as soon as possible
MGMT6012 Assignment One Brief
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ASSESSMENT BRIEF
Subject Code and Title MGMT6012 Management Perspectives
Assessment Assignment One: report
Individual/Group Individual
Length 2,000 Word Limit
Learning Outcomes
Distinguish between leadership and management in an
organisation, and yet understand their essential
relationship to each other.
Critically analyse the roles and functions of management
and the impact of leadership in an organisation.
Understand and apply different theories of management
in organisational contexts.
Discuss and evaluate the role that ethics, values, and
cultural diversity play in an organisation and their
influence on the performance of its managers.
Submission By 23:59 (SYD time) Sunday of the end of Module 3
Weighting 40%
Total Marks 40 marks
Context:
The assessment suite in this subject is designed to provide students with a framework to
understand organisational behaviour and the dynamics of the business environment. The
assessment suite aims to equip students with the necessary skills to understand the
constraints managers and emerging leaders face in developing strategies to leverage
advantages and overcome constraints and barriers in organisations.
Instructions:
Students will draw up a report on an organisation they are either working or have worked
recently. You will work on the same organisation for both your assessments; so choose your
organisation carefully.
Your report will demonstrate your clear understanding of the 1-3 modules that includes the
role of a good leader, functions of management, management theories, ethics and diversity.
You will use all the information from 1-3modules and will then expand your discussion on a
specific management issue relevant to the organisation.
A specific management issue could include the organisational structure; communication and
employee morale; the management style of leaders; ethical business practices; or a lack of
MGMT6012 Assignment One Brief Page 2 of 6
organisational diversity – or there could be other issues. You will need to critically evaluate
this issue in the chosen organisational context drawing from a relevant management theory.
The case study report should include:
an introduction to the organisation and a brief justification of why you have selected
this organisation;
a methodology outlining the qualitative research method, your data
sources/collection techniques, and your data analysis and interpretation technique
(e.g. content analysis);
a review of management theory discussed in Modules 1 and 2 which is relevant to
the is40sue of investigation in the chosen organisational context (e.g. management
style);
a critical examination of the role of ethics and diversity relevant to the chosen
organisation is important (Module 3);
drawing from the findings, provide recommendations and suggestions to the
organisation on how to improve the management issue in the future; and
evidence of research should be reflected through the use of a reasonable number
(10-15) of high-quality relevant academic materials (see the list of potential journals
below).
The word limit for this report is 2,000 and this excludes the following sections: title page,
executive summary, table of contents, references list, appendices, citations, tables and
graphs. Students should submit one file through Turnitin. Please review the Turnitin
percentage carefully to confirm that the total percentage does not exceed 25% as well as
any single source does not account for more than 5%.
There are a number of forms this report could take. The exact form of the report will
depend on the additional research the student will undertake. For example, students may
find sufficient data from internal publications or external media reports. Students should
aim for the demonstration of deep learning, founded on theory from academic sources and
data from their own research.
Students should also refer to the Handout in Module Two – Information Gathering and
Naturally Occurring Data. This handout highlights a variety of data sources available to the
manager, both internally and externally, to help them make decisions. This data is also
available to students if they select the right organisation and are prepared to conduct the
research.
Students should search for internal data about the organisation – official websites, annual
reports, strategic plans, other publications (newsletters, CSR reports, codes of conduct) and
also media releases, digital media and social media published by the organisation. Students
should also search externally for data about the organisation – Australian Bureau of
Statistics, Ibis world, industry associations’ database, media reports, journal articles,
feedback from customers or commentary from employees and other stakeholders.
MGMT6012 Assignment One Brief Page 3 of 6
Students will need to filter the data from the above sources and use only data that is
relevant to the management of the organisation. The relevant data sources should be
summarised in the Methodology section, and then used throughout the report to explain
the management practices of the organisation. Students should stay focused on the topics
from the first three modules of the subject and not be distracted by other functions of the
organisation (for example marketing, financial performance).
Students should commence this assignment early, keep regular backups and ensure they
submit the correct, final version. Students should use this brief as the instruction set for the
assignment requirements. Additionally, the rubric below can be used to describe what
unacceptable, functional, proficient, advanced and exceptional assignments might look like
according to the criteria in the leftmost column of each row.
As this is a Masters level subject, students are expected to engage with high-quality
academic journal articles, using the Torrens University Library. Textbooks, Wikipedia and, in
general, anything that can be obtained through an open Google search page are considered
supplementary material.
List of Journals to be considered:
Academy of Management Journal
Academy of Management Review
Academy of Management Perspectives
Strategic Management Journal
Management International Review
Journal of International Management
California Management Review
Journal of Business Venturing
Research Policy
Journal of International Business Studies
International Business Review
Journal of Business Review
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Learning Rubrics
There are numerous ways to interpret the assessment brief. This rubric should not be used as a prescription or tick-the-box list of
requirements but as a description of an amalgam of several possible interpretations and the standards they might take. The assessment will
be graded holistically, based on the criteria in the leftmost column. Your interpretation may not match the rubric exactly as you may extend
the requirements, using your initiative to demonstrate your mastery of the subject matter. Additionally, you may demonstrate elements
described in the Advanced column and still be graded ‘Functional’ for one or more of the criteria (the reverse trend is also possible). Higher
performing submissions will depend on wider reading, rather than on the rubric verbatim.
MGMT6002 Assignment One Brief Page 5 of 6
Assessment Attributes Fail
(Unacceptable)
Pass
(Functional)
Credit
(Proficient)
Distinction
(Advanced)
High Distinction
(Exceptional)
Methodology and
Data Sources
20%
Little or no appreciation for
the role of methodology in
undertaking a case study
approach.
Demonstration of role
of methodology but
has confused methods
or has provided a
cursory or incomplete
account of the
employed
methodology.
Good demonstration of
research methodology.
Needs further
consideration of the role
that methodology plays
to as to make it more
prominent in the report.
Excellent demonstration
of methodology. A
complete account of
methodology is provided,
which appropriately
contextualises the report.
Exceptional demonstration of
methodology and a model answer
provided.
Organisational Theory
20%
Little or no integration with
theoretical concepts
introduced in the subject or
with others found with
broader reading.
Integration with theory
is attempted but needs
greater attention to
demonstrate mastery
with the subject
matter.
Good integration with
theoretical concepts
introduced in the subject.
Some greater, tighter
integration is needed.
Excellent integration with
theory, very well
presented, skilfully
manages cohesion and
paraphrasing.
Exceptional integration with
theoretical material from the subject
and with broader reading the student
has engaged in. A model answer
provided.
Ethics and Diversity
15%
Ignorance of ethical
underpinnings of the case
study.
Fails to identify ethical,
cultural or normative
frameworks to the case
study.
Attempt at highlighting
ethical considerations
is shown but need
considerable
development to
ascertain an
acceptable level of
understanding.
Good attempt at
demonstration of ethical
considerations in the
case study.
Some greater thought is
needed to attain mastery
of the concepts.
Very good demonstration
of understanding of
ethical, cultural and
normative frameworks
applicable to the case
study.
Skilfully incorporates and makes
ethical considerations a feature of the
report.
A clear and complete understanding is
demonstrated.
MGMT6002 Assignment One Brief Page 6 of 6
Assessment Attributes Fail
(Unacceptable)
Pass
(Functional)
Credit
(Proficient)
Distinction
(Advanced)
High Distinction
(Exceptional)
Evaluation of strategic
position and options
(Recommendations)
30%
Specific positions and options
fail to take into account
complexities or positions and
options are unsupported.
Presents and succinctly
discusses relevant and
supported strategic
position and options.
Presents and succinctly
discusses relevant and
supported strategic
position and options and
includes limitations.
Presents and succinctly
discusses relevant and
supported strategic
position and options
and includes limitations
and implications.
Presents and succinctly discusses
relevant and supported strategic
position and options, includes
limitations and implications, and
offers alternatives.
Effective
Communication
5%
Difficult to understand for
audience, no logical/clear
structure, poor flow of ideas,
argument lacks supporting
evidence.
Audience cannot follow the
line of reasoning.
