SOUTHERN MINDANAO COLLEGES

Pagadian City

GRADUATES SCHOOL

MASTER OF PUBLIC
ADMINISTRATION

PA 205 – HUMANISTIC FOUNDATION IN

ADMINISTRATION

THIS TERM PAPER IS HEREBY PRESENTED TO

DR. ROSALITO S. BALA

Professor

Presented by:

OLIVER E. SABORNIDO
Student
Production Superintendent Job Duties

A production superintendent typically has a wide range of responsibilities, which can include:

 Reviewing safety procedures to ensure compliance with company standards

 Coordinating with suppliers to ensure that materials are available when needed

 Ensuring that equipment is functioning properly and that work environments are safe

and comfortable for workers

 Scheduling shifts and overseeing daily operations to ensure that production goals are

met

 Overseeing employee training on equipment operation and safety procedures

 Managing the hiring of new employees to replace those who leave the company

 Monitoring inventory levels to ensure that the right amount of materials are on hand

to meet demand

 Working with engineers to design new products or improve existing products

 Maintaining relationships with vendors to ensure smooth delivery of materials

Production Superintendent Job Requirements

A production superintendent typically needs to have the following qualifications:

Education: A minimum of a high school diploma or GED is often a requirement for an

entry-level production superintendent position. Some employers may prefer a bachelor’s

degree in a related field, such as business or engineering.

Training & Experience: Production superintendents typically receive on-the-job training in

their first few months of employment. This training helps them learn the specific processes

and procedures of the company. Production superintendents can also receive training in the
form of seminars and conferences. These conferences can help production superintendents

learn about new technologies and methods that can help them improve their processes and

procedures.

Certifications & Licenses: A production superintendent is not required to obtain a

certification or license to get hired, however, there are certifications available for this position

that can help you become a more competitive candidate during the hiring process.

Production Superintendent Skills Production superintendents need the following skills in

order to be successful:

Leadership: Leadership skills can help you become a production superintendent. This job

requires you to manage a team of employees and direct them to complete tasks. You can use

your leadership skills to motivate your team and help them achieve their goals. You can also

use leadership skills to delegate tasks and motivate your team to complete them.

Communication: Communication is another essential skill for production superintendents.

You may need to communicate with employees, suppliers, customers and other stakeholders.

Effective communication can help you build trust, develop relationships and resolve issues.

You can use communication skills in many aspects of your job, including during

negotiations, when giving feedback and when providing instructions.

General Job Description

The core mission of the Superintendent is to direct the production work activities of 20-40

workers in the construction of custom prefabricated buildings, structures ad custom

components in a factory environment. The Superintendent is responsible for the oversight of

all critical factory functions including quality assurance, scheduling, work planning, safety

and cleanliness, production, and personnel management.

Quality Assurance:

• Implements quality assurance plans in daily operations

• Directs workers to ensure adherence to all production and QC hold points

• Addresses quality issues through corrective actions

• Communicates quality issues to management and engineering staff for further direction

Scheduling:

• Plans daily work activities to meet overall production schedule

• Coordinates worker resources between multiple projects to maintain overall manufacturing

efficiency

• Communicates progress daily to project management team

• Adjusts schedule as required to meet production goals

Work Planning:

• Develops project specific work plans

• Identifies labor, equipment and spatial requirements for project execution

• Maintains work flow and factory layout to maintain efficient throughput of work product

Safety and Cleanliness:

• Maintains safe, clean and orderly work environment

• Identifies and plans for required worker training

• Develops task specific work plans for hazardous operations and provides direction and

training to workers in these tasks through written and verbal communication

• Actively communicates potential hazards to management

• Eliminates hazards through work planning and prevents unsafe work activities until hazard

is corrected

Production Volume:

• Meets quality and safety standards

• Completes projects on time and under budget

• Drives production schedule by setting goals

• Communicates production goals to work force

Personnel Management:

• Evaluates worker capability and provides feedback to management

• Encourages workers through assignment of appropriate tasks and duties to be successful

• Challenges workers to learn and grow through training, teaching, and challenging

assignments

• Clearly communicates expectations and provides appropriate feedback

Desirable Attributes

Successful candidate will be able to discuss how their demeanor, attitude and work ethics will

contribute to the success of the company and be consistent with the core values of the

company.
Qualifications

a. Bachelor's degree in construction management, architecture or a construction industry

related field, or a bachelor degree in an un-related field with 5 years minimum

practical experience.

b. Previous successful projects or operations at the superintendent level in same or

similar field.

