Women Empowerment :
An Empirical Study in the Context of Political
Harmony
Fakir M. Sahoo Ph.D. (Queen’s, Canada)
Research Professor
Xavier Institute of Management, Bhubaneswar 75013
(Formerly Professor &
Head,
Centre of Advanced Study in
Psychology
Utkal University, Bhubaneswar
751004)
List of Contents
Page No.
1.
Abstract 3
2.
Introduction 4
3.
Review of Literature 4
– 10
Empowerment
Process 4
Women
Empowerment 7
Political
Participation 8
Political
Leadership 9
Traditional Leadership 9
Rational Legal Leadership 9
Harmony-inducing Leadership 9
4.
Description of Proposed Research 10
– 12
Rationale
and Objectives 10
Hypotheses
10
Methodology
10
Design
and Sample 11
Tests 11
Procedure 12
Analysis
and Implication 12
Policy
Implication 12
5.
References 12
6.
Time & Cost Estimate 13
7.
Appendices 14
– 19
Appendix
A 14
Appendix
B 16
Appendix
C 18
Abstract
Life is but balance. It has balance between matter and
matter, matter and spirit and that between spirit and spirit that defines life
in the most beautiful sense. The present work is intended to identify strengths
and deficits in urban and rural women of Odisha in the context of women
empowerment and political harmony.
The present
investigation primarily concerns psychological empowerment which is
operationalized in terms of self-efficacy belief system. Self-efficacy refers
to the extent of belief that the individual can competently execute a programme
of action. Similarly the project is also based on a fundamental assumption that
the characteristic pattern of transformational leader (involving sensitivity to
environment, sensitivity to members’ needs, articulation, risk-taking and
unusual strategy) is instrumental in augmenting political harmony – a condition
of equilibrium involving political parameters.
At an
empirical level, two hundred women would participate in the study. Half of them
would be sampled from urban setting and the other half would be from rural
setting of Odisha. They would be individually administered three sets of
psychometric measures. The measure of empowerment would involve scales of
generalized self-efficacy and political efficacy. The measure of
decision-making profiles includes dimensions of sensing, intuitive, thinking
and feeling mode of decision making. The measure of political harmony includes
dimensions of vision and articulation, sensitivity to members’ needs, personal
risk and unusualness of strategy.
On the basis
of application of appropriate statistical analyses, it would be possible to
test two major hypotheses. The first hypothesis states that empowered
(self-efficacious) women display behaviour indicative of political harmony. The
second hypothesis relates to the expected urban-rural difference on empowerment
and leadership dimensions.
Apart from
the examination of the formulated hypotheses, the examination of group
differences (across setting and age levels) and investigation of relationship
among variables would provide valuable inputs for furthering future research
and planning intervention programs to improve political harmony.
Introduction
Life is but balance. Nothing can be more true than this. The
stability of atom springs from a delicate balance between the attraction
between nuclei and electrons and repulsive centrifugal force of electrons
revolving round the relatively static nuclei. The stars, the galaxies, the
clusters of galaxies and their super clusters were put in place. In all these
structure formations, there exists a balance, a balance between the
gravitational attractive force and the repulsive centrifugal force of rotating
stars and galaxies.
Near home,
one also finds similar exhibition of balance in our solar system – that between
the gravitational attraction between the sun and the planets and the repulsive
force arising out of revolution of the planets round the sun in their
respective orbits. Even the presence of a life-sustaining atmosphere around the
Earth also exhibits an act of balance. The various cycles in operation in
Nature like water cycle, food cycle, prey-predator cycle,
carbon-di-oxide-oxygen cycle are all acts of sustaining balance in ecosystem
around us. Within our own physiological activities the acts of inhaling and
exhaling, food and water intake and excretion are all again acts of matching
balance with cells within getting proper nourishment and our body maintained at
right temperature vis-à-vis the surrounding outside.
Thus, it is
balance between matter and matter, matter and spirit and that between spirit
and spirit that defines life in its most beautiful sense.
It is
asserted that similar balance at the political level is indicative of internal
harmony and progress. More specifically, the present investigation is geared
towards measuring the empowerment strength and process of urban and rural women
in Odisha in the context of political harmony.
An Overview of Literature
The driving force behind the proposed investigation involves the
empowerment process in women. The pertinent literature can be organized under
three rubrics : empowerment process, women empowerment, and political harmony.
Empowerment Process
Empowering
people is a principle. Mahatma Gandhi and Nelson Mandela were not merely to lead
their people but to empower then to lead themselves. Effective leaders transfer
credit for achievement from themselves to their followers or group members.
Empowering leaders may frequently be anonymous or even invisible, but they are
among the most effective leaders. At the other extreme is the leader who takes
on the mantle of “hero” or “messiah”. Such leaders position themselves as the
central protagonists of organizational drama and origin of ideas and actions
crucial to the future of an enterprise.
Empowering people, accordingly to the Oxford English Dictionary, is giving
people power, giving people the ability, or making them able, to do or act.
‘Power’ has connotation of vigour, energy, authority, influence. Effective
leadership entails empowering people, enabling them to do what needs to be done
to pursue a vision, mission, objective or strategy and to fulfill their
potential. Heller (1997) sees empowering people as ‘setting them free to think
for themselves’. As Olivier (2001) says, ‘Alignment happens when the right
“thing” (outside) is linked to the right “feeling” (inside)’. And Goethe in the
eighteenth century said, ‘whatever you can do or dream you can, begin it.
Boldness has genius and power and magic in it’.
One of the first books about
empowerment, written in the genre of a modern fable, is by William Byham
(1988). Byham defines empowerment as having responsibility, a sense of
ownership, satisfaction in accomplishments, power over what and how things are
done, recognition for ideas and the knowledge that is important in the
organization. The term ‘empowerment’ has now become part of everyday management
language. The idea of empowerment has now been extended to encompass sharing
power, energizing employees, enhancing self-efficacy by reducing powerlessness,
and increasing opportunities for intrinsic motivation at work. Empowerment must
be distinguished from the need for control. Sharing power does not diminish
power; in fact it multiplies power. Distributing power to others is necessary
for empowerment, but not sufficient.
From multiple sources several
different uses of the term ‘empowerment’ can be noted :
·
Sharing
power with or transferring power to those who do the work
·
Redistributing
authority and control
·
Sharing
equal responsibility (between employees and managers) for results
·
Full
participation of workers and leaders in decision making
·
Pursuit
of a shared vision and purpose through team effort
·
Self-motivation
through a full understanding of responsibility and authority
·
The
capability to make a difference in the attainment of goals
·
Synergistic
interaction among individuals that emphasizes cooperation and leads to
expansion of power for the group
An empirical study of empowerment by
Menon (2001) explains empowerment as self-perception of competence
(self-efficacy), perception of control over the work environment, and the
internalization of organizational goals. Self-efficacy is an important
ingredient in feeling empowered. Perception of control results from delegation
and autonomy. Menon’s work adds to our understanding of empowerment by emphasizing
the importance of goal internalization. Goals can be motivating if they are
valued as a cause or worthy purpose. If personal needs and objectives are
congruent with the organization’s objectives, people will feel that they
control their own lives and that their actions make a difference.
Effective leaders do not manage people;
they empower them. It is important to recall United Technologies notice, ‘Let’s
get rid of management’. Empowering people means treating people as valued
individuals, giving power to them, expecting responsibility in return, and
enabling them to perform and achieve. In other words, it entails giving people
the skills, resources and freedom to manage themselves with accountability for
their performance.
Underlying empowerment, however, is
self-awareness and ‘perceived competence’ or self-efficacy – belief in one’s
capabilities to do what needs to be done (Wood & Bandura, 1989). In Conger
and Kanungo’s model, empowerment is a process of psychological enabling,
primarily through enhancing belief in self-efficacy. In a more extension of
this model, Menon (2001) has added ‘perception of control’ over the work
environment and the internalization of organization goals.
In summary, empowerment is giving
people the knowledge, skills, self-awareness, authority, freedom, resource and
opportunity to manage themselves. However, along with empowerment comes
accountability for behavior and performance.
·
Increasing
followers’ autonomy and encouraging them to think independently and critically
·
Raising
their level of self-efficacy, self-confidence, competence, self-worth, and
self-management
·
Augmenting
their creativity and risk-taking
Empowering people entails delegating
challenging tasks to them. Delegation is the assignment of responsibility or
authority to another person. Delegation carries two main benefits. First, it
empowers and develops people: it enhances their knowledge and skill, it
provides opportunity for growth and advancement, it increases people’s
motivation and job satisfaction, and it enhances their value to the
organization. Second, it frees up time for other, more critical tasks that need
to be carried out personally.
Lowe (1995) describes the process of
effective empowerment as follows:
·
Coaching – whereby leaders help people to apply
or improve knowledge and skills on the job
·
Sponsorship – sponsoring projects by employees
·
Facilitating – suggestion schemes, quality circles,
self-directed work teams, training events and project teams
·
Mentoring – providing counseling and guidance to
less experienced employees
·
Providing learning and development
opportunities – for
example, job rotation schemes
·
Accrediting – recognizing the acquisition of
specific competencies
·
Taking ownership of followers development
Women Empowerment
The concept of women empowerment, throughout the world, has
its roots in women’s movement. It is since the mid 1980s that this term became
popular in the field of development, especially in reference to women. The
empowerment contains the word power. Empowerment is an active,
multi-dimensional process which enables women to realize their full identity
and powers in all spheres of life. Women empowerment can be viewed as a
continuum of several interrelated and mutually reinforcing components. They
are, first, awareness building about women’s situation, discrimination, and
rights and opportunities as step towards gender equality, second, capacity
building and skills development, especially the ability to plan, make
decisions, organize, manage and carry out activities, to deal with people and
institutions in the world around them, third, participation and greater control
and decision making power in the home, community and society, last, a action to
bring about greater equality between men and women.
Women
empowerment is a social process that neutralizes women’s oppressions. If women
do not take decisive action on their own behalf, their victimization will
continue through their traditional subordination. Women’s empowerment is
synonymous with the achievement of equity and equal mindedness in society.
These are not accomplished at the expense of others, but in a mutually
cooperative spirit wherever possible. Women’s empowerment is base for human
liberation and empowerment for all. It will bring more balance to the male
value hierarchies in current traditional and modern societies. Empowerment of
women as process in which women gain increased power, challenge existing male
dominated power structures and finally reach a situation where women have equal
access to and control over resources and equal power to control or influence
political, social and economic decision-making in both the public and private
spheres.
The majority
of Indian women reside in rural areas and urban slums and the majority of women
workers are engaged in subsistence agriculture and the informal sector with
little or no regulation, legislative protection and trade union support. The
concept of empowerment of rural women is a step taken by the government which
implies positive action and participatory role of women in the decision making
bodies. Empowerment does not mean only the women’s liberation from patriarchal
institutions but it implies the development of women in all
spheres-intellectual, moral, political and socio-economic (Rath: 1999).