Information,
arguments and
evidence are
presented in a way
that is not always clear
and logical.
Line of reasoning is
often difficult to
follow.
Information, arguments
and evidence are well
presented, mostly clear
flow of ideas and
arguments.
Line of reasoning is easy
to follow.
Information, arguments
and evidence are very
well presented; the
presentation is logical,
clear and well
supported by evidence.
Demonstrates cultural
sensitivity.
Expertly presented; the presentation
is logical, persuasive, and well
supported by evidence,
demonstrating a clear flow of ideas
and arguments.
Engages and sustains audience’s
interest in the topic, demonstrates
high levels of cultural sensitivity.
Effective use of diverse presentation
aids, including graphics.
Correct citation of key
resources and evidence
using APA 6th edition
reference style
10%
Demonstrates inconsistent
use of good quality, credible
and relevant resources to
support and develop ideas.
Demonstrates use of
credible and relevant
resources to support
and develop ideas, but
these are not always
explicit or well
developed.
Demonstrates use of high
quality, credible and
relevant resources to
support and develop
ideas.
Demonstrates use of
good quality, credible
and relevant resources
to support and develop
arguments and
statements.
Shows evidence of wide
scope within the
organisation for
sourcing evidence.
Demonstrates use of high-quality,
credible and relevant resources to
support and develop arguments and
position statements.
Shows evidence of wide scope within
and without the organisation for
sourcing evidence.
MGMT6012
Management Perspectives
Week 2
T3 2019
Our Diversity
-ARGENTINA
-AUSTRALIA
-BRAZIL
-CHILE
-CHINA
-COLOMBIA
-EGYPT
-HUNGARY
-INDIA
-LEBANON
-NEPAL
-NIGERIA
-PHILLIPINES
-SRI LANKA
-TAIWAN
-MISCELLANEOUS
Our Strengths
Learner (Strategic Thinking)
Responsibility (Executing)
Discipline (Executing)
Relator (Relationship Building)
Focus (Executing)
Achiever (Executing)
Maximiser (Influencing)
Consistency (Executing)
Deliberative (Executing)
Analytical (Strategic Thinking)
Management Theories and Fashions
-The science of management is very old – armies have been
coordinated, tribes led and pyramids built.
-Plato’s writings from 350 BC talk about listening to the customer, specialisation, promotion of organisational culture, universal training and shared goals.
-The emergence of management as a formal academic discipline is relatively recent in comparison, and the pioneers of modern management are considered to be Frederick Taylor, Henry Fayol and Lillian and Frank Gilbreth.
Management Theories and Functions
Henri Fayol (1841-1925) identified five management functions:
-Planning: deciding on future actions
-Organising: arranging resources for specified tasks
-Commanding: leading, guiding and directing staff
-Coordinating: supervising and sharing information
-Controlling: monitoring outcomes and taking corrective action where needed
Management Theories and Fashions
Frederick Taylor – from the 1890’s to 1915 observed the inefficiencies of most manual operations performed in manufacturing organisations.
Taylor developed a system of studying how the most efficient workers performed, then introduced their methods as the standard for all workers.
This approach was the Scientific Management approach.
Taylor also emphasised the need to share the benefits of any productivity improvements with the workers who generated them.
Management Theories and Fashions
Frank and Lillian Gilbreth – During Taylor’s time in the steel industry Frank Gilbreth was applying ‘time and motion studies’ to the building industry, starting with brickwork and then concreting.
These studies timed the movements made when performing tasks as a means of optimising effort and time expended.
Frank married Lillian who was a psychologist and industrial engineer. They had twelve children, and it was Lillian who applied the time and motion studies to their home life, searching for efficiencies so that women could discover easier ways of doing housework to enable them to seek paid employment outside the home.
Management Theories and Fashions
Following the deaths of Taylor in 1915 and Frank Gilbreth in 1924 it was Lillian who expanded the theories, integrating psychology into scientific management.
Lillian was to become a consultant for companies such as Johnson & Johnson and retailers Macy’s, assisting them with both management and marketing strategies.
Lillian’s work contributed to other areas of management including fatigue study (ergonomics), workplace wellbeing and work simplification. Lillian also worked with General Electric to re-design the kitchen and refrigerator, and she created the first desk with IBM. She passed away in 1972, aged 94.
Management Theories and Fashions
Quality Management or TQM (1980’s) – a commitment to product and service quality to ensure consistency. Quality planning, quality assurance, quality control and quality improvement. Improvements are made by measuring and improving processes, not exhorting employees.
Knowledge Management (1990’s) – organisations benefit when knowledge is shared amongst staff and systems. This sharing of knowledge transforms information and intellectual property into lasting and tangible value.
Core Competencies (1990’s) – a belief that organisations should focus on areas they are good at (strengths) and outsource the rest. The core competencies are identified as a result of collective learning across the organisation and create the competitive advantage.
Management Theories and Fashions
Balanced Scorecard (1990s) – a framework that identifies and integrates non-financial measures with financial measures to determine the performance of the organisation.
Triple Bottom Line (late 1990’s) – an accounting framework with a strong focus on the ethical behavior of corporations, with overall performance based on three measures – the environment, society expectations and economics.
Six Sigma – a statistical approach to improve the quality of a process and minimise any variations or defects. Created in the 1980’s at Motorola and made successful by Jack Welch at General Electric in the 1990’s.
Customer perspective:
How should the firm appear to
customers?
Concentrates on customers concerns
about time, quality, performance and
service
Examples could be on-time deliveries
and customer rejection rates
Business Process perspectives
What must a firm excel at?
What should be focused internally to
meet with customer expectations
Control measures will depend on core
competencies, cost, skills and
productivity
Innovation and Learning
How can a firm improve constantly and
improve the value creation?
– Look forward; see how the
company can do to satisfy future
market
Performance measures include time-to-
market new products and the revenue
from the same
Financial Perspective
– How do firms create value for
shareholders
– The traditional reporting perspective
must not be overlooked
– Market share and sales growth are
included;
– Measure like value-added and
shareholder value analysis must be
included
Triple Bottom Line:
1) People: One way of looking at people is ‘the employees’, who need their proper wages, humane working conditions; the other way of looking at ‘People’ is the Community. What do you give back to the community?
2)Planet: Firms trying to reduce their ecological footprints by reducing waste, effective use of resources, using renewable energy
3) Profit: Every business wants to earn profit; this said, it cannot be opposed to people and planet; IKEA: an example that sells recycled products
Corporate governance requires risk to be addressed in a structured manner.
Risk can be:
– Environmental risk: complex production processed such as use of toxic chemicals that can harm the environment
– Operational risk: errors may occur at every stage of production; when you are forced to control the cost, then
– Quality risk: failing to design properly, not following policies and procedures and failing to support customers can be risky to the business
– Reputational risk: reputation and brand name are very important because customers buy based on the trust; protecting the reputation is vital
– Intellectual Property Risk: more difficult to manage than physical assets; can be more easily stolen
– Financial reporting risk: not providing clear and accurate information, misreporting information can cause a business very heavily
Risk Management System- helps in:
– Risk identification
– Risk classification: can be insignificant, minor,
moderate, major, catastrophic
– Measuring and monitoring risk
– Managing risk such as: avoidance, reduction, transfer
and acceptance
Management Theories and Fashions
-A manager will always be looking for ideas and theories to deal with the constant changes and challenges. A manager should look closely at what is published and promoted and ask the following:
-Does it address problems which are important to my organisation?
-Do the proposed practices seem reasonable, given my own experience of management?
-What evidence is put forward to support the claims of the new ideas? How feasible are the new practices?
Causes and consequences of managerial failure in rapidly changing organisations
-Management of change is now critical to organisational
survival.
-Organisations are now forced to constantly adapt to remain
competitive and survive.
-Managers at all levels must respond and improve performance
they need results.
-Business success or failure has been linked to the competence
and performance of managers.
-Many managers do not have the expertise or capability to
change.
Causes and consequences of managerial failure in rapidly changing organisations
-Previous studies have focused on the success and failures of CEO’s. In one study the five major causes for CEO failure were: choosing to ignore change, pursuing the wrong vision, being too closely connected to the company, exhibiting executive arrogance, relying on past formulas for success.
