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BMOM5203
STUDY GUIDE
BMOM5203
Organisation and Business
Management
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Contents
Part One: Course Introduction ................................................................... 5
Synopsis ............................................................................................ 5
Objectives .......................................................................................... 5
Learning Outcomes ........................................................................... 5
Study Load ......................................................................................... 5
Main Textbook(s) .............................................................................. 6
Assigned Readings ............................................................................ 6
Additional Recommended Readings.................................................. 6
Assessment ....................................................................................... 6
Part Two : Learning Guide .......................................................................... 7
An Overview ...................................................................................... 7
Topic 1 ............................................................................................... 9
Topic 2 ............................................................................................. 13
Topic 3 ............................................................................................. 19
Topic 4 ............................................................................................. 23
Topic 5 ............................................................................................. 28
Topic 6 ............................................................................................. 33
Topic 7 ............................................................................................. 37
Topic 8 ............................................................................................. 42
Topic 9 ............................................................................................. 47
Topic 10 ........................................................................................... 51
Appendices ................................................................................................ 55
Appendix A: Learning Support ......................................................... 55
Appendix B: Study Tips ................................................................... 56
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Objectives
The general aims of this course are to:
1.
2.
3.
Learning Outcomes
By the completion of this course, you should be able to:
1.
Explain the need for management for all types and sizes of
organisations;
2.
3.
4.
5.
Study Load
It is a standard OUM practice that learners accumulate 40 study hours for
every credit hour. As such, for a three-credit hour course, you are expected
to spend at least 120 hours of learning. Table 1 gives an estimation of how
the 120 hours can be accumulated.
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No. of Hours
60
15
15
Completing assignment(s)
20
Revision
10
Total
120
Main Textbook(s)
Bateman, T. S., & Snell, S. A. (2013). Management (10th ed.). New York:
McGraw Hill.
Assigned Readings
Certo, S. C., & Certo, S. T. Modern management (12th ed.). New Jersey:
Pearson Prentice Hall.
Robbins, S. P., & Coulter, M. (2005). Management (8th ed.). New Jersey:
Pearson Prentice Hall.
Williams, C. (2009). Principles of management. (6th ed.). Ohio: SouthWestern Cengage Learning.
Assessment
Please refer to myVLE for information on the assessment format and
requirements.
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Week
Topic 2: Planning
Topic 4: Organising
Topic 6: Communication
Topic 7: Leadership
Topic 8: Motivation
Topic 9: Teamwork
10
Each topic in the Learning Guide comprises the following sections (refer to
Figure 1):
x
Assigned Readings: help you to navigate the set textbook and reading
materials;
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interpretative
framework
for
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Topic 1:
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Foundations of Management
Learning Outcomes
By the end of this topic, you should be able to:
1.
2.
3.
Topic Overview
Management is the process of reaching organisational goals by working with
and through people and other organisational resources. All types of
organisations, big or small, have to be managed. The management process
is executed through activities in four management functions, namely,
planning, organising, leading and controlling. To be effective, a manager
must understand how these functions are practised. Depending on his
managerial level, he should also have the following managerial skills:
technical skill, interpersonal and communication skill and conceptual and
decision skill. He should also be aware of the current environment, where he
can apply those skills for his organisation to have competitive advantage and
move forward.
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Assigned Readings
Bateman, T. S., & Snell, S. A. (2013).
Management (10th ed.). New York: McGraw
Hill.
1.1
1.2
Importance of management
and its new landscape
Chapter 1, pp 3-14.
Management functions
Extra Readings:
Certo, Chapter 1, pp.28-36
Robbins & Coulter, Chapter 1, pp. 4-20
Extra Readings:
Certo, Chapter 1, pp. 36-41
Robbins & Coulter, Chapter 1, pp. 3-15
Williams, Chapter 1, pp. 8-12
1.3
Chapter 1, pp 1827.
Extra Readings:
Williams, Chapter 1, pp.13-26
Extra Readings:
Prahalad, C.K. Responsible Manager in
Harvard Business Review, Jan/Feb 2010, Vol
88, Issue , p. 36.
