MANAGEMENT
 process of coordinating and
overseeing the work of other people
 so that organizational goals can be
efficiently and effectively
accomplished.
➢ Doing things right; maximum output
for the minimum inputs
3. EFFECTIVENESS
➢ “Doing the right things”
➢ Doing things correctly
➢ Attaining organizational vision,
mission, goals and objectives
5 management functions
1. PLANNING
 Defining goals
 Establishing strategies to achieve
goals
 Developing plans to integrate and
coordinate activities
2. ORGANIZING
 Assigning tasks
 Setting aside funds
 Bringing harmonious relations among
individuals and groups or teams in
the organization
 organize his/her team and materials
according to her plan & assigning
work and granting authority
3. STAFFING
 Filling in the different job positions
 recruiting, selecting, training, and
developing employees
4. DIRECTING / LEADING
 Influencing or motivating people in
achieving their goals
 motivating, communicating, guiding,
and encouraging
 requires the manager to coach,
assist, and problem solve with
employees.
5. CONTROLLING
 Evaluating or correcting the
performance of individuals or
workgroups
 Monitoring & comparing set goals
versus actual accomplishments
managerial concerns
(INTRINSIC VALUES)
1. COORDINATION
➢ Harmonious; integrated action
2. EFFICIENCY
Historical BACKGROUND
 ANCIENT MANAGEMENT
➢ CHINA: The Great Wall
➢ EGYPT: Pyramid
➢ VENETIAN: Floating warship
assembly lines
 ADAM SMITH
➢ The Wealth of Nations (1776)
➢ Advocated the division of
labor (job specialization) to
increase the productivity of
workers
 INDUSTRIAL REVOLUTION
➢ Substituted machine power for
human labor
➢ Created large organizations in
need of management
MANAGEMENT THEORIES
classical management
o belief that workers only have
physical and economic needs
o advocates:
- specialization of labor
- centralized leadership and
decision making
- profit maximization
o Designed solely to streamline
operations, increase productivity
and enhance the bottom line.
© Catherine Aperocho | 12 ABM 9
i.
THE AUTOCRATIC LEADERSHIP MODEL
 the central part of classical
management theory
 no need to consult large
groups of people for decisions
to be made.
a. HIERARCHIAL STRUCTURE
❖ workplaces are divided under
three distinct layers of
management.
b. SPECIALIZATION
❖ an assembly line view of the
workplace in which large tasks
are broken down into smaller
ones that are easy to
accomplish.
c. INCENTIVES
❖ employees are motivated by
financial rewards.
❖ employees will work harder
and be more productive if
they are awarded incentives
based on their work.
1. SCIENTIFIC MANAGEMENT THEORY
▪ FREDERICK TAYLOR
▪ improving the efficiency of the work
process.
▪ a systematic study of people, tasks
and work behavior
▪ Taylor's theory broke the work
process down into the smallest
possible units, or sub-tasks, in an
effort to determine the most efficient
method possible for completing a
particular job
four principles
1. Replace guesswork methods with a
scientific study of the tasks.
example: having a standardized
method of doing the job
2. Select, train, and develop each
worker rather than leaving them to
train themselves.
ex: putting the right person on the
job with the correct tools and
equipment.
3. Ensure that the scientifically
developed methods are being
followed.
4. Make sure the managers apply
scientific management principles to
planning the work and the workers
actually perform the tasks.
Divide work and responsibility almost
equally between management and
workers.
ex: Providing an economic incentive
to the worker.
Management takes over all work for
which it is better fitted than the
workers.
2. BUREAUCRACY
 MAX WEBER
 selection and promotion only
occur on the basis of technical
qualifications.
 Should look like the extension
of the government and the
legal system.
 Organizations should act more
rationally:
✓ Clarified leadership
✓ Clarified rules for
decision making
 Wanted a Legal-Rational
Authority – came from the
position you occupied from
the structure.
 AUTHORITY HIERARCHY:
positions organized in a
hierarchy with a clear chain of
command.
 IMPERSONALITY: uniform
application of rules and
controls not according to
personalities.
 AUTHORITY RESIDES WITHIN THE
OFFICE OR POSITION & NOT
WITHIN THE PERSON
© Catherine Aperocho | 12 ABM 9
3. ADMINISTRATIVE MANAGEMENT
 HENRI FAYOL
 emphasized the perspective of
senior managers within the
organization, and argued that
management was a profession
and could be taught.
 based on the concept of
DEPARTMENTALIZATION:
different activities to be
performed for achieving the
common purpose of the
organization should be
identified and be classified into
•
•
different groups or departments,
such that the task can be
accomplished effectively.
 more emphasis should be laid
on organizational
management and the human
and behavioral factors in the
management.
