1. Kathmandu University
School of Management
Nepal College Of Management
A Thematic Group Presentation On
Apply Managerial Process For Effective Performance
(Team : BMW)
Sabrina Joshi
Shaloni Shrestha
Alisha Pokharel
Preeti Bajracharya
Gaurab Thakur
Shreyasha Dhakal
Roshan Niraula
BBA,2nd Semester
Spring 20153/19/2015 1Team BMW

2. -Concept, Functions And
Importance
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3. Process of transferring information from one
individual to other individuals .
Done with a view to influence each other's
thoughts, behaviors, attitudes, and
understandings.
Significance to the management to plan, lead,
organize and control.
Also regarded as the skill most responsible for
manager’s success.
1.1 Concept of Managerial Communications
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4. Necessary for the managers to communicate
amongst themselves and also with their team as well
as with employees.
Managers conveys organizational needs, agendas,
values, goals, authority, relationships and any other
organizational vital factor for business activities in
some form or another.
Enhances smooth flow of information among
managers or team leaders working to achieve a
common goal.
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1.1 Concept of Managerial Communications

5. Motivating
Controlling
Interaction and Emotional Expressions
Providing Information and feedbacks
1.2 Functions Of Managerial Communications
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6. • Sharing of Knowledge and ideas
• Achieve Targets within desired time frame
• Stronger decision making and faster problem
solving
• Helps managers set goals and targets for themselves
and organization
• Reduces duplication of work
• Increase in job satisfaction and stronger business
relationship
• Reduces reluctance of employees towards change
• Coordinating activities and employees
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1.3 Importance Of Managerial Communications

7. Two Types :
• Interpersonal Communications
• Organizational Communications
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1.4 Types of Managerial Communication

8. 3/19/2015 8Team BMW
CHAPTER 2
INTERPERSONAL
COMMUNICATION

9. 2.1 Interpersonal communication
• It is the exchange of information between two
or more people.
• Successful interpersonal communication relies
on understanding of the message by both
sender and receiver.
• Interpersonal communication is defined as
what one uses with both spoken and written
words as the basis to form and maintain
personal relationship with other (Heil 2010)
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10. 2.2 Roles of interpersonal communication
• It is a mediator of mass media effect
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11. 2.3Elements of communication
• Source (sender)
• Message
• Encoding
• Medium
• Channel
• Receiver
• Decoding
• Feedback
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12. 2.4 Illustration of process of interpersonal
communication
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13. 2.5 Determination of methods of
interpersonal communication
Feedback :How quickly can receiver respond to the
message/
Complexity capacity : Can the method effectively
process complex message?
Breadth potential : How many different messages
can be transmitted using this method?
Confidentiality : Can communicators can reasonably
be sure that their messages are received by the only
intended audience?
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14. 2.5 Determination of methods of
interpersonal communication
Encoding ease : Can senders easily and quickly use
this channel?
Deciding ease : Can receivers easily and quickly
decode message?
Time-space constraint : Do senders and receivers
need to communicate at the same time and in the
same space?
Cost : How much does it cost to use this method ?
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15. 2.5 Determination of methods of
interpersonal communication
Interpersonal warmth : How well does this method
convey interpersonal warmth ?
Formality : Does this method has the needed
amount of formality ?
Scalability : Does this method allow the message to
be easily browsed and scanned /
Time of consumption : Does the sender or receiver
exercise the most control over when the message is
dealt with ?
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16. 2.6 Types of interpersonal communication
• Verbal communication
• Non – verbal communication
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17. 2.7 Methods of interpersonal
communication
• Face-to-face
• Telephone
• Group meetings
• Formal presentations
• Memos
• Postal mail
• Fax
• Publications
• Bulletin boards
• Hotlines
• E-mail
• Computer conference
• Voice mail
• Teleconference and video conference
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18. 2.8 How to make interpersonal
communication effective ?
• Barriers to interpersonal communication
• Overcoming barriers to interpersonal
communication
• Developing interpersonal communication skill
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19. 2.9 Barriers to interpersonal
communication
• Filters
• Emotion
• Information overload
• Defensiveness emotion
• Language
• National culture
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20. 2.10 Overcoming barriers to interpersonal
communication
1. Using feedback
 Getting both verbal and non-verbal feedbacks
 Asking questions to intended audience
 Evaluating receiver’s reaction
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21. 2.10 Overcoming barriers to interpersonal
communication
2 Simplifying language
• Analyzing the audience
• Tailoring the language to those individuals
3 Listening activity
• Active search for meaning
4 Concentrating emotions
• Getting emotion under control
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22. 2.10 Overcoming barriers to interpersonal
communication
5 Observing non-verbal clues
• Finding alignment and reinforcement of words and
actions used by the communicator.
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23. 3/19/2015 Team BMW 23
Chapter 3
Organizational
communication.

