The document discusses the control process in educational management. It defines control as the fifth stage of the management process that assesses deviations from plans and takes corrective actions. The control process involves establishing standards, measuring performance against standards, comparing outcomes, and making corrections for any deviations. The objectives of control are to evaluate why deviations occur, correct issues, and prevent future deviations to improve organizational performance.
The document discusses the control process in educational management. It defines control as the fifth stage of the management process that assesses deviations from plans and takes corrective actions. The control process involves establishing standards, measuring performance against standards, comparing outcomes, and making corrections for any deviations. The objectives of control are to evaluate why deviations occur, correct issues, and prevent future deviations to improve organizational performance.
The document discusses the control process in educational management. It defines control as the fifth stage of the management process that assesses deviations from plans and takes corrective actions. The control process involves establishing standards, measuring performance against standards, comparing outcomes, and making corrections for any deviations. The objectives of control are to evaluate why deviations occur, correct issues, and prevent future deviations to improve organizational performance.
Reporter Professor Discuss the following: Control Process Establishing standards and measuring performance Taking corrective actions Types of controls Criteria in making controls effective
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Control Process
Control process is the last managerial
function and takes place after the fulfilment of all others managerial functions.
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Control Process
In practice, however, control is connected more to the
planning because: First, planning determines the targets and the methods for their achievement, while control investigates the point up to which those will be implemented. Second, control helps, through the feedback system, the management of an organization in the decision-making process and the determining of new plans, aimed at the further improvement of organizational efficiency.
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Definition of “Control”
The role of a manager involves designing-
planning, decision-making, organizing, directing- leading and controlling. From this sequence, it is evident that control is the fifth and last stage of the management process and takes place after all other functions have been completed.
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Definition of “Control” In practice, though, control is closely related to the stage of designing-planning, as: Firstly, designing-planning establishes the objectives and the methods to be used, while control examines the degree to which those objectives have been met. Secondly, control helps the organization’s management make new decisions and establish new designs-plans via the feedback process so as to further improve efficiency (Schermerhorn,2011). Theories and Principle of Educational Management 5 Definition of “Control” • Since the concept of control is often related to and mistaken for “coercion” and “disciplinary enforcement” in everyday life, it is therefore essential to provide a brief analysis of this term. • From a managerial point of view, “control” does not constitute a type of disciplinary action, meaning that it has no punitive denotation nor does it constitute a process of submission (Giglioni & Bedeian,1974).
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Definition of “Control” • It means much more than the mere identification of mistakes. • As Fayol (1949, p. 107) pointed out long ago, control means that everything in an organization was performed in accordance with established principles and rules.
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Definition of “Control” • In education, for example, school directors had the authority to control the conduct of both teachers and students in accordance with pertinent school regulations. • The above concise analysis can help us define the control process as a management activity intended to assess deviations from the predetermined desired performance. • This information too will allow corrective measures to be taken so as to either improve future performance or readjust the organization’s initial designs-plans.
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Objectives of Control According to the above definition, it can be ascertained that control is exercised on individuals, objects and activities in all levels of the hierarchy. Thus, the control process is a duty of all managerial levels, ranging from top management all the way to supervisors of smaller groups of employees (Child, 2015; Drummond, 2001; Koontz, O’Donnell, & Weihrich,1982; Mullins, 2010; Zimmerman, 2010).
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Objectives of Control In addition, the objective of this function is to: Assess when and why the deviation from the established plan occurred, which constitutes an assessment of the organization’s current state. Correct deviations and causes of final outcomes as compared to initial pre-dictions which are rewarded or reprimanded accordingly. Take preventative measures, so as to prevent such deviations in the future, taking measures that will contribute to performance enhancement. Theories and Principle of Educational Management 9 Objectives of Control In addition, the objective of this function is to: Assess when and why the deviation from the established plan occurred, which constitutes an assessment of the organization’s current state. Correct deviations and causes of final outcomes as compared to initial pre-dictions which are rewarded or reprimanded accordingly. Take preventative measures, so as to prevent such deviations in the future, taking measures that will contribute to performance enhancement. Theories and Principle of Educational Management 10 Significance of Control What makes the control process so indispensable in a typical organization? It is asserted (Child, 2015; Hicks & Gullett, 1976(cited by Mullins, 2010, p. 674); Lucey,2005; Zimmerman, 2010) that the significance of control lies in the unexpected problems that might arise and lead to unfavourable situations during the operation of an organization, causing substantial deviations from the desired or planned outcomes.
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Significance of Control Also, control can significantly contribute to the motivation of employees since, as supported by Dubrin (1997), the accurate measurements provided by the control process can offer an opportunity for motivated and competent employees to aim for distinction in their field of work and remunerated for their effort.
