UNIT 1

AN EDUCATION ADMINISTRATOR

(p 1) Educationadministration generally refers to the work and positions

within a system of education that are not directly involved in the education of
students. In other words, education administrators are those people who work at a
school or school district in a managerial capacity but are not teachers, such as
principals, vice principals, and school district administrators. These administrators
typically work to ensure teachers are able to do their jobs and are properly
instructing students as well as managingbudgetary issues for a school and district,
and setting curriculum standards and achievementgoals for students in a district.
Education administration is typically performed by people who were previously
teachers or by other individuals with a degree in education.

(p.2) Individuals involved in administration typically work at schools or

within a school district in public education. While private schools and post-
secondary education institutions, such as colleges and universities, also have
education administrators, these individuals will have different concerns than those
working in public education Administration in education within the private sector
will typically involve budget analysis and ensuring students meet certain goals
and expectations, though there will typically be less pressure from regional or
national government. Administrators working at public schools and districts often
have to meet government standards and goals.

(p.3) Education administration takes place within individual schools,

typically represented by principals and vice principals. These individuals are
responsible for ensuring a school operates properly, typically setting and
overseeing budgets for the school, dealing withseverebehavioural issues at the
school, and ensuring satisfactory performance from teachers and students. They
may spend time in classrooms observing teachers and students to ensure
classrooms are running smoothly, though they will not typically actually teach a
class. Many of these administration individuals are former teachers who have
worked their way up to higher positions, and may be working toward a position at
the district level.
 (p.4) District education administration is typically involved in ensuring the
various schools within a district are running properly. Administrators at this level
may be former teachers and principals, though they could also be individuals with
master's or doctoral degrees in Education. They often will be responsible for
ensuring budgets are set properly and being met by the various schools within the
district. District administrators are also responsible for hiring and firing teachers,
though principals are often involved in this type of decision making. Education
administration at the district level also is typically responsible for
settingcurriculum standards and goals for students and teachers.
 UNIT 2

A SCHOOL ADMINISTRATOR DO

(p.1) The job duties of a school administrator usually depend on their

actual role within an education system. Principals, assistant principals, and school
superintendents work closely together, and they all perform administrative duties.
Typically, these duties include planning curriculum, planning school budgets, and
meeting parents and other members of the community to help achieve common
community goals for their specific school system.

(p.2) Most of the time, budgeting is handled by the office of a

superintendent, however, budgeting will normally require input from school
school principals. Their budgets will earmark certain funds for recreation
activities, educational tools, and teacher salaries. Different jurisdictions manage
their school systems in varying ways, but often a single school district will receive
funding from many different levels of government including regional, federal, and
state. Most of the time, it is the responsibility of a school administrator to
determine how to best allocate these funds.

(p.3) Decision-making regarding school curriculum is another important

responsibility of a school administrator, and these decisions may have long-lasting
implications. Books and related learning tools to advance a core curriculum are
often very expensive, and any chosen curriculums will usually stay in place for
several years. It would be a poor reflection on a school administrator if a
curriculum were chosen and then had to be abandoned due to poor performance.
Most of the time, principals and superintendents discuss curriculum changes with
teachers, because teachers can often better evaluate learning resources.

(p.4) Another important responsibility of a school administrator is dealing

with problems that may arise between parents, students, and teachers. Most of the
time, school counsellors first address these issues, but in many cases, a principal
or an assistant principal may need to become involved. When it becomes
necessary for an administrator to get involved in counselling decisions, it is
usually due to problems associated with student behaviour.

(p.5) Most school systems have a hierarchy in place, with the li

superintendent having top ranking of authority. Directly below superintendent
levels are principals, and then assistant principals. All other employees within a
school system fall under their direct administrative control.

