Evolution of Management Thoughts

1. 20XX presentation title 1

2. EVOLUTION OF MANAGEMENT THOUGHTS
2. Contemporary School
3. ManagementApproaches
JOSEFINA B. ARELLANO
Learning Facilitator

3. What is contemporary management?
Contemporary management is a modern approach to
overseeing a business and involves activities like
planning, decision-making and monitoring. This practice
attempts to establish goals that align with the interests of
stakeholders ranging from traditional investors to
employees and customers. Contemporary management
teams rely on their evaluation of human behavior and
environmental factors to create an efficient and organized
workspace.

4. Characteristics of contemporary management
1. Use of technology
One of the most obvious characteristics of contemporary
management is the use of technology. Innovative software can
complete many tasks, from creating schedules to tracking
employee performance, allowing management teams to
streamline employee workflows and enhance productivity in a way
like never before. While contemporary management heavily relies
on technology, it's important for organizations to recognize their
limits and respond accordingly. For instance, even though
machines are essential for manufacturing plants, companies
conduct routine maintenance to ensure the machines' longevity
and make the appropriate repairs.

5. 2. Decentralization of authority
Contemporary management uses a hierarchal structure to
understand which employees have authority over others, but
it's more decentralized than traditional management models.
This looser structure encourages teamwork between
departments and solicits input from employees who may not
otherwise have much authority. Several factors have
contributed to the decentralization of authority, but
technology is one of the most prevalent. The wide availability
of information and advanced software helps level the playing
field between employees and management teams. As a result,
parties across the company can collaborate on problems and
contribute to the organization's growth.

6. 3. Increased independence
As a result of the decentralization of authority,
employees often experience more independence
under a contemporary management model. Many
management teams assign duties that suit each
employee's unique skill set and give them the
freedom to work as they see fit. This increased
independence fosters innovation, improves retention
rates and encourages employees to take ownership
of their professional development.

