BULE HORA UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF MANAGEMENT
Assignment Modern Management Approach Theory and Practice
Case of Bule Hora College of Teacher Education
Summited to:
Prof. Brehanu Borji ( Professor of Management , Hawassa
University , Ethiopia
Summited By:
Tesfaye Kefale (PhD Scholars @Bule University, Department of Management)
Email: ttorban123@gmail.com
Tuke Amare (PhD Scholars @Bule University, Department of Management)
Bule Hora , Ethiopia
February,2020
i
Acknowledgement
I would like to express my deepest appreciation to all those who provided me the possibility to
complete this report. A special gratitude I give to our paper manager,
Professor Brehanu
Borji
whose contribution to stimulating suggestions and encouragement, helped as to
coordinate this term paper.
Furthermore, I would also like to acknowledge with much appreciation the crucial role of the
staff of Bule Hora College of teacher education, who gave permission to use all required place
and time of employees to complete this paper. Above all, I would like to express my deepest
gratitude to Almighty God for helping me throughout my life.
Lastly, I have to appreciate the guidance given by Bule Hora University, College of Business and
Economics, Department of management in my paper.
i
Abstract
The purpose of this study was to assess the gap between theory and implementation practice of
Modern management theory in Bule Hora College of teacher Education. In this paper, an
explorative study is conducted based on semi-structured interviews to understand and explore
their knowledge modern management theory and practices. The main result of the study shows
college not implement the concepts of quantitative approach in decision making, Dean of the
college less coordination with the staffs, teachers and students also shortage of input exists that
affect systems of the organizations and less situational leader ship is exist. Generally, there is
less modern management practices exist in Bule Hora College of teacher education.
It is
recommended that the manager must try to integrated with all staffs and teachers and students
and also need to implement modern management approach like delegating and decentralizing
authority.
Key term:
System theory, contingency theory, quantitative theory, Bule Hora College of
teacher Education
ii
Table of Contents
Acknowledgement ......................................................................................................................................... i
Abstract ......................................................................................................................................................... ii
PART ONE ................................................................................................................................................... 1
1.1. Introduction ............................................................................................................................................ 1
1.2. Statements of the problem...................................................................................................................... 2
1.3. Objectives of the study........................................................................................................................... 2
1.3.1. General objective ............................................................................................................................ 2
1.3.2. Specific objective ............................................................................................................................ 2
1.4. Scope of the study .................................................................................................................................. 3
1.5. Limitation of the study ........................................................................................................................... 3
1.6. Significance of the study ........................................................................................................................ 3
1.7. Organization of the study ....................................................................................................................... 3
PART TWO .................................................................................................................................................. 5
Theoretical Aspect of Modern Management Theory .................................................................................... 5
2.1. Overview of modern management theory .............................................................................................. 5
2.2. Character of modern management theory .............................................................................................. 5
2.3. Classification of modern management theory........................................................................................ 6
2.3.1. Quantitative or Mathematical Approach ......................................................................................... 6
2.3.1.1. Concept of quantitative Approach ........................................................................................... 6
2.3.1.2 Feature/characteristics of quantitative theory ........................................................................... 8
2.3.1.3. Limitation of quantitative theory ............................................................................................. 8
2.4.2 System Approach ............................................................................................................................. 9
2.4.2.1. Concept of Systems theory ...................................................................................................... 9
2.4.2.2 Feature/characteristics of Systems theory ............................................................................... 17
2.4.2.3. Limitation of Systems theory ................................................................................................. 17
2.4.3 Contingency Approach .................................................................................................................. 17
2.4.3.2 Contributor for Contingency Approach .................................................................................. 20
2.4.3.3 Feature/characteristics Contingency approach ........................................................................ 20
2.4.3.4. Limitation of Contingency Approach .................................................................................... 20
2.6 Systems and Contingency Approach Differences ................................................................................. 22
2.7 Major Theorists and Contributions ....................................................................................................... 23
iii
Part three ................................................................................................................................................... 27
Research methodology .............................................................................................................................. 27
3.1 Research Design.................................................................................................................................... 27
3.2 Sample and population of the study ...................................................................................................... 27
1.3 Methods of Data collection ................................................................................................................... 28
3.4 Methods of data Analysis...................................................................................................................... 29
Part Four.................................................................................................................................................... 30
Result and Discussion ............................................................................................................................... 30
4.1. Organizational Background .............................................................................................................. 30
4.3. Organization mission, Vision and Value .......................................................................................... 30
4.4. Modern Management Theory Applicability in the Organization.................................................. 31
4.4.1 Functions of Educational management in BHTTC................................................................... 32
4.5 Results from Interviews and Focus Group Discussion in Bule Hora College of Teacher Education ... 34
4.5.1 Quantitative Approach in Bule Hora CTE ..................................................................................... 35
4.5.2 System approach in Bule Hora CTE .............................................................................................. 35
4.5.3 Contingency Approach in Bule Hora CTE .................................................................................... 38
4.6 Limitations and challenges of implementing modern management theory .......................................... 39
Part Five..................................................................................................................................................... 40
Conclusion and Recommendation ........................................................................................................... 40
5.1 Conclusion ............................................................................................................................................ 40
5.2 Recommendation .................................................................................................................................. 41
Reference .................................................................................................................................................... 42
iv
PART ONE
1.1. Introduction
Management is occurred from several corners of the world and its accomplishment engulfing
since emergence of the development. Modern Management has grown-up with the collective of
social, economies and scientific effort. Modern Management view is that the people are not
functioning for money others reason need to well-thought out. To meet the satisfaction and the
wellbeing with living modus, no financial factor work as one of the elicit aspect. Contemporary
management action is delightful to customary up the overall complaint, afterwards the 1950‟s
the modern management theories stated the action on the spotlighting organizational issues,
process, system, culture, behavior, organizational environment culture, societal matter; are
deliberate as the theories up-to-the-minute replication. Some people gave theory effort to
enhance the modern theories of management especially to the quantitative, system and
contingency approach of the modern theories; Daniel Katz, Richard A. Johnson, G.M. Stalker,
Joan Woodward, L.W. Lorsch Tom Burns, Paul R. Lawrence, Johan Mac Donald, George R.
Terry Andrew Szilagyi are well known. Modern management theories consisting many
streaming relating to, mainly major three concerns that means quantitative, system and
contingency approaches. Quantitative is just about the approach of mathematical observation and
numerical analysis of using model and tools not the overall matter, system approaches vastly
related with the interaction among the different forces of the organization that closely related
with each other in an open or closed system that also indicates the input, transformation, output
and feedback at overall manner on the others hand contingency approaches shows the action is
not the issues of displaying but it is the pragmatic too that means it has the really side that its
situation everything of the consideration of the organization is situational based with better
setting of objectives, policies, corporate governance practices actions plan, as a part of manager
to consider to take resolution on the contingent.
1
1.2. Statements of the problem
Managing organization is a complex act. It requires a thorough understanding of the dynamic
relationships within the socio-technical system (the internal environment) and the relationship to
the external environment with which the system is in constant interaction. Since the external
environment of organizations in the developing countries is different from that of the western
countries, management theories and practices developed in the developed country context may
have only limited applicability in the context of developing world. It becomes clear that there is a
need to assess management theories that are Applicable in Bule Hora College of teacher
Education.
Research questions
1. How to describe the concepts of modern management theory
2. Why modern management approaches applicable for Bule Hora College of teacher
education
3. How to high light the theory and applications in Bule Hora college of teacher education
1.3. Objectives of the study
1.3.1. General objective
The purpose of this paper is to see modern management theory being implement in real life in
the case of Bule Hora Teacher Training Collage.
1.3.2. Specific objective
 To discuss the modern theory of Management.
 To describe the approaches of Quantitative, System and Contingency theory.
 To assess of application of modern management approaches in Bule Hora College of
Teacher Education
 Made comparison of theories with its applicableness
2
1.4. Scope of the study
The delimitation of the study consists modern management theory mainly system approach,
quantitate approach, and contingency approaches. The theoretical frame work is developed, and
analyses in terms of the Bule Hora College of Teacher Education (BHCTE).
In order to achieve the objective of these paper researchers needed an organization where public
service carried on and various activities are performed. Bule Hora College of teacher Education
was selected because it had following characteristics. It is capable of fulfilling the purpose of
paper and it is situated nearby and visiting it would be easy.
