Bricklayers

1. EXTENDED MANAGEMENT:CIVIL I
MODULE TWO: THEORY OF MANAGEMENT 2
LECTURER: JB NARTEY

2. PLANNING_ACTIVITIES
 Forecasting/Goal Setting
 Establish Objectives
 Establish Programs/Actions
 Scheduling /Timing of programs/actions for achieving the
programs/actions
 Budgeting of programs/actions; Establish cost commitments for the
programs/actions
 Developing policies/procedures to guide the program/actions
2

3. PLANNING_PRINCIPLES
 Progressive Elaboration
 The further we project a plan into the future, the more unstable and undependable it
becomes;
 Make detailed immediate/short-term plans
 Make rough medium and long-term plans and update as you progress.
 Participation & Communication
 People has a tendency to resist change;
 Provide for participation and communication in the planning process.
 COLLECTIVE EFFORT
 Planning Horizon
 Provide for both short term and long term plans.
3

4. PLANNING_COMMON MISTAKES
 Vague and unclear objectives
 Ignoring environmental context
 Neglecting stakeholder interest
 One-shot planning
 Plan misalignment
 Insufficient time and effort
4

5. PLANNING_ OBJECTIVE BASED PLANNING FRAMEWORK
5
Environmental Scan: Problems/Opportunities
Analysis(Problem/opportunities)-Past/Present/Future
Possible Solutions/opportunities
Goals- Why?
Objectives_ What?
Programs/Actions_ How?
Programming _Sequence?
Scheduling_ Time?
Budgeting_ Cost?
Best Solution/opportunities

6. PLANNING_GOAL (WHY? VISION?)
 Broad Vision
 Big Picture
 Course of Action
 Aim
6

7. GOAL_EXAMPLES
 Pass the Exams
 Live a life of luxury
 Win the lottery
 Buy a lottery ticket
 Drive to East London
 Delight our customers
 Become the top provider in the market
 Increase corporate profits
 Foster a climate of innovation
 Be the global leader in tertiary education
7

8. PLANNING_ FORECASTING/GOAL SETTING
(WHY? VISION?)
 Environmental Scan: Investigative/diagnostic study of past and present
problems/opportunities in your industry. “THINK OUTSIDE THE BOX”
 Analytical Forecast ; Predict the future of these problems/opportunities
analytically
 Types of analytical forecasts: planning analysis, psychological analysis, and statistical
analysis.
 Possible Solutions/opportunities
 Possible solutions to overcome these forecasted problems/opportunities
 Possible opportunities to take advantage of in these forecasted
problems/opportunities
 Best/Effective Solution/Opportunity
 Evaluate all the possible solutions/opportunities and select the best/most effective
solution(s)/opportunity(ies)
 Set the Goal
 Set Goals to achieve this best/effective solution(s)/opportunity(ies)
8

9. EXAMPLE: GOAL SETTING
 Environmental Scan: Eskom Load Shedding for
the past 2 months
 Analytical Forecast : Eskom indicates that this
problem will be with us for the next 3 years
 Possible Solutions: Buy a generating plant/Build
a solar plant/Wind Farm
 Best Solution: Build a Solar Plant
 GOAL: BUILD A SOLAR PLANT
9

10. GOAL SETTING_CLASS EXERCISE
 1. Environmental Scan: Student lateness to
class.
 2. Environmental Scan: Obesity amongst
students/Low levels of physical fitness
 3. Environmental Scan: NSFAS unable to
sponsor all students
 4.Environmental Scan: Increase in electricity
tariffs
 5.Environmental Scan: Students are bored 10

11. PLANNING_OBJECTIVES(WHAT?)
 Expected/Intended Outcomes/Deliverables/End
Results
 Objectives must be S.M.A.R.T.
 S-Specific/Clear, M-Measurable, A-Achievable,
R-Resourced, T-Time bound
 Objectives must be Q.Q.T.
Q-Quantity,Q-Quality,T-Time bound
 It is a guide for the actions of every manager
to whom it applies.
11

12. EXAMPLES_GOOD OBJECTIVES
 Provide portable pipe born water for 1000 households in the Bizana
Municipality in 2015
 To increase gross profit by 10% for my company in the year 2015
 To build 1000m2/400 bed capacity local hospital for Ibika township in year
2015
 To reduce weight by 20 kgs at ibika campus in the year 2015
 Reduce woody weed cover to less than 5% in 2,000m² of degraded
vegetation in Blue Mountains Park.
 Educate 100 local residents in the Blue Mountains region on how to prevent
and restore degraded vegetation in Blue Mountains Park.
 Increase the awareness of 500 people visiting Blue Mountains Park on the
environmental and cultural significance of the Park.
 To educate 1,000 households within Butterworth on ways to reduce energy
and water usage by 10%.
12

13. EXAMPLES_ BAD/POOR OBJECTIVES
 Install 1,000 plants
 Remove weeds
 Run a workshop
 Install a sign
 Create a website that is appealing for all age groups
 Expansion of partnerships and networks
 Improved environmental education with tools and strategies
 Raise awareness of the issue of climate change
 Improve awareness of conservation issues
13

14. EXAMPLES_BAD/POOR OBJECTIVES
14

15. EXAMPLE; ESTABLISH OBJECTIVES
 GOAL: BUILD A SOLAR PLANT
 OBJECTIVES;
 TO BUILD A 50 MW SOLAR PLANT FOR
WSU,IBIKA CAMPUS BY THE END OF 2015.
15

16. CLASS EXERCISE_OBJECTIVES
 ESTABLISH OBJECTIVES FOR EACH OF THE
GOALS SET EARLIER ON.
16

17. EXAMPLE_PROGRAMS/ACTIONS
 OBJECTIVE:TO BUILD A 50 MW SOLAR
PLANT FOR WSU,IBIKA CAMPUS BY THE END
OF 2015.
 LIST OF ACTIVITIES
 APPOINT A SOLAR PLANT BUILDER
 ARRANGE FUNDING
 CONSTRUCT THE 50MW SOLAR PLANT
 PLAN THE 50 MW SOLAR PLANT
 DESIGN THE 50 MW SOLAR PLANT
 OPERATE & MAINTAIN THE 50MW SOLAR PLANT
18

18. CLASS EXERCISE_PROGRAM/ACTIONS
 LIST ACTIVITIES/ACTIONS TO ACHIEVE THE
OBJECTIVES ESTABLISHED
19

19. PROGRAMS/ACTIONS_PROGRAMMING
 PROGRAMMING_
 SEQUENCING/PRIORITISATION OF THE
PROGRAMS/ACTIONS
20

20. EXAMPLE_PROGRAMMING
ACT.NO. ACTIVITIES
1 ARRANGE FUNDING
2 APPOINT A SOLAR PLANT BUILDER
3 PLAN THE 50 MW SOLAR PLANT
4 DESIGN THE 50 MW SOLAR PLANT
5 CONSTRUCT THE 50MW SOLAR PLANT
6 OPERATE & MAINTAIN THE 50MW SOLAR PLANT
21

