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PRINCIPLE OF MANAGEMENT-BBA -II
PRINCIPLES OF MANAGEMENT BBA-II NOTES BY ABDUL HAFEEZ BBA-SP-18
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CHAPTER NO 1 MANAGEMENT AND ORGANIZATIONS
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MANAGEMENT: According to Henri Foyal, A process of P=Planning O=Organizing L=Leading C=Controlling A=By a Manager Is called management.
MANAGER: A person who coordinates and oversees the work of other people so that organizational goals can be accomplished.
LEVELS OF MANAGEMENT: In any particular organization mostly there are three levels of management. i. Top Management ii. Middle Management iii. First Line Management
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TOP MANAGEMENT:
“They are responsible for making organization wide decisions and establishing the plans and goals that affect the entire organizations.” They are usually less in numbers and are highly professional.
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TITLES:
Executive vice president President Managing director Chief operating officer Chief executive officer
ii. MIDDLE MANAGEMENT: “They manage the work of first line managers and can be found between the top and lowest levels of organizations.”
TITLES:
Regional managers Store managers Division managers Project managers
iii. FIRST-LINE MANAGEMENT: “They manage the work of non managerial employees who typically are involved in producing the organizations products or servicing the organizations customers.”
TITLES:
Supervisors Shift managers District managers Department managers Office managers
FUNCTIONS OF MANAGEMENT: According to Henri Foyal there are four major functions of management. These functions leads us to achieve the organizations stated purpose. 1. Planning 2. Organizing 3. Leading 4. Controlling
1) PLANNING: It includes, Setting goals, establishing strategies and developing plans to coordinate activities.
2) ORGANIZING: Determining what need to be done, how it will be done and who is to do it.
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3) LEADING: Motivating , leading and any other action involved in dealing with people.
4) CONTROLLING: Monitoring activities to ensure that they accomplished as planned.
ROLES OF MANAGERS “Managerial Roles are basically the actions and behaviors exhibited by and expected from the managers.” According to Mintzberg there are three basic roles of management,
1. Interpersonal roles: “The one that involve people” ( subordinates and persons outside the organizations)
a. Figure head: Representing the organization in formal matters, serving as a symbol of organization.
b. Leader: Activities concerned with subordinates, motivating, staffing, communicating and directing.
c. Liaison: Interacting with peers and people outside the organizations, developing external links.
2.Informational roles: Involve collecting, receiving and disseminating information.
a. Monitor: Receiving and collecting information, utilizing the channel through which information comes.
b. Disseminator: Transmitting information within the organization.
c. Spoke person: Transmitting information to people outside the organization.
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3.Decisional roles: Entail making decisions or choises.
a. Entrepreneur: Introducing change, initiating the projects to improve the organizations
b. Disturbance handler: Taking charge when the organization is threatened.
c. Resource Allocator: Deciding where the organizations will expend its efforts and what resources will be expended.
d. Negotiator: Involving the organization with other organizations.
SKILLS OF MAGEMENT: The requirements needed at different level of management are skills of management. They are, 1. Technical skills 2. Human skills 3. Conceptual skills
1. Technical skills: “Are the job specific knowledge and techniques needed to proficiently perform work tasks.” They are usually important for “First-line managers” because they usually are managing employees who are directly involve in making organization products and providing services to its customers.
2. Human skills: “Involves the ability to work well with other people both individually and in a group.” Because all managers deal with people so these skills are equally important for “all levels of management.”
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3. Conceptual skills: “Skills managers use to think and conceptualize about abstract and complex situations.” These skills are most important to “top managers.”
Other important managerial skills:
Managing human capital Inspiring commitment Managing change Structuring work and getting things done Facilitating the phycological and social context of work. Using powerful networking Managing decision making process Managing strategy and innovation Managing logics and technology
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CHAPTER NO 2 HISTORY MANAGEMENT MODULE
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PRE CLASSICAL ERA: Management is not a new concept. It has been practiced a long time. Some of the historical examples of early management are, Construction of the great wall of china Construction of the egyptian pyramids
ADAM SMITH: (1776) Published the book “The wealth of nations.” He discussed the concept of “division of labor” for the first time and gave the economical advantages that organizations and society gain through it. Quoted the example of Pin Industry. If there are 10 individuals doing a specialized task could produce 48000 pins and if each person is working alone performing each task separately may able to produce 10 pins hardly in a day. Thus smith concluded that division of labor increases productivity.
INDUSTRIAL REVOLUTION: In late 18th century when machines took the place of human and production was started in industries, there arises a need to run factories by “someone” to, To forecast demand Allocate resources Assigning tasks to the employees etc That someone was “MANAGER”. These managers needs some theories or principles to run such large organizations. Some theories were developed but 4 major approaches are following, i. Classical Approach
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PRINCIPLE OF MANAGEMENT-BBA -II ii. Behavioral Approach iii. Quantitative Approach iv. Contemporary Approach
CLASSICAL APPROACH: In early 20th century formal study of management was started. Those early studies are called classical approach. They emphasize on making organizations and workers as efficient as possible. It includes two types of theories: Scientific Management Theory General Administrative Theory Contributors 1. Frederick W. Taylor 1. Henri Fayol 2. Frank and Lillian Gilbreth 2. Max Weber
SCIENTIFIC MANAGEMENT THEORY: FRIEDRICK W.TAYLOR: Father of scientific management theory. It is said that in 1911 modern management theory was born. Because Taylor’s book “principles pf scientific management” was published. It describes the “one best way” for a job to be done by using scientific methods. Taylor worked in “Midvale” and “Bethlehem” steel companies in “Pennsylvania” He observed that workers used different scientific methods to do the same job and its quite normal for them which results in 1/3rd of output. He worked to define and implement “one best way” nearly two decades to increase work productivity. He gave four principles of management.
TAYLOR’S PRINCIPLES OF MANAGEMENT: 1) Work should be define scientifically (work specialization) 2) Worker must also be selected scientifically on the basis of training and knowledge. 3) Cooperation with workers by providing them resources so that they work as per our requirement according to scientific principles. 4) Work and responsibility must be divided among workers and managers. Both should work honestly for better productivity.
PIG IRON EXPERIMENT BY TAYLOR: Best example of Taylor’s management effort. He observed workers load pigs of iron (each weighs 92lbs) on rail cars. The output was 12.5 tons as no one best way defined.
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PRINCIPLE OF MANAGEMENT-BBA -II Taylor said by applying “one best way” (scientific tools, techniques and procedures) we can increase productivity. After its successful implementation the outcome was 47-48 tons per day.
FRANK AND LILLIAN GILLBRETH:
Husband and wife. Followers of Taylor. Famous for “time and motion theory” Frank was a construction contractor , left career after hearing Taylor in a seminar and started studying scientific management. Lillian was a phycologist. Both husband and wife study together and work to eliminate the “inefficient use of hand and body motions” at work place. Also designs experiments, tools and equipment to increase productivity. Invented device “micro chronometer” to record workers hand and body motions and amount of time spend on doing each motion. They also gave classification scheme to label 18 basic hand motions (such as grasp, hold, search) called them as “Therbligs”
FRANK BRICK-LAYING EXPERIMENT: Observe workers, then reduce the number of motion in brick laying process. In laying exterior brick from (18-5) and in interior from (18-2) Outcome was more productive and less fatigued.
GENERAL ADMINISTRATIVE THEORY: HENRI FAYOL: Managing director of large coal mining firm. Focused more on managers. Gave proper definition of management and gave 5 functions of management i.e. (planning, organizing, commanding, controlling, and coordinating) Fayol gave 14 principles of management.
FAYOLS PRINCIPLES OF MANAGEMENT: 1. DIVISION OF LABOR: Specialization increases output by making employees more efficient.
2. AUTHORITY: Managers must be able to give orders and authority gives them this right.
3. DISCIPLINE: 11
PRINCIPLE OF MANAGEMENT-BBA -II Employees must obey the rules and regulations of organizations.
4. UNITY OF COMMAND: Employees should receive orders from one superior.
5. UNITY OF DIRECTION: Organizations should have single plan of action to guide managers and workers.
6. SUBORDINATION OF INDIVIDUAL INTEREST OVER GENERAL INTEREST: Employees should prefer organizational interest to their own personal interest. 7.
REMUNERATION:
Workers must paid a fair wages for their services.
8. CENTRALIZATION: The degree to which subordinates are involved in decision making.
9. SCALAR CHAIN: The line of authority from top management to the lower rank.
10. ORDER: People and material should be in right place at right time.
11. EQUITY: Managers should be kind and fair to the subordinates.
12. STABILITY OF TENURE OF PERSONNEL: Managers should provide orderly personnel planning and ensure that replacements are available to fill the vacancies.