1.5. Limitation of the study
This study does not pretend to be free of limitations. It is important to highlight some of the
limitations that come into existence. Firstly, some of the respondents do not provide their true
opinions during the interviews. Other factor that constrain researcher from doing the study as
required unavailability of sufficient reference material and information, time shortage, Lack of
smooth cooperation from same concerned bodies.
1.6. Significance of the study
Modern Management theories are very relevant to managers in modern organizations. The
various management theories try to address various aspects of management from increasing
productivity, motivating employees to effective managerial decisions making. Understanding the
management theories helps a manager to be effective in management roles.
https://ivypanda.com/essays/relevance-of-management-theories-to-managers/
Modern Management Approach does not imply that everything concerned with the study need be
quantified on the contrary, no one is more conscious of the limitations of quantitative approach .
Furthermore, the outcomes of this study may add bits of information to the existing literature in
the areas of Modern management theory and may serve as additional source of information for
and scholars interested to conduct further research on the theory.
1.7. Organization of the study
This study will be consists of five chapters.
3
Chapter 1, Serve as an introduction, setting out the scope of the study, significance of the study,
limitation of the study and organization of the study.
Chapter 2, Serve as the literature review section of the research. It deals with the theoretical
perspective, concepts and different literature pertinent to modern management theories.
Chapter 3, Presents about research methodology used by researcher for conducting this
research.
Chapter 4, Deal with processing, analysis and presentation of the finding of the study.
Chapter 5, Will present the conclusions and relevant recommendations of the study.
4
PART TWO
Theoretical Aspect of Modern Management Theory
2.1. Overview of modern management theory
The Modern Period (1960 to present). After, 1960 management thought has been turning
somewhat away from the extreme human relations ideas particularly regarding the direct relation
between morale and productivity. Present management thinking wishes equal emphasis on man
and machine. The modern business ideologists have recognized the social responsibilities of
business activities and thinking on similar lines. During the period, the principles of management
reached a stage of refinement and perfection. The formation of big companies resulted in the
separation of ownership and management.
https://www.studocu.com/en/document/comsats-university-islamabad/introduction-tomanagement/tutorial-work/modern-management-theories/4272412/view
This change in ownership pattern inevitably brought in ‘salaried and professional managers’ in
place of ‘owner managers’. The giving of control to the hired management resulted in the wider
use of scientific methods of management. But at the same time the professional management has
become socially responsible to various sections of society such as customers, shareholders,
suppliers, employees, trade unions and other Government agencies. Under modern management
thought three streams of thinking have beers noticed since 1960.
https://www.studocu.com/en/document/comsats-university-islamabad/introduction-tomanagement/tutorial-work/modern-management-theories/4272412/view
2.2. Character of modern management theory
Modern management theory highlights the complexity of the organization as well as individuals
and the diversity of their needs, motives, aspirations and potentials. As a result, one time status
or universal management principles are impracticable. The complexities require intricate
managerial strategies for dealing with people and organization. As against the rational economic
man of the classical theory and the social person view of neoclassical theory, the complex
employee view is the premises of modern management theory
5
The Modern School of Management Thought comprises several other schools of thoughts. These
include: Quantitative or Management Science or Operations Research, Systems school and
Contingency school.
The Quantitative or Operations Research or Management Science school centered its interest on
the “operation and control of the production process that transforms resources into finished
goods and services” (Barnett, 2017). It originated from the scientific management theory but
became a specialized area of management study after World War II. It uses several tools and
assumptions of management science.
The Systems School was developed by Ludwig von Bertalanffy a biologist. It focuses on
“understanding the organization as an open system that transforms inputs into outputs”. Other
contributors to this school of thought included Kenneth Boulding, Richard Johnson, Fremont
Kast, and James Rosenzweig.
The Contingency or Situational school of management thought emphasizes that “there is no one
best way to manage and that it depends on various situational factors, such as the external
environment, technology, organizational characteristics, characteristics of the manager, and
characteristics of the subordinates” (Barnett, 2017).A few of the major contributors to this school
of management thought include Joan Woodward, Paul Lawrence, Jay Lorsch, and Fred Fiedler,
among many others.
2.3. Classification of modern management theory
A. Quantitative or Mathematical theory
B. Systems Approach
C. Contingency Approach
2.3.1. Quantitative or Mathematical Approach
2.3.1.1. Concept of quantitative Approach
The “quantitative management movement” centers on adapting mathematical models and
processes to management situations. There are three major areas: (1) management science; (2)
operations management; (3) management information systems. Management science deals
specifically with the development of mathematical models to assist in decision making and
6
problem solving. Operations management centers more on the application of management
science to organizations. Management information systems are complex communication systems
designed to provide information to managers (Griffin, R.W,1990).
Quantitative management emerged as a result of the development of mathematical and statistical
solutions to solve military problems during the Second World War (Ivancevich, J.M., Lorenzi, P
. and Skinner, S.J., 1994).Quantitative techniques were used by the British in determining
maximum effectiveness for their aircraft against the Germans. The British mathematicians were
able to design an optimum allocation model to provide maximum aircraft capability. The USA
developed operations research techniques to improve the odds for survival for Allied convoys
crossing the Atlantic. The USA used a quantitative approach to choose the optimal depthcharge
patterns for aircraft and battleship attacks on German U-boats (Griffin, R.W, 1990).
Following the Second World War, many of the quantitative techniques which had been applied
to military problems were applied to the private business sector. Industrial organizations started
recognizing the potential of quantitative techniques to solve problems of production management
when dealing with inventory control, and consumer waiting lines (Ivancevich, J.M., Lorenzi, P .
and Skinner, S.J., 1994).
Quantitative management includes applications of statistics, optimization models, information
models and computer simulations. For example, managers can use linear programming to
improve resource allocation decisions. Scheduling projects can be more efficient using critical
path scheduling analysis (Robbins, S.P .,1991). Optimum inventory levels can be determined by
the economic order quality model. The major contribution of the quantitative approach for
management is in the area of decision making, particularly as it relates to planning and control
(Robbins, S.P .,1991).
Planning methodology employs mathematics to quantify planning problems into mathematical
models and manipulate them to maintain the purity of specific programmes, track inventories,
and complete schedules. Quantitative analysis is a standard tool for organizational planners or
those conducting operations research (Ivancevich, J.M., Lorenzi, P . and Skinner, S.J.,,1994).
Organizational planning brought about the development of a new science known as strategic
planning in the 1940s. Strategic planning evaluated the effects of management strategies on
7
planning processes. The first theories of strategic planning grew from the study of the impacts of
“game theory” on decisional methodology.
Von Neumann’s game theory is a type of mathematical analysis which deals with abstract
models of conflict situations. They are characterized by the fact that their outcomes are
dependent on the collective action of the players and by chance effects as well. In a business
situation, for example, two manufacturing firms producing the same item in competition with
each other must make a wide variety of action-oriented business decisions. Decisions may
include advertising, retooling machines, adding new products, or even merging. The results of
the different interactions of the decisions made by both firms are apparent by the “pay-off”,
which could be net profit, annual gross sales, or buyouts (Von Neumann, J. and Morgenstern,
O.,1994).
The major contributions of quantitative management involve developing complex quantitative
techniques to assist with decision making and problem solving; it uses mathematical models to
increase knowledge and comprehension relating to complex organizational processes and
situations; it is a tool for implementing organizational planning and controlling processes
(Hellriegel, D. and Slocum, J.W 1992); and it places an emphasis on computers in decision
support systems (Higgins, J.M, 1991). The major limitations of quantitative management are
that: it cannot predict or explain human behaviour in organizations (Hellriegel, D. and Slocum,
J.W., 1992); it may sacrifice other managerial skills in order to gain mathematical sophistication
(Griffin, R.W,1990); and certain models may require impractical or unsubstantiated
assumptions(Ivancevich, J.M., Lorenzi, P . and Skinner, S.J.,1994).
2.3.1.2 Feature/characteristics of quantitative theory
The approach has following features:
1. Management is concerned with problem solving and must use mathematical tools to solve
them.
2. Mathematical models can be developed by quantifying various variables of the problems.
3. Mathematical symbols can be used to describe managerial problems.
4. Mathematical tools, operations research, simulation and model building are used to find out
solutions to managerial problems.
