important than people. These people require good clear explanation rather than practical
opportunity. They excel at understanding wide-ranging information and organising it a clear
logical format. People with an Assimilating learning style are less focused on people and more
interested in ideas and abstract concepts. People with this style are more attracted to logically
sound theories than approaches based on practical value.
These learning style people is important for effectiveness in information and science careers. In
formal learning situations, people with this style prefer readings, lectures, exploring analytical
models, and having time to think things through.
Converging (doing and thinking - AC/AE)
People with a Converging learning style can solve problems and will use their learning to find
solutions to practical issues. They prefer technical tasks, and are less concerned with people and
interpersonal aspects. People with a Converging learning style are best at finding practical uses
for ideas and theories. They can solve problems and make decisions by finding solutions to
questions and problems.
People with a Converging learning style are more attracted to technical tasks and problems than
social or interpersonal issues. A Converging learning style enables specialist and technology
abilities. People with a Converging style like to experiment with new ideas, to simulate, and to
work with practical applications.
Accommodating (doing and feeling - CE/AE)
The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These
people use other people's analysis, and prefer to take a practical, experiential approach. They are
attracted to new challenges and experiences, and to carrying out plans. They commonly act on
'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend
to rely on others for information than carry out their own analysis. This learning style is
prevalent.
Q4 STATE THE TWO PURPOSES OF LEARNING STYLE INVENTORY

7. ANS: LEARNING STYLE USEFUL IN IMPROVING STUDENTS' LEARNING
Information about style can help faculty become more sensitive to the differences students bring
to the classroom. It can also serve as a guide in designing learning experiences that match or
mismatch students' styles, depending on the teacher's purpose. Matching is particularly
appropriate in working with poorly prepared students and with new college students, as the most
attrition occurs in those situations. Some studies show that identifying a student's style and then
providing instruction consistent with that style contribute to more effective learning.
In other instances, some mismatching may be appropriate so that students' experiences help them
to learn in new ways and to bring into play ways of thinking and aspects of the self not
previously developed. Any mismatching, however, should be done with sensitivity and
consideration for students, because the experience of discontinuity can be very threatening,
particularly when students are weak in these areas. Knowledge of learning style can thus help
faculty design experiences appropriate for students in terms of matching or mismatching and
enable them to do so thoughtfully and systematically.
OUTSIDE THE CLASSROOM
Information about learning style is extremely helpful in student affairs. In counseling, for
example, style may suggest which approaches to counseling to use for particular students.
Further, when students have problems in courses, it can guide counselors' efforts at intervention.
In orientation, it can help students understand their own preferences and strengths in learning and
be a stimulus for developing new ways of learning.
Learning style is useful in the work setting as well. It enables administrative leaders to be more
insightful about using staff members in ways that call on their greatest strengths--a particularly
important feature in the future as colleges and universities focus more on individuals' ability to
perform tasks than on where they are in the organizational hierarchy. At the same time, the use
of information about learning styles reminds us that an institution that is seriously interested in
the development of students as a purpose needs to embrace such a concept for faculty and
administrators as well.
ADDITIONAL RESEARCH NEEDED
The most pressing need is to learn more about the learning styles of minority students--a
particularly important subject in the face of participation and graduation rates that indicate higher
education is not serving black students well. Changing demographics portend an even more
diverse student body in the future, with increasing numbers of Hispanics and other ethnic groups.
Instruments that take cultural differences into account need to be developed.
Second, research is needed to clarify how much difference it makes if teaching methods are
incongruent with a student's style. Studies that speak to the role and potency of style, seen in
conjunction with other important variables, would help teachers significantly. The development
of better instrumentation to identify styles should be a key part of such research.

8. Third, research is needed to illuminate the connections and interaction between style,
developmental stage, disciplinary perspectives, and epistemology. A better understanding of the
link between them would provide a helpful framework for examining teaching methodologies,
the role of learning in individual development, and the use of the disciplines to promote more
complex and integrative thinking
STEPS TO PROMOTE MORE EFFECTIVE LEARNING
1. Conduct professional development activities on the use of learning style in improving
teaching and student development functions.
Professional development should go beyond traditional practices like sabbaticals and travel to
professional meetings, as important as they are. Workshops, the use of minigrants for
instructional improvement projects, seminars, and other functions can be very useful in helping
the participants understand the importance of style.
2. Promote the concept of classroom research and make data about learning style an
integral part of it.
Classroom research is an important strategy in achieving a greater balance in the way many
institutions prize research and undervalue teaching, and the definition of research should be
broadened to include not only research in the specialized disciplines but also in teaching-learning
processes related to teaching in the disciplines (Cross 1987). Information about style, when
linked with other data about students, holds great promise for helping faculty members to
improve their teaching. The collection and use of such data, done formally or informally, can
also contribute to a continuing dialogue among faculty and administrators as they learn from
each other about teaching and learning.
3. Establish curricular experiences that focus on helping students learn how to learn.
Orientation activities or a credit course called "An Introduction to College" can be geared toward
helping students gain a greater understanding of how learning occurs and their responsibility in
the process. Inventories of learning style and other processes can be used to help make students
aware of their own preferences and strengths. Attention should also be given to helping them
develop strategies for succeeding in courses taught in ways that are incongruent with their
primary learning abilities.
4. In hiring new faculty members, take into account candidates' understanding of teaching-
learning practices that recognize individual differences, including learning style.
In the next 10 to 20 years, colleges and universities will hire thousands of new faculty members.
In the past, the Ph.D., with its emphasis on specialized study in the discipline and its
predominant orientation to research, was taken as the necessary credential for teaching, but
today, with an increasingly diverse student body and research that clearly identifies the elements
of effective college teaching (Cross 1987), administrators are coming to a greater realization that
faculty preparation should include other areas of knowledge as well. Research in student

9. development, learning theory, and ways to use the creative tension between content and process
are all important prerequisites for effective teaching. Administrators have the opportunity to
make a major contribution to improved learning by hiring faculty who have such preparation.