Book-English For Management PDF

English for Management—Dr. Ngasbun Egar, S.Pd., M.Pd.
ENGLISH FOR MANAGEMENT
I. History of Management
Text 1
The recorded use of organized management dates back to 5000 B.C.
when the agricultural revolution had taken place. These agricultural civilizations
existed in India, China and Egypt. According to Peter Drucker these irrigation
civilizations "were not only one of the great ages of technology, but it represented also
mankind's most productive age of social and political innovation". As the villages grew
and civilizations evolved, the managers too grew and evolved. They became the priests,
the kings, the ministers holding power and wealth in the society. Written documents
found in the Sumerian civilization which flourished some 5000 years ago, contain
evidence of management control practices.
As early as 4000 B.C., the Egyptians were aware of the importance of

planning, organizing and controlling. The huge pyramids of Egypt stand a mute
testimony to the managerial and organizational abilities of the ancient Egyptian
civilization. In the Grecian civilization we find the origin of the Scientific Method in the
famous Socratic discourses. The Romans who built a vast empire extending from
Britain in the west to Syria in the east ruled it for many years only because of their
superior and advanced managerial abilities.
In ancient India, Kautilya wrote his Arthashastra in about 321 B.C. the
major theme of which was political, social and economic management of the State. The
study of administration of the cities of Mohenjodaro and Harappa of the ancient Aryans
in 2000 B. C., Buddha's order and the Sangha in 530 B. C., provide evidence about the
use of the principles of management.
During the 13th and 14th centuries AD the large trading houses of Italy
needed a means of keeping records of their business transactions. To satisfy their needs
Luca Pacioli published a treatise in 1494 describing the Double Entry System of Book-
keeping for the first time.
Management thought is an evolutionary concept. New theories and

principles were suggested along with new developments in the business field. The new
thoughts supplemented the existing thoughts and theories. This is how developments
are taking place continuously in regard to management thoughts/theories.
Management thinkers and thinkers from other fields such as economics, psychology,
sociology and mathematics have also made their contribution in the evolution of
management thought.
(Lovely Professional University. 2012. Educational Management. New Delhi: Usi Publications)
Questions:
1. What are the Indonesian words for those in bold?
2. When does the organized management date back?
3. Where did agricultural civilizations exist?
4. According to Peter Drucker, what "were not only one of the great ages of
technology, but it represented also mankind's most productive age of social
and political innovation"?
5. Who held the power and wealth in the society when the villages grew and
civilizations evolved?
6. What contains evidence of management control practices?
7. Supposed they still exist right now, how old is the written documents found in
the Sumerian civilization now?
8. From the information mentioned in paragraph 2, identify 3 evidences showing
superiority and advance managerial abilities.
9. Mention evidences showing the use of management principles (paragraph 3).
10. What can you learned from paragraph 4?
11. According to paragraph 5, how did the development of management thoughts

happened?
12. What fields were the thinkers contributed in the evolution of management
thought from?
One pyramid required 1,00,000 men working for 20 years, covering 13 acres, using 2.3 million
blocks, each weighing an average of 2.5 tons. To produce such a monument required proper
planning, work allocation, organizing, directing, controlling and decision making.
(Lovely Professional University. 2012. Educational Management. New Delhi: Usi Publications)
II. Management vs. Administration
Text 2
Definition of management
The term ‘management’ has been defined by different writers in different

ways. According to Henri Fayol, “to manage is to forecast and plan, to coordinate and
control”. Van Fleet and Peterson define management “as a set of activities directed at
the efficient and effective utilization of resources in pursuit of one or more goals”.
Keitner stated that “Management is a problem solving process of effectively achieving
organizational goals and objectives through efficient use of scarce resources in a
changing environment. Brech defined management as a social process which
constitutes planning, controlling, coordinating and motivating. Perhaps a
comprehensive definition of ‘management’ is the one adopted by Okumbe (1999) who
states that management is the process of designing, developing, and effecting
organizational objectives and resources so as to achieve predetermined organizational
goals.
(KIMANI, Gerald Ngugi. Educational Management. (pages 14-18) African Virtual University: the Creative Commons
http://en.wikipedia.org/wiki/Creative_Commons Attribution http://creativecommons.org/licenses/by/2.5/ )
Questions:
2. How many definitions of ‘management’ are there you can identify?
3. Mention the definitions one by one.
4. Which definition is the most comprehensive do you think?
5. What are the key words correlate those definitions?
6. Make your own definition of ‘management’ based on those mentioned in the

texts.
7. Summarize the text using your own words in Bahasa Indonesia.
Text 3
Definition of Administration
Many writers have used the term ‘administration’ to mean management.

According to Remasay (1999:20), ‘administration’ is a generalized type of human
behaviour found in an organization. Administration is a process through which
decisions are reached. Administration is the process of directing and controlling life in
any social organization such as schools or in an industry.
Questions:
9. Make a definition of ‘administration’ based on the text.
10. What is the Indonesian sentence for this: ‘Administration is a process through
which decisions are reached.’
Text 4
Difference between administration and management
The difference between ‘administration’ and ‘management’ is rather very

thin. However while ‘management’ is the process of working with and through groups
or individuals to accomplish organizational goals, ‘administration’ is concerned with
directing and controlling life in a social system. The second difference is that
administration deals with establishing a policy that guides decision-making laws and
regulations. Management deals with implementation of laws and regulations.

Questions:
12. Mention two main differences between ‘administration’ and ‘management’.
13. According to the text which is higher in the position, ‘administration’ or

‘management’?
Text 5
Other Differences between Management and Administration
According to Theo Haimann, “Administration means overall

determination of policies, setting of major objectives, the identification of general
purposes and laying down of broad programmes and projects”. It refers to the
activities of higher level. It lays down basic principles of the enterprise. According to
Newman, “Administration means guidance, leadership and control of the efforts of the
groups towards some common goals”.
Whereas, management involves conceiving, initiating and bringing

together the various elements: coordinating, actuating, integrating the diverse
organizational components while sustaining the viability of the organization towards
some pre-determined goals. In other words, it is an art of getting things done through
and with the people in formally organized groups.
The difference between Management and Administration can be

summarized under 2 categories:
1. Functions
2. Usage/Applicability
On the Basis of Functions: -
Basis Management Administration
Meaning Management is an art of getting things done It is concerned with formulation of
through others by directing their efforts towards broad objectives, plans & policies.
achievement of pre-determined goals.
Nature Management is an executing function. Administration is a decision-making
function.
Process Management decides who should as it & how Administration decides what is to be
should he dot it. done & when it is to be done.
Function Management is a doing function because managers Administration is a thinking function
get work done under their supervision. because plans & policies are
determined under it.
Skills Technical and Human skills Conceptual and Human skills
Level Middle & lower level function Top level function
On the Basis of Usage: -

Basis Management Administration
Applicability It is applicable to business concerns i.e. profit- It is applicable to non-business concerns i.e. clubs,
making organization. schools, hospitals etc.
Influence The management decisions are influenced by The administration is influenced by public opinion,
the values, opinions, beliefs & decisions of the govt. policies, religious organizations, customs etc.
managers.
Status Management constitutes the employees of the Administration represents owners of the enterprise
organization who are paid remuneration (in the who earn return on their capital invested & profits
form of salaries & wages). in the form of dividend.
Practically, there is no difference between management and

administration. Every manager is concerned with both - administrative management
function and operative management function as shown in the figure. However, the
managers who are higher up in the hierarchy denote more time on administrative
function and the lower level denote more time on directing and controlling worker’s
performance i.e. management.
The Figure above clearly shows the degree of administration and

management performed by the different levels of management.
(https://www.managementstudyguide.com/management_administration.htm)
Questions:
15. From the definitions of ‘administration’ formulated by Theo Haimann and

Newman, what can you conclude?
16. Mention the activities involve in ’administration’.
17. Mention the activities involve in ‘management’.

18. Make a summary of the first table.
19. Make a summary of the second table.
20. What can you conclude from the figure showing the degree of administration
and management performed by the different levels of management.
Text 6
Educational administration and educational management
From the above definition, it is quite clear that educational administration

and educational management are applied fields of study. Educational management is
an applied field of management. One can therefore deduce that educational
management refers to the application of theory and practice of management to the
field of education or educational institutions. The same concept applies to education
administration. According to Okumbe (1999), educational administration is a process of
acquiring and allocating resources for the achievement of predetermined educational
goals.
http://en.wikipedia.org/wiki/Creative_Commons Attribution http://creativecommons.org/licenses/by/2.5/)
Questions:
22. What is the difference between ‘educational administration’ and ‘educational

management’?
III. Educational Management: definitions and concepts
Text 7
The Concept of Management
In any work organization there must be a person or a group of persons to

pilot the affairs of the organization through planning, organizing, controlling and
coordinating human activities toward goal attainment. These people are called
managers, administrators, leaders, or supervisors. They are charged with the
responsibilities of ensuring that what is to be done is done properly, effectively and
efficiently in order to achieve standard and pre-determined objectives. Therefore, the
effectiveness of any organization depends greatly on management (Akpan, 2011).
Management is a systematic arrangement and organization of resources

in order to make them productive. It involves the process of working with and through
people to achieve group goals and objectives. In management, the manager(s) create,
direct, supervise, and monitor human activities through coordinated and cooperative
human efforts. UNESCO cited in Ogunu (2000) defines management as a social process
which is designed to ensure the cooperation, participation, intervention and
involvement of others in the effective achievement of a given or pre-determined
objective. According to Fayol (1916) to manage means to forecast and plan, to organize,
to command, to coordinate and to control. These definitions suggest that management
is a continuous and dynamic process involving the coordination and utilization of
organizational resources. Management is goal-achievement oriented and involves
interrelated activities of planning, organizing, leading and controlling (Akpan, 2011).
Terry (2013) defined management as the art and skill of getting things
done through others. According to him management is the distinct process consisting
of planning, organizing and controlling activities performed to determine and
accomplish objectives by the use of people and resources. This definition depicts that
management is a systematic process of doing things. It shows that management is a
functional concept involving the task of planning, controlling and directing the efforts of
people toward achievement of organizational goals. This definition also reveals that in
management there is interaction among people because it involves getting things done
through people. To succeed in management therefore, resources must be effectively
harnessed and managed. Premised on this understanding, management can be defined
as the coordination and integration of both human and materials resources of an
organization toward goal attainment (Akpan, 2011). It deals with a careful arrangement
of resources for carrying out of organizational activities and processes and the
executing of work.
Akpan (2011) stated that for a manager to succeed,

1. Tasks have to be assigned and be performed by the people.
2. Materials have to the procured for use by the people in the performance of tasks.
3. Tasks performance has to be supervised and monitored to ensure that rules and
policies are followed in order to maintain and enhance standard of achievement.
Thus, management is not an isolated activity performed by the manager

alone. It involves cooperation and team work from all members of the work
organization. For managers to succeed in this direction, they need to create an
organizational climate in which people work willingly and cooperatively toward the
achievement of set goals of the organization.
(Akpan, C. P. 2016. Educational Management Skills, Book Chapter: Educational Planning and Management)
Questions:

2. Who are called managers, administrators, leaders, or supervisors?
3. ‘They’ in the third sentence refers to ….

4. According to Akpan (2011), what does majorly determine the effectiveness of an
organanization?
5. Identify the differences among the concepts of ‘management’ in the view of
Fayol, Terry, UNESCO/Ogunu, and Akpan?
6. Identify the similarities of the concepts of ‘management’ in the view of Fayol,
Terry, UNESCO/Ogunu, and Akpan?
7. Make your definition of ‘management’ based on those mentioned above.