2.3.1.3. Limitation of quantitative theory
8
There is no doubt that this approach helps in defining and solving complex problems resulting in
orderly thinking. But the critics of this approach regard it as too narrow since it is concerned
merely with the development of mathematical models and solutions for certain managerial
problems.
This approach suffers from the following drawbacks:
A. This approach does not give any weight age to human element which plays a dominant
role in all organizations.
B. In actual life executives have to take decisions quickly without waiting for full
information to develop models.
C. The various mathematical tools help in decision making. But decision making is one part
of managerial activities. Management has many other functions than decision-making.
D. This approach supposes that all variables to decision-making are measurable and interdependent. This assumption is not realistic.
E. Sometimes, the information available in the business for developing mathematical
models are not upto date and may lead to wrong decision-making.
F. The data available in the business may not always be up to date and it may lead to wrong
decision-making.
Harold Knootz. Also observes that “it is too hard to see mathematics as a separate approach to
management theory. Mathematics is a tool rather than a school.”
2.4.2 System Approach
2.4.2.1. Concept of Systems theory
System Approach was established before 1960s. It is viewed as an integrated system. In the
modern management theory, Managers have the chance to look at the overall organization and
enclose the external environment and the components.
Bertalanffy, (1968). Describes the system approaches “We may state as characteristic of modern
science that this scheme of isolable units acting in one-way causality has proved to be
insufficient. Hence the appearances, in all fields of science, of notions like wholeness, holistic,
organismic, gestalt, etc., which all signify that in the last resort, we must think in terms of
systems of elements in mutual interaction.” Its early contributors include Ludwing Von
Bertalanffy, Lawrence J. Henderson, W.G. Scott, Deniel Katz, Robert L. Kahn, W. Buckley and
9
J.D. Thompson. They viewed organization as an organic and open system, which is composed of
interacting and interdependent parts, called subsystems. The system approach is to look upon
management as a system or as “an organized whole” made up of subsystems integrated into a
unity or orderly totality. This approach views an organization as interrelated parts with a unified
purpose: surviving and. ideally, thriving in its environment.
System approach is based on the generalization that everything is inter-related and interdependent. A system is composed of related and dependent element which, when in interaction,
forms a unitary whole. A system is simply an assemblage or combination of things or parts
forming a complex whole. One of its most important characteristic is that it is composed of
hierarchy of sub-systems. That is the parts forming the major systems and so on. For example,
the world can be considered to be a system in which various national economies are sub-systems.
In turn, each national economy is composed of its various industries, each industry is composed
of firms; and of course, a firm can be considered a system composed of sub-systems such as
production, marketing, finance, accounting and so on.
According to Cleland and King, “A system is composed of related and dependent elements
which, when in interaction, form a unitary whole.” In a business the departments of production,
marketing, personnel are subsystems and the whole business is one system. Thus, each system
may comprise several sub-systems and, in turn, each sub-system may be further composed of
sub-systems.
For better understanding of the systems approach to management it begin with the understanding
of specific key principles and thoughts such as system, subsystem, open system, closed system,
synergy, system boundary, flow and feedback. (Stoner et al. 1995) and (Cite Man Network,
2008)
A. System
A system is a set of interdependent parts or activities that perform collectively to attain a goal or
an objective. For example, the individual’s body is a system made up of different parts – nerve,
vessels, digestion etc. A collapse of a part such as the brain will affect the general operational of
the entire body. There is therefore the need for a harmonious functioning relationship among all
10
the several parts of the human body. Dysfunctional of a part of the individual’s body to working
effectively will need a visit to the health center for treatment and restoration. The same analysis
applies to a trade, community and other forms of organizations and institutions. All institutions
and company are systems with definite parts and duty to realize.
Von Bertalanffy (1951), an Ecologist on the view of system is so important that several
discussions on it were originated with the contribution of author made on it and used the term
system in an article published in 1951. The author are also valued with consists developed the
content of general systems Theory spoken in the challenges of general systems theory. A recent
approached to the harmony of science and the back ground and status of general systems theory.
These and other contributions by von Bertalanffy have completed him a key figure in the field of
systems schoolwork. He explains a system as ‘an organized or complex whole’. That is, a system
is anything whose parts is interdependent or linked to the point that it turns into unworkable
when the parts are split separately. It is exciting note that all descriptions by other authorities in
the field have the same suggestion of ‘interrelated parts’ coming together to form an articulate
whole to become functional.
According to Donnelly et al. (1992) is that ‘a system is a collection of objects unified by some
form of fixed collaboration and interdependence’. This shows that a system is any object which
has numerous parts. That is any phenomenon which has several parts and these parts at each
point in time should combine in suitable proportions to become practical. They deal with that
each organization is basically one element in a number of elements that are subject to on each
other. That is, the element of 'symbiotic relationship' exists in the theory of system. This is the
essential principle of organizational departmentalization. Organizations are made up of several
parts. These parts may be departments, divisions, units or other forms of arrangements. All
these parts interrelate together to form a coherent whole to allow the organization perform its
functions. According to Chacko (1989), the basic idea of systems theory can help managers
shorten and deal with the complex relations of internal and external environments. In the view of
Chacko, every system has to internally change inputs into outputs to be utilized by the external
environment. The external environment is similarly made up of other systems that would also
use the outputs as inputs and in turn change them into outputs for other systems. This makes
input-output conversion recurring to other systems.
11
B. Systems approach to management
The concept, system has advanced into systems approach to management which was formulated
by the Tavistock Institute of Human Relations in London. Stoner et al. contend that ‘rather than
dealing with the numerous parts of an organization, the systems approach to management views
the organization as a combined purposeful system composed of interconnected
parts’.
According to them, this approach provides managers a way of seeing at the organization as a
whole and as a part of the larger external environment’. It implies that managers, regardless of
the departments they belong should work in performance towards the attainment of
organizational objectives. Managers are required to network their departments, divisions and/or
units with the whole enterprise. Managers must relate to and connect with their counterparts in
other departments, divisions and/or elements. Under the systems approach to management,
managers cannot function exclusively within the confines of their traditional organization
diagrams (Tiles, 1963). They must integrate their actions with the overall objectives of the
organization. The systems approach to management was developed to join the two opposing
views of:
i.
Organization without people (classical)
The principle under this view is that greater emphasis is placed on the organization as a system.
The people element is relegated to the background. It is the organization and its systems that
matter. There is no regard for human element. Some business operators are adherents to this
view. When such a situation prevails, there is the tendency for the people in the organization to
rebel against management. Another characteristic feature of organization without people is that,
there is likely to be all manner of work vices as a form of reprisal and revolt. Law and order are
likely to break down unless management applies autocratic style of leadership to cow down
incorrigibly recalcitrant behaviors before they get out of control. Alternatively, management
may reason out with the workers to cool down any intention to revolt.
ii.
People without organization (behavioural)
Conversely, people without organization places emphasis on the human element in the
organization. This view recognizes workers as the drivers of the organization. Little attention is
placed on organizational structures and systems. In a situation like this the systems may break
12
down. It the systems break down, the workers have no basis for survival since they will equally
break down.
A compromise situation is a good blend of organization without people and people without
organization. Each view should be supported by the other view for the sake of symbiotic
relationship and co-existence.
Recent advocates of systems approach to management such as Mullins (2006) also hold the
view that more recently, attention has been focused on the analysis of organizations as ‘systems’
with a number of interrelated subsystems. Schermerhorn et al. (1995) also state that because the
external environment is very crucial to every system, managers should be alert to external
changes. Managers should have sensitive feelers that will help them to scan the environment to
be able to detect challenges and deal with them as and when they emerge. Managers are required
to view the organization both as a whole and as part of a larger environment.
C. Subsystem
As has already been noted, every system is made up of several interrelated parts. Each part
constitutes a subsystem within the bigger system. In an organization made up of departments,
sections and/or units, the units may be subsystems in the sections and the sections may also be
subsystems within the department. The departments may also be subsystems within the entire
organization which is a bigger system. The entire organization may also be a subsystem within
the conglomerate or multinational. The conglomerate may also be a subsystem of an industry,
the industry being a subsystem of an economy and the economy being part of the world and the
world being a subsystem of the universe.