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Significance of Control Finally, it is also supported (Bouradas,2001; Child,2015; that the Drummond,2001; McKenna,1998(cited by Mullins,2010, p. 669)) significance of control can be attributed to the following reasons: The establishment of objectives and ways of achieving them, which obviously depends on predictions and hence future uncertainty The fact that individuals might have beliefs, needs and attitudes that do not always coincide with the organization’s objectives and aspirations Theories and Principle of Educational Management 13 Significance of Control The detection of poor functioning, since ignoring operational weaknesses and problems might place the organization in an unfavorable position The complexity of the organization, which comprises of numerous individuals, specialities and processes and which calls for a mechanism of coordinated action and a more effective system of information management The measurement and evaluation of outcomes, a fundamental prerequisite for competent individuals in an organization to experience a feeling of success Theories and Principle of Educational Management 14 Control Process The control process resembles the designing-planning process and consists of four stages (Child,2015; Koontz et al., 1982; Zavlanos, 1998; Zimmerman, 2010):
1. Establishing Performance Standards
Performance standards are related to the organization’s objectives and constitute the foundation (or measuring unit) for the evaluation of outcomes.
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Control Process 2. Performance Evaluation After performance standards have been established, the measurement of outcomes will be attempted. Managers usually employ four methods of data collection in order to measure actual performance: 1. personal observation, which provides first-hand information regarding the real status of the organization; 2. statistical reports and oral reports which are developed over the course of meetings or discussions with colleagues; and 3. written reports, which are the result of substantiated documented proposals from their staff members (Child, 2015; Kanellopoulos, 1995; Koontz et al., 1982; Mullins, 2010; Zimmerman, 2010).
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Control Process 3. Comparing Outcomes to Standards In this stage, the real outcomes are compared to the standards. This comparison helps the managers to identify any deviations that may arise from the desired outcomes. 4. Correction of Deviations If negative deviations are documented during the previous control stage, then management is called to take corrective action to rectify them.
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Corrective Action Corrective action is an aspect of quality management that aims to rectify a task, process, product, or even a person’s behavior when any of these factors produce errors or have deviated from an intended plan. Corrective actions can be thought of as improvements to an organization to eliminate undesirable effects. Corrective actions can apply to an entire project when the deliverables, whether tangible or service, deviate from the required output. Theories and Principle of Educational Management 18 Corrective Action • In HR for higher education institutions in particular, corrective action also applies to individual employees and functions to communicate to the individual what aspects of attendance, unacceptable behavior, or performance require improvement.
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Corrective Action What Is the Difference Between a Correction and a Corrective Action? Essentially, a correction is fire-fighting: It is a reactive and more immediate response to an issue or the containment of a problem. For example, as you’re washing dishes, you knock over the bottle of dish soap. In response, you right the bottle and wipe up any spilled soap — that’s a correction. Theories and Principle of Educational Management 20 Corrective Action • If you knock the bottle over everyday, you need to find a better place for the bottle, and therefore you need a corrective action. • A corrective action should be a more thoughtful response to a problem, one in which you investigate the underlying cause, consider a remediative plan, and then document and implement the plan.
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Corrective Action What Is Involved in Corrective Action? Corrective action is commonly used in HR in higher education institutions when employees fail to meet performance standards and behave appropriately in the workplace. Corrective action is a formal way of outlining the need for behavioral change. Corrective actions can include an oral warning, a written warning, suspension without pay, reduction of pay within classification, demotion to a lower classification, and, finally, dismissal. Theories and Principle of Educational Management 22 Corrective Action What Is the Corrective Action Process? The corrective action process helps you create, implement, and verify your corrective action plan. • The process can be described in a simpler way: Step 1: Describe the what, where, when, and why. Describe the desired outcome and how the problem can be fixed. Step 2: List the individuals responsible for taking corrective actions, how they report on progress and problems, to whom they reportproblem or deficiency. Explain the who,, and when they report. Theories and Principle of Educational Management 23 Corrective Action Step 3: Create measurable, achievable solutions with realistic deadlines that focus on the root cause. Step 4: Implement your actions and manage those actions to completion. Step 5: Close out the corrective action process with a debrief to determine what was done and to inform the team of changes. Step 6: Capture lessons learned for future problems and projects. Theories and Principle of Educational Management 24 Corrective Action Step 3: Create measurable, achievable solutions with realistic deadlines that focus on the root cause. Step 4: Implement your actions and manage those actions to completion. Step 5: Close out the corrective action process with a debrief to determine what was done and to inform the team of changes. Step 6: Capture lessons learned for future problems and projects. Theories and Principle of Educational Management 25 Types Of Control Management can implement controls before an activity commences, while the activity is going on, or after the activity has been completed. The three respective types of control based on timing are: 1. feedforward/Preliminary control 2. Concurrent control 3. Feedback control
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Types Of Control 1. Feedforward Control • Feedforward control focuses on the regulation of inputs (human, material, and financial resources that flow into the organization) to ensure that they meet the standards necessary for the transformation process. • Feedforward controls are desirable because they allow management to prevent problems rather than having to cure them later. Unfortunately, these control require timely and accurate information that is often difficult to develop. Feedforward control also is sometimes called preliminary control, precontrol, preventive control, or steering control.
