Managing Organization ABE Graduate Diploma (QCF Level -6)

1. Managing Organization
ABE Graduate Diploma (QCF Level -6)
Prepared & Presented
By
Pyi Kyaw Lynn
B.A (English), Yangon University
M.B.A (Finance), Assumption University of Thailand
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2. CHAPTER [V] : THE ROLE OF MANAGEMENT
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TODAY’S AGENDA
A. The Functions, Roles &
Activities of Management
B. Leading or Managing ??
C. Enhancing Organizational
Performance

3. [A] THE FUNCTIONS,ROLES & ACTIVITIES OF MANAGEMENT
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Managers are
I. responsible for the
achievement of
organization’s objectives
by making
II. decisions & planning
operations,
III. communicating those
plans to subordinates, and
IV. leading, coordinating &
controlling the activities
involved in putting those
plans into operation.
 RESPONSIBILITY
 PLANNING &
DECISION MAKING
 ORGANIZAING &
DIRECTING
COMMUNICATION
 CO-ORDINATION &
CONTROL

4. Functions of Management
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5. Functions of Management
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 The determination of Policy : Long term aims in which Goals &
Objectives are set.
 The determination of Strategies : General program or plan of action,
medium term, aimed at putting policies into practice & involving setting
priorities. Decision of deployment of resources.
 The determination of Tactics [operational plan]: short term plan to
implement strategic decisions, likely to be changed frequently than
strategies in response to situational changes.
 The setting of Goals & Objectives : specifications of what is to be
achieved at each level.
 The monitoring of results : reviewing results in meeting objectives &
feeding back into other elements of the process.
 The on-going process of selecting, from a number of alternatives, a
course of action aimed at achieving objectives, selecting policy, strategy
& tactics.
 Solving problems, allocation of resources & negotiating.
PLANNING
DECISION
MAKING

6. Cont’d
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 Organizing is the process which actually arranges for the work to be done.
Allocating of resources [ finance, materials, time] & structural
arrangement of working units [grouping] & ensuring harmony in staff
relationships.
 Directing involves ensuring that staffs are really engaged in activities to
meet plans & goals, motivating , supervising and staffing [HR function].
 Central to the management – for passing information both to
subordinates & to senior management. E.g., Planning & decisions along
with directions about operational planning are passed down to
subordinates.
Information about performance & problems are passed up to senior
management.
ORGANIZING
& DIRECTING
COMMUNICA
TING
CO-
ORDINATING
The way in which management ensures that operational plans are
implemented. It involves not only the co-ordination & control of staff
deployment & control of other resources [financial, physical, technical
& information].
 Balancing & maintaining the team by unifying & harmonizing activities.

7. Cont’d
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CONTROLLING
 The process of continuous monitoring & regulating
performance to ensure that it conforms to the plans & goals
or designated activities of the organization.
 Checking actual performance & comparing against standards
to ensure satisfactory progress & performance.
 Control also involves taking appropriate corrective action to
ensure that what is actually happening is in accordance with
the expectations of the planning process.
 Identifying weaknesses & errors by controlling feedback &
conforming activities with plans, policies & instructions.
 Control process is largely dependent upon management
information which is crucial to assessing the level of
achievement- financial reports, output totals, progress
reports, etc.

8. Roles of Management
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Figurehead
 The manager perform
ceremonial & symbolic duties
as representative of the
organization.
Leader
 Develops and maintains an
external contacts network for
information.
Liaison
 The manager motivate,
communicates and coach
subordinates.
INTERPERSONAL

9. Cont’d
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Monitor
Disseminator  Distribute information to
subordinates & outside.
Spokesperson
 Formal provision of information
to the outside world on behalf
of organization.
INFORMATIONAL
 Gather external & internal
information relevant to the
organization.