D. Synergy
The main theoretical basis of synergy is that the 'whole is greater than the sum of its parts'. The
practical implication of synergy is that organizations are made up of separate departments,
sections and/or units. These departments, sections and/or units are required to co-operate and
interact in a harmonious manner for the purpose of achieving organizational objectives. When
they co-operate and interact, they become more productive than if each department, section
13
and/or unit were to act in isolation. For example, in a small organization, it would be more
effective, efficient and economical for all the departments, sections and/or units if any to deal
with a centralized Human Resource Management Department instead of each department,
section and/or unit having a separate Human Resource Management Department. This will lead
to avoidable cost and unnecessary duplication of duties which will be waste of avoidable human
resources.
E. Open system
A system is said to be open when it is exposed to and connected to the external environment. An
organization is said to be an open system when it interacts with and deals with the external
environment. That is, it deals with social institutions such as pressure groups (trade unions),
customers, suppliers, government agencies and institutions such as police station, law courts, and
revenue offices. It is worth noting that the degree of interaction of a system with the external
environment varies from one organization to another. For example the degree of interaction
between organizations that manufactures drugs with hospital patients may not be the same as its
interaction with prison inmates. The peculiarity of open systems is that they interact with other
systems outside of themselves
F. Closed system
At the extreme end of the open system is the closed system. Closed system is a system that has
very little to do with the external environment. The behavior of people in such a system is not in
any way influenced by the external environment. Inmates of prisons and monasteries to a large
extent fall under this type of system. According to von Bertalanffy, if you separate a living
organism from its surroundings, it will die shortly afterwards because of lack of oxygen, water
and food. This implies that organisms are open systems since they cannot survive without
continuously exchanging matter and energy with their environment.
G. System boundary
According to the Cite Man Network, each system has a boundary that separates it from its
environment. In a closed system, the system boundary is very rigid and does not easily allow
penetration of other elements into the system. The reverse is the case for an open system which
14
is easily susceptible to penetration by other elements into the system. Many organizations are
gradually moving away from the closed system to the open system.
This is a healthy
development because of the widely trumpeted slogan of the world becoming a global village. No
organization can afford to totally shut its doors to the external environment. Inasmuch as
organizations must open their doors to the external environment, they cannot afford the luxury of
opening their doors so wide that any element can easily enter to disturb it. There should therefore
be some control mechanisms and a limit to which system boundary should be applied.
H. Flow
Flow in a system has to do with the release of information from one system to another.
Information flows from the external environment as inputs to another system such as a computer.
The computer will take the inputs as raw materials and process them into finished output to be
used by another system as inputs. For information to flow smoothly from one system to another,
there should not be any impediments to obstruct the flow of such information. Information flows
into a system as raw materials, goes through transformation processes and are released as output.
I. Feedback
Any system that does not make use of feedback will stagnate or become extinct.
Communication, which is the vehicle that transports information from one system to another, is
no doubt a very important element of a system. Effective communication thrives on feedback.
In the absence of feedback, communication will be seen to be one sided which does not promote
symbiotic relationship. Feedback has also been noted to be controller of the element of system
Inputs - The composition of inputs from the external environment may include people, capital,
managerial skills as well as technical knowledge of skills. It also includes the various claimants
groups of people making demands on the organization; such as employees, consumers, suppliers,
stockholders, federal, state and local governments.
Transformation process – In an organizational system, inputs are transformed in an effective
and efficient manner into outputs. This can be viewed from different perspectives. Focus can be
on such management functions as finance, production, personnel and marketing.
15
External variable – As a component of the systems model, the external environment plays a key
role in the transformation of inputs into outputs. While it is true that organizations have little or
no power to change the external environment, they have no alternative but to respond to it.
Outputs – Inputs are secured and utilized by transformation through the managerial functions –
with due consideration for external variables into outputs. Outputs of different kinds vary with
the organization. They usually include many of the following; products, services, profits,
satisfaction and integration of the goals of various claimants to the organization.
Reenergizing the system – It is worthy of note that in the systems model of management
process, some of the outputs become inputs again. Apparently, the satisfaction and new
knowledge or skills of employees become important human inputs. Similarly, profits are
reinvested in cash and capital goods, such as machinery, equipment, buildings and inventor
Inputs
Human Resource
Money
Materials
Knowledge
Supplies
Transformation
Organizational
Variables
Methods
Processes
Objectives
Policies
Decisions
Outputs
Environmental
Variables
Economic Conditions
Actions of Competition
and others
Competent student
Management know-how and
technology transforms inputs
Feedback
Figure 1.1 Organizational system
16
2.4.2.2 Feature/characteristics of Systems theory
 A system consists of interacting elements. It is set of inter related and interdependent
parts arranged in a manner that produces a unified whole.
 The various sub-systems should be studied in their inter- relationships rather, than in
isolation from each other.
 An organisational system has a boundary that determines which parts are internal and
which are external.
 A system does not exist in a vaccum. It receives information, material and energy from
other systems as inputs. These inputs undergo a transformation process within the system
and leave the system as output to other systems.
 An organization is a dynamic system as it is responsive to its environment. It is
vulnerable to change in its environment.
 In the systems approach, attention is paid towards the overall effectiveness of the system
rather than the effectiveness of the sub-systems. The interdependence of the sub-systems
is taken into account.
 The idea of systems can be applied at an organizational level. In applying system
concepts, organizations are taken into account and not only the objectives and
performances of different departments (subsystems).
2.4.2.3. Limitation of Systems theory
This approach has an edge over the other approaches because it is very close to reality. This
approach is called abstract and vague. It cannot be easily applied to large and complex
organizations. Moreover, it does not provide any tool and technique for managers.
2.4.3 Contingency Approach
2.4.3.1. Concept of Contingency Approach
The contingency approach is the latest approach to the existing management approaches. During
the 1970’s, contingency theory was developed by J.W. Lorsch and P.R. Lawrence, who were
critical of other approaches presupposing one best way to manage. Management problems are
different under different situations and require to be tackled as per the demand of the situation.
17
Contingency theory is a problem-solving approach which considers all major factors in a
situation before making a decision (Higgins, J.M, 1991). It has been used in recent years to
replace the simplistic principles of management with more integrated ones. Simplistic principles
provide insight about management and employees within the organization, but they are often
incomplete. Many of the early management principles and organizational theories were assumed
to be universal. Through the years, research has shown that there are situations and conditions
which support the need for a more integrated approach.
The contingency approach as proposed by organizational theorists such as Lawrence and Lorsch
(1969 and Schein (1972) attempted to implement a variety of concepts from other approaches.
They found that the effectiveness of their techniques changed from one situation to another.
Organizations and their subsystems proved to be unique. This provided the base for designing
and managing organizations individually.
Contingency management stresses the need for appraisal and analysis of the entire managerial
environment within the organization. The appraisal and analysis are done in order to determine
what work features, technology, personnel and organizational designs need to be considered as
most fitting for particular circumstances.
The contingency or situational approach emphasizes the fact that what managers do in practice
depends upon a given set of circumstances (a contingency & situation). This approach not only
takes into account given situations but also the influence of given solution on behaviour patterns
of an enterprise. As per this approach, managers should develop variable methods, tools or action
plans as per the specific situation or contingencies as they develop. The type of motivation,
communication system, type of leadership in an organization will depend upon the circumstances
prevailing in different enterprises at different times. Changes in organization have to be made to
face the contingencies that crop up from time to time. A manager should study to find out the
method that fits into the situation and helps in precise realization of goals of the enterprise.
One best way of doing may be useful for repetitive things but not for managerial problems. The
contingency theory aims at integrating theory with practice in systems framework. The
behaviour of an organization is said to be contingent on forces of environment. “Hence, a
contingency approach is an approach, where behaviour of one sub-unit is dependent on its
18
environment and relationship to other units or sub-units that have some control over the
sequences desired by that sub- unit.”
Thus behaviour within an organization is contingent on environment, and if a manager wants to
change the behaviour of any part of the organization, he must try to change the situation
influencing it. Tosi and Hammer tell that organization system is not a matter of managerial
choice, but contingent upon its external environment. Contingency approach is an improvement
over the systems approach. The interactions between the sub-systems of an organization have
long been recognized by the systems approach. Contingency approach also recognizes that
organizational system is the product of the interaction of the sub systems and the environment.
Besides, it seeks to identify exact nature of inter-actions and inter-relationships.
