Q.1 What is emotional intelligence?

Explain Goleman’s model of

emotional intelligence.

Emotional Intelligence (EI) describes the ability, capacity, skill or, in the case of the trait EI model, a self-
perceived ability, to identify, assess, and manage the emotions of one's self, of others, and of groups.
Different models have been proposed for the definition of EI and disagreement exists as to how the
term should be used. Despite these disagreements, which are often highly technical, the ability EI and
trait EI models (but not the mixed models) enjoy support in the literature and have successful
applications in different domains.

Goleman's framework of emotional intelligence

Goleman developed a framework to explain emotional intelligence in terms of five elements, he

described as self-awareness, self-regulation, motivation, empathy and social skills. Each of these
elements has distinctive characteristics, as outlined below:

1) Self-awareness: examining how your emotions affect your performance; using your values to guide
decision-making; self-assessment - looking at your strengths and weaknesses and learning from your
experiences; and being self-confident and certain about your capabilities, values and goals.

2) Self-regulation: controlling your temper; controlling your stress by being more positive and action-
centred; retaining composure and the ability to think clearly under pressure; handling impulses well; and
nurturing trustworthiness and self-restraint.

3) Motivation: enjoying challenge and stimulation; seeking out achievement; commitment; ability to
take the initiative; optimism; and being guided by personal preferences in choosing goals.

4) Empathy: the ability to see other people's points of view; behaving openly and honestly; avoiding the
tendency to stereotype others; and being culturally aware.

5) Social skills: the use of influencing skills such as persuasion; good communication with others,
including employees; listening skills; negotiation; co-operation; dispute resolution; ability to inspire and
lead others; capacity to initiate and manage change; and ability to deal with others' emotions -
particularly group emotions.

Goleman claims that people who demonstrate these characteristics are more likely to be successful in
senior management, citing research from various sources that suggests senior managers with a higher
emotional intelligence rating perform better than those without. He gives several anecdotal case studies
to illustrate ways in which emotional intelligence can make a real impact in the workplace.

Q2.What are the hindrances that we face in perception?

Individuals have a tendency to use a number of shortcuts when they judge others. An understanding of
these shortcuts can be helpful toward recognizing when they can result in significant distortions.
1. Selective Perception

Any characteristic that makes a person, object, or event stand out will increase the probability that it will
be perceived. It is impossible for an individual to internalize and assimilate everything that is seen .Only
certain stimuli can be taken in selectively. Selectivity works as a shortcut in judging other people by
allowing us to “speed-read” others, but, not without the risk of drawing an inaccurate picture. The
tendency to see what we want to see can make us draw unwarranted conclusions from an ambiguous
situation.

2. Halo Effect

The halo effect (Murphy & Anhalt, 1992) occurs when we draw a general impression on the basis of a
single characteristic. For example, while appraising the lecturer, students may give prominence to a single
trait, such as, enthusiasm and allow their entire evaluation to be tainted by how they judge the instructor
on that one trait which stood out prominently in their estimation of that person. Research suggests that it
is likely to be most extreme when the traits to be perceived are ambiguous in behavioral terms, when the
traits have moral overtones, and when the perceiver is judging traits with which he or she has had limited
experience.

3. Contrast Effects

Individuals do not evaluate a person in isolation. Their reaction to one person is influenced by other
persons they have encountered recently. For example, an interview situation in which one sees a pool of
job applicants can distort perception. Distortions in any given candidate’s evaluation can occur as a result
of his or her place in the interview schedule.

4. Projection

This tendency to attribute one’s own characteristics to other people – which is called projection – can
distort perceptions made about others. When managers engage in projection, they compromise their
ability to respond to individual differences. They tend to see people as more homogeneous than they
really are.