13. INITIATIVE: Employees who are allowed to originate and carry out plans should exert high level of efforts.
14. ESPRIT DE CORPS: French word meaning team spirit. Promoting team spirit will built unity and harmony within the organizations.
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MAX WEBER: German sociologist who studied organizations. In early 1900s he develop a theory of “ authority structures and relations” based on ideal type of organizations he called “Bureaucracy” Later on he recognized that “ideal Bureaucracy” don't exist. His ideas are less practical than Taylor.
CHARACTERISTICS OF WEBER BUREAUCRACY: There are six characteristics of weber bureaucracy.
1)DIVISION OF LABOR: Work must be well defied among workers. (task specialization)
2)AUTHORITY HIERARCHY: Positions must be defined in an organizations with clear chain of command.
3)FORMAL SELECTION: People should be selected on the basis of technical qualification.
4)FORMAL RULES AND REGULATIONS: System of written operating procedures.
5)IMPERSONALITY: Things should be merit based and not reference based.
6)CAREER ORIENTATION: Managers are career professionals not owners of units they manage.
BEHAVIORAL APPROACH: ORGANIZATIONAL BEHAVIOUR: “The field of study that research actions (behaviors) of people at work place.” It helps managers to deal with their employees in a better way by, Motivating them Leading them Building trust Managing conflicts etc
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EARLY AVOCATES OF ORGANIZATIONAL BEHAVIOUR:
1. Robert Owen ( late 1700s): Concerned about deplorable working conditions. Proposed idealistic work place. Argued that money spent on improving labor was smart investment.
2. Hugo Munster berg (early 1900s)
Pioneer in industrial phycology. He suggested phycological tests for employees selection. Gave learning theory concept for employees training. Emphasize on study of human behaviour for employee motivation.
3. Mary Parker Follet (early 1900s) Was first to say organizations could be viewed from perspective of individual and group behaviour. Proposed people oriented ideas than scientific management followers. Thought organizations should be based on group ethics.
4. Chester Barnard (1930s) Was actually manager who thought organizations are social systems that required cooperation. According to him manager’s job was to communicate and stimulate high level of effort. First to argue that organizations are “open system”
HAWTHRONE STUDIES (1924-1932) Series of studies conducted at Western Electric Company works in Cicero, Illinois. These were designed as scientistic management experiment by industrial engineers. They examine “effects of light intensities on workers productivity.” Two groups were designed controlled and experimental. Controlled group (constant light intensity) Experimental group (exposed to light intensities) Increase Decrease Reduce to Moon light
Output was same as that of controlled group. Output was same as that of controlled group. Decrease in output for experimental group.
results were unexpected so they concluded that,
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PRINCIPLE OF MANAGEMENT-BBA -II Lightening intensity do not effect group productivity and “something” else was responsible for results, they were not able to point that “something”.
PROFESSOR ELTON MAYO: In 1927 they invited Harvard professor “Elton Mayo” and his associates to join study as consultant. Together they perform mutual experiments that include (redesigning of jobs, changes in workday and work week length, introduction of rest periods, individual VS group wages plan. One experiment was “the effect of group piecework incentive pay system on group productivity.” Results shows incentive plans had less effect on output than group pressure, acceptance, and security.
CONCLUSIONS:
People behaviour and attitudes are closely related. The group factors significantly effect individual behaviour. The group standard establish individual worker output. Money is less factor in determining output than group standards attitudes and security.
QUANTITATIVE APPROACH: Quantitative approach is a use of quantitative techniques (mathematics and statistics) to improve decision making in business world.
BACKGROUND: Quantitative approach was developed from mathematical and statistical solutions of the military problems during world war II. After war was over those techniques were introduced in a business world. Group of military officers named “WHIZ KID” joined Ford Motor Company in mid 1940s and started using statistical methods and quantitative modals for decision making.
TECHNIQUES USED IN QUANTITATIVE APPROACH: In order to improve management activities we use following things in quantitative approach, Use of statistics Optimization modals Information modals Computer simulations and other quantitative techniques.
TOTAL QUALITY MANAGEMENT (TQM) 15
PRINCIPLE OF MANAGEMENT-BBA -II Another area where quantitative approach is used. W.E Deming and Joseph M.Juran provide the basis of today’s TQM. TQM is a management philosophy which says, “There is a need of continual improvement and responding to the customers needs and expectations.”
STEPS INVOLVED IN QUALITY MANAGEMENT: 1. INTENSE FOCUS ON CUSTOMERS: Customers include insiders (working for the organization and using products and services) and outsiders (do not work for the organization just using its products and services).
2. CONCERNS FOR CONTINUAL IMPROVEMENT: Quality management is a commitment to never being satisfied. Very good is not good enough ,quality can always be improved.
3. PROCESS FOCUSED: Quality management focuses on work processes as the quality of goods and services is continually improved.
4. IMPROVEMENT IN THE QUALITY OF EVERY THING ORGANIZATION DONE: This relates to final products, how the organization handles deliveries, how rapidly it responds to the complaints, and how politely phone calls are answered.
5. ACCURATE MEASUREMENT: Quality management uses statistical techniques to measure every critical variable in the organizations operations. These are compared against standards to identify problems, trace them to their roots and eliminate their causes.
6. EMPOWERMENT OF EMPLOYEES: Quality management involves the people in improvement process. Teams are widely used in quality management for finding and solving problems.
Contemporary Approaches Previous theories focuses on internal systems of organizations Contemporary approach focuses on external environment. We study two types of theories in contemporary approaches 1) System Theory (open and close systems) 2) Contingency Theory
1) SYSTEM THEORY:
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PRINCIPLE OF MANAGEMENT-BBA -II State that there are two types of systems, open and closed.
CLOSED SYSTEM: Do not influence and interact with environment.
OPEN SYSTEM: Influence and interact with environment. According to system theory organizations are open system as they interact and are influence from the surroundings (i.e. Taking resources from the environment, processing it and distributing them back into the environment) The organizations as open system worked as, INPUT------------------------------PROCESS--------------------------------OUTPUT (FOPS) (WORKING AND PROCEDURES) (PRODUCT)
2) CONTIGENCY THEORY: Also known as situational theory. Contingency means facing different situations. According to this theory, “Organizations are different, they face different situations (contingency) and thus require different ways of managing those situations / problems. The theory uses if-then logic e.g. If this is my situation/problem then this is the best way to manage it.
CONTIGENCY VARIABLES: There are four contingency variables,
1. ORGANIZATIONAL SIZE: As size of organization increases so do the problems. E.g. Organization structure appropriate for company having 50 employees may not be appropriate for 50,000.
2. ROUTINESS OF TASK TECHNOLOGY: To achieve this purpose an organization uses technology. Routine technologies require organizational structures, leadership styles, and control system that differ from those required by customized or non-routine technologies.
3. ENVIRONMENTAL UNCERTAINITY: The degree of uncertainty caused by environmental changes influences the management process. What works in a stable and predictable environment may be totally inappropriate in a rapidly changing and unpredictable environment.
4. INDIVIDUAL DIFFERENCES: Individual differ in terms of their desire for growth, autonomy, tolerance of ambiguity
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PRINCIPLE OF MANAGEMENT-BBA -II and expectations. These and other individual differences are particularly important when managers select motivation techniques, leadership styles and job designs.
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CHAPTER NO 3 UNDERSTANDING MANAGEMENT CONTEXT
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ACTIONS OF MANAGER ACCORDING TO: 1. 2.
Omnipotent view Symbolic view
1. OMNIPOTENT VIEW: (Dominant view in management theory and society.) It says managers are directly responsible for the success and failure of the organizations.
Example: The CEO of Cott Corporation was fired because of some of its largest customers threatening to leave and the company’s share prices had declined sharply.
2. SYMBOLIC VIEW: It says much of the organizations success or failure is due to external forces outside managers control.
MANAGEMENT CONTEXT: There are two main things which a manager has to study under managerial context: 1) Organizational Environment 2) Organizational Culture
ORGANIZATIONAL ENVIRONMENT: It includes two types of environment: 1)Task Environment 2)Mega Environment
1) TASK ENVIRONMENT: It is the environment that has immediate and direct effect on the organization. It includes, 1. Suppliers 2. Manufacturers 3. Competitors 4. Distributors 5. Customers
1. SUPPLIERS: The one who supplies raw materials etc to the organization.
2. MANUFACTURERS: The organization itself is involved in making goods and services for the customers.
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3. COMPETITORS: Are those who are using the same resources and dealing with same customers needs.