This approach calls for an identification of the internal and external variables that critically
influence managerial revolution and organizational performance. According to this, internal and
external environment of the organization is made up of the organizational sub-systems. Thus, the
contingency approach provides a pragmatic method of analyzing organizational sub-systems and
tries to integrate these with the environment. Contingency views are ultimately directed towards
suggesting organizational designs situations. Therefore, this approach is also called situational
approach. This approach helps us to evolve practical answers to the problems remanding
solutions.
Kast and Rosenzweig give a broader view of the contingency approach. They say, “The
contingency view seeks to understand the inter-relationships within and among sub-systems as
well as between the organization and its environment and to define patterns of relationships or
configurations of variables contingency views are ultimately directed toward suggesting
organization designs and managerial actions most appropriate for specific situations.
There are three principal sets of interrelated assumptions (Kast, F.E. and Rosenzweig, J.E.,
1977). The first set assumes that agreement exists between organizations and their internal and
external environments, and between the management system and its various components. The
second set assumes that there is an appropriate pattern for relationships which exists for all
organizations. The third set centers on the best contingency plan. Accordingly, the best
19
management practice is one which examines and fits what and how it is to be done, who is to do
it, the impact of what is being done for the organization, and the impact of the organization on
what is being done (Kast, F.E. and Rosenzweig, J.E.,1973). The contingency approach promotes
organizational effectiveness.
2.4.3.2 Contributor for Contingency Approach
2.4.3.3 Feature/characteristics Contingency approach
This approach has the following features:
 Firstly, the contingency approach does not accept the universality of management theory.
It stresses that there is no one best way of doing things. Management is situation, and
managers should explain objectives, design organisations and prepare strategies, policies
and plans according to prevailing circumstances.
 Secondly, managerial policies and practices to be effective, must adjust to changes in
environment.
 Thirdly, it should improve diagnostic skills so as to anticipate and ready for
environmental changes. Fourthly, managers should have sufficient human relations skill
to accommodate and stabilise change.
 Finally, it should apply the contingency model in designing the organization, developing
its information and communication system, following proper leadership styles and
preparing suitable objectives, policies, strategies, programmes and practices. Thus,
contingency approach looks to hold a great deal of promise for the future development of
management theory and practice.
2.4.3.4. Limitation of Contingency Approach
1. Inadequate Literature
Contingency approach suffers from inadequately of literature. Therefore, it has not adequately
spelled out various types of actions which can be taken under different situations. It is not
sufficient to say that ‘a managerial action depends on the situation.’
The approach should provide ‘if this is the situation, this action can be taken.’ Unless, this is
done, the approach cannot offer much assistance to the practice of management. No doubt,
20
researches have been conducted in this direction but, by and large, they have not satisfied the
needs of managers.
2. Complex
The suggestion of the approach is very simple, that is, managers should do according to the
needs of the situation. However, when put into practice, this becomes very complex.
Determination of situation in which managerial action is to be taken involves analysis of a large
number of variables with multifarious dimensions. Therefore, there is a possibility that
managers, who are always short of time, may ignore the thorough analysis of all these variables
and may resort to short-cut and easier way.
3. Difficult Empirical Testing:
Contingency approach being complex, presents problems in testing the percepts of the theory.
For empirical testing of the theory, it is necessary that some methodology is available. No doubt,
methodology is available but because of the involvement of too many factors, testing becomes
difficult.
4. Reactive not Proactive:
Contingency approach is basically reactive in nature. If nearly suggests what managers can do in
a given situation. For a given organization, super system constitutes environment and
management can be applied to supra-system also. Therefore, managers are responsible to manage
the environment in such a way that they avoid the undesirable aspects of environment.
2.5. System Approach VS contingency Approach
Emergency of contingency Approach was noticed after the popularization of system approach. In
fact contingency approach is an outgrowth of system approach. The contingency theorists accept
open adaptive nature of the organization. But they have pointed out that the systems approach
does not adequately spell out the precise relationship between organization and its environment it
is too abstract and difficult to apply in practice. The have tried to modify and operationalize the
system frame work.
The systems approach takes a broader view of organizational variables and employs a
comprehensive model of human beings. it takes into account the full range of human needs and
21
motives on the other hand, contingency approach is concerned mainly with the structure
adaptation of organizations to their task environment. But both these viewpoints are not mutually
exclusive. They should be treated as complementary to each other. The manager should use
systems and other approaches under the frame work of contingency approach.
Both approaches are related but they differ in certain context.
A comparison between the two can be presented as follows.
1. Model of Human Being:
The range of activities of human beings is different under two approaches. Systems approach
usually employs a richer model of human beings than contingency approach. The former takes
into account the full range of human behaviour in the organisation while contingency approach,
by and large, is interested in structural adaptation of organisation to its task environment.
Therefore, contingency theorists talk mostly in terms of structural change in the organisation in
response to a change in the environment.
2. Organisational Variables:
Systems approach is very broad in considering the organisational variables. It tries to cover
personal, social, technical, structural, and environmental variables. Therefore, managing involves
establishing relationships among these variables and considering them in taking any action.
Contingency approach on other hand concentrates on structural adaptation of organisation. This
approach tends to predict the ultimate outcome of a disturbance of the organisational equilibrium
by a change in the task environment.
3. Evolution:
Major contributors in systems approach have been social (psychologists while sociologists have
contributed to contingency approach. Contingency approach has been built up over systems
approach. Therefore, it is possible that both approaches may merge or profoundly influence each
other.
2.6 Systems and Contingency Approach Differences
Systems Approach
1. The emphasis is on interdependence and interaction among sub-systems.
22
2. The focus is on the internal environment and sub-systems of the organization.
3. It treats all organizations alike and the background of the organization is not taken into
account.
4. The organization interacts with the environment and adjusts as per the changes.
5. It provides a theoretical model of understanding the organization and its sub-systems.
6. It is silent on the validity of classical principles of management.
Contingency Approach:
1. It emphasizes the impact of environment on organizational design and managerial style.
2. The focus is on external environment of the organization.
3. Each organization is taken as unique entity. Different organizations have different nature and
face different situations.
4. The impact of the environment on organization structure and managerial style is the major
concern of contingency approach.
5. It suggests practical solutions to organizational problems.
6. It rejects the blind application of classical principles of management.
2.7 Major Theorists and Contributions
A. Daniel Katz and Robert L. Kahn – Organizations and the System Concept
Conclude “that the traditional closed-system view of organizations has led to a failure to fully
appreciate the interdependencies and interactions between organizations and their environments”
Common characteristics of open systems” (p. 410-415)
23
 Importation of Energy
 The Through-Put
 The Output
 Systems as Cycles of Events
 Negative Entropy
 Information Input, Negative Feedback, and the Coding process
 The Steady State and Dynamic Homeostasis
 Differentiation
The open-system approach to organizations is contrasted with common-sense approaches, which
tend to accept popular names and stereotypes as basic organizational properties and to identify
the purpose of an organization in terms of the goals of its founders and leaders (p. 416)
 The open system approach, on the other hand, begins by identify and mapping the
repeated cycles of input, transformation, output, and renewed input which comprise the
organizational pattern (p. 416).
 Traditional organizational theories have tended to view the human organization as a
closed system. This tendency has led to a disregard of differing organizational
environments and the nature of organizational dependency on environment. It has led
also to an overconcentration on principles of internal organizational functioning, with
consequent failure to develop and understand the processes of feedback which are
essential to survival” (p. 417).
B. James D. Thompson – Organizations in Action (p. 419)
 Thompson “seeks to bridge the gap between open and closed systems by postulating that
organizations „abhor uncertainty‟ and deal with it in the environment by creating specific
elements designed to cope with the outside world, while other elements are able to focus
on the rational nature of technical operations” (p. 403).
 “Core technologies rest on closed systems of logic, but are invariably embedded in a
larger organizational rationality which pins the technology to a time and place, and links
it with the larger environment through input and output activities. Organizational
24
rationality thus calls for an open system of logic, for when the organization is opened to
environmental influences” (p. 430).
C. John W. Meyer and Brian Rowan – Institutionalized Organizations: Formal
Structure as Myth and Ceremony (p. 433)

“Emphasize cultural and institutional environmental influences while arguing that the
modern world contains socially constructed practices and norms that provide the
framework for the creation and elaboration of formal organizations (p. 403).