21. CLASS EXERCISE_PROGRAMMING
 PROGRAM THE LISTED ACTIVITIES/ACTIONS
22

22. PROGRAMS/ACTIONS_SCHEDULING(WHEN?)
 SCHEDULING_ALLOCATING A TIME
SCALE/DEADLINES FOR THE
PROGRAMS/ACTIONS
23

23. EXAMPLE_SCHEDULING
ACT.NO. ACTIVITIES TIME(DEADLINES)
1 ARRANGE FUNDING APRIL 2015
2 APPOINT A SOLAR PLANT BUILDER MAY 2015
3 PLAN THE 50 MW SOLAR PLANT JUNE-JULY 2015
4 DESIGN THE 50 MW SOLAR PLANT AUGUST 2015
5 CONSTRUCT THE 50MW SOLAR PLANT SEPT-NOV.2015
6 OPERATE & MAINTAIN THE 50MW
SOLAR PLANT
DEC.2015
24

24. CLASS EXERCISE_SCHEDULING
 SCHEDULE THE PROGRAMMED ACTIVITIES
25

25. PROGRAMS/ACTIONS_BUDGETTING(HOW MUCH?)
 BUDGETTING_ ALLOCATING COST TO THE
PROGRAMS/ACTIONS
 BUDGETTING is the determination of how
much it will cost to carry out our programs and
reach our objectives within the limits
established by the schedule.
26

26. EXAMPLE_BUDGETING
ACT.NO. ACTIVITIES TIME(BY THE
END)
COST/BUDGET(R
1 ARRANGE FUNDING APRIL 2015 60,000
2 APPOINT A SOLAR PLANT BUILDER MAY 2015 50,000
3 PLAN THE 50 MW SOLAR PLANT JUNE-JULY 2015 120,000
4 DESIGN THE 50 MW SOLAR PLANT AUGUST 2015 400,000
5 CONSTRUCT THE 50MW SOLAR PLANT SEPT-NOV.2015 1,500,000
6 OPERATE & MAINTAIN THE 50MW
SOLAR PLANT
DEC.2015 200,000
TOTALS 2,330,000
27

27. PLAN
 1. GOAL:
 BUILD A SOLAR PLANT
 2. OBJECTIVES;
 TO BUILD A 50 MW SOLAR PLANT
FOR WSU,IBIKA CAMPUS BY THE
END OF 2015. 28

28. 3.PROGRAM/ACTION PLAN
ACT.
NO.
ACTIVITIES TIME(BY THE
END)
COST/BUDGET
(R)
RESPONSIBL
E PERSON
1 ARRANGE FUNDING APRIL 2015 60,000 CEO
2 APPOINT A SOLAR
PLANT BUILDER
MAY 2015 50,000 PROCUREMENT
MANAGER
3 PLAN THE 50 MW SOLAR
PLANT
JUNE-JULY 2015 120,000 SOLAR
BUILDER
4 DESIGN THE 50 MW
SOLAR PLANT
AUGUST 2015 400,000 SOLAR
BUILDER
5 CONSTRUCT THE 50MW
SOLAR PLANT
SEPT-NOV.2015 1,500,000 SOLAR
BUILDER
6 OPERATE & MAINTAIN
THE 50MW SOLAR PLANT
DEC.2015 200,000 SOLAR
BUILDER
TOTALS 2,330,000 29
PLAN

29. CLASS EXERCISE_BUDGETING
 ESTABLISH BUDGETS FOR ALL THE
PROGRAMMED/SCHEDULED ACTIVITIES
30

30. PROGRAM/ACTIONS_ REVIEW/RECONCILE
 As a final step, all programs/actions,
schedules, budgets should be reviewed
and reconciled to ensure that they are
integrated and unified.
31

31. POLICIES(GUIDELINES)
 It is a command from top management to
perform in a specified manner.
 It establishes definite limits of authority.
 Develop and apply uniform and flexible
guidelines to control peoples behaviour during
the execution of the programs/actions.
32

32. EXAMPLE_POLICY
 Eg. ACTIVITY: CONSTRUCT A SOLAR PLANT
 MANAGEMENT POLICY/GUIDELINE?
 “THE SOLAR PLANT BUILDER SHALL USE
STUDENTS TO BUILD THE PLANT”
33

33. PROGRAMS/ACTIONS_
PROCEDURES(STANDARD METHODS/METHODOLOGY)
 To develop and apply standardised(STEP BY STEP) methods of
performing each of the listed activities
 EXAMPLE;
 ACTIVITY NO; 2
 ACTIVITY: APPOINT A SOLAR PLANT BUILDER
 STANDARD PROCEDURE/METHODOLOGY;
 1.INVITE PROPOSALS FROM SOLAR PLANT BUILDERS
 2.EVALUATE PROPOSALS
 3.SELECT THE BEST PROPOSAL
 4.APPOINT SOLAR PLANT BUILDER
34

34. ORGANISING_ACTIVITIES
 Organisational Structure
 Acquisition
 Delegating
 Relationships/Teamwork
35

35. DEVELOPING AN ORGANISATIONAL
STRUCTURE
 OBJECTIVES ;
 what should be done
 ROLES/RESPONSIBILITIES;
 who should do it.
36

36. ORGANISATION_STRUCTURE/ORGANOGRAM
 The structure within which the activities/tasks and resources
are organised.
 The structure is dependent on the organisational goal.
 Different organisational goals will require different structures.
 Eg. The structure in a bakery producing bread will be different
to that of a hairdressing salon.
 Producing bread is a standard procedure and is repeated over
and over.
 Hair stylists never cut and perm hair of each customer in the
same style over and over. A certain style may, however, be in
fashion for a period of time.
37

37. ORGANOGRAM_WSU
IMC; VC Chairperson
C.Rector;
EL Campus
C.Rector;
Mthatha
Campus
C.Rector;
Ibika
Campus
C.Rector;
Queenstown
Campus
WSU COUNCIL
Dean;
FSET
CFORegistrar Exec.
Directors
Dean;
Faculty
Dean;
Faculty
Dean;
Faculty
HOD;
Civil Dept.
HOD;
Mech.Dept.
HOD;
Elect.Dept.
Directors
HOD;
CM&QS

38. A Project Organisational structure;
A classroom block, R5million contract
39
H/O
C.M.
P.M.Store boy/Time clerk Estimator/Buyer
Site Agent-Building Works Site Agent-Civil Works Site Agent-Access Road
Foremen Foremen Foremen
Artisans
Labourers
Artisans
Labourers
Artisans
Labourers

39. ORGANISATIONAL STRUCTURE_FEATURES
 DESIGNATIONS(POSTS)
 ROLES/RESPONSIBILITIES/DUTIES
 INTERRELATIONSHIPS(AUTHORITY
LINES)
 COMMUNICATION LINES
40