Content Summary
The evolution of management began about a century ago, around the time
when new mechanised technology and mass production in the Industrial
Revolution presented challenges which needed to be tackled through
scientific methods. During those hundred-odd years, there was further
evolution in management to accommodate major socio-economic changes
the world over. Today, the challenges to management are brought about by
globalisation, technological change and knowledge management. Managers
must have the foresight and skill to face this new environment in order for
their organisation to survive and compete.
The process of management has not changed much. The four basic
management functions that make up the process are planning, organising,
leading and controlling. The definitions are as follows:
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(a)
(b)
(c)
(d)
The management levels, as outlined below, have also not changed much:
(a)
Top level managers are senior executives of the organisation who are
responsible for its overall management.
(b)
(c)
The frontline managers are lower level managers who supervise the
operations of the organisation. These managers have titles like
supervisor or chief clerk.
Managers also need a variety of skills to perform their tasks well. The three
categories of skills are as follows:
(a)
(b)
Conceptual and decision skill Skills pertaining to the ability to identify and
resolve problems for the benefit of the organisation and its members. All
levels of managers need this skill especially the top.
(Bateman & Snell, 2013)
Organisations that keep up with the times with sound policies and have
competitive edge in quality and cost will perform well consistently. The
authoritative Fortune 500 contains this elite group. Among them are Apple,
Occidental Petroleum, Facebook, Siemens, Toyota and Samsung. In the
case of Malaysia, elite companies include Petronas (which is on the 500 list)
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Sime Darby, Genting, Public Bank and Maybank. In these examples, all are
led by outstanding CEOs.
Study Questions
1.
Compare and contrast the management of a bank and a nongovernmental organisation (say, Society for the Blind).
2.
3.
The Inland Revenue Board (IRB) of Malaysia has been awarded the
Best Public Agency for several years successively. Discuss this
agency according to Bateman& Snells drivers of performance for
competitive advantage.
4.
Read Case Managing Zingermans Community of Business on pg.4950 of Certo, Modern Management 11e, and answer all the questions.
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Topic 2:
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Planning
Learning Outcomes
By the end of this topic, you should be able to:
1.
2.
3.
Topic Overview
The topic begins with the need to identify the objectives of the organisation
and make plans to achieve them. There are three levels of planning, namely,
strategic, tactical, and operational which have to be aligned. Strategic
planning is more for the long term of the organisation. Environmental and
internal analyses have to first be carried out, followed by threats and
opportunities assessments, before formulating the strategies and
implementing them. All these planning and strategies require sound and
rational decisions. Decision making is at the heart of the managers job. It is
therefore his responsibility to make them. Nevertheless, there are process,
tools and techniques to assist managers in decision making.
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Assigned Readings
Bateman, T. S., & Snell, S. A. (2013).
Management (10th ed.). New York: McGraw
Hill.
2.1
Chapter 4, pp 128-133.
Extra Readings:
Robbins & Coulter, Chapter 7, pp 158-172.
Williams,Chapter 5, pp 160-191.
2.2
Strategic planning
2.3
Decision making
Chapter 3, pp 86-109.
Extra Readings:
Certo, Chapter 8, pp 205-218.
Robbins & Coulter, Chapter 6, pp 134-152.
Extra Readings:
David, F. (2009). Strategic management:
Concepts and cases (12th ed.). Pearson
Prentice Hall.
Content Summary
Planning is a process that involves defining the organisations goals,
establishing an overall strategy for achieving those goals, and developing a
set of plans to integrate and coordinate organisational work. (Robbins &
Coulter, 2005). Planning provides direction, reduces uncertainty, minimises
waste and redundancy. There are disadvantages if it is overemphasized,
takes too much managerial time or is rigidly implemented despite major
changing conditions. However, advantages tend to overweigh
disadvantages.
Planning can be divided into short, medium and long term. It ranges from
one year for the short, to five years for the long term. An example of a short
term plan would be argeting to achieve good examination performance by a
school in the coming year. To achieve this target, the school has to rely on
available resources such as facilities, financial, teaching staff and the
students themselves. A long term plan would be to achieve a consistent high
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(b)
(c)
(d)
(e)
Strategic control.
