Goal / Purpose
To critically review essential Management Concepts and Framework anchored on Planning, Organizing, Leading and Controlling.
Objectives
To understand Management concepts of POLC in School Management and Operations.
To explore opportunities of applying Management Concepts functions in school Human
Resource Management & Professional
Development
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3. 1. Introduction- Management
Concepts & Frameworks
-(P-O-L-C)
2. Management in School2. Management in School
OperationsOperations
-Organizational Control in P-O-L-C
-Types of Planning, Organizing,-Types of Planning, Organizing,
Leading & ControlLeading & Control
3. Human Resource Management3. Human Resource Management
& Professional Development& Professional Development
-Function of-Function of P-O-L-C Inputs
4. Key Takers & Q&A
Course OutlineCourse Outline
6. To critically review essential Management Concepts
and Framework anchored on Planning, Organizing,
Leading and Controlling.
Objectives
To understand Management concepts of POLC in
School Management and Operations.
To explore opportunities of applying Management
Concepts functions in school HumanHuman
Resource Management & ProfessionalResource Management & Professional
DevelopmentDevelopment
8. CPD PARTICIPATION CERTIFICATE QUESTIONS.
Are there any criticisms of this framework?
What function does Planning serve?
What function does Organizing serve?
What function does Leading serve?
What function does Controlling serve?
9. A manager’s primary function is to solve
problems creatively, and to;
…help managers
respond to the
challenge of creative
problem solving.
10.
11. Planning,
Organizing,
Leading and
Controlling
P-O-L-C Framework.
P-
O-
L-
C-
Principles of management have long been
categorize into four major functions of
academic disciplines. They are the…
12.
13. If vision and mission are the heart and soul
of planning in the P-O-L-C Framework,
then strategy,
particularly
strategy
formulation,
would be the
brain.
Organizational Control in P-O-L-C
14. Ideally, use strategies
and options flexibly to
balance both; short-
term and long-term
goals, and must serve
the institutional values.
Strategy Formulation
-is based on careful Strategic Planning, with
focus on its vision & mission to meet its goal &
objectives.
15.
16. School Management
experience and
expertise
enables schools to
focus on their
primary goal:
to create a learning
environment where
children thrive.
Schools need a framework and support for their
day-to-day management and operations to be
effective and successful.
17. a) effectively plans,
organizes and manages
the human, physical and
financial resources of the
school and identifies the
areas of need.
The principal manages school operations and
resources to ensure a safe and caring, and effective
learning environment. (PQPG, Alberta Education, 2009)
18. c) utilizes principles of
teaching, learning and
student development to
guide management
decisions and the
organization of learning.
b) ensures that school operations align with legal
frameworks such as: provincial legislation, regulation
and policy; as well as school authority policy,
directives and initiatives
19.
20.
21. This four functions are highly integrated when carried
out in the realities of running an organization.
Therefore, you should not try
to analyze and understand a
complete, clear rationale for
categorizing skills and
practices that compose the
whole of the P-O-L-C
Framework.
Four functions of P-O-L-C FrameworkFour functions of P-O-L-C Framework
22. Four functions of P-O-L-C FrameworkFour functions of P-O-L-C Framework
23. - involves setting objectives and determining a
course of action for achieving those objectives.
1. Planning
Planning requires
awareness of
environmental conditions
facing their organization
and forecast future
conditions. It also requires
good decision making.
24. Planning process steps begins with Environmental
Scanning.
…meaning, planners must
be aware of the critical
contingencies facing their
organization in terms of
economic conditions, their
competitors, and their
customers.
25.
26. Planners must then forecast future conditions.
These forecasts form the basis for planning.
Planners must establish
objectives, ie: what needs
to be achieved and when.
Planners must then
identify alternative courses
of action for achieving
objectives.
27. After evaluating the various alternatives, make
decisions about the best courses of action for
achieving objectives.
Then formulate
necessary steps and
ensure effective
implementation of
plans.
28. Finally, evaluate the success of the plans and take
corrective action when necessary, without
criticism.
29. Different types of plans and planning are categorize
under 3 main types;
Strategic planning,
Tactical planning,
Operational planning
Types ofTypes of P-O-L-C Inputs
30.
31. and then determining
how to position the
organization to
compete effectively in
their environment
Time frame for
strategic Plan is often
three years or more.