5. Stereotyping

Stereotyping–judging someone on the basis of our perception of the group to which he or she belongs.
Generalization is not without advantages (Hilton & Hippel, 1996). It is a means of simplifying a complex
world, and it permits us to maintain consistency. The problem, of course, is when we inaccurately
stereotype. In organizations, we frequently hear comments that represent stereotypes based on gender,
age, race, ethnicity, and even weight. From a perceptual standpoint, if people expect to see these
stereotypes, that is what they will perceive, whether or not they are accurate.6. First-impression error
Individuals place a good deal of importance on first impressions. First impressions are lasting
impressions. We tend to remember what we perceive first about a person, and sometimes we are quite
reluctant to change our initial impressions. First-impression error means the tendency to form lasting
opinions about an individual based on initial perceptions. Primacy effects can be particularly dangerous in
interviews, given that we form first impressions quickly and that these impressions may be the basis for
long-term employment relationships.
Q.3 Describe the bases of power

Power can be categorized into two types:

Formal and informal

A. Formal Power:

It is based on the position of an individual in an organization. Formal power is derived from either one’s
ability to coerce or reward others or is derived from the formal authority vested in the individual due to
his/ her strategic position in the organizational hierarchy. For example, a manager may threaten to
withhold a pay raise, or to transfer, demote, or even recommend the firing of a subordinate who does not
act as desired. Such coercive power is the extent to which a manager can deny desired rewards or
administer punishments to control other people. The availability of coercive power also varies across
organizations. The presence of unions and organizational policies on employee treatment can weaken this
power base significantly. Formal power may be categorized into four types which are as follows:

1. Coercive Power:

The coercive power base is being dependent on fear. It is based on the application, or the threat of
application, of physical sanctions such as the infliction of pain, the generation of frustration through
restriction of movement, or the controlling by force of basic physiological or safety needs. In an
organization one can exercise power over another if they have the power to dismiss, suspend, demote
another assuming that the job is valuable to the person on whom power is being unleashed.

2. Reward Power:

The opposite of coercive power is reward power. Reward power is the extent to which a manager can use
extrinsic and intrinsic rewards to control other people. Examples of such rewards include money,
promotions, compliments, or enriched jobs. Although all managers have some access to rewards, success
in accessing and utilizing rewards to achieve influence varies according to the skills of the manager.

3. Legitimate Power:

The third base of “position” power is legitimate power, or formal authority .It stems from the extent to
which a manager can use subordinates’ internalized values or beliefs that the “boss” has a “right of
command” to control their behavior. For example, the boss may have the formal authority to approve or
deny such employee requests as job transfers, equipment purchases, personal time off, or overtime work.
Legitimate power represents a special kind of power a manager has because subordinates believe it is
legitimate for a person occupying the managerial position to have the right to command. The lack of this
is legitimacy will result in authority not being accepted by subordinates. Thus this type of power has the
following elements:

· It represents the power a person receives as a result of his/her position in the formal hierarchy.

· Positions of authority include coercive and reward powers.

· Legitimate power, however, is not limited to the power to coerce and reward. It encompasses the
acceptance of the authority of a position by members of an organization.
4. Information Power:

This type of power is derived from access to and control over information. When people have needed
information, others become dependant on them. (For example, managers have access to data that
subordinates do not have). Normally the higher the level, the more information would be accessed by
managers.

B. Personal Power

Personal power resides in the individual and is independent of that individual’s position. Three bases of
personal power are expertise, rational persuasion, and reference.

Expert power is the ability to control another person’s behavior by virtue of possessing knowledge,
experience, or judgment that the other person lacks, but needs. A subordinate obeys a supervisor
possessing expert power because the boss ordinarily knows more about what is to be done or how it is to
be done than does the subordinate. Expert power is relative, not absolute. However the table may turn in
case the subordinate has superior knowledge or skills than his/ her boss. In this age of technology driven
environments, the second proposition holds true in many occasions where the boss is dependent heavily
on the juniors for technologically oriented support.

Rational persuasion is the ability to control another’s behavior, since, through the individual’s efforts, the
person accepts the desirability of an offered goal and a viable way of achieving it. Rational persuasion
involves both explaining the desirability of expected outcomes and showing how specific actions will
achieve these outcomes.

Referent power is the ability to control another’s behavior because the person wants to identify with the
power source. In this case, a subordinate obeys the boss because he or she wants to behave, perceive, or
believe as the boss does. This obedience may occur, for example, because the subordinate likes the boss
personally and therefore tries to do things the way the boss wants them done. In a sense, the subordinate
attempts to avoid doing anything that would interfere with the pleasing boss –subordinate relationship.
Followership is not based on what the subordinate will get for specific actions or specific levels of
performance, but on what the individual represents – a path toward lucrative future prospects.

Charismatic Power is an extension of referent power stemming from an individual’s personality and
interpersonal style. Others follow because they can articulate attractive visions, take personal risks,
demonstrate follower sensitivity, etc.