(Certo, 2013)
(b)
Environmental Analysis
General environment For almost two decades from the 1960s,
Malaysia enjoyed robust growth from being top producer of palm oil,
revenue from just-discovered oil & gas, and high standard of living.
Operating environment An existing auto industry with many cars,
good roads, auto-related SMEs, and sufficient human capital.
Internal environment Limited to assembling cars, limited
manufacturing base, limited auto engineering institutions, and sufficient
human skills at operating level.
(c)
SWOT analysis
Strengths: Rising standard of living, second car ownership, and auto
infrastructure.
Weaknesses: High capital outlay, limited auto technology, and small
market.
Opportunities: Political stability, signs of affluence, available human
resource and auto infrastructure.
Threats: Giant auto companies and car producing countries.
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(d)
(e)
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Alternative strategies:
(i)
(ii)
(iii)
As can be seen, all the planning above requires sound and rational
decisions. Decision making is at the heart of a managers job. A good
decision will help to achieve the organisations objective while a bad one will
have a negative effect.
Let us take an example of decision making, this time the new Kuala Lumpur
International Airport (KLIA) based on Batemans decision making steps:
(a)
Problem
By the mid-1980s, the existing national airport at Subang had reached
its capacity, which affected business, travel and the countrys
development.
(b)
(c)
(d)
(i)
Cost
(ii)
(iii)
Safety
(iv)
The alternatives
(i)
(ii)
(iii)
Decision
Alternative (ii) was chosen, costs more but less people displacement,
and within Selangor & Kuala Lumpur.
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Study Questions
1.
2.
3.
4.
5.
6.
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Topic 3:
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Learning Outcomes
By the end of this topic, you will be able to:
1.
2.
3.
4.
Topic Overview
News headlines seem to be abound with stories of irresponsible and ethically
questionable practices at large and well-known companies. Malaysia was not
spared either. Its a big issue and personal as well. Many countries
strengthened laws to prevent such abuse and promote good governance.
Corporations gave life to their code of ethics by establishing their own
ombudsman to determine complaints on ethics as well as protecting genuine
whistle blowers. Many more organisations also participated in corporate
social responsibility (CSR). Not many seem to agree with Milton Friedmans
anti-CSR view and some went beyond giving one-off donation by
establishing separate CSR department. Many governments, on their part, not
only give tax breaks for CSR but also provide awards.
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Assigned Readings
Bateman, T. S., & Snell, S. A. (2013).
Management (10th ed.). New York: McGraw
Hill.
3.1
Ethics
Chapter 5, pp 166-181.
Extra Readings
Certo, Chapter 3, pp 94-98.
Robbins & Coulter, Chapter 5, pp 120-123.
Williams, Chapter 4, pp 120-123.
3.2
CSR
Chapter 5, pp 181-190.
Extra Readings
Certo, Chapter 3, pp 88-92.
Robbins & Coulter, Chapter 5, p 104.
Williams, Chapter 4, pp 140-145.
Content Summary
Ethics is defined as our concern for good behaviour; our obligation to
consider not only our own personal well-being but also that of other human
beings. Business ethics, on the other hand, involves the capacity to reflect
on values in the corporate decision making process, to determine how these
values and decisions affect various stakeholder groups, and to establish how
managers can use these observations in day-to-day company management.
(Certo, 2013).
Many organisations have code of ethics. Johnson & Johnson (J&J) has one
of the best declaration of its oath to stakeholders, the public and society.
True enough, when one its product, the aspirin Tolinol, was found to be toxic,
the company made a public disclosure and recalled the product. J&J lost a
few million dollars in the recall but received goodwill and eventually it
overcame the losses by having more profit. Toyota has been the best auto
manufacturer almost year after year from 1980s not only due to the quality of
its cars but also because of its adherence to its declared ethics, among
them, by disclosing any defects and recall, when necessary. The same thing
could not be said about Ford in its dealing with its accident-prone jeep. Ford
passed the blame to the company contracted to make the tyres, Firestone.
The multinational Union Carbide was in similar category when its Indian
company leaked poisonous gas that killed hundreds in the 1980s.
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that organisations may help to improve quality of life as long as their actions
are directed at increasing profits.
(Bateman & Snell, 2013).