4. DISTRIBUTORS: The one who distributes the products from producers to the customers. I.e. Wholesalers and retailers
5. CUSTOMER: The direct user of a product.
2) MEGA ENVIRONMENT: It do not have immediate and direct effect on the organization. It includes, 1. Economic factors 2. Demographic factors 3. Technological factors 4. Socio-cultural factors 5. Political/legal factors 6. Global factors
1. DEMOGRAPHIC FACTORS: The demographic component is concerned with trends in population characteristics such as age, race, gender, education level, geographic location, income, and family composition.
2. POLITICAL / LEGAL FACTORS: The political/legal component looks at federal, state, and local laws, as well as global laws and laws of other countries. It also includes a country’s political conditions and stability.
3. SOCIO-CULTURAL FACTORS: The sociocultural component is concerned with societal and cultural factors such as values, attitudes, trends, traditions, lifestyles, beliefs, tastes, and patterns of behavior.
4. TECHNOLOGICAL FACTORS: The technological component is concerned with scientific or industrial innovations.
5. ECONOMIC FACTORS: The economic component encompasses factors such as interest rates, inflation, changes in disposable income, stock market fluctuations, and business cycle stages.
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6. GLOBAL FACTORS: the global component encompasses those issues associated with globalization and a world economy.
How the External Environment Affects Managers: Knowing what the various components of the external environment are and examining certain aspects of that environment are important to managers. However, understanding how the environment affects managers is equally as important. We’re going to look at three ways the environment constrains and challenges managers— 1. first, through its impact on jobs and employment; 2. next, through the environmental uncertainty that is present; 3. and finally, through the various stakeholder relationships that exist between an organization and its external constituencies.
1) JOBS AND EMPLOYMENT: As any or all external environmental conditions (economic, demographic, technological, globalization, etc.) change, one of the most powerful constraints managers face is the impact of such changes on jobs and employment—both in poor conditions and in good conditions. The power of this constraint became painfully obvious during the recent global recession as millions of jobs were eliminated and unemployment rates rose to levels not seen in many years. It created challenges for managers who must balance work demands and having enough of the right types of people with the right skills to do the organization’s work. Not only do changes in external conditions affect the types of jobs that are available, they affect how those jobs are created and managed. For instance, many employers use flexible work arrangements to meet work output demand. As a manager, you’ll need to recognize how these work arrangements affect the way you plan, organize, lead, and control. This whole issue of flexible work arrangements has become so prevalent and part of how work is done in organizations.
2) ASSESSING ENVIRONMENTAL UNCERTAINTY: Another constraint posed by external environments is the amount of uncertainty found in that environment, which can affect organizational outcomes. Environmental uncertainty refers to the degree of change and complexity in an organization’s environment. The matrix in Exhibit shows these two aspects.
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PRINCIPLE OF MANAGEMENT-BBA -II The first dimension of uncertainty is the degree of change. If the components in an organization’s environment change frequently, it’s a dynamic environment. If change is minimal, it’s a stable one. A stable environment might be one with no new competitors, few technological breakthroughs by current competitors, little activity by pressure groups to influence the organization, and so forth. When we talk about degree of change, we mean change that’s unpredictable. If change can be accurately anticipated, it’s not an uncertainty for managers. The other dimension of uncertainty describes the degree of environmental complexity, which looks at the number of components in an organization’s environment and the extent of the knowledge that the organization has about those components. An organization with fewer competitors, customers, suppliers, government agencies, and so forth faces a less complex and uncertain environment. Organizations deal with environmental complexity in various ways. How does the concept of environmental uncertainty influence managers? Looking again at Exhibit each of the four cells represents different combinations of degree of complexity and degree of change. Cell 1 (stable and simple environment) represents the lowest level of environmental uncertainty and cell 4 (dynamic and complex environment) the highest. Not surprisingly, managers have the greatest influence on organizational outcomes in cell 1 and the least in cell 4. Because uncertainty poses a threat to an organization’s effectiveness, managers try to minimize it. Given a choice, managers would prefer to operate in the least uncertain environments. However, they rarely control that choice.
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3) MANAGING STAKEHOLDER RELATIONSHIPS: Stakeholders are any constituencies in the organization’s environment that are affected by an organization’s decisions and actions. These groups have a stake in or are significantly influenced by what the organization does. In turn, these groups can influence the organization. Exhibit identifies some of an organization’s most common stakeholders.
Note that these stakeholders include internal and external groups. Why? Because both can affect what an organization does and how it operates. Why should managers even care about managing stakeholder relationships? For one thing, it can lead to desirable organizational outcomes such as improved predictability of environmental changes, more successful innovations, greater degree of trust among stakeholders, and greater organizational flexibility to reduce the impact of change. But does it affect organizational performance? The answer is yes! Management researchers who have looked at this issue are finding that managers of high-performing companies tend to consider the interests of all major stakeholder groups as they make decisions. Another reason for managing external stakeholder relationships is that it’s the “right” thing to do. Because an organization depends on these external groups as sources of inputs (resources) and as outlets for outputs (goods and services), managers need to consider their interests as they make decisions.
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ORGANIZATIONAL CULTURE: Organizational culture has been described as the shared values, principles, traditions, and ways of doing things that influence the way organizational members act. In most organizations, these shared values and practices have evolved over time and determine, to a large extent, how “things are done around here.” Our definition of culture implies three things. 1. First, culture is a perception. It’s not something that can be physically touched or seen, but employees perceive it on the basis of what they experience within the organization. 2. Second, organizational culture is descriptive. It’s concerned with how members perceive the culture and describe it, not with whether they like it. 3. Finally, even though individuals may have different backgrounds or work at different organizational levels, they tend to describe the organization’s culture in similar terms. That’s the shared aspect of culture.
DIMENSIONS OF ORGANIZATIONAL CULTURE: Research suggests seven dimensions that can be used to describe an organization’s culture.
These dimensions (shown in Exhibit ) range from low to high, meaning it’s not very typical of the culture (low) or is very typical of the culture (high). Describing an organization using these seven dimensions gives a composite
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PRINCIPLE OF MANAGEMENT-BBA -II picture of the organization’s culture. In many organizations, one cultural dimension often is emphasized more than the others and essentially shapes the organization ’ s personality and the way organizational members work. Following example describes how the dimensions can create significantly different cultures.
Organization A: This organization is a manufacturing firm. Managers are expected to fully document all decisions, and “good managers” are those who can provide detailed data to support their recommendations. Creative decisions that incur significant change or risk are not encouraged. Because managers of failed projects are openly criticized and penalized, managers try not to implement ideas that deviate much from the status quo. One lower-level manager quoted an often-used phrase in the company: “If it ain’t broke, don’t fix it.” Employees are required to follow extensive rules and regulations in this firm. Managers super- vise employees closely to ensure that there are no deviations. Management is concerned with high productivity, regardless of the impact on employee morale or turnover. Work activities are designed around individuals. There are distinct departments and lines of authority, and employees are expected to minimize formal contact with other employees outside their functional area or line of command. Performance evaluations and rewards emphasize individual effort, although seniority tends to be the primary factor in the determination of pay raises and promotions.
Organization B: This organization is also a manufacturing firm. Here, however, management encourages and rewards risk taking and change. Decisions based on intuition are valued as much as those that are well rationalized. Management prides itself on its history of experimenting with new technologies and its success in regularly introducing innovative products. Managers or employees who have a good idea are encouraged to “run with it,” and failures are treated as “learning experiences.” The company prides itself on being market driven and rapidly responsive to the changing needs of its customers. There are few rules and regulations for employees to follow, and supervision is loose because management believes that its employees are hardworking and trustworthy. Management is concerned with high productivity but believes that this comes through treating its people right. The company is proud of its reputation as being a good place to work. Job activities are designed around work teams, and team members are encouraged to interact with people across functions and authority levels. Employees talk positively about the competition between teams. Individuals and teams have goals, and bonuses are based on achievement of outcomes. Employees are given considerable autonomy in choosing the means by which the goals are attained.
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CHAPTER NO 4 MANAGERS AS DECISION MAKERS
THE DECISION MAKING PROCESS: 28
PRINCIPLE OF MANAGEMENT-BBA -II There are steps involved in decision making process,
1) Identifying a problem: The first and most important step is to identify a problem before making decision. Managers must not confuse the problem with the symptoms of the problems.
2) Identifying decision criteria: Once manager has identified a problem he must identify the decision criteria that are important or relevant to resolving the problem.
3) Allocating weights to criteria: If the relevant criteria aren’t equally important, mangers must weight the items in order to give them correct priority in the decision.
4) Developing alternatives: The fourth step that managers must do is to list the alternatives that could resolve the problem. For this decision maker needs to be creative.
5) Analyzing alternatives: Once alternatives have been identified, a decision maker must evaluate each one. Through this step the strength and weaknesses of each alternative become evident.