Q.4 Explain sensitivity training.

This approach evolved from the group dynamics concept of Kurt Lewin and the first sensitivity training
session was held in 1946 in State Teachers’ College, New Britain, USA. Since then, it spread to numerous
training centers in USA and other countries. Sensitivity training is a small-group interaction process in the
unstructured form which requires people to become sensitive to others’ feelings in order to develop
reasonable group activity. The objectives of sensitivity training are as follows:

To make participants increasingly aware of, and sensitive to, the emotional reactions and expressions in
themselves and others. To increase the ability of participants to perceive, and to learn from, the
consequences of their actions through attention to their own and others’ feelings. To stimulate the
clarification and development of personal values and goals consonant with a democratic and scientific
approach to problems of personal and social decisions and actions.
To develop achievement of behavioural effectiveness in participants.

To develop concepts and theoretical framework for linking personal values and goals to actions consistent
with these inner factors and situational requirements.

Process of Sensitivity Training:

Sensitivity training focuses on small group (T-group) with number of members ranging from ten to
twelve. T-groups are designed to provide members with experiential learning about group dynamics,
leadership and interpersonal relationships. The basic T-group training or sensitivity training is to change
the standards, attitudes and behavior of individuals by using psychological techniques and programs.
Based on the sources from where these members are drawn, there may be three types of T-group:
stranger-lab, cousin-lab, and family-lab. In the stranger-lab, all participants are from different
organizations and they are strangers to each other. In cousin-lab, all participants are from the same
organization but from different units.

Q5). Explain the different leadership styles as per Managerial –

Leadership Grid Theory.

The Managerial Grid is based on two behavioral dimensions:

•Concern for People – This is the degree to which a leader considers the needs of team members, their
interests, and areas of personal development when deciding how best to accomplish a task.

•Concern for Production – This is the degree to which a leader emphasizes concrete objectives,
organizational efficiency and high productivity when deciding how best to accomplish a task.

i. Country Club Leadership – High People/Low Production This style of leader is most concerned about
the needs and feelings of members of his/her team. These people operate under the assumption that as
long as team members are happy and secure then they will work hard. What tends to result is a work
environment that is very relaxed and fun but where production suffers due to lack of direction and
control.

ii. Produce or Perish Leadership – High Production/Low People Also known as Authoritarian or
Compliance Leaders, people in this category believe that employees are simply a means to an end.
Employee needs are always secondary to the need for efficient and productive workplaces. This type of
leader is very autocratic, has strict work rules, policies, and procedures, and views punishment as the
most effective means to motivate employees.

iii. Impoverished Leadership – Low Production/Low People This leader is mostly ineffective. He/she has
neither a high regard for creating systems for getting the job done, nor for creating a work environment
that is satisfying and motivating. The result is a place of disorganization, dissatisfaction and disharmony.

iv. Middle-of-the-Road Leadership – Medium Production/Medium People This style seems to be a

balance of the two competing concerns. It may at first appear to be an ideal compromise. Therein lies the
problem, though: When you compromise, you necessarily give away a bit of each concern so that neither
production nor people needs are fully met. Leaders who use this style settle for average performance and
often believe that this is the most anyone can expect.
v. Team Leadership – High Production/High People According to the Blake Mouton model, this is the
pinnacle of managerial style. These leaders stress production needs and the needs of the people equally
highly. The premise here is that employees are involved in understanding organizational purpose and
determining production needs. When employees are committed to, and have a stake in the organization’s
success, their needs and production needs coincide. This creates a team environment based on trust and
respect, which leads to high satisfaction and motivation and, as a result, high production.

Q6). Mr. Suresh Kumar is the VP- HR of a leading financial services

company. He is having a meeting with Ms. Rejani Chandran leading
HR consultant. Mr. Suresh is concerned about creating an
environment that helps in increasing the job satisfaction amongst
employees. Assume that you are Ms. Rejani, the HR consultant.
What suggestions you will give to Mr. Suresh, for creating an
environment that increases job satisfaction?

Job satisfaction is the sense of fulfillment and pride felt by people who enjoy their work and do it well.
For an organization, satisfied work force ensures commitment to high quality performance and increased
productivity. Job satisfaction helps organizations to reduce complaints and grievances, absenteeism,
turnover, and termination. Job satisfaction is also linked to a healthier work force and has been found to
be a good indicator of longevity. And although only little correlation has been found between job
satisfaction and productivity, it has also been found that satisfying or delighting employees is a
prerequisite to satisfying or delighting customers, thus protecting the bottom line.