40. ACQUISITION
 TO ACQUIRE/PROCURE MATERIAL,PLANT & EQUIP & LABOUR ETC
 12 STEPS;
 ESTABLISH QUANTITIES(HOW MANY?)
 ESTABLISH SCHEDULES( WHEN NEEDED?)
 PRICE ENQUIRIES/SOLICIT QUOTATIONS(SUPPLIERS/SUB-CONTRACTORS)
 EVALUATE QUOTATIONS
 SELECT THE BEST QUOTATION(BEST SUPPLIER)
 NEGOTIATE WITH BEST SUPPLIER(PRICE DISCOUNT)
 PLACE ORDER
 LOADING/HANDLING (MATERIAL TYPE & PACKAGING)
 TRANSPORTATION/HANDLING (MATERIAL TYPE & PACKAGING)
 OFF-LOADING/HANDLING (MATERIAL TYPE & PACKAGING)
 STORAGE (MATERIAL TYPE & PACKAGING)
 PAYMENT 41

41. DELEGATING
 The manager can do everything
himself and make most of the
decisions or
 He can assign as much as possible to
his people/team members.
42

42. DELEGATING
 Delegating is the work a manager performs to entrust/assign to
others;
 Responsibility; The work/decisions assigned to a position.
 Authority; is the sum of the powers or rights necessary to do the work.
 Centralised; Authority reserved at top levels of the
organisation.
 Decentralised; Delegation of authority to the levels
where the work is performed.
 Accountability; The obligation to perform responsibly and
exercise authority in terms of established performance
standards. (Results)
43

43. DELEGATING
_DELEGATED RESPONSIBILITY/AUTHORITY
44
MANAGER
(Responsibility/Authority)
SUBORDINATES
(Responsibility/Authority)
COLLEAGUES
(Responsibility/Authority)
Responsibility/Authority
Accountability
Responsibility/
Authority Accountability
Accountability
Responsibility/
Authority
BOSS/CEO
(Responsibility/Authority)

44. DELEGATING
 Responsibility and authority must be delegated
clearly and simultaneously
 A manager's accountability can never safely be
delegated.
 The Manager should reserve for himself only
those responsibilities which others cannot do
effectively for him.
45

45. DELEGATING_EFFECTIVE CONTROLS
 Establish performance standards
 Divisionalisation
 The process of breaking large functional organisation units into divisions grouped in terms of
product, geography, or some other basis.
 Dispersion: The physical separation of people, equipment and facilities.
 Consolidation: The bringing together at one physical location of people, equipment and
facilities.
 Single reporting relationships/Single line of Command
 The more people who reports to a manager or to whom a manager reports, the less
accountable the person or the manager tends to become.
 Individual accountability
46

46. DELEGATING
_CHALLENGES/BARRIERS
 Organisational barriers: Organisational policies
and methodologies
 Psychological barriers;
 Failure of the manager to understand what
type and volume of work he should delegate.
 Management Style; Micro-managing
47

47. TUTORIAL2;
RESEARCH
 DISCUSS THE PHRASE “RESPONSIBILITY
WITHOUT AUTHORITY”
 LIST THE DIFFERENCES BETWEEN
DELEGATING AND MICRO-MANAGING
 WHICH ASPECT OF A MANAGER’S
RESPONSIBILITIES/DUTIES CAN BE
DELEGATED SAFELY TO OTHERS.
48

48. DEBATE
DELEGATION IS
BETTER THAN MICRO-
MANAGEMENT
49

49. RELATIONSHIPS/TEAMWORK
_PURPOSE
 Establishing relationships/teamwork is
the work a manager performs to
create the conditions necessary for
effective mutually co-operative/group
efforts of people.
 ”REMEMBER THE FOOTBALL
TEAM”
50

50. RELATIONSHIPS/TEAMWORK
_TEAM COMPOSITION
 TEAM(KEY)
 Manager, (Team leader)
 subordinates,
 Boss
 Peers/Colleagues.
 SUPPORT TEAM
 Customers/Client
 Suppliers/Service providers
 Professional Advisors
 Community
 Regulators: DOL etc 51

51. RELATIONSHIPS/TEAMWORK
_INTERNAL TEAM_ RELATIONSHIPS
 Staff relationship(Cordial Relationships)
 Relation amongst individuals who provide advice
and service in the accomplishment of objectives.
 Line relationship(Command relationship).
 Relationship amongst those persons who are
accountable for final results and therefore have
authority to make decisions with respect to those
results.
52

52. RELATIONSHIPS/TEAMWORK
_BUILDING
 ESTABLISH & COMMUNICATE CLEAR TEAMWORK
GOALS/OBJECTIVES
 ESTABLISH RULES TO PROMOTE TEAMWORK
 ESTABLISH TRUST AMONGST TEAM
MEMBERS.(TAKES TIME)
 REGULAR TEAM MEETINGS/SOCIAL
GATHERINGS/TEAM EXERCISES/ACTIVITIES
 REGULAR COMMUNICATION/INFORMATION SHARING
AMONGST TEAM MEMBERS
 ENCOURAGE TEAM PROBLEM SOLVING
53

53. LEADING_ACTIVITIES
 Decision Making
 Communicating
 Motivating
 Selecting people
 Developing people
54

54. MANAGEMENT LEADERSHIP
 Leading is the energising function that
makes planning, control and organising
possible.
 Leading is the work the manager
performs to get people to take required
action.
 Leading is quite synonymous to driving
55

55. 56

56. MANAGEMENT LEADERSHIP
_TYPES
 AUTHORISATION LEADERSHIP
 DEMOCRATIC LEADERSHIP
 The proper blend of authorisation and
democratic leadership knowingly
applied is the best.
57

57. TUTORIAL2
_RESEARCH
 NAME AND DESCRIBE THE DIFFERENT
TYPES OF MANAGEMENT LEADERSHIP
 WHAT IS THE DIFFERENCE BETWEEN A
MANAGER AND A LEADER?
58

58. DECISION MAKING
_WHAT DO WE DO?
 Decision-making is the work a manager performs to arrive at
conclusions and judgements.
 The steps taken to determine a particular course of action
 The kind of decisions a manager makes and how he makes
them has everything to do with the results he can accomplish.
 A SMART DECISION MAKING/DECISION MUST LEAD TO
THE ACHIEVEMENT OF THE DESIRABLE RESULTS
 “THE END JUSTIFIES THE MEANS” 59
DECISION
MAKING
DESIRED
RESULTS
DECISION
POINT

59. DECISION MAKING_ ORIGIN?
 NEEDS
 PROBLEMS/CHALLENGES/SITUATION
 OPPORTUNITIES
 CHANGES; NEW
LAWS/REGULATIONS/TECHNOLOGY
60

