ORGANIZATION AND MANAGEMENT

AN OVERVIEW
 ORGANIZATION
• a collection of two or more people brought together to
achieve a main organizational goal or a variety of goals
• is an entity—such as a company, an institution, or an
association—comprising one or more people and having a
particular purpose.
LEGAL OR OPERATE SECRETLY
PUBLIC
PRIVATE
HYBRID
VOLUNTARY
• Generally, organizations possess some form of hierarchy and division
of labor–that is, it has some form of structure.
• This structure may be formal, such as in a publicly-traded company
where policies and procedures define who does what and how they do
it. Alternatively, the structure might be informal, such as a student-
team you join as part of a group project for a course where you agree
among yourselves who does what and how they do it.
Organizations are what we call “open systems.” An open system means
the organization has an effect on and is affected by the outside world.
An organization:
 Consists of a group of people collectively working towards a common
purpose.
 Has structure–hierarchy and division of labour
 Can be big or small
 May consist of multiple sub-organizations
• Schools, universities, institutions of adult education
and professional training are different from
organizations manufacturing public goods in two
senses.
• They are providing services
• and their core activity is educating
 MANAGEMENT OF EDUCATIONAL
ORGANIZATIONS
2 APPROACHES
1. Theory of common principles: Management has general
principles appropriate in every organization.
2. Theory of special case: The management of educational
organizations is special enough to train their leaders
specifically
Seven features can be listed that make the management of educational
organizations definitely different from that of others

a) Defining the objectives in educational organizations is

more difficult than in business enterprises. Non-profit educational
organizations do not have the clear objectives of the commercial
organizations: maximizing output and profit. Plus, they are expected
to develop individual skills, while they should educate people to meet
the norms of the society. In for-profit educational organizations
educational objectives may confront with business objectives
• b) It is difficult to tell whether education has attained its goal/objectives or
not. Success can not be measured in financial terms: sales, profit or
dividend.
• c) The fact that ’the student’ is in the center of an
educational organization causes some difficulties. Students
can be regarded as clients, but also as the raw material of
production. But students are different from industrial raw
materials. They can not be processed, and teaching and
learning are based on personal relationships, they are loaded
with individual characteristics and the result is very difficult to
predict. This human volatility makes the evaluation of
performance even more complex
• d) Teachers also have characteristics that cause difficulties for
management. Leaders and teachers of schools have common
education, professional roots, values, experiences. Plus,
teachers demand a certain amount of autonomy in the
teaching process, and their relationship with the students is
difficult to define or control.
e) The agent-client relationship of teacher and student is
different from that of other agents and clients. Student clients
have only limited opportunity to choose their teacher agents.
And satisfying students’ expectations does not always serve
their true interests.
.
• f) External factors strongly influence the decisions of
educational organizations.
• g) Many top and middle managers in educational
organizations do not have enough time to deal with
leadership issues. They often have lectures and other
education-related tasks. So their time spent on managing the
organization is limited and it has serious consequences.
 MANAGEMENT FUNCTIONS
• planning
• organizing
• staffing
• directing
• coordinating
• reporting
• budgeting
 Fayol’s management theories
• FIVE FUNCTIONS OF MANAGEMENT
• 1. Planning
• 4 components
• The desired result (i.e. goal)
• The action
• The stages
• The methods
In order to create a plan, a manager must consider the firm’s
tangible and intangible resources, work already in progress,
trends, and future events. Features of a good plan are said to
include: unity, continuity, flexibility, and specificity.
2. Organizing involves providing everything that is necessary to a plan of
action—including physical and human resources—and its activities.
3. Command is described as getting “the optimum return from all employees
of [a manager’s] unit in the interest of the whole concern.” This includes:
a. Having competent personnel;
b. Knowing personnel thoroughly;
c. Knowing the organization’s obligations to its personnel;
d. Working with other managers to ensure unity of direction and
effort among managers and personnel;
e. Setting a good example;
g. Performing regular audits of performance; and
h. Staying out of the minutiae.
4. Coordination requires ensuring that all personnel
understand their responsibilities and resources and activities
across the organization work in harmony in order to achieve
the desired goal.