-This study focuses on managers at all levels – 1040 managers from 100 organisations all experiencing ‘large scale organisational change’ – 22% were top level managers, 40% middle managers, 38% frontline managers.
-What are the top 10 reasons for managerial failure?
Causes and consequences of managerial failure in rapidly changing organisations
Ineffective communication skills/practice 81%
Poor work relationships/interpersonal skills 78%
Person/job mismatch 69%
Fail to clarify direction/performance expectations 64%
Failing to adapt and break old habits quickly 57%
Delegation and empowerment breakdown 56%
Lack of personal integrity and trustworthiness 52%
Unable to develop cooperation/teamwork 50%
Unable to lead/motivate others 47%
Poor planning practices/reactional behavior 45%
An extract from Gareth Morgan’s Images of Organisation
Morgan encourages readers to look at organisations in a different way in an attempt to better understand them. Morgan proposes eight metaphors to capture the different types of organisations that exist.
Think about your organisation for Assignment One and analyse it according to the different metaphors drawn from Morgan’s Images of Organisations. Discuss your organisation and metaphor on the Discussion Forum, and how this metaphor may impact on the behaviour and operations of the organisation.
Morgan’s Images of Organisations
Morgan’s Images of Organisations
Machine view which dominates modern management thinking and which is typical of bureaucracies – we structure and rationalise everything that we do. (things need fixing when going gets tough)
Organismic view which emphasises growth, adaptation, satisfaction of needs and environmental relations. (adapt to grow and survive; moving to a more biological view than mechanistic view)
Images of the brain see organisations as information processors focused on organisational learning. Organisations as cultures based on values, norms, beliefs, rituals and so on. (rigidity can trap people)
In political organisations interests, conflict and power issues predominate. (important role that power plays). Some organisations are psychic prisons in which people are trapped by their mindsets (unconscious).
Organisations of flux are continually moving and can adapt, transform and change. Some organisations are instruments of domination with the emphasis on exploitation and imposing your will on others.
Management’s Three Eras
Introduces organisations as machines – refer to Morgan’s Images of Organisations.
Three ‘ages’ of management since the industrial revolution:
Execution – mass production, efficiency, consistency, predictability
Expertise – theories of management, information, knowledge
Empathy – meaningful experiences, equality, valuing staff and customers
MGMT6012
Management Perspectives
T3 2019
T3 2019
My Name: Dr. Anna Sekhar
Designation: Snr Learning Facilitator- MBA Programs
Qualifications: PhD(USyd), M.A Econ(Madras), Cert in People Mgt (UoM, USA), JP (NSW)
Professional Memberships: ANZAM, ESA, JP Assoc.,AIBC, ISANA
Contact details: anna.sekhar@laureate.edu.au
Consultation: By Appointment
Expectations:
Be prepared – read materials, bring your notes
Contribute to discussions – this is a workshop and not a lecture
Be engaged – no mobile phones in class!
Meet your deadlines – commence assignments early
Communicate – if there are any issues or concerns:
anna.sekhar@laureate.edu.au
Support at Torrens:
Learning and Academic Skills – Dr. Lan Nguyen
Success Coach – Mark Sweet
Blackboard support – Lewis Scott (Rocks Campus)
Student Services- for all student related enquiries
Unit related – your facilitator
This module will cover:
-Ideas and theories around the role of management in organisations
-The various roles managers play in organisations
-The operation of management in organisations
-The function of management in organisations
This module will help you:
-Understand who you are as a manager
-Consider the type of manager you would like to be
-Understand the role of management in your organisation
Why would anyone want to be a manager?
Management generally involves
-long hours, multiple responsibilities, frequent interruptions, an endless number of tasks to complete and constant stress.
-Managers deal with conflict, supervise difficult people, make tough decisions and are responsible for the performance of their group or division.
-Whenever managers think they are getting on top of situations, the situations change.
New technology makes products obsolete; New laws make operating methods illegal; a new competitor means margins are slashed. A recruitment agency lures away several key people and new people have to be recruited and trained.
Role of a manager
Scarce resources also make managers’ lives difficult. Managers have to compete with other departments for funds, with other companies for good staff and with colleagues for office space. Once resources are acquired, there are competing demands for them.
However, the rewards of being a manager are great. Most people enjoy exercising power. The pay and conditions of managers are usually much better than those of other staff. There is the opportunity to contribute to the organisation and to society. There is the excitement of constant challenges. A manager gets up every morning not knowing what will face him or her during the day.
Role of a Manager
There is the chance to learn a range of new skills.
And for those who reach the top positions, the rewards in leading corporations are very large indeed.
In this subject we discuss the functions and roles of managers in organisations and the range of skills that they require. We review the context in which managers operate—the organisation. We look at the various challenges which managers have to face in this modern era of globalisation, rapid change and new technology.
What is Management? (Carlopio, J. and Andrewartha, G. 2012, Developing Management Skills)
The capacity to create a work environment in such a way that each person is uniquely motivated to achieve the organisational goals and feels recognised for doing so.
Functions and Roles of Managers
Henri Fayol (1841-1925) identified five management functions:
Planning – deciding on future actions
Organising – arranging resources for specified tasks
Commanding – leading, guiding and directing staff
Coordinating – supervising and sharing information
Controlling – monitoring outcomes and taking corrective action where needed
Maslow’s Hierarchy of Needs
B-Needs or Being
D-Needs or Deficiency
Functions and Roles of Managers
Robert Katz (1950’s) grouped the skills required by a manager into three main categories:
Technical – for example: accounting, human resources, marketing, risk management; more for lower level managers who manage people using tools and techniques
Interpersonal or Human – for example: communication, negotiation, collaboration; for all level of managers who deal with people
Conceptual – for example: visualise, analyse, creative thinking, problem solving; most important for top level managers who have to visualize hoiistically how the organization fits into a broader environment
Functions and Roles of Managers
Henry Mintzberg (1970’s) identified the breadth of the manager with 10 managerial roles:
Interpersonal Roles – 1) figurehead, 2) leader, 3) liaison (you are a source of inspiration; you are the figurehead whom people turn up to); you provide information and ideas
Informational Roles – 4) monitor, 5) disseminator, 6) spokesperson; good communication needed and you process the information
Decisional Roles – 7) entrepreneur, 8) disturbance handler, 9) resource allocator, 10) negotiator ; how are you going to use the available information; how do you create control a change, generate a change for the better; negotiate, bring in that belongingness
Function and roles of managers
Functions and Roles of Managers
Rosemary Stewart (1980’s) defined a set of job dimensions which impact on how the manager performs:
Demands made on the manager
Constraints placed on the manager
Choices available to the manager
The more the demands made on the managers, the greater the constraints, the higher is their level of stress. An authoritarian form of leadership increases the stress on lower levels of management, the constraints on them increases, their choices are limited. Any political pressure or intense competition could increase stress on middle level of management. Leaders need that flexibility to be able to make their decisions!
Functions and Roles of Managers
Other considerations:
-Depends on the nature/type/size of the organisation
-Depends on the values, culture and goals of the organisation
-Depends on the systems, specialised tasks and activities of the organisation
-Depends on the stakeholders of the organisation such as customers, employees, suppliers, competitors, shareholders….
The Role of Leadership in Identifying the Premises of the Future Organisation
Differences between leader and manager.
Leadership and management are two distinctive and complementary systems to work with people in an organisation. Each system has its own functions and actions.
Management: confers order, cooperation and consistency to key features for success of the corporation – quality, profitability of products or services, long term goals, planning, setting budgets, allocating resources, forecasting. Executes the vision of a leader (in short executes the vision of a leader)
Leaders: influence the behavior and actions of others; set the vision, mission, strategy, innovates, has a long term perspective;
focuses on people, change agent, communication, motivation,
group work, delegation, continuous improvement. Has the vision!
