9/17/2021 1 PRINCIPLES OF MANAGEMENT Course Coordinator: Dr. Zahid Riaz 17 th September 2021 YOUR PRESENTATION 1. Brief but empirically rich introduction of the case study – articulate the story well to set the context right. 2. Explain how the case facts and aspects relates to theories/concepts discussed in the course and other courses that you are studying during your degree program. 3. Identification of main question/issue raised in the case. 4. Give a comprehensive analysis of the case study using data/information. (The synthesis should be discussed and underlined). 5. If case problem(s) needs solutions then explore a couple of alternative solutions in the context of theoretical and conceptual frameworks of this course and recommend the best solution with the appropriate action plan. 6. Discuss what can be learned from the case study analysis regarding concepts and theory. 7. Refer to pages 7-8 of course outline. AND DO NOT FORGET… Presenters must bring the hard copy of the case study slides in the class before the start of the presentation otherwise 30% marks will be deducted. Peer assessment for case study presentation. Participants will also be given case study questions as assignments. The written answers should not be more than 500 words for each question. The answers will be submitted in the next week class. WHAT IS A GOOD CASE STUDY ANALYSIS? A good case study analysis: clearly identifies the core problem(s); provides a justification for the choice of core problem(s); analyses the issues underlying the core problem(s) in terms of the relevant theories and concepts; uses appropriate terminologies; justifies the alternative solutions in terms of appropriate theories and conceptual frameworks; justifies the choice of the best solution, if required; and presents feasible and complementary recommendations for implementing the best solution, if necessary.
Transcript
9/17/2021
1
PRINCIPLES OF MANAGEMENT
Course Coordinator: Dr. Zahid Riaz
17th September 2021
YOUR PRESENTATION
1. Brief but empirically rich introduction of the case study –articulate the story well to set the context right.
2. Explain how the case facts and aspects relates to theories/concepts discussed in the course and other courses that you are studying during your degree program.
3. Identification of main question/issue raised in the case.
4. Give a comprehensive analysis of the case study using data/information. (The synthesis should be discussed and underlined).
5. If case problem(s) needs solutions then explore a couple of alternative solutions in the context of theoretical and conceptual frameworks of this course and recommend the best solution with the appropriate action plan.
6. Discuss what can be learned from the case study analysis regarding concepts and theory.
7. Refer to pages 7-8 of course outline.
AND DO NOT FORGET…
Presenters must bring the hard copy of the case study slides in the class before the start of the presentation otherwise 30% marks will be deducted.
Peer assessment for case study presentation.
Participants will also be given case study questions as assignments. The written answers should not be more than 500 words for each question.
The answers will be submitted in the next week class.
WHAT IS A GOOD CASE STUDY ANALYSIS?
A good case study analysis:
clearly identifies the core problem(s);
provides a justification for the choice of core problem(s);
analyses the issues underlying the core problem(s) in
terms of the relevant theories and concepts;
uses appropriate terminologies;
justifies the alternative solutions in terms of
appropriate theories and conceptual frameworks;
justifies the choice of the best solution, if required; and
presents feasible and complementary recommendations
for implementing the best solution, if necessary.
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WHY ARE MANAGERS IMPORTANT?
Organizations need managerial skills and abilities more
than ever in these uncertain, complex, and chaotic times.
How to respond to poor economic conditions while acting as
a car dealership sales manager?
Managerial skills and abilities are critical in getting things
done.
The quality of the employee/supervisor relationship is the
most important variable in productivity and loyalty.
For example, as a restaurant manager at Gourmet
Restaurant; the job of the manager is not to greet customers;
take orders for them and serve foods but the job of the
manager is to create and coordinate the workplace systems
and conditions so that other people can perform those tasks.
WHO ARE MANAGERS? Manager
Someone who coordinates and oversees the work of other people so that organizational goals can be accomplished.
Let’s Fly Together is the slogan of a merger undertaken by the top managers of United Airlines and Continental Airlines that will form as one of the largest airlines of the world.
United’s CEO Glenn Tilton (left) and Continental’s CEO Jeff Smisekstated that the merger strategy will achieve the goals of creating a combined airline that is more efficient and better positioned as a strong global competitor, that has the financial strength needed to make investments in improved products and services, and that can achieve and sustain profitability.
Plans for the combined airline include flying under the United name and using the logo and colours of Continental.