 “Organizational structures are created and made more elaborate with the rise of
institutionalized myths, and, in highly institutionalized contexts, organizational action
must support these myths. But an organization must also tend to practical activity. The
two requirements are at odds. A stable solution is to maintain the organization in a
loosely coupled nature” (p. 446).
D. Jeffrey Pfeffer and Gerald R. Salancik – External Control of Organizations: A
Resource Dependence Perspective (p. 449)
 Explain that “one cannot understand the structure and behavior of an organization
without understanding the context within which it operates” (p. 403).
 “No organizations are self-sufficient, and thus they must engage in exchanges with their
environment in order to survive. Organizations need to acquire resources from their
environment, and the importance and scarcity of these resources determine the extent of
organizational dependency in and on their environment. For example, information is a
resource organizations need to reduce uncertainty and dependency, and thus
organizations seek information to survive” (p. 403).
 “The key to organizational survival is the ability to acquire and maintain resources” (p.
449).
 “When the administrator really does make a difference and really does affect
organizational performance, his effect will be obvious to all and there will be little need
to make a show of power and control. It is only when the administrator makes little or no
difference that some symbol of control and effectiveness is needed” (p. 457).
 Many organizational troubles stem from inaccurate perceptions of external demands or
from patterns of dependence on the environment (p. 549).
25
 “After all, anyone can make decisions or take actions – it requires more skill to be
correct” (p. 459).
E. Glenn R. Carroll and Michael T. Hannan – Demography of Corporations and
Industries (p. 461)
 Draw “on the theories of organizational ecology to explore theories, models, methods,
and data used in demographic approaches to organizational studies. Organizational
ecologists assess the applicability of bio-ecological models to the study or organization–
environment relations (p. 404).
 “From this perspective, organizational environments are the loci of competition,
selection, and the survival of the fittest. Organizations do not adapt to their changing
environments by making decisions, instead, the environment selects the fittest among
different organizational forms” (p. 404).
 “Explain how „populations of organizations‟ change over time through the processes of
founding, growth, decline, transformation, and mortality” (p. 404).
 The organizational ecology approach differs from other open system theory approaches
in that it focuses on populations of organizations rather than individual organizational
units” and “organizational ecology attempts to explain why certain types or species of
organizations survive and multiply whereas others languish and die” (p. 404).
 “Environments differentially select organizations for survival on the basis of the fit
between organization forms and environmental characteristics” and “the stronger the
pressures are from within or outside an organization, the less flexibly adaptive it can be
and the higher likelihood that environmental selection will prevail” (p. 404).
26
Part three
Research methodology
3.1 Research Design
There are two methodologies of qualitative and quantitative Research. To obtaining a good
overall view of the situation in the company a qualitative analysis is convenient (Starrin &
Svensson 1994). Qualitative Research aims at investigating the why and how of research instead
of calculating exact numbers and figures. Qualitative means a non-numerical data collection
which the research analyses. Characteristic to a qualitative research is that the paper focuses on
existing important results (from theory, other research etc.) with regard to the ideas of subject,
rather than letting large statistic numbers and similar be a lodestar.
To empirically explore the modern management theory application used qualitative research
strategy. Basic research is particularly suited when the researcher is interested in understanding
the meaning a phenomenon has for those involved (Merriam 2009).
Basic research is driven by curiosity and a desire to expand existing knowledge (Kowalczyk
2015). It is the most suitable research method for this research as it is directed solely towards
acquiring new knowledge (Jane 2006). In this research, an explorative study was conducted
based on semi-structured interviews and focus group discussion with participants from Bule
Hore College of Teacher Education on the application of modern management theory.
3.2 Sample and population of the study
The unit of sample selected for the study was Bule Hore College of Teacher Education, Oromia,
Ethiopia .First to gate sample respondents the researcher communicated with the Bule Hore
College of Teacher Education Management. The selection of the college was done through Non
random sampling methods means of purposive sampling. Then the letter was written to selected
institution by supports of Bule Hora University, College of Business and Economics and
department of management of HOD. This sampling method is commonly used in qualitative
studies. It needs the researcher(s) to select subjects based on study purpose with each participant
27
providing unique and rich information of value for the study (Suen et al., 2014). The selection of
participants was very important. The criteria used to select of interviewees had two factors:
 Senior manager position in the college for semi structured interview and
 Senior employees such as supportive staffs and teachers and randomly students of
different wings are selected for interview and Focus group discussions in the college.
The selection requirements ensured that participants had the relevant knowledge required to
answers to questions on modern management application in the college. The senior managers
selected all had adequate knowledge and vision of their organization. Two senior vice presidents
was interviewed. Access to relevant persons in senior management positions within this
company were facilitated by the researchers. Also Focus group Discussion also held with two
selective group from senior employees of the college and random selected students, six
employees are selected and four students are used to make more fruitful focus group discussion.
Organization and participant names were kept anonymous to encourage participation.
1.3 Methods of Data collection
The use of semi-structured interviews and focus group discussion was judged to be the most
appropriate method for this exploratory research because of the inexperience of the researchers
and because it is allows for a narrow, focused approach. Interviews are more appropriate to
obtain more in depth information from individuals (Gounder 2014).
For this role semi structured interviews and focus group discussion are planned. A semistructured interview involves asking questions, listening to and recording answers from target
population on a semi-structured format in an in-depth manner. This gives us more flexibility
within the interviews, which is important since the respondents will not all be of the same
character rather than from different positions at college. The Respondents were interviewed in
their offices or meeting rooms at their respective places of work.
During the interviews researcher present items at all time. Although this is strength rather than if
someone else held the interviews, confusion of languages and cultural differences regarding how
to communicate certain things are apparent. No obvious solution of this is to hand but it is
important to keep the cultural and linguistic differences in mind.
28
Also focus group discussions are applied to triangulate data collected through semi structured
interview.
Table 3.1: Participants detail
Penname
Position
Organization
Duration of
interview
R1
Academic vs
BHCTE
55
BHCTE
1:20
presedant
R2
Administration vs
presedant
R3
Teacher
BHCTE
45
FGD1
Senior employees
BHCTE
57
FGD2
Students
BHCTE
45
Source: Authors’ compilation
An interview question was developed on the basis of the literature review and previous research
conducted. It is refined by PhD scholars and collogues to be concise enough to obtain relevant
information. A pilot test was conducted with one participant in order to assess the suitability of
questions, time required to conduct the interview and opportunity to rephrase, add or remove
questions. Thereafter, the interview proceeded using the questions designed in the discussion
guide. All the interviews will be recorded on a digital voice recorder an average of 1: 00 hour.
This will help us later during the analysis of the answers. In most of the interviews additional
notes will be taken to emphasize the essence of the respondents’ thoughts. Every participant will
be asked to agree to have the interview recorded except students and supportive employees.
3.4 Methods of data Analysis
Basically the applicable ways to the research will be content and thematic analysis. Content
analysis is a direct representation of participant responses and thematic analysis provides an
interpretation of participants Meanings (Crowe et al., 2015). The transcripts were analyzed
following three steps suggested by Miles and Huberman (in Scholten & Schilder 2015): data
reduction, data display and conclusion. Applicable text segments were summarized the meaning
of the segment. The photographs shown provide an evidence for the reader on the present
scenario of Bule Hora college of Teacher Training .
29
Part Four
Result and Discussion
4.1. Organizational Background
Bule Hora College of Teacher education (BHCTE) was established to play its part in the
regional efforts of bringing quality and excellence in Teacher Training for elementary schools,
community services, administrative functions/good governance, connecting the development of
cultural and natural resources with technology and its applications. The foundation stone was
laid by Oromia Education Bureau at 2000 E.C,
Bule Hora College of Teacher training is located 470 km south of Addis Ababa in Bule Hora
town, West Guji Zone, Oromia Regional State. The zone is divided into two agro-ecological
zones namely, semi-arid lowlands to the south and the more humid lands at higher altitudes to
the north (Tache and Irwine, 2003). The mean annual rainfall across the zone varies between
500mm and 700 mm with an overall average of 648 mm. The area’s mean temperatures range
from 25°C to 29°C during hotter season and 14°C to 18°C during colder season of the year
(Luseno, et al., 1998).
At 2003 E.C the college started functioning with 19 teachers, 36 supportive staffs and 300
students. Know the college providing with reality regularly teaching learning service and others
services for society (source data from organization, 2020)
4.3. Organization mission, Vision and Value
The following are the Mission and vision of BHCTE:
Mission
The college is committed to produce competent, capable and confident primary school teachers
who have the desired Academic knowledge, sufficient professional and research skills with
democratic ideas.