60. DECISION MAKING
_POOR DECISION MAKING STYLES
 Spontaneous/knee jerk/Hasty
 Impulsive(5 senses based)
 Emotional(mood/hormones(adrenalin)
 Old school/Outmoded/ Inapplicable
61

61. DECISION MAKING
_GOOD/SOUND DECISION MAKING STYLE
 A decision making based on
logical thinking
62

62. DECISION MAKING
-6 LOGICAL THINKING STEPS
 Apparent problem?
 Fact finding/Investigation?
 Real problem?
 Possible solutions?
 Best solution?
 Plan?
63

63. DECISION MAKING
_APPARENT PROBLEM?
 OBSERVABLE SYMPTOMS/FRINGES OF THE
PROBLEM
 SUPERFICIAL VIEW
 TENTATIVE
 EXAMPLES
 HEADACHE
 STOMACHE
 STUDENTS ON STRIKE
 FIRE OUTBREAK
 ACCIDENT 64

64. DECISION MAKING
_FACT FINDING/INVESTIGATIONS
 FACTS?- WHAT?,HOW?,WHO?,WHERE?,WHEN?,WHY?
 INTERPRETATION?
 INFERENCES/CONCLUSIONS?
 TAKES TIME AND EFFORT
 TO SAVE TIME; Determine in advance what
information we really need, and in what priority we
require it.
 THIS IS WHAT ESTABLISHES THE
BASIS/PRECEDENT OF THE DECISION MAKING
65

65. DECISION MAKING
_FACTS?_ Situation factors
 What happened?
 how did it happen?
 Describe the situation
 Obtain first hand evidence(not here
says/gossips) via;
 visual observations of the situation,
 interviews of several witnesses
with different/varied viewpoints66

66. DECISION MAKING
_FACTS?_ Causative Factors
 Why did the problem occur?
 Causative factors? Causes/Root Causes?
 Causes/Root Causes;
 Significance/importance to the situation?
 (Does it matter?)
 Constant or change in the future?
 Obtain first hand evidence(not here says/gossips) via;
 visual observations of the situation,
 interviews of several witnesses with
different/varied viewpoints
67

67. DECISION MAKING
_FACTS?_ People Factors
 Who is involved?
 Behaviour of the people involved?;
 Significance/importance to the situation?
 Constant or change in the future?
 Obtain first hand evidence(not here
says/gossips) via;
 visual observations of the situation,
 interviews of several witnesses with
different/varied viewpoints
68

68. DECISION MAKING
_FACTS?_ Place Factors
 Where did the problem occur?
 Location /environment of the problem?( The
Culture)
 Significance /Importance to the situation?
 Constant or change in the future?
Obtain first hand evidence(not here says/gossips) via;
 visual observations of the situation,
 interviews of several witnesses with
different/varied viewpoints
69

69. DECISION MAKING
_FACTS?_ Time Factors
 When did the situation occur?
 Time factor and accompanied values etc;
 Significance/Importance to the situation?
 Obtain first hand evidence(not here
says/gossips) via;
 visual observations of the situation,
 interviews of several witnesses with
different/varied viewpoints
70

70. DECISION MAKING
_What is the real problem? Problem Statement?
Nature of the problem?
 DEFINE THE KEY PROBLEM/UNDERLYING PROBLEM( CLEAR,CONCISE,STRAIGHT FORWARD
AND EASY TO UNDERSTAND)
 BASIC FACTS( WHAT,HOW,WHO,WHERE,WHEN,WHY?)
 EXTENT & SERIOUSNESS( WHY IT MATTERS?) WHY IS IT SUCH A BIG DEAL? SUPPORT WITH HARD EVIDENCE
 HOW DOES IT RELATE/AFFECT THE FF?
 Team (Key/Support)
 Customers/Clients
 Environment; Regulators/Competitors/Physical Environment
 Public Image
 Cost/Profit
 ROOT CAUSES OF THE PROBLEM
 TIMING : TEMPORAL/SHORT-TERM/LONG-TERM
 RELATED/ASSOCIATED PROBLEMS
 PROPOSE A POSSIBLE SOLUTION
 BENEFITS OF THE SOLUTION
“A PROBLEM WELL-STATED IS A PROBLEM HALF-SOLVED” CHARLES
KETTERING
71

71. EXAMPLE; PROBLEM STATEMENT
 There is serious congestion of students in the
University’s hostels in recent years. The
university decided to house only first year
students in the schools hostel so as to reduce
congestion in the hostels. We know, however,
that only a year later, some first year students
do choose to share their rooms with continuing
students leading to congestion in the hostels.
The University must therefore rethink its
student housing policy. 72

72. CLASS EXERCISE
PROBLEM STATEMENT: NSFAS?
 WRITE A COMPLETE PROBLEM
STATEMENT ABOUT NSFAS INABILITY TO
SUPPORT THE EDUCATION OF ALL
QUALIFIED STUDENTS
73

73. EXAMPLE: CASE STUDY_ PROBLEM NOT
INVESTIGATED AND DEFINED
 APPARENT PROBLEM
 A Metalworking Company found its accident rate creeping up. costs for lost time,
machine stoppage and hospital care increasing.
 QUICK DECISION
 Company instituted a company-wide safety campaign; SAFETY POSTERS & SAFETY
TRAINING
 RESULTS
 Accidents still continued.
 INVESTIGATION
 Causes of the accidents;
 29% of the accidents were occurring in one department using high speed machine
tools,
 45% of the machine operators were "moonlighting". Taking temporary job offers
from competing metal working firms nearby offering a higher pay.
74

74. DECISION MAKING
_POSSIBLE SOLUTIONS
 HOW?
 BRAINSTORMING_TEAM/PEOPLE INVOLVED
 SUB-CONSCIOUS MIND_THINKING
 OUTPUT
 LIST OF POSSIBLE SOLUTIONS
 ALWAYS ADD “DO-NOTHING” ALTERNATIVE TO
THE LIST
75

75. DECISION MAKING
_BEST SOLUTION/DECISION POINT?
 DECISION POINT; DECISION ON THE BEST SOLUTION.
 DECIDER: MANAGER OR THE TEAM
 HOW TO DECIDE: SOLE OR COLLECTIVE
 TOOL: JUDGEMENT/OBJECTIVITY
 HOW:
 PROS & CONS OF EACH CHOICE
 CHOOSE THE SOLUTION THAT WILL YIELD THE BEST RESULTS WITH
MIN.NEGATIVE IMPACTS/EFFECTS
 BEST SOLUTION; PILOT TEST & CHECK THE RESULTS
 IF RESULTS ARE POSITIVE; FULL SCALE IMPLEMENTATION
 IF RESULTS ARE NEGATIVE; RECONSIDER/FURTHER SEARCH FOR
ANOTHER SOLUTION
76

76. DECISION MAKING
_PLAN
 DEVELOP A PLAN TO IMPLEMENT THE BEST
SOLUTION
 Goal
 Objectives
 Programs/Actions
 Scheduling /Timing of programs/actions
 Budgeting of programs/actions
 Policies/procedures
77

77. GROUP TUTORIAL2
_DECISION MAKING
 As the contracts manager/Site Agent you arrive on site after receiving a
message on the two-way radio in your car that the foreman has an
extremely urgent problem. You find the following situation after your
arrival:
 The four conveyor belts to transport the concrete to the first floor slab to be
poured are all non-operational due to a labourer pouring diesel instead of
petrol into their tanks.
 Two "Ready Mix Concrete" trucks waiting to offload their 6m3 load of 30MPa
concrete.

