EXECUTIVE DEVELOPMENT

CENTRE (EDC)
UNIVERSITI UTARA MALAYSIA

PRINCIPLES OF MANAGEMENT

ASSIGNMENT

PREPARED BY:
SAYLASTHRI A/P CHANDRAN
BATCH 4

I/C NO:
720225-08-5726

PREPARED FOR:

MR.AB.WAHAB BIN MAT

INTRODUCTION

Here at Tadika Setia Bestari, it is our belief that the foundation for a successful Early

Childhood Education is the fostering of a positive self-image. In this regard, our program is

based on the understanding that each child’s development is an individual process. We strive to

meet the individual needs of the whole child through social, emotional, cognitive and physical

development.

Tadika Setia Bestari is dedicated to providing a safe and joyful beginning for all of our

children. Each classroom provides an environment where children are free to interact, inquire

and extend their understanding through hands-on experiences. In this way, children are

encouraged to grow in an atmosphere that is nurturing, accepting of individual differences and

developmentally appropriate.

Our philosophy regards the years of early childhood as being of crucial importance for the

development of full adult potential in the areas of personality, emotional stability and

intellectual growth. Every opportunity is provided for the individual child to flourish and grow

in the healthiest possible environment. Our program is designed to provide intellectual

stimulation and also practices and teaches human values and healthy attitudes.

We, as educators, are receptive to change and are responsive to new theories in Early

Childhood Education. Our school makes a great effort to teach children to learn how to work

and play both independently and cooperatively, live effectively with other children, develop

self-identity, value the rights of others and to take turns and share.

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Our History

Tadika Setia Bestari was established in 2004, servicing 4, 5 and 6 year olds. Tadika Setia

Bestari is privately owned and operated by Mrs.Reena in her capacity as school principal

together with a team of teachers. There are 18 students to one teacher and one teacher assistant.

Children are grouped by age and teachers are chosen by their qualifications to fulfill each age

group’s specific needs. Our staff is composed of competent well- trained teachers who have

been selected for their outstanding performance in the field of education as well as their years

of experience working with children.

Our curriculum is age appropriate and each child discovers challenging educational

experiences that encourage creative solutions. An individual approach to learning is stressed

even when the child is part of a small group. The school offers learning experiences for

children of pre-school age in:

Reading Readiness – Smart Reader Approach

Pre-School Rudiments of Math

Nature Study

Arts & Crafts

Daily Exercises

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Tadika Setia Bestari regards the years of early childhood as being of crucial importance for the

development of full adult potential in the areas of personality, emotional stability and

intellectual growth. We are dedicated to provide all of our children with joyful and enriching

experiences in their earliest contact with school life. Every opportunity is provided for the

individual child to flourish and grow in the healthiest possible environment. Our program

presents intellectual stimulation and also practices and teaches human values and healthy

attitudes. We are receptive to change and are responsive to new theories in early childhood

education to benefit the child. We make a great effort to teach children how to:

Work and play independently

To live effectively with other children

To develop self-identity and self-respect

To value the rights of others

To take turns and share

Vision

- To promote teaching young children in a fun, factual and joyous manner

- To help children attain full literacy before they complete kindergarten

- To educate parents to become happier and more effective in child rearing

Mission

- Teach children based on what they are capable of learning

- Ensure that we capitalize on a child's best learning years and treasure valuable time and

resources

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- Teach living values and virtues to young children

Planning

The key to effective school management is planning. The principal is responsible for

developing plans to achieve strategic objectives through appropriate, effective and efficient

allocation of resources.

The purpose of planning is to provide an effective bridge between useful knowledge and

effective action. Through planning, schools and communities look ahead, anticipate events,and

provide an orderly sequence for achieving goals. Planning is used to gain control of the future

through current acts.

Objectives of the kindergarten

To provide pre – primary education in English to children who are below the age of 6 and

to prepare them for admission to Government Primary Schools at Primary Level.

To provide a holistic development by nurturing the children in our care with love and care.

Goal of the kindergarten

Our overall goal of kindergarten is to improve children’s understanding of the world and to

strengthen their desire to continue learning. Appropriate, intellectually challenging learning

opportunities are planned to help students meet the standards in language, mathematics,

science, physical development, social development.

Mission of the kindergarten

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 To create a environment where children, parents, and teachers work together to ensure

children success.