6) Selecting an alternative: The sixth step in the decision making process is choosing the best alternative or the one that generated the highest score while evaluation.
7) Implementing the alternative: The seventh step is to put the decision into action. This can be achieved by implementing the alternative (decision).
8) Evaluation decision effectiveness: The last step is to evaluate the outcome or result of the decision to see whether the problem was resolved.
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MANAGERS MAKING DECISIONS: Let’s look at four perspectives on how managers make decisions.
1. Making Decisions: Rationality Managers make logical and consistent choices to maximize value.After all, managers have all sorts of tools and techniques to help them be rational decision makers. What does it mean to be a “rational” decision maker?
ASSUMPTIONS OF RATIONALITY. A rational decision maker would be fully objective and logical. The problem faced would be clear and unambiguous, and the decision maker would have a clear and specific goal and know all possible alternatives and consequences. Finally, making decisions rationally would consistently lead to selecting the alternative that maximizes the likelihood of achieving that goal. These assumptions apply to any decision—personal or managerial. However, for managerial decision making, we need to add one additional assumption—decisions are made in the best interests of the organization. These assumptions of rationality aren’t very realistic, but the next concept can help explain how most decisions get made in organizations.
2. Making Decisions: Bounded Rationality Despite the unrealistic assumptions, managers are expected to be rational when making decisions. They understand that “good” decision makers are supposed to do certain things and exhibit good decision-making behaviors as they identify problems, consider alternatives, gather information, and act decisively but prudently. When they do so, they show others that they’re competent and that their decisions are the result of intelligent deliberation. However, a more realistic approach to describing how managers make decisions is the concept of bounded rationality, which says that “managers make decisions rationally, but are limited (bounded) by their ability to process information.” Because they can’t possibly analyze all information on all alternatives, managers satisfice, rather than maximize. That is, they accept solutions that are “good enough.” They’re being rational within the limits (bounds) of their ability to process information.
3. Making Decisions: The Role of Intuition What is intuitive decision making? “It’s making decisions on the basis of experience, feelings, and accumulated judgment.” Researchers studying managers’ use of intuitive decision making have identified five different aspects of intuition, which are described in Exhibit.
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PRINCIPLE OF MANAGEMENT-BBA -II How common is intuitive decision making? One survey found that almost half of the executives surveyed “used intuition more often than formal analysis to run their companies.”
4. Making Decisions: The Role of Evidence-Based Management Evidence-based management (EBMgt), which is the “systematic use of the best available evidence to improve management practice.” EBMgt is quite relevant to managerial decision making. The four essential elements of EBMgt are 1) the decision maker’s expertise and judgment 2) external evidence that’s been evaluated by the decision maker 3) opinions, preferences, and values of those who have a stake in the decision 4) and relevant organizational (internal) factors such as context, circumstances, and organizational members. The strength or influence of each of these elements on a decision will vary with each decision. Sometimes, the decision maker’s intuition (judgment) might be given greater emphasis in the decision; other times it might be the opinions of stakeholders; and at other times, it might be ethical considerations (organizational context). The key for managers is to recognize and understand the mindful, conscious choice as to which element(s) are most important and should be emphasized in making a decision.
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TYPES OF PROBLEMS AND TYPES OF DECISIONS: Managers in all kinds of organizations face different types of problems and decisions as they do their jobs. Depending on the nature of the problem, a manager can use one of two different types of decisions.
STRUCTURED PROBLEMS: structured problems are Straightforward,familiar,and easily defined problems. For them managers make programmed decisions.
PROGRAMMED DECISIONS: programmed decision are repetitive decision that can be handled by a routine approach The manager relies on one of three types of programmed decisions:
1. Procedure: A series of sequential steps used to respond to a well-structured problem.
2. Rule: An explicit statement that tells managers what can or cannot be done
3. Policy: A guideline for making decisions.
UNSTRUCTURED PROBLEMS: Problems that are new or unusual and for which information is ambiguous or incomplete. Managers make non-programmed decisions for them.
NONPROGRAMMED DECISIONS: Unique and nonrecurring decisions that require a custom-made solution.
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DECISION MAKING CONDITIONS: When making decisions, managers may face three different conditions: certainty, risk, and uncertainty. Let’s look at the characteristics of each.
1. CERTAINTY: A situation in which a manager can make accurate decisions because all outcomes are known.
2. RISK: A situation in which the decision maker is able to estimate the likelihood of certain outcomes.
3. UNCERTAINTY: A situation in which a decision maker has neither certainty nor reasonable probability estimates available.
DECISON MAKING STYLES: 1. LINEAR THINKING STYLE: Decision style characterized by a person’s preference for using external data and facts and processing this information through rational, logical thinking.
2. NON-LINEAR THINKING STYLE: Decision style characterized by a person’s preference for internal sources of information and processing this information with internal insights,feelings,and hunches.
DECISION MAKING BIASES AND ERRORS: When managers make decisions, they not only use their own particular style, they may use “rules of thumb,” or heuristics, to simplify their decision making. Rules of thumb can be useful because they help make sense of complex, uncertain, and ambiguous information. Even though managers may use rules of thumb, that doesn’t mean those rules are reliable. Why? Because they may lead to errors and biases in processing and evaluating information. Exhibit shows twelve common decision errors and biases that managers make.
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Let’s look at each.
1. OVER-CONFIENNCE BIAS: When decision makers tend to think they know more than they do or hold unrealistically positive views of themselves and their performance, they’re exhibiting the overconfidence bias.
2. IMMEDIATE GRATIFICATION BIAS: The immediate gratification bias describes decision makers who tend to want immediate rewards and to avoid immediate costs. For these individuals, decision choices that provide quick payoffs are more appealing than those with payoffs in the future.
3. ANCHORING EFFECT: The anchoring effect describes how decision makers fixate on initial information as a starting point and then, once set, fail to adequately adjust for subsequent information. First impressions, ideas, prices, and estimates carry unwarranted weight relative to information received later.
4. SELECTIVE PERCEPTIION BIAS: When decision makers selectively organize and interpret events based on their biased perceptions, they’re using the selective perception bias. This influences the information they pay attention to, the problems they identify, and the alternatives they develop.
5. CONFIRMATION BIAS:
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PRINCIPLE OF MANAGEMENT-BBA -II Decision makers who seek out information that reaffirms their past choices and discount information that contradicts past judgments exhibit the confirmation bias.These people tend to accept at face value information that confirms their preconceived views and are critical and skeptical of information that challenges these views.
6. FRAMING BIAS: The framing bias is when decision makers select and highlight certain aspects of a situation while excluding others. By drawing attention to specific aspects of a situation and highlighting them, while at the same time downplaying or omitting other aspects, they distort what they see and create incorrect reference points.
7. AVAILABILITY BIAS: The availability bias happens when decisions makers tend to remember events that are the most recent and vivid in their memory. The result? It distorts their ability to recall events in an objective manner and results in distorted judgments and probability estimates.
8. REPRESENTATION BIAS: When decision makers assess the likelihood of an event based on how closely it resembles other events or sets of events, that’s the representation bias. Managers exhibiting this bias draw analogies and see identical situations where they don’t exist.
9. RANDOMNESS BIAS: The randomness bias describes the actions of decision makers who try to create meaning out of random events. They do this because most decision makers have difficulty dealing with chance even though random events happen to everyone and there’s nothing that can be done to predict them.
10. SUNK COST ERROR: The sunk costs error occurs when decision makers forget that current choices can’t correct the past. They incorrectly fixate on past expenditures of time, money, or effort in assessing choices rather than on future consequences. Instead of ignoring sunk costs, they can’t forget them.
11. SELF-SERVING BIAS: Decision makers who are quick to take credit for their successes and to blame failure on outside factors are exhibiting the self-serving bias.
12. HINDSIGHT BIAS: Finally, the hindsight bias is the tendency for decision makers to falsely believe that they would have accurately predicted the outcome of an event once that outcome is actually known.
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CHAPTER NO 5 PLANNING
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PLANNING: Planning involves defining the organization’s goals, establishing strategies for achieving those goals, and developing plans to integrate and coordinate work activities. It’s concerned with both ends (what) and means (how).
FORMAL PLANNING: When we use the term planning, we mean formal planning. In formal planning, specific goals covering a specific time period are defined. These goals are written and shared with organizational members to reduce ambiguity and create a common understanding about what needs to be done. Finally, specific plans exist for achieving these goals.