8. From the definitions of ‘management’ above, what can you infer?
9. According to Akpan (2011), how would a manager succeed in doing the works?
10. How would you describe an ideal condition of “management”?
Text 8
The Concept of Educational Management
Educational management involves the process of forecasting and of

planning, decision making and formulating educational policies with the aim of
attaining set educational goals. It involves the application of the process of planning,
organizing, coordinating, controlling, supervising and evaluating human and material
resources with the explicit purpose of achieving educational goals and objectives.
Babalola (2006) mentions that educational management is a concept that

goes along with the quest to put the formal education system under control,
regulation and supervision. Idoko (2015) views educational management as the process,
which helps through educational institutions for the development of human personality.
Thus, the major duty of the manager of an educational institution is to get the work
done in order to accomplish the objectives as pre-planned. On the other hand,
Nwankwo cited in Idoko (2015) defines educational management as the process
concerned with using methods, principles and practices to establish, develop and
execute the goals, policies, plans and procedures necessary to attain the objectives of
education. According to Dash (2000) management in education means deciding the
goals of an educational institution and the activities to be conducted to achieve these
goals.
From the various definitions, it can be deduced that educational

management is concerned with
1. Planning, decision-making and formulation of educational policies, goals and

programmes.
2. Harnessing and managing educational resources for attainment of educational goals.
3. Mobilizing people in the educational system to work effectively toward goal

achievement.
4. Planning, organizing, controlling, conducting and supervising activities in

educational institutions toward achievement of set goals.
Educational management therefore, can be defined as the process of

planning, setting of educational goals and policies, harnessing and managing resources
systematically toward the achievement of pre-determined goals. It is a process of
coordinating and controlling of interrelated activities in the educational system for
attainment of educational goals. Idoko (2005) states that school management involves
coordinating the efforts of the people through human and material resources to
accomplish the objectives of educational enterprise. This means that school
administrators or managers are implementers of educational policies. They are
responsible for the day-to-day administration of the school. They implement
educational programmes as they are formulated. Their administrative decisions are
dictated by objectives and policies. Educational administration is therefore,
management at the institutional level.
Educational management can be classified into two categories.

1. External educational management
2. Internal educational management
(Akpan, C. P. 2016. Educational Management Skills, Book Chapter: Educational Planning and Management.
https://www.academia.edu/37925595/EDUCATIONAL_MANAGEMENT_SKILLS )
Questions:
12. What are the processes involved in the educational management (paragraph 1)?
13. Identify the similarities and the differences of the educational concepts in
the views of Babalola, Idoko, Nwankwo, and Dash?
14. From their definitions of educational management, what can you summarize?
15. From the various definitions, what would educational management concern with?
IV. Educational Management vs. Educational Leadership
Text 9
Distinguishing educational leadership and management

Dimmock (1999) differentiates educational leadership and management
stating: ‘School leaders experience tensions between competing elements of leadership,

management and administration’. Irrespective of how these terms are defined, school
leaders experience difficulty in deciding the balance between higher order tasks
designed to improve staff, students and school performance [leadership], routine
maintenance of present operations [management] and lower order duties
[administration].
Cuban (1988) provides a clear distinction between leadership and

management. Cuban defines a leader as being able to influence others’ actions in
achieving desirable ends. Leaders are those who shape goals, motivations and actions of
others, initializing change to reach existing and new goals. Managing is maintaining
efficiently and effectively current organizational arrangements, while managing well
often exhibits leadership skills. Day, Harris and Hadfield (2001) suggest that
management is linked to system and ‘paper’ and leadership is perceived to be about
the development of people.
This being said, leadership and management need to be given equal

prominence if schools and colleges are to operate effectively and achieve their
objectives. While a clear vision may be essential to establish the nature and direction of
change, it is equally important to ensure that innovations are implemented efficiently
and that the schools functions are carried out effectively. Such a theory would appear to
be irrelevant with an appropriate strategic approach to educational leadership. It is of
equal important to identify the differences between educational leadership and that of a
regular business. Of course, there are some similarities, however, in education there is
one vital output, that being the children.
Educational leadership has to be centrally concerned with the purpose or

aims of education, including different outputs such as the community, parent
satisfaction, a wealthy competition pool and obviously educational outcomes. These
goals, as described by Bush (2008), provide the crucial sense of direction to underpin
school management, particularly their vision and setting the vision for all to follow. A
successful leader possesses excellent management skills, regardless of being in an
education institute or elsewhere. However there are other necessities to be a successful
leader in an education institute:
• The difficulty of setting and measuring educational objectives.
• The presence of children and young people as the outputs or clients of

educational institutions, considering need for nurture and safety and
enjoyment.
• The need for educational professionals to have a high degree of

autonomy in the classroom.
• The fact that many senior or middle managers, particularly in primary
schools, have little or no time for the managerial aspect.
The overriding purpose of schools and colleges is to promote effective

teaching and learning. Does an effective leader have the qualities to go the extra mile
and ensure child safety or well-being of staff, or simply take care of the management
and administration, leaving the rest to teachers. Leadership qualities need to be specific
to an educational institute or issues rather than the generic tasks of managing staff,
finance and marketing. (Bush, 1998).
(Atkinson, Mark. 2013. Educational Leadership and Management in an International School Context. University of Derby, Faculty of
Education, Kedleston Road, Derby)
Questions:
2. How would you differentiate the difference in position of ‘leadership’,

‘management’ and ‘administration’ on basis of the information in paragraph 1.
3. Show the distinction between leadership and management according to

Cuban (par.2).
4. What about the view on management and leadership according to Day, Harris
and Hadfield?
5. How would you clarify this statement?: ‘leadership and management need to be
given equal prominence if schools and colleges are to operate effectively and
achieve their objectives’.
6. What must be possessed by a successful leader?
7. What are the necessities to be a successful leader in an education institute?

8. What are the main purpose of schools and colleges?
V. Functions of Management
Text 10
To understand the functions of management, you must first examine what

management is about. How do you define management?
Management is a process with a social element. It requires the efficient

use of resources combined with the guidance of people in order to reach a specific
organizational objective. It involves responsibility to achieve the objectives and to fulfill
specific organizational purposes through economical and effective planning and
regulation. It is about taking charge and ensuring focus is placed on the things and
aspects of the business that help achieve the vision and the goals.
Three key characteristics define the process of management
First, management is a process of continuing and related activities. Each

of the functions is related to each other and the functions complement each other. It is
hard to consider the functions in isolation, as management requires each activity to
complement one another. When you as a manager engage in one function, you in
effect also start the process of another function.
The second core characteristic of management is about it involving and

concentrating on organizational goals. Management is largely focused on achieving
the key mission of the organization, its vision. Whilst there are detailed objectives it
might focus on, management is mainly interested in identifying the wider organizational
goals and using the different functions in order to achieve the objectives. Each function
takes the organization closer to achieving its vision.
Finally, management achieves the organizational goals by working

with people and organization resources. You might use different financial resources or
physical equipment as part of the process, while also directing and guiding the staff
towards the objectives. The manager is in charge of supporting the people and
connecting the right person with the right resources.
In essence, management is about a dynamic process, with a number of

elements and activities as part of the process. The dynamic and social element of
management mean the functions of management are separate from operational
functions. Whilst operational functions refer to activities and processes such as
marketing, finances and purchases, the management functions differ depending on the
organizational level at which they take place.
The functions remain the same, yet are essentially different depending on
the organizational hierarchy. A manager at the senior level will be involved in different
activities than the manager at the junior level. The core concepts might be the same, but
they are dynamic in manifestation. On the other hand, operational function of marketing
will change according to the organization, the person in charge and the operational
goals. For management functions, the objective of the specific activity remains largely
the same, even though the manifestation might be different depending on the specific
situation.
Management functions are the same, but the management processes

people use can differ. A management style or process can depend on the organization,
the manager in question, and even the objectives. You’re likely to change management
style if you are directing a single person or being in control of a team.
(Functions of Management – Planning, Organizing, Staffing and More, https://www.cleverism.com/functions-of-management-
planning-organizing-staffing)
Questions:
2. What does this sentence (last sentence, par. 2) mean?: It is about taking charge
and ensuring focus is placed on the things and aspects of the business that help
achieve the vision and the goals.
3. Mention in short the three key characteristics define the process of management.
4. What can you conclude from the key characteristics?

5. It is said that ‘the functions remain the same’, what differ then?
6. Make a summary of the text using your own words in Bahasa Indonesia.
Text 11
Functions of Management
The essential elements/components of Management Process are four:

(a) Planning
(b) Organising
(c) Directing
(d) Controlling.
We may add some more elements in the management process. Such

elements are: (i) Motivating, (ii) Co-coordinating, (iii) Staffing, and (iv)
Communicating. The elements in the management process are actually the basic
functions of management. These functions constitute the management process in
practice. Management process is in fact, management in practice. This process suggests
what a manager is supposed to do or the basic functions that he has to perform while
managing the job assigned to him.
Gullick coined the word "PODSCORB" to suggest seven functions of

management. The following figures show the management process and the elements
involved:
Luther Gullick gave a new formula to suggest the elements of

Management Process i.e. basic functions of management. According to him,
management process may be indicated by the word "PODSCORB". Here, 'P' states for
'planning'. "O" for 'organising', "D" for 'directing', "S" for 'Staffing', "CO" for
'Coordinating, "R" for 'Reporting' and "B" for 'Budgeting'.
(USI PUBLICATIONS 2/31, Nehru Enclave, Kalkaji Ext., New Delhi-110019 for Lovely Professional University, Phagwara, 2012,
syllabus).
Questions:

8. Mention the four very essential elements of management.
9. Mention another four additional elements of management.

10. What does the management process suggest the manager to do?
11. What does the word "PODSCORB" stand for according to Gullick.
12. Explain the management process according to the figure.
13. Explain the process of achievement of objectives according to the figure.
14. What are the basic functions of management according to Gullick?
15. What you can conclude from the text?
Text 12
Functions of Management
Management has been described as a social process involving

responsibility for economical and effective planning and regulation of operation of an
enterprise in the fulfillment of given purposes. It is a dynamic process consisting of
various elements and activities. These activities are different from operative functions
like marketing, finance, purchase etc. Rather these activities are common to each and
every manger irrespective of his level or status.
Different experts have classified functions of management. According to

