More Related Content
Similar to 5 organizing (part 1)
Similar to 5 organizing (part 1) (20)
5 organizing (part 1)
- 1. Part 3 Organizing Challenges in the 21st Century
Chapter
7
Organizing for
Effectiveness
and Efficiency
PowerPoint Presentation by Charlie Cook
The University of West Alabama
© 2007 Thomson/South-Western. All rights reserved.
- 2. LEARNING OBJECTIVES
When you have finished studying this chapter, you
should be able to:
1. Explain why organizing is an important managerial
function, describe the process of organizing, and
outline the primary stages of the process.
2. Discuss the concept of job design and identify the
core job dimensions that define a job.
3. Explain how and why the perspectives on job design
have evolved.
4. Describe the job-design approaches that came from
the classical management, behavioral management,
and employee/work team–centered perspectives.
© 2007 Thomson/SouthWestern. All rights reserved.
7–2
- 3. LEARNING OBJECTIVES (cont’d)
When you have finished studying this chapter, you
should be able to:
1. Understand both the vertical and horizontal
associations that exist between individuals and work
groups within the organization.
2. Define delegation and discuss why it is important for
managers to delegate.
3. Explain why managers often fail to delegate and
suggest methods for improving delegation skills.
© 2007 Thomson/SouthWestern. All rights reserved.
7–3
- 4. What is Organizing?
• Organizing
The process of determining:
The
tasks to be done.
Who
will do them.
How
those tasks will be
managed and coordinated.
© 2007 Thomson/SouthWestern. All rights reserved.
7–4
- 6. Job Design
• The set of tasks and activities that are grouped
together to define a particular job.
• Job descriptions detail the responsibilities and
tasks associated with a given job.
© 2007 Thomson/SouthWestern. All rights reserved.
7–6
- 7. Table 7.1
Job Description of a Director of Internet Communications
• Develop and implement communication projects,
content through completion.
• Develop editorial and graphical guidelines for
communication projects.
• Monitor compliance with adherence to
communication guidelines.
• Ensure that all communications are consistent in
message and tone.
• Direct technical staff in other departments.
• Monitor developments in
technology/communication media.
• Perform related duties as assigned.
© 2007 Thomson/SouthWestern. All rights reserved.
7–7
- 8. Table 7.2
The Core Dimensions of a Job
Core Job Dimension
Skill variety
Task identity
Task significance
Effect of Dimension
Autonomy
Responsibility for outcomes
of the work
Feedback
Knowledge of results of the
work activities
© 2007 Thomson/SouthWestern. All rights reserved.
Meaningfulness of the work
Source: Adapted from J. R. Hackman, G. Oldham, R. Janson, and K. Purdy, “A New Strategy for Job Enrichment.” Copyright © 1975
by the Regents of the University of California. Reprinted from California Management Review 17 (1975): 4. By permission of The
Regents.
7–8
- 9. Core Job Dimensions
• Skill Variety
The degree to which a job challenges the job holder
to use various skills and abilities.
• Task Identity
The degree to which a job requires the completion of
an identifiable piece of work.
• Task Significance
The degree to which a job contributes to the overall
efforts of the organization.
© 2007 Thomson/SouthWestern. All rights reserved.
7–9
- 10. Core Job Dimensions (cont’d)
• Autonomy
The degree to which job holders have freedom,
independence, and decision-making authority.
• Feedback
The information provided to job holders regarding the
effectiveness of their efforts.
© 2007 Thomson/SouthWestern. All rights reserved.
7–10
- 11. The Evolution of Job Design Theory
• The production worker has now become the
knowledge worker.
Classical Perspectives
Behavioral Management Perspectives
Employee-Centered and Team-Centered
Perspectives
© 2007 Thomson/SouthWestern. All rights reserved.
7–11
- 12. Classical Perspectives
• Focus on efficiency.
• Born of classical management and scientific
management theories based on the concepts of
division of labor and specialization.
Jobs are highly structured and rigidly defined.
© 2007 Thomson/SouthWestern. All rights reserved.
7–12
- 14. Behavioral Perspectives
• Focus on motivation, satisfaction, and
productivity.
Became popular during the movement toward the
human relations school of thought.
Led to the development of more innovative
approaches to job design including:
Job
enlargement
Job
enrichment
Job
rotation
© 2007 Thomson/SouthWestern. All rights reserved.
7–14
- 15. Job Enlargement
• Programs designed to broaden job scope.