Why Do Managers Plan? Planning seems to take a lot of effort. So why should managers plan? We can give you at least four reasons:
1. PLANNING PROVIDES DIRECTION: First, planning provides direction to managers and non managers alike. When employees know what their organization or work unit is trying to accomplish and what they must contribute to reach goals, they can coordinate their activities, cooperate with each other, and do what it takes to accomplish those goals. Without planning, departments and individuals might work at cross-purposes and prevent the organization from efficiently achieving its goals.
2. PLANNING REDUCES UNCERTAINITY: Next, planning reduces uncertainty by forcing managers to look ahead, anticipate change, consider the impact of change, and develop appropriate responses. Although planning won’t eliminate uncertainty, managers plan so they can respond effectively.
3. PANNING MINIMIZES WASTE AND REDUNDANCY: In addition, planning minimizes waste and redundancy. When work activities are coordinated around plans, inefficiencies become obvious and can be corrected or eliminated.
4. PLANNING ESTABLISHES GOALS USED IN CONTROLLING: Finally, planning establishes the goals or standards used in controlling. When managers plan, they develop goals and plans. When they control, they see whether the plans have been carried out and the goals met. Without planning, there would be no goals against which to measure work effort.
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PLANNING AND PERFORMANCE: Is planning worthwhile? Numerous studies have looked at the relationship between planning and performance.Although most showed generally positive relationships, we can’t say that organizations that formally plan always outperform those that don’t plan. What can we conclude? First formal planning is associated with positive financial results—higher profits, higher return on assets, and so forth. Second, it seems that doing a good job planning and implementing those plans play a bigger part in high performance than does how much planning is done. Next, in those studies where formal planning didn’t lead to higher performance, the external environment often was the culprit. E.G. governmental regulations or powerful labor unions. Finally, the planning-performance relationship seems to be influenced by the planning time frame. It seems that at least four years of formal planning is required before it begins to affect performance. GOALS AND PLANS: GOALS: Goals (objectives) are desired outcomes or targets.4 They guide management decisions and form the criterion against which work results are measured. That’s why they’re often described as the essential elements of planning. You have to know the desired target or outcome before you can establish plans for reaching it. PLANS: Plans are documents that outline how goals are going to be met. They usually include resource allocations, schedules, and other necessary actions to accomplish the goals. As managers plan, they develop both goals and plans. TYPES OF PLANS: The most popular ways to describe organizational plans are following, these types of plans aren’t independent. That is, strategic plans are usually long term, directional, and single use Whereas, operational plans are usually short term, specific, and standing.
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Breadth (strategic versus operational): STRATEGIC PLANS: Strategic plans are plans that apply to the entire organization and establish the organization’s overall goals. OPERATIONAL PLANS: Plans that encompass a particular operational area of the organization are called operational plans. These two types of plans differ because: strategic plans are broad while operational plans are narrow. Time frame (short term versus long term): LONG TERM PLAN: long-term plans as those with a time frame beyond three years. SHORT TERM PLAN: Short-term plans cover one year or less. Any time period in between would be an intermediate plan.
Specificity (directional versus specific): SPECIFIC PLANS: Plans that are clearly defined and leave no room for interpretation DIRECTIONAL PLANS: Plans that are flexible and set out general guidelines Frequency of use (single use versus standing): SINGLE USE PLAN: A one-time plan specifically designed to meet the needs of a unique situation STANDING PLANS: Ongoing plans that provide guidance for activities performed repeatedly. SETTING GOALS AND DEVELOPING PLANS:
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PRINCIPLE OF MANAGEMENT-BBA -II APPROACHES TO GOAL SETTING: Goals provide the direction for all management decisions and actions and form the criterion against which actual performance are measured. Everything organizational members do should be toward achieving goals. These goals can be set either through a Traditional process By using Management By Objectives.(MBO) 1. TRADITIONAL GOAL SETTING: In traditional goal setting,goals set by top managers flow down through the organization and become subgoals for each organizational area. This traditional perspective assumes that top managers know what’s best because they see the “big picture.” And the goals passed down to each succeeding level guide individual employees as they work to achieve those assigned goals. These goals are passed to the next organizational level and written to reflect the responsibilities of that level, passed to the next level, and so forth. Then, at some later time, performance is evaluated to determine whether the assigned goals have been achieved. PROBLEMS WITH THIS APPROACH: Although the process is supposed to happen in this way, in reality it doesn’t always do so. Turning broad strategic goals into departmental, team, and individual goals can be a difficult and frustrating process. Another problem with traditional goal setting is that when top managers define the organization’s goals in broad terms. Managers at each level define the goals and apply their own interpretations and biases as they make them more specific. However, what often happens is that clarity is lost as the goals make their way down from the top of the organization to lower levels.
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PRINCIPLE OF MANAGEMENT-BBA -II MEANS END CHAIN: When the hierarchy of organizational goals is clearly defined, as it forms an integrated network of goals, or a means-ends chain. Higher- level goals (or ends) are linked to lower-level goals, which serve as the means for their accomplishment. In other words, the goals achieved at lower levels become the means to reach the goals (ends) at the next level. And the accomplishment of goals at that level becomes the means to achieve the goals (ends) at the next level and on up through the different organizational levels. That’s how traditional goal setting is supposed to work. 2. MANAGEMENT BY OBJECTIVE (MBO) Instead of using traditional goal setting, many organizations use management by objectives (MBO), a process of setting mutually agreed-upon goals and using those goals to evaluate employee performance. MBO programs have four elements: Goal specificity Participative decision making An explicit time period Performance feedback Instead of using goals to make sure employees are doing what they’re supposed to be doing, MBO uses goals to motivate them as well. The appeal is that it focuses on employees working to accomplish goals they’ve had a hand in setting. STEPS IN MBO: 1. The organization’s overall objectives and strategies are formulated. 2. Major objectives are allocated among divisional and departmental units. 3. Unit managers collaboratively set specific objectives for their units with their managers. 4. Specific objectives are collaboratively set with all department members. 5. Action plans, defining how objectives are to be achieved, are specified and agreed upon by managers and employees. 6. The action plans are implemented. 7. Progress toward objectives is periodically reviewed, and feedback is provided. 8. Successful achievement of objectives is reinforced by performance-based rewards. Does MBO work? Studies have shown that it can increase employee performance and organizational productivity. CHARACTERISTICS OF WELL-WRITTEN GOALS: Goal must be, S=Smart M=Measurable A=Achievable R=Realistic T=Time Bound
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Written in terms of outcomes rather than actions Measurable and quantifiable Clear as to a time frame Challenging yet attainable Written down Communicated to all necessary organizational members
STEPS IN GOAL SETTING: Managers should follow five steps when setting goals. 1. Review the organization’s mission, or purpose: A mission is a broad statement of an organization’s purpose that provides an overall guide to what organizational members think is important. Managers should review the mission before writing goals because goals should reflect that mission. 2. Evaluate available resources: You don’t want to set goals that are impossible to achieve given your available resources. Even though goals should be challenging, they should be realistic. After all, if the resources you have to work with won’t allow you to achieve a goal no matter how hard you try or how much effort is exerted, you shouldn’t set that goal. 3. Determine the goals individually or with input from others: The goals reflect desired outcomes and should be congruent with the organizational mission and goals in other organizational areas. These goals should be measurable, specific, and include a time frame for accomplishment. 4. Write down the goals and communicate them to all who need to know: Writing down and communicating goals forces people to think them through. The written goals also become visible evidence of the importance of working toward something. 5. Review results and whether goals are being met: If goals aren’t being met, change them as needed. DEVELOPING PLANS: The process of developing plans is influenced by three contingency factors and by the planning approach followed. CONTINGENCY FACTORS IN PLANNING. Three contingency fac- tors affect the choice of plans: 1. Organizational level: Figure shows the relationship between a manager’s level in the organization and the type of planning done. For the most part, lower-level managers do operational planning while upper-level managers do strategic planning.
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2. Degree of environmental uncertainty: The second contingency factor is environmental uncertainty, When uncertainty is high, plans should be specific, but flexible. Managers must be prepared to change or amend plans as they’re implemented. At times, they may even have to abandon the plans. 3. Length of future commitments: The last contingency factor also is related to the time frame of plans. The commitment concept says that plans should extend far enough to meet those commitments made when the plans were developed. Planning for too long or too short a time period is inefficient and in- effective. APPROACHES TO PLANNING: 1. TRADITIONAL APPROACH: In the traditional approach, planning is done entirely by top-level managers who often are assisted by a formal planning department,a group of planning specialists whose sole responsibility is to help write the various organizational plans. Under this approach, plans developed by top-level managers flow down through other organizational levels, much like the traditional approach to goal-setting. As they flow down through the organization, the plans are tailored to the particular needs of each level. Although this approach makes managerial planning thorough, systematic, and coordinated, all too often the focus is on developing “the plan,” a thick binder (or binders) full of meaningless information that’s stuck away on a shelf and never used by anyone for guiding or coordinating work efforts. In fact, in a survey of managers about formal top-down organizational planning processes, over 75 percent said that their company’s planning approach was unsatisfactory. A common complaint was that, “plans are documents that you prepare for the corporate planning staff and later forget.”