According to OAG, United has 756 aircrafts with 194 Million seats in 2019.
What is OAG?
Official Airline Guide (OAG) is an air travel intelligence reference that provides data on airline schedules, cargo and aviation analytics.
Carnival Corporation’s CEO Arnold Donald is the top
manager of the world’s largest cruise line, with over
100,000 employees from different cultures and countries,
10 cruise line brands, and 100 ships. His challenging job
involves making decisions and developing plans that help
Carnival achieve its goal “to show our guests the kind of
fun that memories are made of.”
CLASSIFYING MANAGERS
First-line Managers - Individuals who
manage the work of non-managerial
employees.
Middle Managers - Individuals who
manage the work of first-line managers.
Top Managers - Individuals who are
responsible for making organization-wide
decisions and establishing plans and goals
that affect the entire organization.
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LEVELS OF MANAGEMENT
WHERE DO MANAGERS WORK?
Organization
A deliberate arrangement of people assembled to accomplish
some specific purpose (that individuals independently could
not accomplish alone).
Common Characteristics of Organizations
Have a distinct purpose (goal)
Are composed of people
Have a deliberate structure
That structure may be open and flexible, with no specific job
duties or strict adherence to explicit job arrangements.
For instance, at Google, most big projects, of which there are
hundreds going on at the same time, are tackled by small
focused employee teams that set up in an instant and
complete work just as quickly.
WHERE DO MANAGERS WORK?
Or the structure may be more traditional—like that of Procter & Gamble or Unilever—with clearly defined rules, regulations, job descriptions, and some members identified as “bosses” who have authority over other members.
Many of today’s organizations are structured more like Google, with flexible work arrangements, employee work teams, open communication systems, and supplier alliances.
In these organizations, work is defined in terms of tasks to be done. And workdays have no time boundaries since work can—and is—done anywhere, anytime.
CHARACTERISTICS OF ORGANIZATIONS
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WHAT DO MANAGERS DO?
Management involves coordinating
and overseeing the work activities of
others so that their activities are
completed efficiently and effectively.
What are effectiveness and efficiency?
EFFICIENCY AND EFFECTIVENESS
IN MANAGEMENT
MANAGEMENT FUNCTIONS
According to the functions approach, managers perform certain activities or functions as they efficiently and effectively coordinate the work of others.
What are these functions?
Henri Fayol, a French businessman, first proposed in the early part of the twentieth century that all managers perform five functions: planning, organizing, commanding, coordinating, and controlling.
Today, these functions have been condensed to four: planning, organizing, leading, and controlling.
MANAGEMENT FUNCTIONS
Planning - Defining goals, establishing
strategies to achieve goals, and developing
plans to integrate and coordinate
activities.
Organizing - Arranging and structuring
work to accomplish organizational goals.
Leading - Working with and through
people to accomplish goals.
Controlling - Monitoring, comparing,
and correcting work.
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FOUR FUNCTIONS OF MANAGEMENT TEXTBOOKS VERSUS MINTZBERG-VIDEO
Henry Mintzberg, a well-known management researcher, studied actual managers at work.
In his first comprehensive study, Mintzberg concluded that what managers do can best be described by looking at the managerial roles they engage in at work.
If you ask managers what they do, they will most likely tell you that they plan, organize, coordinate, and control.
Then watch what they do. Don’t be surprised if you can’t relate what you see to these words.
These four words, which have dominated management vocabulary since the French industrialist Henri Fayol first introduced them in 1916, tell us little about what managers actually do.
At best, they indicate some vague objectives managers have when they work.
FOLKLORE VERSUS FACTS…
There are four myths which do not uphold in reality.
Folklore: The manager is a reflective, systematic planner. The evidence on this issue is overwhelming, but not a shred of it supports this statement.
Fact: Study after study has shown that managers work at an unrelenting pace, that their activities are characterized by brevity, variety, and discontinuity, and that they are strongly oriented to action and dislike reflective activities.
FOLKLORE VERSUS FACTS…
Folklore: The effective manager has no regular duties to perform. Managers are constantly being told to spend more time planning and delegating and less time seeing customers and engaging in negotiations. These are not, after all, the true tasks of the manager. To use the popular analogy, the good manager, like the good conductor, carefully orchestrates everything in advance, then sits back, responding occasionally to an unforeseeable exception. But here again the pleasant abstraction just does not seem to hold up.