10. Cont’d
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Entrepreneur
Disturbance
handler
Negotiator
DECISIONAL
 Initiate, develop & facilitate
change & innovation.
Allocates & control of the use
of resources [labor, finance,
materials, time]
 Participates in negotiation with
other organizations &
individuals.
Resource
allocator
 Troubleshoot problem & deals
with unexpected events

11. Activities of Management
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 Determining Objectives to achieve.
 Defining the problems that need to be solved to achieve the
objectives.
 Searching for solutions to the problems which have been
specified.
 Determining the best solutions to the problems
 Securing agreement on implementation
 Preparation & Issue of Instructions
 Execution of agreed solutions
 Devising & Discharging an auditing process – continuous
monitoring & assessment of goals.
[A]
[B]
[C]
[D]
[E]
[F]
[G]
[H]

12. Levels of Management
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Top or senior
management
 Responsible for the entire organization. Concerned with
overall planning & determination of goals & objectives &
deciding upon appropriate course of action at the highest or
institutional level
Middle
management
 “ Sandwich” between senior management & first line
supervisors, specialists technicians & professionals. Mainly
responsible for the action or operational plan , organizing,
allocating resources, building overall structure & integrating all
activities.
First Line
Management
 “Supervision” directly responsible for the day to day operation
of discrete tasks within a determined framework . Also known
as technical level with limited scope for organizing regarding
resource allocating & operational arrangements.

13. [B] LEADING OR MANAGING ??
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LEADING MANAGI
NG

14. Leadership Styles
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15. Ability & Willingness Relationship
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16. Autocratic or Directive Leadership
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 The style involves assuming full authority & responsibility for the people they
are leading.
 Leader set goals, make decisions, give orders & instructions of what to do &
how to do it.
 Particularly appropriate for short term results or when managing in crisis. E.g.,
military situations.
D
E
F
A
D
v
 The style can cause frustration among people.
 People can become totally dependent on the leader rather than thinking for
themselves.
 It can stifle innovation & creativity & group members might not feel committed
to the task or the leader.
D
I
S
 If used positively, it can be motivating & inspire confidence because of
people are clear about what is expected.
 Leader feels in control & quick decision making.
 It is helpful for people who are new to a situation or lack of competence.

17. Democratic or Consultative Leadership
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 Leader presents the problems to the team & consults with them, encouraging
contributions & ideas from those with expertise before taking action.
Promote compromise but the best solution can not be achieved.
D
E
F
A
D
v
 Potential disagreement between the leader & the group decisions, causing
conflict of interests.
 The style presume that members are competent to contribute to the decisions
process but it can slow down decision making.
D
I
S
 The leaders feels supported by the group.
 Team members are encouraged to contribute, resulting greater commitment,
motivation & creativity.
 Members feel a sense of respect for their skills & experience.

18. Laissez-Faire Leadership
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 “ Free rein [auto-pilot]” the leader take a passive role & allow the members to
make their own decisions. It might seem as if the leader is abdicated all
responsibilities but the leader is still carrying out key functions such as overall
target setting & continuous monitoring.
D
E
F
A
D
v
 Some members will be uncomfortable with a lack of clear direction.
 There is potential that the members will get involved in irrelevancies.
D
I
S
 The members have freedom to act & likely to be more motivated.
 There is opportunity for personal growth for members.
 Works particularly well if the members are experts in their field.

19. Participative leadership
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The style involves sharing leadership responsibilities & decision making with the
group members.
 Members accept the level of responsibility & leader judge how much authority
to delegate & how much to keep.
 It goes beyond consulting [ just asking for opinions] & empower the group to
explore problems, gather information , make decision & finally implement it.
D
E
F
A
D
v
 Not everyone will feel able to participate.
 It can threaten the leadership role.
 It does not work well if members are not very interested in the task.
D
I
S
 Encourage the creativity & innovation among group members.
 Members are more likely to be mentally & emotionally committed to succeed.
 Opportunity for members to grow through meeting challenges.

20. Situational leadership
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D
E
F
4
Gro
ups
The style to be chosen according to the requirements of the tasks faced & the
characteristics of the group.
 To choose the suitable style for each situation , the leader has to assess
- competence of the individuals within the team, in relation to the task.
- commitment of the individuals [partly related to the confidence & motivation]
Enthusiastic beginner : low competence & high commitment
 Disillusioned learner : low competence & low commitment
 Capable but cautious performer : moderate competence & varying commitment
 Self-reliant achiever : high competence & high commitment
 Directing : high directing & low supporting [ one way communication]
 Coaching : high directing & high supporting [two way communication ]
 Supporting : low directing & high supporting [experienced group ]
 Delegating : low directing & low supporting [little communication ]
4
leade
rship
styles

21. Situational leadership
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22. Situational leadership
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23. Situational leadership
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The four path-goal types of leader behaviors are:
Directive: The leader informs her followers on what is expected of them, such as telling them
what to do, how to perform a task, and scheduling and coordinating work. It is most effective
when people are unsure about the task or when there is a lot of uncertainty within the
environment.
Supportive: The leader make work pleasant for the workers by showing concern for them and by
being friendly and approachable. It is most effective in situations in which tasks and relationships
are physically or psychologically challenging.
Participative: The leaders consult with their followers by consulting with them before making a
decision on how to proceed. It is most effective when subordinates are highly trained and
involved in their work.
Achievement: The leader sets challenging goals for his followers, expects them to perform at
their highest level, and shows confidence in their ability to meet this expectation. It is most
effective in professional work environments, such as technical, or scientific; or in achievement
environments, such as sales.

