mgmt 1002 topic 1 introduction s1 2014 (3 slides per page)

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2/03/2014 1 School of Management School of Management School of Management School of Management Topic 1: Introduction to the Course What is Management? What is an Organisation? MGMT 1001, s1 2014 Reflective Questions to guide this lecture Part 1:Important things about this course Part 1:Important things about this course Part 1:Important things about this course Part 1:Important things about this course Why is this course is relevant to your degree? What should you get out of this course (apart from grades)? Focussed learning - What are the key learning outcomes? How do I achieve good grades from this course? Part Part Part Part 2:What is an Organisation 2:What is an Organisation 2:What is an Organisation 2:What is an Organisation?What is Management? What is Management? What is Management? What is Management? What is the definition of an organisation? What are the characteristics of an organisation? Has organisation changed over time? Why is this relevant to me? How is management relevant to organisations? (Why do organisations need management?) How have management theories evolved over time? Why do we have different management theories in different time period? What are managers? What do they do? How are they relevant in the study of organisation and management? Are management theories in the past still relevant today? What do prospective employers say? What do prospective employers say? What do prospective employers say? What do prospective employers say? Sandra Birkensleigh Partner, PwC Did Uni give you everything you needed for your career? So can you learn those skills on the job? If you knew then what you know now – what would you change?

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MGMT 1002 Topic 1 Introduction s1 2014 (3 Slides Per Page)

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Page 1: MGMT 1002 Topic 1 Introduction s1 2014 (3 Slides Per Page)

2/03/2014

1

School of ManagementSchool of ManagementSchool of ManagementSchool of Management

Topic 1: Introduction to the Course

What is Management? What is an Organisation?

MGMT 1001, s1 2014

Reflective Questions to guide this lecture

Part 1:Important things about this course Part 1:Important things about this course Part 1:Important things about this course Part 1:Important things about this course

• Why is this course is relevant to your degree?

• What should you get out of this course (apart from grades)?

• Focussed learning - What are the key learning outcomes?

• How do I achieve good grades from this course?

Part Part Part Part 2:What is an Organisation2:What is an Organisation2:What is an Organisation2:What is an Organisation???? What is Management? What is Management? What is Management? What is Management?

• What is the definition of an organisation? What are the characteristics of an organisation?

• Has organisation changed over time? Why is this relevant to me?

• How is management relevant to organisations? (Why do organisations need management?)

• How have management theories evolved over time? Why do we have different management

theories in different time period?

• What are managers? What do they do? How are they relevant in the study of organisation and management?

• Are management theories in the past still relevant today?

What do prospective employers say?What do prospective employers say?What do prospective employers say?What do prospective employers say?

Sandra Birkensleigh Partner, PwC

• Did Uni give you everything you needed for your career?

• So can you learn those skills on the job?

• If you knew then what you know now – what

would you change?

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Most important selection criteria when recruiting graduatesMost important selection criteria when recruiting graduatesMost important selection criteria when recruiting graduatesMost important selection criteria when recruiting graduates

1. Interpersonal and communication skills (written and oral)*

2. Passion/Knowledge of industry/Drive/Commitment/Attitude

3. Critical reasoning and analytical skills/Problem solving/Lateral

thinking/Technical skills

4. Calibre of academic results

5. Cultural alignment / Values fit

6. Work experience

7. Emotional intelligence (incl. self-awareness, strength of character,

confidence, motivation)

8. Teamwork skills

9. Activities (incl. intra and extra curricular)

10. Leadership skills Source: Source: Source: Source: Graduate Careers Australia Ltd (Graduate Careers Australia Ltd (Graduate Careers Australia Ltd (Graduate Careers Australia Ltd (2013) 2013) 2013) 2013) Graduate Outlook Graduate Outlook Graduate Outlook Graduate Outlook 2012 2012 2012 2012 Least desirable characteristics when recruiting graduatesLeast desirable characteristics when recruiting graduatesLeast desirable characteristics when recruiting graduatesLeast desirable characteristics when recruiting graduates

1. Lack of interpersonal and communication skills (etc.)

2. Poor attitude / Lack of work ethic / Approach to work

3. Arrogance/Selfishness/Aggression/Dominating

4. Lack of drive, motivation, enthusiasm and initiative

5. Poor teamwork skills

6. Poor or inappropriate academic qualifications or results

7. Inflexibility/Inability to accept direction (etc.)

8. Lack of commitment / High absenteeism / Lack of loyalty

9. Lack of emotional intelligence, self-awareness (etc.) Source: Source: Source: Source: Graduate Careers Australia Ltd (Graduate Careers Australia Ltd (Graduate Careers Australia Ltd (Graduate Careers Australia Ltd (2013) 2013) 2013) 2013) Graduate Outlook Graduate Outlook Graduate Outlook Graduate Outlook 2012 2012 2012 2012 MGMT1001 – three levels of analysis