Below are the suggestions that as a leading HR consultant I will give to Mr. Suresh, for creating an
environment that increases job satisfaction:

 Mentally Challenging Work: Employees tend to prefer jobs that give them opportunities to use
their skills and abilities and offer a variety of tasks, freedom and feedback on how well they are
doing. Under conditions of moderate challenge, most employees will experience pleasure and
satisfaction.
 Personality-Job Fit: People with personality types congruent with their chosen vocations should
find they have the right talents and abilities to meet the demands of their jobs; and because of this
success, they have a greater probability of achieving high satisfaction from their work. It is
important, therefore to fit personality factors with job profiles.
 Equitable Rewards: Employees want pay systems and promotion policies that they perceive as
being just, unambiguous, and in line with their expectations. When pay is seen as fair based on
job demands, individual skill level, and industry pay standards, satisfaction is likely to result.
Similarly, employees seek fair promotion policies and practices. Promotions provide
opportunities for personal growth, more responsibilities and increased social status. Individuals
who perceive that promotion decisions are made in a fair and just manner are likely to experience
job satisfaction.
 Supportive working conditions: Employees prefer physical conditions that are comfortable and
facilitate doing a good job. Temperature, light, noise and other environmental factors should not
be extreme and provide personal comfort. Further, employees prefer working relatively close to
home, in clean and relatively modern facilities and with adequate tools and equipment.
 Supportive Colleagues: Employees have need for social interaction. Therefore, having friendly
and supportive co-workers and understanding supervisor’s leads to increased job satisfaction.
Most employees want their immediate supervisor to be understanding and friendly, those who
offer praise for good performance, listen to employees’ opinions and show a personal interest in
them.
  Whistle blowing: Whistle-blowers are employees who inform authorities of wrongdoings of their
companies or co-workers. Whistle blowing is important because committed organizational
members sometimes engage in unethical behaviour in an intense desire to succeed. Organizations
can manage whistle blowing by communicating the conditions that are appropriate for the
disclosure of wrongdoing. Clearly delineating wrongful behaviour and the appropriate ways to
respond are important organizational actions.
 Social Responsibility: Corporate social responsibility is the obligation of an organization to
behave in ethical ways in the social environment in which it operates. Socially responsible actions
are expected of organizations. Current concerns include protecting the environment, promoting
worker safety, supporting social issues, investing in the community, etc. Managers must
encourage both individual ethical behaviour and organizational social responsibility.

Assignment Set- 2

Q.1 What are the consequences of conflict in organisations?

Organizational conflict is a state of discord caused by the actual or perceived opposition of needs, values
and interests between people working together. Conflict takes many forms in organizations. There is the
inevitable clash between formal authority and power and those individuals and groups affected. There are
disputes over how revenues should be divided, how the work should be done, and how long and hard
people should work. There are jurisdictional disagreements among individuals, departments, and between
unions and management. There are subtler forms of conflict involving rivalries, jealousies, personality
clashes, role definitions, and struggles for power and favor. There is also conflict within individuals —
between competing needs and demands — to which individuals respond in different ways.

Conflict sometimes has a destructive effect on the individuals and groups involved. At other times,
however, conflict can increase the capacity of those affected to deal with problems, and therefore it can be
used as a motivating force toward innovation and change. Conflict is encountered in two general forms.
Personal conflict refers to an individual's inner workings and personality problems

Another facet of personal conflict has to do with the multiple roles people play in organizations.
Behavioral scientists sometimes describe an organization as a system of position roles. Each member of
the organization belongs to a role set, which is an association of individuals who share interdependent
tasks and thus perform formally defined roles, which are further influenced both by the expectations of
others in the role set and by one's own personality and expectations. For example, in a common form of
classroom organization, students are expected to learn from the instructor by listening to them, following
their directions for study, taking exams, and maintaining appropriate standards of conduct. The instructor
is expected to bring students high-quality learning materials, give lectures, write and conduct tests, and
set a scholarly example. Another in this role set would be the dean of the school, who sets standards, hires
and supervises faculty, maintains a service staff, readers and graders, and so on. The system of roles to
which an individual belongs extends outside the organization as well, and influences their functioning
within it. As an example, a person's roles as partner, parent, descendant, and church member are all
intertwined with each other and with their set of organizational roles

Q.2 State the characteristics of management.