 You have to make a quick decision. Keeping the steps of decision-making in
mind, summarise all the factors that you will have to consider in order to
make a decision and select then the decision you will most probably make.
78

78. MOTIVATING
 Motivation
 The work a manager performs to inspire,
encourage and impel people to take required
action
 Motivation is the energiser for all the
management functions and activities
 Motivating Skills
 The ability to get people to perform or take a
required action 79

79. MOTIVATION
_INSPIRE
 Inspire - to infuse a spirit of willingness consciously
or unconsciously into people to perform most
effectively.
 Achieved thru the ff:
 Leader personality,
 Leadership style,
80

80. MOTIVATION_ENCOURAGE
 Encourage
 To stimulate people to do what has to be
done
 Achieved thru;
 Praise,
 Approval
 Appreciation
 Help.
81

81. MOTIVATION_IMPEL
 Impel
 To force or incite action by any means
necessary.
 Achieved thru:
 Compulsion,
 Coercion
 Fear.
82

82. MOTIVATION
_MOTIVATORS
 The actions you take to establish and maintain
a feeling of personal recognition and
importance amongst the people/workers.
Manager People/Workers
83
Motivators
(Actions)
Motivation
Feeling of personal
recognition & importance

83. Motivators
 the opportunity for personal development
 achievement
 recognition
 promotion
 levels of responsibility. etc
84

84. MOTIVATION
_DEMOTIVATORS
 The actions you take to establish and maintain
a feeling of rejection and unimportance
amongst the people
Manager People/Workers
85
De
Motivators
(Actions)
De-Motivation
Feeling of rejection
& unimportance

85. De-motivators
 company policy may frustrate some employees and be
viewed to some as a hindrance
 bureaucracy or needless paperwork may be
considered to be a barrier to getting a job completed
 Poor working conditions may be poor salary
 staff feeling they are not valued nor consulted.
86

86. MOTIVATION
_MASLOW’S THEORY_HUMAN NEEDS_ASSUMPTIONS
 Human action is aimed at satisfying our
needs at a given point in time. HUMAN
ACTIONS
 Human needs are somewhat predictably
hierarchical in terms of priority.
HIERARCHICAL NEEDS
 Human beings have needs that are never
completely satisfied. CYCLICAL SATISFACTION
87

87. MOTIVATION
88
Human
Needs
Needs
Satisfaction Motivation
Hierarchical Cyclical
Actions

88. MOTIVATION
_MASLOW’S THEORY OF NEEDS_HIERARCHICAL
SELF-ACTUALISATION
NEEDS
Fulfil needs of others
personal growth,
ESTEEM NEEDS
Prestige,Status,recognition,reward,
self-respect ,independence etc
BELONGINGNESS /SOCIAL NEEDS
Work group, friends, family acceptance,
comradeship,love,friendship,affection etc
SAFETY AND SECURITY NEEDS
Security,police, law, Insurance,pension,medical aid etc
PHYSIOLOGICAL NEEDS
Food, water,clothing, shelter,exercise,air,sleep,sex etc 89
Maslow’s hierarchy of needs Motivational Needs
Higher level growth needs
Lower level basic needs
Priority

89. CLASS EXERCISE
 STUDENTS TO IDENTIFY THEIR
LEVEL OF NEEDS IN THE HIERARCHY
 IS A CELL PHONE A NEED OR A
WANT?
 IF IT IS A NEED WHERE WILL YOU
PLACE IT IN THE MASLOW’S
HIERARCHY.
90

90. MOTIVATION
_ MANAGEMENT LESSONS
 Workers actions is aimed at satisfying
their needs at a given point in time.
 Workers needs can never be completely
satisfied. When one need is fulfilled a
person seeks to fulfil the next one and so
on.
 Workers needs are hierarchical in terms of
priority.(Needs profile)
91

91. MOTIVATION
_ MANAGEMENT LESSONS
 OUR NEEDS CHANGE OR EVOLVE WITH
TIME IN TERMS OF IMPORTANCE.
 SO OUR NEEDS ARE STATED FOR A
PARTICULAR TIME
92

92. MOTIVATION
_ MANAGEMENT RESPONSE
 Workers can be motivated to take the required
action once their needs are satisfied.
 Assess and categorise the needs profile of
your workers
 Satisfy the needs according to the needs profile
category
 Satisfy first the bottom needs of your workers
before you move to the top needs
93

93. MOTIVATION
_ MANAGEMENT RESPONSE
 One must satisfy the lower level basic needs
before progressing to meet higher level growth
needs
 Once these two levels are reasonably satisfied
one may be able to reach the highest level of
self-actualisation.
94

94. MOTIVATION
_ HUMAN NEEDS_SATISFACTION
1.NEED
DEPRIVATION/
UNSATISFIED
2. DRIVE
TENSIONS AND
DRIVES TO
FULFILL NEED
3. ACTIONS
GOAL DIRECTED
BEHAVIOUR
4.
SATISFACTION
REDUCTION OF
DRIVE FOR THAT
NEED
95
CYCLICAL

95. MOTIVATION
_ HUMAN NEEDS_SATISFACTION
 The deficiency/unmet basic needs are said to drive people to
fulfil that need. Also the drive to fulfil such needs will become
stronger the longer the duration they are denied eg. The longer
a person goes without food the more hungry they will become.
 In the drive to fulfil this unmet basic need he takes actions that
are focused on fulfilling this basic need and in so doing the
need is satisfied and the drive to fulfil that need is lowered.
 Once that need is fulfilled a person seeks to fulfil the next one
in the hierarchy and so on.
96

96. MOTIVATION
_ MANAGEMENT RESPONSE
 The drive to fulfil basic needs are stronger with
people who have been denied these basic
needs for a long time eg.poverty-stricken
people,prisoners,slaves,
unemployed,youth,women,disabled etc.
 Assess and categorise the drive of your
workers
 Channel those with the stronger drive into goal-
oriented actions that will fulfil these needs.
97

97. MOTIVATION_FACTORS
 Participation(Problem Solving, decision making)
 Communication(Work progress/achievements)
 Recognition( Outstanding/exceptional work)
 Promotion
 Appreciation/Reward( Incentive schemes, Bonus schemes etc)
 Welfare( Life Insurance,pension,medical aid,PF)
 Personal growth (standard of living)
 Work Achievements(Assessment/feedback)
 Flexibility(Work-Life balance)
 Empowerment (Own decision-making/Innovativeness/Creativity)
 Financial perks and benefits( free lunch, subsidise school fees etc)
98