The Role of Leadership in Identifying the Premises of the Future Organisation
MANAGER LEADER
-Manages Innovation
-It is a copy It is original
-Maintains Develops
-Focuses on systems and structure Focuses on people
-Controls Inspires confidence
-Has short term vision Has long term vision
-Asks how and when? Asks what and why
-Accepts status quo Causes it
-Does it as it must be done Is Himself or herself
-Is a good classic soldier Does what must be done
What Great Managers Do
-Great managers know and value the particular quirks and abilities of their employees.
-Great managers discover what is unique about a person and then capitalise on staff strengths and tweak the environment to meet organisational goals.
-This is the exact opposite of what great leaders do – great leaders discover what is universal (the same) and capitalise on it. Their job is to rally people toward a better future. A good leader will lead from behind!
-The job of the Manager is to turn one person’s particular talent into performance.
What Great Managers Do
Capitalising on each person’s uniqueness can save time: a manager who develops positions/job descriptions for staff based on their unique abilities will be rewarded with behaviours that are far more efficient and effective than they would be otherwise.
Capitalising on uniqueness makes each employee more accountable: they take responsibility for their abilities (strengths and weaknesses) and hone them.
Capitalising on each person’s uniqueness can build a stronger sense of team: it creates interdependency, and seeing people for who they are can motivate them and galvanise the entire team.
This approach may also lead to more creative thinking: You end up disrupting existing hierarchies.
What Great Managers Do
To take great managing from theory to practice you must know three things about a person:
A) their strengths
B) the triggers that activate those strengths (for example, recognition; could refer to all the entities of Maslow’s Hierarchy of needs)
C) and how they learn.
Three types of learning styles: 1)analysing, 2) doing, 3) watching.
How do we identify strengths?
We will introduce you to self-assessment tools in readiness for Assignment Two.
Another strategy:
To identify a person’s strength – what was the best
day at work you’ve had in the past three months?
To identify a person’s weakness – what was the worst
day you’ve had at work in the past three months?
Week 1 Learning Activity
In order to obtain a general understanding of the management field, please read Handouts 1 and 2 in Module One.
Find a management theory that you are familiar with or interest’s you. Find some additional information on this theory from the library and share it online with your classmates.
Next Week – Readings
– Handout Two – Management Theories and Fashions
– Causes and consequences of managerial failure in rapidly changing organisations. (C. Longenecker, M. Neubert, L. Fink)
– Gareth Morgan – Images of Organisations (metaphors)
MGMT6012
Management Perspectives
Week 3, T3 2019
Assessment One – Proposed Structure
You have some flexibility with the structure for this assignment but once you have read the assessment brief and rubric you will see that we need the following:
Executive Summary (not included in the word count).
Introduction: what this report is about, a very brief introduction to the organisation, why you chose the organisation, and any relationship you have with the organisation.
Research Methodology: a summary of the methodology you embraced for this assignment including case study methodology and the use of naturally occurring data.
Vision and Values of the Organisation: include vision or mission of the organisation, their values, an insight into their culture and management style using Morgan’s metaphors.
Organisational Theory: can you find any evidence of management theory from Module 1 at the organisation? Can you find any information on their organisational structure, chain of command and channels of communication from Module 2?
Ethics and Diversity: Can you find any evidence of ethical practice (good or bad)? Has the company embraced diversity (Module 3)?
Conclusion: what are your views on the management of the organisation? Have they embraced organisational theory? Are they living their values? Do you have any recommendations?
Naturally Occurring Data
The more information a manager has, and the better the quality of that information, the better the decisions that the manager can make. Information can be sourced from two areas – what is happening outside and inside the organisation (the external and internal environments).
Experienced managers acquire much of their information in their day-to-day activities – this is a form of naturally occurring data. The key requirement is to acquire information which fits the need of the current situation.
We are now experiencing rapid change in business and so the manager cannot rely on previous experience, and should revaluate the kinds of information they need on a regular basis.
Naturally Occurring Data
Obtaining information can be unethical or illegal
Operational Information (short term, day to day) v Strategic Information (long term, the future)
Frameworks for gathering information:
– SWOT (strengths, weaknesses, opportunities, threats)
– The balanced scorecard (4 perspectives – financial, internal, customers, innovation & learning)
– The stakeholder model (understand the needs and preferences of all stakeholders)
Naturally Occurring Data
External Environment Task Environment Internal Environment
Technology Customers Employees
Economic Competitor Products Processes
Social Competitors
Political
Legal
Naturally Occurring Data
Using the Information:
1. Assess the Information – is it useful? If yes, filter and then discard any oversupply.
2. Combine Information – multiple sources, motivations
3. Analyse the Information – what are the full implications of the information?
4. Pass the analysis over – share it with the appropriate people to action.
Module 2
Module One looked at the function of management and the use of metaphors to understand organisations.
In Module Two we look at the structures that are evident in organisations, the channels of communication, the direction in which communication flows, the chain of command and centres of power in the organisation.
SA Health Organisational Chart
Organisational Structure
‘One can define organisational structure as a system of tasks, reporting relationships and communication linkages.’
‘The purpose of the organisational structure is to direct resources according to plans and schedules, facilitate information flow and provide an intrinsic level of control.’
‘The right structure will help maintain stability and a degree of certainty and control in the organisation, which helps to protect the organisation in the face of environmental uncertainty.’
Six dimensions of Organisational Structure – Child
1.Allocation of tasks and responsibilities (division of labour, specialisation).
2. Formal reporting relationships (levels of hierarchy, spans of control, chain of command).
3. The grouping of individuals into teams/sections/units/departments/divisions.
4. Systems to ensure effective information dissemination (communication), integration of effort and participation by employees in decision-making process.
5. Delegation of authority (power to make decisions, control, monitor performance).
6. Performance appraisal and reward systems (to motivate employees).
Traditional Structures
Traditional structures are focused on the division of labour into groups of people working together. This process of departmentalisation has resulted in three types of structures:
Functional: resources are grouped or allocated based on function – for example accounting, engineering, marketing.
Divisional: resources are grouped or allocated based on broader dimensions – for example location or outputs.
Matrix: a hybrid of functional and divisional structures to focus resources – employees in this structure end up with two bosses.
(Some bring out a fourth type called administrative structure)
PAFC Structure
CEO
Chief Operating Officer
GM Community
GM Licensed Venues
GM
Events
GM Retail
GM Corporate
GM Marketing
Senior Coach
Laureate University (Australia and NZ) Organisational Structure
Matrix Stucture A
Matrix Structure B
Traditional Structures
Traditional structures can be defined in terms of complexity, centralisation and formalisation.
Complexity – how differentiated or broken down into parts the activities are with an organisation:
1. Horizontal Differentiation – number of different specialisations and sub-cultures
2. Vertical Differentiation – the depth of hierarchy (layers) in the organisation
3. Spatial Differentiation – how physically or geographically spread out are the people
Centralisation – the degree to which decision making is concentrated at one point in the organisation.
Formalisation – the degree to which jobs have been routinised and prescribed (standardised).
Benefits of Structure
Division of labour
Allocation of work/tasks to meet organisational goals
Allocation of resources
Grouping of people with similar skills, qualifications, values, subcultures
(strengths?)
Reporting relationships
Communication channels
Accountability
Recognition and Reward
Evolution of Structure (Mintzberg)
Structure can change, and should evolve. Five basic structures:
– A simple structure with direct supervision (the founder).
– The ‘machine’ bureaucracy – standardised work processes and
supervision.
– The professional bureaucracy: more qualified staff, expertise &
knowledge.
Divisionalised form based on outputs, separate controls and systems.
Adhocracy: a system of flexible, informal organisation & management in place of rigid bureaucracy (a combination of adhoc, reactive behaviour and bureaucracy)
New Developments
Structural innovation is an important part of productivity improvement and responding to change.
Adhocracies – as discussed – usually project based, flexible, informal (opposite to the rigid bureaucracy).
Networks or Virtual Organisations – operate with a central core linked through networks of relationships including external contractors/suppliers.
Flatter Organisations – reduced levels of hierarchy to increase efficiencies and reduce labour costs; brings senior management and employees closer but increases the span of control of individuals within the organisation.