Many organisations reconciled the two contrasting views by doing both
profit maximisation as well as CSR activities. This is assisted to a great
extent by tax break and other incentives by governments on CSR
programmes. Smaller organisations make one-off donation but many major
ones make CSR a permanent feature by having an organisational set-up
whose tasks include planning and implementation. In Malaysia a few
corporations established a separate entity entirely to run CSR, namely, the
Lee Foundation, AlBukhari Foundation and the Kuok Foundation.
Study Questions
1.
2.
3.
4.
What are your arguments for and against the concept of CSR? Where
do you stand, and why?
5.
6.
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Topic 4:
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Organising
Learning Outcomes
By the end of this topic, you should be able to:
1.
2.
3.
4.
Topic Overview
Organising is the process of establishing orderly uses for resources in the
management system. This organising function is extremely important to the
management system because it is the primary mechanism managers use to
activate plans. Tasks under the plan have to be divided to ensure there will
be no duplication. This division of labour leads to an organisational structure
which can be departmentalised according to functional, product, customer,
process or geographical forms. Chain of command and span of control must
be established. Every officer in the chain has job description which also
contains his authority and responsibility. The officer can delegate some of his
work so that the organisation would be more efficient. However, some
functions are centralised, especially those requiring decisions by higher
authority and affecting the whole organisation. The authority on
compensation and benefits, for example, belongs to the top management but
recruitment of junior personnel is delegated. In contemporary organisations
there are new forms of organising like matrix, network, outsourcing, and
merger, among others. The purpose is to be more efficient and effective as
well as to save costs.
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Assigned Readings
Bateman, T. S., & Snell, S. A. (2013).
Management (10th ed.). New York:
McGraw Hill.
4.1
Fundamentals of Organising
Chapter 8, pp 284-286
Extra Readings:
Certo, Chapter 12, pp.268-275.
Robbins & Coulter, Chapter 10, pp.282-286.
Williams, Chapter 3,pp.400-404.
4.2
Vertical Structure
Chapter 8, pp 284-294
Extra Readings:
Robbins & Coulter, Chapter 10, pp. 286-292.
Williams, Chapter 3, pp. 331-335.
4.3
Horizontal Structure
4.4
Responsive Organisation
Content Summary
Organising is the process of
organisational structure is the
organisation. The jobs are
departmentalisation. There are
follows:
(a)
(b)
(c)
(d)
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(e)
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(b)
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(c)
(d)
(e)
(f)
(g)
(b)
(c)
Study Questions
1.
2.
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3.
4.
Read Concluding Case Stanley Lynch Investment Group on pg. 313314 of the textbook, and answer all the three questions.
5.
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Topic 5:
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Learning Outcomes
By the end of the topic, you will be able to:
1.
2.
3.
4.
5.
Topic Overview
Human resources are essential to any organisation and how these resources
are managed in a firm is a critical element in a companys pathway to
success. First the organisation must plan the human resource need of the
organisation. This is followed by the recruiting and selecting process. Many
organisations open the recruitment to internal as well as external candidates.
This is to ensure opportunities for career development is available to existing
staff at the same time that the organisation seeks fresh faces and ideas.
Selection is done by a panel normally through the interview process, a welltested way of getting the right candidate. These new employees have to be
trained. Training should be systematic and well-planned; it should span from
orientation to retraining for new skills or updating skills; and it should cover
all categories of staff. Training helps to improve staff performance, another
important function of HRM. Performance assessment (PA) should contain
key indices and must be done professionally and objectively by the
assessing panel. PA determines the compensation and benefits the
employee gets. The principle of a reward system is it should be attractive
enough for people to join as well as remain in the organisation. A reward
system ordinarily consists of salary and other monetary and non-monetary
elements.
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Assigned Readings
Bateman, T. S., & Snell, S. A.
(2013). Management (10th ed.). New
York: McGraw Hill.
5.1
5.2
Staffing
Extra Readings:
Certo, Chapter 13, pp. 315-322.
Robbins & Coulter, Chapter 12, pp.
286-293.
Williams Chapter 11, pp. 410-424
5.3
Extra Readings:
Robbins & Coulter, Chapter 12, pp.
293-295.
Williams, Chapter 11, 425-429.