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S1- Telling : emphasizes high amounts of
guidance (task) but limited supportive
(relationship) behavior. This style is most
appropriate for low follower readiness [R 1]
S2- Selling: emphasizes high amounts of
guidance (task) and high supportive
(relationship). This style is most appropriate
for low to moderate follower readiness [R 2]
S3- Participating: emphasizes a high amount
of two way communication and supportive
(relationship) behavior but low amounts of
guidance (task behavior). This style is most
appropriate for moderate to high follower
readiness [R 3]
S4- Delegating : emphasizes low direction or
support with low levels of both task and
relationship behaviors. This style is most
appropriate for high follower readiness [R 4]

25. 1st Feb 2015 PKL 25
 Directive leadership: involves letting
subordinates know exactly what is
expected of them, giving specific direction
and closely supervising them. They are
expected to follow rules & regulations.
 Supportive leadership: involves a friendly
and approachable manner & displaying
concern for the needs and welfare of
subordinates. Facilitate in making
decisions.
 Participative leadership: involves
consulting with subordinates and the
evaluation of their opinions & suggestions
before the manager makes the decision.
 Delegated leadership: involves setting
challenging goals for subordinates,
seeking improvement in their
performance and showing confidence in
subordinates’ ability to perform well.
Delegating for decisions and
implementation.

26. Management Styles
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Management
by Objectives
 In1950s by Peter Drucker & based on defining objectives for each
employee & controlling performance. People perform well if they have
clear objectives & are involved in setting the objectives.
 The manager walks about the workplace to see what is happening,
avoiding the isolation of the manager sitting in the office all day without
knowing what is really going on.
Management
by walking
about
Mushroom
Management
Seagull
Management
Crisis
Management
Firearm
Management
 Like mushrooms, people are kept in the dark & shoveled with abuse
[dirt] on them. To be avoided !!!
 Like seagulls, manager fly in occasionally, shout people noisily from a
great height & then go back without getting involved.
 Managers fight the latest crisis & do not have the time or the
competence to stop & plan for the next day or task.
 Managers shout and sack the employees & taking decisions without
any understanding of the situations, resulting chaos, more shouting &
more wrong decisions.

27. [C] ENHANCING ORGANIZATIONAL PERFORMANCE
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MOTIVATION
MANAGMENT
 Motivation is the energy & desire to work towards a specific goal.
 Without motivation, employees are likely to be unproductive, disinterested.
 Motivation is important to ensure that employees want to work hard & want to
achieve the objectives of the organization.

28. Motivation Theories
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 Maslow’s
 Hierarchy of
Needs Model
 Herzberg’s
 Two factor
model
 Adam’s
 Expectancy
theory
 Goal
Theory
 Equity
theory
 Vroom’s
 Lataham &
Locke’s

29. 27/7/2014 29
[hunger , thirst,
shelter,
warmth]
[security,
health care]
[ love,
affection]
Maslow’s Hierarchy of Needs
 Individuals
have variety
of needs &
they are
organized
into
hierarchy.
 The need in
each level of
the pyramid
to be fulfilled
before
moving to
the next
level.
 Managers
need to
understand
the needs to
achieve the
goals and
objectives of
the
organization.
PKL

30. 1st Feb 2015 PKL 30
Maslow’s Hierarchy of Needs

31. 1st Feb 2015 PKL 31
Herzberg’s Two Factor Model [1950s]

32. Herzberg’s Two Factor Model [1950s]
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 Dissatisfy stuffs if they are not
met, even if they are met, they
don’t motivate staffs.
 E.g., poor working condition
demotivate staffs but good one
does not motivate.
 Important things such as
achievement, personal growth, the
interest of the work.
 The more they are increased, so
does motivation.
HYGIENE (Maintenance) FACTORS SATISFIERS [motivators]
 Once hygiene factors are
addressed, the manager
can work on increasing the
satisfiers.