Networks or Virtual Organisations
Designed for both stability and dynamism
Network of teams within a people-centered culture that operates in fast learning and decision cycles enabled by technology
Adds velocity and adaptability to stability
Creates a critical source of competitive advantage in volatile, uncertain, complex conditions
Source: https://www.mckinsey.com/business-functions/organization/our-insights/the-five-trademarks-of-agile-organizations
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Agile Organisation
The Agile Organisation
Quickly evolving environment: stakeholders’ demand patterns are evolving rapidly; competitors and collaborators demand action to accommodate fast-changing priorities
Constant introduction of disruptive technology: Businesses and industries are replaces through innovation, digitization and automation; egs.: Internet of Things, robotics, AI
Accelerating digitization and democratization of information: Increased volume, transparence and distribution of information demands organisations to engage in multidirectional communication with customers, colleagues and partners
New war for Talent: creative knowledge and learning-based tasks are becoming increasingly important; organisations need a distinctive value proposition to acquire, retain the best talent which is often more diverse with different thoughts, experience
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Disruptive Trends challenging the old paradigm
Agile organisations have 70% chance of being in the top
Best indicator of long-term performance
Simultaneously achieve greater customer centricity, faster time to market, higher revenue growth, lower costs and better engaged workforce
Examples:
A global bank reduced its cost base by 30%, significantly improved employee engagement, customer satisfaction, time to the market
A basic materials company achieved continuous improvement among manual workers; there was an approx. 25% increase in effectiveness and 60% decrease in injuries
source:
https://www.mckinsey.com/business-functions/organization/our-insights/the-five-trademarks-of-agile-organizations
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More about agile organisations….
25
5 trademarks of agile organisations
The three most commonly observed agile types are:
Cross-functional teams deliver ‘products’ or projects, which ensure that the knowledge and skills to deliver desired outcomes reside within the team.These teams typically include a product or project owner to define the vision and prioritize work.
Self-managing teams deliver baseload activity and are relatively stable over time. The teams define the best way to reach goals, prioritize activities, and focus their effort. Different team members will lead the group based on their competence rather than on their position.
Flow-to-the-work pools of individuals are staffed to different tasks full-time based on the priority of the need. This work method can enhance efficiencies, enable people to build broader skillsets, and ensure that business priorities are adequately resourced.
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Different Types of Agile building blocks
Improved quality: solutions on time with higher client / customer satisfaction
Focus on Business Values: delivering strategic business values involving business stakeholders in the development process
Focus on Users: focusing on the needs of the users it delivers increasing value and provides grounds to beta test products
Stakeholder engagement: multiple opportunities for stakeholder and team engagement; higher degree of collaborations
Transparency: requirement that customers see a work in progress in exchange for transparency
Early and predictable delivery: new features help with timely and predictable delivery; software delivered earlier than planned
Predictable costs and schedule: cost is predictable and limited to the amount of work that can be performed by the team in the fixed-schedule time box
Allows for change: unlike a waterfall method, it allows for change; opportunity to constantly refine and reprioritize the overall product backlog.
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Benefits of agile methodology
People’s behavioral change
Lack of skilled product owners
Lack of dedicated cross functional teams
Source; https://www.blueprintsys.com/agile-development-101/agile-benefits-and-challenges
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Challenges- agile methodology
When there’s freedom, there’s happiness.
When there’s happiness, there’s the right mindset.
When there’s the right mindset, there’s productivity.
And when there’s productivity, it leads to Growth.
Work places shouldn’t be a Cage filled with unhappy humans but a place they can also call home.
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Did you know?
Assessment One – due Friday – questions?
Module 3 – Organisational Diversity
– Review last week
– Readings x 6 – Gender
– Case Studies/Examples
Week 6
Diversity includes
Diversity includes the following:
Race
Sex
Disability
Age
Sexual Orientation
Marriage and Civil Partnership
Pregnancy and Maternity
Religion or belief
Gender reassignment
Australian Commonwealth Law has four anti-discrimination statues:
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Disability Discrimination Act 1992
Age Discrimination Act 2004
In addition we have the Fair Work Act 2009.
Additional Reading:
Why Diverse Teams are Smarter
We are starting to see evidence on how diverse teams and diverse workplaces contribute to the success of the organisation. This paper states that:
Diverse teams focus more on facts
Diverse teams process those facts more carefully
Diverse teams are more innovative.
In a nutshell, enriching your employee pool with representatives of different genders, races, and nationalities is key for boosting your company’s joint intellectual potential. Creating a more diverse workplace will help to keep your team members’ biases in check and make them question their assumptions. At the same time, we need to make sure the organisation has inclusive practices so that everyone feels they can be heard. All of this can make your teams smarter and, ultimately, make your organisation more successful, whatever your goals.
Terminologies surrounding diversity
Unconscious Bias
The natural preference for people who look similar, sound similar and share similar interests. If we allow unconscious bias to fester in the workplace we will recruit, reward and promote the same type of person.
White Privilege
A term used for ‘social privileges’ or ‘an invisible package of unearned assets’.
The obvious, and less obvious, advantages that white people have in Western societies that they may not recognise they have, or actually desire.
Puzzle
Read the following and see if you can think of the answer.
A father and son have a car accident and are both badly hurt. They are both taken to separate hospitals. When the boy is taken in for an operation, the surgeon (doctor) says ‘I can not do the surgery because this is my son’. How is this possible?
Look around your organisation…
How much diversity do you see and/or experience?
What is the nature of the diversity?
To what extent is diversity tolerated within the organisation?
How is diversity stifled?
Reflect on these issues and the impact they are having on you as a manager/leader.
How are you reinforcing the organisational norms and constructs?
How are you feeling constricted by the organisation’s norms and constructs?
How challenging are these issues to the values espoused by your organisation?
Diversity Exercise
Module 3 Readings
Race:
Bill Moore’s Body.
The Colour of Supremacy: Beyond the discourse of ‘white privilege’.
Whitening Race: Reconciliation in and out of perspective: white knowing, seeing, curating and being at home in and against Indigenous sovereignty.
Gender:
Sex Role Stereotyping and Requisite Management Characteristics.
Through a gendered lens? Male and female executives’ representations of one another.
An investigation of female and male constructs of leadership and empowerment.
Examining Leadership through critical feminist readings.
Profile of a Successful Female Leader.
Becoming an international man: Top manager masculinities in the making of a multinational corporation.
Sex Role Stereotyping and Requisite Management Characteristics
Survey of public management students at a small university in the US.
Introduces the ‘think manager-think male’ belief identified in the 1970’s and since found to be a global phenomenon:
Initially, both male and female managers perceived that characteristics associated with managerial success were more likely to be held by men than by women.
Later findings suggested that male managers and male students still held this view, but female managers and female students no longer ‘sex type’ the managerial position.
This study, with the sample, suggests that the views of males have not changed in 2010, and are consistent among British, Chinese, German, Japanese and US management students.
This would suggest that the male decision-maker may still favor male candidates.
Through a gendered lens? Male and female executives’ representations of one another
This NZ paper is a result of interviews with 10 male and 10 female executives and explored their views on each other. The men and women had comparable status and power but still viewed each other through a gendered lens. The paper found:
Men viewed management as a ‘level playing field’ where promotion was based on merit;
The merit principle helped to justify why women were under-represented in management roles;
Some men believed that women could provide a ‘difference’ and make a positive contribution, and used words such as emotion, intuition, instinct, being more aware of feelings;
Women who displayed masculine qualities were described as too aggressive, domineering and ‘less compromising than men’;
The men could sense that some change was evident and that more women would be included at executive level as a result of the current social climate of diversity.
Through a gendered lens? Male and female executives’ representations of one another
The female executives reported the following:
They believed they had similar skills and competencies but they had to over-achieve to be promoted;
They believed they had to work harder than men to achieve the same recognition;
They expressed frustration with male behaviours including informal decision-making, indirectness, inflexibility, emotional detachment and male codes of obligation to each other;
The women were quite aware of the differences they offered to their organisations – intuition, nurturing, emotional honesty, being better listeners – which they saw as a competitive advantage.