Hall (1992)
identified different characteristics of women empowerment. First, empowered
women define their attitudes, values and behaviour in relation to their own
real interests. Second, empowered women maintain equal mindedness. They do not
aim at being superior to men. They respond as equals and cooperate in order to
work toward the common good. Third, empower women use their talents to live
fulfilling lives. They maintain their strength in the presence of pressures of
family, religion and work and they contribute toward the empowerment of all
women. Fourth, empowered women continue to meet their family responsibilities
and participation in religion. Fifth,
empowered women strengthen themselves through other women’s support and sustain
their own moral visions. Finally, empowered women can be found in all social
groups and all societies.
Political Participation
Women’s empowerment has predominantly become a focus on
political participation. The political participation is not only using the
right to vote but also power-sharing, profit sharing, co-decision-making and
co-policy making at all levels of the government in a democratic state. it is a
process of distribution of resources in the society in such a way that women should
get equal access and control over it. In other words the women should have
power to mobilize resources along with their male counterparts. Empowerment has
various facets like political, social and economic. Political empowerment gives
women the capacity to influence the decision making process by integrating them
in to the political system. It will provide them with ample opportunity to raise
their grievances and other related social and economic problems at a formal
forum. Participation in political process is necessary to ensure the
improvement in every spheres of life. There is growing recognition of the
importance of the role played by women at the grassroots level. Necessarily the
women should not merely be targets of benefits of development rather they
should be regarded as the effective contributions in nation building. The entry
of more and more women into the realm of rural politics suggests that their
increased number will offer them equally increased opportunities to influence
decision-making.
Political Leadership
Today Leadership in India as also in rest of the world is
more political than moral and the quality of Leadership is unfortunately based
on one’s capacity to be all powerful. But political Leadership does not endure
for all time as does the leadership in the moral and spiritual fields. Max
Weber divides Political leadership into three categories (i) Traditional (ii)
Rational legal (iii) Harmony-inducing Transformational Leadership.
Traditional
Leadership. Leaders are those who claim their legitimacy of tradition. He depends
upon acceptance of the sanctity of inner moral traditions. It is most universal
and even primitive. These leaders enjoy prescriptive rights and tradition
loving people. Here the leader ascends to the position not on the basis of
achievement, but society on the basis of traditional values. His personal
efficiency of abilities or age may have no congruency with this new position.
Yet he becomes the legitimate leader. All monarchies, caste leaders, religious
leaders, etc. belong to this category.
Rational
Legal Leadership. It refers to all legally requited on the basis of their merit
alone, merit and suitability of lawful authority. There are norms and
regulation to govern the recruitment of such leaders. It is impersonal
selection and merits alone determine the persons to be recruited. Society feels
that it is rational to have such leaders and that they should lawfully issue
orders and manage the affairs of the community. The bureaucratic tops belong to
this category. This type of leadership is also universal and permanent. All
forms of Government and all political system have legal leaders for the maintenance
and survival.
Harmony-inducing
Transformational Leadership. Zeleznik (1977) raised a fundamental question as to whether
managers who were only concern with day to day functions were really leaders.
Concurrently Burns (1978) in his Puliker Prize winning book, Leadership
contrasted two essential forms of leadership: transactional (or exchange) and
transformational (or charismatic). Under transactional leadership, leaders are
concerned with maintenance functions. Followers behave in a way desired by their
leaders in exchange for goods. The goods are generally specific, tangible and
calculable. The relationship lasts as long as the needs of the both the leader
and the follower are satisfied by the counting exchange. In contrast
transformational leaders are concerned with the pursuit of a higher purpose. It
takes place “when one or more persons engage with one another in such a way
that leaders and followers raise one another to higher levels of motivation and
morality” (Burns, 1978). It is a relationship built upon the deeper needs and
emotional desires of followers.
Bass and his
associates carried out several empirical studies to see if Burn’s concept of
transformal leadership could be applied to complex situations. Bass (1985)
discovered that leaders described by followers as transformational can be
distinguished along three behavioural dimensions. The first is Charismatic
aspect which accounts for 66 percent of the response variation. This dimension
describes subordinates’ faith in the leader, inspiration and encouragement
experienced by the subordinates and the respect accorded to the leader. The
other two behavioural dimensions of transformational leaders are intectually
simulation and individualized consideration. Since in these early studies
attempts have been made to identify distinguishing features of charismatic
leaders. Some attempts have also been directed in India to operationalize the
construct (Sahoo and Acharya, 1987). Sahoo and Bhagat (2013) have identified
personality predictors of charismatic leadership. as indicated earlier
transformational environment, sensitivity to members’ needs, personal risk, and
unusual strategy.
Description of Proposed Research
Rationale and Objectives
As described in the foregoing section, self-efficacy
constitutes the psychological component of empowerment. Similarly it is posited
that transformational leadership involving vision, sensitivity to environment,
sensitivity to members’ needs, personal risks, articulation and unusual
strategy is instrumental to bring about political harmony.
With this
rationale, the following hypotheses are formulated for empirical testing.
Hypotheses
1.
Empowered (Self-efficacious) women evince greater
transformational leadership potential than less empowered (inefficacious)
women)
2. Urban women display
greater self-efficacy than rural women
3.
Urban women demonstrate greater transformational leadership
potential than do rural women.
In addition to testing hypotheses,
application of appropriate statistical tests would reveal areas of strengths as
well as deficits.
Methodology
The conduct of this empirical research project involves a
sequence of activities.
Design and Sample
The study would involve a factorial 2(setting: urban vs
rural) x 2(age level: pre-adults vs adult) design where urban and rural women
would be crossed with two levels of age groups (Pre-adult and adults). There
would be 200 women (100 from urban setting and 100 from rural setting). The age
of pre-adults would range from 18 to 25 years and the age of adult would range
from 30 to 45 years. The participants would be sampled at random.
Tests
The project would make use of a battery of tests.
Measure of
empowerment. This measure of psychological empowerment has two parts (see Appendix A).
The first part presents ten statements and requires respondent to indicate
endorsement on a Likert-type four point scale. The sum of ratings across ten
items indicates generalized self-efficacy.
It refers to an individual’s belief that he or she can execute a function
competently. The scale has been developed by a group of researchers at Free
University of Berlin, Germany. This has been culturally validated by Sahoo
(2012).
The second part relates to political
efficacy. It present twelve odds and asks individuals to indicate the level of
confidence of executing political programme. The scale has been developed and
validated by Sahoo (2012). Respondents are required to indicate endorsement on
a four-point scale. The sum of ratings across twelve items indicates the score
of political efficacy.
Decision-Making
Profiles.
The decision-making profiles are generalized in four domains: sensing,
intuitive, thinking and feeling (see Appendix B). Sensing type refers to the
extent the person makes systematic, step-wise decision making processes.
Intuitive mode refers to the style of using intuition and imagination in
decision making. Thinking style refers to the mode of using analysis and
cognition in decision-making while feeling style denotes the use of affect and
emotion. The use of the scale generates an individual’s scores in these four
domains.
Measure of
Political Harmony. The scale is adapted from Conger and Kanungo’s scale of
transformational leadership. the scale has 20 items and participants are asked
to indicate (on a six-point scale) the extent a statement is characteristic of
her (see Appendix C). it generate scores on vision and articulation, personal
risk, sensitivity to the environment, sensitivity to member need, and
unusualness of strategy. It also generates an overall score on political
harmony. The scale has been adapted and field-tested by Sahoo (2012).
Procedure
All the participants are contacted in their natural habitat.
Care was taken to establish rapport prior to the test administration. All tests
were in Odia language and were administered individually.
Analysis and Implication
Bivanate and multivanate statistics would be used to test the
major hypotheses formulated. It is predicted that empowered women would exhibit
a greater degree of political harmony and transformation orientation. The urban
women are likely to display a greater degree of self-efficacy as well as
transformation orientation. In addition to testing hypotheses, statistical
tests would be used to examine group differences and the network of
relationship of variables.
Policy Implications
It is asserted that the contemplated project is innovative in
the sense that the examination of political harmony in women in Odisha is
novel; no study exists today to identify parameters of strengths and deficits
in women. Once deficit areas are identified, it would be possible to plan
appropriate intervention studies in future. In future, strategies could be
developed to enhance both self-efficacy and transformation orientation.
Selected References
Bandura, A. (1997). Self-efficacy.
New York: Free Press.
Bandura, A. (1995). Self-efficacy
in changing societies. New York: Cambridge University Press.
Conger, J.A. & Kanungo, R.N. (1998). Charismatic leadership in organizations. New York: Sage
Publication.
Conger, J.A. & Kanungo, J.A. (1988). The empowerment
process. Academy of Management Review,
13(3), 471-482.
Sahoo, F.M. (2010). Atlas
of mind. Bhubaneswar: ASHRA Publication.
Sahoo, F.M. (2012). Mysteries
of mind, Bhubaneswar: ASHRA Publication.
Sahoo, F.M. & Bhagat, A. (2013). Personality predictors
of charismatic leadership. unpublished Report, Dept. of Business
Administration, Utkal University, Bhubaneswar, Odisha, India.
Time and Cost Estimation
Past Work. The project director has
already prepared lists of descriptors for the questionnaires to be used in
Phase 1 of the study (see Appendix A, B & C).
Time Budget. The following presents the time budget
Field
preparation : 1 month
Data
Collection : 5 months
Data
Processing & Computation : 2 months
Report
Writing : 3
month
Dissemination
: 1
month
12 months
Cost
Estimation.
The cost estimation is provided for the first year
Research
Project Scholarship Rs 100,000
Contingency
expenses Rs
50,000
Rs 150,000
It
may indicated that Project Director is in a position to identify and select
suitable Research Investigator for this purpose.
Appendix A
(Measure of Generalized
Efficacy and Political Efficacy)
You are given a number of statements. Read each
sentence carefully and indicate how much this sentence is applicable for you
Encircle 1 if it is not applicable at all
Encircle 2 if it is applicable slightly
Encircle 3 if it is applicable moderately
Encircle 4 if it is fully applicable
Statements:
01. If I
work hard I can solve all my difficult problems.
02. I can reach my destination even though
there is opposition from others.
03. It is easy to get my goal due to my
constant effort.
04. I believe that I can tackle all those
unexpected incidents.
05. I have capacity to overcome the
inconveniences.
06. I can solve almost all problems with my
required effort.
07. 1 can find out the way out to overcome
it.
08. 1 can stick to my aims and work towards
it.
09. I find out the way out when I am in
problem.
10. Whatever may be problem I am able to face
them.