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PRINCIPLE OF MANAGEMENT-BBA -II Although this traditional top-down approach to planning is used by many organizations, it can be effective only if managers understand the importance of creating documents that organizational members actually use, not documents that look impressive but are never used. 2. EFFECTIVE APPROACH: Another approach to planning is to involve more organizational members in the process. In this approach, plans aren’t handed down from one level to the next, but instead are developed by organizational members at the various levels and in the various work units to meet their specific needs. For instance, at Dell, employees from production, supply management, and channel management meet weekly to make plans based on current product demand and supply. In addition, work teams set their own daily schedules and track their progress against those schedules. If a team falls behind, team members develop “recovery” plans to try to get back on schedule. When organizational members are more actively involved in planning, they see that the plans are more than just something written down on paper. They can actually see that the plans are used in directing and coordinating work. CONTEMPORARY ISSUES IN PLANNING: We conclude this chapter by addressing two contemporary issues in planning. Specifically, we’re going to look at planning effectively in dynamic environments how managers can use environmental scanning, especially competitive intelligence. 1. HOW MANAGERS CAN EFFECTIVELY PLAN IN DYNAMIC ENVIRONMENT: How can managers effectively plan when the external environment is continually changing? We already discussed uncertain environments as one of the contingency factors that affect the types of plans managers develop. In an uncertain environment, managers should develop plans that are specific, but flexible. Although this may seem contradictory, it’s not. To be useful, plans need some specificity, but the plans should not be set in stone. Managers need to recognize that planning is an ongoing process. The plans serve as a road map although the destination may change due to dynamic market conditions. They should be ready to change directions if environmental conditions warrant. This flexibility is particularly important as plans are implemented. Managers need to stay alert to environmental changes that may impact implementation and respond as needed. Keep in mind, also, that even when the environment is highly uncertain, it’s
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PRINCIPLE OF MANAGEMENT-BBA -II important to continue formal planning in order to see any effect on organizational performance. It’s the persistence in planning that contributes to significant performance improvement. Why? It seems that, as with most activities, managers “learn to plan” and the quality of their planning improves when they continue to do it. Finally, make the organizational hierarchy flatter to effectively plan in dynamic environments. This means allowing lower organizational levels to set goals and develop plans because there’s little time for goals and plans to flow down from the top. Managers should teach their employees how to set goals and to plan and then trust them to do it. 2. HOW CAN MANAGERS USE ENVIRONMENTAL SCANNING: A manager’s analysis of the external environment may be improved by environmental scanning, which involves screening information to detect emerging trends. One of the fastest-growing forms of environmental scanning is competitor intelligence, which is gathering information about competitors that allows managers to anticipate competitors’ actions rather than merely react to them. It seeks basic information about competitors: Who are they? What are they doing? How will what they’re doing affect us? Many who study competitive intelligence suggest that much of the competitor-related information managers need to make crucial strategic decisions is available and accessible to the public. Advertisements, promotional materials, press releases, reports filed with government agencies, annual reports, want ads, newspaper reports, information on the Internet, and industry studies are readily accessible sources of information. Specific information on an industry and associated organizations is increasingly available through electronic databases. Managers can literally tap into this wealth of competitive information by purchasing access to databases. Attending trade shows and debriefing your own sales staff also can be good sources of information on competitors. In addition, many organizations even regularly buy competitors’ products and ask their own employees to evaluate them to learn about new technical innovations. In a changing global business environment, environmental scanning and obtaining competitive intelligence can be quite complex, especially since information must be gathered from around the world. One thing managers could do is subscribe to news services that review newspapers and magazines from around the globe and provide summaries to client companies.
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PRINCIPLE OF MANAGEMENT-BBA -II Managers do need to be careful about the way information, especially competitive intelligence, is gathered to prevent any concerns about whether it’s legal or ethical.
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CHAPTER NO 6 ORGANIZING
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ORGANIZING: Organizing is defined as arranging and structuring work to accomplish organizational goals. It’s an important process during which managers design an organization’s structure.
ORGANIZATIONAL STRUCTURE: Organizational structure is the formal arrangement of jobs within an organization. This structure, which can be shown visually in an organizational chart,also serves many purposes.
PURPOSES OF ORGANIZING:
Divides work to be done into specific jobs and departments. Assigns tasks and responsibilities associated with individual jobs. Coordinates diverse organizational tasks. Clusters jobs into units. Establishes relationships among individuals, groups, and departments. Establishes formal lines of authority. Allocates and deploys organizational resources.
ORGANIZATIONAL DESIGN: When managers create or change the structure, they’re engaged in organizational design, a process that involves decisions about six key elements: 1. work specialization, 2. departmentalization, 3. chain of command, 4. span of control, 5. centralization and decentralization, 6. Formalization.
1. WORK SPECIALIZATION: work specialization, which is dividing work activities into separate job tasks. Individual employees “specialize” in doing part of an activity rather than the entire activity in order to increase work output. It’s also known as division of labor. Work specialization makes efficient use of the diversity of skills that workers have. In most organizations, some tasks require highly developed skills; others can be performed by employees with lower skill levels. If all workers were engaged in all the steps of, say, a manufacturing process, all
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would need the skills necessary to perform both the most demanding and the least demanding jobs. Thus, except when performing the most highly skilled or highly sophisticated tasks, employees would be working below their skill levels. In addition, skilled workers are paid more than unskilled workers, and, because wages tend to reflect the highest level of skill, all workers would be paid at highly skilled rates to do easy tasks—an inefficient use of resources. This concept explains why you rarely find a cardiac surgeon closing up a patient after surgery. Instead, doctors doing their residencies in open- heart surgery and learning the skill usually stitch and staple the patient after the surgeon has finished the surgery. Early proponents of work specialization believed that it could lead to great increases in productivity. At the beginning of the twentieth century, that generalization was reasonable. Because specialization was not widely practiced, its introduction almost always generated higher productivity.
2. DEPARMENTALIZATION: How jobs are grouped together is called departmentalization. Five common forms of departmentalization are used, although an organization may develop its own unique classification. For Example, a hotel might have departments such as front desk operations, sales and catering, housekeeping and laundry, and maintenance.
1.FUNCTIONAL DEPARTMENTALIZATION: Groups jobs according to functions.
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2.GEOGRAPHICAL DEPARTMENTALIZATION: Groups jobs according to geographical regions.
3.PRODUCT DEPARTMENTALIZATION: Groups jobs by product lines.
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4.PROCESS DEPARTMENTALIZATION: Groups jobs on the basis of product and customer flow.
5.CUSTOMER DEPARTMENTALIZATION: Group jobs on the basis of specific and unique customers who have common needs.
3. CHAIN OF COMMAND: People need to know who their boss is. That’s what the chain of command is all about. The chain of command is the line of authority extending from upper organizational levels to lower levels, which clarifies who reports to whom. Managers need to consider it when organizing work because it helps employees with questions such as “Who do I report to?” or “Who do I go to if I have a problem?” To understand the chain of command, you have to understand three other important concepts: 1. Authority 2. Responsibility 3. Unity of command
1. AUTHORITY: Authority refers to the rights inherent in a managerial position to tell people what
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PRINCIPLE OF MANAGEMENT-BBA -II to do and to expect them to do it. Managers in the chain of command had authority to do their job of coordinating and overseeing the work of others. Authority could be delegated downward to lower-level managers, giving them certain rights while also prescribing certain limits within which to operate. Authority is related to one’s position within an organization and had nothing to do with the personal characteristics of an individual manager. The rights and power inherent in one’s formal organizational position were the sole source of influence and that if an order was given, it would be obeyed.
ACCEPTANCE THEORY OF AUTHORITY: Early management writer, Chester Barnard, proposed a perspective on authority. This view, called the acceptance theory of authority,says that authority comes from the willingness of subordinates to accept it. If an employee didn’t accept a manager’s order, there was no authority. Barnard contended that subordinates will accept orders only if the following conditions are satisfied: 1. They understand the order. 2. They feel the order is consistent with the organization’s purpose. 3. The order does not conflict with their personal beliefs. 4. They are able to perform the task as directed.
TYPES OF AUTHORITY: There are two forms of authority: 1. Line authority 2. Staff authority.