Conclusion – gender stereotypes still exist. Male executives were aware of the differences provided by women but sidelined them into HR roles or used the differences as a reason for their under-representation. Female executives also understood the differences they provided and used this to position themselves in the organisation, enhancing the gender stereotype.
An investigation of female and male constructs of leadership and empowerment
This 2010 paper summarises two studies conducted in the UK.
“The lack of significant proportions of women in leadership and senior management positions in almost every organisation, irrespective of whether in the commercial, industrial, military or public sector, appears to be a worldwide phenomenon”.
The paper suggests that men and women have different views of the qualities and characteristics that make up a leader, and these views impact on the recruitment, selection and promotion of staff. Different perceptions of leadership emerge if a greater proportion of one sex is involved in the process – we end up with male-biased criteria when determining leadership qualities.
It is proposed that male-bias criteria ends up in the person specifications and the final criteria used for job selection.
An investigation of female and male constructs of leadership and empowerment
The paper highlights that men and women have very different, almost opposing views, on the qualities, skills and styles that constitute a good leader.
The paper suggests that women are more likely than men to use ‘transformational leadership’ – encouraging the empowerment of staff. Men were more likely to adopt ‘transactional leadership’ – exchanging rewards or punishment for performance.
The paper suggests that empowerment is considered as ‘increasingly important’ in the leadership literature and is of practical importance to organisations. Empowerment will help to increase autonomy, personal control, accountability and self-esteem.
An investigation of female and male constructs of leadership and empowerment
The author proposes that males and females may have different views of ‘empowerment’ based on masculine and feminine values:
Masculine values – self-assertion, separation, independence, control, competition.
Feminine values – interdependence, cooperation, receptivity, merging, acceptance, being aware of patterns, wholes and contexts, and being.
When discussing empowerment do we adopt the ‘masculine’ version of increased autonomy and separateness, or the ‘feminine’ version of connectedness and interdependence?
Do we want our empowered employees to be ‘recipients of power’ or ‘sharers in power’?
Will women be ‘penalised’ yet again for interpreting transformational leadership and empowerment as a shared process rather than as a gift?
Examining Leadership through critical
feminist readings
The paper highlights the different approaches taken over many years to define and understand leadership:
Leadership traits
Leadership behaviours
Leadership situations
Transformational leadership
Guru theory
Post-heroic leadership
The writer suggests that the post-heroic model is good in theory but we are still to see it in action.
This theory suggests that instead of focusing on styles and contingencies of leadership and the heroic qualities of leaders (gurus) we should consider leadership as the work of many people in an organisation.
Examining Leadership through critical
feminist readings
The writer suggests:
There is no ‘holy grail’ to leadership
Many of the leadership theories are US-based models and the behaviours of leaders therefore favour the individualistic, strong, masculine leaders we see in America
The US models ‘do not fit the cultural contexts of the UK’
Existing theories assume managers are male and focus on masculine behaviours – rationality, measurement, objectivity, control, competiveness. Men therefore ‘fit’ with organisational behaviour.
Women are more likely to demonstrate feminine characteristics – caring, nurturing, sharing, empathy, capacity for listening, relational skills.
We need a new way of theorizing leadership – feminine qualities need to feature in our analysis.
Examining Leadership through critical
feminist readings
“Leadership is a social process which encourages individuals to interrelate”.
“We need to look at the social and cultural context…we need locally based and culturally sensitive research to understand leadership success at the local level”.
“We cannot assume a homogeneity approach to leadership and expect all leaders to conform to specific traits, competencies and behaviours”.
Masculine v Feminine
MASCULINE FEMININE
Self assertion Cooperation
Separation Receptivity
Independence Interdependence
Control Acceptance
Competition Caring
Rationality Nurturing
Measurement Sharing
Objectivity Empathy
Indirectness Intuition
Inflexibility Listening
Emotional detachment Emotional honesty
Profile of a Successful Female Leader
This paper had conversations with 21 leading business women in Australia to determine the key enablers of success for senior female leaders. The women represented mining, engineering, banking, finance, insurance, education, communications, government and property development.
The women were asked if their career progression had been held back because of gender?
96% said that they had not been held back at all.
33% said that they had held themselves back.
The findings suggest that women’s success at the most senior level is a combination of personal attributes, capabilities and organisational support.
While some of these findings may also be applicable to men, it suggests that there are some differences that facilitate female leaders to succeed.
Profile of a Successful Female Leader
Personal Attributes:
These attributes are considered innate, challenging to develop, and the baseline for leadership roles.
courage – fearlessness, backing yourself, tenacity to bounce back
passion – alignment of values, choose something you want to devote your energy to
authenticity – be true to yourself, do not change just because you are promoted
ambition – aim high, demonstrate commitment over time
conscientiousness – do not rely on talent alone, strong work ethic
self insight – play to your strengths, understand your development areas.
One key attribute missing was that of confidence – the women did not mention confidence as an attribute but confidence was certainly observed by the interview panel. The women were poised and self-assured but not aggressive or arrogant.
Profile of a Successful Female Leader
Capabilities:
cultivating relationships – 89% had a mentor, champion or internal sponsor
drive for results – consistent, tangible results
building organisational talent – attracting, developing, engaging and retaining talent
personal growth orientation – pursuing development experiences
business savvy – need to understand the business operations and levers
These capabilities can be developed over time through development and exposure.
Organisational Support:
provision of mentors and supportive leaders
flexible work practices to allow a work-life balance
a Board and CEO committed to a culture of diversity (approach, thought, practice)
Becoming an international man: Top manager masculinities in the making of a multinational corporation
The paper looks at the identity of top managers in a Nordic multi-national financial services company involved in mergers and acquisitions. Of the 53 senior managers 51 were men.
The mergers and acquisitions have taken place over many years and include Norway, Denmark, Finland, Sweden, Luxumberg, the Baltic States and Poland resulting in managers from different cultures working together but also competing to ensure that cultures and identities of each country were represented.
The men admit to the sacrifices they have had to make, living a crazy life with extensive travelling, dealing with organisational politics, to become professional ‘international men’. It is a role that the men in the study do not think would be of interest to women, given the sacrifices they would need to make, and they do not think that women can be both ‘professional’ and ‘women’.
The writers suggest that specific types of competitive people – men – thrive in global business, and that the need to demonstrate both masculinity and nationality becomes the norm in globalized companies, excluding women.
Summary – Diversity
Diversity is always a sensitive issue. People who belong to a ‘minority’ group often feel labelled, stereotyped and marginalised in the workplace. People who belong to the ‘majority’ group are often unaware of the consequences of the collective action of the majority.
Some of the articles refer to ‘white privilege’ to help those in the majority obtain a minority view. The notion of privilege is disturbing as it is often given to us without our necessarily wanting it. What we then do with it is the question.
We all hold bias and prejudices simply because we notice difference and it is important not to try to obliterate difference and diversity in an attempt to redress prejudice. Ignoring difference, for example, can be as damaging as highlighting it in a negative manner.
Summary – Diversity
The term ‘unconscious bias’ refers to the natural preference for people who look similar, sound similar and share similar interests. If we allow unconscious bias to fester in the workplace we recruit, reward and promote the same type of person, and we will not achieve diversity or equity.
The literature around inclusiveness is the direction in which this field of study and practice is going.
The idea that we work towards an inclusive workplace for everyone, recognising everyone as a diverse member of the organisation is important, and leverages the strengths that differences bring in to the workplace rather than squashes them.
MGMT-6012
Management Perspectives
Week 5, T3 2019
Assessment One – Proposed Structure
You have some flexibility with the structure for this assignment but once you have read the assessment brief and rubric you will see that we need the following:
Executive Summary (not included in the word count).
Introduction: what this report is about, a very brief introduction to the organisation, why you chose the organisation, and any relationship you have with the organisation.
Research Methodology: a summary of the methodology you embraced for this assignment including case study methodology and the use of naturally occurring data.
Vision and Values of the Organisation: include vision or mission of the organisation, their values, an insight into their culture and management style using Morgan’s metaphors.
Organisational Theory: can you find any evidence of management theory from Module 1 at the organisation? Can you find any information on their organisational structure, chain of command and channels of communication from Module 2?