George and Jerry, “There are four fundamental functions of management i.e. planning,
organizing, actuating and controlling”.
According to Henry Fayol, “To manage is to forecast and plan, to

organize, to command, and to control”. Whereas Luther Gullick has given a keyword
’POSDCORB’ where P stands for Planning, O for Organizing, S for Staffing, D for
Directing, Co for Co-ordination, R for Reporting and B for Budgeting. But the most
widely accepted are functions of management given by KOONTZ and O’DONNEL, i.e.
Planning, Organizing, Staffing, Directing and Controlling.
For theoretical purposes, it may be convenient to separate the function of

management but practically these functions are overlapping in nature, i.e. they are
highly inseparable. Each function blends into the other and each affects the
performance of others.
(https://www.managementstudyguide.com/management_functions.htm )
Questions:
2. Mention the differences between ‘operative function’ and ‘management

function’.
3. Mention the functions management according to George and Jerry.
4. Mention the functions management according to Fayol.
5. Mention the functions management according to Gullick.
6. Mention the functions management according to KOONTZ and O’DONNEL.
7. What does the last paragraph mean?
8. Is the content described in the last paragraph different from that of the figure?
a. Planning
It is the basic function of management. It deals with chalking out a future course of
action and deciding in advance the most appropriate course of actions for
achievement of pre-determined goals. According to KOONTZ, “Planning is deciding
in advance - what to do, when to do and how to do. It bridges the gap from where
we are and where we want to be”. A plan is a future course of actions. It is an
exercise in problem solving and decision making. Planning is determination of
courses of action to achieve desired goals. Thus, planning is a systematic thinking
about ways and means for accomplishment of pre-determined goals. Planning is
necessary to ensure proper utilization of human and non-human resources. It is all
pervasive, it is an intellectual activity and it also helps in avoiding confusion,
uncertainties, risks, wastages, etc.
Questions:
2. Formulate in short using your own words the idea of ‘planning’.
3. What is meant by ‘planning is an intellectual activity’?
4. What can be avoided by the activity of ‘planning’?
5. What is ‘planning’ according to KOONTZ?
b. Organizing
It is the process of bringing together physical, financial and human resources and
developing productive relationship amongst them for achievement of organizational
goals. According to Henry Fayol, “To organize a business is to provide it with
everything useful or its functioning i.e. raw material, tools, capital and personnel’s”.
To organize a business involves determining and providing human and non-human
resources to the organizational structure. Organizing as a process involves:
• Identification of activities.
• Classification or grouping of activities.
• Assignment of duties.
• Delegation of authority and creation of responsibility.
• Coordinating authority and responsibility relationships.
Questions:

2. Formulate in short using your own words the idea of ‘organizing’.
3. What are bridged by organizing process?
4. What are conducted in the organizing process?
c. Staffing
It is the function of manning the organization structure and keeping it manned.
Staffing has assumed greater importance in the recent years due to advancement of
technology, increase in size of business, complexity of human behavior, etc. The
main purpose of staffing is to put ‘the right man on the right job’, i.e. ‘square pegs in
square holes and round pegs in round holes’. According to Kootz & O’Donell,
“Managerial function of staffing involves manning the organization structure through
proper and effective selection, appraisal and development of personnel to fill the
roles designed in the structure”.
Staffing involves:
• Manpower Planning (estimating man power in terms of searching, choose

the person and giving the right place).
• Recruitment, Selection and Placement.
• Training and Development.
• Remuneration.
• Performance Appraisal.
• Promotions and Transfer.
Questions:

2. Formulate in short using your own words the idea of ‘staffing’?
3. What activities are involved in ‘staffing’?
d. Directing
It is that part of managerial function which actuates the organizational methods to
work efficiently for achievement of organizational purposes. It is considered life-
spark of the enterprise which sets it in motion the action of people because
planning, organizing and staffing are the mere preparations for doing the work.
Direction is that inert-personnel aspect of management which deals directly with
influencing, guiding, supervising, motivating sub-ordinate for the achievement of
organizational goals. Direction has the following elements:
• Supervision
• Motivation
• Leadership
• Communication
Supervision- implies overseeing the work of subordinates by their superiors. It is the

act of watching and directing work and workers.
Motivation- means inspiring, stimulating or encouraging the sub-ordinates with

zeal to work. Positive, negative, monetary, non-monetary incentives may be used for
this purpose.
Leadership- may be defined as a process by which manager guides and influences

the work of subordinates in desired direction.
Communications- is the process of passing information, experience, opinion, etc.
from one person to another. It is a bridge of understanding.
Questions:
2. Formulate in short using your own words the idea of ‘directing’?

3. Mention and explain the elements of ‘directing’?
e. Controlling
It implies measurement of accomplishment against the standards and correction of

deviation if any to ensure achievement of organizational goals. The purpose of
controlling is to ensure that everything occurs in conformities with the standards.
An efficient system of control helps to predict deviations before they actually occur.
According to Theo Haimann, “Controlling is the process of checking whether or not
proper progress is being made towards the objectives and goals and acting if
necessary, to correct any deviation”. According to Koontz & O’Donell, “Controlling is
the measurement and correction of performance activities of subordinates in order
to make sure that the enterprise objectives and plans desired to obtain them as
being accomplished”. Therefore, controlling has the following steps:
• Establishment of standard performance.

• Measurement of actual performance.
• Comparison of actual performance with the standards and finding out

deviation if any.
• Corrective action.
Questions:

2. Formulate in short using your own words the idea of ‘controlling’?
3. Mention and explain the steps in ‘controlling’?

VI. Elements of Management Process
Text 13
1. Planning:
Planning is the primary function of management. It involves

determination of a course of action to achieve desired results/objectives. Planning is
the starting point of management process and all other functions of management are
related to and dependent on planning function. Planning is the key to success, stability
and prosperity in business. It acts as a tool for solving the problems of a business unit.
Planning plays a pivotal role in business management it helps to visualize the future
problems and keeps management ready with possible solutions.
syllabus).
Questions:

2. What are the features or characteristics of ‘planning’?
3. What are involved in ‘planning’?
4. Clarify the meaning of this sentence: ‘it helps to visualize the future problems and
keeps management ready with possible solutions’.
2. Organising:
Organising is next to planning. It means to bring the resources (men,

materials, machines, etc.) together and use them properly for achieving the objectives.
Organisation is a process as well as it is a structure. Organising means arranging ways
and means for the execution of a business plan. It provides suitable administrative
structure and facilitates execution of proposed plan. Organising involves different
aspects such as departmentation, span of control delegation of authority, establishment
of superior-subordinate relationship, and provision of mechanism for co-ordination of
various business activities.
syllabus).
Questions:

2. What are the features or characteristics of ‘organizing’?
3. What are involved in ‘organizing’?
4. Clarify the meaning of this sentence: ‘Organising means arranging ways and
means for the execution of a business plan’.
3. Staffing:
Staffing refers to manpower required for the execution of a business plan.

Staffing, as managerial function, involves recruitment, selection, appraisal,
remuneration and development of managerial personnel. The need of staffing arises in
the initial period and also from time to time for replacement and also along with the
expansion and diversification of business activities. Every business unit needs efficient,
stable and cooperative staff for the management of business activities. Manpower is the
most important asset of a business unit. In many organisations, manpower planning and
development activities are entrusted to personnel manager or HRD manager. 'Right
man for the right job' is the basic principle in staffing.
syllabus).
Questions:
2. What are the features or characteristics of ‘staffing’?
3. What are involved in ‘staffing’?
4. When ‘staffing’ is needed?
5. Clarify the meaning of this sentence: ‘'Right man for the right job' is the basic
principle in staffing’.
4. Directing (Leading):
Directing as a managerial function, deals with guiding and instructing

people to do the work in the right manner. Directing/leading is the responsibility of
managers at all levels. They have to work as leaders of their subordinates. Clear plans
and sound organization set the stage but it requires a manager to direct and lead his
men for achieving the objectives. Directing function is quite comprehensive. It involves
directing as well as raising the morale of subordinates. It also involves communicating,
leading and motivating. Leadership is essential on the part of managers for achieving
organisational objectives.
syllabus).
Questions:
2. What are the features or characteristics of ‘directing’?
3. What are involved in ‘directing’?
4. Who is responsible for ‘directing/leading’?
5. Clarify the meaning of this sentence: ‘Directing/leading is the responsibility of

managers at all levels’.
5. Coordinating:
Effective coordination and also integration of activities of different

departments are essential for orderly working of an organization. This suggests the
importance of coordinating as management function. A manager must coordinate the
work for which he is accountable. Co-ordination is rightly treated as the essence of
management. It may be treated as an independent function or as a part of organisms
function. Coordination is essential at all levels of management. It gives one clear-cut
direction to the activities of individuals and departments. It also avoids misdirection
and wastages and brings unity of action in the organization. Coordination will not come
automatically or on its own. Special efforts are necessary on the part of managers for
achieving such coordination.
syllabus).
Questions:
2. What are the features or characteristics of ‘coordinating’?
3. What are involved in ‘coordinating’?

4. What are the advantages of ‘coordinating’?
5. Clarify the meaning of this sentence: ‘Coordination will not come automatically or
on its own’.
6. Controlling:
Controlling is an important function of management. It is necessary in the

case of individuals and departments so as to avoid wrong actions and activities.
Controlling involves three broad aspects: (a) establishing standards of performance, (b)
measuring work in progress and interpreting results achieved, and (c) taking corrective
actions, if required. Business plans do not give positive results automatically. Managers
have to exercise effective control in order to bring success to a business plan. Control is
closely linked with other managerial functions. It is rightly treated as the soul of
management process. It is true that without planning there will be nothing to control. It
is equally true that without control planning will be only an academic exercise.
Controlling is a continuous activity of a supervisory nature.
syllabus).
Questions:

2. What are the features or characteristics of ‘controlling’?
3. What are the aspects involved in ‘controlling’?
4. What is the function of ‘controlling’?
5. Clarify the meaning of this sentence: ‘Controlling is a continuous activity of a

supervisory nature’.
7. Motivating:
Motivating is one managerial function in which a manager motivates his men to give
their best to the organization. It means to encourage people to take more interest and
initiative in the work assigned. Organizations prosper when the employees are
motivated through special efforts including provision of facilities and incentives.
Motivation is actually inspiring and encouraging people to work more and contribute
more to achieve organizational objectives. It is a psychological process of great
significance.
syllabus).
Questions:
2. What are the features or characteristics of ‘motivating’?