7. 4. Emphasis on company culture
Contemporary management emphasizes company culture
more than traditional models. This shift is likely due to the
increased demand for professional talent and employee
requests for more humanized work environments. By creating
a culture that aligns with employee preferences and customer
expectations, companies can improve their overall
reputations. For instance, a contemporary manager might
advocate for employees to maintain a good work-life balance
that helps them prevent the burnout that's prevalent in their
industry. Another integral aspect of company culture is
diversity, as employees often want to work for an organization
that acknowledges the experiences of employees from various
backgrounds
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8. 5. Increased flexibility
Factors like globalization and advanced technology
contribute to today's fast-paced business environments. A
company can experience changes ranging from shifting
market trends to sudden cybersecurity attacks, requiring
management teams to make fast decisions using the
information they currently have. Leaders often rely on
confidence to make employees and customers more
comfortable with these decisions, and a willingness to
adapt allows these leaders to adjust their plans as they
receive new information.
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9. Types of contemporary management
1. Contingency view
The contingency view says that the most effective leadership style
varies based on circumstances rather than designating one approach
as the most effective. Management teams build good relationships
with their employees by adapting their leadership styles to each
situation. This approach requires careful analysis of evolving
situations and quick adjustments to leadership styles based on
employee reactions. The contingency view also uses the least
preferred co-worker scale, which measures task motivation by
evaluating assignment structure, an employee's relationship with
authority and management's response to good and bad employee
behavior.
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10. 2. Systems perspective
The systems perspective views the organization as a
series of internal components that constitute a
unified whole. Different categories of components
help management teams classify the different
sectors that make the company function. For
instance, there are inputs such as the human
resources and information technology departments
that provide the organization with essential capital.
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11. There are also transformational processes like employee
work activities, outputs, products and financial reports.
When a company implements a systems perspective, it
analyzes how these different components work together
and finds solutions that promote better collaboration.
Additionally, most organizations are open systems and
therefore experience changes based on external factors.
For instance, customer feedback on a product can help the
manufacturing department make the necessary revisions
and encourage the marketing team to promote the most
desirable features via robust advertising campaigns.
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12. 3. Theory Z
Theory Z is a humanistic approach to management that combines
Japanese and American principles. It requires organizations to retain
some features of bureaucratic hierarchies like employee evaluations
and formal authority, but it also promotes cultural values to create a
sense of community. For example, one characteristic is the emphasis
on long-term employment to promote company-wide stability and
increase job security.
Employees who remain with the company can take advantage of other
characteristics, like gradual career advancement, collaborative
decision-making and increased responsibilities. The company
implements active feedback systems and open-door policies to
promote these benefits. Additionally, Theory Z ensures that all
business practices are good for the community to fulfill the
organization's moral duties and ensure the well-being of customers
and employees.
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13. Japanese management is characterized by lifetime
employment, a seniority wage system, vague job
classifications (which means an unspecified range of
responsibilities and power) and groupism. It is generally true that
workers select their employers, not their occupations. And this
corresponds well with the practice of regular recruitment of new
graduates and the training of new employees in the particular business
practices within each enterprise. Because the system and individual jobs
in one enterprise are incompatible with those of others, there is a
tendency created in employees to settle in one company, which justifies
the immense educational investment made by the enterprises.
14 American principles of management are:
1.Division of Work 7. Remuneration
2.Authorityand Responsibility 8. The Degree of Centralization
3.Discipline 9. Scalar Change
4.Unity of Command 10. Order
5.Unity of Direction 11. Equity
6.Subordinationof Individual Interest 12. Stability of Tenure of Personel
7.Remuneration 13 Initiative
8.The Degree of Centralization 14. Esprit de Corps
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14. 3. Management excellence theory
Management excellence theory is relatively broad, as it
describes a consistent pursuit of greatness for an
organization. This aspirational approach relies on research
to provide the best possible work environment for
employees, adapt the latest technologies and remain ahead
of the competition. While financial results are important to a
company that uses a management excellence approach,
they aren't the only guiding principle. Management teams
usually establish values that are relevant to employee and
customer preferences. For instance, they might emphasize
the importance of effective customer service and
implement policies that ultimately work towards this goal.
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15. Management Approaches
4 Major Types of Educational Management
1. Centralized or Decentralized EducationalManagement
2. Internal and External EducationalManagement
3. Authoritarian/Autocratic and Democratic EducationalManagement
4. Democratic EducationalManagement
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16. 1.
1. Cenralized and Decentralized Educational Management:
This type of educational management refers to the centralization of the
power and responsibility of educational administration, supervision and
control which results in educational management on one hand and division
and distribution of powers and responsibilities of educational
administration, supervision and control that results in educational
management. Among these two types of educational management,
decentralized educational management is the accepted type of educational
management in the present modern educational system.
The cause is that divisions and distribution of powers,
responsibilities and duties of any type can make every
programme a successful one.
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17. In the centralized educational management
all sorts of powers, responsibilities in relation
to educational management are vested in one
hand. He/she may be the real or titular head.
Suppose in the field of higher education the
Director, Higher Education is the real
executive head and all sorts of powers and
responsibilities remain in his/her hand. The
other associate officers are Additional
Director, Deputy Director, Assistant Director
remain silent in this regard.
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18. Then the principals of different colleges also remain silent in this
regard. But practically speaking this type of educational
management is outdated and useless in the modern educational
system. The reason is that it was prevailed when expansion of
education was a charitable work for the kings and emperors. But
in the decentralized educational management the powers,
responsibilities are distributed and decentralized from the
Director Higher Education to the peon of a college in which
everybody involved in the field of higher education feels seriously
the responsibility of educational management. And at the same
time they take the risk of making educational management a
successful one.
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19. 2. External and Internal Educational
Management:
The External Management of educational programme
means for those elements, factors and supporting
agencies which provide opportunities and facilities for
the smooth management of educational programme in
external perspective. In humanitarian perspective the
external management of educational programme refers
to the persons or elements who are indirectly involved in
its management.
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20. They are the community members, specialists, experts,
administrators,parents, supervisors and all other
agencies. Their first and foremost duty is to create a
suitable and sound atmosphere and provide all sorts of
resourcesand help in moral ground. Besides they have to
give suggestions for participating and observing the
management of educational institution. But they are
active and internal involvement in the process isn’t
acceptable and desirable.
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21. Internal Educational Management refers to
management of any educational programme is
vested upon the persons who are actively and
internally involved in the management of every
educational programme. It categorically refers to
the head of the institution or head
master/principal of the school and other teaching
personnel, students and non-teaching staff.
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22. Besides the internal management means the duty is rendered by
these personnel as assigned to them in relation to planning,
organizing, coordinating, supervising, controlling, administering
and evaluating. Here it is essential to mention that although they
are not officially assigned to manage the programme and satisfy it
but the degree or certificate that will be given to them will be their
expectation level.
Practically speaking, internal management has much more
importance than external management. The reason is that the
elements of internal management are actively involved in the
process and the degree of success of management depends upon
them.
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23. 3. Authoritarian/Autocratic and Democratic
Educational Management:
Just like centralized management authoritarian
management plays its role. In centralized management
the centralization of the power and responsibility of
educational management centered in and exercised by, a
central power, organisation or agency. It implies that all
the policies and programmes are planned, directed by
one central agency. Here the central agency may be a
person, a group of persons as “core group.” So when the
powers and responsibilities center round a particular
person or group then the term authoritarian or autocracy
comes into limelight.
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24. In this context it will be suffice if will discuss
authoritarian/autocratic management where authority
and control lies in one person or group or institution. In
this management the rights are absolute and supreme
and educational management is a state of monopoly. In
this type of educational management every aspect of
education is controlled by one. And educational
administration becomes centralized being dominated by
bureaucracy, which controls through strict
administration of laws, rules and regulations.
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25. The business of the staff is to emphasize these laws, rules
and central orders and to see that these are properly
carried out. The teacher as the real and regular
practioner becomes the mouth piece of the central
authority having no professional freedom. This type of
educational management generally found in totalitarian
or unitary states. In this type of states educational
management remains in the hand of the head of the
educational institution who exercises authority and
control in a centralized form. It implies that he
directs every action of his teachers and
students. He plans all the school activities.
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26. He tells the teachers and students what to think as
well as what to do. He takes decision and gives all
directions to teachers and students. He thinks
himself as an only active agency in the
management of every educational programme of
the institution. In this type of management ‘I-
feelings’ are pre-dominant and ego of one
individual prevails.
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27. Democratic educational management:
Now in the modern era democracy is unanimously
regarded and accepted “asthe way of life.” This is not
only applicable in case of a particularnation but also for
the entire globe/world. This very statement implies that
in every aspect of development the democratic principles,
values and ideas must be adhered or accepted.
Accordingly in the field of management it must be
accepted and implemented.
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28. Like other educational managements
“authority and control” are also the two
basic hallmarks in democratic educational
management, which are exercised in
decentralized form.
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29. Management Approaches
a. Classical Approach
b. Scientific Management Approach
c. Administrative Approach to Management
d. Human Relation Approach to Management
e. Social System Approach to Management
f. Decision Theory Approach to Management
g. Management Science Approach to Management
h. Human Behavioural Approach to Management
i. Quantitative Approach to Management
j. System Approach to Management
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30. k. Merits of the System Approach
l. Limitation of the System Approach
m. Contingency Approach to Management
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31. 20XX presentation title 31
“Business opportunities are like buses.
There's always another one coming.”
RICHARD BRANSON

32. THANK YOU
20XX presentation title 32