OrganisationsOrganisationsOrganisationsOrganisations

– What is an Organisation & Management?(topic 1)

– Strategic Management & Org Culture (topic 9)

– Human Resource Management (topic 8)

– Leadership (topic 7)

The relationship between organisations and society

– Ethics and Creating Sustainable Org (topic 10)

– Global dimensions of Mgmt and IB (topic 11)

Individuals in organisations

– Individuals in Organisations (topic 2)

– Attitudes, perception, personality (topic 3)

– Power and conflict (topic 6)

– Communication (topic 4)

– Understanding groups and teams (topic 5)

Attendance:1 x 2hr lecture per

week1 x 1hr tutorial per week

Individual study –readings, assignments

Team simulation

Skill building –disciplinary content, study/ academic skills

and graduate attributes

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Course Requirements/ Course Outline

Course Outline (Part A and B):Course Outline (Part A and B):Course Outline (Part A and B):Course Outline (Part A and B):

– Course description, aims and learning outcomes

– Assessment

– Course, School, ASB and University rules and procedures

Available on the course website (i.e. UNSW Moodle)

Course resources (p.9)

• Textbook *: Robbins, S., Bergman, R., Stagg, I.,

Coulter, M., Judge, T., Millett, B. & Boyle, M,

Managing Organisations and People MGMT 1001, 2nd Edition.

• Student Study Kit/ Workbook: MGMT1001

Managing Organisations and People Semester 1,

2014 Available Available Available Available at UNSW at UNSW at UNSW at UNSW bookshopbookshopbookshopbookshop• Topic ‘workload’ & tutorial page available on course

website.

• The UNSW library high-use collection section

should also have limited copies of the course

textbook and Student workbook

The MGMT1001 Learning Environment

• Teaching staff (p.1)

• Teaching times and Locations (p.2)

– 1 x 2 hr lecture* per week

– 1 x 1 hr tutorial* per week

*Why attend Lectures and *Why attend Lectures and *Why attend Lectures and *Why attend Lectures and Tutorials?Tutorials?Tutorials?Tutorials?

• Course summary and relationship to other courses (p.2)

• Role of lectures and tutorials (p. 4)

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Assessment Summary (p. 4)

Assignment 1 (p. 5)

Due in tutorials in Week 5

15% of final mark

Length: 1,000 words

Format: Essay

Formatting requirements: page 7

Reference requirements:

– Minimum of 2 from list on pg 6

– Need to find 2 other ACADEMIC ARTICLES from prescribed

library databases

Review Marking Criteria (p.6-7) and marking form/ rubric on course

website

We will be spending more time in Week 3 lecture on this first assignment

Assignment 2 (p. 7)

Due in tutorials in Week 11

30% of final mark

Length: 2,500 words

Format: Report

Formatting requirements: page 7-8

Reference requirements: minimum of 6666 academic sources

Review Marking Criteria (p.8) and marking form/ rubric on course website

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Individual Participation (p. 8)

Tutorial Attendance and participation:

5 per cent (must attend 9 tutorials to be eligible)

Grade Description Marks

Outstanding

Contribution

Attends 9 + tutorials and actively participates in both small group and class

discussions. Contributions in class reflect thorough preparation. Provides

good insights; has clear and thoughtful views; and supports and argues for

but is open to modifying positions.

4-5

Satisfactory Attends 9 + tutorials and participates in both small group and class

discussions. Contributions demonstrate some preparation for tutorial. Some

contribution of facts or opinion.

2-3

Unsatisfactory Attends 9 + tutorials but is an unwilling participant, is observed to rarely

speak in small group discussion and never voluntarily speaks in class

discussions. For example: only speaks when directly addressed by a tutor.