Management is a continuous, lively and fast developing science. Management is needed to convert the
disorganized resources of men, machines, materials and methods into a useful and effective enterprise.
management is a pipeline, the inputs are fed at the end and they are proceeded through management
functions and ultimately we get the end results or inputs in the form of goods, services, productivity,
information and satisfaction. Management is a comprehensive word which is used in different sciences in
the modern business and industrial world. In the narrow sense, it signifies the technique of taking work
from others. In this way a person who can take work from others is called manager. In the wide sense, the
management is an art, as well as science, which is concerned with the different human efforts so as
achieve the desired objective.

Management has been defined by different authors in a number of ways. Some call it a process of
managing. Some call it a coordination of resources, some call it body of personnel challenged in the task
of managing while others call it as an organized distinct discipline. The following are some of the main
definitions of management:

1. Management as process:

Kimball, koontz and O’Donnell, Newmann and Summer, Stanley Vance, Theo Haimann, F.C. Hooper
and E.F.T Breach they all call it a process. It is evident from the following definitions also:

I. According the Kimball-management may be broadly defined as the art of applying the economic
principles that underlie the control of men and materials in the enterprise under consideration.

II. According to Koontz, “Management is the art of getting things done through and with people in
formally organized groups.”

III. According to Theo haimann, “Management is the function of getting things done through people and
directing the efforts of individuals towards a common objective.”

IV. According to Sisks, “Management is the process of working of with and other to effectively achieve
organizational objectives by efficiently using limited resources in changing environment.”

2. Management as an Activity:

According to this approach management consists of those activities, which are performed by managers in
attaining the predetermined objectives of the business. This approach may be referred to Henry Fayol,
who classified management activities into the following categories:

• Technical – referred to production department.

• Commercial – relates to buying, selling and exchange.

• Financial concerned with maximum utilization of capital.

• Security concurred with protection of property and person.

• According concerned with maintenance of accounts, presentation and statistics and

Q3). Explain the four processes of Social Learning Theory.

The Social Learning Theory was proposed by Albert Bandura. It recognizes the importance of observing
and modeling the behaviors, attitudes, and emotional reactions of others.

The four processes of Social Learning Theory are:

a) Attention processes, b) Retention processes, c) Motor reproduction processes, d) Reinforcement

processes

a) Attention processes: Social Cognitive Theory implies that you must pay attention for you to learn. If
you want to learn from the behavior of the model (the person that demonstrates the behavior), then you
should eliminate anything that catches your attention other than him. Also, the more interesting the model
is, the more likely you are to pay full attention to him and learn.

b) Retention processes: The ability to store information is also an important part of the learning process.
Retention can be affected by a number of factors, but the ability to pull up information later and act on it
is vital to observational learning.

c) Reproduction processes: Once you have paid attention to the model and retained the information, it is
time to actually perform the behavior you observed. Further practice of the learned behavior leads to
improvement and skill advancement.

d) Reinforcement processes: Finally, in order for observational learning to be successful, you have to be
motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an
important role in motivation. While experiencing these motivators can be highly effective, so can
observing other experience some type of reinforcement or punishment. For example, if you see another
student rewarded with extra credit for being to class on time, you might start to show up a few minutes
early each day.

Q4 What are the 14 principles of management of Henri Fayol?

Henri Fayol, a mining engineer and manager by profession, defined the nature and working patterns of
the twentieth-century organization in his book, General and Industrial Management, published in 1916. In
it, he laid down what he called 14 principles of management. This theory is also called the Administrative
Theory. The principles of the theory are:

1. Division of work: tasks should be divided up with employees specializing in a limited set of tasks
so that expertise is developed and productivity increased.

2. Authority and responsibility: authority is the right to give orders and entails enforcing them with
rewards and penalties; authority should be matched with corresponding responsibility.

3. Discipline: this is essential for the smooth running of business and is dependent on good
leadership, clear and fair arguments, and the judicious application of penalties.

4. Unity of command: for any action whatsoever, an employee should receive orders from one
superior only; otherwise authority, discipline, order, and stability are threatened.
5. Unity of direction: a group of activities concerned with a single objective should be co-
coordinated by a single plan under one head.