(p.6) The salary expectation for a school administrator varies greatly by

geographic location and experience. In the United States (US), the average salary
for a school principal is about $95,000 US dollars (USD), $75,000 USD for an
assistant principal, and as much as $155,000 for a college dean. A superintendent
of schools is typically an elected position, and the electing body usually
determines salary
 UNIT 3

THE DIFFERENT TYPES OF ADMINISTRATION JOBS

(p.1) Education administration jobs can be found at all levels in the field of
education, from colleges and universities to preschools and early childcare
facilities Most administrators are current or former educators themselves. In
addition to their leadership roles in traditional educational institutions,
administrators can also work at several other types of establishments, including
correctional facilities and some cultural organizations, like museums.

(p.2) Employees at many colleges and universities fill numerous education

administration jobs. There are many potential positions at this level. Some
administrators work directly with students, while others focus more on either
academic areas or other traditionally administrative duties. Higher education
faculty members, including department chairpersons, are also usually considered
administrators. Other examples of these jobs include deans of students,
admissions directors, and financial and directors. The registrar and the director of
development might also be considered examples of education administrators.

(p.3) Principals and assistant principals are the two primary education
administration jobs in most high, middle, and elementary schools. Principals
oversee the daily operation of their schools, interacting with students, teachers,
and other administrative staff members. They normally have external
responsibilities as well. Many schools rely on assistant principals to help with
obligations that cannot be fulfilled by the principal alone. In addition, there are
other secondary school administrators who work in public, private, and parochial
school systems. They might also work for a particular school district, or for a
city's department of education.

(p.4) Not all programs, however, are directed by principals or college faculty
members. In both secondary and post-secondary institutions, many education
administrators specialize in a particular field. For example, career counselling,
special education, and athletics are just some of the areas that generally require
the expertise of education administrators.

(p.5) Education administration jobs that involve working with young

children typically require a background in early childhood education. Those
professionals tend to work for preschools and day-care centres. In most cases, the
education administrator is the director of the facility. He or she usually supervises
the teachers and any other support staff members.

(p.6) Like teachers, education administrators normally work according to

their institution's academic calendar. The working hours vary, but they tend to
work full-time, at least five days per week. As far as background and experience,
these positions typically require a master's degree or higher. Individuals with
teaching experience, or other administrative experience, are usually more likely to
obtain lucrative education administration jobs.
 UNIT 4

A MANAGER

(p.1) A manager is a person whose job it is to oversee aone or more

employees, divisions, or volunteers to ensure that they carry out certain duties or
meet specific group goals Managers can be formal or informal. They are most
common within corporations, but are can be found in most any situation where
there is a need for a leader to head up individual projects.

Overarching Duties and Roles

(p.2) Nailing down a manager's specific job duties or performance

requirements can be somewhat tricky since the job title involves so many different
kinds of work Every manager is at his or her core a leader, though, which is where
most responsibilities originate Planning and group-based organization are key
parts of the job, supervising. mentoring, and motivating lower-level workers is
important, too.

(p.3) A manager is often called upon to act as the outward "face of the people
he or she supervises. It is often the case that leaders need to drum up support for
their team's work, often by building connections with outsiders. This sometimes
comes in the form of fundraising but can also concern publicity or political
support.

Tiers of Responsibility

(p.4) In large companies management is usually divided into three tiers,

namely, upper or senior level leadership, middle management, and lower-level
supervision The "lower" tier includes managers who operate at basic levels of
commerce or function Mid-level leaders typically oversee those in more junior
positions, and also usually generate reports for senior leaders People in the top
tiers are usually the overarching bosses Most are also members of the corporate
board of directors and as such are responsible for making key decisions on matters
of funding, accountability, and profit distribution.
 (p.5) When most people think of managers in the corporate sense, they are
thinking about the middle tier. Middle-management can include supervisors that
field large territories and solve problems within the lower-management tier. These
people are essentially the bosses of the leaders in the lower tier. A leader at this
level might make tactical decisions about how to best handle challenging
situations that arise within departments, divisions, or even between individual
employees. Leaders are also responsible for reporting to upper-management,
though in some industries this function has largely been replaced by automation
technology. In these cases, the job of the middle leader is to properly input data
and reporting claims, but he or she may not actually have to meet with higher-ups
very often.

