Yardstick International Collage
Department Of Masters Of Business
Administration Online program
Management Theories and Practices
ASSIGNMENT
Submitted By:
yosef kefyalew
Id No: MBAO/5976/15A
Jan10, 2023
Addis Ababa, Ethiopia
TOPICS TWO
Administrative Management Theories
Bureaucratic Management Theory
1. Discuss the Autobiography of each contributors/author to the school of
management thought that you have selected.
Max Weber
Max Weber, (born April 21, 1864, Erfurt, Prussia [Germany]—died June 14, 1920, Munich,
Germany), German sociologist and political economist best known for his thesis of the
―Protestant ethic,‖ relating Protestantism to capitalism, and for his ideas on bureaucracy.
The Bureaucracy Theory of management is attributed to management theorist Max Weber (1864
- 1920). When Taylor and other theorists explored individual efficiency, Weber looked at the
organizational structure and environment for methods of increasing productivity.
Weber proposed dividing organizations into a clear hierarchy with detailed rules establishing
strong chains of authority. He proposed that labor be divided along these hierarchies with the
only impersonal relationships between them. The individual worker reports to a single
manager. Further, he proposed the need for detailed standards or operating procedures to govern
all routine tasks. Taken together, these attributes could simply organizational operations.
Central to Weber's theory is the individual worker. The organizational structure and rules must
serve to control and promote the abilities of the individual. It gives rise to a specialized
workforce of trained administrative personnel.
The bureaucratic theory maintains a strong influence on organizational structure today. The
primary difference is that today's organizations are generally less impersonal. Also, performance
and productivity are judged based upon rule-based activity with promotion deriving from ones
merit.
The bureaucracy theory contains attributes of later gave rise to the scientific and administrative
management approaches.
Early life and family relationships
Weber was the eldest son of Max and Helene Weber. His father was an aspiring liberal politician
who soon joined the more compliant, pro-Bismarckian ―National-Liberals‖ and moved
the family from Erfurt to Berlin, where he became a member of the Prussian House of Deputies
(1868–97) and the Reichstag (1872–84). The elder Weber established himself as a fixture of the
Berlin social milieu and entertained prominent politicians and scholars in the Weber household.
The sociologist‘s mother was raised in Calvinist orthodoxy. Though she gradually accepted a
more tolerant theology, her Puritan morality never diminished. As a result, her husband‘s social
activities distanced her from him, especially when he spurned her prolonged grief following the
deaths of two of their children. He, in turn, adopted a traditionally authoritarian manner at home
and demanded absolute obedience from wife and children. It is thought that this bleak
home environment, marked by conflicts between Weber‘s parents, contributed to the inner
agonies that haunted Weber in his adult life.
Weber left home to enroll at the University of Heidelberg in 1882, interrupting his studies after
two years to fulfill his year of military service at Strasburg. During this time he became very
close to the family of his mother‘s sister, Ida Baumgarten, and to her husband, the
historian Hermann
Baumgarten,
who
had
a
profound
influence
on
Weber‘s intellectual development.
After his release from the military, however, Weber was asked by his father to finish his studies
at the University of Berlin so that he could live at home while pursuing scholarship in legal and
economic history. This was perhaps because his father considered the Baumgartens‘ influence
subversive. From 1884 until his marriage in 1893, Weber left the family home only for one
semester of study at Göttingen in 1885 and for some brief periods with his military reserve unit.
Early career
Weber therefore spent most of his formative academic years in his childhood home, where he
was continually subject to his parents‘ conflicting interests. Since he spent his mid- and late 20s
working simultaneously in two unpaid apprenticeships—as a lawyer‘s assistant and as a
university assistant—he could not afford to live on his own until the autumn of 1893. At that
time, he received a temporary position teaching jurisprudence at the University of Berlin and
married Marianne Schnittger, a second cousin, who would become his biographer and the editor
of his collected works. Marianne Weber was also a distinguished sociologist in her own right and
an early figure in the field of feminist sociology.
After his marriage Weber followed a compulsive work regimen that he had begun after his return
to Berlin in 1884. Only through such disciplined labour, believed Weber, could he stave off a
natural tendency to self-indulgence and laziness, which could lead to an emotional and spiritual
crisis.
Later works of Max Weber
In 1903 Weber was able to resume scholarly work, and an inheritance in 1907 made him
financially independent. He did not teach again until after World War I. The nature of his most
important work after his partial recovery suggests that his prolonged agony had led him to
develop brilliant insights into the relationship of Calvinist morality and compulsive labour, into
the relationship between various religious ethics and social and economic processes, and into
many other questions of lasting importance. Indeed, Weber produced his most important work in
the 17 years between the worst part of his illness and his death.
Weber‘s intellectual breadth in the study of societies can hardly be overestimated; it surpassed