Preparing a Strategic Plan

While the principal has overall responsibility for the development and implementation of

school plans, collaborative planning which involves all stake holders - staff, students and

parents - helps to establish a common purpose and commitment.

The strategic plan is the school's long term plan which sets down priorities for change and

outlines a program of action for achieving the school community's agreed educational goals

and priorities by analyzing their system-specific strengths, weaknesses, threats, and

opportunities.

The Strategic -Management Process

1.Establish 2. Establish 3.Formulate 4.Carry out 5.Maintain

the grand strategic the strategic strategic
the Mission strategy plans plan control
( using SWOT
and vision and
forecasting)

Feedback

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The Situational Analysis

A situational analysis or community profile is one way of learning about the school

community and its special strengths and needs. A survey of staff, parents, students and other

members of the community can be a good way to see priorities from different points of view.

Internal

Strength Weakness

Opportunities Treats

External

A SWOT survey can reveal:-

• Strengths eg. Research & Development is finding new innovation.Custumer loyalty is

strong – high repeat custumers ,Good reputation of quality programs

• Weaknesses eg. New competition ,Internal production facilities need upgrading

• Opportunities eg. new staff skills, community expertise.

• Threats eg. falling enrolments,Larger organizations have more resources for providing

a better diversity of services to community.

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The Mission of the school :

Through the implementation of our Strategic Plan,Our mission is to provide a stimulating and

creative learning environment that encourages the development of each child’s positive self-

image and social skills through both structured and unstructured play experiences in the areas

of art, music, science, physical education, dramatic play, and reading and math readiness. To

enhance these experiences, the curriculum utilizes community resources both in and outside

the classroom.

Our Vision

To be a leading global institute in the provision of quality early childhood education

programmes for young children as well as education, training and professional development

for lifelong learners.

Formulate Strategic Plan

OUR GOAL

An education program designed to promote the intellectual, social, emotional, physical

growth of the child.

Social Objectives

Our program teaches children to be:

- Courteous (such as speaking in a clear and quiet voice, walking quietly)
- Respectful of each other's rights (such as taking turns, sharing materials, being honest)

Emotional Objectives

Our program attempts to teach children to:

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- Behave in a calm reasonable manner
- Talk freely before a group
- Accept the sharing of information
- Be aware of real physical dangers (such as fire, crossing the street, falling objects, sub-zero
weather and strangers)

- Experience work as a satisfying experience

In addition, our program provides for growth in the following areas:

Physical Objectives

Our program provides for the development of:

- Large muscle control through games, action songs and dramatics

- Small muscle control through finger plays, block building, playing with table toys, handling

crayons, scissors, glue, modeling materials, books, etc.

- Healthy personal habits (such as cleanliness, hand washing, good habits of toileting, good

posture and relaxation)

Intellectual Objectives

Our program:

- Increases the children's knowledge about the world and the people in it (such as concerns of

color, space, size, time, relationship of objects, facts about communities, families, animals,

nature,materials)

- Broadens the children's dramatic play and visual art

- Develops skills in basic problem solving (such as: This doesn't fit. I will get a bigger one.)

- Provides opportunities for children to think for themselves and express themselves verbally

and through creative arts

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Carry Out The Strategic Plan

We have carry out the strategic plan which is broken down into a series of principal tasks. We

are clear however that our long term goal to improve of our children that our principal tasks

may change as follow:-

To develop a highly skilled and motivated workforce to deliver a high quality

Principal tasks

 Review the staffing structures and staffing roles and provide flexible care support and

learning.

 Develop an effective leadership and management structure throughout the early years

service to support developments.

 Provide training opportunities for teachers

To develop learning through play opportunities and active learning.

 Increase awareness of the importance of play and active learning in pre-school

establishments.

 Support the development of active outdoor learning.

Maintain strategic control /Feedback

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 To ensure that we fulfil our goal,we need to monitor and evaluate our progress and respond

positively to changing circumstances. The feedback from the parents to ensure that stay

focused, and keep moving.

Organizational Structures

Principal

Teacher Teacher Teacher Teacher Teacher Teacher Teacher

Teacher
Cleaner

The organizing process can be done efficiently if the managers have certain guidelines so that

they can take decisions and can act. To organize in an effective manner, the following

principles of organization are used by our principal.