Encircle the number which is applicable for you.
“I can do well in my political career even if so
happens.”
1
2 3 4
Do not Slightly Moderately Full
agree
agree agree agree
01. 1 am tired. 1 2 3 4
02. 1 am distracted. 1 2 3 4
03. Relatives come to our home. 1 2 3 4
04. I am worried. 1 2 3 4
05. Boss is angry with me. 1 2 3 4
06. Situations are difficult. 1 2 3 4
07. There are disturbances outside. 1 2 3 4
08. There is no light and fan in the work place
1 2 3 4
09. I am not fed enough. 1 2 3 4
10. There is an interesting programmes on TV
or Radio at that particular time. 1 2 3 4
11. Friends irritate me. 1 2 3 4
12. My parents are not well. 1 2 3 4
Scoring note:
Sum of ratings across all ten items (Part 1) is indicative of generalized
efficacy score. Sum of ratings across all 12 items (Part 20 is indicative of
political efficacy score.
Appendix B
(Problem
Solving Profiles)
Respond to
the following items as required. There are no right or wrong answers.
Part I. Circle the response that
comes closes to how you usually feel
or act.
1. Are you more careful
about:
A. people's feelings.
B. their rights.
2. Do you usually get on
better with:
A. imaginative people
B. realistic people
3. Which of these two is
the higher compliment:
A. a person has real feeling.
B. A person is consistently reasonable.
4. In doing something
with many other people, does it appeal more to you:
A. to do it in the accepted way.
B. To invent a way of your own.
5. Do
you get more annoyed at: '
A. fancy theories.
B. People who don't like theories.
6. It is higher praise to
call someone:
A. a person of vision.
B. A person of common sense.
7. Do you mere often let:
A. your heart rule your head.
B. Your head rule your heart.
8. Do you think it a
worse fault:
A. to show too much warmth.
B. To be unsympathetic.
9. If you were a teacher,
would you rather teach
A. courses involving theory. ,
B. Fact courses.
Part II.
Which word in the following pair appeals to you more? Circle A or B.
10. A. compassion
B. foresight
11. A. justice
B. mercy
12. A. Production
B. design
13. A. Gentle
B. Firm
14. A. Uncritical
B. critical
15. A. literal
B. figurative
16. A. Imaginative
B. Matter-of-fact
Scoring Key
This key is
to be used to diagnose your responses to the questionnaire. Count one point for
each response on the following four scales. Then, total the number of points
recorded in each column. Instructions for classifying your scores are indicated
below.
Sensation Intuitive Thinking
Feeling
2B______ 2A_______ ________ 1B______ ________ 1A_______
4 A_______ ______ 4B_______ ________ 3B______ ________ 3 A______
5A_______ ______ 5B_______ 7B______ ________ 7A_______
6B_______ 6A_______ ________ 8A.______ _______ 8b______
9 B_______ 9 A_______ 10 B_______ 10 A _____
12A______ ______ 12B_______ _______ 11a______ 11 B_____
I5A_______ ______ 15B_______ _______ 13B______ 13A______
16B_____ 16A _____ 14B
_____ 14A____
Appendix C
(Measure of Political Harmony)
We are conducting a study to examine how potential leaders
look at their environment. Please read each statement carefully and tick mark a
number against the statement to indicate a response that best corresponds to
how you perceive.
Mark-6 If you
feel a behavior very characteristic of you.
Mark-5 If you
feel a behavior characteristic of you.
Mark-4 If you
feel a behavior slightly characteristic of you.
Mark-3 If you
feel a behavior slightly uncharacteristic of you.
Mark-2 If you
feel a behavior uncharacteristic of you.
Mark-1 If you
feel a behavior very uncharacteristic of you.
1.
|
I am fond of vision and often bring up ideas about
possibilities for the future.
|
6
|
5
|
4
|
3
|
2
|
1
|
2.
|
I don’t mind taking high personal risk for the sake of
human welfare.
|
6
|
5
|
4
|
3
|
2
|
1
|
3.
|
I attempt to influence others by developing mutual liking
and respect
|
6
|
5
|
4
|
3
|
2
|
1
|
4.
|
I readily recognize constraints in the social and cultural
environment (cultural norms, lack of grass root support, etc) that may stand
in the way of achieving objectives.
|
6
|
5
|
4
|
3
|
2
|
1
|
5.
|
I recognize the limitations of other members of the
society.
|
6
|
5
|
4
|
3
|
2
|
1
|
6.
|
I am inspirational and I am able to motivate by
articulating affectively the importance of what other members are doing.
|
6
|
5
|
4
|
3
|
2
|
1
|
7.
|
I often exhibit very unique behaviour that surprises other
members.
|
6
|
5
|
4
|
3
|
2
|
1
|
8.
|
Consistently I try to generate new ideas for the future.
|
6
|
5
|
4
|
3
|
2
|
1
|
9.
|
I readily recognize new environmental opportunities
(favourable physical and social conditions )that may facilitate achievement
of objectives.
|
6
|
5
|
4
|
3
|
2
|
1
|
10.
|
I recognize the abilities and skills of other members.
|
6
|
5
|
4
|
3
|
2
|
1
|
11.
|
I engage in activities involving considerable personal risk
in pursuing political objectives.
|
6
|
5
|
4
|
3
|
2
|
1
|
12.
|
I exhibit unconventional behaviour in order to achieve
goals.
|
6
|
5
|
4
|
3
|
2
|
1
|
13.
|
I feel like providing inspiring strategic and political
goals.
|
6
|
5
|
4
|
3
|
2
|
1
|
14.
|
I often incur high personal cost for the good of the
others.
|
6
|
5
|
4
|
3
|
2
|
1
|
15.
|
I show sensitivity for the needs and feelings of other
members in my surrounding.
|
6
|
5
|
4
|
3
|
2
|
1
|
16.
|
I am believed to be an exciting public speaker.
|
6
|
5
|
4
|
3
|
2
|
1
|
17.
|
I readily recognize constraints in the physical environment
(technological limitations, lack of resources, etc) that may stand in the way
of achieving objectives.
|
6
|
5
|
4
|
3
|
2
|
1
|
18.
|
I use non-traditional means to achieve goals.
|
6
|
5
|
4
|
3
|
2
|
1
|
19)
|
I am entrepreneurial and seize new opportunities in order
to achieve goals.
|
6
|
5
|
4
|
3
|
2
|
1
|
20)
|
I show personal concern for the needs and feelings of other
members in my community.
|
6
|
5
|
4
|
3
|
2
|
1
|
Scoring Key
1.
Strategic
Vision and Articulation (SVA): 1, 6, 8, 9, 13, 16, 19
2. Personal Risk (PR): 2, 4, 5, 10, 11, 14, 17
3. Sensitivity to Environment (SV): 3, 15, 20
4.
Unconventional
Behavior (UV): 7, 12, 18
CURRICULUM VITAE
Personal:
Name: Fakir
Mohan Sahoo, Ph. D. (Queen’s, Canada)
Birth: May
03, 1948
Address: Research Professor
Xavier
Institute of Management
Xavier
Square
Bhubaneswar-
751013
Telephone:
(0674) 6647726 (O) Cell: 9437121279
Mailing Address: Sai Chhaya, VIM 99, Saileshree
Vihar,
Bhubaneswar-7510213
Telephone:
(0674) 2743835 (R)
Permanent Address : Sai
Chhaya, VIM 99, Saileshree Vihar,
Bhubaneswar-751021.
Education: M.A. in Psychology,
Utkal University, 1972
Ph. D.
Queen’s University at Kingston,
Canada, 1981
Professional Experience: Teaching and Research at P.G. level
(1975-2008), Utkal University
Visiting Professor, Queen’s University, 1990, Ravenshaw
University, 2012-13, Central University of Hyderabad 2013, IIM, Ranchi 2013
Teaching
and Research at XIMB (2008- till now)
Administrative
Responsibility: Former Coordinator, OB/HR Area at XIMB
Counselling for Students
Present Teaching Area: Organizational Behavior, Dynamics of
Personal Growth, Employee Counselling, Psychological Testing
Hobbies: Creative Writing
(Odia & English)
Research
Supervision: M.A. M. Phil thesis -100
Ph. D./
D.Litt thesis -37
Seminar
Presentation: National Seminar –
70
International
Seminar – 28
Publication: Books in Oriya – 20
Psychology
Books – 12
Awards:
·
Canadian Commonwealth Scholarship
-1976-1981
·
UGC’s Career Award in Humanities and Social
Sciences-1987-1990
·
Shastri Indo-Canadian Fellowship -1990
·
Professional Associateship: East-West
Centre, Honolulu, USA-1990
·
Emeritus Fellowship (UGC)-2009
·
Literary Awards for Non-fictional writings
Profile of Prof. F.M. Sahoo
Dr.
Fakir M. Sahoo is Research Professor, Xavier
Institute of Management, Bhubanaeswar. He is also a former Professor and Head
of the Centre of Advanced Study in Psychology, the first of the two such
Centres in India. He received Canadian Commonwealth Scholarship and received
doctoral degree from Queen's University at Kingston, Canada. He worked with Professor
John W. Berry, the past-President of International Association of Cross-Cultural
Psychology. His other achievements include University Grants Commission's
Career Award in Humanities and Social Sciences, Indo-Shastri Fellowship offered
by Shastri Indo-Canadian Institute, and Professional Associateship accorded by
East-West Centre, Honolulu, Hawaii, U.S.A. He was also a Visiting professor in
Queen’s University (Canada), Central University of Hyderabad, Indian Institute
of management (Ranchi) and Ravenshaw University (Cuttack). He has published
several books. His publications include titles such as Affective Sensitivity and Cognitive Styles, Psychology in Indian
Context, Environment and Behaviour, Cognitive Styles and Interpersonal
Behaviour, Child Rearing and Educating Assistance Manual (CREAM), Dynamics of Human Helplessness, and Sex
Roles in Transition, Atlas of Mind, Behavioural Issues in Ageing and Mysteries
of Mind. He has published approximately 100 research papers in national and
international Journals. In addition to supervising a large number of M.A. and
M. Phil. dissertations, he has completed supervising more than 37 doctoral
theses. He has directed 16 national seminar/workshops. Apart from presenting a
large number of papers in regional and national conferences, he has presented
papers in more than 28 international congresses. These include his chairmanship
in a session of the International Congress of Psychology, held in Brussels,
Belgium. He has visited countries such as Canada, U.S.A., U.K., France, Japan,
Germany, Belgium, Holland, Spain, Switzerland and Turkey. His voluminous
writings (both in academic and popular press) in regional language (Odia) have
brought him several literary awards.