3. What are involved in ‘motivating’?
4. What is the function of ‘motivating’?
5. Clarify the meaning of this sentence: ‘Motivation is actually inspiring and

encouraging people to work more and contribute more to achieve organizational
objectives. It is a psychological process of great significance’.
8. Communicating:
Communication (written or oral) is necessary for the exchange of facts,

opinions, ideas and information between individual's and departments. In an
organization, communication is useful for giving information, guidance and instructions.
Managers should be good communicators. They have to use major portion of their time
on communication in order to direct, motivate and co-ordinate activities of their
subordinates. People think and act collectively through communication.
syllabus).
Questions:
2. What are the features or characteristics of ‘communicating’?
3. What are involved in ‘communicating’?
4. What is the function of ‘communicating’?
5. Clarify the meaning of this sentence: ‘People think and act collectively through
communication’.
VII. Functions of Educational Management
Text 14
What is Educational Management?
Meaning: While Education is the provision of a series of learning experiences to

students in order to impart knowledge, values, attitudes and skills with the ultimate
aim of making them productive members of society, Educational Management is the
process of planning, organizing, directing and controlling the activities of an institution
by utilizing human and material resources so as to effectively and efficiently
accomplish functions of teaching, extension work, and research.
Nature and Scope:
The National Policies on Education seek to bring about a social, economic

and cultural development in society by focusing on human resource development
through education. Education, therefore, must have more relevant curricula, be dynamic,
and empower students to bring about desirable social changes while preserving the
desirable aspects of our existing culture.
The national developmental goals require the professional management

of education to bring about the effective and efficient functioning of educational
institutions. The scope of Educational Management is wide and includes the history and
theories of management science, roles and responsibilities of an educational manager
along with the requisite managerial skills.
Focus: 1) The study of theories of management science which define and describe the
roles and responsibilities of the educational manager and the development of
managerial skills; 2) The study of educational planning at macro levels, its goals,
principles, approaches and processes and on institutional planning and educational
administration at the micro level; 3) Decision making, problem solving, communication,
information management, and effective team building; 4) Planning of curricular and co-
curricular activities, curriculum and academic calendar; 5) Maintenance of school
records, evaluation of students’ achievement; 6) Effective allocation of financial
resources and the planning of the budgets of institutions.
Aims: 1) Achieving an institution’s objectives; 2) Improving the processes of planning,

organizing and implementing within the institution; 3) Creating, enhancing and
maintaining a positive public image of the institution; 4) Optimal utilization of human
resources (administrators, non-teaching staff, teaching staff, and students); 5) Enhancing
the efficiency and effectiveness of infrastructure; 6) Enabling job satisfaction; 7)
Creating and maintaining a congenial and cohesive atmosphere; 8) Managing
interpersonal conflicts, stress; 9) Improving interpersonal communication; and 10)
Building a relationship with the community.
The functions of Educational Management are largely based on Henry Fayol‟s 14

Principles of Management, namely: Division of work, Authority, Discipline, Unity of
command, Unity of direction, Subordination of individual interests, Remuneration,
Centralization, Scalar chain, Material and social order, Equity, Stability, Initiative, and
Esprit de corps.
(PAPER VIII UNIT-1 Educational Management - DDCE, Utkal ddceutkal.ac.in › Syllabus › MA_Education › Paper_8)
Questions:

2. Mention the functions of education as mentioned in paragraph 1.
3. What is the role of educational management in the education as mentioned in

paragraph 1.
4. Mention the requirements of education process which would bring about a

social, economic and cultural development in society?
5. What are the nature or scope of educational management?
6. Summarize the ‘aims of educational management’ using your own words in
bahasa Indonesia.
7. Summarize the ‘scope of educational management’ using your own words in
bahasa Indonesia.
8. Mention the functions of Educational Management according to Henry Fayol.
Capsulation of the functions
These functions can be encapsulated into the following 5 functions:
1. Planning: is the process of setting objectives and determining the actions in order to
achieve them. Planning is anticipatory in nature and sets priorities. It is proactive rather
than passive.
Planning asks the following questions: What? When? Where? By whom? How? while
following a series of steps:
a. Defining Objectives (setting objectives or goals);
b. Determining the current status with respect to the objectives (being aware of
opportunities);
c. Determining planning premises (analyzing the situation for external factors and
forecasting future trends; generation of future scenarios);
d. Identifying alternative (best alternative to accomplish the objectives);
e. Choosing an alternative (selecting the course of action to be pursued);

f. Formulating support plans (arranging for human and material resources);
g. Implementing the plan (action stage which also involves evaluation)
Questions:
2. What are the features or characteristics of ‘planning’?

3. Mention the steps in ‘planning’?
4. Clarify the meaning of this sentence: ‘Formulating support plans (arranging for
human and material resources)’.
2. Organising: is the process of combining the work which individuals or groups have
to perform with facilities necessary for its execution such that the duties performed
provide the best channels for efficient, systematic, positive and coordinated application
of available effort.
Organizing is characterized by:
a. Division of work or specialization: Activities are assigned to different people who

are specialists in that area, for specialization improves efficiency.
b. Orientation towards goals: it harmonizes the individual goals of employees with

the overall goals of the institution.
c. Composition of individuals and groups: individuals are grouped into departments

and their work is coordinated and directed towards organizational goals.
d. Differentiated functions: the entire work is divided and assigned to individuals so

that the organization’s objectives are achieved. While each individual performs a
different task, each one also coordinates with the tasks of others.
e. Continuous process: groups of people with defined relationships with each other
work together to achieve the goals of the organization. These relationships do
not end once the task is completed.
f. Delegation of authority: the levels of hierarchy are determined and the span of
control is determined via formal relationships.
g. Establishing a communication channel: for effective decision making,

coordination, control, supervision and feedback, motivation and redressing
problems or grievances encountered.
Questions:
2. What are the features or characteristics of ‘organizing’?
3. Clarify the meaning of this sentence: ‘it harmonizes the individual goals of
employees with the overall goals of the institution’.
3. Directing: is the art or process of influencing people such that they willingly strive
to achieve group goals. It focuses on the development of willingness to work with zeal
and confidence, provides adequate guidelines to complete the task, and motivates
individuals to achieve goals in a coordinated manner. It also focuses on exercising
leadership while determining responsibility and accountability.
Questions:

2. What the nature of ‘directing’?
3. What are the focuses of ‘directing’?
4. Clarify the meaning of this sentence: ‘It also focuses on exercising leadership
while determining responsibility and accountability.’
4. Controlling: involves measuring and monitoring performance in accordance with

plans and taking corrective action when required. It establishes performance
standards based on the objectives, measures, and reports actual performance
compares the two and takes corrective or preventive action as necessary.
Thus controlling indicates the quantum of goals achieved, the extent of deviation from
actual plans, generates accurate information, and requisite feedback. Thus controlling
focuses upon the difference between planned and actual performance.
Controlling is especially concerned with the areas of Institutional Budget (finance in
terms of income and expenditure), Institutional Supplies (stationery and material
equipment), Library (maintenance and up gradation), Teaching-learning Process,
Accounts and School Records and Discipline (staff and students).
Questions:

2. What the nature of ‘controlling’?
3. What are the focuses of ‘controlling’?
4. What can be indicated by ‘controlling’?
5. What are the concerns of ‘controlling’?
6. Clarify the meaning of this sentence: ‘It establishes performance standards based
on the objectives, measures, and reports actual performance compares the two
and takes corrective or preventive action as necessary.’
5. Evaluating: is the process of measuring and assessing the achievement of

objectives while providing an insight into strengths and weaknesses and planning for
future endeavors. Evaluation helps determine the effectiveness of plans for both
administrators and other stakeholders like teachers, staff, students and parents, as also
the extended community. It seeks to document the objectives that have been met and
to provide information to all concerned stakeholders regarding achievement,
obstacles and corrective action or improvements. Thus evaluation focuses upon Process
(how is the plan being carried out), Outcome (achievement of objectives), and Impact
(effect of the plans initiated).
In an educational setting, evaluation of the following areas is carried out, namely:

Goals and Objectives
Content: Selection, Validity, Relevance, Appropriateness
Processes: teacher activities, pupil activities, instructional material, teaching methods
Outcome: Assessment and Feedback

Questions:
2. What the nature of ‘evaluating’?

3. What are the focuses of ‘evaluating’?
4. What can be determined by ‘evaluating’?

5. What are areas are evaluated in the education setting?
6. Clarify the meaning of this sentence: ‘It seeks to document the objectives that
have been met and to provide information to all concerned stakeholders
regarding achievement, obstacles and corrective action or improvements.’
VIII. Planning
Text 15
Meaning of Educational Planning
A plan is conceptualized as a predetermined strategy, detailed scheme or

programme of action related to the accomplishment of an objective. It implies some
kind of mental activity during the course of analysing or laying out a method of
achieving something. It focuses on ‘what’, ‘why’ and ‘how’? An educational plan refers to
make efforts on planned and deliberate change to be brought about in the system of
education for achieving identified relevant objectives. Visualized in relation to specified
objectives these changes have to be coordinated in relation to objectives and conditions
in other related aspects. They have to be systematically planned. Educational planning
means the process of setting out in advance a pattern of action to bring about over all
changes as viewed by national policies by the closest possible articulation of means and
ends.
According to Hagman and Schwartz, “Planning selects among alternatives,

explores routes before travel begins and identifies possible or probable outcomes of
action before the executive and his organization is committed to any.” Educational
planning has been one of the early instruments of independent governments. Resources
have to be used as effectively and systematically as possible. A considerable amount of
pressure from both the donors of aids and international organizations made adoption of
some form of planning unavoidable. UNESCO and the World Bank become early
promoters of a functional educational planning mechanism as a condition or external
assistance. The advancement of theory of planning, has enriched its practice, After the
Second World War the principles and methods of educational development and
planning first development in the Soviet Union were adopted by the Socialist States of
Central Europe before many of them were ‘rediscovered” later in the West.
Today, educational planning is an absolute requirement. The complexities
of modern technology in society have given rise to the need for planning in education.
Increasing populations, man-power needs, ecology, decreasing natural resources and
haphazard applications of scientific developments require educational planning. To
meet these problems, educational planning becomes a necessity and planning
competence becomes mandatory. It is unavoidable for bringing about a desirable
change in the educational organizations for promoting the organizational health- its
effectiveness and functional efficiency.
Educational planning is a process utilized by an administrator while

performing the role of a leader, decision-maker, change-agent and so on. It is a basic
management task. It is a means of achieving higher levels of effectiveness. Its
uniqueness lies in its future-orientation or anticipation mode.
syllabus).
Questions:
2. Write in short the nature of ‘a plan’ based on the description in paragraph 1.
3. What do you think the meaning of: ‘It focuses on ‘what’, ‘why’ and ‘how’?’ (par.1,
line 4).
4. Explain it in Bahasa Indonesia: ‘Educational planning means the process of setting

out in advance a pattern of action to bring about over all changes as viewed by
national policies by the closest possible articulation of means and ends.’ (par.1,
last sentence).
5. What is ‘planning’ according to Hagman and Schwartz?
6. What makes the need for educational planning become increasing and
unavoidable?
7. What has made educational planning is an absolute requirement today?
8. What is educational planning according to the last paragraph?