Vision
30
The college aspires to see the teachers and educational professionals of primary school who are
knowledge able skill full, have good personality and competent and who could be also role
model in the country
Value

Transparency

Free from the act of competition

Accountability

Participatory

Quality and capable quick service

Industriousness and professional dignity
4.4. Modern Management Theory Applicability in the Organization
Education is one of the hugest enterprises undertaken for the purpose of the development and
growth of the individual and to meet the needs of Society. It involves the activity of a large
number of people - students, teachers, parents and the public. For such a big enterprise we need a
sound system to run it and effective principles to secure efficiency. There is need for the cooperative activity of all participants in the educative process for the achievement of its goals. It is
the task of management to set up such system and make it work smoothly and effectively. The
scope of educational administration therefore extends to a vast area and a large of activities.
Educational management is a means to achieve the goals of Education through effective and
efficient manipulation of available inputs. It is concerned with the utilization of adequate
resources available in the environment, in order to foster the attainment of the goals of teaching
and learning. It is always concerned with management of things as well as with human
relationships, based on a body of basic principles and aiming at educating the student. It has to
undertake a number of functions like: Planning, organization, direction, motivation, control, coordination, decision making and the last one is reporting. It is a specialized activity which runs
the entire educational programme with fruitful and constructive goal.
31
4.4.1 Functions of Educational management in BHTTC
Educational institutions operate in a dynamic environment. The process of continuous
improvement thrives when the mindset of the stakeholders is geared towards constant
monitoring, problem identification and research. It means that Educational Administration
performs a three-fold job to ensure efficient working. These jobs are: Stating the specific
purpose, Mission of education and Mission of institutions. Thus, Educational management deals
with the optimal functioning of the institution by developing the human personality in a balanced
manner.
In view of the numerous activities that have to be performed by educational management its
scope may be broadly classified and delineated under the following areas:
A. Legal Structure
refers to the laws that have to be passed and rules and regulations is framed in order to determine
the institution education, their types, powers and standards of control, to fix up responsibility and
obligations, to decide the question of management and to set up organizational and Management
system.
32
B. Pupils.
Students are the center of the educational enterprise. It is for them that the entire process of
education and its constituents exist. It is therefore they determine the individual and social
purposes and procedures of their education. Rules for their admission, promotion, discipline, etc.,
have is framed and implemented.
C. Personnel
To run educational activities necessary and adequate man-power has to be found and engaged.
Personnel play the key-role in education. This is the fly-wheel or the driving force of the
educational system. Proper attention is paid to the workers. Men and women have to be selected,
recruited and trained and their qualifications and standards are prescribed. Good service
conditions like attractive salaries, security of tenure, welfare service and retirement benefits ise
offered to bring in the best available talent. Schemes for their direction, guidance and supervision
are also drawn up. Last but not the least, a good and effective programme for the workers’
continuous development and professional progress also launched by the institution.
D. Finance
It is an important area which includes problems of income and expenditure and their accounting
and auditing. The policy of taxation and prescribing fees, etc., are formulated and implemented.
Rules and regulations are framed for budgeting, spending and controlling of funds and resources,
E. Curriculum
It is the means of achieving the goals of education. Educational management deals with the
problems of curriculum development and its time to time improvement. It has also to look after
the continuous evaluation and progressive improvement of the educational programme which are
urgently called for in view of the constantly going on scientific, technological and social
changes. Management pay close attention to the teaching learning programs and processes and
also to other important student services, such as health and recreation and psychological services
of testing, guidance and counseling and co-curricular activities, etc., are organized and managed
for the benefit of the students.
F. Physical Facilities
33
It comprises the area dealing with the problem infrastructure and provision and maintenance of
the school building, equipment and supplies, their purchase, upkeep and accounting.
G. Public Relation.
Education is a social enterprise run with the cooperation of students, teachers, parents and the
community. Educational administration has to make each of them contribute its due share to the
success of the institution. It should, therefore, maintain effective public relations. this involves
maintenance of records, issuing periodical reports, information and bulletins about past
achievement and future proposals. Management encourage community visitation, and secure its
participation and cooperation by a process of give and take, i.e., by utilizing community
resources and rendering useful services for its welfare.
4.5 Results from Interviews and Focus Group Discussion in Bule Hora College of
Teacher Education
The respondents were asked in and out of the interview questionnaire during the interviews
session and had given the best answers based on their area of Modern approach of management
theories which is system approach, quantitative approach and contingency approach, the results
are summarized according to the research questions drafted. This would be simple to drive
towards the objectives and frame out the image of the present scenario of Bule Hora College of
Teacher education. The results are been just raised in this part and more discussion is carried out
on limitation and applicability of modern management theory Bule Hora College of Teacher
education. The following Table 4.1 indicates the area selected for investigated based on
theoretically reference
34
Table 4: 1 Data discussion on the following areas.
No
Area of the discussion and finding
1
Application of quantitative approach of modern management theory
2
Application of systems approaches of modern management theory
3
Applicability of contingency approach of modern management theory
4
Limitations and challenges of implementing modern management theory
Source: From literature and research objective and topic
4.5.1 Quantitative Approach in Bule Hora CTE
According to the respondents feels there are no application of quantitative management approach
concepts such as Mathematical tools for solving the problems, systematic models and process are
not implemented to make decision of the college.
As of the Administration vis presidents quotes qualitative approaches of modern management
highly applicable for manufacturing industries than college while college make decision based
the government regulations and policy. Researchers may not get information from both FGD1
and FGD2 about implementation of quantitative approaches of modern management theory.
According to George B.Dantzig; quantitative approach involves the use of mathematical models
and statically methods in decision making process which are widely used in the following areas:
capital Budgeting and cash follow Management, production scheduling, Development of product
strategies, planning for HR development programs, linear programing, decision theory,
Simulation theory, Probability theory etc. therefore, the college respondents describes the theory
are not widely used in decision making. Generally, rarely the concepts of management
information systems are partially practiced in the college which means there are computer Lab
rooms.
4.5.2 System approach in Bule Hora CTE
Generally having a system is integrated four forms as to say input, Transformation, output and
feedback. Input comprises the resources, such as raw material, money, technology, people,
primary requiring tools etc. the input implementing into the planned, organized, motivated and
controlled way, as the ultimate goals of the organization. Output is the ultimate getting result by
35
the processing or transforming of input. That may improve the quality or raise the productivity
for the customer etc., feedback is like the processing information emanates from the bigger
situation, culture, racial, government etc. at the overall system comprises the concept to any
system with taking many subsystems (Bertalanffy 1968).
Figure 1:
Reveals generally systems view of school administration of input from the
environment, and transforms that input into some other output by using transformation process.
Sources:https://www.researchgate.net/profile/Md_Saifuddin_Khalid/publication/263962914/figure/fig
1/AS:296463969079303
According to majority of the respondents availability inputs like instructional materials,
educational facilities like class size, textbooks, libraries, laboratories, computers and teacher
educators‟ qualification, experience etc. for the general training process in Bule Hora College of
Teachers Education. In this study the participant’s states the adequacy and accessibility of
material inputs as important elements for training but most of the educational inputs are not
adequate for training. As Rob (1996) explained input indicator measures the means or the
resources employed to facilitate quality training. Teshome (2004) also indicated that if the
36
quality of libraries, laboratories and classrooms are below the minimum requirement in High
institutions, these can affect quality of education.
According to the respondents statements from Vis presidents up to students less accessibility
and adequacy of input exits results affects ultimate goals or quality educations of Bule Hora
College of teacher educations.
This is evidence from the following quotes:
“R-2, says there are facilities, laboratories, libraries, modules, class rooms but lack of
laboratories inputs, shortage of modules on some courses, lack of internets, lack of dormitory for
students, lack of interrelation ship between teachers and dean and lack of transparence exist”
this all results are lack of sufficient Budget and politically instability.
“R3, there are the several problems like no sufficient modules, internet facilities, laboratory,
laboratory equipment, no dormitory for students, table, chair, less interest of students because
students are grade 12 completed the prefer to learn degree”.