EXTENSION
ACTIVITIES
A. Academic Awards : National Scholarships 1970-72
:
Canadian Commonwealth Scholarship 1976:81
:
UGC's Career Award in Humanities and Social Science. 1987-90
:
East West Center Workshop Profession Associateship 1991
: Shastri Indo-Canadian Fellowship
1990
:
UGC’s Emeritus Fellowshi-2009
B. National/State Awards : Best Writer Award for Literature for Neoliterates
(Awards
by the State Resource Centre)
:
Best Writer’s Award by a number of Regional
Literary Magazines
C.
Research Projects : 1. University
Grant Commission’s Assistance
(Administered Through Center of advanced
Study In Psychology). A project on Work-Related Values in Organization,
1982-83.
2.
University Grants Commission’s Assistance
(Administered through Center of Advanced Study in Psychology) – A Project on Accluturative
Stress in Tribes of Orissa. 1984-85
3.
University Grants Commission’s Career Award in Humanities and Social Science .
A Project on Psychological Factors of Inefficiency 1987-90
4. Indian
Council of Social Science Research. A Project on Helplessness Syndrome
.1992-1994.
5.
National Council of Education Research and Training. Combating Students'
Learned helplessness.
6.
University Grants Commission's Assistance (Administered Through Center of
Advanced Study in Psychology)
A Project on Social Environment of the
Tribal Child.
7.
University Grants Commission: A Project on Studies of Cultural Pluralism
(1996-99).
8.
Bernard Foundation, Netherlands: Fostering
Early Development of
Indian Tribal Children.
9.
University Grant Commission's Assistance: (Administered Through Centre of Advance
Study in Psychology)
A Project on Emotional
Intelligence
10.
University Grant Commission's Assistance: A Project on Psychosocial Factors of
Human Happiness, 2002-2005.
11.
University Grant Commission's Assistance:
(Administered Through Centre of Advance
Study in Psychology)
A Project on Psychosocial Problem of the
Aged, 2006
12.
University Grant Commission's Assistance: (Administered
Through Centre of Advance Study in Psychology)
A Project on Loneliness in the Elderly,
2007.
D.
Seminar/Workshops Directed: 1. National Seminar on Psychology in Indian Context (DGC support,
October, 1985)
2. Regional Seminar on Socio-economic Transformation in Orissa.
3. Regional Seminar on Status of the Girl Child (UNI CEF supports
December 1994)
4. Regional Workshop on Advanced Research Methodology (February
1995)
5. National Workshop I on Early Development of Tribal Child.
(Support: Bernard
Foundation, January 1998)
6.
National Workshop II on Early Development
of Tribal Child.
(Support: Bernard Foundation, July 1998)
7.
National Seminar on Cultural Pluralism in
India and Canada.
(Support: Indo-Canadian Shastri Institute,
February 2000)
8.
National Seminar on Cultural diversity.
(Support: Indo-Canadian Shastri Institute, January/February 2002.)
9.
National Seminar on Acculturation of the disadvantage groups.
(Support: Indo-Canadian Shastri Institute,
February 2003)
10.
National Seminar on sustainable development.
(Support: Indo-Canadian Shastri Institute,
March 2004)
11.
International Seminar on contemporary life style and management of mental
health.
(Support: Indo-Canadian Shastri Institute,
December, 2004)
12.
National Seminar on fostering creativity.
(Suport: ICSSR, February 2005)
13.
National Seminar on Indian Philosophical Models and Behavioural Sciences.
(Support: ICPR, February 2006)
14.
National Seminar on Psychological Care of the Aged.
(Support: Indo-Canadian Shastri Institute,
March 2006)
15.
National Seminar on Disaster Mental Health
(Support: Indo-Canadian Shastri Institute,
March 2007)
16.
International Seminar on Adolescent Health.
(Support: Indo-Canadian Shastri Institute
and American Psychological Association, February 2008)
17.
National Conference on Management of Workforce Diversity: Canadian and Indian
Perspective. Supported by Shastri Indo Canadian Institute, New Delhi, February
2011.
E.
Professional Membership: American Psychological
Association-Foreign Affiliate.
International
Association for Cross Cultural Psychology.
Indian Academy of
Applied Psychology.
International
Association of Applied Psychology.
National Academy of
Psychologists.
F.M.
Sahoo, Ph.D. (Queen's)
HIGHLIGHTS ACADEMIC
PURSUITS
Books Published 12
Books Published (Oriya)
20
Books (submitted for publication) 1
Chapters
in Books 16
Tests
develop & validated 17
Research
Papers Published (Professional Journals.) 78
Articles & Reviews (Newspaper & Magazines) 600
(approx.)
National Seminar Directed 16
Papers
presented in International Seminars. 28
Papers
presented in National Seminar 70
M.A.
Theses Supervised. 40
M.B.A
Theses Supervised 10
M.
Phil Theses Supervised 36
Ph.D./D.
Litt (Already awarded) 35
Ph.D.
Thesis (Under Supervision) 5
Research
Project Completed 14
Awards
* Canadian Commonwealth Award, 1976-81
* U.G.C Career Award, 1987-90
* East-West Center’s (USA) Professional
Associateship1990
* Shastri Indo-Canadian Fellowship, 1990-91.
* UGC’s Emeritus Fellowship, 2009.
PUBLICATION
LIST
A)
BOOKS
Sahoo, F. M. (2010). Atlas of mind. Bhubaneswar
: ASHRA Publication.
Sahoo,
F. M. (Ed) (2009). Behavioural issues in aging. New Delhi: Concept
Publication.
Sahoo.F.M.
& Sia N. (Eds).(2008). Models of
behavior. Bhubaneswar: Institute for Youth and Disaster Preparedness.
Sahoo,
F.M. & Sinha, S. (2004). Sex roles in
transition: The changing dialogues
between men and women. New Delhi: Kalpaz Publication.
Sahoo, F.M. (2002). Dynamics of human helplessness. New
Delhi: Concept publication.
Sahoo, F.M. (1998). Child rearing and educating assistance
menual (CREAM). Bhubaneswar: Centre of Advanced Study in Psychology.
Sahoo,
F.M. (1988) (Ed). Psychology in Indian
context. Agra : National Psychological Corporation.
Sahoo, F.M. Mishra,
P.K.K & Patra, R.S. (1988). Environment
and behaviour : Ecological
perspectives. New Delhi : Akshat Publications.
Sahoo,
F.M. (1987). Affective sensitivity and
cognitive style. Agra : National Psychological Corporation.
Sahoo, F.M. (1987). Cognitive style and inter personal behaviour.
Bhubaneswar. DIPS.
B)
BOOKS IN ORIYA
Sahoo, F.M.
(2011). Manastatwik bikashara kaishora
parba (A book on adolescence),
Cuttack: Agraduta.
Sahoo, F.M.
(2010). Tallinata (A book on flow
experience), Bhubaneswar: Ashra Publication.
Sahoo,F.M
(2010) . Manasika samasya o samadhana.
Cuttack: Prachi Sahitya.
Sahoo, F.
M. (2009). Manastatwika bikasara balya parba (A book on child development). Cuttack: Agradoota.
Sahoo, F.
M. (2008). Mana diganta. Bhubaneswar: Parartha Publication.
Sahoo, F.M.
(2007). Sachitra mana. (A book on creativity and other topics), Cuttack:
Mita Books.
Sahoo, F.
M. (2007). Sabala mana, safala jibana. Cuttack: Prachi Sahitya
Pratisthana.
Sahoo, F.
M. (2006). Sisu manara bigyana. Cuttack: Prachi Sahitya Pratisthana.
Sahoo, F.
M. (2006). Manastatwika bikasara godhuli parba. Cuttack: Agradoota.
Sahoo, F.
M. (2005). Nari manastatwa . (A book on psychology of women), Cuttack:
Agradoota.
Sahoo, F.M.
(2004). Byaktitwa o netrutwa. (A book on personality and leadership),
Cuttack: Agradoota.
Sahoo, F.
M. (2002). Manastatwika bikashara saisaba parba. (A book on psychology
of infant development), Cuttack: Agratooda
Sahoo, F.M. (2001). Manara manachitra. (A book on
psychological essays)
Sahoo, F.M. (2000). Jibana prabahore manasika bikruti (A
book on advanced topics in abnormal behaviour), Cuttack : Gyana Bigyanika.
Sahoo, F.M. (2000). Adhunika jibonore manasika chapa. (A
book on stress ). Cuttack: Gyana Bigyanika
Sahoo, F.M. (1998). Manasika bikruti. (A book on abnormal
behaviour ). Cuttack : Gyana Bigyanika
Sahoo, F.M. (1986). Bichitra mana (A Book on psychological
essays). Cuttack : Grantha Mandir.
C)
CHAPTERS IN BOOKS
1. Sahoo, F.M. (2011). Application of lens model in marketing research.
In S. Anand (Ed), Challenges of the twenty-first
century: A trans-disciplinary perspective. New Delhi: McMillan.
2. Sahoo.F.M. ( 2009). Need saliency and psychological
well-being in the aged. In F.M.Sahoo (Ed), Behavioural
issues in aging. New Delhi: Concept Publications
3. Sahoo, F.M. (2009). Need saliency and
human happiness. In M.V.R. Raju ( Ed) Health
psychology and counseling. New Delhi: Discovery Publishing House.
4. Sahoo, F.M. & Bose, S. (2009). Health hazards of loneliness. In F.M.Sahoo
(Ed), Behavioural issues in aging. New Delhi:
Concept Publication.
5. Ratha.S & Sahoo.F.M. ( 2009). Mental
health and involvement of working and
non working women : Exploring the linkages. In M.V.R. Raju ( Ed) , Health psychology and counseling. New Delhi: Discovery Publishing
House.
6. Sahoo,F.M.(2008). The search for paradigm
shift in behavioural sciences. In
F.M.Sahoo & N.Sia (Eds), Models of behavior. Bhubaneswar: Institute
for Youth and Disaster
Preparedness.
7.
Sahoo, F.M. (2007). Promoting human happiness. In M.B. Sharan D. Suar (Eds), Psychology matters. New Delhi: Allied Publishers.
8. Puhan B. N. & Sahoo, F.
M (2002). Indigenization of psychological studies. In A. K. Mohanty and G.
Mishra (Eds), Indigenous psychology. New Delhi: Concept Publication.
9.
Sahoo, F.M. (1999). Psychological well-being of the aged of Orissan family. In
J.K. Baral and A. Choudhary (Eds) Family
in transition : Power and development.
New Delhi : Northen Book Centre.
10.
Sahoo, F.M. (1998). The Hindu-Muslim relationship in Indian plural society. In
U.N. Dash & U. Jain (Eds) Perspective
on psychology and social development, New Delhi : Concept Publication.
11.