Fact: Managerial work involves performing a number of regular duties, including ritual and ceremony, negotiations, and processing of soft information that links the organization with its environment.
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FOLKLORE VERSUS FACTS… Folklore: The senior manager needs aggregated
information, which a formal management information system best provides. Not too long ago, the words total information system were everywhere in the management literature. In keeping with the classical view of the manager as that individual perched on the apex of a regulated, hierarchical system, the literature’s manager was to receive all important information from a giant, comprehensive MIS. But lately, these giant MIS systems are not working—managers are simply not using them. The enthusiasm has waned. A look at how managers actually process information makes it clear why.
Fact: Managers strongly favour verbal media, telephone calls and meetings, over documents. Consider the following: In two British studies, managers spent an average of 66% and 80% of their time in verbal (oral) communication. In Mintzberg study of five American chief executives, the figure was 78%.
FOLKLORE VERSUS FACTS…
Consider another interesting finding.
Managers seem to cherish “soft”
information, especially gossip, hearsay, and
speculation. Why? The reason is its
timeliness; today’s gossip may be
tomorrow’s fact. The manager who misses
the telephone call revealing that the
company’s biggest customer was seen
golfing with a main competitor may read
about a dramatic drop in sales in the next
quarterly report. But then it’s too late.
FOLKLORE VERSUS FACTS…
Folklore: Management is, or at least is quickly becoming, a science and a profession. By almost any definition of science and profession, this statement is false. Brief observation of any manager will quickly lay to rest the notion that managers practice a science. A science involves the enaction of systematic, analytically determined procedures or programs. If we do not even know what procedures managers use, how can we prescribe them by scientific analysis? And how can we call management a profession if we cannot specify what managers are to learn? For after all, a profession involves “knowledge of some department of learning or science”(Random House Dictionary).
Fact: The managers’ programs—to schedule time, process information, make decisions, and so on—remain locked deep inside their brain. Thus, to describe these programs, we rely on words like judgment and intuition, seldom stopping to realize that they are merely labels for our ignorance.
FOLKLORE VERSUS FACTS…
Considering the facts about managerial work, we can see that the manager’s job is enormously complicated and difficult. Managers are overburdened with obligations yet cannot easily delegate their tasks.
As a result, they are driven to overwork and forced to do many tasks superficially.
Brevity, fragmentation, and verbal communication characterize their work.
Yet these are the very characteristics of managerial work that have impeded scientific attempts to improve it.
As a result, management scientists have concentrated on the specialized functions of the organization, where it is easier to analyze the procedures and quantify the relevant information.
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WHAT DO MANAGERS ACTUALLY DO?
Without a proper answer, how can we teach management?
How can we design planning or information systems for managers?
How can we improve the practice of management at all?
Why did we fail in addressing this fundamental issue?
Somehow, in the rush to automate production, to use management science in the functional areas of marketing and finance, and to apply the skills of the behavioural scientist to the problem of worker motivation, the manager— the person in charge of the organization or one of its subunits—has been forgotten.
Mintzberg tried to break the reader away from Fayol’s words and introduce a more supportable and useful description of managerial work.
This description derives from his review and synthesis of research on how various managers have spent their time.
MINTZBERG RESEARCH
In some studies, managers were observed
intensively; in a number of others, they kept
detailed diaries; in a few studies, their records
were analyzed.
All kinds of managers were studied—
foremen, factory supervisors, staff
managers, field sales managers, hospital
administrators, presidents of companies
and nations, and even street gang leaders.
These “managers” worked in the United States,
Canada, Sweden, and Great Britain.
MANAGERIAL ROLES
“Managers” are vested with formal authority over an
organizational unit.
From formal authority comes status, which leads
to various interpersonal relations, and from these
comes access to information.
Information, in turn, enables the manager to
make decisions and strategies for the unit.
Interpersonal roles; informational roles; and
decisional roles.
Formal authority gives rise to the 03
interpersonal roles, which in turn give rise to
the 03 informational roles; these two sets of
roles enable the manager to play the 04
decisional roles.
MANAGERIAL ROLES
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INTERPERSONAL ROLES
What is the meant of interpersonal role?
The interpersonal roles are ones that involve people (subordinates and persons outside the organization) and other duties that are ceremonial and symbolic in nature.
The three interpersonal roles include figurehead, leader, and liaison.
