Management and Organizational Theories: Pros and Cons

Management and Organizational Theories: Pros and Cons Task 1 Evaluate the contributions, strengths and weaknesses of the following three major schools of thought in management and organizational theories: (E1 – PC 1.1) Answer: Classical management theory: The classical management theory is a school of thought which management theorists delved into how to find the best possible way for employees to perform their duties. Strengths: Current management and organizational structure can provide many of its roots in the classical management theory. One of the main advantages of the classical management theory was a methodology for how management should work remember. Management principles can be seen as a basis for the current management behavior today, such as use as a power of authority and responsibility. Coined in this period In addition, another advantage of the classical management theory is the focus on the division of labor. By dividing labor tasks would be faster and more efficiently, thereby increasing productivity. Division of labor can be seen in many applications today, ranging from fast food restaurants, big production. In addition, the classical management theory also gave rise to an autocratic style of leadership, allowing employees to take. Direction and command of their managers PRESIDENT CEO MANAGER SUPERVISOR EMPLOYEES WEAKNESSES: The main weakness of the classical management theory arose from its tough, rigid structure. One of the main principles of the classical management theory is to increase productivity and efficiency; however, achieving these goals often came at the expense of creativity and human relations. Oftentimes, employers and theorists would focus on scientific, almost mechanical ways of increasing productivity. For example, managers would use assembly line methods and project management theories that focused on efficient division of tasks. Humanistic Theory: The Humanistic Management Center advocates a paradigm shift away from economistic views on market activities in the direction of a humanistic attitude. To move from criticism of the status quo towards abundant discourse on alternatives we have developed a three stepped approach offering guidance and a broadcaster for reflection on managerial decisions as well as decision making routes. We understand humanistic management on the basis of three interrelated dimensions. STRENGTHS: Its a holistic theory, so it looks the entire whole person. For example most other theories reduce people to components, in order to treat disorders; the humanist theory would state that the answer lies from looking at the entire person. Weaknesses: Lack of empirical evidence, the self-help therapy involved can teach narcissistic tendencies. The disadvantage of the humanist approach becomes all too evident at a humanist funeral. There is absolutely no comfort in the words of the so called service, and absolutely no hope to the relatives and friends of the dead person of the resurrection which Jesus proved and of life after death. References: http://uk.answers.yahoo.com/question/index?qid=20080406145409AA9vMr9 Contingency Theory: The contingency school of management can be summarized as an â€Å"it all depends† approach. The appropriate management actions and approaches depend on the situation. Managers with a contingency view use a flexible approach, draw on a variety of theories and experiences, and evaluate many options as they solve problems. STRENGTHS: Leader Identification: Fiedlers model gives organizations a rapid method to identify a particular group of the best. Potential leaders the theory includes a least-loved colleague scale, which helps identifies the management of human relations orientation and task orientation of potential leaders. Leaders with a task orientation are best suited to groups in which they defined tasks with a high level of control and supervision. On the other hand, leaders can a relationship orientation to use to get the job done their interpersonal skills and can deal with complex problems when taking decisions. Flexibility: This theory has been designed as a contingency model and is not intended to describe. All possible situations Because the model is to provide flexible enough to fit all kinds of groups leaders and group relationships. Only the results of example, the margin as a group has a leader with low human relations skills, Fiedlers model still gives management the ability to make an effective group with clearly defined roles and increasing the capacity of the leader to rewards or provide information to punish their subordinates. Prescriptive: This model provides managers create by adapting a number of variables. Instrument for effective groups According to Fiedlers contingency model, there is not just one type of successful leadership style, but each type of leader can thrive in the right group sites. The model provides a number of factors may change management to improve efficiency. Group For example, according to Fiedlers theory but an impersonal task oriented leader can be effective in a group while the group is highly structured and clearly defined roles. Weakness: Leader Position power: Position power is determined at the most basic level of rewards and punishments that the leader has officially at his or her disposal for either reward or punish members of the group based on performance. The more power the leader has, the more favorable the situation. References: http://smallbusiness.chron.com/advantages-fiedlers-contingency-model-18368.html Different Organizational Structures: SchoolorganizationalStructure: Company Organizational Structure: The sources of power, influence, and authority within present-day organizations, and explain their impact and effectiveness on organizational structure: Sources are the full utilization of resources in the management. Managers very well how to make use of the person to use and in what area it is perfect. Managers know the second person to lead the charge. Following the organization Compare and contrast the traditional and the current outlook of the following: 1) Delegation.: There are delegates going into the meeting and represent the company in the other meetings that are held throughout the world. The person who talks about the organization and the goals of the organization. 