Sahoo, F.M., Dash, B.B., & Mohapatra, P. (1998). Environmental indicators
of child development. In U.N. Dash & U. Jain (Eds), perspectives on Psychology and social development. New Delhi :
Concept Publication.
12. Sahoo, F.M.
(1998). Gandhian method of social sensitization. A behevoural analysis of the
experimental process (pp. 319-328). In N.Hazary & A. Mishra (Eds), Eternal Gandhi : New Delhi : A.P.H
Publishing Corporation.
13.
Sahoo, F.M. (1995). Charismatic leadership : The new frontiers of research. In
S.C Hazary (Ed). Reflections on society, economy and polity in India.
Bhubaneswar. Department of Political science, Utkal University.
14. Sahoo, F.M. (1990). A behavioural model of man
environmental relationship (pp. 390-399). In B.N. Sinha (Ed). Eco-system degradation in India. New
Delhi. Ashis Publishing House.
15.
Sahoo, F.M (1989). Study of tribal culture in Orissa : From descriptive data to
experimental innovation. (pp-63-66). In B.C Ray (Ed). Tribals of Orissa. The Changing socioeconomic profile. New-Delhi :
Gain Publishing House.
16. Sahoo,
F.M & Naik, M.S. (1988). Individualism-collectivism and personal discomfort
amongst Bonda Tribals of Orissa. (pp.
105-115). In F.M. Sahoo (Ed). Psychology
in Indian Context. Agra : National Psychological Corporation.
D) TESTS DEVELOPED AND VALIDATED
Sahoo, F.M. (2010). Sstudents’ Study Involvement.
Sahoo, F. M. (2006). The Old Age Inventory.
Sahoo, F.M. (2002). The Utkal Happiness Scale.
Sahoo, F.M. (1999). Study Involvement Questionnaire.
Sahoo, F.M. (1991). Test Indigenization Survey Instrument (TISI)
Sahoo, F.M. & Samanta, C.R. (1990). Job Efficacy Modules (JEMS)
Sahoo, F.M. (1990) Teachers Socialization Questionnaire.
Sahoo,
F.M. (1989). Parental Interactional Style Questionnaire.
Sahoo, F.M.
(1989). A Projective Inventory of Employees Helplessness.
Sahoo, F.M. & Kanungo, R.N. (1988a). Employees helplessness Scale.
Sahoo, F.M. (1988b). Health Behaviour Questionnaire.
Sahoo, F.M. (1987a). Children's Attributional style questionnaire (Oriya
Version).
Sahoo, F.M. (1987b). Children's Perception of Control Scale (Oriya
Version)
Sahoo, F.M. (1987c). A Measure of Androgyny.
Sahoo, F.M. (1986a). Diagram Tracing Test (A
behaviour measure of children's helplessness.)
Sahoo, F.M. (1986b). The Children's Helplessness Questionnaire (Oriya
Version).
Sahoo, F.M. (1985). A Cognitive Measure of Helplessness.
E) PAPERS IN REFERRED JOURNALS
1.
Sahoo, F.M. (2011). Spirituality at workplace.
The Theoscientist, January
2.
Sahoo, F.M., Sahoo, K. & Das, N. (2011).
Need saliency and management of employee motivation: Test of an indigenous
model. Vilakshan, 8(1), 21-36.
3.
Sahoo, K. & Sahoo, F.M. (2011). Role of
positive living condition in happiness. Indian
Journal of Positive Psychology, 2(1), 75-82.
4.
Sahoo, K. & Sahoo, F.M. (2011). Well-being
in workplace: A psychological review. Indian
Journal of Health and Well-being, 2(1), 146-152.
5.
Sahoo, F.M. & Mohanty, J. (2010).The critical
factors of effective leadership in organization. Vilakshan, 7(1), 17-57.
6.
Sahoo, f.M. (2009). Accomplishing sustainable human
happiness. The Theoscientist, Jan 2010, p 3-7.
7.
Sahoo.F.M. & Sahu,R. (2009). The role of flow
experience in human happiness. Journal of the Indian Academy of Applied
Psychology,35(special issue), 40-47.
8.
Sahoo.F.M. & Mohapatra, L.(2009). Psychological
well-being in professional groups. Journal of the Indian Academy of Apllied
Psychology, 35(2), 211-217.
9.
Sahoo.F.M. (2009). Flow experience and human
happiness. Theoscientist, 15(1&2), 1-7.
10.
Sahoo, F. M. & Mohanty, A. (In press). The role
of spiritual practice in human happiness. Indian Journal of Psychological Issues.
11.
Sahoo,
F. M. & Rout, S. (in press). Learned helplessness and social
responsibility. Indian Journal of
Psychological Issues.
12.
Sahoo,
F.M. (2008). Mental discipline and human happiness: Pointers from Buddhism. Theoscientists, 14, 6-12.
13.
Sahoo, F. M. (2007). The self-healing personality. Theoscientist, 13 (1&2),1-6.
14.
Sahoo, F. M. (2005). Evaluating ourselves. Theosophical
Digest, 2nd Quarter, 72-77.
15.
Sahoo, F. M, Sahoo, K. & Harichandan S. (2005).
Five big factors of personality and human happiness. Social
Science International, 21(1), 20-28.
16.
Sahoo, F. M. (2004). Approaches to value education.
Theoscientist , 11(2&3), 14-21.
17.
Sahoo, F. M, Tripathy B. & Dash, A. K. (2003). Emotional intelligence and ethical
orientation in teachers of management and nonmanagement institutions. Samrudhi, 5 & 6 (1),
1-17.
18.
Sahoo, F. M, Tripathy B. & Dash, A. K. (2003). Emotional intelligence and ethical
orientation in teachers of management and nonmanagement institutions. Samrudhi, 5 & 6 (1),
1-17.
19.
Sahoo,
F. M. & Rath, S. (2003). Self-efficacy and well-being in working and
non-working women: The moderating role of involvement. Psychology and Developing Societies, 15(2), 187-200.
20.
Sahoo,
F. M. & Rath, S. (2003). Need-saliency model of involvement in working and
non-working women. Journal of Community Guidance and Research., 20 (3) 207-214.
21.
Sahoo,
F. M. & Sahoo, K. (2003). Need saliency and job involvement among medium
sector industrial managers. Procedings of
the Fifthe Annual convention of Indian Society for Technical Education, 11-20.
22.
Sahoo,
F. M. & Rath, S. (2002). The role of involvement in the psychological
well-being of working and non-working women. Indian Journal of Psychological Issues, 10(1 & 2), 21-30.
23.
Sahoo,
F.M. & Sahoo, K. (2002). Learned Optimism and Psychological Well-being. Journal of Community Guidance and Research.19
(1), 31-44.
24.
Sahoo,
F.M & Padhi, S. (2001). Work and job involvement in University teachers: An
empirical examination of need saliency theory. Sankalpa, 9(1), .12-26.
25.
Sahoo, F.M & Sahoo, K.
(2001). Five big factors of personality of management and non management
college students.. Indian Journal of
Psychological Issues. 9(1), 104-112.
26.
Sahoo, F.M. & Pattnaik, B.
(2001). Lens model as a Research
paradigm. Journal of Community
Guidance and Research, 18(1), 37-50.
27.
Sahoo,
F.M. (2001). Combating helplessness: The explanatory style that helps. The
Theoscientist, 8(2), 16-19.
28.
Sahoo, F.M. (2000). Combating alienation and
helplessness in administrative departments:
The indigenous model of work efficiency. Journal
of Community Guidance and Research, 17(I), 76-95.
29.
Sahoo,
F.M. (2000). Self-evaluation: A psychological perspective, The Theoscientists, 6&7,
10-14.
30.
Sahoo
, F.M. (1999). The role of Sanskrit literature in the process of indigenizing
social and behavioural sciences. Vanijyoti, 14, 49-57.
31.
Sahoo,
F.M., Mohapatra, P. & Dash, B.B (1999). Planning and decision-making among
potential and working managers. Indian
journal of Psychological Issues, 7(2), 32-39
32.
Sahoo,
F.M. (1998). Psychological well-being. The
Theoscientists, 5(1&2), 5-10.
33.
Sahoo, F.M., Dash, B.B., & Mohapatra, P. (1998). The
coping mechanisms used by resilient children. Journal of Community
Guidance and Re-search, 15(1), 27-36.
34.
Sia,
N., Sahoo, F.M., & Sia, S.K. (1998). Parental expectancy and children's
learned helplessness. Social Science
International, 14 (1&2), 19-28.
35.
Bidhyadhar,
S., & Sahoo, F.M. (1997). Psychosocial factors of work family linkage. Psychological Studies, 42(2&3),
49-59.
36.
Sahoo, F.M. (1997). Self development : A psychological
perspective. The Theoscintist, 4, 1-9
37.
Mishra,
G., Sahoo, F.M., & Puhan B.N. (1997). Cultural bias in testing : India. European Review of Applied Psychology, 47(4),
309-316.
38.
Sahoo,
F.M. (1997). Survey and field methods in psychological research: Indian
scenarios. Indian Psychological Abstracts
and Review 4(1), 3-38.
39.
Sahoo,
F.M. Batra, G. (1997). Self-efficacy and attributional styles in mastery oriented and learned helpless students Indian Educational Review, 32(2),
92-103.
40.
Sahoo,
F.M (1996) Psychology and religion. The
Theoscintist, 3 (3&4), 12-17.
41.
Sahoo,
F.M. Kar, A., Mohapatra. P. & Sethi, M. (1996). Assessment of the role of
social environment in tribal children as perceived by their mothers. Journal of Community Guidance and Research,
18(2), 113-127.
42.
Sahoo,
F.M & Kar, A. (1996). Socialization parameters of helplessness as
per-ceived by children. Indian
Psychologist. 8(1), 30-38.
43.
Sahoo,
F.M., Nanda, S. & Sia, N. (1995). Learned helplessness and work involvement
in administrative and financial organization. Sankalpa, 3(2), 51-64.
44.
Sahoo,
F.M., Mohanty, A., Kar, A., & Bhakat. M. (1995). Role stress in employed administrative and financial organizations. The Creative Psychologist, 7(1& 182) 23-32..
45.
Sahoo,
F.M. & Bidyadhar, S. (1995). A cultural validation of need saliency model:
An empirical investigation in a non-western context. Psychological
Studies, 40 (3), 120-125.
46.
Sahoo, F.M.
& Panda. J. (1994). Hospitalization and helpless. Indian Psychologist. 7, 10-20.
47.
Sahoo, F.M.
& Bidyadhar, S. (1994). Critical factors of work family linkage.
Application of lens model to generate indigenous data. Psychology and Developing Societies. 6(2).
48.
Sahoo, F.M.
(1993). Indigenization of psychological measurement: Parameters and operationalization.
Psychology and Developing Societies, 5(1),
13.