that of his predecessors, mainly Karl Marx and Émile Durkheim. Dissatisfied with the
intellectual traditions of the social sciences and law in German and Western universities, Weber
sought to develop a scientific approach that overcame their deficiencies. Although he never fully
defined a systematic research program explaining his comparative methodology, his essays on
the historical development of Eastern and Western societies suggest what such an approach
might entail. Weber demonstrated that the comparative method was essential because the
behavior of institutions in societies could not be understood in isolation. (Even his popular work
on the connection between Puritanism and the development of capitalism in the West cannot be
fully understood without reference to his work on comparative institutions—e.g., his studies of
Asiatic religions and ancient Judaism.)
Weber‘s most powerful impact on his contemporaries came in the last years of his life, when,
from 1916 to 1918, he argued powerfully against Germany‘s annexationist war goals and in
favour of a strengthened parliament. He stood bravely for sobriety in politics and scholarship
against the apocalyptic mood of right-wing students in the months following Germany‘s defeat
in World War I. After assisting in the drafting of the new constitution and in the founding of the
German Democratic Party, Weber died of a lung infection in June 1920.
Legacy of Max Weber
Weber‘s significance during his lifetime was considerable among German social scientists, many
of whom were his friends in Heidelberg or Berlin; but because so little of his work was published
in book form during his lifetime, and because most of the journals in which he published had
restricted audiences of scholarly specialists, his major impact was not felt until after his death.
The only exceptions were his formulation of ―liberal imperialism‖ in 1895, his widely discussed
thesis on Protestantism and capitalism, and his extensive attack on German foreign and domestic
policies during World War I in the pages of the Frankfurter Zeitung, which stimulated
liberal sentiment against the government‘s war aims and led Gen. Erich Ludendorff to view
Weber as a traitor.
In general, Weber‘s greatest merit as a thinker was that he brought the social sciences
in Germany, hitherto preoccupied largely with national problems, into direct critical
confrontation with the international giants of 19th-century European thought—Marx
and Nietzsche; and, through this confrontation, Weber helped create a methodology and a body
of literature dealing with the sociology of religion, political parties, and the economy, as well as
studies of formal organizations, small-group behaviour, and the philosophy of history. His work
continues to stimulate scholarship.
Henri Fayol Biography
Henri Fayol (July 29, 1841 – November 19, 1925) Engineer and theorist of business
administration. He was born in Istanbul, Ottoman Empire. He grew up in a bourgeois family, so
he could study in the best institutes in the city. He studied civil engineering of mines and finished
in 1860. When he finished, he got a job as an engineer in the mines of an important mining and
metallurgical group: the Comantry Fourchambault Corporation. Fayol witnessed the irruption of
the Industrial Revolution and later its consequences. Also, he experienced the consequences of
the First World War.
From the age of 19, he began his experience in the field of metallurgy and coal. Due to the
above, at age of 25, he was appointed mining manager. In 1878, Fayol was invited to the Paris
Congress of the Mining Industrial Society, held on the Universal Exposition, to present a report
on the alteration and spontaneous combustion of the coal exposed to the air. This work was very
well received and received very positive reviews, consecrating Fayol as an influential man in the
world of science. His contributions to the field of administrative thinking are remarkable.
His contribution is very important because in the field of business management he distinguished
four functional areas: planning, organization, command and coordination and control. In
Industrial and General Administration (1916) each one of these important areas is developed.
The work was translated into English until 1930 and did not have much impact until its second
translation in 1949. By that time, Fayol had already died because of his advanced age,
specifically died on November 19, 1925, in the French capital. Shortly before his death, he
published an important and controversial work: The industrial incapacity of the state (1921),
where he defended the postulates of free enterprise against the intervention of the State in
economic life.
JAMES D MOONEY
James D. Mooney, engineer and corporate executive, was born in Cleveland, Ohio on 18
February 1884. In 1908, he received a B.S. from Case School of Applied Sciences in Mining and
Metallurgy, leaving soon after graduation for gold mining expeditions in Mexico and California.
Between 1910 and 1917, he worked successively at Westinghouse, B. F. Goodrich, and Hyatt
Roller Bearing Company during which time he became increasingly involved in corporate
management. In 1917, although somewhat over age, he enlisted and served as a captain in France
with the 309th Ammunition Regiment, 159th Field Artillery
Mr. James D Mooney he was honorably discharged in the spring of 1919. At the close of the
war, Mooney was named President and General Manager of the Remy Electric Company, by
then a subsidiary of General Motors Corporation. In 1919, he was appointed an Assistant VicePresident of General Motors Corporation, possibly at the same time as President and G.M. of
Remy Electric Company, and thus processed one step behind Alfred P. Sloan.
