Area D Flashcards
Management definitions:
- Mary parker follet - Art of getting things done
- Koontz - Process of des and maintaining an env in which individuals working together in grps accomplish
- Drucker: Multi-purpose organ that manages biz , managers, workers
Difference between authority and power
Authority is the right to do something
Power is the ability to do something.
Types of power:
- Reward: due to his ability to provide rewards
- Coercive: due to ability to punish
- Expert: due to ability to exercise his specialised knowledge
- Referent : skills and personal traits other may wish to copy
- Legitimate: Due to his authority derived through his designations
Classical Theory - Henri Fayol
- Planning
- Organising
- Commanding
- Coordinating
- Controlling
Classical - Taylor (Scientific management)
Scientific approach
Setting standards
Classical - Elton Mayo (Human Relations School)
Wages aren’t the highest motivators
Relationships, attitudes mattered
Interpersonal roles and factors are key factors
Modern - Drucker
Setting objectives
Organizing resources
Motivating employees and communicating plans
Establishing benchmarks
Developing people
Modern - Mintzberg’s Managerial Roles
Informational -> Monitor, Disseminator, Spokesperson
Interpersonal -> Figurehead, Leader, Liaison
Decisional -> Entrepreneur, Disturbance Handler, Resource Allocator, Negotiator
Leadership - Trait theories
Leaders are born rather than made
Certain physical, personality traits help a manager perform well
Leadership - Style theories
(a) Blake & Mouton’s grid:
- Management Impoverished [1,1] - Least effort and concern for people and getting the task done.
- Country Club [1,9] - Has concerns for people, comfortable environment; less work gets done.
- Task Management [9,1] - Increasing prodn efficiency and quantity at the cost of labor wellbeing.
- Middle of the road [5,5] - people and work on average.
- Team [9,9] - optimally manage people and prodn; best form theoretically
Ashridge Management college
- Tells (Autocratic) - Manager: sole decision maker; no suggestions from employees.
- Sells (Persuasive) - manager : sole dec maker; explains employees the rationale behind his dec
- Consult (Participative) - Manager : ask for opinions; but dec power lies with man
- Joins (Democratic) - includes employees in dec making; arrive at consensus.
When to use Ashridge’s research?
- Crisis or fast decision making : Tells
- Normal Conditions : Consults & joins
- Unskilled and demotivated workers : Tells and sells
Contingency theories: (Situational approach)
No one universally applicable set of principles
Org differ
Every situation is different
Managers must decide acc to the situation.
Adair - Action Centered Leadership
Leader has to balance 3 interrelated needs and goals
Task needs, group needs, and individual needs
Fiedler - Contingency theory:
PDMs (Psychologically Distant Managers)
PCMs (Psychologically Close Managers)
Bennis - Transformational Leadership
Two types:
1. Transactional leadership - demand loyalty and efficiency in return reward them with salary hikes, bonuses.
2. Transformational: Stimulates, inspires; proactive; focuses on the need for growth
Kotter - Managing Change
Ways to deal with resistance and conflicts:
1. Participation and involvement: employees a part of decision making; practical involvement
2. Education and communication: informing employees through AVRs
3. Facilitation and support : giving training & counselling
4. Manipulation : selective disposition.
5. Negotiation
Kotter - Managing Change
Ways to deal with resistance and conflicts:
1. Participation and involvement: employees a part of decision making; practical involvement
2. Education and communication: informing employees through AVRs
3. Facilitation and support : giving training & counselling
- Manipulation : selective disposition.
- Negotiation
Heifetz - Leadership to motivate
the central role of managers is to aid their subordinates in facing reality and empowering them to make changes where they deem necessary
Person Specifications - Selection Process
SCIPDAG
Special attributes
Circumstances
Interest
Physical makeup
Disposition
Attainments
General Intelligence
Traits of team
Share a common goal
Enjoy working together
Loyal to the team and has a sense of team spirit
Belbin’s Team role theory
- Leader - balanced and a disciplined
- Shaper - dom, extrovert, promotes activities
- Plant: New ideas, intellectual, innovative
- Monitor-eval: critc, brings down to earth
- Resource-investigator: network, influential
- Implementer: Admin, organiser, trustworthy
- Team worker: bonding, diplomatic
- Completer-finisher: chases progress
- specialist
Tuckman’s stages of grp devn
Forming
Storming
Norming
Performing
dorming
Adjourning
Content theories/need theories - motivation
Human needs and desires can be satisfied with work. Focuses on the “What” to motivate
1. Maslow’s Hierarchy
2. Herzberg’s 2 factor
3. McGregor’s X,Y theory
Process theories - motivation
Assumes that motivational tools should be goals and process centric rather than needs centric.