49.
Sahoo, F.M.
& Bidyadhar, S. (1993). The subjective component of psychological
well-being. An idiographic investigation using the lens model. Psychological Studies. 31(205), 151-160
50.
Sahoo, F.M.
(1991). Learned helplessness in organizations. Management and Labour Studies, 16(1),
1-10.
51.
Sia, N. &
Sahoo, F.M. (1991). Combating children's learned helplessness. The Indian
Journal of Social Work, 52 (3), 327-336
52.
Sahoo, F.M.
& Jayashree (1990). Androgyny and work involvement. Indian Journal of Community Guidance Service, 7(3), 49-60.
53.
Singh, M.A.
& Sahoo, F.M. & Rout, J. (1989). Self-esteem, opponent's status, and
explorative behaviour in mixed-motive situations. Indian Journal of Community Guidance Service, 6(1), 41-60.
54.
Sahoo,
F.M. & Rath, S. (1989). Learned helplessness in school students. The Creative
Psychologist, 1(2), 81-90.
55.
Sahoo, F.M.
& Sia, N. (1988). The sociocultural antecedents of helplessness among rural
adolescents. Indian Journal of Community
Guidance Service, 5(1), 33-47.
56.
Sahoo, F.M.,
& Nanda, U. (1988). Socialization parameters of learned helplessness. Psychological Studies, 35, 52-61.
57.
Sahoo, F.M.
& Mohanty, B. (1987). Individualism-collectivism and personality
discomfort. Indian Psychologist, 4(2),
46-53.
58.
Sahoo, F.M.
(1987). A behavioural model of relationship among ecosystem, culture and human
acceptation. The Orissa Review, 43(8),
27-30.
59.
Sahoo, F.M.
& Acharya, B. (1987). Attributes of charismatic personality. Journal of Psychological Researches,
31(1), 13-19.
60.
Sahoo, F.M.
& Sia, N. & Panda. E, (1987). Individualism-collectivism and coping
styles. Journal of Psychological
Researches, 31(2), 77-81.
61.
Sahoo, F.M.
& Sia, N. (1986). Cognitive style differences in the use of coping
mechanisms. Bombay Psychologist, 8(1&2),
37-41.
62.
Sahoo, F.M.
& Sia, N. (1986). Cognitive style differences in the use of coping
mechanisms. Bombay Psychologist, 8(1&2),
37-41.
63.
Sahoo, F.M.
& Mohapatra.C. (1986). Helplessness syndrome: present status and future
directions. Indian Journal of Community
Guidance Service, 3(1), 11-20.
64.
Sahoo, F.M.
& Rath.T. (1985). Field dependence and social facilitation. Indian Journal of Community Guidance Service,
2(1), 7-15.
65.
Sahoo,
F.M. (1985). An interdisciplinary perspective in psychology. Perspectives
in Psychological Research, 8(1), 1-5.
66.
Sahoo, F.M.
(1985). Taxonomy of environment. Social Science International, 1(2), 1-8.
67.
Sahoo, F.M.
& Sia. N. (1985). The problem of unpackaging process in social and
behavioural research. Journal of Social
and Economic Studies, 2 (2&3).
68.
Sahoo, F.M.
Rout, J. & Rout, A.K. (1985). Androgyny and psychological rigidity. Psychological Studies, 30, 111-115.
69.
Sahoo, F.M.
& Rout, A.K., (1984). Coping with environmental change: Accuiturative
stress and technological planning in India. Perspectives in Psychological Research, 7,
1.
70.
Sahoo, F.M.
(1984). Cognitive style in educational perspective. Indian Journal of Community Guidance Service, 1, 65-86.
71.
Sahoo, F.M.
(1983). Ecology and culture in psychology: An interactive framework. Indian Psychological Review, 24, 12-19.
72.
Sahoo, F.M.
& Mishra, S. (1983). Effects of success on helping behaviour. Journal of Psychological Research, 27,
70-74.
73.
Sahoo, F.M.
(1983). Recent development in cross cultural psychology, Psychological Studies, 28, 56-61.
74.
Sahoo, F.M.
(1983). Do Euro-American theories apply in India ? Bombay Psychologist, 5, 19-23.
75.
Sahoo,
F.M. (1982). Field-dependent and field-independent cognitive style. Current
status and sociocultural implications. Journal of Social and Economic Studies,
10, 139-152.
76.
Sahoo, F.M.
(1982). Field dependent and field independent cognitive style. Indian Psychologist, 1(2), 54-66.
77.
Sahoo, F.M.
(1982). A cultural perspective in social psychology. Perspective in Psychological Research, 5, 7-11.
78.
Mishra, S.K.
& Sahoo, F.M. (1976). Associative strength of a tone in a successive
differential reinforcement situation in albino rats. Indian Journal of Psychology, 51,
241-250.
RESEARCH SUPERVISION
A) Theses
supervised
M.A. Theses
1.
Attributional styles of prisoners (B. Jena)
2.
Measurement of spiritual awareness (S. Baral)
3.
Children’s self concept in private and
public schools (S. Swain)
4.
Coping styles of post-graduate student (P. Das)
5.
Bases of power and atrributional styles (S. Mishra)
6.
Conflict resolution styles in organizations (S. Behera)
7.
Emotional intelligent ethical orientation of teachers (B. Tripathy)
8.
Children’s attributional styles (M. Naik)
9. Studies
of leadership pattern in administrative and financial organization (M. Sahoo)
10. Psychosocial
factors of human happiness (A.Mohanty)
11. Studios of learned
optimism. (K. Sahoo)
12. Need saliency in study
involvement (S. Pattnaik)
13. The validation of pens model : the care of judging teachers
effectiveness (V. Pattnaik)
14. The subjective
components of well-being in adolescents (S.
Chakrabarty)
15. The role of stress in
male and female employees (E. Parija)
16. A lens model analysis if job involvement and
satisfaction (A. Pal Choudhary)
17.
Learned helplessness and self-efficacy (G. Batra)
18.
Work involvement in university teachers (S. Padhy)
19.
An empirical investigation of work
family linkage (S. Choudhary)
20.
Role stress in counter-personnel (M.
Bhakat)
21.
The subjective components of mental health in Indian professional (S. Bidyadhar)
22.
Learned helplessness in high school students (S. Rath)
23.
Relation among cognitive complexity and field-dependence/field
independence (B. Panigrahi)
24.
Helplessness and coping patterns among males and females (S. Mohanty)
25.
Helplessness and coping patterns among employed and unemployed adults (B. Pattnaik)
26.
Relationship between children’s helplessness and their achievement
motivation (P. Ray)
27.
Alienation, locus of control and helplessness among industrial employees (S. Choudhary)
28.
Socialization parameters of helplessness (U. Nanda)
29.
Bases of social power in financial and administrative organizations (A. Kar)
30.
Bases of social power in industrial organizations (J. Khuntia)
31.
Measuring academic helplessness (K.
Mohapatra)
32.
The relationship between androgyny and rigidity (J. Rout)
33.
Field dependence and social facilitation (T. Rath)
34.
Effects of feeling success on helping behavior (S. Mishra)
35.
A Thruston scale for measuring modernity (M. Sahoo)
A) M.B.A
Theses Supervised
1.
Employees helplessness in industrial organizations (S. Tripathy)
2.
Employees orientation as a function a fringe and merit-recognition
benefits: an investigation in Rourkela Steel Plant (S. Dash)
3.
Perception of fringe and production benefits in public sector industries:
A study in Rourkela Steel Plant (R.
Majhee)
B)
M. Phil. Theses Supervised
1.
Spirituality and mental health (M.
Mohanty)
2.
Happiness in rural and urban
settings (M. Sahoo)
3.
Leadership pattern and
attributional styles (S. Mohanty)
4.
Leadership styles and attributions (S. Mohanty)
5.
Age and attributional styles (S.
Lenka)
6.
Spirituality and adaptation (A.
Mohanty)
7.
Personality and happiness (S.
Harichandan)
8.
Self concept in working women (D. Dash)
9.
Happiness and Personality
10.
Psychological age and
adaptation (L. Dash)
11.
Attributional style and
well-being (K. Sahoo)
12.
Helplessness and social
responsibility (S. Rout)
13.
Androgyny and well-being (M. Samal)
14. Studies
of individuals and collectivism (B.
Mallick)
15. Learned
optimism and learned helplessness (N.
Biswal)
16. Social
environment of the tribal child (M.
Sethy)
17. A
sub-cultural study of individualism-collectivism (B. Mallick)
18. An
empirical study of lording behaviour (S.
Biswal)
19. Need
saliency and work involvement in research organization (S. Bidyadhar).
20.
A lens model investigation of teacher’s perception
of student’s quality (S. Bidyadhar)
21.
Helplessness in industrial employees: Projective approach of assessment
and prediction (S. Parida)
22.
Employees helplessness in educational and financial organizations (B. Mishra)
23.
Learned helplessness in school children (A. Nathsarma)
24.
Field independence, cognitive complexity, integrative complexity and
behavioural rigidity in school children (A.
Nathsarma)
25.
Learned helplessness among industrial employees (T. Rath)
26.
Development and validation of a measure of employees helplessness (S. Tripathy)
27.
Hospitalization and helplessness (J.
Panda)
28.
Relationship between helplessness and work involvement (A. Parida)
29.
Helplessness and work alienation among industrial workers (J. Rout)
30.
Helplessness and work alienation among office workers (S. Samantry)
31.
Relation between helplessness personality dimensions and cult-Association
(C. Mohapatra)
32.
Psychological and rogyny and social readjustment (P. Dash)
33.
Effects of reward saliency and resource pool on cooperative behavior of
children (S.M. Azfar)
34.
Effects of perceived status, reward structures and thirty party on
cooperative behaviour of children (R. K.
Mishra)
35.
A comparative study of work-related values among bank and industrial work
(R. Dash)
36.
Charismatic personality: identifying empirical correlates (B. Acharya)
C) Ph.D
/D.Litt Theses supervised (Degree already Awarded)
1.
D. Litt familial factors of
children’s competence (J. Das)
2003.
2.
Critical factors of job involvement (S. Pattnaik) 2004.
3.
Maternal well-being and children’s competence (D. Singh) 2003.
4.
Role of maternal antecedents in development of
children’s self-efficacy (S. Pradhan) 2003.
5.
Work involvement and helplessness in military personnel (Major S.N Ray) 1996.
6.
Socialization parameters of children’s helplessness (A. Kar), 1994.
7.
Helplessness and psychological well-being (T. Naik) 1997.8.
8.
Motivational orientation in private and public sector industries (S. Mishra), 1992.
9.
Work involvement and helplessness
in administrative and financial organization (S. Nanda), 1994.
10.