2) Participation:. There is the participation of managers and other employees and the boss. But in some organizations, the boss only participates in decision making. . 3) Decision-making: The boss makes the decision after consultation with all the managers and other employees. Boss gives the right to take part in some cases, the manager decisions. Identify and examine the principles for vertical and horizontal coordination in relation to their past and current relevance to management effectiveness: Determinants of Emergency Management Effectiveness There is a considerable amount of research conducted over the past 30 years that many conditions influence the effectiveness of Lemmas been. Identifies this research will be further described in the following pages, but can be summarized by the model in Figure 3-2. This figure indicates that LEMA effectiveness measured by such organizational outcomes as quality , timeliness and cost of the risk by the community is the most direct consequence of the individual results and the schedule adopted and implemented changes . Results for the individual members of the LEMA and LEMC include job satisfaction, organizational commitment, individual effort and attendance, and organizational citizenship behavior. The planning process includes staffing / equipment, organizational structure, team development environment, situational analysis and strategic choice. In turn, the planning process is determined by the level of community support officers, news media and the public. The planning process is also influenced by risk experience, as measured by direct experience with disasters and vicarious experiences that reveal. Potential impact of future disasters Hazard experience also shows an indirect effect on the planning, through the effects on community support. It is important to recognize that although the model as shown in Figure 3-2 static, that is to say, the arrows starts on the left and finishes on the right side of the figure the actual process is dynamic, because success tends to be a self-amplifying process in which a produce increased levels of indirect experience with disaster demands (through emergency training, drills and exercises) , community support , better staff and organization , and more emergency planning resources . High degree of individual and organizational outcomes Hazard Exposure / Community Vulnerability Numerous studies have shown the level of community adjustment hazard is increased by the experience of disaster impact, especially catastrophic consequences. To the vulnerability of the community to hazards easier to remember and more likely to encourage. Frequent for action, recent and serious consequences In some cases, this leads to the development of a disaster subculture in which residents routine patterns of disaster behavior (Wenger, 1978) to determine. When disasters are rare, long removed in time, or have had minimal disruptive impacts, vulnerability threat likely to elicit little attention households, organizations, or the community as a whole. However, the exposure of the community can be made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹by indirect experience gained by reading or hearing about experiences of other communities with disaster. Salient to environmental hazards These can be obtained through newspaper articles or television accounts or, most powerfully, through first-p erson accounts especially if they come from peers (Liddell, 1994a) . For example, a local fire chief is most likely to be affected by the accounts of their experiences other fire chiefs, a city manager is most likely to be affected by another city manager, and so on . Hazard exposure can also be affected by salient cues such as the daily sight of the cooling towers of a nuclear power plant, the intricate maze of piping at a petrochemical plant, or the placards on railcars and trucks passing through town. Information from hazard and vulnerability analyses can also have an effect on the community, but this pallid statistical information is likely to have less of an effect than the vivid first-person accounts described above (Nesbit Ross, 1980). As will be discussed in the next chapter, Risk Perception and Communication, the psychological impact of hazard/vulnerability analyses can be increased by linking data on hazard exposure to likely personal consequences. Task 2 Compare the relevance and application of the motivation theories to workplace behavior in present-day organizations. Two content schools of thought: 1.)Physiological needs: The most basic level in the hierarchy, the physiological needs, generally corresponds to the unlearned primary needs discussed earlier. The needs of hunger, thirst, sleep, and sex are some examples. According to the theory, once these basic needs are satisfied, they no longer motivate. 2.)Safety needs: This second level of needs is roughly equivalent to the security need. Maslow stressed emotional as well as physical safety. The whole organism may become a safety-seeking mechanism. Two process schools of thought: 1.)Esteem needs: The esteem level represents the higher needs of man. The need for power, Performance and the status can be considered as part of this level. Maslow carefully pointed out that the esteem level includes both self-respect and self-esteem of others. . 