33. Motivators & Hygiene Factors
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Job Satisfaction
Influenced by
Motivators
 Achievement
 Recognition
 Work itself
 Responsibility
 Advancement
 Growth
 Praise & Appreciation
 Encouragement
Job Dissatisfaction
Influenced by
Hygiene Factors
 Supervision
 Company policy
 Relationship with
supervisor & peers
 Working conditions
 Salary & bonuses
 Personal life
 Status & security

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Motivators & Hygiene Factors

35. 1st Feb 2015 PKL 35
Motivators & Hygiene Factors

36. Adam’s Equity Theory
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 People are motivated if they
perceive that they are treated fairly
& demotivated if they perceive that
their treatment is unfair.
 People make perceptions by
comparing their treatment & the
treatment given to others.
 Management needs two
responses to this theory
 Everyone is to be treated fairly,
not to be the same, meaning the
treatment to be explainable &
reasonable. E.g., high /low pay
 To be transparent when people are
deal with so that people rely on fact
rather than their perceptions.

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Adam’s Equity Theory

38. 1st Feb 2015 PKL 38
Adam’s Equity Theory

39. 27/7/2014 39
Vroom’s Expectancy Theory

40. Vroom’s Expectancy Theory
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 E.g., If management plan to
motivate staffs by promising them
a bonus, if they achieve
particular target, it has to be
valued & believable.
 If the level of bonus if too low, it
will not be motivating employees.
 Valency - the desirability or
strength of the belief that
employee associates on a
particular outcome
 Expectancy – the belief that it will
actually happen or the extent of
perception that effective performance will
produce desired rewards or outcome
 E.g., If management promised bonuses
in the past & never paid, there will be
lack of belief.
 If the target is so high & unachievable ,
it will not be motivating.

41. 1st Feb 2015 PKL 41
Vroom’s Expectancy Theory

42. 1st Feb 2015 PKL 42
Latham & Locke’s Goal Theory

43. Latham & Locke’s Goal Theory
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 Goals which are
motivating are clear,
stretching & specific.
 Goals which are
demotivating are vague,
keep changing & believed to
be unachievable.
 Try to meet the basic needs of employees &
ensure that employees feel part of team.
 Address safety & demotivating issues.
 Treat employees fairly.
 Be transparent in dealing with employees.
 Ensure that any proposed motivator is
valued & achievable & set clear goals.
 Motivation & performance
are directly linked to the
goals already set.

44. Goal Theory
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45. 1st Feb 2015 PKL 45
Goal Theory

46. Management, Development & High Performance Organizations
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 Continuing
education courses
& tuition
reimbursement
 Career
developm
ent or
counseling
services
Opportunities for employee growth & development include:
 Skills
training
provided
in-house or
via outside
training
centers
Opportu
nities for
promotio
n &
internal
career
advancem
ent
Coaching,
mentoring &
leadership/m
anagement
development
programs

47. 1st Feb 2015 47PKL
Thank You !!

48. Q & A
 1. “In the variable conditions faced by organizations in the twenty-first
century, the most important quality of a leader is their ability to create
the conditions for successful and continuous change.
Explain the differences between leadership and management.
[10 marks]
Discuss the importance of effective leadership during a period of rapid
organizational change. [15 marks]
 2. One of the most interesting findings about management activity is
how busy managers are and how hectic their normal working day can be.
Explain the main functions of management. [10 marks]
Discuss the extent to which these functions accurately describe what
managers actually do. [15 marks]
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49. Q & A
 3. (a) Using examples to support your answer, distinguish between
centralized and decentralized authority. [10 marks]
(b) Analyze the importance of co-ordination as a key management
function in a decentralized organizational structure. [15 marks]
 4. A key part of a manager’s role is to motivate his or her employees.
Using examples from the work place and specific motivation theories,
explain how managers can ensure their employees are fully motivated.
[15 marks]
 5. You are the manager of a multinational car manufacturer and, due to
the economic recession, the organization is going to reduce the size of its
workforce. This will involve a redundancy program which will, no doubt,
cause anxiety and conflict amongst the employees.
Discuss how manager can both provide leadership and manage any
conflict arising with his employees during these uncertain times. Use
workplace examples to support your answer. [20 marks]
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