Divisions of Labor

Concepts: Economic Division of Labor vs. Social Division of Labor

All empirical evidence shows that labor or work always entails some specialization. Division

of labor refers to separation of activities and the specialized allocation to different

individuals. It is a universal trait of human existence. This does not, however, imply that it is

caused by natural differences (biological differences between women and men, for example).

Division of labor is always human-made, its forms are socially shaped.

Any definition of division of labor basically must start with the recognition of two different

connotations. In its narrow and simple sense, the concept is used in an economic context. It

describes the splitting up of a complex productive task into a number of specialized, simpler

tasks. The most renowned example is that of Adam Smith (1776) for pin needle production.

The increase in productivity is exactly the ultimate reason for the separation and

specialization of tasks in manufacturing.

This form is known as detailed or technical division of labor. It made its appearance on the

stage of human history with all-pervasive force only three hundred years ago in Europe with

the establishment of conditions not in use previously: that is manufacturing and the

‘invention’ of capitalist principles of production.

In a broad sense, division of labor is a pre-condition for conceptualizing society, as used in

a social or sociological context. Reference to the social division of labor implies divisions at

different levels of society which comprise its complex structure. Here the attention is on

social differentiation such as class, gender, or ethnicity; on the role of power; on forces of

social cohesion and disintegration; and on the importance of solidarity and morale. All the

major institutions of a modern complex society play a part in the social division of labor: in

the economic system with its elements like the market, competition, capital, contract law,

labor market, even differences between (paid) employment and non-paid labor; in

the political system with its various specialized institutions of the legislative, the executive,

and the judiciary; in the cultural system with its various socializing institutions for the

creation of skills, value orientations, and spiritual meaning.

In a schematic form the concepts may be listed this way:

economic division of labor social division of labor

detailed division of labor division of labor

(e.g., technical division of labor)(e.g., by gender, occupations)

LEVELS

It is clear from the above that division of labor is a complex concept and can refer to different

levels of human activity. It extends from the household or family on the micro level, through

work organizations like enterprises on the meso (intermediate) level, divisions in society at

large on the macro level, to the entire world on the global level. Examples of divisions of

labor on the various levels are the domestic division of labor, the organizational division of

labor, the occupational division of labor, or the international division of labor.

Here is an overview on the levels in schematic form:

Micro-level: e.g., domestic or familial division of labor

Meso- (intermediate) level: e.g., organizational division of labor

Macro-level: e.g., occupational division of labor

Global level: e.g., international division of labor

DIMENSIONS

It is necessary to trace division of labor in various different dimensions. The most obvious

dimension is a broad division of labor between women and men, which all known societies

exhibit in some manner or other. This sexual (or gendered) division of labor is obviously

important in the area of work, but it also reaches beyond that to social, political, cultural, and

religious functions.

Any analysis of the social structure of a society, or a comparative study of different societies,

must certainly consider the distinction between these varying dimensions. In addition, some

dimensions are relevant at more than one level. The sexual division of labor, for example, is

of tremendous importance at the domestic or family level, but it also plays an important role

in the economic realm. It is inseparably connected with opportunities and status in

employment on the societal level, and is in evidence even on the international level. (When,

for example, the work of British or German male textile workers is nowadays performed by

possibly lower paid women in developing countries).

An overview of the more important dimensions of the division of labor in schematic form:

division of labor by sex (or gender)

division of labor by age

division of labor by occupations

division of labor by skill

 division of labor by hierarchy

division of labor by space

division of labor by time.