James D. Mooney had worked as Sales Manager of the Hyatt Roller Bearing Company, and then
Sales Manager of the Remy Electric Company, from 1915 to 1917, until he volunteered for war
service. He returned from war service in the autumn of 1919 and went back to Remy. Mooney
stated in October 1935 that he had travelled through England with his Regiment in 1917, on his
way to France, and then again on return in the Autumn of 1919.
George R. Terry
George Robert Terry (1909 – 1979) was an American management author, Professor of
Business at Ball State University, and 14th president of the Academy of Management. He is
noted for his early work on management, and for writing one of the first books,
entitled Principles of Management (1953). His book was followed Harold Koontz & Cyril
O'Donnell's 1955 text (McGraw-Hill) of the same name. Fue un gran imperator in la
administration
George R. Terry (1909–1979) was the first to call his book Principles of Management... Terry‘s
elements included planning, organizing, directing, coordinating, controlling, and leading human
efforts. Later, Terry combined the functions of directing and leading human efforts into an
‗‗actuating‘‘ function and stopped treating coordinating as a separate function. Terry defined a
principle as ‗‗a fundamental statement providing a guide to action,‘‘ and his principles, like
Fayol‘s, were lighthouses to knowledge and not laws in a scientific sense.
Harold Koontz
Harold Koontz was born on 19 May 1908 Prof. Koontz started as a professor of Management in
the UCLA School of Business (now the Graduate School of Management) in 1950, after
extensive business experience and government service. He retired in July 1979.
Harold Koontz had a remarkable career in working with top managers in business and
government and in teaching and writing in the field of the management of organizations.
His first book, (Men, Groups, and the Community) was produced in 1939 with T. H. Robinson
and others. Several his books were milestones in management literature, the most outstanding
was the one written with Prof. Cyril O'Donnell and later Prof. Hans Weinrich, was Principles of
Management. This book, first published in 1955 has been translated into fifteen foreign
languages. When published the book immediately became a dominant textbook, a position it still
holds, and is required reading for students and managers throughout the world seeking a basic
understanding of the management processes.
Several his other books broke new paths in management thought. Two are particularly
noteworthy. In 1964, with other authors, Prof. Koontz sought to build a unified management
discipline from the many different approaches to management with the publication of Towards a
Unified Theory of Management. In 1975, with Prof. Robert Fulmer, he published A Practical
Introduction to Business, now in its fourth edition, which was an instant success in universities
and colleges.
He consistently contributed to the analysis and study of management through the publication of
ninety articles in professional and scholarly journals.
Prof. Koontz's scholarship and professional contributions were recognized with many personal
honors of which the most noteworthy was his association with the Academy of Management. In
1957 he was named a fellow of the Academy of Management, and in 1962 a fellow of the
International Academy of Management. He was President of the Academy of Management
(1963). From 1975 to 1982 he served as Chancellor of the International Academy of
Management.
Professor Emeritus Prof. Harold Koontz, age 75, died February 11, 1984.
Luther Halsey Gulick
(1892–1993) was an American political scientist, Eaton Professor of Municipal Science and
Administration at Columbia University, and Director of its Institute of Public Administration,
known as an expert on public administration
Luther Halsey Gulick was born January 17, 1892, in Osaka, Japan. His father was
congregationalist missionary Sidney Lewis Gulick (1860–1945) and his mother was Clara May
(Fisher) Gulick. Luther Gulick graduated from Oberlin College in 1914 and received his Ph.D.
from Columbia University in 1920.
Gulick taught at Columbia from 1931–1942, where he was appointed Eaton Professor of
Municipal Science and Administration. In 1921 he had become president of its Institute of Public
Administration and served until 1962. He then became its chairman and served until 1982. From
1936–1938 he served on the three-member Committee on Administrative Management (better
known as the Brownlow Committee) in 1937 appointed by President Franklin D. Roosevelt to
reorganize the executive branch of the federal government.
From 1954 to 1956, he served as city administrator of New York City.
He died January 10, 1993, in Greensboro, Vermont. His first wife Helen Swift died in 1969. His
second wife, Carol W. Moffett, died in 1989. He had two children, Luther Halsey Gulick Jr. and
Clarence Gulick.
Family tree
Luther Gulick shared his name with his grandfather, missionary Luther Halsey Gulick Sr. (1828–
1891), and uncle medical doctor Luther Halsey Gulick Jr. (1865–1918). His great-grandfather
was an even earlier missionary to the Kingdom of Hawaii, Peter Johnson Gulick (1796–1877)
Cyril J. O'Donnell
1900-1976 Professor Emeritus
Cyril J. O'Donnell came to the faculty of the Graduate School of Management of UCLA (then
the College of Business Administration) in 1948 as a Lecturer in Marketing. Forty-eight years of
age, he was already a man with rich academic and business experience, but in addition to these
accomplishments, he proceeded in the ensuing twenty-eight years to build a distinguished career
as a teacher, scholar, and consultant in management at this University.