Strategic planning involves analyzing the ‘SWOT’
of the organization,
32. Strategic planning includes the entire organization
and formulation of objectives.
It is based on the
organization’s mission,
its fundamental reason
for existence.
An organization’s top
management conducts
strategic planning most
often.
33. Tactical planning;
- intermediate-range (one to three years) planning,
designed to develop concrete and specific means to
implement the strategic plan.
Middle-level
Managers often
engage in tactical
planning.
Types ofTypes of P-O-L-C Inputs
34.
35. Operational planning :
- assumes the existence of organization’s goals and
objectives and specifies ways to achieve them.
Operational planning is
short-range (less than a
year), designed to
develop specific action
steps that support the
strategic and tactical
plans.
Types ofTypes of P-O-L-C Inputs
38. The necessity for schools to implement human
resources management (HRM) is increasingly
acknowledged.
Specifically, HRM holds
the potential of
increasing student
outcomes through the
increased involvement,
empowerment and
motivation of teachers.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
39. Organizing;
-function of management to develop an organizational
structure and allocating human resources to ensure
the accomplishment of objectives.
The structure is the
framework within
which effort is
coordinated.
Function ofFunction of P-O-L-C Inputs
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
40. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
41. The structure, represented by an organizational
chart, is to provide a graphic chain of command
within an organization.
Decisions made
about the structure
are referred to as
organizational
design decisions.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
43. Job design;
- a core function of human resource management to
specificy contents, methods and relationship of jobs.
It satisfy technological
and organizational
requirements as well as
the social and personal
requirements of the
job ...
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
45. Organizing involves the design of individual jobs,
deciding the duties and responsibilities of jobs, and
the manner or carrying it out.
The nature of jobs
within the organization
are generally called
“job design” decisions.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
Organizing
Function ofFunction of P-O-L-C Inputs
46. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
47.
48. Organizing involves deciding how best to
departmentalize, or cluster jobs into departments to
coordinate effort effectively.
Different ways to
departmentalize
includes organizing
by function, product,
geography, or
customer
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
49. Many larger organizations use multiple methods of
departmentalization.
Organizing at the
level of a particular
job involves how
best to design
individual jobs to
most effectively use
human resources.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
50. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
51. Traditionally, job design was based on principles of
division of labor and specialization, which assumed
that;
the more narrow the
job content, the more
proficient the job
performer could
become.
Really?
Experience has shown that it is possible for jobs to
become too narrow and specialized.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
52. Question; How would you like to teach the same
subject topic day after day, and many years if you
work in school that taught only that subjects?
When this
happens,
negative
outcomes
results
like this…
negative outcomes,
no job satisfaction,
no organizational
commitment,
higher absenteeism,
higher turnover.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
53. Recently, many organizations have attempted to
strike a balance between the need for worker
specialization and the need for workers to have jobs
that entail variety and autonomy.
Many jobs are now
designed based on
principles such as;
empowerment,
job enrichment and
teamwork.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
54. 21st
Century Management now has done away with
traditional “departments”, instead to focus on
listening and responding to customer needs.
From company-wide
meetings to team
huddles, their
employees know and
understand their
customers and how
they might be serviced.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
55. Leading
Leading involves the social and informal sources of
influence used to inspire action taken by others.
If managers are effective
leaders, their subordinates
will be enthusiastic about
exerting effort to attain
organizational objectives.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
Function ofFunction of P-O-L-C Inputs
56. The behavioral sciences have made many contributions
to understand this function of management.
Personality research and
studies of job attitudes
provide important
information on how
managers can effectively
lead subordinates.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
57. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
58. Research tells us that, to lead effectively, managers
must first understand their subordinates’
personalities, values, attitudes, and emotions.
Motivation theory studies
provide important
information in which
workers can be energized
to put forth productive
effort.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
59. Communication studies provide direction as to how
managers can effectively and persuasively
communicate.
“What makes a manager a
good leader?” and
“In what situations are
certain leadership styles
most appropriate and
effective?”
Leadership studies & Leadership
style provide information regarding questions, such
as,
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
60. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
61. Controlling involves ensuring that performance does
not deviate from standards.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
62. Four Steps Process of Controlling;
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
63. Controlling
Performance can be done in several ways, depending
on the performance standards which includes,
financial statements,
sales reports,
production results,
customer satisfaction, &
formal performance
appraisals.