6. Subordination of individual interest to general interest: individual or group goals must not be
allowed to override those of the business.

7. Remuneration of personnel: this may be achieved by various methods but it should be fair,
encourage effort, and not lead to overpayment.

8. Centralization: the extent to which orders should be issued only from the top of the organization is
a problem which should take into account its characteristics, such as size and the capabilities of the
personnel.

9. Scalar chain (line of authority): communications should normally flow up and down the line of
authority running from the top to the bottom of the organization, but sideways communication between
those of equivalent rank in different departments can be desirable so long as superiors are kept informed.

10. Order: both materials and personnel must always be in their proper place; people must be suited to
their posts so there must be careful organization of work and selection of personnel.

11. Equity: personnel must be treated with kindness and justice.

12. Stability of tenure of personnel: rapid turnover of personnel should be avoided because of the time
required for the development of expertise.

13. Initiative: all employees should be encouraged to exercise initiative within limits imposed by the
requirements of authority and discipline.

14. Esprit de corps: efforts must be made to promote harmony within the organization and prevent
dissension and divisiveness.

The management functions, that Fayol stated, consisted of planning, organizing, commanding, co-
coordinating and controlling. Many practicing managers, even today, list these functions as the core of
their activities. Fayol was also one of the first people to characterize a commercial organization’s
activities into its basic components. He suggested that organizations could be sub-divided into six main
areas of activity:

1. Technical

2. Commercial

3. Financial

4. Security
5. Accounting

6. Management.

In defining the core principles governing how organizations worked and the contribution of management
to that process, Fayol laid down a blueprint that has shaped organization thinking for almost a century .

Q5 Distinguish between internal and external forces of change.

Internal forces

Any change in organization’s internal factors may also necessitate change. Such a change is required
because of two reasons: change in managerial personnel and deficiency in existing organizational
practices.

Change in the top management: Change in the top management and consequent change in the ideas to run
the organization also leads to change in the system, structure and processes. Old managers are replaced by
new managers which are necessitated because of retirement, promotion, transfer or dismissal. Each new
manager brings his own ideas and way of working into the organization. The formal or informal
relationships may change because of changes in top management. Moreover, attitudes, ideology,
leadership style of the person may be different from the earlier one, this will reflect in their actions and
decisions. The result is that an organization has to change accordingly.

Change in size of the organization: Change in the organization’s size leads to change in the internal
structure and complexity of the operations in the organization.

External forces

Each organization has goals and responsibility related to others in its environment. Thus, an organization
must not only deal with its environment in conducting its affairs, but also give consideration to the goals
of others, as it establishes its goals and conducts its operations. The present-day environment is dynamic
and will continue to be dynamic. Changes in social, political, economic, technological, and legal
environment force organizations to change themselves. Such changes may result in organizational
changes like major functions, production process, labour-management relations, nature of competition,
economic constraints, organization methods, etc. In order to survive in the changing environment,
organization must change.
Q4). Ms. Chanchal Das Gupta is a recruitment specialist. For the
post of QCManager, she interviews three candidates. Given below
are the physicalcharacteristics of the candidates.

Candidate Physical Characteristics

Mr. Ravi Muscular, thick skin, rectangular shaped.
Mr. Gineesh Thin, delicate build, large brain, tall.
Mr. Ramgopal Soft, round shaped, underdeveloped muscles.

From the above descriptions, what personality traits can Ms.

Chanchal derive outof the candidates as per Sheldon’s theory of
personality?

As Per Sheldon`s theory of personality, below are the traits that Ms. Chanchalcan derive:

•Mr. Ravi represents Mesomorph body type. He is “well-proportioned”. Psychologically he is

Adventurous, Courageous, Indifferent to what others think or want, Assertive/bold, Zest for physical
activity, Competitive, With a desire for power/dominance, And a love of risk/chance

•Mr. Gineesh represents Ectomorph body type. Psychologically he is Self-conscious, Private, Introverted,
Inhibited, Socially anxious, Artistic, Intense, Emotionally restrained, Thoughtful

•Mr. Ramgopal represents Endomorph body type. Psychologically he is Sociable, Fun-loving, Love of
food, Tolerant, Even-tempered, Good humoured, Relaxed, With a love of comfort, And has a need for
affection.