Specialization

According to our principle, the whole work of a concern should be divided amongst the

teachers on the basis of qualifications, abilities and skills. It is through division of work

specialization can be achieved which results in effective organization.

Effective administration

The organization structure is helpful in defining the jobs positions. The roles to be performed

by the principal are clarified. Specialization is achieved through division of work. This all

leads to efficient and effective administration.

Growth and diversification

Our growth is totally dependant on how efficiently and smoothly a concern works. Efficiency

can be brought about by clarifying the role positions to the principal, co-ordination between
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authority and responsibility and concentrating on specialization. In addition to this, our

kindergarten can diversify if its potential grow.

Span of control

Span Of Control – the span of control or span of management refers to the number of people

reporting directly to a given manager.

In our kindergarten span of control refers to the principal who has the authority, responsibility,

delegation and the ability to delegate all of an organization’s elements.According to our

organization the number of staff ,children and cleaner was supervisor and handled and

controlled effectively by a single manager (principal)

Factors influencing Span of Control

Managerial abilities- In the concerns where our principal are capable, qualified and
experienced.

Delegation of authority- When the work is delegated to lower levels in an efficient and proper
way, confusions are less and congeniality of the environment can be maintained. In
such cases, span of control is suitable and the principal can manage and control
large number of staff,children and cleaner at one time.

Principal

Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher

Cleaner

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 children children children children

Centralization is said to be a process where the concentration of decision making is in a few

hands. All the important decision and actions at the lower level, all subjects and actions at the

lower level are subject to the approval of top management.

Our organization structures based on The simple structure. Our principal has authority

centralized in a single person, a flat hierarchy, few rules and teachers with similar accupational

specialties in early childhood educational. Under the centralization , the important and key

decisions are taken by the top management(principal) and the other levels are into

implementations as per the directions of top level. Our principal decide about the important

matters and all the rest of functions like stationerys,books, finance, marketing, personnel, are

carried out by the department heads(principal) and have to act as per instruction and orders of

the two people. Therefore in this case, decision making power remain in the hands of principal.

On the other hand, Decentralization is a systematic delegation of authority at all levels of

management and in all of the organization. In a decentralization concern, authority in retained

by the top management for taking major decisions and framing policies concerning the whole

concern. Rest of the authority may be delegated to the middle level(teachers).

The degree of centralization and decentralization will depend upon the amount of authority

delegated to the lowest level. Dcentralization refers to the systematic effort to delegate to the

lowest level of authority except that which can be controlled and exercised at central points.

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Decreases the role is centralization”. Decentralization is wider in scope and the teacher’s

responsibility increase in this case. On the other hand, in delegation the principal remain

answerable even for the acts of teachrer’s to their superiors.

Organizational culture also called corporate culture is a system of shared beliefs and values

that develops within an organization and guides the behavior of its members. It is the

organization’s personality. The qualities, that are in the people and group, arise from a

concern for what they regard as excellent in manners and scholarly pursuits. It is a blend

of their vision, mission, beliefs and values.

Our Vision

To be a leading global institute in the provision of quality early childhood education

programmes for young children as well as education, training and professional development
for lifelong learners.

Our Mission

To foster a learning organisation in partnership with parents, global institutions and

organisations to provide innovative educational and training programmes towards the
development of dynamic individuals with strong moral values and a passion for lifelong
learning.

Our Core Values

• Children First: We place the interests of the children first in everything we do.

• Collaborative Partnership: We foster a strong relationship with parents and associates.

• Culture of Excellence: We strive for excellence in everything we do.

• Professional Conduct: We hold the highest standard of integrity and treat everybody

with respect and dignity.

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Our human resources department is handled and controlled by the principal who is

responsible for the recruitment, motivation, and retention of an efficient and productive

workforce. Also, this department oversees the management of benefits and compensations,

salary administration, training and development, management of personal records, employee

relations, and human resources information systems.

Improve career progression for early years staff :-

Principal tasks

• Audit existing training opportunities and produce a comprehensive training program for

staff to enable career progression.

• Review the staffing structures and staffing roles in early years settings in order to provide

flexible care support and learning.