Professor O'Donnell was born in Lincoln, Nebraska in December 1900. As a child, he was taken
by his parents to rural Alberta, Canada, where he was educated in the public schools of that
province. He graduated from the provincial normal school and taught in various rural schools.
Meanwhile, he attended the University of Alberta, from which he received the Bachelor of
Commerce degree in 1924 and the Master of Arts degree in 1926.
In 1926 Professor O'Donnell returned to the United States to attend the University of Chicago on
a grant from the Spellman Fund. There, he enrolled in the doctoral program of the Graduate
School of Business. Concurrently, he engaged in part-time teaching at DePaul University. In
1930 he was appointed chairman of the Department of Economics in the School of Commerce of
DePaul and continued in that position until 1943. Meanwhile, he completed work for the Ph.D.
degree in marketing at the University of Chicago and received that degree in 1944 upon
submitting a dissertation on Recent Trends in the Marketing‘s of Cotton. (Published as Volume
Fifteen of Studies in Business Administration by the University of Chicago Press, 1945)
Henry Mintzberg,
OC, OQ, FRSC (1939) is an internationally renowned academic, author and researcher. He is
currently professor of Management Studies at the Desautels Faculty of Management of McGill
University in Montreal, Quebec, Canada. One of his famous management theories is the theory
of the 10 Managerial Roles. These are a great set of management roles for the learning executive
and manager. Another great theory are the 5P‘s of Strategy, a great strategy vision approach.
Next to that, the Organizational Configurations, the foundation for various classifications of
organizations.
Henry Mintzberg took up a career in education after he had obtained a master‘s degree (M.Sc.) in
management (1965) and a doctorate (Ph.D.) from the MIT Sloan School of Management (1968).
Henry Mintzberg is especially interested in and passionate about topics within management and
business strategy. He has written over 150 articles and 15 books. In 1994, he published his
ground-breaking work in the book The Rise and Fall of Strategic Planning.
To this day many organizations make use of this knowledge for their strategic planning.
Robert L.Katz
Katz was born in Brooklyn, New York, the son of Sidney and Helen Katz, née Holland, and
married Beverly Gerstel on September 22, 1957. The couple had two sons: Stephen Lee Katz and
Jonathan Howard Katz.
He studied at Brooklyn College 1951–53 and went on to be a photojournalist and writer at the
United Hyas Service, NYC 1953–57; at the American Cancer Society in New York (1958–63);
and then at the United Nations in New York and Rome (1963–64). He was a freelance writer
from 1964 until his death.
He fulfilled academic roles at numerous institutions, including being visiting professor of
Investigative Journalism at the University of California, Santa Cruz (1986–92). Awarded an
ongoing Guggenheim Fellowship in 1970, he had also been a fellow of Adlai E. Stevenson
College, University of California during 1986 to 1992. He became a grantee of the American
Council of Learned Societies in 1971 and a recipient of the Laceno d'Oro (best screenplay)
award at the Neorealist Film Festival in Avellino, Italy (1983).
Katz was involved in a criminal-libel lawsuit in Italy over the contents of his book Death in
Rome, in which he was charged with "defaming the memory of the Pope" Pius XII regarding the
Ardeatine Massacre of 335 Italians, including 70 Jews, at the Ardeatine Caves in 1944. The book
aroused international religious and political controversy; the book was made into the 1973 film
Massacre in Rome starring Richard Burton. which brought the controversy to court, culminating
in a two-year criminal trial. Katz was ultimately convicted and sentenced to fourteen months in
prison for defaming the memory of Pope Pius XII. The verdict was overturned on appeal and
later the case was dismissed by Italy's Supreme Court.
Katz lived for many years in Tuscany, Italy. He died October 20, 2010, in Montevarchi, Italy,
because of complications from cancer surgery.
2. What was the reasons/motives of each contributors/author
behind developing such management theory?
Max Weber
Weber believed that each layer of management should provide supervision to the layers below
them while being subject to the control of those above them. Thus, individuals at the top of the
management hierarchy have the most authority, while those at the bottom have the least power.
Henri Fayol
Henri Fayol developed the administrative management theory as he sought to refine and define
the principles of management. Both Fayol and Taylor are united by their origins in the classical
theory movement. In principle, Taylor believed in a scientific approach, while Fayol believed in
an administrative approach focusing on management. Fayol's work sprung from scientific
management theories, which can be seen in Fayol's empirical approach to management. His ideas
focus on measurable standards but deviate from scientific management theories because the
prime focus of his work is on organizational structure and the format of tasks at work.
The main difference between administrative management theory and scientific management
theories is that Fayol's administrative theory focuses on task completion and organizational
efficiency. In contrast, the latter focuses on optimizing individual efficiency and productiveness.
Fayol's theory of management centralization main concern was order and discipline. The theory
therefore centered on unitary command and centralization of all power, authority and decision
making. Fayol is therefore the first management thinker to recognize the need for teaching