98.  MOTIVATION
_HOW TO IMPROVE IT IN YOUR
ORGANISATION
 5 STEPS
99

99. 1. Knowing your people
 Identify special needs,motivational needs
 Method: observation,
study,interviews,personal relationships etc
 Caution: Information obtained is confidential
and must be treated as such. No Gossip!
 Downside: False information
100

100. 2. Developing a feeling of proprietorship/Ownership,
 Create opportunities/environment
for the ff:
 Participation.
 Communication(work
progress/achievements)
 Empowerment(Own decision-
making/Innovativeness)
 Develop needed knowledge and skills.101

101. 3. Encouraging Teamwork/Team feeling,
 Work groups,task forces,committees etc
 Frequent discussions on the job,
meetings, counselling and coaching to
improve skills and other job-related
activities
 Group Assignments & Tutorials
102

102. 4.Developing a friendly competition_Subordinates
 Create a competitive situation
 Competition to be fair and equitable.
 Competitors create their own ground rules.
 Reward & appreciate more winners(prize
money, promotion, recognition, praise, etc.)
 Organise another competition for the losers
103

103. 5. Motivate Down, Up and Across
 Boss
 Method: participation and communication,recognition &
appreciation
 Line Managers
 Method: participation and communication,recognition &
appreciation
 Subordinates
 Method: participation and communication,recognition &
appreciation
104

104. 5. Motivate Down, Up and Across
105
Manager
Boss
Colleagues
Subordinates
Colleagues

105. CLASS EXERCISE
 SHARE ARTICLE ON MOTIVATION
106

106. COMMUNICATION
_MULTI-DIRECTIONAL
107
Manager
Boss
Colleagues
Subordinates
Colleagues
Customers
CustomersCustomers
Customers

107. COMMUNICATION
_IMPORTANCE
 IS USED TO CONVEY OUR IDEAS,THOUGHTS
TO ANOTHER PARTY FOR THE NECESSARY
ACTION TO BE TAKEN.
108

108. COMMUNICATION
_PROCESS
Sender
Ideas/
Thoughts
Encoding
TransmissionMessageDecoding
Receiver
Action
109
Context
EACH STAGE OFFERS A
POTENTIAL BARRIER
TO COMM.
IN ALL THE STAGES
THE GOAL OF
SHARED
UNDERSTANDING
MUST BE ACHIEVED
AND IT INVOLVES
PHYSICAL/MENTAL
EFFORT

109. COMMUNICATION
_PROCESS
 Sender_ Communicator
 Comm.Message( Ideas, Thoughts)
 Encoding(Delivery)_ spoken word,
written,signs,language,symbols,pictures,body
language etc
 Transmission(Channel) _
 Verbal; f2f conversation,phone calls, presentations,
meetings, videoconferencing,skype etc
 Non Verbal; written comm(emails,whatsapp,
facebook,twitter,letters,memos,reports)
110

110. Encoding_ body
111

111. Encoding_Body
112

112. Encoding_ Spoken word,signs,body
113

113. Encoding_Signs,Symbols
114

114. Transmission channels_ Verbal
115

115. Transmission Channels
_ Non-Verbal
116

116. COMMUNICATION
_PROCESS
 Decoding_
Receive,Read/Understand,Interpretation,active
listening,clarification questions asked etc
 Receiver; Recipient of the message,Audience
 Feedback/Response: To check whether
there is real understanding of the message
 Context(Situation); Time,
place,environment,
circumstances,culture,relationship with the
117

117. COMMUNICATION
_COMM. MESSAGE
 COMMUNICATION MESSAGE
 (CARRY OUR IDEAS,THOUGHTS)
 EXAMPLE;
 A : GIVE ME YOUR SHOES
 B: WHY SHOULD I GIVE U MY SHOES?
 WHAT DO YOU NEED IT FOR?
118

118. COMMUNICATION
MESSAGE INTENTIONS
 INTENTIONS(WHY?,WHAT?)
 INTENTIONS IS THE “REAL MESSAGE” IN
THE COMMUNICATION MESSAGE
 THE COMM MESSAGE & THE INTENTIONS
ARE CARRIED THROUGH THE COMM.PROCESS.

 Comm.
 Message
119
INTENTIONS

119. COMMUNICATION
_GOAL/PURPOSE
 TO SEEK TO ACHIEVE A SHARED/COMMON UNDERSTANDING
OF THE INTENTIONS
 “GET THE REAL MESSAGE ACROSS”
 “BEING ON THE SAME PAGE”
 GET THE EMOTIONAL/LOGICAL MEANING BEHIND THE
WORDS,SIGNS AND SYMBOLS
 HEAD/HEART MUST UNDERSTAND THE MESSAGE
 THE MEETING OF THE MINDS
 EFFECTIVE COMMUNICATION
120

120. COMMUNICATION
_DEFINED
 The work the Sender/Receiver
performs to create
shared/Common understanding of
the message INTENTIONS.
 WHAT I SAID & WHAT I MEANT
 WHAT I MEANT IS THE MESSAGE
INTENTIONS
121

121. COMMUNICATION
_HOW TO ACHIEVE IT_2-WAY
 First understand what the other person
RESPONSES/INTENTIONS ARE and then seek
to obtain from that person an understanding of
your INTENTIONS.
 INVOLVES FRANTIC MENTAL/PHYSICAL
EFFORT
122
SENDER
I N T E N T I O N S
I N T E N T I O N S
RECEIVER

122. COMMUNICATION
_HOW TO ACHIEVE IT_2-WAY
123

123. EFFECTIVE COMMUNICATION
_BENEFITS
 BRINGS WORK HARMONY
 MOTIVATIONAL
 ACTIONS ALIGNED TO
INTENTIONS
124

124. EFFECTIVE COMMUNICATION
_EXAMPLE
 A : GIVE ME YOUR SHOES
 B: WHY SHOULD I GIVE U MY
SHOES?
WHAT DO YOU NEED IT FOR?
 A’s MESSAGE INTENTIONS WAS NOT
CLEAR
 B IS SEEKING TO UNDERSTAND THE
125

125. EFFECTIVE COMMUNICATION
_EXAMPLES
 SENDER: “GET ME SOME WATER TO DRINK”
 RECEIVER; OK SIR
 THE INTENTIONS ARE CLEAR
126

126. COMMUNICATION
_INEFFECTIVE
 MISCOMMUNICATION
 INTENTIONS MISUNDERSTOOD BY BOTH PARTIES
 COMM.FAILURE/BREAKDOWN
 INTENTIONS MISUNDERSTOOD BY BOTH PARTIES
 THIS IS CAUSED BY COMM.BARRIERS
127