Job scope refers to the number of different activities required
in a job and the frequency with which each activity is
performed.
Job enlargement
Is
to increase the tasks and responsibilities associated
with a given job and provide greater challenge for the
employee.
Is considered as a means of enriching jobs, making jobs
more interesting that can lead to better productivity.
However, reducing job scope can sometimes have a
positive impact on productivity and job satisfaction.
© 2007 Thomson/SouthWestern. All rights reserved.
7–15
- 16. Job Depth and Job Enrichment
• Job Depth
Refers to the degree of control given to a job holder to
perform their job.
Closes the gap between planning, doing and controlling a
particular set of activities.
Jobs that have high job depth typically rate more favorably
on the core job dimensions than jobs with low job design.
• Job Enrichment
Adding tasks to a job that require a wider range of skills
It is an effective means of motivating employees and
improving job satisfaction.
© 2007 Thomson/SouthWestern. All rights reserved.
7–16
- 17. Job Rotation
• Assigning individuals to a variety of job
positions.
Employees rotate through a number of job positions
that are at approximately the same level and have
similar skill requirements.
While job rotation has proven particularly beneficial in
manufacturing settings, it can also be used effectively
in service organizations.
© 2007 Thomson/SouthWestern. All rights reserved.
7–17
- 18. Participatory Perspectives
• Focus on quality.
• Are not intended to replace previous methods of
job design rather to supplement both the
mechanistic and the behavior theories of job
design.
• The most popular approaches are:
Employee-centered work redesign
Self-managed teams
© 2007 Thomson/SouthWestern. All rights reserved.
7–18
- 19. Business Process Reengineering
• A method of enhancing competitiveness through
improved product and service quality and
operational efficiency.
A process of assessing company’s operations and
rebuilding the organization system with a focus on:
Improving efficiency.
Identifying redundancies.
Eliminating non-value added activities.
Reducing waste in all possible ways.
Execution of reengineering has proven difficult for
many companies.
© 2007 Thomson/SouthWestern. All rights reserved.
7–19
- 20. Employee-Centered Work Redesign
• Links the mission of the organization with the
needs of the individual by allowing employees to
design their work roles to benefit the
organization and themselves.
• Benefits of redesign include:
Improved productivity and job satisfaction.
Fosters a climate that supports cooperation between
individuals and work groups.
Consistent with quality improvement efforts.
Helps employees achieve work/life balance.
© 2007 Thomson/SouthWestern. All rights reserved.
7–20
- 21. Self-Managed Teams
• Shifts the focus from the individual to the work
group.
Responsibility for a substantial portion of the
organization’s activities is assigned to a team of
individuals who must determine the best way to fulfill
those responsibilities.
Self-managed teams are considered cross-functional
teams.
© 2007 Thomson/SouthWestern. All rights reserved.
7–21
- 22. Organizational Relationships
• The working relationships that exist within an
organization affect how its activities are
accomplished and coordinated.
• These relationships are defined by:
Chain of command
Span of control
Line and staff responsibilities
Delegation
© 2007 Thomson/SouthWestern. All rights reserved.
7–22
- 23. Chain of Command and Unity of Command
• Chain of Command
The line of authority and responsibility that flows
throughout the organization.
• Scalar Principle
Subordinates at every level should follow the chain of
command and communicate with their superior only
through immediate or intermediate superior
• Unity of Command
A principle that each employee in the organization is
accountable to one, and only one, supervisor.
© 2007 Thomson/SouthWestern. All rights reserved.
7–23
- 24. Span of Control
• The number of employees reporting to a
particular manager.
In theory, when tasks are very complex, span of
control should be relatively narrow. This is call Narrow
/ Tall Span of Control
In contrast, where jobs are highly standardized and
routine (low complexity), a manager will not need to
spend as much time supporting individual
subordinates, and the span of control may be larger.
This is called Wide / Flat Span of Control
© 2007 Thomson/SouthWestern. All rights reserved.
7–24
- 25. Narrow / Tall Span of Control
• Refers to few subordinates reporting to an
immediate superior
• Allows greater control and coordination
• Able to encourage specialization of work when
there is close monitoring and supevision
• Used in a more stable industry and economic
condition
© 2007 Thomson/SouthWestern. All rights reserved.
7–25
- 26. Wide / Flat Span of Control
• Many people or subordinates report to a
particular manager.
• Suitable when handling varieties of products and
services, varied development plans and
prevailing changing market demands.