Orientation

The appropriate Human Resources department(principal) will arrange for new employees to

attend the Orientation Program during the first month of employment.Orientations are

arranged by our princip

Performance appraisal

• By helping teachers achieve their full potential, the performance appraisal process

represents one element of vision of achieving high level student performance.

Rewards

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 • Reward power refers to the ability to give acknowledgement or rewards to an individual

who has performed the duties entrusted to them thoroughly. For example, our principal

with reward power would reward teachers who have performed well by increasing their

salaries or wages.

Motivation

The psychological processes the arouse and direct goal –directed behavior is motivation. In a

simple model of motivation, people have needs that motivate them to perform specific

behaviours for which they receive rewards that feedback and satisfy the original

needs.Rewards can be extrinsic ( the payoff a person receives from others for performing a

particular task), or intrinsic (the saticfaction a person receives from performing the particular

task itself)

Motivation Behaviours Rewards

Unfullfilled need You search for way Your choose a type of Two types of rewards
Desires is created to to satisfy the need behaviour you think satisfy needs- Intrinsic
fulfill a need-as for might satisfy the need or Extrincsic
food,safety,recognition

Feedback

Hierarchy of Needs – Abraham Maslow

One model of motivation that has gained a lot of attention,has been put forward by Abraham

Maslow. Maslow’s theory argues that individuals are motivated to satisfy a number of different

kinds of needs, some of which are more powerful than others (or to use the psychological

jargon, are more prepotent than others). The term prepotency refers to the idea that some needs

are felt as being more pressing than others. Maslow argues that until these most pressing needs

are satisfied, other needs have little effect on an individual’s behaviour. In other words, we
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satisfy the most prepotent needs first and then progress to the less pressing ones. As one need

becomes satisfied, and therefore less important to us, other needs loom up and become

motivators of our behaviour.

Maslow represents this prepotency of needs as a hierarchy. The most prepotent needs are

shown at the bottom of the pyramid, with prepotency decreasing as one progresses upwards.

Self- Actualisation
Personal growth and fulfiment

Esteem Needs
Achievement,status,responsibility,reputation

Belongingness and Love needs

Family,affection,relationship,work group

Safety Needs
Protection,security,order,law,limits,stability
Achievement,status,responsibility,reputa

Physiological Needs
Basic life needs-Food,drink,shelter,warmth,sex and sleep

Maslow’s Hierarchy Of Needs

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THE ROLE OF THE PRINCIPAL TODAY: MANAGER OR INSTRUCTIONAL

LEADER?

An experienced principal once told me that the principal is responsible for three "p's" in the

school: the people, the program, and the plant. It sounded too simple; yet, in retrospect, she

may have been right. However, experience has also taught me the complexity of each one of

those categories. There are managerial and instructional issues to be dealt with in all

categories. For example, when ordering new desks, one will be concerned about their

maintenance and repair (managerial) and, as well, about their functionality in grouping

arrangements for instructional purposes (instructional). Effective principals are managers and

instructional leaders - both roles are essential.

Managerial functions separates into areas of planning, organizing, motivating and controlling .

Instructional leadership functions involve all the beliefs, decisions, strategies, and tactics that

principals use to generate instructional effectiveness in classrooms. Managers focus on

"running a smooth ship"; instructional leaders focus on learning and instruction. Although the

role of the principal as instructional leader is pivotal in developing an effective school,

principals can not be effective instructional leaders if they are not good managers. These are

viewed as supporting roles; not as isolated entities.

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James Kouzes and Barry Posner proposed that the personal traits that were looked for and

admired in leaders were honesty, competency, a forward-looking mentality, the ability to

inspire, and intelligence.

Larry Bossidy, CEO of AlliedSignal, suggests that the four qualities that are most important

when he is interviewing and evaluating job candidates are the ability to execute, a career

runway, a team orientation, and multiple experiences.

The Ohio State model identified two major dimensions of leader behavior:

1. Initiating structure is leadership behavior that organizes and defines what group members
should be doing
2. Consideration is leadership behavior that expresses concern for employees by creating a
warm, friendly, supportive climate.