5.4
Performance Appraisal
Extra Readings:
Robbins & Coulter, Chapter 12, pp
296-297.
Williams, Chapter 11, pp. 434-435
5.5
Rewards System
Extra Readings:
Robbins & Coulter, Chapter 12, pp
298-299.
Williams, Chapter 11, pp. 435-439.
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Content Summary
Human Resource Management (HRM) deals with formal systems for
managing people at work. The main formal systems are recruitment and
selection, training and development, performance assessment, and reward
system. The policies and practices in each system must help to establish a
firms sustainable competitive advantage.
Human resource process of an organisation begins with manpower planning.
The number of employees, the types of jobs and qualifications form part of
the planning for recruitment. Recruitment proper can be done by various
ways, as follows:
(a)
(b)
(c)
(d)
(e)
(f)
During tight labour market in the 1980s, some factories in Malaysia went to
the extent of walk-in interview and going to outlying areas to search for
workforce with the promise of providing transportation to place of work.
When the labour situation for these production workers continued to be tight,
Malaysia allowed the hiring of foreign labour from neighbouring countries.
Selection is part of the recruitment process. For many positions, especially
the senior levels, the selection is done through interview. This is the best
way to test the communication ability of candidates, the knowledge about the
job, and current affairs.
In Malaysia the most stringent recruitment process has been into the
Malaysian Administrative and Diplomatic Service (PPTD) in which
candidates have to sit for two elimination tests before entering for interview.
The successful candidates will then undergo an academic year training to
get a Diploma in Administration. Only then is he/she will be officially
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Study Questions
1.
2.
3.
4.
5.
How would you define an effective reward system? What role does
benefits serve in a reward system?
6.
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Topic 6:
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Communication
Learning Outcomes
By the end of this topic, you will be able to:
1.
2.
3.
4.
5.
Topic Overview
Communication is the process of sharing information with other individuals. It
is a major part of the leading function. Communication consists of three
types, namely, interpersonal communication, formal organisational
communication, and informal communication. The importance of effective
communication cannot be overemphasised because everything a manager
does involves communicating. He must first be effective in interpersonal
communication, both verbal (including written) and non-verbal. For
successful communication, the meaning must be imparted and understood.
To avoid miscommunication, he must plan first, examine the purpose, and
consider the physical and human setting. For formal organisational
communication, there are three types, namely, downward, upward and
lateral. It is formal because it refers to communication that follows the official
chain of command or is part of the communication to do ones job. The
communication network must be flowing efficiently and effectively for the
good of the organisation. In addition to formal, there is the informal
communication--the one that does not follow the lines of the organisation
chart. Grapevine is the main informal network. It is active in almost every
organisation. Managers must know how to use it for the advantage of their
organisations.
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Assigned Readings
Bateman, T. S., & Snell, S. A. (2013).
Management (10th ed.). New York:
McGraw Hill.
6.1
Interpersonal Communication
6.2
Organisational Communication
Extra readings:
Certo, Chapter 15, pp. 373-374
Robbins & Coulter,Chapter 11,
pp.266-269.
Williams, Chapter 18, pp.693-695.
6.3
Informal Communication
6.4
Content Summary
Communication is an essential part of the management function of leading or
influencing. It is defined as the transmission of information and meaning from
one party to another through the use of shared symbols. (Bateman & Snell,
2013). In management, everything a manager does involves communicating.
Communication between him and his employees provides the information
necessary to get work done effectively and efficiently.
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(b)
(c)
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Study Questions
1.
2.
3.
4.
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Topic 7:
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Leadership
Learning Outcomes
By the end of this topic you will be able to:
1.
2.
3.
4.
Topic Overview
Leadership is the ability to influence others to achieve organisational goals.
There is a distinct difference between leaders and managers: leaders are
concerned with doing the right thing, while managers are concerned with
doing things right. Anyway, a manager can become a leader through
experience after some time. A leader has traits or personal characteristics
like intelligence, maturity, integrity and the drive to achieve. In addition,
studies show that successful leadership requires a unique combination of
leaders, followers, and leadership situations. This is the situational theory of
leadership which focuses on leader behaviour. The behaviours are on such
management matters like decision making, the use of power, job-centred or
employee-centred, and flexibility. The overview ends with a discussion on
contemporary leadership.