127. INEFFECTIVE
COMMUNICATION
_RESULTS
 Misunderstanding/Confusion
 De-motivational
 Actions misaligned with intentions
 Friction and frustration
 Errors
 Personal relationships deteriorate
 Apathy and disinterest.
128

128. INEFFECTIVE COMM./
_MISCOMMUNICATION
129

129. INEFFECTIVE COMMUNICATION
_SPOKEN WORD_EXAMPLES
 LECTURER;CHECK THE TIME EVERY 30 MINS.
 CLASS PRESIDENT; YES SIR
 DOES THE CLASS PRESIDENT UNDERSTAND
THE INTENTIONS OF THE MESSAGE?
 WAS THIS INTENTION CLEAR IN THE
MESSAGE TRANSMITTED?
 CLASS PRESIDENT MUST SEEK TO
UNDERSTAND THE MESSAGE INTENTIONS
130

130. INEFFECTIVE COMMUNICATION
_SIGNS/ACTIONS_EXAMPLES
 A STUDENT BOY BUYS A MOBILE PHONE AND
SENDS IT TO A LADY FRIEND IN CLASS
 STUDENT BOY’S INTENTIONS:
FRIENDSHIP,LOVING RELATIONSHIP,HELPFUL
?
 DOES THIS LADY KNOW WHAT HIS
INTENTIONS ARE?
 WAS HIS INTENTIONS CLEAR? 131

131. INEFFECTIVE COMMUNICATION
_WRITTEN_EXAMPLE
 YOU: “GET ME SOME WATER”
 FRIEND; OK
 ARE YOUR INTENTIONS CLEAR IN THIS
COMM. MESSAGE?
 DID THE FRIEND SEEK TO UNDERSTAND THE
MESSAGE INTENTIONS?
132

132. INEFFECTIVE COMMUNICATION
_SIGNS_EXAMPLE
 AN ENGLISH CUSTOMER IN A GERMAN
RESTAURANT
 CUSTOMER INTENTIONS: WANTS A
MUSHROOM AND CANNOT SPEAK GERMAN
 CUSTOMER; DREW A MUSHROOM ON A
PIECE OF PAPER AND GAVE IT TO THE
WAITRESS
 WAITRESS; RETURNED WITH AN UMBRELLA
133

133. COMM.EFFECTIVENESS
_COMM BARRIERS?
 COMM BARRIERS
 COMM.MESSAGE
134
SENDER RECEIVERI N T E N T I O N S
I N T E N T I O N S

134. COMM.BARRIERS
 CAUSES OF INEFFECTIVE/POOR
COMMUNICATION OR
MISCOMMUNICATION
135

135. COMM. BARRIERS
 SENDER
 SELFISH UNDERSTANDING(COMMANDING)
 BAD FEELINGS/MOOD/COURTESY
 PREJUDICES( Mind made up)
 UNFAVOURABLE STEREOTYPES
 COMPLEXES( Superiority)
 EMOTIONAL ATTACHMENTS
 MISTRUST
 FEARS AND BELIEFS
 WRONG ASSUMPTIONS(COMM.HAS TAKEN PLACE)
136

136. COMM. BARRIERS
 COMM.MESSAGE
 INTENTIONS NOT CLEAR(WHY?,WHAT?)
 ENCODING
 LANGUAGE
 GRAMMAR
 VOICE TONE
 SIGNS
137

137. WHY POOR COMM?
COMM. BARRIERS
 TRANSMISSION
 LOST MESSAGES,
 TECHNOLOGY CHALLENGES(Phone network failure)
 HACKED MESSAGES
 MESSAGE DISTORTIONS
 DECODING
 MISUNDERSTANDING( LANGUAGE,GRAMMAR)
 MISINTERPRETATION(LANGUAGE,GRAMMAR)
138

138. COMM. BARRIERS
 RECEIVER
 SELFISH UNDERSTANDING
 LISTENING SKILLS( PARTIAL/INACTIVE LISTENING)
 BAD FEELINGS/MOOD/COURTESY
 PREJUDICES( Mind made up)
 UNFAVOURABLE STEREOTYPES
 COMPLEXES( Superiority)
 EMOTIONAL ATTACHMENTS
 MISTRUST
 FEARS AND BELIEFS
 RELATIONSHIP(COLLEAGUES,BOSS,SUBORDINATES,CUSTOMERS)
 DIFFERENT LANGUAGE
 WRONG ASSUMPTIONS(COMM.HAS TAKEN PLACE)
 FEEDBACK/RESPONSE
• MESSAGE DISTORTIONS/ADJUSTMENTS
139

139. Selfish Understanding
140

140. COMM.SKILLS
 TOOL USED TO OVERCOME THESE
COMM.BARRIERS AND ACHIEVE EFFECTIVE
COMM.
141

141. COMM SKILLS
_COMMUNICATION IMPROVEMENT
 Avoid assumptions about the
communication process
142

142. COMM SKILLS
_COMMUNICATION IMPROVEMENT
 Getting real understanding
 Get an agreement by stating the bare
facts
 Communicate in small bits,step by step
143

143. COMM.SKILLS
_COMMUNICATION IMPROVEMENT
 Get a feedback/Response
 Finding out what people understand
 Get a full response
 Conduct follow-up questions/tests
 what, where, when, who, why, or how?
144

144. COMM.SKILLS
_COMMUNICATION IMPROVEMENT
 Helping people to remember what they
understand
 Repetition of the comm.message in different
ways
 Get people associated with the ideas in the
comm.message
145

145. SELECTING PEOPLE
 The selection of people for;
Vacant positions
Promotion
 in the organisation.
146

146. SELECTING PEOPLE
_THE PROCESS
 Planning personnel/staff needs over the long term.
 Job organisation; place of work,accomodation,car,office,tools,protective clothing etc
 A qualification specification; characteristics of the person desired.
Qualifications/Experience
 Job Candidate Search; Advert,Direct contacts, Recruiting Agencies, Professional
Associations,Social Network etc.
 Solicite applications from job candidates; cvs and cover letters,certificates etc
 Review job applications; candidate suitability
 investigate previous job history, qualifications, physical examination, check
references etc
 Interviews; administer psychological tests, conduct preliminary interviews, final
interviews
 Job Candidate Selection & Appointment
 Job follow-up so that the person selected will fit properly and will be assured of a
satisfying place on his new team.
147

147. DEVELOPING PEOPLE
 Developing people is the work a manager
performs to help people improve their;
 Knowledge: cognisance of facts, truths and
other information.
 Attitude: reaction to things, people, situation
and information.
 Skill: the ability to put knowledge into
practice.
148