Role of socio-culture antecedents in the developments of learned
helplessness (N. Sia), 1991.
11.
The role of child rearing practices in the development of helplessness (J. Dash), 1991.
12.
Androgyny and Psychological adaption (S.
Sinha) 1997
13.
Field dependence and social facilitation (N. Hota), 1991.
14.
Work motivation in school and college teachers of Orissa (D. Rath), 1997.
15.
Motivation antecedents of children’s achievement (B. Trapathy), 1996.
16.
Attitudes of law students and teachers towards legal education on Orissa (P. Pattnaik), 1995.
17.
Critical factors of work family linkage (S. Bidhyadhar), 1997.
18.
Cognitive style, cognitive complexity and reflection-impulsivity in
children (D.N. Mishra) 1997
19.
Psychological factors of human helplessness (M. Sahoo), 1992.
20.
Helplessness and coping strategies amongst adolescents (C.R. Mohapatra), 1993.
21.
Effects of understanding resource depletion and response on cooperative
behaviour of children (S.M. Azfar), 1998.
22.
Child rearing antecedents of children helplessness(P. Paikray) 1997
23.
Control-Related beliefs and Attributional Styles (B. Acharya), 1997.
24.
Non-reporting behaviour of eviminal victims (B. P. Routray), 2001.
25.
Psychological well-being in working and non-working women (S. Rath)
26.
Socio-cultural antecedent of children’s competence (B. Nanda)
27.
Environmental indicators of Development (P. Mohapatra)
28.
Work involvement and well-being (J. Begam), 2006
29.
Psychological well-being in professionals (B. Mohanty),
2006
30.
Predictors of psychological well-being (L. Mohapatra), 2006
31.
Psychosocial factors of human happiness (S.Sasmal), 2006
32.
Emotional intelligence and happiness (L. Khandayatray), 2007
33.
Critical factors of leadership (J.
Mohanty), 2010
34.
Combating children’s’ helplessness ( V. Panda)
35.
Critical factors of happiness (K. Sahoo)
(E)
Ph.D. Scholars Working
1.
Leadership pattern in military
organization (K.C. Naik)
2.
Self-efficacy and adaptation (C. Kar)
3.
Personality
and charismatic leadership (A.
Bhagat)
4.
Psychosocial adaptation of
destitute women ( N. Das)
5.
Studies of self-efficacy and
resiliency ( M. Ray)
6.
Influence of positive thinking on
self-efficacy, optimism and resiliency
(S. Mohanty)
SEMINAR PRESENTATIONS
NATIONAL CONFERENCES
1.
Reparadigming higher education, Key
Note Address delivered at National Conference on Reengineering Higher
Education, Chandigarh March 2011
2.
Motivating students in higher
education. A paper presented at the National Conference on Reengineer Higher
Education, Chandigarh March 2011
3.
Frontiers of Positive
Psychology. Key Note Address delivered at the State-level Seminar on Positive
Psychology, Banki Autonomous College, Odisha, March 2011
4.
Intelligence and Intuition.
Talk delivered at UGC’s Orientation Program for College Teachers, Bhubaneswar,
July 2011
5.
Psychology and Parapsychology.
Talk delivered at UGC’s Orientation Program for College Teachers, Bhubaneswar,
July 2011
6.
Ideals and Values in Life. Talk
delivered at UGC’s Orientation Program for College Teachers, Bhubaneswar, July
2011
7.
Special Lecture delivered at
International Seminar on School Psychology, Vellore, July 2011.
8.
Taxonomy of Culture, A paper
presented at International Conference on Marketing, XIM, Bhubaneswar, December
2010
9.
National workshop on Research
on adolescence, Bhubaneswar, March, 2010.
10.
Workshop on Life skill
Education for Tribal Adolescents, Bhubaneswar, April 2010
11.
Optimism and Resiliency in Manager,
paper presented at International Conference on Positive Psychology, Amity
University, Jaipur, August 2010
12.
Spiritual revolution at work
place. Invited address delivered at the east zone meet of the theosophical
society of India, Bhubaneswar, February 2010.
13.
Flow experience and well-being
in managers. Paper presented at the National Conference and the 14th
International Conference of the Indian Academy of Applied Psychology,
Visakhapatnam, February 2010
14.
New horizons of positive psychology.
Special Lecture delivered at the National Seminar on Positive Psychology,
G.M.Autonomous college, sambalpur, November 2009.
15.
New horizons of positive
psychology. Special lecture delivered at the National Conference and 14th
International Conference of the Indian Academy of Applied Psychology,
Visakhapatnam February 2010
16.
Work place spirituality. Soura Patnaik
Memorial Lecture delivered at the Rourkela Institute of Management , Rourkela,
October 2009.
17.
Cultural Intelligence. Chair
Person’s address at the National seminar on Reinventing HR & IR Visions in
the new economy, Bhubaneswar, July 2009
18.
Talent Retention. A talk
delivered at the National Workshop on Promoting volunteers Bureau for the
Elderly , Bhubaneswar, July 2009
19.
Chairperson’s Address at the
International Management Seminar on Market at the Cross Road, Cuttack, June
2009.
20.
Strategic research:
reparadigming Psychological science in an age of uncertainty. Special lecture
delivered at; the UGC National Seminar on Research on Psychology, Banki, April
2009.
21.
Psychology in contemporary
life. Key-note
address delivered at the Regional Seminar on Psychology and Modern Life,
Kendrapara Autonomous College, Kendrapara, March 2009.
22.
Contemporary trends in
behavioural research. Key-note address delivered at the National Seminar on
Research imperatives for National Development, Indian Education Congress,
Bhubaneswar, February 2009.
23.
Flow: In Search of a Healthy and Positive Work Focus Special Lecture delivered at the National Seminar on Frontiers of
Positive Psychology, G.M.Autonomous College Sambalpur, Orissa ,November 2009
24.
Flow experience and human happiness.
Key-note address delivered at the Annual Convention of the Orissa Theosophical
Society, Bhubaneswar, February 2009.
25.
Challenges of Adolescence. Introductory
paper presented at the International Seminar on Adolescent Health, Bhubaneswar,
February 2008.
26.
Social Identity of tribal
and economic development. Key-note address
delivered at the Regional Seminar on Tribal of Orissa and Socio Economic
Development, Bhubaneswar, April-2007.
27.
Need saliency and care of
the aged.
Key-note address delivered at the Regional Seminar on Management of Old
Age Homes, Bhubaneswar, March-2007.
28.
Disaster mental health:
research agenda. Valedictory address delivered at
the National Seminar on Disaster Mental Health, Bhubaneswar, March-2007.
29.
Spirituality and mental
health. Invited address delivered at the Annual
Congress of Theosophical Society of Orissa, Bhubaneswar, February-2007.
30.
Health Hazards of Loneliness
in the elderly. Paper presented at the National Seminar on
Psychological Well-being: Issues and Assessment, Feburary-2007.
31.
Loneliness and psychological
well-being among the aged. Paper presented at the National Seminar on
Psychological Well-being: Issues and Assessment, Feburary-2007.
32.
Need saliency and
psychological well-being. A paper presented at
National Ageing Congress, Bhubaneswar, December-2006.
33.
Cross cultural issues of ageing. Sectional presidential address delivered as the Session Chair
Person of Social Gerontology, Bhubaneswar, December-2006.
34.
Stress and coping: Present status and feature generation. Special lecture
delivered at the Platinum Jubilee Celebration of Psychology Department,
University of Calcutta, Kolkata, September-2006.
35.
Social identity of tribal in
Orissa. A
paper presented at the National Seminar on Tribal Development, Cuttack,
April-2005.
36.
Social identity in contemporary South Asia. A paper presented at the National Seminar on The South Asia in
Contemporary World, Bhubaneswar, March-2005.
37.
Fostering creativity. A paper presented at the National Seminar on Fostering Creativity,
Bhubaneswar, February-2005.
38.
Spirituality and human
happiness. A paper presented at the National
Seminar on Contemporary Life Styles and Management of Mental Health,
Bhubaneswar, December-2004.
39.
Psychological Approach to
Tribal Development. A paper presented at the
National Seminar on Tribal Development in
India: Issues and Challenges, Bhubaneswar, March 2004.
40.
Development and human
happiness: some feedbacks from cross-cultural research. A paper presented at the National Seminar on Intersectoral
Partnership in Sustainable Development. Bhubaneswar, March 2004.
41.
Promoting human happiness. An Invited Address presented at the Fourteenth Annual
Convention of the National Academy of Psychology, Kharagpur (W.B), February,
2004.
42.
Critical factors of human
happiness. Paper presented at the National Seminar
on Mental Health, Pune, January, 2004.
43.
Cultural factors in
self-discloser. Paper presented at the National
Seminar on Culture and Communication, Bhubaneswar, September, 2002.
44.
Social sensitization and
social change. Paper presented at the National
Seminar on Leadership, Bhubaneswar,
April, 2002.
45.
Genetic transmission of
socially useful traits. Paper presented at the
National Seminar on Human
Genetics, Cultures and Ethical Issues, Bhubaneswar, March, 2001.
46.
Management of diversity: A
Cross-cultural perspective. Paper presented at
the National Seminar on Culture and
Diversity, Bhubaneswar, April 2000.
47.
Behavioural aspects of
evolving code of conduct. A paper presented at the
National Seminar on Values and Ethics in Business, Bhubaneswar, April 2000.
48.
A framework of
cultural pluralism in India and Canada. Paper presented at the National Seminar on Cultural Pluralism : Social
Experiments in Canada and India, Bhubaneswar, February, 2000.
49.
Management of group relation
is plural India. A paper presented at the National
Seminar on Cultural Pluralism : Social Experiments in Canada and India,
Bhubaneswar, February, 2000.
50.
Promoting self-efficacy. Paper presented at the National Seminar on Quality of His/Her
Education, Bhubaneswar, March 1999.
51.
Towards behavioural model of
development. National seminar on Biological
Foundation of Human Behaviour, Bhubaneswar, January 1999.
52.
Resiliency in children.
Paper presented at the Convention of Indian Academy of Applied Psychology,
Hardware, up February 1997.
53.
Cultural pluralism in
Canada: Empirical research agenda in India. Indo
Canada Seminar on Women and development, Bhubaneswar, July, 1995.
54.
Critical factors of work
family linkage. A paper presented at the Regional
Seminar on Women and Development, Bhubaneswar, July, 1995.
55.
Executive stress in women . A paper presented at the
National Seminar on Women and Health. Indian Academy of Health Psychology,
Bhubaneswar, April, 1994.
56.
Combating children
helplessness. A guest lecturer at a Seminar on the
Growing Child Development and Development Disorder, Cuttack, January, 1994.
57.
36 Inter-group
relation in Canada: Implications for study in India. Indo-Canada Seminar,
Berhampur, December, 1993.