Ethics and Diversity: Can you find any evidence of ethical practice (good or bad)? Has the company embraced diversity (Module 3)?
Conclusion: what are your views on the management of the organisation? Have they embraced organisational theory? Are they living their values? Do you have any recommendations?
Diversity in Action – Defence and Mining Industry
RESA – Resources and Engineering Skills Alliance – worked with the Defence and Mining industry in South Australia to create a strategy focused on Women in Resources, Energy and Defence.
The Office for Women has a strategy to encourage Women in STEM – more women working in Science, Technology, Engineering and Maths, and more girls studying these subjects at school.
The Indigenous Defence Consortium has been established to ensure Aboriginal people are employed in the new build of Australian submarines.
Mining companies like Santos and BHP Billiton have established Indigenous Employment Targets to ensure Aboriginal people are employed.
Responsibilities Model
Since the 1980’s many organisations have embraced Corporate Social Responsibility (CSR) to improve their relationships with the communities (stakeholders) in which they work. Carroll (1979) outlined the four responsibilities model that attempted to find a balance between economic responsibility and social responsibility:
1)Economic Responsibilities – Economic Profitability is a fundamental social responsibility of business. We need companies to make profit so that they grow and offer employment, but they should not ignore the next three responsibilities
2)Legal Responsibilities – conformance to the laws of the state/country where the company operates
3)Ethical Responsibilities – an obligation to conform to the generally accepted ethical norms of business in their environment not codified in law.
4)Discretionary Responsibilities – Managers are encouraged to exercise their discretionary responsibilities – activities that benefit society but may or may not have any pay back (this is considered CSR).
Ethics and Values
Ethical Behaviour is acting in ways consistent with what society and individuals typically think are good values.
Values are important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable.
Values have major influence on a person’s behaviour and attitude serve as broad guidelines in all situations.
Ethical behaviour tends to be good for business and involves demonstrating respect for key moral principles that include honesty, fairness, equality, dignity, diversity and individual rights.
Legal Framework
Australian Commonwealth Law has established four anti-discrimination statues:
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Disability Discrimination Act 1992
Age Discrimination Act 2004
In addition we have the Fair Work Act 2009 that promotes inclusiveness and equality, and addresses many other issues missing from the above and relevant to the entire workforce including:
-General conditions of employment
-Remuneration and flexible working arrangements
-Unfair dismissal
-Anti-bullying in the workplace
What is Diversity?
-the state or fact of being diverse; difference; unlikeness.
-variety; multi-formity.
-the inclusion of individuals representing more than one national origin, color,
religion, socioeconomic stratum, sexual orientation, etc.
-a point of difference.
Equality, Diversity and Inclusion
https
://
www.youtube.com/watch?v=C-uyB5I6WnQ
-Race
-Sex/Gender
-Disability
-Age
-Sexual Orientation
-Marriage and Civil Partnership
-Pregnancy and Maternity
-Religion or belief
-Gender reassignment
White Privilege
Diversity is always a sensitive issue.
Some of the readings refer to ‘white privilege’ – a term used for ‘social privileges’ or ‘an invisible package of unearned assets’. The obvious, and less obvious, advantages that white people have in Western societies that they may not recognise they have, or actually desire.
The term ‘white privilege’ is to help those in the majority obtain a minority view.
The notion of privilege is disturbing as it is often given to us without our necessarily wanting it. What we then do with it is the question.
Unconscious Bias
We all hold bias and prejudices simply because we notice difference and it is important not to try to obliterate difference and diversity in an attempt to redress prejudice. Ignoring difference, for example, can be as damaging as highlighting it in a negative manner.
The term ‘unconscious bias’ refers to the natural preference for people who look similar, sound similar and share similar interests. If we allow unconscious bias to fester in the workplace we recruit, reward and promote the same type of person, and we will not achieve diversity or equity.
The literature around inclusiveness is the direction in which this field of study and practice is going. The idea that we work towards an inclusive workplace for everyone, recognising everyone as a diverse member of the organisation is important, and leverages the strengths that differences bring in to the workplace rather than squashes them.
Module 3 Readings
Race:
-Bill Moore’s Body.
-The Colour of Supremacy: Beyond the discourse of ‘white privilege’.
-Whitening Race: Reconciliation in and out of perspective: white knowing, seeing, curating
and being at home in and against Indigenous sovereignty.
Gender (next week):
-Sex Role Stereotyping and Requisite Management Characteristics.
-Through a gendered lens? Male and female executives’ representations of one another.
-An investigation of female and male constructs of leadership and empowerment.
-Examining Leadership through critical feminist readings.
-Profile of a Successful Female Leader.
-Becoming an international man: Top manager masculinities in the making of a multinational corporation
Bill Moore’s Body
The chapter is an introduction to a book – The Possessive Investment in Whiteness. The American author suggests that public policy and private prejudice work together to create a ‘possessive investment in whiteness’.
The word ‘possessive’ is used to stress the relationship between whiteness and asset accumulation in our society. White people have advantages in securing education, employment, bank loans and housing, allowing them to accumulate wealth. Parents pass this onto their children, and it leads to more opportunity, prestige and wealth, and it becomes an attitude.
This attitude, or possessive investment in whiteness – creates a poisonous system of privilege that pits people against each other and prevents the creation of common ground. The author is suggesting that we should oppose whiteness – not white people – but the culture and process that allows this to happen and the attitude of white supremacy.
Bill Moore’s Body – The Background
As a child the author was exposed to a story about Bill Moore in the 1960’s.
Bill Moore was a white American, aged 35, father of three, and a postal worker.
He decided to walk from Tennessee to Mississippi to deliver a letter to Governor of Mississippi, complaining about a decision to not allow African American students into the local University. This decision had resulted in local riots, violence and deaths, and Bill Moore wanted to make his point that the decision was unacceptable. Moore also posted a similar letter to US President Kennedy.
Moore was encouraged not to complete his walk because of racial tensions. He was abused and assaulted during his walk. Within two days he was found on the side of the road, shot to death.The incident resulted in more riots and violence. The person responsible for the shooting was a white man – he was arrested but not convicted. Some people chose to continue Bill Moore’s walk but were either stopped or arrested.
Bill Moore’s case contd……
The paper raises many questions including:
Why did a white man risk his life to fight against white supremacy?
Why did Bill Moore choose to act alone?
(It was later revealed that he had mental health issues including depression).
Why was the shooter (Simpson) released when the bullets matched his gun?
Why do we know Bill Moore’s name, but not the names of African Americans killed in the riots?
Why do we still have segregation in some American housing and schools (and other countries?)
Bill Moore’s case.. Contd…
Some quotes from the chapter:
“White Americans are encouraged to invest in whiteness to remain true to an identity that provides them with resources, power and opportunity.”
“White Americans like myself have not yet come to grips with the structural and cultural forces that racialise rights, opportunities and life chances in our country.”
“Social and cultural forces encourage white people to expend time and energy on the creation and re-creation of whiteness.”
“We do not choose our colour but we choose our commitments.”
The author is now living in California and states that nothing has changed (2006).
Group Diversity Activity
Refer to Video: The $100 Race
https
://www.youtube.com/watch?v=vwx5IvypC5Q
Minority or Majority?
People who belong to a ‘minority’ group often feel labelled, stereotyped, and marginalised in the workplace; people who belong to the ‘majority’ group are often unaware of the consequences of the collective action of the majority. Do you have any experiences of being in the minority or majority or seen this in the workplace?
Whitening Race: Reconciliation in and out of perspective
The paper looks at how white Australia’s claim to sovereignty – supreme power or authority – is an obstacle that is stalling progress towards formal recognition of Aboriginal people.
‘Whenever white Australians deny the existence of Indigenous sovereignty, we effectively dent the collective rights of Indigenous Australians.’
This article is a challenge to read, and rather than reading it or explaining it, I have provided a summary of key moments in Australia’s history where reconciliation with Aboriginal people has been attempted by Government.
Reconciliation in Australia
1962 – Aboriginal people ‘allowed’ to vote in federal elections.