2) The need for self-actualization: Maslow important contribution, he portrays this level as the peak of the lower, middle and higher human needs. People who update themselves become complacent and have already realized their potential. Self-Actualization is closely related to the self-concepts. In fact, self-actualization is the motivation of the perception of the reality of the individual self. Evaluate two managerial approaches to motivation below for their distinctive contributions to management in organizations. (E1-PC 2.2) . 1) Pay and performance at work: Managers prepare only the grids and paid to the employee. Managers keep a strict eye on the employees how they work and how they perform. 2) Quality of Work Life Programs:. Managers only environment friendly and have a look at how their employees standard of living. They only tell the job how to improve their work. Skills and communication skills examine the positive or negative implication of management style below in relation to management practice in organizations. (E1-PC 2.3) 1.)Autocratic style: Boss takes the decision without consulting with the other employees and managers whether the decision is right or wrong. 2.)Participative style: Boss takes the decision with consulting with the other employees and managers whether the decision is right or wrong. Examine the job design for Marketing Manager below and answer the following questions. What are the motivational effects in terms of task characteristics and personal and work outcomes of the job design options? As a job manager i will motivate the employees in order to achieve the goal and i will also consult the problems which are faced by the employees and how they can overcome it and what are the solutions. What are the implications of the job design options for management? If a job manager, it is my duty to hire and fire staff, because if after boss Im only looking after the company in the absence of the boss. Moreover, I should be the person in whose area he / she is a perfect fit. Evaluate the social influences on individual work effectiveness and motivation and their implications for group functioning and team work: If the employees are faced with a family problem then it will obviously effect the performance of the employees work, and moreover it is my duty to motivate so that he can produce more results in the future worker and I have the solution for tell which is faced by him in the society. Problem Task 3 1. Describe the distinction between management and leadership roles. Leadership is setting a new direction or vision for a group that they follow, ie: a leader is the spearhead for that new direction. Management controls or directs people / resources in a group according to principles or values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹that have already been established. 2. Explain the impact of management and leadership roles on organizational structure Managers need to fulfill many roles in an organization and how they deal with different situations will depend on their styles of management. A leadership style is a general method of leadership used by a manager. 3. Compare two different leadership styles and identifies and contrasts attributes and skills required for each style evaluate their strengths and weaknesses in terms of their significance for effective leadership in organizations. Comparison of Leadership Style  © IANZ | 9735| Demonstrate knowledge of theory in relation to management in organization Page 1 of 11

Ap Us Dbq Progressive Essay

The years between 1900 and 1920 were known as the Progressive Era. During this time period, the United States experienced reforms by the people and reforms brought about by the federal government at a national level. There were many issues during this time period like child labor, the formation of trusts and monopolies, bad working conditions, and mistreatment of the working class. The efforts to reform these issues were either completely unsuccessful or successful with limitations. One of the issues that occurred during this time was the horrible working and unsanitary conditions in factories. A factory that particularly stood out was the meat packing industry. The dirty and disgusting conditions caused people to get sick and die of various diseases. Things like this caused the emergence of Muckrakers, reporters that worked to expose the true story. An example of this was Upton Sinclair and his novel â€Å"The Jungle†, that warned Americans about the horrors of the meat packing industry. This kind of exposure led to reforms, like the formations of the FDA that would check factories for sanitary conditions (Document B). Another thing that people felt needed to be reformed was child labor. Most children barely got a school education, and went straight to work in factories in order to help support their families. Because this kind of lifestyle was inevitable for many children, reformers passed laws to set a minimal age for when children can begin to work(Document C). However, laws like this were minimally successful because children would go to school until the new minimum age that they could, and then continue to drop out in order to work in factories. Another reform that was greatly focused on during this time period was the women’s rights movement. Women fought for the right and ability to get more involved in outside life and government (Document H). One of the largest successes during this time was the ratification of the 19th Amendment which gave women the right to vote. It is now very clear that the people worked to help bring about reform; however, the federal government also brought about reform at a national level during this time