THE RELATION OF ENGINEERING TO ECONOMICS What is the value to an

engineering student, a future engineer, of economics effectively taught? It will tend to

broaden his views by showing engineering in its proper relation to other activities. It will help

to develop the very valuable habit of thinking in terms of groups rather than of individuals,

especially in matters of service. It will help the engineering student to see the real ultimate

purposes of engineering. It will, for the best of engineering students, help to bring in the

future years of engineering experience that wider vision which is the inspiration, the spiritual

motive power of the great engineer. Economics and engineering are closely related.

Economics has been defined as the social science of earning a living. With the same

appropriateness engineering may be defined to be physical science applied to helping groups

of men to make a better living. That is but paraphrasing Tredgold's classic definition, "

Engineering is the art of directing the great sources of power in nature for the use and

convenience of man." Two lines of thought so closely related as are economics and

engineering necessarily react upon, and supplement, each other. Each line of thought aids in

securing a complete understanding of the other. Four illustrations of the close relations

between eco- nomics and engineering follow. The four illustrations deal with the effect of the

development of the steam engine on economic conditions: the economic waste produced by

poorly designed terminals and by the unnecessary use of terminals in large centers of

population, the economic waste produced by sending freight over that one of two railways

between two cities on which the actual cost of hauling the freight is the higher, and the

advisability of neglecting some waterways. It is immaterial for the present purpose whether
you agree with my conclusions in these four illustrations. The important point is that in each

of these illustrations, as in many other matters.

JOURNAL OF POLITICAL ECONOMY conclusions are most likely to be reached by

combining the closely related points of view of the engineer and the economist-that

engineering and economics are so closely related that they react upon, and supplement each

other. Hence effective teaching of economics will improve the future engineer. Textbooks on

economics find it necessary to a true understanding of that subject to state the great economic

changes that were brought about by the development of the steam engine. The steam engine

applied to driving machinery, and engineering achievement, brought about the factory system

and other prominent features of our present industrial and commercial organization. Steam

engines now enable coal to do ten times as much work each day as all of the men of the world

could do in that day if they were all at hard physical labor. This immense increase in the

available energy in the world, during the century of development of the steam engine, has

produced great economic changes in the character of the work which is directly done by men

and has immensely increased their total productivity. The engineer endeavors to reduce the

cost of transportation of freight from source to destination. Without the economist's point of

view, he is apt to think of the source and destination on land as connected completely by the

steel rails of a railway and to endeavor simply to reduce to the greatest possible extent the

unit cost of hauling the freight over the road between terminals. If he takes the economist's

habitual point of view he sees the source beyond one terminal and the destination beyond

another. He sees that it is important, sometimes of paramount importance, to reduce terminal

costs. He sees that the difficulties of keeping terminal costs down are much greater when the

terminal is in the midst of a city of more than one million people than if it is not in a

congested center of population. He sees that an economic waste, of which the ultimate
consumer is the victim, occurs whenever goods are unnecessarily made to go to, or through, a

terminal in New York or Chicago. Thinking in terms of economics serves in this case to

concentrate the engineer's attention on one of the important points in his engineering

problem, on the prime necessity of reducing or avoiding terminal costs in great cities.

THE RELATION OF ENGINEERING TO ECONOMICS A good railroad connects two

large cities. An engineer with great care builds a second railroad between the same two cities

which is shorter, with easier curves and lower grades, and on which the unit cost of hauling

freight from city to city is considerably lower than on the first road. Then the rate makers

induce about one-half of the freight to go over the line on which the actual cost of hauling is

the higher. If that engineer also understands eco- nomics he sees that his work has been partly

nullified by the rate makers, that it is an economic waste to the community as a whole to send

one-half the freight by the more costly route. He is apt to be ready to insist, when he has the

opportunity, that freight rates should be based, in part at least, on railway costs. The decision

as to what waterways should be developed for the good of the whole community, and which

ones should be neglected, ought apparently to be made largely on an engineering basis. The

engineer should-and can if he will apply his special knowledge wisely-reach nearly correct

conclusions as to which water- ways afford possibilities of reducing unit costs of hauling