management
James D.Mooney
contributed to administrative management theory through is book, Onward Industry! (1931),
later republished as The Principles of Organization. In his text, he applied administrative
management theory to organizations in various domestic and international contexts
Luther H. Gulick
Gulick was a physician, administrator, and health educator. He applied administrative
management theory principles to government and private organizations The late Luther Gulick
(1892-1993), often known as the dean of U.S. public administration, left behind him an
enormous and wide-ranging literary corpus, but no single systematic work. This essay presents
both a personal and an intellectual portrait of Gulick. The personal portrait is accomplished
primarily through Gulick's own words derived from relevant published works, autobiographical
fragments, and a series of interviews with the author. The intellectual portrait concentrates on a
single stream. of thought--classical organization theory and design--and outlines the evolution of
Gulick's thought through time, with comments here and there
Harold Koontz
Koontz in his 1961 paper has identified the major approach to management theory, the problem
faced, and offered some solutions. With his experience journey in studying management twenty
years after, he revisited his own paper and published it in 1980. I think, this is the strength of this
paper. Since this paper is a long examination and observation through research, teaching
experience on management. Therefore, it will be difficult to find the weakness of this paper.
Moreover, this paper is written by Professor Emeritus in Management.
Cyril O’Donnell
Getting things done by the people and through the people. He expressed management as an art of
getting things done by the people and through the people in order to achieve common goals more
efficiently and effectively.
George R. Terry's
In his illustrative definition of management, George R. Terry highlighted critical components
required in defining management. He stated that it is a cyclical activity that entails planning,
organizing, directing (actuating) and controlling. The final desired outcome of this, he states is to
identify and achieve set objectives within available resources
Henry Mintzberg
You can teach all sorts of things that improve the practice of management with people who are
managers. What you cannot do is teach management to somebody who is not a manager … you
cannot teach surgery to somebody who‘s not a surgeon.‖
Mintzberg recommends breaking down management roles and responsibilities and organizing the
workplace to simplify complex concepts. This helps streamline companies for efficiency,
improves employee engagement and allows each team member to develop their own skills.
Robert L.Katz
Katz expanded upon the functions of managers by addressing the individual's skills that
managers must possess at various levels within the organization. This work spanned scientific
and administrative theory as is discussed as a separate section of classical management theory.
3. Discuss clearly each authors/contributors’ theories /principles/
assumptions
Henri Fayol 14 Principles of Management
The fourteen principles of management created by Henri Fayol are explained below.
1. Division of Work- Henri believed that segregating work in the workforce amongst the worker
will enhance the quality of the product. Similarly, he also concluded that the division of work
improves the productivity, efficiency, accuracy and speed of the workers. This principle is
appropriate for both the managerial as well as a technical work level.
2. Authority and Responsibility- These are the two key aspects of management. Authority
facilitates the management to work efficiently, and responsibility makes them responsible for the
work done under their guidance or leadership.
3. Discipline- Without discipline, nothing can be accomplished. It is the core value for any
project or any management. Good performance and sensible interrelation make the management
job easy and comprehensive. Employees good behavior also helps them smoothly build and
progress in their professional careers.
4. Unity of Command- This means an employee should have only one boss and follow his
command. If an employee must follow more than one boss, there begins a conflict of interest and
can create confusion.
5. Unity of Direction- Whoever is engaged in the same activity should have a unified goal. This
means all the person working in a company should have one goal and motive which will make
the work easier and achieve the set goal easily.
6. Subordination of Individual Interest- This indicates a company should work unitedly
towards the interest of a company rather than personal interest. Be subordinate to the purposes of
an organization. This refers to the whole chain of command in a company.
7. Remuneration- This plays an important role in motivating the workers of a company.
Remuneration can be monetary or non-monetary. However, it should be according to an
individual‘s efforts they have made.
8. Centralization- In any company, the management, or any authority responsible for the
decision-making process should be neutral. However, this depends on the size of an organization.
Henri Fayol stressed on the point that there should be a balance between the hierarchy and
division of power.
9. Scalar Chain- Fayol on this principal highlight that the hierarchy steps should be from the top
to the lowest. This is necessary so that every employee knows their immediate senior also they
should be able to contact any, if needed.
10. Order- A company should maintain a well-defined work order to have a favorable work