“FGD-1, the main problems are disagreement with dean because dean cannot give promotion
for employees and no cafeterias”
“FGD-1, the problems of this college is no sufficient resources, some teachers are not
competent, some teachers almost theoretical, less accessibility of laboratories, no dormitory,
modules, chairs in class room etc.”
Another problem that is causes for the deterioration of quality of education due to management
and academic problems observed in Bule Hora CTE. Majority of the respondents indicated the
main academic problems are lack of materials inputs and processing them in correct way, no
transparence on financial Management, teachers work load should not played on time, lack of
mutual understanding
between instructors and management body, less allow instructors in
Managerial decisions, lack of transparency and closed information by administration.
Respondents specially , teachers and students and employees suggested that this all academic
problems must need improvements through creating mutual understanding and friendship,
participators approaches and transparency and high involvement in training process by
administrative management could improve the college in assuring quality.
37
The environment is made up of several social, economic and political institutions, which are
constantly interacting and inter-dependent. Everything in an environment is a complete system
on its own. But it is a unit or subsystem of yet a larger system and all are inter-dependent. The
same is true of the Bule Hora College of teachers training system. As living systems, they are in
constant process of interaction with their communities and other institutions in them.
Environmental related systems the college respondents specially, vice dean and teacher describe
the college has integration with the environments such as society, government, primary schools
and Bule Hora University to provides services and to get services. Bule Hora College of teacher
educations provides services for primary schools in Bule Hora town through providing training
at least twice annually for school teachers and allocated their students for apprentice at those
primary schools. Also the college has relationship with external environments such as
participates on community services at minimum level but in the future the college want to
provides community service to the society. Therefore the college has highly integrated with
external environments such as with society and governments and stake holders. Lastly as the
respondents described factory which affects the systems of the college from external
environment are political situations, economy, facilities such as water, electricity etc. some of the
factors which affects the college systems.
Lastly, the Collage is living different stake holders and open system. It has other different
subsystems like streams, departments, sections or units. The collage is also a subsystem to a
larger educational (supra) system which in turn comprises its own subsystems like the ministries
of education, schools' boards, research agencies, and others. A subsystem is a system that exists
within a larger system. It is a set of components interrelating for a purpose that relates to the
purpose of the larger system. Examples of subsystems within the collage system are the technical
system (teaching and learning), the managerial system (administration, management) and the
community service all made up of people and things that are the components of the collage
system.
4.5.3 Contingency Approach in Bule Hora CTE
The contingency theorists aim at integrating theory with practice in a systems framework. As
known contingency approach is emphasizes that there is no one best way to design organizations
and manage them. So from this perspective Bule Hora College of teachers training also
38
accommodate different changes in their own way according to change of government systems.
As Researchers got information from the collage when they face with change or new issues with
which they are not familiar they respond for this issues depending on the nature of that issues.
For example if some new issues happened they will accommodate and respond for changes by
being with concerned bodies. That means they will held meeting with all concerned bodies to
give decision upon the issues and they stabilize the change and update themselves with it.
4.6 Limitations and challenges of implementing modern management theory
The main factors considered in the assessment of application of modern management theory in
Bule Hora college of Teachers education were inputs used, process and out puts, generally
systems of the college, environment, management situations and political situations and
concepts of federal and regional bureau such as their plan and change was some raised issues.
As study indicates the college gate challenges from different factors such as political instability,
less of availability of input, students interest, lack of dormitory for students, poor relationship of
the dean with teachers and supportive staffs, less budget allocation, teachers turnover, delay
delivers of input specially laboratory input, lack of teaching instruments, shortage of modules
and lack of infrastructure etc. are the limitation which affects the implementation of modern
management theory and principles in the college.
39
Part Five
Conclusion and Recommendation
5.1 Conclusion
The aims of higher education institutes are to provide education/training to support in producing
qualified man power for their country. Bule Hora College of Teachers Education works for this
goal. The College encounters many challenges when giving training to student’s teachers for
quality teaching profession. The concept of providing quality inputs is a core idea in provision of
quality education/training for trainees. The findings regarding inputs shows, lack of teaching
materials inputs, less of infrastructures such as liberators, library, sufficient access of modules,
from this, it can be concluded less quality inputs available, which as result has an impact on the
training process. This shows that the training inputs factors affected quality of training in Bule
Hora College of Teacher education. The finding also shows that BHCTE administrative
management involvement in the training system is not high. The response also shows that the
college does not allow instructors and trainees to participate in academic decision making
process, less transparency between dean and teachers and students in the college this affect the
internal coordination and efficiency and less extern relations with community and stake holders
it implies less systems approach of management exists. The findings indicated that there were
academic and management problems that hinder provision of quality training in BHCTE. Needs
to improve inputs and process of training to attain quality outcome is also recommended.
According to finding the college makes decision based on the government regulations and
principles so the concepts of quantitative approach like linear programing, simulations, etc. not
implemented for decision making in the college. The finding indicated quantitative approach of
modern management not implemented.
Respondents also expresses management are situational if the changes of govern rule policy
exists. From this change situational for college if government changes instructions.
In the college according to respondents states the relations between the parts, interdependent
relationships in the college , subsystems in the college and external relations of the college are
has a gap. From this finding systems approach less implemented in Bule Hora College of teacher
education. Therefore, based on the findings researchers conclude less practices of modern
management in Bule Hora college of Teacher Education.
40
5.2 Recommendation
Quantitative approach deals with the observation of the modeling of numerical manifestation to
take decisions and helps to manager to distinguish the overall organization.
System approach comprises that organization is look like a system there exist, super system, subsystem and a system consist of inputs, transformation, output and feedback, manager abilities is
applicable in open and close system and better realization of the interaction and interrelated
activities of the unabridged system in system of framework.
A contingency approach indicates the whole action of the organization is situational context,
manager matching with that situation; there need to distinguish of the manager to the
organizational situation not the particular one to develop. No specific tools or system superlative
for the situation, contingent is the best substance to keep an eye on best solution of the situation
that can term what procedure or act the way track. It is deliberate that this study of contemporary
theories of management analysis from three altered corresponding but same of managerial and
organizational issues consistency, quantitative shown that practical issues of mathematical
judgment to proceeds decision system find the interrelated or interdependent issues to recognize
the overall organizational situation, contingency theory of management find at the integration
manner state of affairs the best think to cogitate from hardheaded style. It is seemed that
contingency is not the universally accepted theory but indicating the best way to do action of
situational consideration because situation is the ultimate question of management at all the time.
Therefore, the college of teacher education should use the modern management approach to
make decision.
41
Reference
 Barker, Kenneth (1985), The NIV Study Bible, Genesis 2:18, p.10; Genesis 2:24, p.10
 Bertalanffy, von Ludwig (1951), Problems of General Systems Theory:
A New
Approach to the Unity of Science, Human Biology, Vol. 23 No.4 pp.302-312.
 Bertalanffy, von Ludwig; Hempel, G. Carl; Bass, E. Robert and Jonas, Hans (1951),
General Systems Theory: A New Approach to Unity of Science, i – vi Human Biology
23
 Bertalanffy, von Ludwig (1972), The History and Status of General Systems Theory,
Academy of Management Journal, Vol.15 pp. 407-426 Chacko,
 K. George (1989), The Systems Approach, New York:
 Prager Donnelly, H. James Jr.; Gibson, L. James and Ivancevich, M. John (1992),
Management, Richard D. Irwin Inc., p.544 Mullins, J. Laurie (2006), Essentials of
Organizational Behaviour, Pearson Edu. Ltd. p.35
 Schermerhorn, R. John; Cataneo, R. Julian and Templer, Andrew (1995), Management,
John Willey & Sons, Ltd., Canada, p.170
 Stoner, A. F. James; Freeman, R. Edward and Gilbert, R. David Jnr. (1995),
Management, 6th Ed. Prentice Hall Inc. N.J. p.46
 Tiles, Seymour (1963), General Systems Theory – The Skeleton of Science The
Manager’s Job –A Systems Approach, Harvard Business Review 41, No. 1, Jan-Feb
pp.73-81
 Heames, J.T. and Breland, J.W. (2010), “Management pioneer contributors: 30-year review”,
Journal of Management History, Vol. 16 No. 4, pp. 427-436.
 Bertalanffy, Ludwig von. 1968. General System Theory: Foundations, Development, Applications.
 https://ivypanda.com/essays/relevance-of-management-theories-to-managers/
42