Managers at all levels engage in the managerial
function of controlling to some degree.
Function ofFunction of P-O-L-C Inputs
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
64. Performance standards which are often stated in
monetary terms such as profit, revenue, or cost,
may also be stated in other terms like;
units produced,
number of
defective products,
or
levels of quality
customer service.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
65. Thus managers should NOT attempt to
control or to manipulate;
Management function of control should not be
confused with the control of behaviour or manipulative
sense.
personalities,
values,
attitudes, or
emotions of their
subordinates
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
66. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
67. Instead, control function concerns taking necessary
actions to ensure that the work-related activities of
subordinates are;
consistent with and
contributing toward
the accomplishment
of organizational and
departmental
objectives.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
68. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
69. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
71. Effective control requires the existence of plans, since
planning provides the necessary performance
standards or objectives.
Control also
requires a clear
understanding of
where responsibility
for deviations from
standards lies.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
72. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
73. Two traditional control techniques are budget and
performance audits.
An audit involves an
examination and
verification of
records and
supporting
documents.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
74. A budget audit provides information about where the
organization is with respect to what was budgeted for.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
75. A performance audit might try to determine whether
the figures reported are a reflection of actual
performance.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
76. Although control is often thought of in terms of financial
criteria, managers must also control production and
operations processes, procedures for;
delivery of services,
compliance with
organization’s policies,
and
many other activities
within the organization.
Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
77. Human Resource Mgmt. & Professional DevelopmentHuman Resource Mgmt. & Professional Development
78. The management functions of planning, organizing,
leading, and controlling are widely considered to be
the best means of describing the manager’s job,
as well as the best way
to classify accumulated
knowledge about the
study of management.
79. KEY TAKEAWAY
The principles of management can be distilled down
to four critical functions. These functions are
planning, organizing, leading, and controlling.
This P-O-L-C
framework provides
useful guidance into
what the ideal job of a
manager should look
like.
80. Although there have been
tremendous changes in the
environment faced by managers
and the tools used by managers
to perform their roles, managers
still perform these essential
functions.
Key Take Away of P-O-L-C FrameworkKey Take Away of P-O-L-C Framework
81. Key Take Away of P-O-L-C FrameworkKey Take Away of P-O-L-C Framework
82. SUBMIT YOUR ANSWERS FOR CERTIFICATE
What are the management functions that comprise
the P-O-L-C framework?
Are there any criticisms of this framework?
What function does Planning serve?
What function does Organizing serve?
What function does Leading serve?
What function does Controlling serve?
What are the functions of managers?
Feedback
Web results
Management Principles The P-O-L-C Framework - Tutorialspoint
https://www.tutorialspoint.com/.../management_principles_polc_framework.htm
The principles of management have been categorized into the four major functions of planning, organizing, leading, and controlling popularly known as the P-O-L-C framework.
Strategic Management in the P-O-L-C Framework - 2012 Book Archive
https://2012books.lardbucket.org/...v1.../s09-01-strategic-management-in-the-p-.html
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Web results
1.5 Planning, Organizing, Leading, and Controlling - University of ...
https://open.lib.umn.edu/.../1-5-planning-organizing-leading-and-controlling-2/
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https://saylordotorg.github.io/text.../s14-05-managing-the-international-bus.html
The principles of management can be distilled down to four critical functions. These functions are planning, organizing, leading, and controlling. Strategy is a starting point in the P-O-L-C framework, but it also incorporates many additional activities that allow the strategy to be executed well.
Management Functions - organization, levels, style, manager, school ...
https://www.referenceforbusiness.com/management/Log.../Management-Functions.ht...
The structure of the organization is the framework within which effort is coordinated. The structure is usually represented by an organization chart, which ...
4.4 Mission and Vision in the P-O-L-C Framework – Principles of ...
https://granite.pressbooks.pub/.../4-4-mission-and-vision-in-the-p-o-l-c-framework-2/
Mission and vision play such a prominent role in the planning facet of the P-O-L-C framework. However, you are probably not surprised to learn that their role ...