1967 – Aboriginal people counted in the Commonwealth ‘Census’ (90% of the population in favour)
1975 – Racial Discrimination Act established
1998 – National Sorry Day (May 26)
2006 – National Close the Gap Day (March 19)
2008 – National Apology to the Stolen Generation (Feb 13)
2017 – The Recognise Campaign is attempting to ensure that Aboriginal and Torres Strait Islander peoples are written into our Constitution. The Constitution makes no mention of the First Australians and more than fifty thousand years of Australia’s history, prior to British colonisation.
Group Diversity Activity
Refer to article: Dismal lack of cultural diversity in leadership sparks calls for targets
Australian companies have started to set targets to ensure they have diversity in the workplace. The targets usually focus on Women or Aboriginal people.
It has recently been suggested by the Human Rights Commission that the Australian Government should encourage companies to embrace racial and cultural diversity targets? What do you think?
Should we also have targets for young people and older adults?
Or should we employ the best person for the role based on their individual talents and strengths, knowing that a diverse team will add value to the organisation?
Additional Reading:
Why Diverse Teams are Smarter? We are starting to see evidence on how diverse teams and diverse workplaces contribute to the success of the organisation. This paper states that:
1) Diverse teams focus more on facts
2) Diverse teams process those facts more carefully
3) Diverse teams are more innovative.
In a nutshell, enriching your employee pool with representatives of different genders, races, and nationalities is key for boosting your company’s joint intellectual potential. Creating a more diverse workplace will help to keep your team members’ biases in check and make them question their assumptions. At the same time, we need to make sure the organisation has inclusive practices so that everyone feels they can be heard. All of this can make your teams smarter and, ultimately, make your organisation more successful, whatever your goals.
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Remember…………
MGMT 60
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2
Management Perspective
Week 4, T3 2019
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Communication and Negotiation
A manager’s job is dependent on communication and the effectiveness of a manager is dependent to a large extent on the communication skills they possess.
Organisational structures help us to understand the flow (direction) of communication and who holds the power in the relationship.
In most organisational communications there is a power differential between the two parties communicating, and one party is seeking to influence the other.
Communication is….
Reporting….advising…querying…listening…reading…writing… responding…informing…rewarding…punishing…changing…
motivating…negotiating…socialising…integrating…influencing…
presenting…
Is it possible to be good at some forms of communication and not others?
Major Functions of Communication (Robbins et al)
Control – formal control mechanisms (hierarchies of authority, formal rules, job descriptions, company policies) and informal control mechanisms (norms and rules established by groups).
Motivation – communication clarifies goals and provides feedback.
Emotional expression – employees have social needs to express themselves.
Information – communication provides information to facilitate decision-making.
Managers as Communicators
– Effective Communication (message received) v Efficient Communication (resources)
– Managers as senders of information – many choices available
– Managers as receivers of information – active listening skills and questioning
– Choice of communication channels – rich, poor or lean
– Electronic communication – positives and negatives
– Meetings – positives and negatives
Barriers to Communication
Communication is not a simple task.
Cultural – language, behavioural
Language – meanings, jargon, caution v optimism.
Psychological – different psychological states (emotions) – fear, defensive.
Relational – the relationship between the sender and receiver (respect, trust, conflicts).
Environmental/Situational – information overload, noise, interruptions, urgency.
‘A back and forth communication designed to reach an agreement when you and the other party have shared interests and others that are opposed.’
Another simpler way to define negotiation is ‘when two or more parties need to reach a joint decision but have different preferences. they negotiate.’
Negotiation and Management
A negotiation in management is said to be effective when people settle their differences
A compromise or an agreement is reached rather than a dispute or argument
Managers / leaders aim to achieve the best possible outcome for their organisation
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Negotiation- definition
Interests –our basic needs, wants and motivations
Legitimacy – quest for fair deal drives many of our decisions
Relationships – very important when you have ongoing connection, future business, reputation
Alternatives and BATNA – what will you do if the current deal does not work out; Best Alternative to Negotiated Agreement
Options- any available choices considered that satisfy the interests
Commitments- an agreement, demand, or a promise made by one or more party
Communication- whilst negotiating, you will need to communicate with the other party or parties; success of your negotiation lies in this
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7 elements of negotiation
1) Separate the people from the problems: as a negotiator, deal with
emotions and personality issues separately
2) Focus on interests not positions: identify underlying interests – the basic needs, wants and motivations
3) Invent options for mutual gain: options are those choices available for parties to consider that can satisfy their criteria
4) Insist on using objective criteria: use objective criteria which is a fair, independent standard to settle their differences
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4 elements of principled negotiation
Concept introduced by Roger Fisher, William Ury and Bruce Patton
One of the many pieces of information negotiators seek when formulating negotiation strategies
What is your best outside option if your current negotiation has reached an impasse
Identifying a negotiator’s BATNA is a necessary skill for developing best strategies to use at the bargaining table
Negotiators should assess their BATNA and work to improve it both during their preparation and throughout the course of dealmaking
The stronger your BATNA, the more you can ask for in your negotiation
If you and the negotiating counterpart have explored all the options and interests, there is no shame in walking away from a deal that does
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Best Alternative to Negotiated Agreement – BATNA
Module 2 Readings
-Get the Boss to Buy in
-Empowerment at Work: the Dyadic Approach
-Breaking the Chain of Command
-Going Up the Chain of Command
-Towards a Reinterpretation of ICT’s Impact on
Command and Control (not discussed)
Get the Boss to Buy In
‘Organisations do not prosper unless managers in the middle identify and promote the need for change.’
‘For many reasons, ranging from a fear of negative consequences to compliance with a top-down culture, many managers do not voice their ideas and concerns.’
‘When managers do speak up many struggle to sell their ideas to people at the top.’
Get the Boss to Buy In
Seven tactics to get higher management to support your idea (sell your issue):
1) Tailor your pitch – understand the audience
2) Frame the issue – connect it to organisational priorities
3) Manage emotions on both sides – generate positive responses
4) Get the timing right – catch the wave
5) Involve others – allies from your network
6) Adhere to norms – understand the cultural expectations
7) Suggest solutions – do not just highlight the problem
Empowerment at Work: The Dyadic Approach
‘Organisations that wish to survive and thrive in today’s dynamic marketplace need to constantly re-invent their work processes and structures.’
‘Empowerment is becoming increasingly important because organisations are flatter therefore less opportunity for promotion. Special projects, team leadership, other assignments can fill the void.’
‘Empowered team-working is increasingly a part of the solution.’
Empowerment at Work: The Dyadic Approach
Empowerment is different to delegation of authority (which is a top-down approach).
Empowerment is the transfer of power and influence.
Empowerment is the result of internal commitment of people (psychological) as well as external commitment of organisation (the environment).
The dyadic (two-part) approach is that people must choose to be empowered, and the organisation must set the conditions for empowerment.
Breaking the chain of command
This paper interviewed 145 employees in the USA to understand what happens when employees circumvent the chain of command, and take an issue by going around or above their superior.
Is circumvention okay?
Employees reported that “they often mentioned the problem…it was never resolved…they had already spoken to their supervisor…the supervisor promised that things would be taken care of…nothing ever changed…supervisors claimed that there was nothing else they could do”.
Why will some employees never circumvent their direct supervisor?
Breaking the chain of command
The main reasons for circumvention:
-Supervisor inaction (or substandard action)
-Supervisor performance (poor, lack of trust, no respect, incompetence)
-Supervisor indiscretion (the supervisor was the issue, behaviour was questionable)
‘Ethical issues are a powerful trigger of employee dissent….. dissent often leads to circumvention.’
Going up the chain of command
An interesting perspective from another industry – Nursing – who have ‘chain of command’ protocols that empower them to communicate upwards in a matter of emergency.
In some institutions a nurse can be dismissed if they fail to invoke the chain of command (circumvention). There are also legal implications for the nurse and hospital if the patient’s condition deteriorates.
If your organisation is purely focused on ‘the customer’ – in this case the patient – should we all have a well-established and documented chain of command?
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What makes a terrible Leader
Lack of transparency
Not listening
Ego
Lack of empathy
Permitting negative gossip
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What makes an inept leader?