148. DEVELOPING PEOPLE
_METHODS
 PERSONAL COACHING
 PERSONAL MENTORSHIP
 FORMAL/INFORMAL TRAINING
149

149. DEVELOPING PEOPLE
_PRE-REQUISITES
 Top management support
 Sound basic organisation.
 Incentive/Compensation
150

150. DEVELOPING PEOPLE
_PROCESS
 Staff performance appraisal,
 Evaluation of current performance and potential for advancement.
 Purpose; Identify Strengths and Weaknesses
 Method; A group basis/an appraisal form
 Counselling;
 Recognise their strengths and weaknesses
 Plan & Implement personal improvement.
 Coaching/Mentorship on the job,
 Job rotation,
 Attendance of courses and seminars,
 Committee/team participation.
151

151. CONTROLLING
 Consists of seeing to it that performance is
happening according to;
 the PLAN that has been adopted,
 the ORDERS/PROCEDURES which have
been given,
 The PRINCIPLES/POLICIES/
GUIDELINES which have been given/ laid
down.
152

152. CONTROLLING
_GOAL
 ACTUAL PERFORMANCE =/> THE
PLAN,PROCEDURES/POLICIES
153

153. CONTROLLING
_OBJECTIVE
 Identify deviations/Variances/Shortfalls
from the plan,procedures and policies
 Correct the
deviations/Variances/Shortfalls
 Prevent deviations/Variances/Shortfalls
from re-occurring.
154

154. EXAMPLES
 COST BUDGET; R1 MILLION
 ACTUAL EXPENDITURE; R1.2 MILLION
 BUDGET DEVIATION/VARIANCE;(R200,000)
 QUALITY CRITERIA; 100 +/- 10mm slump
 QUALITY TEST(SLUMP TEST RESULTS): 70mm
 QUALITY DEVIATION/VARIANCE; (30mm)
 THIS HAS TO BE CORRECTED AND PREVENTED155

155. CONTROLLING_ACTIVITIES
 Performance Standards/Targets: Establishing
standards of performance
 Performance Measurement; Measuring current
performance
 Performance Evaluation; Comparing/Evaluate
current performance with the established standard of
performance
 Performance Correction; Taking corrective action if
a deviation in performance is detected.
156

156. SET PERFORMANCE STANDARDS
_AREAS
 SET PERFORMANCE STANDARDS FOR
THE FF;
 TIME
 COST
 QUALITY
 QUANTITY
157

157. SETTING PERFORMANCE STANDARD
_GOAL
 SET PERFORMANCE STANDARDS
 TO IDENTIFY GOOD/POOR/FAILED PERFORMANCE
 TO CORRECT/IMPROVE POOR
PERFORMANCE
 TO REWARD GOOD PERFORMANCE
NOT FOR PUNISHMENT/SCAPE GOATS
158

158. PERFORMANCE STANDARDS
 The performance standard tells
a manager where he should be.
 Performance Targets
159

159. PERFORMANCE STANDARDS
_EXAMPLES
 EGS.OF PERFORMANCE STANDARD.
 40% PASS MARK FOR DP
 40% PASS MARK FOR EXAMS
 SANS 241- QUALITY PERFORMANCE
STANDARD FOR DRINKING WATER
160

160. SETTING PERFORMANCE STANDARDS
_ 2 CHALLENGES
 Psychological challenge;
 Understood and accepted by those to be affected.
 Opportunity to contribute their ideas
 Technical challenge;
 Realistic/Achievable as far as the time,cost, quantity and quality
is concerned
 Test the adequacy of the method/process being used in the
work
161

161. PERFORMANCE STANDARDS
_ADVANTAGES
 SELF-CONTROL/SELF-
CORRECTION/SELF-DEVELOPMENT
 BASIS FOR REPORTING
 IDENTIFY WEAK PERFORMANCE
AREAS AND IMPROVE THEM.
162

162. PERFORMANCE STANDARDS
_3 KEY PRINCIPLES
 Psychology.
 The acceptance of standards
 Correct performance failures/reward good
performance( Individual/Group)
 Total Standards
 Standards are necessary for both methods/process and
products/results
 Realistic/Achievable 163
Process
Concrete Mixing
Product
Mixed Concrete

163. PERFORMANCE MEASUREMENT
Recording and Reporting
of past and current
performance about work
in progress and work
completed.
164

164. PERFORMANCE MEASUREMENT
-REPORTING_PURPOSE
 Measure and report actual
performance against established
performance standards
 The reports tell us where we are in
performance.
 PM Methods: Tests and Inspections
165

165. COST REPORT_EXAMPLE
Activity COST
BUDGET
ACTUAL EXP. VARIANCE REMARKS
EXCAVATION 500,000 400,000 100,000 GOOD COST
PERFORMANCE
166

166. PERFORMANCE MEASUREMENT
-REPORTING REQUIREMENTS
 Provide the specific information a manager
needs
 Report on the ff:
 COST
 TIME
 QUALITY
 QUANTITY
167

167. PERFORMANCE MEASUREMENT
-REPORTING_EFFECTIVENESS
 Initial PLAN validity/effectiveness
 Accountability/Stewardship
 Meaningful/Specific information.
(Short)
 Timely/frequent
168

168. PERFORMANCE EVALUATING
 Compare the actual performance to
the performance standard
 VS
 40% DP 45%
 FAIL/PASS
 EXCELLENT,GOOD,MODERATE,POOR169
Performance
Standard
Actual
Performance

169. PERFORMANCE EVALUATING
_COST PERFORMANCE_EXAMPLE
Activity COST
BUDGET
ACTUAL EXP. VARIANCE REMARKS
EXCAVATION 500,000 400,000 100,000 GOOD COST
PERFORMANCE
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170. PERFORMANCE EVALUATING
_REQUIREMENTS
 Checks and Balances/Fairness;
 seek independent viewpoint of the person on higher
level or outside the organisation.
 EXAM MODERATOR
 YOU CAN EVALUATE YOUR OWN WORK AND
CORRECT YOURSELF. BUT SELF-CONTROL IS A
CHALLENGE IN PERFORMANCE EVALUATION;
LIES, ERRORS,CHEATING ETC.
171

171. PERFORMANCE EVALUATING
_PRINCIPLES
 Major Exceptions/Variations Not Routine
Variations.
 Determine allowable limits of tolerance/
deviation. Eg. +/-10mm
 Measure against standards and not by
tolerances.
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172. PERFORMANCE CORRECTING
 The final step in control is to take
corrective action.
 Performance correcting is the work a
manager performs to improve and
regulate methods and results.
173

173. PERFORMANCE CORRECTING
_MANAGERIAL REQUIREMENTS
 Understand and accept
responsibility.
 Accept and agree to performance
as standardised for the task.
 Command over the task.
174

174. PERFORMANCE CORRECTING_PROBLEMS
 Avoid self-criticism.
 Provide for self-correction.
 Correct first thing first. focus on
critical activities first in the corrective
action.
 Overcome emotional resistance.
participation and communication.
175

175. DEBATE
WOMEN ARE BETTER
MANAGERS THAN MEN
176