Management POLC - SlideShare
https://www.slideshare.net/rgiles1/management-polc
May 28, 2011 - Management POLC. 1. Management <br />What do managers actually do???<br />; 2. 3. Planning<br />Planning is…<br />Setting objectives ...
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Figure 1.6 The P-O-L-C Framework. Planning. Planning is the function of management that involves setting objectives and determining a course of action for ...
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School-based management (SBM) is the decentralization of levels of authority to the school level. Responsibility and decision-making over school operations is transferred to principals, teachers, parents, sometimes students, and other school community members. The school-level actors, however, have to conform to, or operate, within a set of centrally determined policies.
SBM programs take on many different forms, both in terms of who has the power to make decisions as well as the degree of decision-making devolved to the school level. While some programs transfer authority to principals or teachers only, others encourage or mandate parental and community participation, often in school committees (sometimes known as school councils). In general, SBM programs transfer authority over one or more of the following activities: budget allocation, hiring and firing of teachers and other school staff, curriculum development, textbook and other educational material procurement, infrastructure improvement, setting the school calendar to better meet the specific needs of the local community, and monitoring and evaluation of teacher performance and student learning outcomes. SBM also includes school-development plans, school grants, and sometimes information dissemination of educational results (otherwise known as ‘report cards’).
Starting in the United States, the United Kingdom, Australia and Canada, SBM programs have been implemented and are currently being developed in a number of countries, including Hong Kong (China). The majority of the SBM projects in the current World Bank portfolio are in Latin American and South Asian countries, including Argentina, Bangladesh, Guatemala, Honduras, India, Mexico, and Sri Lanka. There are also two Bank-supported SBM projects in Europe and Central Asia (in FYR Macedonia and in Serbia and Montenegro), and one each in East Asia and the Pacific (the Philippines), the Middle East and North Africa (Lebanon), and Sub-Saharan Africa (Lesotho). Other projects and programs have been introduced more recently in Madagascar, the Gambia, and Senegal.
Why is school-based management important?
Advocates of SBM assert that it should improve educational outcomes for a number of reasons. First, it improves accountability of principals and teachers to students, parents and teachers. Accountability mechanisms that put people at the center of service provision can go a long way in making services work and improving outcomes by facilitating participation in service delivery, as noted in the World Bank’s 2004 World Development Report, Making Services Work for Poor People. Second, it allows local decision-makers to determine the appropriate mix of inputs and education policies adapted to local realities and needs.
Impact of school-based management
Evaluations of SBM programs offer mixed evidence of impacts. Nicaragua’s Autonomous School Program gives school-site councils – comprised of teachers, students and a voting majority of parents – authority to determine how 100 percent of school resources are allocated and authority to hire and fire principals, a privilege that few other school councils in Latin America enjoy. Two evaluations found that the number of decisions made at the school level contributed to better test scores (King and Ozler 1998; Ozler 2001). Mexico’s compensatory education program provides extra resources to disadvantaged rural primary schools and all indigenous schools, thus increasing the supply of education. However, the compensatory package has several components. If one breaks the intervention up in its multiple components, then it is shown that empowering parent associations seems to have a substantial effect in improving educational outcomes, even when controlling for the presence of beneficiaries of Mexico’s large and successful conditional cash transfer program (Oportunidades, formerly Progressa). This is strong evidence of the positive effects of decentralizing education to the lower levels (Gertler, Patrinos and Rubio forthcoming). Various evaluations of SBM programs in the United States have found evidence of decreased dropout and student suspension rates but no impact on test scores.
School-based management (SBM) is the decentralization of levels of authority to the school level. Responsibility and decision-making over school operations is transferred to principals, teachers, parents, sometimes students, and other school community members. The school-level actors, however, have to conform to, or operate, within a set of centrally determined policies.
SBM programs take on many different forms, both in terms of who has the power to make decisions as well as the degree of decision-making devolved to the school level. While some programs transfer authority to principals or teachers only, others encourage or mandate parental and community participation, often in school committees (sometimes known as school councils). In general, SBM programs transfer authority over one or more of the following activities: budget allocation, hiring and firing of teachers and other school staff, curriculum development, textbook and other educational material procurement, infrastructure improvement, setting the school calendar to better meet the specific needs of the local community, and monitoring and evaluation of teacher performance and student learning outcomes. SBM also includes school-development plans, school grants, and sometimes information dissemination of educational results (otherwise known as ‘report cards’).