First is the figurehead role. As the head of an organizational unit, every manager must perform some ceremonial duties.
The president greets the touring dignitaries.
The foreman attends the wedding of a lathe operator.
The sales manager takes an important customer to lunch.
INTERPERSONAL ROLES
Managers are responsible for the work of the people of their unit.
Their actions in this regard constitute the leader role.
Some of these actions involve leadership directly—for example, in most organizations the managers are normally responsible for hiring and training their own staff.
In addition, there is the indirect exercise of the leader role.
For example, every manager must motivate and encourage employees, somehow reconciling their individual needs with the goals of the organization.
In virtually every contact with the manager, subordinates seeking leadership clues ask: “Does she approve?” “How would she like the report to turn out?” “Is she more interested in market share than high profits?”
INTERPERSONAL ROLES
The literature of management has always recognized the leader role, particularly those aspects of it related to motivation.
In comparison, until recently it has hardly mentioned the liaison role, in which the manager makes contacts outside the vertical chain of command.
This is remarkable in light of the finding of virtually every study of managerial work that managers spend as much time with peers and other people outside their units as they do with their own subordinates—and, surprisingly, very little time with their own superiors.
In Rosemary Stewart’s diary study, the 160 British middle and top managers spent 47% of their time with peers, 41% of their time with people inside their unit, and only 12% of their time with their superiors.
For Robert H. Guest’s study of U.S. foremen, the figures were 44%, 46%, and 10%.
The chief executives of Mintzberg study averaged 44% of their contact time with people outside their organizations, 48% with subordinates, and 7% with directors and trustees.
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INFORMATIONAL ROLES
Manager as the nerve centre of the organizational unit.
The manager may not know everything but typically knows
more than subordinates do.
Studies have shown this relationship to hold for all managers,
from street gang leaders to the U.S. presidents.
INFORMATIONAL ROLES-AN ILLUSTRATION
As for presidents, Richard Neustadt observes: “The essence of {Franklin} Roosevelt’s technique for information-gathering was competition.
‘He would call you in,’ one of his aides once told me, ‘and he’d ask you to get the story on some complicated business, and you’d come back after a couple of days of hard labor and present the juicy morsel you’d uncovered under a stone somewhere, and then you’d find out he knew all about it, along with something else you didn’t know.
Where he got this information from he wouldn’t mention, usually, but after he had done this to you once or twice you got damn careful about your information.’”
INFORMATIONAL ROLES
How did Roosevelt get this information?
Due to the relationship between the interpersonal and
informational roles.
In this way, the manager develops a powerful
database of information.
INFORMATIONAL ROLES
In his study, the CEOs spent 40% of their contact time on activities devoted exclusively to the transmission of information; 70% of their incoming mail was purely informational (as opposed to requests for action).
Managers don’t leave meetings or hang up the telephone to get back to work.
What is their work then?
In large part, communication is their work.
Three informational roles describe these aspects of managerial work.
It is the reason that communication skills are very much demanded for managers.
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INFORMATIONAL ROLES
As monitor, the manager is perpetually scanning the
environment for information, interrogating liaison
contacts and subordinates, and receiving unsolicited
information, much of it as a result of the network of
personal contacts.
In the disseminator role, the manager passes some
privileged information directly to subordinates, who
would otherwise have no access to it.
INFORMATIONAL ROLES
In the spokesperson role, the manager sends some
information to people outside the unit— a president makes a
speech to lobby for an organization cause, or a foreman
suggests a product modification to a supplier.
In addition, as a spokesperson, every manager must inform
and satisfy the influential people who control the
organizational unit.
For the foreman, this may simply involve keeping the plant
manager informed about the flow of work through the shop.
Directors and shareholders must be advised about finances,.
Consumer groups must be assured that the organization is
fulfilling its social responsibilities. G
Government officials must be satisfied that the organization is
abiding by the law.
DECISIONAL ROLES
Information is not, of course, an end in itself; it is the
basic input to decision making.
One thing is clear in the study of managerial work: the
manager plays the major role in the unit’s decision-
making system.
As its formal authority, only the manager can commit
the unit to important new courses of action; and as its
nerve center, only the manager has full and current
information to make the set of decisions that
determines the unit’s strategy.
DECISIONAL ROLES
As entrepreneur, the manager seeks to improve the unit, to adapt it to changing conditions in the environment.