1. LINE AUTHORITY: Line authority entitles a manager to direct the work of an employee. It is the employer–employee authority relationship that extends from the top of the organization to the lowest level according to the chain of command, as shown in figure. As a link in the chain of command, a manager with line authority has the right to direct the work of employees and to make certain decisions without consulting anyone. Of course, in the chain of command, every manager is also subject to the authority or direction of his or her superior.
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2. STAFF AUTHORITY: Positions with some authority that have been created to support,assist,and advise those holding line authority.
2. RESPONSIBILITY:
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PRINCIPLE OF MANAGEMENT-BBA -II When managers use their authority to assign work to employees, those employees take on an obligation to perform those assigned duties. This obligation or expectation to perform is known as responsibility. And employees should be held accountable for their performance! Assigning work authority without responsibility and accountability can create opportunities for abuse. Likewise, no one should be held responsible or accountable for work tasks over which he or she has no authority to complete those tasks.
3. UNITY OF COMMAND: Finally, the unity of command principle (one of Fayol’s 14 management principles) states that a person should report to only one manager. Without unity of command, conflicting demands from multiple bosses may create problems.
4. SPAN OF CONTROL: The number of employees a manager can efficiently and effectively manage. Determining the span of control is important because to a large degree, it determines the number of levels and managers in an organization—an important consideration in how efficient an organization will be.
EXAMPLE: Assume two organizations, both of which have approximately 4,100 employees. As Figure shows, if one organization has a span of four and the other a span of eight, the organization with the wider span will have two fewer levels and approximately 800 fewer managers. At an average manager’s salary of $42,000 a year, the organization with the wider span would save over $33 million a year! Obviously, wider spans are more efficient in terms of cost. However, at some point, wider spans may reduce effectiveness if employee performance worsens because managers no longer have the time to lead effectively.
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5. CENTRALIZATION AND DECENTRALIZATION: CENTRALIZATION: The degree to which decision making is concentrated at upper levels of the organization.
DECENTRALIZATION: The degree to which lower-level employees provide input or actually make decisions.
6. FORMALIZATION: Formalization refers to how standardized an organization’s jobs are and the extent
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PRINCIPLE OF MANAGEMENT-BBA -II to which employee behavior is guided by rules and procedures. In highly formalized organizations, there are explicit job descriptions, numerous organizational rules, and clearly defined procedures covering work processes. Employees have little discretion over what’s done, when it’s done, and how it’s done. However, where formalization is low, employees have more discretion in how they do their work.
MECHANISTIC AND ORGANIC STRUCTURES:
CONTINGENCY FACTORS IN ORGANIZING: Top managers typically put a lot of thought into designing an appropriate organizational structure. What that appropriate structure is depends on four contingency variables:
1. Organization’s strategy: An organization’s structure should facilitate goal achievement. Because goals are an important part of the organization’s strategies, it’s only logical that strategy and structure are closely linked. Research has shown that certain structural designs work best with different organizational strategies. For instance, the flexibility and free-flowing information of the organic structure works well when an organization is pursuing meaningful and unique innovations. The mechanistic organization with its efficiency, stability, and tight controls works best for companies wanting to tightly control costs.
2. Organization’s size: There’s considerable evidence that an organization’s size affects its structure. Large organizations typically considered to be those with more than 2,000
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PRINCIPLE OF MANAGEMENT-BBA -II employees—tend to have more specialization, departmentalization, centralization, and rules and regulations than do small organizations. However, once an organization grows past a certain size, size has less influence on structure. Why? Essentially, once there are around 2,000 employees, it’s already fairly mechanistic. Adding another 500 employees won’t impact the structure much. On the other hand, adding 500 employees to an organization that has only 300 employees is likely to make it more mechanistic.
3. Organization’s technology: Every organization uses some form of technology to convert its inputs into outputs. The organizations adapt their structures to their technology depending on how routine their technology is for transforming inputs into outputs. The more routine the technology, the more mechanistic the structure can be, and organizations with more nonroutine technology are more likely to have organic structures.
4. Degree of environmental uncertainty: Some organizations face stable and simple environments with little uncertainty others face dynamic and complex environments with a lot of uncertainty. Managers try to minimize environmental uncertainty by adjusting the organization’s structure. In stable and simple environments, mechanistic designs can be more effective. On the other hand, the greater the uncertainty, the more an organization needs the flexibility of an organic design.
TRADITIONAL ORGANIZATIONAL DESIGNS: 1. Simple Structure: An organizational design with low departmentalization,wide spans of control, centralized authority,and little formalization
Strengths: Fast; flexible; inexpensive to maintain; clear accountability.
Weaknesses: Not appropriate as organization grows; reliance on one person is risky.
2. Functional Structure: An organizational design that groups together similar or related occupational specialties
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Strengths: Cost-saving advantages from specialization (economies of scale, minimal duplication of people and equipment); employees are grouped with others who have similar tasks.
Weaknesses: Pursuit of functional goals can cause managers to lose sight of what’s best for the overall organization; functional specialists become insulated and have little understanding of what other units are doing.
3. Divisional Structure: An organizational structure made up of separate,semiautonomous units or divisions
Strengths: Focuses on results—division managers are responsible for what happens to their products and services. Weaknesses: Duplication of activities and resources increases costs and reduces efficiency.
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CHAPTER NO 7 MANAGERS AS LEADERS
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LEADER: A leader is someone who can influence others and who has managerial authority LEADERSHIP: Leadership is what leaders do. It’s a process of leading a group and influencing that group to achieve its goals. Are all managers leaders? Because leading is one of the four management functions, yes, ideally, all managers should be leaders. Thus, we’re going to study leaders and leader- ship from a managerial perspective. EARLY LEADERSHIP THEORIES: People have been interested in leadership since they started coming together in groups to accomplish goals. However, it wasn’t until the early part of the twentieth century that re- searchers actually began to study leadership. These early leadership theories focused on the leader (leadership trait theories) and how the leader interacted with his or her group members (leadership behavior theories). LEADERSHIP TRAIT THEORIES: Leadership research in the 1920s and 1930s focused on isolating leader traits—that is, characteristics—that would differentiate leaders from non leaders. Some of the traits studied included physical stature, appearance, social class, emotional stability, fluency of speech, and sociability. Despite the best efforts of researchers, it proved impossible to identify a set of traits May be it was a bit optimistic to think that a set of consistent and unique traits would apply universally to all effective leaders that would always differentiate a leader (the person) from a non- leader. The seven traits shown to be associated with effective leadership are described briefly: 1. DRIVE: Leaders exhibit a high effort level. They have a relatively high desire for achievement, they are ambitious, they have a lot of energy, they are tirelessly persistent in their activities, and they show initiative. 2. DESIRE TO LEAD: Leaders have a strong desire to influence and lead others. They demonstrate the willingness to take responsibility. 3. HONESTY AND INTEGRITY: Leaders build trusting relationships with followers by being truthful or non deceitful and by showing high consistency between word and deed. 4. SELF-CONFIDENCE:
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PRINCIPLE OF MANAGEMENT-BBA -II Followers look to leaders for an absence of self-doubt. Leaders, therefore, need to show self-confidence in order to convince followers of the rightness of their goals and decisions. 5.INTELLIGENCE: Leaders need to be intelligent enough to gather, synthesize, and interpret large amounts of information, and they need to be able to create visions, solve problems, and make correct decisions. 6. JOB-RELEVENT KNOWLEDGE: Effective leaders have a high degree of knowledge about the company, industry, and technical matters. In-depth knowledge allows leaders to make well-informed decisions and to understand the implications of those decisions. 7. EXTRAVERSION: Leaders are energetic, lively people. They are sociable, assertive, and rarely silent or withdrawn. LEADERSHIP BEHAVIOR THEORIES: Researchers eventually recognized that traits alone were not sufficient for identifying effective leaders since explanations based solely on traits ignored the interactions of leaders and their group members as well as situational factors. Possessing the appropriate traits only made it more likely that an individual would be an effective leader. Therefore, leadership research from the late 1940s to the mid-1960s concentrated on the preferred behavioral styles that leaders demonstrated. Researchers wondered whether something unique in what effective leaders did—in other words, in their behavior—was the key. The four main leader behavior studies are summarized: 1-UNIVERSITY OF IOWA STUDIES: Democratic style: Involving subordinates, delegating authority, and encouraging participation Autocratic style: Dictating work methods, centralizing decision making, and limiting participation Laissez-faire style: Giving group freedom to make decisions and complete work
Conclusion: Democratic style of leadership was most effective, although later studies showed mixed results.