9. Describe in short using your own words the idea of educational planning.
10. What can you conclude about educational planning based on the text above.
Text 16
Nature of Educational Planning
The following viewpoints have been utilized by the experts to understand

and explain the meaning and nature of planning.
(1) Forecasting: Educational planning is describing or defining or determining events,

conditions and needs of some future point in time. It implies forecasting or projections
of important factors in education such as number and types of students and expansion
of facilities needed for them.
(2) Interpretation: Educational planning should also call for interpretation of future’s
data and its translation into competencies or operational capabilities demanded to
maintain effectiveness under the conditions anticipated.
(3) Goals and Objectives: Educational planning is a means of generating relevant

present and future goals and objectives for the organization.
(4) Decision-Making: Educational planning is the preparation or pre-courses in the

decision making process. It is to help determine the optimal decision or choice
rendered. While educational administration is mostly decision-making, planning in
education is only the other side of it.
(5) Operations Optimization: Educational planning is operations optimization or

performance improvement. It is for the enhancement of existing conditions rather than
for those that exist in the uncertain future. It is to guide the actions of the operations. It
must result into standard operating procedures, operations manuals, administrative
guidelines or system and policies.
(6) Problem Prevention: Educational planning is a kind of contingency anticipation or

problem prevention. It should minimize the magnitude of an educational problem likely
to be encountered at some future point in time. It should spell out the procedures to
be followed if some crises or contingencies arise.
(7) Management Change: Educational planning is a part of organization renewal.

MBO, PERT and various other forecasting techniques are part of the process of
educational planning. It provides a mechanism, a model or a tool for achieving specific
objectives of an organization.
(8) Complexity Resolution: Educational planning is complexity resolution, a process for

coordination and control. It is interpreted as a means of coping with complexity or co-
ordination of facets of such projects.
Planning has been defined by Dror as “the process of preparing a set of decisions for
action in the future directed at achieving goals by optimal means.” It relates to decision-
making. Knezevich defines it as a “set of formal and rational activities that seek to
anticipate conditions, directions, and challenges at some future points in the time for
the purpose of enhancing the readiness of the personnel and organization to perform
more effectively and to attain relevant objectives by optional means.” This definition
contains four important characteristics of planning (a) future orientation, (b) goal
orientation, (c) related to performance enhancement and (d) goal achievement by
optimal means. Most people prefer to describe or define planning ‘to make plans’.
They emphasize the plans as the product of planning. If a plan has been prepared it
means that they have done planning. However, planning means more than the
development of plans. It is a process resulting into a product. But plan and the process
of preparing the plan are future-oriented. Planning seeks to gain some control over
future developments. (USI PUBLICATIONS 2/31, Nehru Enclave, Kalkaji Ext., New Delhi-110019 for Lovely Professional
University, Phagwara, 2012, syllabus).
Questions:
12. There are eight viewpoints utilized by the experts to understand and explain the
meaning and nature of planning, namely: forecasting, interpretation, goals and
objectives, decision-making, operations optimization, problem prevention,
management change, and complexity resolution.
a) Explain each viewpoint using your own words in bahasa Indonesia.
b) Support your explanation with examples of your own as necessary.
13. What do you know about MBO and PERT as parts of forecasting techniques in
planning process. Explain them?
14. Dror defines ‘planning’ as “the process of preparing a set of decisions for action
in the future directed at achieving goals by optimal means.” Can you clarify the
statement?
15. In the definition of ‘planning’ by Knezevich, at least there are four important
characteristics of planning. What are they? What do they mean? Explain them.
16. Most people prefer to describe or define planning ‘to make plans’. However,
‘planning means more than the development of plans.’ What does this mean?
Text 17
Principles of Educational Planning

The following principles of educational planning are formulated:
1. Educational planning must be one aspect of general national planning.

2. Research is planning based on system analysis.
3. Planning must be a continuous process.

4. Planning should find a definite place in educational organization.
5. Planning should take into consideration resources and establish conditions of work.
6. Planning must be realistic and practical.
7. Planning must involve active and continuing participation of all

interested individuals and groups.
8. The content and scope of planning should be determined by the needs of the
individuals and groups to be served.
9. Planning should utilize the services of specialists without allowing them

to dominate.
10. Planning should provide opportunity for all persons and groups to understand and
appreciate the plans.
11. Planning should provide for continuous evaluation.
12. Planning should have opportunity for modification for further action.
Questions:
2. Summarize the principles of educational planning using your own words in

bahasa Indonesia.
3. Clarify the meaning of this sentence: ‘Planning should utilize the services of
specialists without allowing them to dominate’.
Process of Educational Planning
Planning can be defined as “a process of taking decisions for future

actions in order to achieve predetermined objectives by optimum utilization of
available resources in a limited time frame”. Thus a pre-condition for planning is the
existence of certain objectives which need to be achieved and constraints in this
respect are time and resources. Here resources include all the three types of resources
namely physical (or material), financial, and human resources. It is said that we plan
because we have limited resources and we have to achieve our objectives within the
constraint of these limited resources.
The term “planning” is very frequently used in daily life and every person
without exception does some planning at individual level when one has to accomplish
some task. Households plan for meeting the requirements of the family within the
income available and thus plan for monthly expenditure. When planning is undertaken
at the individual or household level decision for future actions are taken by individuals.
However, this concept of availability of various hierarchical units for planning is called
the multi-level planning framework. It means the existence of hierarchy of levels of
planning with clearly defined territorial jurisdiction. Under this framework planning is
possible at national, state (provincial), district, sub-district and village level.
In the field of education in any country there can be a possibility of

developing plans at various levels. Specifically in the big countries and even in medium
sized countries the planning is undertaken at more than one level, that is, at various
hierarchical administrative units. In many countries the hierarchical units available for
planning are national, provincial, district, sub-district and village levels. It may
therefore be noted that planning for education can possibly be undertaken at these
levels.
Undertaking the planning at lower levels along with the higher units is
referred to as decentralized planning. However, if we consider the methodology of
planning for education, it may be made clear that the methodology or the steps
involved in planning remain the same, whether plans are formulated at higher level or
at the lower level.
In order plan for education, there are certain steps that are involved. These
are as follows: 1) Diagnosis of the Educational Situation; 2) Target Setting; 3)
Intervention Strategies and Activities; 4) Costing and Budget Preparation; 5)
Implementation and Monitoring Mechanism; and 6) Negotiations, Appraisal and
Approval.
Questions:
2. What is the precondition of ‘planning’?

3. What are the resources available at schools included?
4. What does ‘the multi-level planning framework’ mean?

5. At what levels are planning for education taken place in our country.
6. What does ‘decentralized planning’ refer to?
7. Can you see any difference in the methodology of planning in the education
between the plan formulated at higher level and at the lower level?
8. Mention the steps involved in the plan for education.
9. Summarize the process of educational planning using your own words in bahasa
Indonesia.
10. Clarify the meaning of this sentence: ‘Planning is “a process of taking decisions
for future actions in order to achieve predetermined objectives by optimum
utilization of available resources in a limited time frame’.
Text 18
Characteristics of Educational Planning
The following are the main characteristics of educational planning:

(1) Choice of Best Alternative: Modern educational planning is a logical systematic and
scientific process difference from the elementary kinds of procedure utilized in the past
of bringing about changes in the systems of education. Earlier ad hoc decisions were
taken by the administrators to solve immediate problems faced by them.
(2) Team Work: Modern educational planning emphasizes not that only the top
administrator or the government should be involved in planning. Planning should be a
responsibility of all people concerned with the desired change. A team of experts,
responsible people and those who are to implement the plan should determine the
goals and appropriate ways of attaining them.
(3) Social and Economic Goals: Modern educational planning emphasizes that the
goals of a democratic society should be social and economic concerned with the
welfare and progress of all citizens rather than the selfish goals of some special
interest groups. The expected goals of the society and needs of children and young
pupils in the schools and colleges should be the broad frame of reference.
(4) Co-operation: Modern educational planning emphasizes involvement of

representatives of most of the concerned sectors of the society in the process of
planning. Co-operative planning is considered an important principle of planning in all
fields.
(5) Anticipation: Modern educational planning anticipates probable developments

and needed change in future, much ahead of time so that proper facilities, supporting
media and required resources for implementing the planned change may be secured.
Thus, relevant changes and efforts are avoided and the changes are effectively
implemented.
(6) Remedial Measures: Modern-education planning is that it is remedial and

guidance-oriented. With appropriate planning procedures it is possible to identify
maladjustments or deficiencies in the system that cause educational problems.
Identifying cause of the educational problems and suggesting relevant solution is the
main objective of educational planning.
(7) Scientific Changes: Changes made on ad hoc piecemeal basis to solve immediate
problems may create some kinds of problems in course of time. Hence, modern
educational planning carefully and objectively collects data, interprets and analyses
inter-relationships between present and future needs. It also interprets analysis inter-
relatedness of the various components of the social and educational system.
Questions:
2. Mention and explain in short the characteristics of ‘educational planning’?
3. Clarify the meaning of this sentence: ‘Planning should be a responsibility of all

people concerned with the desired change’.
IX. Organizing
Text 19
Organizing Function of Management
Organizing is the function of management which follows planning. It is a function in

which the synchronization and combination of human, physical and financial resources
takes place. All the three resources are important to get results. Therefore,
organizational function helps in achievement of results which in fact is important for the
functioning of a concern. According to Chester Barnard, “Organizing is a function by
which the concern is able to define the role positions, the jobs related, and the co-
ordination between authority and responsibility.” Hence, a manager always has to
organize in order to get results.
A manager performs organizing function with the help of following steps:-
1. Identification of activities - All the activities which have to be performed in a

concern have to be identified first. For example, preparation of accounts, making
sales, record keeping, quality control, inventory control, etc. All these activities
have to be grouped and classified into units.
2. Departmentally organizing the activities - In this step, the manager tries to

combine and group similar and related activities into units or departments. This
organization of dividing the whole concern into independent units and
departments is called departmentation.
3. Classifying the authority - Once the departments are made, the manager likes
to classify the powers and its extent to the managers. This activity of giving a
rank in order to the managerial positions is called hierarchy. The top
management is into formulation of policies, the middle level management into
departmental supervision and lower level management into supervision of
foremen. The clarification of authority helps in bringing efficiency in the running
of a concern. This helps in achieving efficiency in the running of a concern. This
helps in avoiding wastage of time, money, effort, in avoidance of duplication or
overlapping of efforts and this helps in bringing smoothness in a concern’s
working.
4. Co-ordination between authority and responsibility - Relationships are

established among various groups to enable smooth interaction toward the
achievement of the organizational goal. Each individual is made aware of his
authority and he/she knows whom they have to take orders from and to whom
they are accountable and to whom they have to report. A clear organizational
structure is drawn and all the employees are made aware of it.
(https://www.managementstudyguide.com/organizing_function.htm)
Questions:

2. What is the nature of ‘organizing’?
3. According to Chester Barnard, what is ‘organizing’?
4. Mention and explain in short the steps in ‘organizing’.
5. Clarify the meaning of this sentence: ‘It is a function in which the synchronization
and combination of human, physical and financial resources takes place’.
Text 20
Organizing: Process and Means
Organizing in a general sense means systematic arrangement of

activities. In this sense, organizing is done by each individual. However, Organizing as a
process of management essentially relates to sub-dividing and grouping of activities.
Organizing becomes necessary when two or more persons work together
to achieve some common objectives. When a teacher is teaching alone, there is perhaps
no need of organizing. But organizing becomes important when teachers are teaching
in a team. In that case, it is important to determine the role of each teacher and for the
team as a whole to attain victory over the rival team.
Questions:

2. What is ‘organizing’ in a general sense?
3. What is ‘organizing’ as a process of management?

4. When is organizing necessary?
5. Why is organizing necessary?

6. Why organizing is important when teachers are teaching in a team?
7. Clarify the meaning of this sentence: ‘it is important to determine the role of each
teacher and for the team as a whole’.
Text 21
Meaning of Educational Organizing
Organizing refers to the way in which the work of a group of people is

arranged and distributed among group members. The function of organizing includes
the determination of the activities to be performed; creation of departments, sections
and positions to perform those activities; and establishing relationships among the
various parts of an organization. The purpose is to create a framework for the
performance of the activities of an organization in a systematic manner. It is important
to note that the term organization should not be used in the same sense as organizing.
Organizing is a function of management, while organization refers to a group of persons
who have come together to achieve some common objectives.
The process of organizing refers to identifying and grouping of activities

to be performed, defining and delegating authority, casting responsibility and
establishing relationships to enable people to work together effectively in
accomplishing objectives. Educational institutions may be viewed as living organisms
having a composite of characteristics and people with a variety of personality traits.
Questions:

2. What is the function of ‘organizing’?
3. What is the purpose of ‘organizing’?

4. What is the difference between ‘organizing’ and ‘organization’?
5. Mention the process of organizing.
6. Clarify the meaning of this sentence: ‘Educational institutions may be viewed as

living organisms having a composite of characteristics and people with a variety
of personality traits’.
Text 22
Process of Educational Organizing
The process of organizing consists of the following steps:
1. Determining the activities to be performed to achieve the objectives of the

organization.
2. Identification of major functions to which these activities relate.
3. Grouping and sub-dividing the activities within each function on the basis of
similarity or relatedness.
4. Establishing relationship among individuals and groups.
a. Determining the activities to be performed to achieve the objectives of the

organization
Educational organizations undertake teaching activities with a view to give

education. They may perform teaching, discipline on service activity. In an
educational organization, teaching and learning are the major activities. In
carrying out these major activities have to perform a number of other activities
such as staffing, financing, accounting, recruiting employees, etc. Since the
objectives of different organizations are different, it is therefore, necessary to
determine the activities of each organization separately.
b. Identification of major functions to which these activities relate
The next step is to identify the major functions to which these activities relate in a
educational organization. Teaching-learning, finance, and personnel are the
major functions. If the amount of work to be done in connection with each of
these functions is large, separate departments may be created for each of these
functions. Head positions will have to be created to supervise the activities of
these departments. At this stage, a list of activities relating to each function must
be prepared.
c. Grouping and sub-dividing the work within each function
In this step, it is decided how best the activities can be grouped on the basis of
similarity or relatedness. The activities of a production department, for example,
can be divided into a number of workshops where production will actually take
place. Besides, separate sections may be created for such production related
activities as quality control and repairs. The activities of other departments can
similarly be sub-divided. This division and sub-division of activities goes on till
individual positions have been created for performing all types of work in an
organization.
The reasons of dividing and sub-dividing functions and activities are as follows :
(i) The total work may be so large that it cannot be done by a single individual or
by a few persons.
(ii) If the work is divided into smaller units, it becomes easy to assign work to
individuals who have the necessary skill and knowledge to perform the work
efficiently.
d. Establishing relationship among individuals and groups
Heads divide activities to increase efficiency and to ensure that work is properly
done. The activities which are performed by persons holding different positions
must be related. The responsibility, authority, and accountability of each person
must be well defined. This is necessary to avoid conflict and confusion and to
ensure that work is performed as planned. Establishing relationships among
individuals and groups is, therefore, an important aspect of the organizing
process. It would be useful at this stage to explain the meaning of responsibility,
authority, and accountability.
(i) Responsibility: Responsibility is the obligation of a subordinate to perform

the assigned duties. When subordinate accepts duties, he has to perform those
duties in the manner desired by the superior. Duties are assigned to
subordinates when a manager has to share the work with them.
(ii) Authority: When a person is given certain duties to perform, he must be

given necessary authority also. Otherwise, he will not be able to do the work. A
typist, for example, cannot do the typing job if he is not given the right to use
facilities such as a place to sit in, a table, a chair, a typewriter, typing and carbon
papers, etc. Authority includes the right to take decision, right to issue orders and
the right to take action if orders are not carried out. An engineer responsible for
the construction of a bridge has the authority to command his subordinates,
procure the needed material, seek assistance of architects and other experts in
the completion of the project. No person should be given any authority unless
certain duties have been assigned to him. Authority should always follow
responsibility.
(iii) Accountability: After assigning duties and granting authority, one more
relationship becomes necessary. This is the relationship of accountability.
Accountability means answerability. That is, each person has to report to his
superior how the work has been done and how authority has been used.
Accountability is always upward. Each subordinate is accountable to his superior
who in turn is accountable to his own superior. In this way, every person becomes
accountable to top management. Accountability ensures that the work is done as
planned and authority is properly used. An important principle of accountability
is the principle of single accountability. A person should be accountable to one
superior only. If a person is accountable to two or more persons, he may avoid
the work or he may be in difficulty to decide whom to obey first.
Questions:
2. Mention and explain in short the steps in the process of ‘organizing’?
3. Explain the concept of responsibility, authority, and accountability, and their

relatedness.
4. What do you know about the principle of single accountability?
5. Clarify the meaning of this sentence: ‘Accountability is always upward’.

X. Directing
Text 23
Meaning
In the ordinary sense, directing means giving instructions and guiding people in doing
work. In our daily life, we come across many situations like a hotel owner directing his
employees to complete certain activities for organizing a function, a teacher directing
his student to complete an assignment, a film director directing the artists about how
they should act in the film, etc. In all these situations, we can observe that directing is
done to achieve some predetermined objective. In the context of management of an
organization, directing refers to ‘the process of instructing, guiding, counseling,
motivating and leading people in the organization to achieve its objectives’. You can
observe here that directing is not a mere issue of communication but encompasses
many elements like supervision, motivation, and leadership. It is one of the key
managerial functions performed by every manager. Directing is a managerial process
which takes place throughout the life of an organization.
Characteristics
The main characteristics of directing are discussed below:
(i) Directing initiates action: Directing is a key managerial function. A manager has to
perform this function along with planning, organizing, staffing and controlling while
discharging his duties in the organization. While other functions prepare a setting for
action, directing initiates action in the organization.
(ii) Directing takes place at every level of management: Every manager, from top
executive to supervisor performs the function of directing. The directing takes place
wherever superior – subordinate relations exist.
(iii) Directing is a continuous process: Directing is a continuous activity. It takes place
throughout the life of the organization irrespective of people occupying managerial
positions. We can observe that in organizations, the managers may change but the
directing process continues because without direction the organizational activities
cannot continue further.
(iv) Directing flows from top to bottom: Directing is first initiated at top level and flows to
the bottom through organizational hierarchy. It means that every manager can direct his
immediate subordinate and take instructions from his immediate boss.
(https://www.managementstudyguide.com/coordination.htm )
Questions:

2. What is ‘directing’ in the ordinary sense?
3. What is ‘directing’ in the context of management of organization?

4. What is the difference between ‘directing’ and other functions of management?
5. Mention and explain in short the characteristics of ‘directing’ function.

6. What do you know about the principle of single accountability?
7. Clarify the meaning of this sentence: ‘Directing is a managerial process which

takes place throughout the life of an organization’.
Text 24
Importance of Directing
The importance of directing can be understood by the fact that every action in the
organization is initiated through directing only. Directing guides towards achievement
of common objectives. Through directing, managers not only tell the people in the
organization as to what they should do, when they should do, and how they should do,
but also see that their instructions are implemented in proper perspective. Very often,
this becomes an important factor in the efficient and effective functioning of the
organization.
The points which emphasize the importance of directing are presented as follows:
(i) Directing helps to initiate action by people in the organization towards

attainment of desired objectives. For example, if a supervisor guides his
subordinates and clarifies their doubts in performing a task, it will help the worker to
achieve work targets given to him.
(ii) Directing integrates employees efforts in the organization in such a way that
every individual effort contributes to the organizational performance. Thus, it
ensures that the individuals work for organizational goals. For example, a manager
with good leadership abilities will be in a position to convince the employees
working under him that individual efforts and team effort will lead to achievement of
organizational goals.
(iii) Directing guides employees to fully realize their potential and capabilities by
motivating and providing effective leadership. A good leader can always identify the
potential of his employees and motivate them to extract work up to their full
potential.
(iv) Directing facilitates introduction of needed changes in the organization.

Generally, people have a tendency to resist changes in the organization. Effective
directing through motivation, communication and leadership helps to reduce such
resistance and develop required cooperation in introducing changes in the
organization. For example, if a manager wants to introduce new system of
accounting, there may be initial resistance from accounting staff. But, if manager
explains the purpose, provides training and motivates with additional rewards, the
employees may accept change and cooperate with manager.
(v) Effective directing helps to bring stability and balance in the organization since it
fosters cooperation and commitment.
2015-16(21/01/2015)
Questions:
2. What managers could tell to the people in the organization?

3. Mention and explain in short the ‘importance of directing’.
4. How can ‘directing’ facilitate introduction of needed changes in the organization?
5. Clarify the meaning of this sentence: ‘Effective directing helps to bring stability
and balance in the organization since it fosters cooperation and commitment’.
Text 25
Principles of Directing
Providing good and effective directing is a challenging task as it involves many
complexities. A manager has to deal with people with diverse background, and
expectations. This complicates the directing process. Certain guiding principles of
directing may help in directing process.