 MAIN FOCUS: how the
management of the
organization is structured and
how well the individuals
therein are organized to
accomplish the tasks given to
them.
14 principles of fayol
•
STRENGTHS OF
CLASSICAL
A clear
•
structure for
management,
its functions
and
operations
The division of
labor that can
make tasks
easier and
more efficient
to
•
accomplish,
which can
enhance
productivity
Clear
definition of
employee
roles and
tasks with little
left to
guesswork
WEAKNESS OF
CLASSICAL
By attempting to
predict and
control
human
behavior, this
theory
overlooks the
importance of
human
relations and
creativity.
In essence, this
theory views
workers
almost as
machines,
but fails to
take into
account what
job
satisfaction,
employee
input and
morale can
bring to the
workplace
human relations management
1. behavioral management theory
 GEORGE ELTON MAYO
 human relations movement
because it addresses the
human dimension of work.
 grew from his observations of
employee productivity levels
under varying environmental
conditions.
 used a matrix which he used
to illustrate the likelihood that
a given team would be
successful.
 demonstrates the role that
varying combinations of group
norms and group
cohesiveness play in team
effectiveness.
© Catherine Aperocho | 12 ABM 9
LOW
COHESIVEN
ESS
HIGH
COHESIVEN
ESS
•
•
•
LOW
HIGH NORM
NORM
INNEFECTI SOME DEGREE
VE: they
OF POSITIVE
have no
IMPACT:
impact,
through
since
individual
none of
member
the
accomplishme
members
nts.
are
motivated
to excel
NEGATIVE
GREATEST
IMPACT:
POSITIVE
since
IMPACT: since
fellow
group
members
members
encourag
encourage
e
one another
negative
to excel.
behavior
(e.g.,
gangs).
STRENGTHS OF
B.M.T
Worker
recognition /
appreciation
Consideration
of
employees’
well-being
Building a
relationship
between
workers and
managers
WEAKNESS OF
CLASSICAL
• Oversimplified
human
behavior –
one way
works for all
• Difficult to
predict
workplace
behavior
• Strategies
based on
predicted
behavior vs.
observed
behavior
SYSTEMS THEORY
•
•
organization as a dynamic and interrelated set of parts.
Each part represents a department
or a sub-system. Each department
has its sub-system.
•
•
Continuous and effective interaction
of sub-systems helps to attain goals
of the larger system.
every sub-system is a system and has
sub-systems which together make an
organization a set of mutually
dependent parts and their sub-parts.
1. total quality management
❖ EDWARDS DEMING & JOSEPH JURAN
❖ description of the culture, attitude
and organization of a company that
strives to provide customers with
products and services that satisfy
their needs
❖ requires quality in all aspects of the
company’s operations
❖ processes being done right the first
time and defects and waste
eradicated from operations.
❖ management and employees can
become involved in the continuous
improvement of the production of
goods and services.
eight elements
CUSTOMER FOCUSED
TOTAL EMPLOYEE INVOLVEMENT
PROCESS – CENTERED
INTEGRATED SYSTEM
STRATEGIC AND SYSTEMATIC
APPROACH
 CONTINUAL IMPROVEMENT
 FACT – BASED DECISION MAKING
 COMMUNICATION





deming’s fourteen points
1. Create constancy of purpose for
improving products and services.
2. Adopt the TQM philosophy.
3. Cease dependence on
inspection to achieve quality.
4. End the practice of awarding
business on price alone; instead,
minimize total cost by working with a
single supplier.
5. Improve constantly and forever
every process for planning,
production and service.
6. Institute training on the job.
© Catherine Aperocho | 12 ABM 9
7. Adopt and institute leadership.
8. Drive out fear.
9. Break down barriers between staff
areas.
10. Eliminate slogans, exhortations and
targets for the workforce.
11. Eliminate numerical quotas for the
workforce and numerical goals for
management.
12. Remove barriers that rob people of
pride of workmanship, and eliminate
the annual rating or merit system.
13. Institute a vigorous program of
education and self-improvement for
everyone.
14. Put everybody in the company to
work accomplishing the
transformation.
juran trilogy
4. Develop a product that can respond to
needs.
5. Develop processes which are able to
produce those product features.