From both studies, we know that effective leaders:

v have supportive or employee-centered relationships with employees
v use groups rather than individual methods of supervision
v set high performance goals

v Proponents of the contingency approach to leadership believe that effective leadership

behavior depends on the situation at hand

v There are three contingency approaches:

1. The contingency leadership model, developed by Fred Fiedler, determines if a leader’s style

is task oriented, or relationship oriented, and if that style is effective for the situation at hand

 Once an individual’s leadership orientation is known, you determine situational control

(how much control and leadership a leader has in the immediate work environment)

 There are three dimensions of situational control:

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  leader-member relations - the extent to which a leader has support, loyalty, and

trust of the group

 task structure - the extent to which tasks are routine, unambiguous, and easily

understood

 position power - how much power a leader has

Neither leadership style works all the time

 The task oriented approach works well in high control or low control situations

 The relationship oriented approach works well in moderate control situations

2. The path-goal leadership model, developed by Robert House, holds that the effective leader

(1) makes desirable awards available to followers, and

(2) increases their motivation by clarifying the paths (behavior) that will help them achieve
those goals and
(3) providing them with support

House revised his theory to say that employee characteristics and environmental factors cause
some leadership behaviors to be more effective than others.

 where:
o employee characteristics include locus of control, task ability, need for achievement,
experience, and need for path-goal clarity,
o environmental factors include task structure and work group dynamics, and
o leader behaviors include path-goal clarifying, achievement oriented, work facilitation,
supportive, interaction facilitation, group oriented decision making, representation &
networking, value-based

Why Is Control Important?

Control is making something happen the way is was planned to happen, while controlling is

monitoring performance, comparing it with goals, and taking corrective action as needed.

Recall that :

 Planning is setting goals and deciding how to achieve them

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  Organizing is arranging tasks,people,and other resources to accomplish the work

 Leading is motivating people to work hard to achieve the organization’s goal

 Controling is making sure performance meets objectives

Types of Control.

Organizations establish controls in a number of different areas and at different levels. The

responsibility for managing control is extensive.

Areas of control:

The four basic organizational resources usually define the areas of control.

Physical resources:

Control includes inventory management, quality control and equipment control.

Human resources:

Control includes selection and placement, training and development, performance appraisal

and compensation.

Financial resources:

Control involves managing the organizations debt, cash flow and receivables/payables. Control

of financial resources may be the most important control of all.

Responsibilities for control:

Ultimate responsibility for control rests with all managers throughout an organization.

Steps in the Control Process.

Establishing standards:

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 A control standard is a target against which subsequent performance will be compared. Such

standards need to be measurable and consistent with the organization's goals and should

identify performance indicators.

Measuring performance:

Performance measurement is constant and ongoing in most organizations. Performance

measure must be valid for control to be effective.

Comparing performance against standards:

Performance may be higher than, lower than, or identical to the standard.

Considering corrective action:

After performance has been compared to standards, one of three actions is appropriate: do

nothing (maintain status quo), correct the deviation, or change the standard.

Steps in the Control Process

Step 1. Step 2. Step 3. Step 4. Take

Establishing Measuring Compare Corrective action
standards performance performance to
standards

If yes,take If no, continue

corrective Work
action progress &
recognize
success

Successful control systems are:

1. Strategic & results oriented - they support strategic plans and focus on activities that

will make a real difference to the school.

2. Timely, accurate & objective

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 3. Realistic, positive & understandable & encourage self – control

4. Flexible – so that they can be modified as needed

Conculision

The school seeks to ensure that all students, regardless of ability have the opportunity to reach

their personal best. It has a mission to ensure all students understand that they are "creating and

being responsible for their futures". It seeks to instil three main values - honesty, courtesy and

courage. In determining its curriculum aims to provide relevant, up to date courses with an

emphasis on technology.

We know that we are on the right track in achieving our goal and also with par ministry of

educational idea in improve preschool teaching methods.

Some Life Lessons

What are the keys to Managerial Success?

• Initiative is always in short supply

• If you have an active desire to learn new things, you;ll be ready for the

next step

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 • Think ahead, understand what your obstacles are, and develop a strategy

to win

• Be flexible, keep your cool, and take yourself lightly

Reference:

Angelo Kinicki & Brian K. Williams (2008) Management – a practical introduction, 3rd ed.,

McGraw-Hill

Maslow’s Hierarchy Of Needs

James Kouzes and Barry Posner Leadship

A good mission statement should be concise, precise, useable, positive and sensitive. (Owen,

1990)

Mr. AB .Wahab Bin Mat (2010) Principles Of Management

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