While the entrepreneur role describes the manager as the voluntary initiator of change, the disturbance handler role depicts the manager involuntarily responding to pressures.
The third decisional role is that of resource allocator.
The manager is responsible for deciding who will get what.
Perhaps the most important resource the manager allocates is his or her own time.
Access to the manager constitutes exposure to the unit’s nerve canter and decision maker.
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DECISIONAL ROLES
The final decisional role is that of negotiator.
Managers spend considerable time in negotiations: the
Chairman of the PCB works out a contract with the
players.
These negotiations are an integral part of the manager’s
job.
INTEGRATED ROLES
It should be clear by now that these 10 roles are not easily separable.
In the terminology of the psychologist, they form a gestalt, an integrated whole.
No role can be pulled out of the framework and the job be left intact.
For example, a manager without liaison contacts lacks external information.
As a result, that manager can neither disseminate the information that employees need nor make decisions that adequately reflect external conditions.
(This is a problem for the new person in a managerial position, since he or she has to build up a network of contacts before making effective decisions.)
RECENT RESEARCH…
Recently, Mintzberg completed another close study of
managers at work and concluded that, “Basically, managing
is about influencing action.
It’s about helping organizations and units to get things
done, which means action.”
Based on his observations, Mintzberg went on to explain
that a manager does this in three ways:
(1) by managing actions directly (for instance, negotiating
contracts, managing projects, etc.), (2) by managing people
who take action (for example, motivating them, building
teams, enhance the organization’s culture, etc.), or (3) by
managing information that propels people to take action
(using budgets, goals, task delegation, etc.).
CRITICISM ON MINTZBERG
Carroll and Taylor (1968) pointed out that since managerial work is mental, it is not directly observable (Carroll and Gillen, 2019).
Physical activities of managers do not indicate exactly what they do.
It is impossible to measure managerial work without questioning managers about the purpose of their telephone calls, conversations, and so on.
Although it is true that the typical managers do make brief contacts with a wide variety of people during the day, this does not mean that they are not planning, or controlling, or investigating, or doing any number of things, all of which require information.
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MANAGEMENT FUNCTIONS VERSUS
MANAGERIAL ROLES
Which is the better approach???
Mintzberg has proposed these roles not as a new or
different view of management but he calls them another
face of management as “Insightful Face.”
He called the other face that comprises of planning;
organizing; leading and controlling as “Cerebral
Face.”
The cerebral face operates with the words and numbers
of rationality; the insightful face is rooted in the images
and feel of a manager’s integrity.
In practice, management has to be two-faced—there has
to be a balance between the cerebral and the insightful.
IS MINTZBERG RIGHT?
A number of follow-up studies have tested the validity
of Mintzberg’s role categories.
The evidence generally supports the idea that
managers perform similar roles.
However, the emphasis that managers give to the
various roles seems to change with organizational
level.
At higher levels of the organization, the roles of
disseminator, figurehead, negotiator, liaison,
and spokesperson are more important; while the
leader role is more important for lower-level
managers than it is for either middle or top level
managers.
CONFLICTING OR COMPLEMENTING…
Although each does a good job of depicting what
managers do, the functions approach still seems to be
the generally accepted way of describing the manager’s
job.
“The classical functions provide clear and
discrete methods of classifying the thousands of
activities that managers carry out and the
techniques they use in terms of the functions
they perform for the achievement of goals.”
However, Mintzberg’s role approach and newly
developed model of managing do offer us other insights
into managers’ work.
SKILLS REQUIRED TO PERFORM ROLES
AND FUNCTIONS
Dell Inc. is a company that understands the importance of management skills.
It started an intensive five-day offsite skills training program for first-line managers as a way to improve its operations.
One of Dell’s directors of learning and development thought this was the best way to develop “leaders who can build that strong relationship with their front-line employees.”
What have the supervisors learned from the skills training?
Some things they mentioned were how to communicate more effectively and how to refrain from jumping to conclusions when discussing a problem with a worker.
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WHAT TYPES OF SKILLS DO MANAGERS
NEED?
Robert L. Katz proposed that managers need three
critical skills in managing: technical, human, and
conceptual.
What are technical skills?
Knowledge and proficiency in a specific field
What are human skills?
The ability to work well with other people
What are conceptual skills?
The ability to think and conceptualize about abstract
and complex situations concerning the organization