These principles are briefly explained below:
(i) Maximum individual contribution:
This principle emphasizes that directing techniques must help every individual in the
organization to contribute to his maximum potential for achievement of
organizational objectives. It should bring out untapped energies of employees for
the efficiency of organization. For example, a good motivation plan with suitable
monetary and non-monetary rewards can motivate an employee to contribute his
maximum efforts for the organization as he or she may feel that their efforts will
bring them suitable rewards.
(ii) Harmony of objectives:
Very often, we find that individual objectives of employees and the organizational
objectives as understood are conflicting to each other. For example, an employee
may expect attractive salary and monetary benefits to fulfill his personal needs. The
organization may expect employees to improve productivity to achieve expected
profits. But, good directing should provide harmony by convincing that employee
rewards and work efficiency are complimentary to each other.
(iii) Unity of Command:
This principle insists that a person in the organization should receive instructions
from one superior only. If instructions are received from more than one, it creates
confusion, conflict, and disorder in the organization. Adherence to this principle
ensures effective direction.
(iv) Appropriateness of direction technique:
According to this principle, appropriate motivational and leadership technique

should be used while directing the people based on subordinate needs, capabilities,
attitudes, and other situational variables. For example, for some people money can
act as powerful motivator while for others promotion may act as effective
motivator.
(v) Managerial communication:
Effective managerial communication across all the levels in the organization makes
direction effective. Directing should convey clear instructions to create total
understanding to subordinates. Through proper feedback, the managers should
ensure that subordinate understands his instructions clearly.
(vi) Use of informal organization:
A manager should realize that informal groups or organizations exist within every
formal organization. He should spot and make use of such organizations for
effective directing.
(vii) Leadership:
While directing the subordinates, managers should exercise good leadership as it

can influence the subordinates positively without causing dissatisfaction among
them.
(viii)Follow through:
Mere giving of an order is not sufficient. Managers should follow it up by reviewing

continuously whether orders are being implemented accordingly or any problems
are being encountered. If necessary, suitable modifications should be made in the
directions. (https://www.managementstudyguide.com/coordination.htm ) 2015-16(21/01/2015) 182 Business Studies
Questions:
2. What complicates the directing process?
3. Mention and explain in short the ‘principles of directing’.
4. In directing the subordinates, could a manager merely give of an order? Why?
5. Clarify the meaning of this sentence: ‘While directing the subordinates, managers
should exercise good leadership as it can influence the subordinates positively
without causing dissatisfaction among them’.
Text 26
Elements of Direction
The process of directing involves guiding, coaching, instructing, motivating, leading

the people in an organization to achieve organizational objectives. Consider the
following examples:
(i) A supervisor explains a worker about operations to be carried by him on a

lathe machine,
(ii) A mining engineer explains about safety precautions to be followed while

working in a coal mine,
(iii) A Managing Director declares share in the profits to the managers for their
contribution to enhance profits of the company, and
(iv) A manager inspires his/her employees by playing a lead role in performing
a work.
All these examples and many other activities related to directing may broadly be
grouped into four categories which are the elements of directing.
These are: (i) Supervision, (ii) Motivation, (iii) Leadership, and (iv) Communication.
Questions:

2. What are involved in the directing process?
3. Mention and explain in short the ‘elements of directing’.

XI. Coordinating
Text 27
Definition of Coordination
Coordination is the unification, integration, synchronization of the efforts of group

members so as to provide unity of action in the pursuit of common goals. It is a
hidden force which binds all the other functions of management. According to Mooney
and Reelay, “Co-ordination is orderly arrangement of group efforts to provide unity of
action in the pursuit of common goals”. According to Charles Worth, “Co-ordination is
the integration of several parts into an orderly whole to achieve the purpose of
understanding”.
Management seeks to achieve co-ordination through its basic functions of planning,

organizing, staffing, directing and controlling. That is why, co-ordination is not a
separate function of management because achieving of harmony between individuals
efforts towards achievement of group goals is a key to success of management. Co-
ordination is the essence of management and is implicit and inherent in all functions of
management.
A manager can be compared to an orchestra conductor since both of them have to

create rhythm and unity in the activities of group members. Co-ordination is an
integral element or ingredient of all the managerial functions as discussed below: -
a. Co-ordination through Planning - Planning facilitates co-ordination by

integrating the various plans through mutual discussion, exchange of ideas. e.g. -
co-ordination between finance budget and purchases budget.
b. Co-ordination through Organizing - Mooney considers co-ordination as the

very essence of organizing. In fact when a manager groups and assigns various
activities to subordinates, and when he creates department’s co-ordination
uppermost in his mind.
c. Co-ordination through Staffing - A manager should bear in mind that the right
no. of personnel in various positions with right type of education and skills are
taken which will ensure right men on the right job.
d. Co-ordination through Directing - The purpose of giving orders, instructions &

guidance to the subordinates is served only when there is a harmony between
superiors & subordinates.
e. Co-ordination through Controlling - Manager ensures that there should be co-

ordination between actual performance & standard performance to achieve
organizational goals.
From above discussion, we can very much affirm that co-ordination is the very much
essence of management. It is required in each and every function, and at each and
every stage, and therefore, it cannot be separated.
Questions:

2. What is the nature of ‘coordination’?
3. Where does Management seek to achieve co-ordination?

4. How can a manager be compared to an orchestra conductor?
5. What does this phrase mean: ‘co-ordination is the very much essence of
management’?
6. Mention and explain in short the ‘unity of coordination to other management

functions’.
7. Clarify the meaning of this sentence: ‘Co-ordination is the essence of
management and is implicit and inherent in all functions of management’.
Text 28
Coordination and Cooperation
Co-ordination is an orderly arrangement of efforts to provide unity of action in the

fulfillment of common objective, whereas co-operation denotes collective efforts of
persons working in an enterprise voluntarily for the achievement of a particular
purpose. It is the willingness of individuals to help each other.
Co-ordination is an effort to integrate effectively energies of different groups, whereas

co-operation is sort to achieve general objectives of business.
Though these two are synonymous but they are different as below:
Differences between Co-ordination and Co-operation
Basis Co-ordination Co-operation
Meaning It is an orderly arrangement of group efforts in It means mutual help willingly.

pursuit of common goals.
Scope It is broader than co-operation which includes as well It is termed as a part of co-ordination.
because it harmonizes the group efforts.
Process The function of co-ordination is performed by top The functions of co-operation are prepared by persons at
management. any level.
Requirements Co-ordination is required by employees and Co-operation is emotional in nature because it depends
departments at work irrespective of their work. on the willingness of people working together.
Relationship It establishes formal and informal relationships. It establishes informal relationship.
Freedom It is planned and entrusted by the central authority & It depends upon the sweet will of the individuals and
it is essential. therefore it is not necessary.
Support It seeks wholehearted support from various people Co-operation without co-ordination is fruitless &
working at various levels. therefore it may lead to unbalanced developments.
Therefore, existence of co-operation may prove to be effective condition or requisite for
co-ordination. But it does not mean that co-ordination originates automatically from
the voluntary efforts of the group of members. It has to be achieved through conscious
and deliberate efforts of managers, therefore to conclude we can say that co-operation
without co-ordination has no fruit and co-ordination without co-operation has no root.
(https://www.managementstudyguide.com/coordination_cooperation.htm )
Questions:
2. What is the difference between ‘coordination’ and ‘cooperation’ in general?
3. Explain the difference between ‘coordination’ and ‘cooperation’ according to the

table.
4. Clarify the meaning of this sentence: ‘co-operation without co-ordination has no

fruit and co-ordination without co-operation has no root’.
Text 29
Staffing Function of Management
The managerial function of staffing involves manning the organization structure

through proper and effective selection, appraisal and development of the personnel to
fill the roles assigned to the employers/workforce.
According to Theo Haimann, “Staffing pertains to recruitment, selection, development

and compensation of subordinates.”
Nature of Staffing Function
1. Staffing is an important managerial function- Staffing function is the most

important managerial act along with planning, organizing, directing and
controlling. The operations of these four functions depend upon the manpower
which is available through staffing function.
2. Staffing is a pervasive activity- As staffing function is carried out by all mangers

and in all types of concerns where business activities are carried out.
3. Staffing is a continuous activity- This is because staffing function continues

throughout the life of an organization due to the transfers and promotions that
take place.
4. The basis of staffing function is efficient management of personnel- Human

resources can be efficiently managed by a system or proper procedure, that is,
recruitment, selection, placement, training and development, providing
remuneration, etc.
5. Staffing helps in placing right men at the right job. It can be done effectively
through proper recruitment procedures and then finally selecting the most
suitable candidate as per the job requirements.
6. Staffing is performed by all managers depending upon the nature of business,

size of the company, qualifications and skills of managers, etc. In small
companies, the top management generally performs this function. In medium
and small scale enterprise, it is performed especially by the personnel department
of that concern.
(https://www.managementstudyguide.com/staffing-function.htm )
Questions:
2. What does the managerial function of ‘staffing’ involve?
3. What is staffing according to Theo Haimann?
4. Mention and explain the nature ‘staffing function’?

5. What are the proper procedures for human resource management?
6. Clarify the meaning of this sentence: ‘Staffing function is the most important
managerial act along with planning, organizing, directing and controlling’.
Steps involved in Staffing
1. Manpower requirements- The very first step in staffing is to plan the manpower
inventory required by a concern in order to match them with the job
requirements and demands. Therefore, it involves forecasting and determining
the future manpower needs of the concern.
2. Recruitment- Once the requirements are notified, the concern invites and
solicits applications according to the invitations made to the desirable
candidates.
3. Selection- This is the screening step of staffing in which the solicited

applications are screened out and suitable candidates are appointed as per
the requirements.
4. Orientation and Placement- Once screening takes place, the appointed

candidates are made familiar to the work units and work environment through
the orientation programmes. Placement takes place by putting right man on the
right job.
5. Training and Development- Training is a part of incentives given to the

workers in order to develop and grow them within the concern. Training is
generally given according to the nature of activities and scope of expansion in it.
Along with it, the workers are developed by providing them extra benefits of
in-depth knowledge of their functional areas. Development also includes giving
them key and important jobs as a test or examination in order to analyze their
performances.
6. Remuneration- It is a kind of compensation provided monetarily to the

employees for their work performances. This is given according to the nature of
job- skilled or unskilled, physical or mental, etc. Remuneration forms an
important monetary incentive for the employees.
7. Performance Evaluation- In order to keep a track or record of the behaviour,

attitudes as well as opinions of the workers towards their jobs. For this regular
assessment is done to evaluate and supervise different work units in a concern. It
is basically concerning to know the development cycle and growth patterns of
the employees in a concern.
8. Promotion and transfer- Promotion is said to be a non- monetary incentive in

which the worker is shifted from a higher job demanding bigger responsibilities
as well as shifting the workers and transferring them to different work units and
branches of the same organization.
(https://www.managementstudyguide.com/staffing-process.htm )
Questions:
2. Mention and explain in short the steps in staffing.
3. Clarify the meaning of this sentence: ‘This is given according to the nature of job-
skilled or unskilled, physical or mental, etc’.
Manpower Planning
Manpower Planning which is also called as Human Resource Planning consists of

putting right number of people, right kind of people at the right place, right time, doing
the right things for which they are suited for the achievement of goals of the
organization. Human Resource Planning has got an important place in the arena of
industrialization. Human Resource Planning has to be a systems approach and is carried
out in a set procedure.
The procedure is as follows:
1. Analyzing the current manpower inventory

2. Making future manpower forecasts
3. Developing employment programmes
4. Design training programmes
Steps in Manpower Planning
1. Analysing the current manpower inventory- Before a manager makes forecast

of future manpower, the current manpower status has to be analyzed. For this
the following things have to be noted-
• Type of organization
• Number of departments
• Number and quantity of such departments
• Employees in these work units
Once these factors are registered by a manager, he goes for the future
forecasting.
2. Making future manpower forecasts- Once the factors affecting the future
manpower forecasts are known, planning can be done for the future manpower
requirements in several work units. The Manpower forecasting techniques
commonly employed by the organizations are as follows:
a. Expert Forecasts: This includes informal decisions, formal expert surveys
and Delphi technique.
b. Trend Analysis: Manpower needs can be projected through extrapolation