freight from source to destination to the minimum to which such costs can be reduced by

railways alone. Yet many engineers, some of great ability, have certainly reached erroneous

conclusions and have advocated canals, and improved rivers, on which the actual unit cost of

freight haulage from source to destination cannot be made as low as it already is on railroads

now in existence between said source and destination. A student of economics, the present

secretary of the Western Economic Society, has written the best statement in existence on the

problem of waterways versus rail- ways. He has shown most clearly the fundamental fallacies
of many waterways arguments-fallacies which engineers should have been first to see. This is

a striking example of clear thinking in the economic field throwing a brilliant light on the

engineering field. Engineering is primarily service to the community, to large groups of men,

rather than to individuals. Unfortunately many engineers fail to see this clearly. The study of

economics should help to develop a social conscience in the student of engineering by forcing

him to think in terms of groups of men.

JOURNAL OF POLITICAL ECONOMY It has been stated that economics effectively

taught will help the engineering student to see the real ultimate purpose of engineering and

help in furnishing inspiration in his later years. An engineer deals largely with material

things, but to achieve ultimate results that are not material in character. He locates and builds

a railroad, a mere material thing. The railroad is to be used by running trains over it-mere

material things again. But the most important ultimate purpose and effect of the railroad is to

raise the standard of civilization of a region. By putting the region into closer contact with the

remainder of the world, by making communication of intelligence more regular and easier, by

facilitating movements of people, visits and migrations, it changes the habits of action and of

thought of a people. By enlarging the market of the region it enables the population to utilize

local advantages, to make their labor more productive. In a region far from all railroads and

water transportation men may secure the bare necessities of life by hard labor. Within a

network of rail- roads the typical man on eight to ten hours of work per day lives a relatively

full life. The inspiration of a great engineer has frequently come from a vision of the ultimate,

not the material, results of his work. The great builder of irrigation projects saw not merely

that the desert would yield great crops. He saw also the prosperous, steady, and reliable

people that would there develop. The great bridge engineer has seen with enthusiasm that

removing barriers improves peoples by promoting co-operation in larger groups. The great
sanitary engineer, doing his part in improving the water supply of cities, sees back of

coagulation tanks, sand filters, and protected watersheds not simply many lives saved, but

also the general health of whole communities so improved that the standards of thought, of

employment, of morals, are intangibly but certainly raised. Note that in each of these cases

the ultimate result of engineering is expressed in economic terms. The inspiration makes the

difference between the great engineer and the mere engineer.

THE RELATION OF ENGINEERING TO ECONOMICS 63 Economics tends to lead

the engineering student to the broader view that in turn gives the inspiration which produces

the steady motive power that will drive the future engineer through discouragements and

obstacles to achievements that are worthwhile. Certain good effects upon engineering

students have herein been indicated as resulting from effective teaching of economics. It

should be noted that no suggestion is made that the content of the general course in

economics or the manner of teaching it should be different for an engineering student than for

other students either in liberal arts or specializing in economics. It is believed that to make

such differences is a mistake which is to the dis- advantage of the engineering student.

Similarly, advanced courses in economics taken by engineering students should not differ

either in content or manner of teaching from courses covering the same topics and offered to

other students. The future engineer will profit most from the same broad thorough training in

economics which is best for the other students just referred to. The writer has endeavored to

set forth in this paper the reasons for this firm belief.

Time Study, Piece of Work and the first class man.

Time Study – When work is to be repeated many times, the time study should be minute and

exact. Each job should be carefully subdivided into its elementary operations, and each of
these unit times should receive the most thorough time study. In fixing the times for the tasks,

and the piece work rates on jobs of this class, the job should be subdivided into a number of

divisions, and a separate time and price assigned to each division rather than to assign a

single time and price for the whole job.

A careful time study, however, convinced the writer that for the reasons given above

most of the men failed to do their best. In place of the single rate and time for all of the work

done at a setting, the writer subdivided tire-turning into a number of short operations, and

fixed a proper time and price, varying for each small job, according to the amount of metal to

be removed, and the hardness and diameter of the tire. The effect of this subdivision was to

increase the output, with the same men, methods, and machines, at least thirty-three per cent.