culture. The positive atmosphere in the workplace will boost more positive productivity.
11. Equity- All employees should be treated equally and respectfully. It‘s the responsibility of a
manager that no employees face discrimination.
12. Stability- An employee delivers the best if they feel secure in their job. It is the duty of the
management to offer job security to their employees.
13. Initiative- The management should support and encourage the employees to take initiatives
in an organization. It will help them to increase their interest and make then worth.
14. Esprit de Corps- It is the responsibility of the management to motivate their employees and
be supportive of each other regularly. Developing trust and mutual understanding will lead to a
positive outcome and work environment.
These 14 principles of management are used to manage an organization and are beneficial for
prediction, planning, decision-making, organization and process management, control and
coordination.
Max Weber’s Six Principles Of Bureaucracy
The 6 bureaucracy characteristics are:
1.
2.
3.
4.
5.
6.
Task specialisation (Specialization and Division of Labor)
Hierarchical layers of authority
Formal selection
Rules and requirements
Impersonal (Impersonality and Personal Indifference)
Career orientation
1. Task specialisation
Tasks are divided into simple, routine categories on the basis of competencies and functional
specialisations.
Every employee is responsible for what he/she does best and knows exactly what is expected of
him / her. By dividing work on the basis of specialisation, the organisation directly benefits.
Each department has specific powers.
As a result, there is a delineation of tasks and managers can approach their employees more
easily when they do not stick to their tasks. Every employee knows exactly what is expected of
him/ her and what his/ her powers are within the organisation.
Every employee has a specific place within the organisation and is expected to solely focus on
his/ her area of expertise. Going beyond your responsibilities and taking on tasks of colleagues is
not permitted within a bureaucracy.
2. Hierarchical layers of authority
Managers are organised into hierarchical layers, where each layer of management is responsible
for its staff and overall performance. In bureaucratic organizational structures, there are many
hierarchical positions. This is essentially the trademark and foundation of a bureaucracy.
The hierarchy of authority is a system in which different positions are related in order of
precedence and in which the highest rank on the ladder has the greatest power. The bottom layers
of bureaucratic organizational structures are always subject to supervision and control of higher
layers.
This hierarchy reflects lines of bureaucratic communication and the degree of delegation and
clearly lays out how powers and responsibilities are divided.
3. Formal selection
All employees are selected on the basis of technical skills and competences, which have been
acquired through training, education and experience.
One of the basic principles is that employees are paid for their services and that level of their
salary is dependent on their position. Their contract terms are determined by organisational rules
and requirements and the employee has no ownership interest in the company.
4. Rules and requirements
Formal rules and requirements are required to ensure uniformity, so that employees know exactly
what is expected of them. In this sense, the rules and requirements can be considered predictable.
All administrative processes are defined in the official rules. By enforcing strict rules, the
organisation can more easily achieve uniformity and all employee efforts can be better
coordinated. The rules and requirements are more or less stable and always formalised in socalled official reports.
Should new rules and requirements be introduced, then senior management or directors are
responsible for this.
5. Impersonal
Regulations and clear requirements create distant and impersonal relationships between
employees, with the additional advantage of preventing nepotism or involvement from outsiders
or politics. These impersonal relationship are a prominent feature of bureaucracies.
Interpersonal relationships are solely characterised by a system of public law and rules and
requirements. Official views are free from any personal involvement, emotions and feelings.
Decisions are solely made on the basis of rational factors, rather than personal factors.
6. Career orientation
Employees of a bureaucratic organisation are selected on the basis of their expertise. This helps
in the deployment of the right people in the right positions and thereby optimally utilising human
capital.
In a bureaucracy, it is possible to build a career on the basis of experience and expertise.
As a result, it offers lifetime employment. The right division of labour within a bureaucratic
organisation also allows employees to specialise themselves further, so that they may become
experts in their own field and significantly improve their performance.
The five steps of the formal selection process in an ideal bureaucracy are:
1. Bureaucratic jobs available which one should be applied to
2. Applying for these positions.
3. Interviewing for those openings
4. Selecting someone from this pool of applicants to get hired
5. Finding replacements as needed when there is a vacancy
Luther Gulick principle
Luther Gulick is an American political scientist who was a professional in public administration.
He drew inspiration for this theory from Henri Fayol's principles. Luther Gulick believed
organizations can have more success managing projects if they apply seven elements,
represented by the POSDCORB acronym. This acronym stands for:

planning

organizing

staffing

directing

coordinating

reporting

budgeting
James D.Monney principle
Mooney and Reiley also referred to the functional principle of organisation. According to them
all jobs involve one of the three functions. They are determinative function (setting goals), the
application function (acting purposively to achieve the goals) and the interpretative function
(decision making).
George Terry Principles of Management, 1953
George R. Terry, Principles of Management, R.D. Irwin, 1953, 1960; 1968; 1971; 7th edition
1977; 8th Edition with Stephen G. Franklin, 1994.

Management is a distinct process consisting of planning, organizing, actuating and
controlling, performed to determine and accomplish the objectives by the use of people
and resources.
o

p. 4 (6th ed. 1971)
Management is not people, it is an activity like walking, reading, swimming or running.
People who perform management can be designated as managers members of
management, or executive leaders.
Harold Koontz and Cyril O’Donnell Assumptions
Koontz & O'Donnell state that management means, "Getting things done by the people and
through the people. He expressed management as an art of getting things done by the people and
through the people to achieve common goals more efficiently and effectively.
Henry Mintzberg Assumptions
A proper and clearly defined management structure is something every successful business
needs. However, entrepreneurs may find that creating and implementing one isn‘t as easy as it
sounds. Henry Mintzberg, a Canadian academic and business management expert, set out to help
companies address this issue by creating his own managerial theory. In it, Mintzberg categorizes
organizational types and managerial roles to leverage strengths, resolve conflicts and prioritize
workflow. Here‘s how the theory‘s principles are defined and how they can be implemented in
your small business.
Robert L.Katz Assumptions
Robert Katz identified three leadership skills called - technical skills, human skills, and
conceptual skills as the basic personal skills essential for leadership. Leaders must possess these
three skills that assist them in optimizing a leader's performance. Technical skills are related to
the field, human skills are related to communicating with people and conceptual skills related to
setting the vision.
4. What was the strengths and weakness of each contributors/authors
theory/principles?
Max weber
Strengths

Bureaucracies are important because they allow people who work within them to
specialize in specific areas, which can be more efficient than having everyone do
everything

Advantages of bureaucracy include efficiency, predictability, and consistency

The principle of unity or solidarity, which encourages people to work together as a team
with one goal in mind: efficiency and effectiveness

The principle of consistency, meaning that bureaucracy must be applied uniformly across
all situations

Rationality in bureaucracy means that bureaucracies are efficient because they have clear
procedures for employees‘ jobs

Hierarchy means that there are different levels within the organization, with people in
higher positions having more power than those in lower positions. This allows for an
efficient division of labor among workers who specialize in certain tasks

Expertise in bureaucracy refers to the idea that bureaucrats need to be trained experts on
doing their jobs well, not making mistakes, or taking too much time doing things

The principle of authority or power, which is delegated to those who are in charge.

The adoption of bureaucratic type of management systems allows organizations to grow
into large complex organized systems that are focused on formalized explicit goals.

It cannot be stated strongly enough that the Weber theory has the advantage of being used
as a 'gold standard' on which to compare and develop other modern theories.
Weakness

The bureaucratic theory is a way of understanding organizations as systems that are
primarily characterized by hierarchical chains of command and control

The principle of hierarchy & discipline, which requires that everyone follow orders from
their superiors without question. This can lead to an autocratic organization

The bureaucratic theory‘s limitations include its inability to account for the complexities
associated with organizational change, the lack of attention to informal power structures
in organizations, and an overemphasis on rationality

The bureaucratic theory is a sociological perspective that emphasizes the need for order
and efficiency in society

The theory‘s proponents argue that bureaucracy can be used to address problems of
power, authority, hierarchy, and social inequality

The other disadvantages of bureaucracy include slow decision-making processes,
inflexible policies, and red tape

Tendency for organizations to become procedure dominated rather than goal dominated.

Tendency for heavily formalized organizational roles to suppress initiative and flexibility
of the job holders.

Rigid behavior by senior managers can lead to standardized services that do not meet the
needs of the client.

