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MANAGING (MANAGING INFORMATION AND DECISION MAKING (How do managers arrive…
MANAGING
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PLANNING, ORGANISING, LEADING CONTROLLING (POLC)
Planning
Two types: informal & formal
Why plan?
– Provides direction
– Reduces uncertainty
– Minimises waste and redundancy
– Establishes goals and standards used for controlling
- Elements of Planing
Goals (i.e. ends):
- Desired outcomes for individuals, groups, or
entire organisations
- Provide direction and performance evaluation criteria
- Multiple (e.g. financial, environmental, social)
- Stated vs.real
Plans (i.e. strategies)
- Documents how goals are to be accomplished and how resources are to be allocated
- Provides a map to arrive at a given destination with provision for detours
- Planning is:
- Defining the organisation’s goals
- Establishing an overall strategy for achieving those goals
- Developing plans to integrate and coordinate activities
- Concerned with both ends (goals) as well as means (strategy)
Organising
What is organising?
- Arranging and structuring work to accomplish the organisation’s goals
- The process of creating an organisation’s structure - the formal arrangement of jobs within an organisation
- When managers develop or change an organisation’s structure they are engaged in organisational design
Elements of organising:
Work specialisation
- Dividing work activities into specific job tasks
Departmentalisation
- Grouping of jobs by function, location, product, process,
customer
Chain of Command
- Authority, responsibility, unity of command Span of Control
- Number of subordinates a manager can manage efficiently and effectively
Centralisation/de-centralisation
- Degree to which decision making is controlled by a few vs.
delegated to many
Formalisation
- The degree to which jobs within an organisation are standardised and the extent to which employee behaviour is guided by rules & procedures
Types of organisations
Organic
- Cross functional teams
- Cross hierarchical teams
- Free flow of information
- Wide spans of control
- Low formalisation
- Decentralised
Mechanistic
- High specialisation
- Rigid departmentalisation
- High chain of command
- Narrow spans of control
- High formalisation
- Centralised
Leading
A leader is:
– someone who can influence others who may or may not possess managerial authority
Leadership is:
– the process of influencing a group to
achieve goals
Because leading is one of the four management functions, ideally all managers should be leaders
Leadership theories
Trait theories
- Leaders are born and cannot be trained
- ‘Traits’ differentiate leaders from non-leaders: drive, desire to lead, honesty and integrity, self confidence, intelligence etc.
Behavioural theories
- Leadership is more than possessing a few generic traits
- Leaders are not born, but trained
- Iowa, Ohio State, Michigan, Managerial Grid
- Duality of leadership: focus on task vs. focus on people
Contingency theories
- Effective leadership requires more than an understanding of traits
and behaviours
- Ability to ‘read’ and ‘adapt’ to situational circumstances as important
- Fiedler’s contingency model (leader-member relations, task, power)
- Situational leadership model (employee readiness)
Controlling
What is controlling?
- The process of monitoring, comparing and correcting work performance
- Why control?
– It is the final link of the four functions of management
The only way managers know whether organisational goals established through planning, facilitated through organising, and influenced through leading, are being met and, if not, the reasons why
– Employee empowerment
Encourages managers’ to delegate
– Protects the organisation and its assets
Having controls and backups to reduce, cope and manage disruptions
The control process
1) Measuring
– How?
A combination of approaches (i.e. personal observation, statistical reports, oral reports, and written reports) increases both the number of input sources and the probability of getting reliable information
– What?
More critical to the control process than how we measure
Control criteria - employee satisfaction, turnover and absenteeism rates, budgets
Objective and subjective measures
2) Comparing -Acceptable range of variation -Deviations that exceed this range become significant and need the manager's attention
3) Taking managerial action
– Correct actual performance
Immediate corrective action corrects problems at once to get performance back on track
Basic corrective action looks at ‘how’ and ‘why’ performance deviated prior to taking corrective action
– Revise the standard
Goal may have been too high or too low
EMOTIONAL INTELLIGENCE
What is emotional intelligence?
- Researchers have been examining factors that make effective leaders for decades
- Trait theories suggested that effective leaders have unique traits – intelligence, determination, vision
- However, the behavioural and contingency theories found simple possession of such traits to be insufficient for achieving success at organisational-level
- Emotional intelligence refers to competencies related to one’s ability to recognize, understand and manage their own emotions as well as those of others they interact with
Why the need for emotional intelligence?
- IQ alone does not predict effective leadership and therefore organisational success
- Perennial difficulties associated with ‘identifying’ those with ‘potential’ to become leaders within organisations
- At the upper echelons of organisations, technical competencies are of lower importance
- Empirical evidence that supports a positive relationship between emotional intelligence and leader/organisational performance
- Emotional intelligence can be learned - managers can be trained on emotional intelligence through structured long-term training programs
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Can EQ be learned
- Genetic component to emotional intelligence
– Emotionalintelligenceaproductofthebrain’slimbic
system governing feelings, impulses, and drives
– Thelimbicsystemlearnsbestthroughmotivation,
extended practice, and feedback
– Trainingthelimbicsystemtakesalotlongerthan
training the neocortex governing analytical and
technical ability
- Nurture also play a significant role
– Emotionalintelligenceincreaseswithage(i.e. maturity)
– However,agedoesnotguaranteeheightened emotional intelligence
– Requiressinceredesireandcommitmentfromthe learner
– Easiertolearnregressionanalysisthanempathy