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Types Of Control 2. Concurrent (or simultaneous) control which takes place under the direct super-vision of senior managers during the working operation of an activity. This type of control helps the management correct several problems throughout their actual performance. A school director, for example, who has found irregularities in the latest syllabus or the misconduct of a member staff, can proceed to take corrective action so as to improve the situation in the future.
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Types Of Control 3. Feedback (or output) control which is conducted upon completion of an activity. This type of control can provide guidelines for the organization’s future operation but cannot alter the already achieved outcomes.
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Criteria in Making Controls Effective 1. Integration with Planning: First, to be effective, control systems should be integrated with planning. Fig. 17.10 shows one way in which this can be done.
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Criteria in Making Controls Effective 2. Flexibility: This means that the control system itself must be flexible enough to accommodate change.
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Criteria in Making Controls Effective 3. Acceptance by Members of the Organisation: The effectiveness and efficiency of controls largely depend on the acceptance by the members of the organisation. Doing the right thing and doing things right both require people; controls are unlikely to work unless people want them. If controls are to be accepted, it is important that people clearly understand the purpose of the system and feel that they have an important stake in it, more so when new systems are established.
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Criteria in Making Controls Effective People resent controls, especially those considered excessive. Excessive controls create the impression that people are not treated to act on their own. Both too many and too few controls can lead to frustration and lack of motivation. Controls that appear to be arbitrary or unnecessary can have demoralizing (damaging) effect on the employees. Moreover, at times the standards set by management may be perceived as being unreasonable or unfair.
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Criteria in Making Controls Effective 4. Focus on Critical Activities: The proper activities should be controlled. When people recognize that certain specific areas will be monitored and compared to some standard, their behaviour is likely to be channeled toward the standards set. Critical control areas (points) include all the areas of an organization's operations that directly affect the success of its key operations such as sales, revenue, expenses, inventory levels, personnel turnover, safety for people and other assets, etc. Theories and Principle of Educational Management 35 Criteria in Making Controls Effective Furthermore, each manager will have his (her) own critical areas to control. The focus should be on those areas where failures cannot be tolerated and the costs in time and money are excessive. It may also be noted that management has to frequently balance control systems to assure that controlling one activity does not cause another to get out of control.
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Criteria in Making Controls Effective 5. Timeliness: Another characteristic of an effective control system is that it provides performance information in a timely way. Timeliness does not necessarily mean maintaining a time schedule for exercising control. It simply means exercise of control mechanisms (or tech nique) as and when required.
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Criteria in Making Controls Effective For control to be effective it must report deviations in time to allow management to take corrective action. Timely information, like accurate information, must be provided to those in charge so as to make controls effective. Giving managers excessive or irrelevant information is as serious a problem as is inadequate information.
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Criteria in Making Controls Effective 6. Economic Feasibility: Control benefits should outweigh costs. In other words, control should be cost-effective. Thus the costs of the control system have to be weighed against the benefits it can return.
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Criteria in Making Controls Effective 6. Economic Feasibility: Control benefits should outweigh costs. In other words, control should be cost-effective. Thus the costs of the control system have to be weighed against the benefits it can return.
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Criteria in Making Controls Effective 7. Accuracy: Information must be accurate if it is to be useful. This point is directly related to our discussion of feed forward controls, used in diagnosing a deviation. Since control systems are important indicators of progress and are the basis for corrective reactions, care has to be taken to ensure that control measurements are accurate. Yet measurements are often imprecise, and errors are often made in interpreting and reporting control results.
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Criteria in Making Controls Effective Controls that offer inaccurate assessments feed decision- makers the wrong input, which will cause them to produce, incorrect responses (lack of action or inappropriate action and the waste of resources that go with both). For instance, a manager may report that goals are not being met because he does not have even manpower to work with. Investigation may, however, reveal that there was adequate labour available but the methods used were inappropriate. So control systems have to be as accurate as possible.
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Criteria in Making Controls Effective 8. Ease of Understanding: The control process should be simple so that it can be easily understood and applied. Complexity often means lack of understanding. Controls often become complex because various persons are responsible for creating, implementing and interpreting them.
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Criteria in Making Controls Effective Overlapping authority is likely to cause confusion and unnecessary duplication or multiplication of effort. Complexity can also result when control users focus on the mechanics and techniques of control to the complete neglect of the purposes of controls. This usually happens when one control leads to another.
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