Rigid procedures and rules are demotivating for the subordinates that work in the
organizations.
Henri Fayol
Strengths


Fayol was the first person to give a definition of management which is generally familiar
today namely 'forecast and plan, to organize, to command, to co-ordinate and to control'.
Fayol also gave much of the basic terminology and concepts, which would be elaborated
upon by future researchers, such as division of labour, scalar chain, unity of command
and centralization.
Weakness


Absence of attention to issues such as individual versus general interest, remuneration
and equity suggest that Fayol saw the employer as paternalistic and working in the
employee's interest.
Fayol does mention the issues relating to the sensitivity of a patient‘s needs, such as
initiative and 'esprit de corps', he saw them as issues in the context of rational
organizational structure and not in terms of adapting structures and changing people's
behavior to achieve the best fit between the organization and its customers.
Robert L.Katz
Strength
Three skills- Technical, Human and Conceptual Skills
Three managements- Top, Middle and Supervisory Management
5. Discuss the overall thoughts of the school
A set of ideas or opinions about a matter that are shared by a group of people: There are two
schools of thought on reducing unemployment A school of thought, or intellectual tradition, is
the perspective of a group of people who share common characteristics of opinion or outlook of a
philosophy, discipline, belief, social movement, economics, cultural movement, or art movement
Schools are often characterized by their currency, and thus classified into "new" and "old"
schools. There is a convention, in political and philosophical fields of thought, to have "modern"
and "classical" schools of thought. An example is the modern and classical liberals. This
dichotomy is often a component of paradigm shift. However, it is rarely the case that there are
only two schools in any given field.
The phrase has become a common colloquialism which is used to describe those that think alike
or those that focus on a common idea. The term's use is commonplace.
Schools are often named after their founders such as the "Rinzai school" of Zen, named after
Linji Yixuan; and the Asharite school of early Muslim philosophy, named after Abu l'Hasan alAshari. They are often also named after their places of origin, such as the Ionian school of
philosophy, which originated in Ionia; the Chicago school of architecture, which originated in
Chicago, Illinois; the Prague school of linguistics, named after a linguistic circle, founded in
Prague; and the Tartu–Moscow Semiotic School, whose representatives lived in Tartu and
Moscow
The Importance of school thoughts
The learning school of thought provides for us the definite data about the change. Once the
administrators and the association resolve to adjust the generally planned change, they have to
make consistent orderly approach to perform the objectives.
6. What were the critics given to the school as strength/weakness?
Strengths
Curiosity
Having an inquisitive nature is a strength for a student. The student will try to learn more than
what is being told in the course books and avoid cramming the concepts
Organization
Organization is an important academic strength. Students have to be organized and have a
preplanned system for their studies
Self-Learners
Independent learning is a trait that helps one throughout their life. Learning without any
guidance and finding the learning resources by oneself trains the student for professional
challenges
Leadership
The first attribute is quality leadership. Students perform better when the principal and school
board members provide strong leadership.
High Expectations
The second attribute is having high expectations of students as well as teachers. High
expectations of students have repeatedly been shown to have a positive impact on student
performance. Students are somewhat dependent on the expectations placed on them during this
period of their lives, as they are still shaping their personal sense of ability and esteem.
Ongoing Evaluation
The third attribute of a successful school is the ongoing screening of student performance and
development. Schools should use assessment data to compare their students with others from
across the country
Goals and Direction
The fourth attribute of a successful school is the existence of goals and direction, According to
research, the successful school principal actively constructs goals and then effectively
communicates them to appropriate individuals And so many others like
Enhancing school ethos
Enabling ongoing non intimidating evaluation
Motivating the school community
Changing beliefs on a specific aspect of the school
Public relation
Communication with external and internal stake holders
Legitimizing action
Weaknesses
Lack of Focus
Some students struggle to stay focused or have a short attention span. They find it hard to
concentrate during the lecture or study for long hours.
Procrastination
Procrastination is the major disrupter of the education process. Students tend to put off work
until the last moment and waste their time on other things.
Fear of Failure
7. Based on the theories/principles of management developed in your
selected school of thought, select a large, scaled organizations around
your area as a case and evaluate compare and contrast your case
organizations
management
practices/applications
with
the
theories/principles of your selected school of thought
I chose Alpha organization
Alpha was formed in 1985 in Addis Ababa by a family of 4 members . Their aim was to work
together for greater impact on the national stage to produce machinery.
Alpha is one of the large manufacture company in Ethiopia the company produce many product
like farmer and construction. The price of their product is very cheap
Alpha currently work in four common sector in the country and they have more than 500
employee there product sale is not only in Ethiopia they export to all Africa country.
Alpha organization management practices are :
Adaptive approach

Development methods

Innovation

Multi-stakeholder approach

Programme design

Sustainable livelihoods approach

Systemic change

Systems thinking

Training
8. Give the suggestion or recommendations regarding the organizations
practices weakness and strength based on the schools’ theories of
management.
The weakness of Alpha organization management is





The structure of the organization is not clear and not organized
The system the bank use is not perfect
There decision making process is very slow
Neglecting group thinking and initiatives
Slow reaction to unexpected crisis
The strength of Alpha organization management is






Educational and technical qualifies are tested periodically
Legally based tenure
Qualification tested
Membership constitiute a career
Rational allocation of tasks
Continuity in uniformity of operation