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Assigned Readings
Bateman, T. S., & Snell, S. A.
(2013). Management (10th ed.).
New York: McGraw Hill.
7.1
Extra Readings:
Certo, Chapter 16, pp 386-388.
Williams, Chapter 17, pp 642650.
7.2
Leadership Traits
Extra Readings:
Certo, Chapter 16, p. 388.
7.3
7.4
Contemporary Leadership
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Content Summary
Leadership is important in organisations because leaders are the ones who
make things happen. Leaders use their influence on the staff to motivate
them to work harder to achieve organisational goals. They show the way,
monitor their work, correct it when they deviate, provide adequate
information and resources, compliment them, reward them, as well as scores
of other activities to work together for the organisation. They apparently have
to do more than simple managing.
There is a distinct difference between leaders and managers: leaders are
concerned with doing the right thing, while managers are concerned with
doing things right. However, effective managers may not necessarily true
leaders. Many administrators, supervisors and even top executives perform
their responsibilities successfully without being great leaders. But these
positions afford an opportunity for leadership. With training, experience and
reasonable time they can become good leaders.
Early studies on leadership focused first on the leader (trait theories)and how
the leader interacted with his or her group members (behavioural theories).
Stature, appearance and other physical traits were not determinants of
leadership. However, later studies show that successful leaders tend to
possess characteristics such as intelligence, academic achievements,
emotional maturity, integrity, job-relevant knowledge, persistence and a drive
for continuing achievement. These characteristics too were not sufficient to
be a leader.
The studies then focused on leader behaviour under different situations. This
situational approach to leadership is of the view that successful leadership
requires a unique combination of leaders, followers, and leadership
situations. The following are the main models:
(a)
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(b)
(c)
(d)
(e)
Path-Goal Theory
The theory suggests that the primary activities of a leader are to make
desirable and achievable rewards available to organisation members
who attain organisational goals and to clarify the kinds of behaviour
that must be performed to earn those rewards.
In general, the theory suggests that the functions of the leader are to:
(i)
(ii)
(iii)
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Martin Luther King, Tunku Abdul Rahman, Lee Kuan Yew and Dr
Mahathir Mohamad.
(b)
(c)
Study Questions
1.
2.
Identify someone you think is an effective leader. What traits and skills
does this person possess that make her or him effective?
3.
4.
5.
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Topic 8:
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Motivation
Learning Outcomes
By the end of this topic, you will be able to:
1.
2.
3.
Topic Overview
Motivation refers to forces that energise, direct, and sustain a persons
efforts. The efforts are to achieve the goals set by the manager. The
manager himself has to show certain behaviour and skills to motivate the
employees like his interpersonal communication. He also has to show the
need for fairness under the equity theory as well as the reward expected by
the employee for work well done under the expectancy theory. He has also
to identify the individual need of the employee according to Maslows and
other need theories and motivate the employees to achieve them. There is
also motivation derived from the job itself such as the job design, the tasks
that are challengeable but doable, and empowerment. And then there are
the motivation forces from the rewards and incentives, both monetary and
non-monetary, which lead to job satisfaction and higher performance.
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Assigned Readings
Bateman, T. S., & Snell, S. A.
(2013). Management (10th ed.).
New York: McGraw Hill.
8.1
Extra Readings:
Robbins & Coulter, Chapter 16, pp
400-403.
Williams, Chapter 16, pp 602-610.
8.2
Extra Readings:
Certo, Chapter 17, pp. 417-423.
Robbins & Coulter, Chapter 16, pp.
393-400.
8.3
Extra Readings:
Certo, Chapter 17,pp. 423-432.
Robbins & Coulter, Chapter 16,
pp.400-407.
Extra Readings:
Hughes, Liz Motivating Your
Employees in Women in Business,
Mar/Apr 2003,Vol 56, Issue 2, p.7.