• Advantages: cost containment, quick response
time and improved communication.
© 2007 Thomson/SouthWestern. All rights reserved.
7–26
- 27. Line and Staff Responsibilities
• Line Departments
Those organizational members that are directly
involved in delivering the products and services of the
organization.
• Staff Departments
Those organizational members that are not directly
involved in delivering the products and services to the
organization, but provide support for line personnel.
© 2007 Thomson/SouthWestern. All rights reserved.
7–27
- 28. Figure 7.2
Alternative Ways to Structure an Organization
© 2007 Thomson/SouthWestern. All rights reserved.
7–28
Source:: Adapted from The Structuring of Organizations by Mintzberg, © 1991. Reprinted by permission of Prentice-Hall, Inc., Upper Saddle River, NJ.
- 29. Authority and Responsibility
• Authority
The formal right inherent in an organizational position
to make decisions.
• Formal authority
Authority inherent in an organizational position.
• Informal authority
Ability to influence others that is based on personal
characteristics or skills.
• Responsibility
The obligation to perform the duties assigned.
© 2007 Thomson/SouthWestern. All rights reserved.
7–29
- 30. Accountability and Delegation
• Accountability
Responsibility to the supervisor for results of
decisions made and actions taken with delegated
authority.
© 2007 Thomson/SouthWestern. All rights reserved.
7–30
- 31. Accountability and Delegation
• Delegation
The process of transforming the responsibility for a
specific activity or task to another member of the
organization, and…
Empowering that individual to accomplish the task
effectively.
© 2007 Thomson/SouthWestern. All rights reserved.
7–31
- 32. Table 7.4
Delegating Authority / Process of Delegation
1. Decide which goals/tasks to delegate.
Teach the department or organization mission.
Find a capable person.
Teach/train the person.
2. Make assignments.
Agree on mission, goals, tasks.
Establish limits (policy).
Agree on results.
Establish monitors and feedback.
Give information.
3. Grant authority to act.
Transfer right to decide.
Transfer right to commit resources.
Make it public.
Do not interfere.
© 2007 Thomson/SouthWestern. All rights reserved.
7–32
- 33. Table 7.4
Delegating Authority / Process of Delegation (cont’d)
1. Hold responsible/accountable.
Check progress.
Treat problems and challenges as teaching/learning opportunities.
5. Monitor.
• Teach.
• Reward.
• Communicate.
• Give information.
• Give resources.
• Remove roadblocks.
© 2007 Thomson/SouthWestern. All rights reserved.
7–33
- 34. Benefits of Delegation
• Leads to a more involved and empowered workforce.
• Improved response time as a result of decisions and
information not needing to be passed up and down the
organization.
• Leads to better decision making.
• Provides opportunity for employee to develop analytical
and problem solving skills.
• Provides managers the opportunity to accomplish more
complicated, difficult, or important tasks.
© 2007 Thomson/SouthWestern. All rights reserved.
7–34
- 35. Reasons for Failing to Delegate
• The “time crunch.”
• Lack of confidence in the abilities of
subordinates.
• Managers try to avoid the potential pitfalls of
dual accountability.
• Managers may be insecure about their own
value to the organization.
© 2007 Thomson/SouthWestern. All rights reserved.
7–35
- 36. Learning to Delegate Effectively
1. Match the employee to the task.
2. Be organized and communicate clearly.
3. Transfer authority and accountability with the
task.
4. Choose the level of delegation carefully.
© 2007 Thomson/SouthWestern. All rights reserved.
7–36
- 37. Figure 7.3
Degree of Delegation
© 2007 Thomson/SouthWestern. All rights reserved.
Source: Adapted from M. E. Haynes, “Delegation: There’s More to It Than Letting Someone Else Do It!” 9–15. Reprinted, by permission
of publisher, from Supervisory Management, January 1980. © 1980, American Management Association, New York. All rights reserved.
7–37
- 38. Implications for Leaders: Organizing Tips
• Identify the tasks and activities that must be completed
in order for goals to be achieved.
• Design jobs so that job holders will find their jobs
interesting and challenging.
• Understand the potential advantages and disadvantages
of specialization, job enlargement, job enrichment, and
job rotation.
• Understand the importance of chain of command and
span of control.
• All successful managers delegate authority. Learn how
to delegate well and hold people accountable.
© 2007 Thomson/SouthWestern. All rights reserved.
7–38