6. Prove that the process can produce the
product.
7. Transfer the resulting plans to the
operating forces.
STRENGTHS OF
T.Q.M
•
•
•
•
1.
– through market
research, product and concept.
•
2.
– through
management, manpower, and
technology.
3.
– through reliability,
maintainability, and logistic support.
4.
– through promptness,
competence, and integrity.
juran’s quality planning
roadmap
1. Identify your customers.
•
holistic view of
the
organizations
and
emphasizes on
their adaptive
nature
studied as a
whole and not
through its parts
Decisions are
made keeping
in mind
organizationenvironment
interface.
analyses the
system at
different levels
and interrelates and
integrates it
into a unified
set of direction
effective
interaction of
parts of the
organization in
a specific
arrangement
for attainment
of its goals
Interaction of
external
environment
with the internal
environment is
the most
significant
contribution of
systems theory
WEAKNESS OF
T.Q.M
•
•
fails to provide
uniform
approach to
management.
Management
practices
change with
changes in
environmental
variables.
fails to provide
concepts that
apply to all
types of
organizations
2. Determine their needs.
3. Translate them into one’s language.
© Catherine Aperocho | 12 ABM 9
contingency theory
o there is no one best way to lead an
organization.
o There are too many external and
internal constraints that will alter
what really is the best way to lead.
o Depends upon the situation at hand.
o Management is situational in nature.
The technique of management
depends on complexity of the
situation.
o Management principles are not
universal in nature as there is no best
style of management. Management
is situational and managerial actions
depend upon the environmental
circumstances.
o insight into organization’s
adaptability to both internal and
external environment. It is a matter
of fitting the internal environment to
its external environment.
1. fred fiedler’s contingency theory
▪ there is no one best way to manage
an organization.
▪ a leader must be able to identify
which management style will help.
achieve the organization's goals in a
particular situation.
▪ the least preferred co-worker (LPC)
scale which measures a manager's
leadership orientation.
STRENGTHS OF
T.Q.M
•
•
•
integrates the
principles of
different schools
of thought and
applies them
contingent upon
the needs of the
situation
follows the
technique of
multivariate
analysis. It thinks
of all possible
variables or
factors that
affect the
situation
helps to design
the organization
structure and
plan the
•
information
decision systems
devise
motivational and
leadership
approaches to
motivate the
workers.
ORGANIZATIONAL BEHAVIOR
 The study of the actions of people at
work; people are the most important
asset of an organization
EARLY ADVOCATES OF OB
management levels
WEAKNESS OF
T.Q.M
•
•
•
does not follow
the concept of
‘universality of
principles’
which often
apply to
specific
management
situations.
costly in terms
of time and
money.
not possible for
managers to
determine all
the factors
relevant to the
decisionmaking situation
© Catherine Aperocho | 12 ABM 9
managerial roles
 involves human interaction
1. FIGUREHEAD
 a source of inspiration
 perform ceremonial and
symbolic and legal duties
2. LEADER
 direct and motivate
subordinates
 counsel and communicate
with subordinates
 manage the performance
and responsibilities of
everyone in the group
3. LIASION
 maintain information links both
inside and outside
organization via email, phone
calls, and meetings.
1. MONITOR
 regularly seek out information
related to your organization
and industry
 looking for relevant changes in
the environment
 monitor your team, in terms of
both their productivity, and
their well-being
2. DISSEMINATOR
 where you communicate potentially
useful information to your colleagues
and your team
3. SPOKESPERSON
 responsible for transmitting
information about your organization
and its goals to the people outside it.
 allocating funding, as well as
assigning staff and other
organizational resources
4. NEGOTIATOR
 represent company or
department during important
negotiations within your team,
department, or organization.
managerial skills
A. CONCEPTUAL SKILLS
o enable managers to think of possible
solutions to complex problems
o visualize abstract situations, they
develop a holistic view of their
organization and its relation to its
environment
B. HUMAN SKILLS
 relate well with people
 Communicating, leading,
inspiring and motivating them
C. TECHNICAL SKILLS
 managers to be proficient in
performing their tasks.
 helped to manage nonmanagement workers who
employ varied techniques to
yield good quality
products/services
1. ENTREPRENEUR
 solving problems, generating
new ideas, and implementing
them.
2. DISTURBANCE HANDLER
 help mediate disputes within it
 resolve conflicts
3. RESOURCE ALLOCATOR
 where organizational
resources are best applied
© Catherine Aperocho | 12 ABM 9