24. • Process by which activities of a society are collected and
coordinated to reach the goal of both individuals and the
collective group
• It is the information flow that happens in an organization
• It is the subfield of general communication studies and
component to effective management in a workplace
environment
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25. Provides the basis for understanding
virtually every human process that
occurs in organizations
Helps to be aware about communication
skills that we must have in order to
meet organizational expectation
It shows our path to a career that we
want
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26. Organizational communication structure is the system of pathways
through which messages flow patterns of interaction among people who
comprise the organization.
TWO TYPES :
1.FORMAL COMMUNICATION
2.INFORMAL COMMUNICATION
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27. • Communication through officially designated channels of
message flow between organization positions.
• Primarily concerned with the relationship between
authority and subordinate
• Usually found on organizational charts , Policy manuals or
hierarchical structures .
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3.4 FORMAL COMMUNICATION
STRUCTURE..

28. • Episodes of interaction that do not reflect officially
designated channels of communication
• Informal structure typically develop around social or
project groups
• This saves peoples time and effort which makes working
easier within an organization
• There are lots of gossips , grape vine talks and chit chats in
informal communication
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3.5 INFORMAL COMMUNICATION
STRUCTURE..

29. • Horizontal / Lateral
Communication
• Diagonal
communication
• Upward communication
• Downward
communication
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3.6 Direction of organizational communication

30. This type of communication can be seen taking place
between persons operating at the same level or working
under the same executive.
 Functional managers operating at the same level, in
different departments, through their communication,
present a good example of lateral communication.
 The main use of this dimension of communication is to
maintain coordination and review activities assigned to
various subordinates.
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3.7 Horizontal / Lateral Communication

31. The process whereby the ideas, feelings, and
perceptions of lower-level employee are
communicated to those at higher levels in the
organization is termed as upward communication.
• It provides management with needed information for
decision making
• It helps employees relieve the pressures and frustrations
of the work situation.
• It enhances employees’ sense of participation in the
enterprise.
• It serves as a measure of the effectiveness of downward
communication.3/19/2015 Team BMW 31

32. •Such communication is initiated by the organization’s upper
management and then filters downward through the “chain of command”
•It includes executive issues , order, instructions and policy directives.
•It strengthens the authoritarian structure of organization.
• It requires filteration and distortion as any organizational member could
be buried under avalanche of incoming messages.
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33. • This occurs when communication occurs between workers
in a different section of the organization where one worker
is on a higher level.
• For example diagonal communication will occur when a
department manager converses with an employee in
another department.
• It allows cross communication between departments
• This crosswise communication serves the important purpose
of coordination through informal meetings, formal
conferences, lunch hour meetings, general notices etc.
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34. 3.11 Networks of organizational communication
• The patterns through which the members of a group
communicate .
• The different types of networks of organizational
communication are:
– Wheel pattern
– ‘Y’ pattern
– Chain pattern
– Circle pattern
– All-channel network
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35. 3.12 Wheel network
• It is the most structured and centralized of the patterns.
• each member can communicate with only one other person,
which is probably the group leader.
• The leader is the only person who receives and disseminates
all information.
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36. 3.13 Chain network
• The chain network ranks next highest in centralization.
• Only two people communicate with one another, and they
in turn have only one person to whom they interact with.
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37. 3.14 ‘Y’ network
• The ‘Y’ network is similar to the chain except that
two members fall outside the chain.
• It is slightly less centralized network-two people
are closed to the center .
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38. 3.15 Circle network
• The circle network, a three-level hierarchy, is very
different from the wheel, chain, and Y networks.
• It is symbolic of horizontal and decentralized
communication
• The circle gives every member equal communication
opportunities. Each member can communicate with
persons to their right and left.
• The path is closed.
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39. 3.16 All-channel networks
• It is the most decentralized , allows a free flow of
information among all group members.
• The all-channel network is an extension of the circle
network, by connecting everyone in the circle network, the
result is a star, or all-channel network.
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40. Chapter 4
Supervision
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41. An intervention that is provided by a senior
member of a profession to a junior member/s, of
the same profession.
This relationship is evaluative, extends over the
time
The simultaneous purpose of enhancing the
professional functioning of the junior member/s,
monitors quality of services offered to the clients.
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4.1 Concept of Supervision

42. An intervention:
 Unique competencies and
Allow the supervisor to help the supervisee
Supervisors incorporate various modes and
interventions to facilitate, supervisee development.
A relationship that extends over time:
The process of supervision occurs within the
relationship established between the supervisor and
supervisee.
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4.2 Components of Supervision