What is Scientific Management?

The scientific management movement produced revolutionary ideas for the time—

ideas such as employee training and implementing standardized best practices to improve

productivity.

Scientific management has at its heart four core principles that also apply to

organizations today. They include the following:

 Look at each job or task scientifically to determine the “one best way” to

perform the job. This is a change from the previous “rule of thumb”

method where workers devised their own ways to do the job.

 Hire the right workers for each job, and train them to work at maximum

efficiency.
  Monitor worker performance, and provide instruction and training when

needed.

 Divide the work between management and labor so that management

can plan and train, and workers can execute the task efficiently.

Principles of Scientific Management

A. Frederick Winslow Taylor – Father of Scientific Management

B. Taylor’s Principles of Scientific Management

C. Mental Revolution

A. FREDERICK WINSLOW TAYLOR – FATHER OF SCIENTIFIC MANAGEMENT

Frederick Winslow Taylor (1856-1915) is called the father of Scientific Management.

He started his career as a mechanist in 1875. He studied engineering in an evening

college and rose to the position of chief engineer in his organization. He invented

high-speed steel cutting tools and spent most of his life as a consulting engineer.

B. TAYLOR’S PRINCIPLES OF SCIENTIFIC MANAGEMENT

The scientific management of Taylor is based on five principles which are discussed

as follows:

1. Science, Not Rule of Thumb:

Scientific investigation should be used for taking managerial decisions instead of

basing decisions on opinion, intuition, or rule of thumb. The principle of use of

science for the rule of thumb is the starting point that distinguishes scientific

management from traditional management. Under scientific management, decisions

are made based on acts as developed by the application of the scientific method to the

problem concerned. This is in contrast with the approach followed under traditional

management according to which decisions are based on opinions, prejudices, or rule

of thumb.

2. Scientific Selection and Training of Workers:

The procedure for the selection of workers should be designed scientifically. The

errors committed at the time of selection may prove to be very costly later on. If we

do not have the right workers on the right job, the efficiency of the organization will

be reduced. Therefore, every organization should follow a scientific system of

selection. Under ‘Scientific Management’, workers are selected and trained by the

requirements of jobs to be performed by them. With this end in view, the physical,

educational and psychological requirements of each job are specified, and then the

person who is most suitable for the job in question is selected.

3. Co-Operation between Labor and Management:

There should be cooperation between the workers and the management. Cooperation

is an action of working together and Taylor states employees and management should

cooperate which could lead to high morale and team spirit. ‘Scientific Management’

promotes co-operation between workers and management. Management can look

forward to larger profits only if workers perform their jobs with maximum efficiency

and economy, which is an important determinant of better quality, lower costs, and

larger sales.
 4. Maximum Output:

The management and the workers should try to achieve maximum output in place of

restricted output. This will be beneficial to both parties. Maximum output will also be

in the interest of society. Under ‘Scientific Management’, the management and the

workers are equally interested in attaining maximum output. For the management, the

maximum output will lead to increased profits and production costs. For the workers,

it will mean an increased share in the prosperity of the business by way of higher

wages and bonuses.

5. Equal Division of Responsibility:

There must be an equal division of responsibility between the managers and the

workers. The management should assume responsibility for the work for which it is

better suited. For instance, management should decide the method of work, working

conditions, time for completion of work, etc. instead of leaving these to the discretion

of workers. The management should be responsible for planning and organizing the

work, whereas the workers should be responsible for the execution of work as per the

instructions of management.

C. MENTAL REVOLUTION

The basic idea behind the principles of scientific management is to change the mental

attitudes of the workers and the management towards each other. Taylor called it

‘Mental Revolution’.

According to Taylor, “In its essence, scientific management involves a complete

mental revolution on the part of the working men connected in any particular
 establishment or industry and it involves equally complete mental revolution on the

part of those on the management’s side — the foremen, the superintendent, the owner

of the business, the board of directors. Without the complete mental revolution on

both sides, scientific management does not exist.”