(projecting past trends), indexation (using base year as basis), and
statistical analysis (central tendency measure).
c. Work Load Analysis: It is dependent upon the nature of work load in a

department, in a branch or in a division.
d. Work Force Analysis: Whenever production and time period has to be

analyzed, due allowances have to be made for getting net manpower
requirements.
e. Other methods: Several Mathematical models, with the aid of computers

are used to forecast manpower needs, like budget and planning analysis,
regression, new venture analysis.
3. Developing employment programmes- Once the current inventory is compared

with future forecasts, the employment programmes can be framed and
developed accordingly, which will include recruitment, selection procedures and
placement plans.
4. Design training programmes- These will be based upon extent of

diversification, expansion plans, development programmes,etc. Training
programmes depend upon the extent of improvement in technology and
advancement to take place. It is also done to improve upon the skills, capabilities,
knowledge of the workers.
Importance of Manpower Planning
1. Key to managerial functions- The four managerial functions, i.e., planning,

organizing, directing and controlling are based upon the manpower. Human
resources help in the implementation of all these managerial activities. Therefore,
staffing becomes a key to all managerial functions.
2. Efficient utilization- Efficient management of personnel becomes an important

function in the industrialization world of today. Setting of large scale enterprises
requires management of large scale manpower. It can be effectively done
through staffing function.
3. Motivation- Staffing function not only includes putting right men on right job,
but it also comprises of motivational programmes, i.e., incentive plans to be
framed for further participation and employment of employees in a concern.
Therefore, all types of incentive plans become an integral part of staffing
function.
4. Better human relations- A concern can stabilize itself if human relations develop
and are strong. Human relations become strong trough effective control, clear
communication, effective supervision and leadership in a concern. Staffing
function also looks after training and development of the work force which leads
to co-operation and better human relations.
5. Higher productivity- Productivity level increases when resources are utilized in

best possible manner. Higher productivity is a result of minimum wastage of
time, money, efforts and energies. This is possible through the staffing and its
related activities (Performance appraisal, training and development,
remuneration)
Need of Manpower Planning
Manpower Planning is a two-phased process because manpower planning not only

analyses the current human resources but also makes manpower forecasts and thereby
draw employment programmes. Manpower Planning is advantageous to firm in
following manner:
1. Shortages and surpluses can be identified so that quick action can be taken
wherever required.
2. All the recruitment and selection programmes are based on manpower planning.
3. It also helps to reduce the labour cost as excess staff can be identified and
thereby overstaffing can be avoided.
4. It also helps to identify the available talents in a concern and accordingly

training programmes can be chalked out to develop those talents.
5. It helps in growth and diversification of business. Through manpower planning,

human resources can be readily available and they can be utilized in best manner.
6. It helps the organization to realize the importance of manpower management
which ultimately helps in the stability of a concern.
(https://www.managementstudyguide.com/manpower-planning.htm )
Questions:

2. Mention the procedures of ‘manpower planning’?
3. What needs to be noted in analyzing the status of the current manpower?
4. Mention and explain in short the manpower forecasting techniques commonly

employed by the organizations.
5. Mention and explain in short the importance of manpower planning.
6. Mention the advantages of manpower planning.
7. Clarify the meaning of this sentence: ‘co-operation without co-ordination has no

fruit and co-ordination without co-operation has no root’.
XII. Controlling
Text 30
Controlling is the process of directing or guiding an activity and also

judging it. It is closely related to the elements of the administrative process, such as
planning, organizing, etc., and contribute to these elements. Control is the application
of the power and authority to hold the workers responsible for their actions. Control is
require in all spheres of the educative process, aims and objectives, teachers and
students, instruction and equipment, finance and purpose, e.g., for control of finance
we need the budget, accounts and auditing.
Aspects of Control :
Control has four aspects —the power that controls, the device of using
the power, the process of applying the power, and the purpose for using the power. For
applying control, we first determine the point where it is needed. Then, we choose the
form of power to be applied. Next, we decide about the device to be used, and finally,
we evaluate or judge the results of control to see whether its purpose has been fulfilled.
All the time we have to remember that the central purpose of control is to bring about
improvement and to promote the realization of the goals of education.
Control involves both power and devices. The power of control are legal
authority, social custom, superior knowledge of facts and principles, and personal
attitudes developed by professional training and ethics. The devices of control are
many, such as policies, objectives, budgets, salaries, accounts, building, equipment,
time-table, curriculum, methods, rules and regulations, personal records, reports,
promotion, etc. Each activity or situation has its own device of control. Thus, budget
controls expenditure, philosophy and sociology, the aims and objectives and theories
of learning control the methods of teaching. The various powers work generally in
combination with each other and one or more devices and powers may be applied
simultaneously. Educational activity is very complex, and so a large variety of devices
and powers are needed for control.
syllabus).
Questions:

2. What processes are involved in controlling?
3. Summarize the nature of control as described in paragraph 1.

4. What can you conclude from paragraph 1?
5. Mention and explain the four aspects of control.

6. What is the central purpose of control?
7. Explain this statement: ‘Control involves both power and devices.’

8. Mention and explain the power of control.
9. Mention and explain the devices of control.
10. What is meant by this statement ‘Device and power can be applied
simultaneously’.
11. What can you conclude about ‘controlling’ based on the text.
XIII. Evaluating
Text 31
Evaluating is the process of measuring and assessing the achievement of objectives

while providing an insight into strengths and weaknesses and planning for future
endeavors. Evaluation helps determine the effectiveness of plans for both
administrators and other stakeholders like teachers, staff, students and parents, as also
the extended community. It seeks to document the objectives that have been met and
to provide information to all concerned stakeholders regarding achievement,
obstacles and corrective action or improvements. Thus evaluation focuses upon Process
(how is the plan being carried out), Outcome (achievement of objectives), and Impact
(effect of the plans initiated).
In an educational setting, evaluation of the following areas is carried out, namely:
Goals and Objectives
Content: Selection, Validity, Relevance, Appropriateness

Processes: teacher activities, pupil activities, instructional material, teaching methods
Outcome: Assessment and Feedback

Questions:

2. What is the nature of ‘evaluating’?
3. What are the focuses of ‘evaluating’?

4. What can be determined by ‘evaluating’?
5. What are areas are evaluated in the education setting?
6. Clarify the meaning of this sentence: ‘It seeks to document the objectives that
have been met and to provide information to all concerned stakeholders
regarding achievement, obstacles and corrective action or improvements.’
Managing Evaluation
Evaluations serve two main functions—accountability and learning. They provide an

“account” to stakeholders about the extent to which resources are being, or were,
used efficiently and effectively, and degree to which the intended results are being, or
were, achieved. In addition, they are often intended to generate empirical knowledge
about the interventions in pursuit of given objectives: what elements of the intervention
worked, what did not work, and why. By contributing to such knowledge, evaluations
help policy makers, program managers, and other stakeholders make informed
decisions regarding policy priorities, program design and implementation, and resource
allocations.
Managing an evaluation can be challenging. Technical issues can become politicized,

and evaluators sometimes are viewed with suspicion and face resistance, a lack of
understanding, and frustration from local stakeholders, including program
implementers and program beneficiaries. Evaluations may also be difficult to
undertake because of contextual challenges such as limited availability of data, weak
program management systems, politically unstable environments, corruption, instability
and conflict, low human resource capacity, and low levels of transparency and access to
information. These issues can affect an evaluation in any setting but may be particularly
pronounced in a developing country context. The general stages and steps in this
guide should therefore be supplemented with local knowledge and expertise where
possible for the most effective management of evaluation. The terms “evaluation
commissioner” and “manager” used in this document refer to any person(s) whose
primary responsibility it is to oversee and coordinate the evaluation. Different phases
of the evaluation and associated tasks may well be managed by different people.
However, these people are likely to liaise with the person(s) with the primary
responsibility for overseeing the evaluation.
(Independent Evaluation Group. 2015. Managing Evaluations: A How-To Guide For Managers and Commissioners of Evaluations. The
World Bank Group 1818 H St., NW Washington, DC 20433 http://ieg.worldbankgroup.org )
Questions:

2. What are the main functions of evaluation? Explain them.
3. How could managing evaluation be challenging?
4. Why is evaluation sometime difficult to undertake?
5. Clarify the meaning of this sentence: ‘Different phases of the evaluation and
associated tasks may well be managed by different people’.

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English for Management—Dr. Ngasbun Egar, S.Pd., M.Pd.

ENGLISH FOR MANAGEMENT

As early as 4000 B.C., the Egyptians were aware of the importance of

Management thought is an evolutionary concept. New theories and

11. According to paragraph 5, how did the development of management thoughts

The term ‘management’ has been defined by different writers in different

6. Make your own definition of ‘management’ based on those mentioned in the

Many writers have used the term ‘administration’ to mean management.

The difference between ‘administration’ and ‘management’ is rather very

http://en.wikipedia.org/wiki/Creative_Commons Attribution http://creativecommons.org/licenses/by/2.5/ )

11. What are the Indonesian words for those in bold?

12. Mention two main differences between ‘administration’ and ‘management’.

13. According to the text which is higher in the position, ‘administration’ or

According to Theo Haimann, “Administration means overall

Whereas, management involves conceiving, initiating and bringing

The difference between Management and Administration can be

On the Basis of Usage: -

Practically, there is no difference between management and

The Figure above clearly shows the degree of administration and

15. From the definitions of ‘administration’ formulated by Theo Haimann and

17. Mention the activities involve in ‘management’.

19. Make a summary of the second table.

Educational administration and educational management

From the above definition, it is quite clear that educational administration

21. What are the Indonesian words for those in bold?

22. What is the difference between ‘educational administration’ and ‘educational

In any work organization there must be a person or a group of persons to

Management is a systematic arrangement and organization of resources

Akpan (2011) stated that for a manager to succeed,

Thus, management is not an isolated activity performed by the manager

1. What are the Indonesian words for those in bold?

3. ‘They’ in the third sentence refers to ….

7. Make your definition of ‘management’ based on those mentioned above.

The Concept of Educational Management

Educational management involves the process of forecasting and of

Babalola (2006) mentions that educational management is a concept that

From the various definitions, it can be deduced that educational

1. Planning, decision-making and formulation of educational policies, goals and

3. Mobilizing people in the educational system to work effectively toward goal

4. Planning, organizing, controlling, conducting and supervising activities in

Educational management therefore, can be defined as the process of

Educational management can be classified into two categories.

2. Internal educational management

Distinguishing educational leadership and management

stating: ‘School leaders experience tensions between competing elements of leadership,

Cuban (1988) provides a clear distinction between leadership and

This being said, leadership and management need to be given equal

Educational leadership has to be centrally concerned with the purpose or

• The difficulty of setting and measuring educational objectives.

• The presence of children and young people as the outputs or clients of

• The need for educational professionals to have a high degree of

The overriding purpose of schools and colleges is to promote effective

1. What are the Indonesian words for those in bold?

2. How would you differentiate the difference in position of ‘leadership’,

3. Show the distinction between leadership and management according to

7. What are the necessities to be a successful leader in an education institute?

To understand the functions of management, you must first examine what

Management is a process with a social element. It requires the efficient

Three key characteristics define the process of management

First, management is a process of continuing and related activities. Each

The second core characteristic of management is about it involving and

Finally, management achieves the organizational goals by working

In essence, management is about a dynamic process, with a number of