5. Control consists of “verifying whether everything occurs in

conformity with the plan adopted, the instructions issued, and
the principles established.
 Fayol’s principles of Management
1.Division of work
1. Specialization helps to “produce more and better work with the same effort” by
reducing “the number of objects to which attention and effort must be directed.”
2.Authority
1. “Authority is not to be conceived of apart from responsibility, that is apart from
sanction—reward or penalty—which goes with the exercise of power”; in other
words, having and exercising authority comes with responsibility and
consequences.
2. “Useful actions [of personnel] have to be encouraged and their opposite
discouraged.” Any sanction delivered “must take into account the action itself,
the attendant circumstances, and potential repercussions” and requires “high
moral character, impartiality, and firmness.”
3. Discipline;
1. “Obedience, application, energy, behavior, and [the respecting of agreements]
…is absolutely essential for the smooth running of business.” That being said,
“the state of discipline of any group of people depends essentially on the
worthiness of its leaders”; Fayol states that any problem with discipline
“mostly results from the ineptitude of the leaders.”
2. Agreements between management and personnel should “be clear and, as far
as possible, afford satisfaction to both sides.”
4. Unityof command;
1.“For any action whatsoever, an employee should
receive orders from one superior only… Should it
be violated, authority is undermined, discipline is in
jeopardy, order disturbed, and stability threatened.”
2.This principle is emphasized as being especially
important.
5. Unity of direction
1. A group of activities with the same objective should have one plan
and one person in charge. This is “essential to unity of action,
coordination of strength, and focusing of effort.”
6. Subordination of individual interests to the general interests
2. Everyone should work in the combined best interests of everyone
involved rather than in their own best interests.
3. Managers can influence positive behavior through: “firmness and
good example,” “agreements as fair as is possible,” and “constant
supervision.”
7. Remuneration
1.Remuneration is dependent on a number of factors, but “it
should be fair and, as far as is possible, afford satisfaction
both to the personnel and firm.”
8. Centralization
2.“The question of centralization or decentralization…is a
matter of finding the optimum degree for the particular
[decision/task]” and the capacity and/or preferences of the
manager.
9. Scalar chain (line of authority)
1. Authority should move from the top down in order to maintain unity of command, but
lateral communication is possible if superiors are aware of and support it.
2. The line of authority should be as short as possible.
3. “It is an error to depart needlessly from the line of authority, but it is an even greater
one to keep to it when detriment to the business ensues.”
10. Order
4. Materials must have “a place appointed for each thing and each thing must be in its
appointed place.” Places should also be “suitably arranged” and “well chosen.” This is
to avoid “useless handling, lost time, [and] risk of mistakes.”
5. In addition, there should be “an appointed place for every employee” and each
employee is suitable for their place.
6. Charts or plans are recommended in order to organize materials and people.
11. Equity
7. Managers should “strive to instill [a] sense of equity” throughout their chain of
command and use “equity and equality of treatment” when dealing with employees.
12. Stability of tenure of personnel
1. “Instability of tenure is at one and the same time cause and effect of bad
running.” In the case of personnel, they should be in a position long enough to
have time to “render worthwhile service”; if not, “the work will never be
properly done.” But, like all other principles, it’s “a question of proportion”;
tenure can also be too long.
13. Initiative
2. “It is essential to encourage and develop [initiative],” but to also ensure
“respect for authority and for discipline.” “Other things being equal…a
manager able to permit the exercise of initiative on the part of subordinates is
infinitely superior to one who cannot do so;” and
14. Esprit de corps
3. “Harmony, union among the personnel of a concern, is great strength in that
concern” and “effort…should be made to establish it.”