Content Summary
Being able to effectively motivate employees is a challenge that faces
managers in all types and sizes of organisations. Motivation is the set of
forces that initiates, directs, and makes people persist in their efforts to
accomplish a goal. The goal is set up by the manager in line with the overall
objectives of the organisation. It is also meant to be a motivating factor to
enhance the employees performance. Under this goal-setting theory, it is
better for the manager to give a task that is challengeable but attainable. It is
also good to discuss first with the employee and express confidence that
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based on his past and current performance he can do it. The manager has to
inspire his subordinates through his interpersonal communication and
authority.
In doing the challengeable assignment, the employee will be further
motivated when his expectation is realized. This comes under the
expectation theory in which a persons work effort lead to some level of
performance. He therefore expects to be complimented or rewarded.
There is also the question of fairness in case the expectation is not realised.
This is in line with equity theory which states that people assess how fairly
they have been treated according to two key factors: outcomes and inputs.
Outcomes are various things one receives on the job such as pay and
benefits while inputs are ones contributions to the organisation like effort
and time. Unfairness will be felt by an employee when he perceives that the
two do not commensurate and worse when he compares his case with other
individuals. This is a major issue of dissatisfaction among employees in
many organisations. A manager has to detect this early and nip it in the bud
before it affects staff morale and motivation.
Expectation and equity come under the process theories of motivation which
emphasize how individuals are motivated. The second type is the content
theories which deal with peoples internal characteristics in motivation. These
are the needs theories which indicate the kinds of needs that people want to
satisfy. People have different needs motivating them towards different goals.
The extent to which and the ways in which a persons needs are met or not
met at work affects his behaviour on the job.
The most important theories describing the contents of peoples needs are
Maslows need hierarchy, Alderfers ERG Theory, and McClellands needs.
(a)
(ii)
(iii)
(iv)
(v)
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full
potential,
becoming
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(b)
(c)
McClellands Needs
McClelland also identified a number of basic needs that guide people.
The most important needs, according to him, are the needs for
achievement, affiliation, and power.
The next set of motivation forces which a manager can apply to his
organisational members are related to the job. Among them are as follows:(a)
Job Design
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Rewards
(i)
(ii)
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(b)
Work-Life Balance
A policy of the organisation to balance work with family life of the
employee so as to achieve win-win situation for family and career.
(c)
Study Questions
1.
Most of us have to work for a living, and a job is a central part of our
lives. So why do managers have to worry so much about employee
motivation issues?
2.
3.
4.
Many job design experts who have studied the changing nature of work
say that people do their best work when they are motivated by a sense
of purpose rather than by the pursuit of money. Do you agree? Explain
your answer.
5.
Read Concluding Case Big Bison Resorts: Finding the Key to What
Employees Value on pg. 499-500 of the textbook, and answer all the
questions.
6.
Read Case The Container Stores Motivating Experience on pg. 436437 of Certo, and answer all the questions.
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Topic 9:
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Teamwork
Learning Outcomes
By the end of this topic, you will be able to:
1.
2.
Topic Overview
Over ninety percent of organisations now use teams to produce goods and
services, to manage projects, and to make decisions and run the company.
Teams can increase productivity, improve quality, and reduce costs. There
are also disadvantages like social loafing, and problems associated with
group decision making. However, the advantages far outweigh the
disadvantages. There are several types of teams. Among the primary ones
are work teams, project and development teams, management teams, selfmanaged teams, and transnational teams. Teams are developed from
groups which become true teams via basic group processes, the passage of
time, and team development activities. Team effectiveness can be enhanced
through setting up goals and priorities, how team members are selected,
trained, and compensated.
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Assigned Readings
Bateman, T. S., & Snell, S. A.
(2013). Management (10th ed.). New
York: McGraw Hill.
9.1
Team Environment
Extra Readings:
Certo, Chapter 18, pp 450451.
Williams,Chapter 10, pp 362-375.
9.2
Extra Readings:
Certo, Chapter 18, pp.452-455.
Robbins & Coulter, Chapter 15, pp.
383-386.
Williams, Chapter 10, pp. 376-379.
Content Summary
A team is a small number of people with complimentary skills who are
committed to a common purpose, set of performance goals, and approach
for which they hold themselves mutually accountable. Teams are
transforming the way organisations function. Almost all companies now use
team to produce goods and services, to manage projects, and to make
decisions and run the company. Teams can increase productivity, improve
quality, and reduce costs.