(p.6) The upper tiers, while more prestigious, are often a lot smaller and tend
to involve less hands-on work. These executives are usually tasked with
overseeing and guiding the business to success by making strategic long-term
decisions based on analysing data and extrapolating plans of action that address
relevant issues while improving the bottom line

Commercial Stores and Franchises

(p.7) In commercial franchises like fast food restaurants, a retail manager

ensures that daily business functions smoothly If an employee calls in sick, if
there is a problem with stock or deliveries, or if a customer has an issue, a good
manager will take care of the problem quickly by assigning someone to it or by
addressing it personally. Decisions made at this level are normally short-term and
geared towards basic operational needs.

Office Management

(p.8) In the case of a small, family-owned business there may be a "low

level" office manager that reports directly to the owner of the company. This
person might be responsible for a variety of duties commonly divided into
individual departments in larger companies. These duties might include
accounting, shipping, and customer service, where more junior employees carry
out most of these tasks. This person might also double as accountant, head sales
representative or buyer, for example.
 (p.9) It is also common to find office managers in large companies, though in
this context the job is mostly secretarial. Large-scale office managers are usually
in charge of secretarial pools, and oversee assignments and productivity concerns
of administrative staff. These jobs are often quite competitive, and typically pay
well when compared to other administrative positions.

Selection and Hiring Criteria

(p.10) There is not usually any sort of formula for what it takes to become a
manager. It is often the cases that managers are promoted from within that is, they
are selected based on their proven aptitude as a member of a certain team-but not
always. Particularly in larger corporations, managers may be selected based on
their leadership potential or proven ability. A number of business schools offer
management tracks to educate people to fill upper-level positions even in
industries that they otherwise have no experience with. Much depends on the
needs of the company, the potential of the candidate, and the specifics of the
position.
 UNIT 5

A LEADERSHIP MANAGEMENT

(p.1) A manager who is also a leader is an asset to any company. Being able
to not only manage others, but also to inspire them to work their hardest is a great
characteristic for any manager to have. Leadership management is being able to
use leadership skills in a management position.

(p.2) Some people may feel that it is impractical to be both a leader and a
manager, claiming that they are two different jobs. Managers are in charge of
getting work done, being in control, emphasizing procedures and rules, and
making decisions. Leaders are team players, working with others to achieve goals.
However, by combining the two roles, it is possible to inspire employees to
overcome challenges and increase productivity, thus getting more work done.
Also, employees who feel like part of a team instead of subordinates are more
likely to follow rules and guidelines.

(p.3) Leadership management can be applied by anyone who is in a position

of leading others, even those not specifically in managerial positions. The best
way to succeed in this management style is to view yourself as part of the team,
and not as the person who controls the team, although you technically are in
charge. This may mean improving communication skills, making it easier not only
for your ideas to be understood but for you to understand the ideas of others. Pay
attention to the feedback your employees offer; they often have a clear
understanding of what needs improvement, and ideas on how to best implement
any changes that may be necessary.

(p.4) Leaders often have a vision that they are trying to achieve. In the
workplace, this may be a completed project, an improvement in productivity, or
simply a new way of doing things. Managers are in the unique position of being
able to realize these goals in the workplace. Using a leadership management style
can create a workplace environment where people feel like equals. An employee
who doesn't feel like a subordinate is more productive and more open to
constructive criticism, knowing that their hard work and willingness to improve is
helping to achieve a common goal. Tapping into the spirit of teamwork is one of
the best ways to energize employees.

(p.5) In the high stress, high speed, and complex work environments of the
technological age, it is easy for employees to feel like they aren't noticed amongst
the office hierarchy. An employee who feels invisible may become disheartened,
and may even cease caring about the quality of their work. A manager who leads
his or her employees, rather than simply being their boss, can make a worker feel
noticed again. Leadership management is a effective tool to bring lost employees
back on board, and pave a path to a better workplace for everyone.
 UNIT 6

A GRADUATE MANAGEMENT TRAINEE DO

(p.1) A graduate management trainee is an individual who has successfully

completed an undergraduate college degree program and who is receiving on-the-
job trenning while taking part in a management program that may last for weeks,
months or even years. Finance firms, manufacturing companies and marketing
corporations are among the types of businesses that typically employ management
trainees. While many employers require applicants for managerial roles to have
both academic credentials and experience, a graduate management trainee can be
fast-tracked into a supervisory rote regardless of his or her experience level.