43. • Ensures issuing of instructions
• Facilitates control
• Optimum utilization of resources
• Discipline
• Feedback
• Improves communication
• Improves motivation
• Maintains group unity
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4.3 Importance of Supervision

44. • Autocratic or authoritarian supervision
Under this type, the supervisor wields absolute power and wants
complete obedience from his/her subordinates.
• Laissez-Faire or free-rein supervision
This is also known as independent supervision. Under this type of
supervision, maximum freedom is allowed to the subordinates.
• Democratic supervision
Under this type of supervision, the supervisor acts according to the
mutual consent and discussion. In other words, s/he consults
subordinates in the process of the decision making.
• Bureaucratic supervision
Under this type, certain working rules and regulations are laid down by
the supervisor and all the subordinates are required to follow these
rules and regulations very strictly.3/19/2015 44Team BMW
4.4 Types of supervision

45. • Direct supervision: This sort of supervision shall require the
supervisor to be physically present in the direct treatment area of the
client-related activity being performed by the supervisee. Direct
supervision requires face-to-face communication, direction,
observation and evaluation on a daily basis.
• Routine supervision: The routine supervision requires direct contact
at least daily at the site of work with interim supervision occurring by
other methods, such as telephonic, electronic or written
communication.
• General supervision: In general supervision it requires face-to-face
communication, direction, observation and evaluation by the
supervisor of the supervisee’s delivery of client services at least
monthly at the site of client-related activity, with interim supervision
occurring by other methods such as telephonic, electronic or written
communication.3/19/2015 45Team BMW
4.5 Supervision methods

46. 1. Communicate effectively and respectfully
• Listen carefully.
• Speak clearly and concisely.
2. Schedule regular meetings with employees.
3. Give credit where credit is due.
4. Focus on employee strengths
5.Help strengthen weaknesses
6. Be a problem solver.
7. Be Resilient.
8. Establish systems and documentation to streamline processes.
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4.6 Effective supervision

47. • Meaning and Importance
• Functions
• Leading as a managerial process
• Styles
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48. Leadership is the ability to develop a vision that
motivates others to move with a passion toward a
common goal. So leadership is a process by which
a person influences others to accomplish an
objective and directs the organization in a way that
makes it more cohesive and coherent.
5.1 Introducing leadership
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49. The ability to positively influence people and systems
to have a meaningful impact and achieve results.
Leading People
Influencing People
Commanding People
Guiding People
5.2 Definition
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50. • Leadership helps to build an Organizational Climate
that is conductive to better performance. The
leadership functions includes directing, supervising,
motivating, communicating, maintaining, and
mediating.
5.2 Leadership
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51. • Sharing organization mission and goals.
• Inspiring and influencing other to give their
maximum efforts for the attainment of group
objectives.
• Defining and setting performance standard.
• Assigning responsibilities and communicate to the
respective authorities.
• Solving problems.
• Arranging tasks and duties.
5.3 Directing
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52. Supervision is related with the training, coaching,
and development of the group members.
 It comprises the check ups required to assure the
prompt and proper execution of orders.
Training sharing of information and feedbacks.
5.3 Supervising
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53. • Creating good work climate.
• Rewarding the success of employee.
• Provide necessary feedback for correction and
praise for what they have done.
• Give necessary examples for others to work better
on the blue prints.
5.3 Motivating
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54. • Occurs not only through established channels for
communicating- up and down the chain of
command- but also through the informal channels.
• Reduces conflicts originating from differences of
opinion among group members.
• Can be of various body languages like facial
expressions, gestures, and other body movements.
5.3 Communicating
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55. Managing conflicts in groups and organization.
A bridge between top management and lower
management.
Brings managements orders, guidance , plans and
policies to workers.
Sends the grievances and complains of workers to
top management.
5.3 Mediating
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56. • Related to retaining the members of the group.
• Main function is concerned with providing safe
working conditions and good work environment in
the workplace.
5.3 Maintaining
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57. Leadership as One of the Management Functions
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Achieving the
organization’s
stated purpose
1. Planning
1. Define goals
2. Establish strategy
3. Develop tactics/sub-plans
2. Organizing
Determine:
1. What to be done
2. How to be done
3. Who is to do
3. Leading
1. Direct the people
2. Motivate the people
3. Resolve the conflicts
4. Controlling
Motivate activities
to ensure that they
are accomplished
as planned.