The mental revolution has three facets:

i. All out efforts for an increase in production;

ii. Creation of the spirit of mutual trust and confidence; and

iii. Inculcating and developing the scientific attitude towards problems.

Taylor suggested that management should try to find the best methods of doing

various jobs and introduce standardized materials, tools, and equipment so that wastages are

reduced. The management should select the right types of people and give them adequate

training to increase the quantity and quality of production. It must create congenial working

conditions for optimum efficiency of the workers. It should perform the decision-making

function and should always give maximum cooperation to the workers to ensure that work is

done according to the scientific techniques. The workers should also change their attitude

towards management. They should not be work-shirkers. They should be disciplined, loyal,

and sincere in fulfilling the tasks assigned to them. They should not indulge in wastage of

resources. Both the management and the workers should trust each other and cooperate in

achieving maximum production.

General Principles of Management

Fayol’s analysis provides a means for viewing the managerial process and guides (the

principles) for implementing the process.  According, fourteen management principles have
been provided as guidelines to the thinking of managers in order to resolve and concrete

problems.  Fayol developed a set of principles which can be applied to all types of

organizations irrespective of their settings.  However, Fayol admitted that all these principles

may not have universal application or would have permanent character.  Fayol out lined these

principles as follows:

1. Division of work

Division of work leads to specialization which increases the efficiency of individual

employees.  According to Fayol, is to develop the personnel capable of carrying out the six

activities already described.  For this, they need specialized skills and expertise.  Subdivision

makes each task simpler and results in greater efficiency.  By repeating a small part of work

the individual acquires speed and accuracy in its performance.

This process is applicable to both technical as well as managerial work.  Fayol stressed the

fact that every organization, big or small, should place its employees according to the talents

and experience of each individual.

2. Authority and Responsibility:

Authority refers to the right of a superior to give orders to subordinates, take decision on

specified matters, use resources of the organization, guide and regulate the behavior of

subordinates. Fayol defined authority as “the right to give orders and power to extract

obedience”.  He distinguished between two types of authority: Official authority and Personal

authority.  Official authority is legally given to a person, while personal authority is acquired

through one’s ability, knowledge, experience and intellect.  In the opinion of Fayol authority

must commensurate with responsibility, hence steps must be taken to induce people to accept
responsibility.  This can be made possible by entrusting responsibilities to all the people who

exercise authority at various levels in an organization.

3. Discipline:

Discipline in the context of management means obedience, proper conduct in relations to

others, and complying with the rules and regulations of the organization.  Fayol observed that

discipline is a prerequisite for proper exercise of authority.  According to Fayol discipline has

two dimensions.  Firstly, obey orders only when the management provides good leadership. 

Second, discipline would become one-sided affair if it is imposed upon the subordinates form

above.

4. Unite of Command:

This principle states that, a subordinate should receive orders and be accountable to the

superior only.  No employee, therefore, should receive instructions from more than one

person. Fayol’s principle of unity of command contradicts Taylor’s principle of functional

authority.  Fayol did not favor a system of dual command which in his view, was likely to

result into confusion in authority channels and ambiguity in responsibility pattern.

5. Unity of Direction:

Unity of direction is another important principle of administration proposed by Fayol. 

According to this principle, the efforts of all the members of the organization should be

directed towards common goals. Fayol stressed that, there should be a single superior and a

uniform plan of action for a group of activities having the same objectives.  He observed that,

an organization with two heads cannot survive long.  Thus, the principle of unity of direction

emphasizes the importance of common goals being pursued by all in a group activity under
the direction of one head.  The principle of unity of command refers to the need for each

subordinate being accountable to one and only one superior.