Nevertheless, there are a few disadvantages, such as:
(a)
(b)
Social loafing when workers withhold their efforts and fail to do their
share of the work, and
(c)
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(b)
(c)
(d)
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Companies can make teams more effective by setting team goals and
managing how team members are selected, trained and compensated.
Team goals provide a clear focus and purpose, and lead to higher team
performance. Challenging tasks can be used to motivate teams as long as
teams have more autonomy and control over resources. Not everyone is
suited for teamwork. When selecting team members, companies should
select people who have preference for teamwork and team diversity. Proper
training should be provided to make sure that teams work. The most
common types of training are for interpersonal skills, decision-making and
problem-solving skills, conflict resolution, technical training to help team
members learn multiple jobs, and training for team leaders. Employees
should be compensated for team participation and accomplishment by
monetary and non-monetary rewards.
In conclusion, managers should always remind his staff to be a team player,
and not be like "Rambo".
Study Questions
1.
2.
3.
4.
5.
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2.
3.
Topic Overview
Control is the process of monitoring activities to ensure that they are being
accomplished as planned and of correcting any significant deviations.
Control is therefore linked to planning, which some refer to as Siamese
twins. If plans are not carried out properly, management must takes steps to
correct the problem. This process is the primary control of management.
There are a number of control tools. Among them are management audits
consisting of external and internal audits, budget, and financial controls.
Organisations should have an effective control system which includes valid
performance standards, acceptable to employees, and use multiple
approaches.
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Assigned Readings
Bateman, T. S., & Snell, S. A.
(2013). Management (10th ed.).
New York: McGraw Hill.
10.1
Control Process
Extra Readings:
Certo, Chapter 21, pp. 518-521.
Robbins & Coulter, Chapter 6,
pp. 458-464.
Williams,Chapter 3, pp. 492-498.
10.2
Extra Readings:
Robbins & Coulter, Chapter 6,
pp. 468-473.
10.3
Content Summary
Control is any process that directs the activities of individuals towards the
achievement of organisational goals. It is how effective managers make sure
that activities are going as planned. Every individual employee in the
organisation has a role in controlling work activities. This is particularly in
organisations where employees have been empowered. But even in
organisations where employees have not been empowered, these
employees play a role in measuring, comparing, and correcting performance.
However, managers will be responsible for establishing the standards,
approaches, and guidelines for measuring, comparing, and correcting.
Besides the individual and the whole staff, managers must also control
inventories, quality, and costs, to mention just a few of their responsibilities.
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(ii)
(iii)
Clan control Control based on the norms, values, shared goals, and
trust among members.
(b)
Measuring performance;
(c)
(d)
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(b)
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Concurrent The control process while plans are being carried out,
such as the hours of teaching of subjects, the tests, academic
improvement, additional short training for teachers, regular PTA
meetings, and etc.
(c)
(b)
(c)
(d)
Study Questions
1.
2.
3.
What are the pros and cons of bureaucratic controls such as rules,
procedures, and supervision?
4.
Read Concluding Case The Grizzly Bear Lodge on pg. 598-599 of the
textbook, and answer all the questions.
5.
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Appendices
Appendix A: Learning Support
Seminars
There are 15 hours of face-to-face facilitation, in the form of FIVE seminars
of three hours each. You will be notified of the date, time and location of
these seminars, together with the name and e-mail address of your
facilitator, as soon as you are allocated a group.
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Study Strategy
The following is a proposed strategy for working through the course. If you
have difficulty following this strategy, discuss your problems with your
facilitator either through the online forum or during the seminars.
(i)
The most important step is to read the contents of this Study Guide
thoroughly.
(ii)
(iii)
Once you have created a study schedule, make every effort to stick to
it. One reason learners are unable to cope with postgraduate courses
is that they procrastinate and delay completing their course work.
(iv)
Read the Study Guide carefully and look through the list of topics
covered. Try to examine each topic in relation to other topics.
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(v)
When you have completed a topic, review the Learning Outcomes for
the topic to confirm that you have achieved them and are able to do
what is required.
(vi)
After completing all topics, review the Learning Outcomes of the course
to see if you have achieved them.
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