period. In his speech, Theodore Roosevelt brought about the reform of direct election of senators. This meant that the people would now be able to directly elect their senators in the same way that they elect their president. This was a successful reform because it stuck with the American people from 1912, when this speech was given, until now. There were some laws that were passed by the federal government that weren’t very successful when it came to reform. For example, the Clayton Antitrust Act that was against the creation of trusts and monopolies. It wanted to kill competition by declaring that things shouldn’t be different prices because that leads to competition, which ultimately leads to the destruction of small businesses and the creation of monopolies. The law made sense when it came to getting rid of monopolies, but it was unsuccessful because of its idea to kill competition (Document E). On top of that, with these new laws, the federal government couldn’t differentiate between good trusts and bad trusts, so they ended up destroying all of them (Document A). The Hammer v. Dagenhart case particularly stood out during this time period. It argued about whether the government should be able to control interstate commerce and transportation of products made by the labor of overworked children under the age of sixteen. The final ruling transcended the authority delegated to Congress over commerce by the Constitution (Document G). All in all, the period from 1900- 1920 was an era of reform and that’s why it is known as the Progressive Era. The people brought about reforms when it came to child labor, exposing the truth about factories, and women’s rights. The federal government also brought about reforms about monopolies, labor, education, and much more. However these reforms were successful with certain limitations. For example, when it came to trusts, the government killed all of them whether they were good or bad. As Herbert Croly believed, President Wilson was a smart man but he was not thinking realistically. The national government can’t just pass a few laws of reform and expect all of society’s ills to be healed. Society needs more laws with stricter enforcement in order to provide a truly successful period of reform (Document F).

Cognitive Development Theory Essay

As a prospective educator, it is important for me to understand the cognitive development theory and how it applies to individuals. Cognitive development is basically how the thought process begins. It is the way that people learn and how mental processes become elaborate and develop. These processes include remembering things, making decisions, and also solving problems. In order for a teacher to be effective, one must understand how children develop mentally so that each student can be accommodated in the classroom. There are many theories regarding cognitive development, and there are several factors that remain constant throughout all of them. These factors form some of the basic premises on cognitive development, which include the ideas that all people go through specific steps or stages of learning or understanding, and that certain qualifications must be met before learning can occur. It is the actual specifics of these basic premises that cognitive theorists have differing opinions about. (Slavin, 2009) Two theorists that display the basic premises of cognitive development are Jean Piaget and Lev Vygotsky. Both theorists have similarities and differences when it comes to their views on cognitive development. We will first begin with the views of the two on the nature or development of intelligence. Piaget believed that children are naturally born with the ability to both interact with and make sense of their environment. Children as well as adults use patterns of thinking called schemes to deal with different things in the world. The process of assimilation and accommodation is used to maintain balance in our daily lives. Piaget believed that â€Å"learning depends on the process of equilibration. When equilibrium is upset, children have the opportunity to grow and develop. † (Slavin, 2009, pg. 32) Different experiences that we face and factors in our environment contribute to developmental change in us. Vygotsky shared some similar ides with Piaget including the belief that the environment plays a huge role in the development of intelligence. He also believed that â€Å"development depended on a sign system, the culture’s language or writing system, that children grew up with. â€Å"(Slavin, 2009, pg. 2) Both also believed that there is an invariant sequence of steps that is the same for everyone, and that development is influenced by cognitive conflict. While the two share a few similarities on the development of intelligence, there are also differences as well. Piaget feels that development precedes learning. This simply means that something must take pace before learning can begin. Vygotsky, on the other hand, feels that learning comes before development which is the exact opposite of Piaget. It simply means that you must learn something before development can occur. Piaget and Vygotsky also had both similarities and differences on the stages of development. We will first start with the differences beginning with Piaget who believed that there are four stages to cognitive development. They are the sensorimotor, perioperational, concrete operational, and formal operational. He felt that all children passed through these stages and that you could move faster than others, but not skip a stage. (Slavin, 2009, pg. 33) The sensorimotor stage occurs at birth through two years of age. It is the stage where infants explore their environment using the five senses and motor skills. This includes sucking, grasping, and touching. The perioperational