Starting in the United States, the United Kingdom, Australia and Canada, SBM programs have been implemented and are currently being developed in a number of countries, including Hong Kong (China). The majority of the SBM projects in the current World Bank portfolio are in Latin American and South Asian countries, including Argentina, Bangladesh, Guatemala, Honduras, India, Mexico, and Sri Lanka. There are also two Bank-supported SBM projects in Europe and Central Asia (in FYR Macedonia and in Serbia and Montenegro), and one each in East Asia and the Pacific (the Philippines), the Middle East and North Africa (Lebanon), and Sub-Saharan Africa (Lesotho). Other projects and programs have been introduced more recently in Madagascar, the Gambia, and Senegal.
Why is school-based management important?
Advocates of SBM assert that it should improve educational outcomes for a number of reasons. First, it improves accountability of principals and teachers to students, parents and teachers. Accountability mechanisms that put people at the center of service provision can go a long way in making services work and improving outcomes by facilitating participation in service delivery, as noted in the World Bank’s 2004 World Development Report, Making Services Work for Poor People. Second, it allows local decision-makers to determine the appropriate mix of inputs and education policies adapted to local realities and needs.
Impact of school-based management
Evaluations of SBM programs offer mixed evidence of impacts. Nicaragua’s Autonomous School Program gives school-site councils – comprised of teachers, students and a voting majority of parents – authority to determine how 100 percent of school resources are allocated and authority to hire and fire principals, a privilege that few other school councils in Latin America enjoy. Two evaluations found that the number of decisions made at the school level contributed to better test scores (King and Ozler 1998; Ozler 2001). Mexico’s compensatory education program provides extra resources to disadvantaged rural primary schools and all indigenous schools, thus increasing the supply of education. However, the compensatory package has several components. If one breaks the intervention up in its multiple components, then it is shown that empowering parent associations seems to have a substantial effect in improving educational outcomes, even when controlling for the presence of beneficiaries of Mexico’s large and successful conditional cash transfer program (Oportunidades, formerly Progressa). This is strong evidence of the positive effects of decentralizing education to the lower levels (Gertler, Patrinos and Rubio forthcoming). Various evaluations of SBM programs in the United States have found evidence of decreased dropout and student suspension rates but no impact on test scores.
Ideally, a leader should use strategies and options flexibly to balance both; short-term and long-term goals, and above all, must serve the institutional values. To ensure that leadership style is delivered in the best manner, and the way it has been designed to be imparted by the teachers and perceived by students, policy makers and educational leaders are providing state-of-the art programs for leadership courses that help in learning to do service towards the field of education.
Ideally, a leader should use strategies and options flexibly to balance both; short-term and long-term goals, and above all, must serve the institutional values. To ensure that leadership style is delivered in the best manner, and the way it has been designed to be imparted by the teachers and perceived by students, policy makers and educational leaders are providing state-of-the art programs for leadership courses that help in learning to do service towards the field of education.
Ideally, a leader should use strategies and options flexibly to balance both; short-term and long-term goals, and above all, must serve the institutional values. To ensure that leadership style is delivered in the best manner, and the way it has been designed to be imparted by the teachers and perceived by students, policy makers and educational leaders are providing state-of-the art programs for leadership courses that help in learning to do service towards the field of education.
Ideally, a leader should use strategies and options flexibly to balance both; short-term and long-term goals, and above all, must serve the institutional values. To ensure that leadership style is delivered in the best manner, and the way it has been designed to be imparted by the teachers and perceived by students, policy makers and educational leaders are providing state-of-the art programs for leadership courses that help in learning to do service towards the field of education.
Ideally, a leader should use strategies and options flexibly to balance both; short-term and long-term goals, and above all, must serve the institutional values. To ensure that leadership style is delivered in the best manner, and the way it has been designed to be imparted by the teachers and perceived by students, policy makers and educational leaders are providing state-of-the art programs for leadership courses that help in learning to do service towards the field of education.
Environmental scanning is a process that systematically surveys and interprets relevant data to identify external opportunities and threats. An organization gathers information about the external world, its competitors and itself.
Environmental scanning is a process that systematically surveys and interprets relevant data to identify external opportunities and threats. An organization gathers information about the external world, its competitors and itself.