(p.2) In many instances, a graduate management trainee spends some time

working alongside company workers who are employed in a variety of different
entry level jobs. Managers are generally required to thoroughly understand the
tasks performed by lower level employees; often, trainees learn these details by
working with these employees during the training process. Aside from learning
about the functions performed by different individuals, the trainee can also gain
an understanding of the way that the different job families fit together within the
company's internal structure.

(p.3) Mangers must hire, coach and terminate employees which means that
people employed in these roles must have good interpersonal skills. During the
training process, a graduate management trainee may work alongside human
resources (HR) professionals during which time these individuals are taught about
the firm's procedures for handling employee disputes. Additionally, HR
representatives provide the new recruits with techniques and strategies for
managing people and improving team performance. Some employers have an
employee code of conduct that all workers are required to comply with and a
graduate management trainee must be familiarized with such rules during the
training process.
 (p.4) Aside from managing people, managers must handle staff budgets.
Many graduates involved in these programs gain some knowledge of budget
control while at college since management trainees are often individuals who
studied business administration, marketing or finance while at college.
Nevertheless, procedures for budgetary controls vary from employer to employer
so people involved in these programs are taught about the company's specific
practices and regulations.

(p.5) Managers often represent the company as a whole during meetings with
clients and outside business partners. Those involved in a graduate management
trainee program must learn about the company's corporate culture and company
values. Many firms require managers to conduct themselves in a certain manner
while dealing with clients. Additionally, people employed by different firms have
varying degrees of autonomy to make decisions about pricing products, hiring
employees or controlling day to-day operations. Trainees learn about the firm's
specific protocols and expectations during these sessions.
 UNIT 7

THE DIFFERENT TYPES OF MANAGEMENT STYLES

(p.1)There are four generally accepted management styles. These include telling
and directing, delegating, participating and supporting, and coaching and selling.
Each style has its proper time and place The goal is to analyze each separate
situation, and determine which business management style fits best

(p2) Choosing the proper management style requires weighing tasks and
relationships. There are leaders who focus equally on both tasks and relationships,
while others focus on neither. To decide between tasks and relationships, leaders
must first analyze the needs of their subordinates

(p.3) For instance, new recruits at an Army bootcamp facility need a directive
leader who is charismatic and unafraid of doling out orders This type of
management style is known as telling and directing The leader makes all the rules,
delegates all the tasks, and closely supervises everybody's performance. This style
is one featuring high task and low relationship

(p 4) The opposite of telling and directing is delegating, which is low task and low
relationship There is very little leadet involvement in this management style
Instead, the leader hands a team of individual an entire project and then allows
them to figure out how to complete it. An example of this style is a mangger who
allows his or her employees to work from home as telecommuters

(p.5) Participating/supporting and coaching/selling are the most widely praised

management styles. Both of these management styles feature a high focus on
relationships They differ in that participating and focusing is low task, while
coaching and selling is high task.
(p.6) In a participating and supporting management style, both the leader and the
subordinate participate in the decision-making process. An example of this style is
that of a laboratory director leading his lead research biologist He actively seeks
out the biologist's input but otherwise allows his subordinate to define the tasks
that must be completed This management style is not task specific

(p.7) The coaching and selling style is very task specific, and the leader continues
to define goals and delegate tasks. Unlike the directive and delegating styles,
however, the coaching style allows for greater two-way communication. The
leader accepts advice and in turn offers encouragement

(p 8) Of the four management styles, the coaching and selling style is ranked best
for general employment situations. Ideally, a manager should focus heavily on
both tasks and relationships. Keep mind though that the other three management
styles still have their use, and the warranted style depends on the specific
situation.