2-THE OHIO STATE STUDIES: Consideration: Conclusion: Being considerate of followers’ ideas and High–high leader (high in consideration
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PRINCIPLE OF MANAGEMENT-BBA -II feelings and high in initiating structure) achieved high subordinate performance and Initiating structure: Structuring work and work relationships to satisfaction, but not in all situations meet job goals 3-UNIVERSITY OF MICHIGAN STUDIES: Employee oriented: Conclusion: Emphasized interpersonal relationships and Employee-oriented leaders were associated taking care of employees’ needs with high group productivity and higher job satisfaction. Production oriented: Emphasized technical or task aspects of job 4-THE MANAGERIAL GRID: The behavioral dimensions from these early leadership studies provided the basis for the development of a two-dimensional grid for appraising leadership styles. This managerial grid used the behavioral dimensions: “concern for people” (the vertical part of the grid) “concern for production” (the horizontal part of the grid) and evaluated a leader’s use of these behaviors, ranking them on a scale from 1 (low) to 9 (high). Although the grid had 81 potential categories into which a leader’s behavioral style might fall, only five styles were named: Impoverished management Task management Middle-of-the-road management Country club management Team management Conclusion
(1,1 or low concern for production, low concern for people), (9,1 or high concern for production, low concern for people), (5,5 or medium concern for production, medium concern for people), (1,9 or low concern for production, high concern for people), (9,9 or high concern for production, high concern for people). Of these five styles, the researchers concluded that managers performed best when using a 9,9 style. Unfortunately, the grid offered no answers to the question of what made a manager an effective leader; it only provided a framework for conceptualizing leadership style.
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CONTINGENCY THEORIES OF LEADERSHIP: HERSAY AND BLANCHARD SITUATIONAL LEADERSHIP THEORY: Paul Hersey and Ken Blanchard developed a leadership theory that has gained a strong following among management development specialists. This model, called situational leadership theory (SLT), is a contingency theory that focuses on followers’ readiness. Before we proceed, two points need clarification: Why a leadership theory focuses on the followers, and what is meant by the term readiness. The emphasis on the followers in leadership effectiveness reflects the reality that it is the followers who accept or reject the leader. Regardless of what the leader does, the group’s effectiveness depends on the actions of the followers. This important dimension has been overlooked in most leadership theories. And readiness, as defined by Hersey and Blanchard, refers to the extent to which people have the ability and willingness to accomplish a specific task. SLT uses the two leadership dimensions task and relation- ship behaviors. Hersey and Blanchard consider each as either high or low and then combining them into four specific leadership styles described as follows: Telling (high task–low relationship) Selling (high task–high relationship) Participating (low task–high relationship) Delegating (low task–low relationship)
The leader defines roles and tells people what, how, when, and where to do various tasks. The leader provides both directive and supportive behavior. The leader and followers share in decision making; the main role of the leader is facilitating and communicating. The leader provides little direction or support.
The final component in the model is the four stages of follower readiness: R1 R2 R3 R4
People are both unable and unwilling to take responsibility for doing something. Followers aren’t competent or confident. People are unable but willing to do the necessary job tasks. Followers are motivated but lack the appropriate skills. People are able but unwilling to do what the leader wants. Followers are competent, but don’t want to do something. People are both able and willing to do what is asked of them.
CONCLUSIONS: The SLT says if followers are at: R1 (unable and unwilling to do a task), the leader needs to use the telling style and give clear and specific directions.
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PRINCIPLE OF MANAGEMENT-BBA -II R2 (unable and willing), the leader needs to use the selling style and display high task orientation to compensate for the followers lack of ability and high relationship orientation to get followers to “buy into” the leader’s desires; R3 (able and unwilling), the leader needs to use the participating style to gain their support. R4 (both able and willing), the leader doesn’t need to do much and should use the delegating style. SLT essentially views the leader–follower relationship as like that of a parent and a child. Just as a parent needs to relinquish control when a child becomes more mature and responsible, so, too, should leaders. As followers reach higher levels of readiness, the leader responds not only by decreasing control over their activities but also decreasing relation- ship behaviors
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CHAPTER NO 8 CONTROLLING
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CONTROLLING: What is controlling? “It’s the process of monitoring, comparing, and correcting work performance.” All managers should control even if their units are performing as planned because they can’t really know that unless they’ve evaluated what activities have been done and compared actual performance against the desired standard. Effective controls ensure that activities are completed in ways that lead to the attainment of goals. Why is control so important? Planning can be done, an organizational structure created to facilitate efficient achievement of goals, and employees motivated through effective leadership. But there’s no assurance that activities are going as planned and that the goals employees and managers are working toward are, in fact, being attained. Control is important, therefore, because it’s the only way that managers know whether organizational goals are being met and if not, the reasons why. The value of the control function can be seen in three specific areas: planning, empowering employees, and protecting the workplace. THE CONTROL PROCESS: The control process is a three-step process of: Measuring actual performance, Comparing actual performance against a standard, Taking managerial action to correct deviations or to address inadequate standards.
Step 1. Measuring Actual Performance: To determine what actual performance is, a manager must first get information about
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PRINCIPLE OF MANAGEMENT-BBA -II it. Thus, the first step in control is measuring. HOW WE MEASURE: Four approaches used by managers to measure and report actual performance are personal observations, statistical reports, oral reports, and written reports. Most managers use a combination of these approaches. Benefits Advantages • Get firsthand knowledge • Subject to personal Personal Observations • Information isn’t filtered biases • Intensive coverage of • Time-consuming work activities • Obtrusive Statistical Reports
Oral Reports
Written Reports
• Easy to visualize • Effective for showing relationships • Fast way to get information • Allow for verbal and nonverbal feedback • Comprehensive • Formal • Easy to file and retrieve
• Provide limited information • Ignore subjective factors • Information can’t be documented • Information is filtered • Take more time to prepare
WHAT WE MEASURE: What is measured is probably more critical to the control process than how it’s measured. Why? Because selecting the wrong criteria can create serious problems. Besides, what is measured often determines what employees will do. What control criteria might managers use? Some control criteria can be used for any management situation. For instance, all managers deal with people, so criteria such as employee satisfaction or turnover and absenteeism rates can be measured. Keeping costs within budget is also a fairly com- mon control measure. Other control criteria should recognize the different activities that managers supervise. EXAMPLE: A manager at a pizza delivery location might use measures such as number of pizzas delivered per day, average delivery time, or number of coupons redeemed. Step 2. Comparing Actual Performance Against the Standard: The comparing step determines the variation between actual performance and the standard. Although some variation in performance can be expected in all activities, it’s critical to determine an acceptable range of variation. Deviations outside this range need attention.
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Step 3. Taking Managerial Action: Managers can choose among three possible courses of action: Do nothing Correct the actual performance, Revise the standards. Because “do nothing” is self-explanatory, let’s look at the other two. CORRECT ACTUAL PERFORMANCE: Depending on what the problem is, a manager could take different corrective actions. For instance, if unsatisfactory work is the reason for performance variations, the manager could correct it by things such as training programs, disciplinary action, changes in compensation practices, and so forth. One decision that a manager must make is whether to take immediate corrective action, which corrects problems at once to get performance back on track, or to use basic corrective action, which looks at how and why performance deviated before correcting the source of deviation. It’s not unusual for managers to rationalize that they don’t have time to find the source of a problem (basic corrective action) and continue to perpetually “put out fires” with immediate corrective action. Effective managers analyze deviations and if the benefits justify it, take the time to pinpoint and correct the causes of variance. REVISE THE STANDARD: It’s possible that the variance was a result of an unrealistic standard—too low or too high a goal. In that situation, the standard needs the corrective action, not the performance. If performance consistently exceeds the goal, then a manager should look at
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PRINCIPLE OF MANAGEMENT-BBA -II whether the goal is too easy and needs to be raised. On the other hand, managers must be cautious about revising a standard downward. It’s natural to blame the goal when an employee or a team falls short. Summary:
TYPES OF CONTROL: Managers can implement controls before an activity begins, during the time the activity is going on, and after the activity has been completed. The first type is feed forward control The second, concurrent control The last, feedback control 1. FEEDFORWARD CONTROL: The most desirable type of control—feed forward control—prevents problems because it takes place before the actual activity. EXAMPLE: when McDonald’s opened its first restaurant in Moscow, it sent company quality control experts to help Russian farmers learn techniques for growing high-quality potatoes and to help bakers learn processes for baking high-quality breads. Why? McDonald’s demands consistent product quality no matter the geographical location. They want a cheeseburger in Moscow to taste like one in Omaha. 2. CONCURRENT CONTROL: Concurrent control, as its name implies, takes place while a work activity is in progress. All managers can benefit from using concurrent control because they can
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PRINCIPLE OF MANAGEMENT-BBA -II correct problems before they become too costly. 3. FEEDBACK CONTROL: The most popular type of control relies on feedback. In feedback control, the control takes place after the activity is done.
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THE END
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