58. TRAIT
THEORY
CONTINGENCY THEORY
BEHAVOIRAL THEORY
SITUATIONAL THEORY
5.4 Selected Theories of leadership
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59. 5.5 Trait theory
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ASSUMPTIONS
• People are born with inherited
traits.
• Some traits are particularly
suited to leadership.
People who make good leaders
have the right (or sufficient)
combination of traits.
Based on the assumption of -
certain traits =
success/effectiveness
“Leaders are born, not made.”
The traits are the inherent
attributes of the leaders to keep them
distinct from others.
This approach focuses on the personal
attributes (or traits) of leaders, such as
physical and personality characteristics,
competencies, and values.
Leadership traits are considered to be
enduring characteristics that people are born
with and that remain relatively stable over
time.
assumes the leader is different from the
average person in terms of personality traits
such as intelligence, perseverance, and
ambition.

60. How Leaders Differ from Non-leaders?
 According to Kirkpatrick & Locke (1991), leaders can be
distinguished from non-leaders on the basis of SIX
attributes or traits:
-Drive
-Desire to lead
-Honesty and integrity
-Self-confidence
-Job relevant knowledge
-Extra-version
5.5 Trait theory
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61. Limitations:
• No universal traits found that predict leadership in
all situations.
• Unclear evidence of the cause and effect of
relationship of leadership and traits.
• Better predictor of the appearance of leadership
than distinguishing effective and ineffective leaders.
5.5 Trait Theory
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“Traits Plus Motivation Equals
Leadership”

62. Limitations:
 There is bound to be some subjective judgment in determining
who is regarded as a ‘good’ or ‘successful’ leader.
 There is also a disagreement over which traits are the most
important for an effective leader
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5.5 Trait Theory

63. Rooted in behaviorism, this leadership theory focuses on the
actions of leaders not on mental qualities or internal states.
Success can be defined in terms of describable actions.
According to this theory, people can learn to become leaders
through teaching and observation.
The behavior approach says that anyone who adopts the
appropriate behavior can be a good leader.
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5.6 Behavioral Theory-
leaders are made, not born

64. Study of Behavioral Approaches to leadership-
-Leadership Styles
-Managerial Grid
-Michigan university Studies
-Ohio State University Studies
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5.6 Behavioral theory

65. 5.7 Styles of leadership
University of Iowa conducted a series of research
studies in the 1930s suggested leadership styles
that include:
• Autocratic
• Democratic
• Laissez-Faire
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The study was conducted
by Kurt Lewin and his
associates

66. The authoritarian leader makes decisions alone.
 Power is centralized in one person.
Decisions are enforced using rewards and the fear of
punishment.
This type of management style can decrease
motivation and increase staff turnover
It is an abusive, unprofessional style called “bossing
people around.”
5.7 Autocratic
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AUTOCRATIC LEADER
• Rely on threats and punishment to
influence staff
• Do not trust staff
• Do not allow for employee input

67. Encourages staff to be a part of the decision making.
Keeps staff informed about everything that affects
their work and shares decision making and problem
solving responsibilities.
5.7 Democratic
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Also known
as
participative
style.

68. The free-rein leader gives power to subordinates to
make the decisions.
The leader is still responsible for the decisions that
are made.
This is used when employees are able to analyze the
situation.
5.7 Laissez-faire
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Also known as the
“hands-off¨ style

69. 5.8 Continuum of leader Behavior
Use of Authority by the Manager
Area of freedom for employees
Employee centered
leadership
Boss -centered
leadership
Autocratic Democratic Laissez faire
-By Tannenbaum and w. Schmidt
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70. Initiating structure:
It refers to the extent to which a leader defines and
structured his/her role and the roles of group members in
the search of goal attainment.
It included behaviour that involved attempt to organise
work, work relationships and goal.
Consideration:
• It refers to the extent to which a leader had job
relationships characterized by mutual trust and respect for
group members, ideas and feelings.
• A leader likely to be high in consideration, help group
members with personal problems, friendly and
approachable, and treat all group members as equal.
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5.9 THE OHIO STATE STUDIES

71. Initiating Structure
– Is task oriented
– Directs subordinate work activities toward goal
attainment
– Typically give instructions, spend time planning, and
emphasize deadlines
– Provide explicit schedules of work activities
Consideration
– Is mindful of subordinates
– Establishes mutual trust
– Provides open communication
– Develops teamwork
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5.9 THE OHIO STATE STUDIES
A leader who is high in both initiating structure and considerations achieved high group
task performance and high satisfaction more frequently than who rated low on either
dimension or both.

72. EMPLOYEE ORIENTED
Leaders who were employee oriented were described as
emphasizing interpersonal relationships.
They took a personal interest in the needs of their followers
and accepted the individual differences among group
members.
PRODUCTION ORIENTED
They tended to emphasize the technical or task aspects of
the job were concerned mainly with accomplishing their
group’s task and regarded group members as a means to the
end.
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5.9 University of Michigan studies
Similar to Ohio Studies