Ponders on the question “How” are people motivated
1. Vroom’s expectancy theory
Maslow’s Hierarchy of needs:
Physiological Needs
Safety needs
Belongingness needs
Esteem needs
Self actualization
McGregor X & Y theory:
Managers make assumptions about employees: two types of managers
1. Theory X
Assumes Workers - little ambition, no work
Manager follows rigid, authoritative policy of management
2. Theory Y
Assumes workers – self direction, responsible, included in decision making, given higher autonomy.
Manager follows a liberal attitude; views employees as assets.
Herzberg’s 2 factor theory:
- Hygiene/maintenance/environmental/extrinsic:
Supervision; relation with supervisor; salary; working conditions - Motivators/psychological/intrinsic:
Achievement; recognition; work itself; growth
Herzberg’s 3 job designs:
- Job enrichment (vertical job enlargement)
- Job enlargement (horizontal)
- Job rotation
Herzberg’s 3 job designs:
- Job enrichment (vertical job enlargement)
- Job enlargement (horizontal)
- Job rotation
eg : A Floor Supervisor Responsible for work area A and ensuring production runs smoothly
*Job enrichment –coordinating with the purchase department to reorder and maintain inventory levels
*Job enlargement –also responsible for inventory counting
*Job rotation–floor supervisor for work area B on the weekends
Vroom’s Expectancy
Motivation (reason to perform) = expectancy (perceived probability that effort will lead to good performance) * Valence (degree to which rewards are valued)
Types of Intrinsic ad extrinsic rewards
Extrinsic reward–initiated from outside the person
●Salary and wages
●Employee benefits
●Interpersonal rewards
●Promotions
Intrinsic reward–one that is self-administered by the person
●Completion
●Achievement
●Autonomy
●Personal growth
Learning and it’s types:
The process of acquiring knowledge through experience
1. formal: structured
2. informal: no structure
3. incidental: learns as a by-product while lesrning someting else
Kolb learning cycle:
Concrete experience (divergent)
Reflective observation: (assimilative)
Abstract conceptualization (Convergent)
Active experimentation (Accomodative)
Honey & Mumford’s learning styles
- Activists - dynamic, new challenges, games, competitive tasks.
- Reflectors - cautious, indecisive, observational
- Theorists - analytical, structured approach, activities with links between ideas & principles.
- Pragmatists - Common sense learners, practical learners, practical decisions, short-tempered
Implications of learning models of Kolb and H&M
(a) Kolb Model Implications
*Assimilating Learning Style –Don’t prefer learning without notes and instructions
*Accommodating Learning Style –Don’t prefer learning with notes and instructions as they require a hands-on experience
H&M:
Activists: hands-on experience, practical approach, do not prefer theory
Reflectors: observational approach; non participative, rushing is not ideal
Theorists: pre-decided; structured, analytical
Pragmatists: require link between training and real-world problems
Define training, development, education
1 Education: all-round enrichment; not only a specific area
2. training: more focused and specific
3. Development: enhancement of skills; soft skills
Training and development process:
Stage 1: Identification of training needs
Stage 2: Setting objectives for training
Stage 3: Program design and delivery
Stage 4: Evaluation and validation of the training program
Identification of training needs:
- Performance appraisal
- Observational
- Organizational strategy
- Formal training needs analysis
Setting objectives: Obj should be?
SMART
Specific
Measurable
Attainable
Realist
Time-bound
Evaluations:
- Reactions
- Learning
- Job behavior
- Organisation: 3E’s - Efficiency (output measured against inputs); Effectiveness (Output m against obj met); Economy (Output measured against cost)
- Ultimate value
What is performance assessment?
Is a regular and systematic review of performance and assessment of potential - aim of producing action programs to development.
Making employees more efficient- bringing the best in them
Appraisal and its objectives:
Determination of the revised compensation package and salary
●Assessment of present and future growth potential with any scope for growth and development
●Improve communication between managers and their direct subordinates
●Identify suitable candidates for promotion and retirement
●Help formulate a training plan in order to fulfil the present learning gaps experienced by the employees
Process of Performance Assessment
1.Set targets
2.Monitor existing performance
3.Review performance
4.Devise an action plan
Types of staff appraisal:
- Review and comparison - reviewing the existing performance and comparing it with other benchmarks.
- management by objectives: managers focusing on whether
- Task: cantered approach - subs being given the freedom to perform a particular task, devise their own method.
Performance appraisal process
- Identification of the assessment criteria:
- Preparation of an appraisal report
- Interviewing the appraisee
- Concluding report and actionable plan of action
Optimum Appraisal Practice -> 4 traits
FFFF
Firm
Factual
Fair
Frequent
Lockett’s criteria for evaluating appraisal effetiveness
SCERF
Serious intent
Co-operation
Efficiency
Relevance
Fairness
Staff turnover:
Formula: (Tot separations or replacement) / averaged number in the workforce.
Causes:
1. Discharge
2. Unavoidable
3. avoidable