stage is from two to seven years old. Language develops at a fast pace in this stage. At this time the child’s thinking is also very self centered, and they lack the understanding of conservation. The concrete operational stage is from ages seven to eleven. At this time, thinking tends to shift from being self-centered to more logical. Problem solving is no longer restricted and the idea of reversibility also occurs. The last and final stage is the formal operational stage. This happens beginning with the age of eleven moving on into adulthood. Systematic experimentation is used to solve problems both symbolic and abstract thinking are now possible in this stage. Vygotsky felt that there was not stages, but different elements to cognitive development. The first element is private speech. â€Å"Private speech is a child’s self talk, which guides their thinking and actions, eventually internalized as silent inner speech† (Slavin, 2009, pg. 43) When children are struggling with a difficult situation you often see children talking to themselves to help cope with the situation. When we become adults we still talk to ourselves, but it is usually silent. The next element of cognitive development is the zone of proximal development or ZPD. â€Å"This is the level of development immediately above the person’s present level. † (Slavin, 2009, pg. 43) To better understand, this can be described as something that the child may not have learned yet, but are capable of being taught with the assistance of an adult. Educators often refer to this as a â€Å"teachable moment†. (Slavin, 2009, pg. 43) Now that we can see the differences between the two theorists, we can now explore the similarities between the two. Both heorists understand the importance of a child learning a culture’s sign system. They both feel that this has a significant impact on development. The two also agree that environmental factors such as sounds, signs, and objects are equally important. Lastly, the two theorists believe that there are some tasks that a child may not understand depending on age, but Vygotsky feels that if it is in the zone of proximal development then the child can be assisted with the help of an adult. Educators have been using both Piaget’s as well as Vygotsky’s theories in the classroom for years. An example of an activity that can be used in the classroom using Piaget’s theory of learning takes place in a kindergarten class. The teacher would ask the students to share what they do when it is raining outside. At this age we are in the perioperational stage where children tend to be egocentric. Some say that they go outside and jump in mud puddles while others may say that they stay inside and play with their toys. The children would share their experiences and they would all be correct because not everyone does the same thing. You can use Vygotsky’s theory of learning in at work in the classroom where third grade students are learning how to classify different types of dirt. You can place the students in groups where they can discuss how you properly classify the dirt. This will allow the students to hear other students thoughts, and see what methods they use to classify. Using this type of cooperative learning allows the students to learn from each other. When comparing both classroom applications we see that both classrooms are working as groups learning from each other. Piaget theory is seen in both classrooms. In the kindergarten classroom, the classroom is seeing that there are different ways to deal with the rain. The students are sharing their personal experiences and showing that there is no wrong answer. There are many ways of doing things . In the third grade classroom, the students are able to classify the dirt using touch and sight to see and feel the differences in each type. Both classrooms are interacting with the environment and learning from it. Vygotsky’s cooperative learning is also being played out in both classrooms. In the kindergarten classroom, the students are learning that there are different activities that can be done outside in the rain. Similarly, in the third grade class the students are using cooperative learning to find different ways of classifying dirt. In both classrooms the students are using the think out loud process. The differences in the two classrooms also stand out. When applying Piaget’s theory in the kindergarten classroom, you see that the students are in the perioperational stage. The students are egocentric and feel that what they say is the only right answer to the question. In the third grade class, the students are in the concrete operational stage. They are able to easily look at and see the differences in the types of dirt that they are working with. When it comes to Vygotsky’s theory in the kindergarten classroom, the students are working within their zone of proximal development. The students may not understand that they can do more than one thing in the rain because they have done the same thing every time. The teacher is using this as a teachable moment to allow the students to teach each other the different things that can be done. In the third grade class, on the other hand, private speech is being used. The students are saying their thoughts out loud to classify the dirt. When the students are using cooperative learning they are learning the different ways in which the other students use to classify the dirt. In conclusion, we can see how and why it is important to understand and know how to apply cognitive development theories in the classroom. Both Piaget and Vygotsky played major roles in how we teach our children in today’s world. We can use information and skills from both theorists to shape our students into great learners.

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