6. Scalar Chain or Hierarch:

Scalar Chain refers to the lines of authority from superior to subordinate.  It establishes

channels of authority or the purpose of communication and decision-making.  Fayol favored a

chain of superiors, which should be followed scrupulously except in cases where it become

detrimental to the interests of organization.  Fayol also aware of the defects in the

communication system existing in the governmental organization, which lead to enormous

delay in the decision making process.  Fayol suggests a method to avoid this.  He suggests

that an employee working in a department should be allowed to correspond directly with an

employee of same cadre in other department without going up and down in the Scalar Chain

with the permission of their superiors.

7. Subordination of Individual Interest to General Interest:

According to Fayol, management must ensure that the goals of the organization dominate the

individual’s interests.  The individual, though a worker should submerge his own goals.  The

goals of different groups, departments and sections should be subordinated to the larger

organizational goals.  This would result in the promotion of common good.

8. Remuneration of Personnel:

In Fayol’s conceptualization emphasizes that, the wage policies in an organization should be

rational and afford maximum satisfaction to the employer as well as to the employees.  This

principle is essentiality in consistent with one of the basic assumptions of Taylor scientific
management, which motivates the employees, primarily depends upon the monetary

incentives provided by the management.

9. Centralization or Decentralization:

Centralization is said to exist, if, top management, retains most of the decision making

authority.  Fayol observes that the degree of centralization or decentralization in an

organization depends upon the state of development of the organization and abilities and

qualities of the employees working in it. In the opinion of Fayol centralization cannot be

affected indiscriminately. It was the consequence of a natural order of things involving

intelligence and wisdom.  Fayol says that, an organization should strive to achieve a balance

between complete centralization and decentralization.  In small organizations, where the

range of activities are generally smaller, greater centralization is possible.  But in large

organization does not depend on the size of organization but on such factors as experience of

the superior and dependability and ability of the subordinates.

10. Equity:

The principle of equity suggests that, ‘similar treatment is assured to people in similar

positions.  Fayol emphasized the importance of human factor in organization.  To some

extent, this concern is also reflected in his stress on the promotion of the principle of equity in

organization, which, according to him, involves human values such as kindness and justice. 

It was the duty of the management to ensure that justice and kindness are meted out to all the

employees in an organization.

11. Stability of Tenure of Personnel:

Fayol emphasized the need for an efficient and stable management cadre in organizations. 

Fayol assets, which this is essential on account of the time and expense involved in training

good managerial personnel.  The period of service in a position should be fixed.  It often

takes time to get used to work.  Further, Fayol observes that, instability of tenure causes

lowering of the moral of employee.  Loss of experience and expertise and promotes

discontinuity in organizational policies.

12. Order:

The principle is concerned with arrangement of things and placement of people. 

Arrangement of things is called material order, whereas, arrangement of people is referred to

as social order.  In Fayol’s conceptual scheme the principle of order revolves round his idea

that there is a place for everything and everything has its place in the organization.  He

explained that good orders reduce wastage of time and material resources, although social

order needs a careful balance of requirements and resources.  Social order implies that piece,

of work be assigned to each individual and that they should be available at the specific place

of work.

13. Initiative:

Employees at all levels should be allowed to take initiative in work related matters.  Initiative

means eagerness to initiate action, without being asked to do so.  Fayol stressed, Initiative

must be encouraged by the management at all levels.  The process of percolation of this spirit

down to the lowest levels, requires sacrifice of “personal vanity” on the part of managers. 

Fayol also pleaded that, managers should be prepared to share some of their decision making

powers with their subordinates, because initiative thus generated would become a source of

strength for the organization.

14. Esprit de Corps:

It refers to team spirit, that is harmony in work group and mutual understanding among

workers.  Fayol described Esprit de Corps as the prevalence of harmony among all members

of the organization.  Management must foster the morale of its employees by coordinating

their nativities, encouraging keen inter-personal cooperation, and reward each employee on

his merit without any discrimination.  Fayol even suggested that, competing firms should

develop friendly relations and settle disputes by joint agreements. Fayol observed that, the

administration offers the best approach for understanding organizations.  He pointed out that

organizational charts are useful for displaying the formal organizational relationships.  He

required that the staff should assist line managers in complex organizations.  He stressed the

importance of rational selection and training for workers and also the value of professional

education to the employees.