58.
Management of executive
stress. Paper presented at the Annual convention of
Indian Academy of Health Psychology, Bhubaneswar, February, 1993.
59.
Applications of lens model
in cross-indigenization. Paper presented at the
Annual convention of National Academy of Psychology, Bhubaneswar, October 1991.
60.
Learned helplessness and
work motivation in administrative and financial organizations. A paper presented at the Twentieth Convention of the Indian Academy
of Applied Psychology, Bhubaneswar, July, 1991.
61.
Problems and prospects of
psychological intervention in mental health programmes. A paper presented at the National Seminar on Health and
Organisational Culture. Cuttack, February, 1991.
62.
Counseling in multicultural
society: A perspective paper presented at the East
Zone Fulbright Workshop, Bhubaneswar, February, 1991.
63.
Behavioural adaptation in a
non-violent society. A paper presented at the UGC
Regional Seminar on Experiments towards Bob-violent Society. Bhubaneswar,
January, 1991.
64.
Psychological barriers of
national integration. Paper presented at the
National Seminar on National Integration, centre for advanced studies in
History and Culture. Bhubaneswar, October, 1989.
65.
Combating helplessness in
rural masses. ICSSR Workshop on Dynamics of
Socio-Economic Transformation in Orissa. Bhubaneswar, May, 1990.
66.
Cannabis addiction and
individual personality profiles. Indian Science
Congress Association Convention, Pune, January, 1988.
67.
Learned helplessness in
rural adolescents. Indian Science Congress
Association Convention, Pune, January, 1988.
68.
Need saliency and its policy
implication for organizational behavior in India.
Silver Jubilee Symposium, Allahabad, September, 1988.
69.
A behavioural model of
relationship among ecosystems, culture and human adaptation. The UGC National Seminar on Environment and Ecosystem. Bhubaneswar,
February, 1987.
70.
The individualistic
orientation and personal discomfort among Bonda tribals of Orissa. The East Zone Psychiatric Society Convention, Rourkela, October,
1986.
71.
Gestalt Psychologists: A
balancing force from German thinkers. Indo-German
Seminar, Cuttack, October, 1986.
72.
Individualism-collectivism
and personal discomfort among Bonda Tribals of Orissa. UGC National Seminar of Psychology in Indian context.
Bhubaneswar. October, 1985.
73.
Helplessness syndrome:
Present status and future direction. The UGC
National Seminar on Psychology Indian context, Bhubaneswar, October, 1985.
74.
The psychological as a
social defence. Seminar on Social defence,
Bhubaneswar, June, 1985.
75.
The psychological benefits
of small families. National Seminar on Family
Population and Culture, Bhubaneswar, May, 1995.
76.
Psychological factors of
success of farmers. Talk delivered at the Regional
Seminar on Rural Society, Rural Psychology and communications Technique,
Bhubaneswar, January, 1985.
77.
Study of tribal culture in
Orissa: From descriptive to experimental innovations. Paper presented at the Seminar on Changing Pattern of
Socio-Economic life. Bhubaneswar, November, 1984.
78.
Copying with environmental
change: acculaturative stress and personal adaptation. Paper presented at the ICSSR National Seminar on Quality of Work
Life and mental Health. Cuttack, October, 1984.
79.
Cognitive style factors in
language comprehension. Paper presented at the Regional Seminar on Criminal Behaviour, Bhubaneswar, June, 1984.
80.
Towards a psychological
theory of criminal behavior. Paper presented at the Regional Seminar on Criminal Behavior, Bhubaneswar, March, 1984.
81.
Treatment of youthful offenders. Talk delivered at the Regional Workshop on Prison Demonstration,
Bhubaneswar, January, 1984.
82.
Men’s quest for meaning: Victor Franke and existential
analysis.
Paper presented at the Indo-German Seminar, Cuttack, December, 1993.
83.
New dimension of cross cultural research in India. In H.
C Triandis (Chair). Psychology in Indian
context.
Symposium presented at the East-Zone
Seminar on Cross-cultural Psychology, Bhubaneswar, September, 1983.
84.
Problems of institutional adjustment. Talk delivered at the Regional Workshop on Prison Welfare Service,
Bhubaneswar, April, 1983.
85.
Psychologicals implications of one child family. Presidential address at
the National Workshop of one family.
Bhubaneswar, March, 1983.
86.
Cognitive style: A review of related research and its
cross cultural implications. Paper presented at the Meeting of the Indian Science Congress Association, Tirupati, January,
1983.
87.
Relationship between cognitive destructing and
interpersonal competence components of field dependent cognitive style. Paper presented at
the meeting of the Indian Science Congress Association, Mysore, January, 1982.
A)
INTERNATIONAL CONFERENCES
1.
Work place spirituality.
Special lecture delivered at the 14th International Conference of
the Indian Academy of Applied Psychology, Visakhapatnam, February 2010.
2.
Chair Person’s address at the
International Management Seminar on Market at the cross road : Strategic
dimension and direction , Cuttack, June 2009.
3.
Managing stress for well-being:
Tradition and modern ways. Pune, 2-day, January-2005.
4.
Emotional intelligence as an
employer-employee relationship-building mechanism. A paper presented at the
International Seminar on Employment Relations in Future & Future of Employment
Relations, Bhubaneswar, February, 2004.
5.
Group relation in plural India.
A paper presented at the International Seminar on Democracy and
Multiculturalism, Bhubaneswar, December, 2003.
6.
Sex difference in human
abilities. A paper presented at the International Conference on Women Studies,
Bhubaneswar, October, 2001.
7.
Problems of assessment in plural societies. A paper presented at the IACCP International workshop on human
development and assessment, Istanbul, Turkey. August, 1994.
8.
Sub-cultural variation in children’s helplessness: evidence from urban,
rural and tribal settings of India. A paper presented at the Congress of International Association of
Cross-Cultural Psychology, Pamelona, Spain, July, 1994.
9.
Socializations parameters of learned helplessness: status of sub-cultural
difference in plural India. A paper presented at the Annual convention of the International Association for cross Cultural
Psychology, liege, Belgium, July, 1992.
10.
Child rearing on antecedents of children’s helplessness: Study of tribal
group in India. A paper presented at the Annual
Conventional of International Union of Psychological Science, Brussels,
Belgium, July, 1992.
11.
Ontegenies of children’s helplessness. A paper presented at the IACCP/IUP sys Workshop on Cross-cultural
Life Span Development Psychology, Berlin, Germany July-August, 1992.
12.
Indigenization of Psychological studies. Paper presented at the Summer Workshop, East West center, Honolulu,
U.S.A , July, 1990.
13.
Attributional style in children’s achievement. Paper presented at the Tenth Congress of International Association
of cross-cultural Psychology, Nara, Japan, July, 1990.
14.
Learned helplessness in organizations. Paper presented at the Twenty-second Convention of the
International Congress of Applied Psychology, Tokyo, Japan, July 1990.
15.
Need saliency and management of employees motivation. International Seminar on Environment,
culture, and Mental Health, Bhubaneswar, February, 1989.
16.
The subjective component of mental health in Indian professional. International Seminar on Environment,
Culture and Mental health, Bhubaneswar, February, 1989.
17.
Cultural factors on environment behaviour relationship. International Seminar on Environment,
Cuttack, December, 1986.
18.
Development and validation of an affective sensitivity test (AST). Paper
presented to the 42nd Annual
convention of Canadian Psychological Association, Totanto, Onterio, June,
1991.
19.
The eco-cultural revolution in Psychology. Paper presented at the Society for Cross-Cultural Research,
Syracuse, New York, U.S.A. February, 1981.
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Field dependence in women: the role of eco-cultural influences. Paper
presented at the meeting of the American Psychological Association, Montreal,
Canada, September, 1980.
21.
Cross-cultural context as a crucible in the expanding scope of theory: in
D. M. Taylor (Chair). Recent development in cross-cultural Psychology. Symposium presented at the meeting of the
American Psychological Association, Montreal, Canada, September, 1980
22.
Recent methodological advances in cross-cultural Psychology. Paper
presented at the Conference on
personality and Social psychology, Colombus, Chipp, U.S.A, April, 1980.
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Cross-cultural psychological research and some notable achievement in the
Seventies. Presented at the meeting of Rocky
Mountain psychological Association. Tukson, Arisona, U.S.A. April, 1980.
24.
Beyond the Euro-American model of human behaviour. Paper presented at the
Meeting of the Southern Society for
philosophy and Psychology, Birmigham, Albama, U.S.A. April, 1980.
25.
Cross-cultural Psychology and methodological refinements in the
seventies. Paper presented at the Meeting
of the Society for cross-cultural Research, Philadelphia, Pensylvania, U.S.A., February,
1980.
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A cross-cultural perspectives on social psychology. Paper presented at
the Conference on Personality and social
Psychology. Oxford, Ohio, U.S.A. April, 1979.
MANAGEMENT DEVELOPMENT PROGRAMMES
1.
Organisational Behaviour for Managerial Effectiveness in Senior Managers,
Jindal Steel, Barbil, Keonjhar, March 2009.
2.
Personal effectiveness through
self-awareness and innovation, FDP Program, Institute of Business &
Computer Studies (BCS), Bhubaneswar, April 2009
3.
Women’s Empowerment, MDP for
Development Sector, XIMB, Nov 2010
4.
Fundamentals of Counseling, MDP
for Development Sector, XIMB, Nov 2010
5.
Team Building for Managers of
LT, MDP, XIMB, May 2011
6.
Motivation & Leadership for
Managers of L&T, MDP, XIMB, June 2011
Faculty Development Programmes
1.
Research Methodology, FDP,
KIITS School of Management, April 2011
2.
Dynamics of personal effectiveness. Institute of Business and Computer
studies, Bhubaneswar,April 2009.
3.
Behavioural Aspects of Teachers. Interscience Institute of Management and
Technologies, Bhubaneswar, June 2009
4.
Work Motivation amongst teachers. Academic
Leadership Faculty Training Programme.Indian
Institute of Technology, Kharagpur, September 2009
5.
Optimism And Resiliency , Academic
Leadership Faculty Training Programme, Indian Institute of Technology,
Kharagpur,September 2009
6.
Work Culture , Academic Leadership
Faculty Training Programme, Indian Institute of Technology,
Kharagpur,September 2009
7.
Mapping Optimism. Faculty Training
Program on Competency Mapping, Indian Institute of Technology, Kharagpur ,
December 2009
8.
Mapping resiliency. Faculty
Training Program on Competency Mapping, Indian Institute of Technology,
Kharagpur , December 2009
9.
Mapping workplace health. Faculty
Training Program on Competency Mapping, Indian Institute of Technology,
Kharagpur , December 2009
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