1

Does not meet

attendance

requirement

Students must attend a minimum of 9 +tutorials to be eligible for

participation marks0

• Required to participate in two management research studies, each

worth 1.5%, by end of Week 13

– Participating in research great way to learn how UNSW is advancing knowledge in Management and involves you in important aspect of University

• Descriptions of research studies posted from Week 2 onwards on:

http://unswasb.sona-systems.com– Further instructions on course moodle site

• Sign up early to ensure a spot in research studies that interest you most (some studies may be added later in semester)

– Studies are 60 minutes in duration, including a debrief highlighting key insights for managing organisations & people

• If you are unable to participate in research studies, you may

complete two alternative online tests– Each tests is 60 minutes in duration and a minimum mark on each test is

required to receive the participation marks

Indv. Participation (p. 9): Research Studies Participation (3%)

Individual Participation (p. 8Individual Participation (p. 8Individual Participation (p. 8Individual Participation (p. 8----9)9)9)9)

Everest simulation participation: 2 per cent

– Required for you to complete Assignment 2

– You will work in teams of 5 – 6 members

– To be able to write your individual Everest Report:

• Teams must first work as a virtual team in separate location i.e.

not in the same room (in Everest 1)*

• For Everest 2, teams must work together in the same location*

* The simulation must be played by everyone at the same time

– If your group completes the simulation 1 and 2, you will receive a mark of 2.0 percent

– Students will be notified of their team in Week 6

– More information about Everest simulation in the course website

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Individual Participation cont. (p. 9)Individual Participation cont. (p. 9)Individual Participation cont. (p. 9)Individual Participation cont. (p. 9)

Spot quizzes of lectures and tutorial preparation (10 per cent)

– Each week there are three (3) set questions/ requirements for

students to complete as part of your engagement with the topic and preparation for the tutorial.

– The details of these requirements can be found on the course

website for you to down load and complete.

– Your tutors will randomly operate TWO (2) spot written questions

during the semester.

– There will be two lecture driven quizzes randomly operated during

the semester.

– These will be graded SATISFACTORY/ UNSATISFACTORY only.

There is no written feedback provided.

Final examination (p.9)

• 2 hour exam in the University Exam period

• Exam period 13 to 30 June 2014

• We have no control over the Exam schedule, and cannot schedule ‘early’ exams

• More details about the exam in the Lecture in Week 12

Policies and assistancePolicies and assistancePolicies and assistancePolicies and assistance

• How, where and when to submit your assignments (p.10)

• In what circumstances and how to apply for an extension for your assignments (p.10)

• Formatting requirements for your assignments (p.11)

• Academic honesty and plagiarism (Part B)

• In what circumstances and how to apply to sit a

Supplementary Final Examination (Part B)

• New students (and transfer students) need to complete ELISE (https://my.unsw.edu.au/student/atoz/ELISE.html)

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Key dates for s1 2014Key dates for s1 2014Key dates for s1 2014Key dates for s1 2014Everest simulation 1 12 April (9am) – 20 April (Midnight)

Everest simulation 2 3 May (9am) – 10 May (Midnight)

Assignment 1: Essay Week 5 (tutorial)Week beginning 31 March 2014

Assignment 2: Report Week 11 (tutorial)Week beginning 19 May 2014

Research Studies Participation

Weeks 2 – 13

Tutorial attendance & participation

Weeks 2 – 13

Spot Quizzes of Lectures & Tutorial Preparation

2 random spot quizzes in tutorials, and 2 lecture driven quizzes between Weeks 2 and 13

Examination period 13 June – 30 June 2014 (Provisional)

BREAK

WHAT IS AN ORGANISATION?

Part 2

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Which of these collections of people are an

organisation?

Definitions: what are organisations?• “Organisations mediate between the wider society and the individual,

and joining an organisation as an employee exposes the individual

to substantial direction and control. Despite the self-activity of their members, organisations as corporate bodies do have economic and

political powers above and beyond those of the particular individuals

that comprise them” (Thompson and McHugh 2009 p.5)

• “Organizations are systematically arranged frameworks relating people, things, knowledge, and technologies, in a design intended to

achieve specific goals” (Clegg et al 2008 p.8)

• Organizations are (1) social entities that (2) are goal-directed, (3) are

designed as deliberately structured and coordinated activity systems, and (4) are linked to the external environment.

(Daft 2004 p.11)

An organisation …

HAS:HAS:HAS:HAS:

•Purpose, objective, goals

•Structure, rules and boundaries

•People

•Action designed to achieve the goals

IS:IS:IS:IS:

•‘Future oriented’

•part of an open system

EXISTSEXISTSEXISTSEXISTS

•independently of the people within them – they ‘go on’ while members change

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Characteristics of organisations:

1. Size (small, medium, large)

2. Industry (eg telecommunication, mining, finance, energy, consumer goods)

3. Ownership type (eg sole trader, company, membership, Not For Profit, Listed corporation)

4. Owner domicile (eg local business, Australian, Multi-national)

5. Location (eg city, suburban business park, regional)

6. Physical environment (eg open plan, personal office)

7. Remuneration and benefits (yearly bonus, share options, employee discount, other benefits)

The Context of Organisations and Management today

•Technological change – new products, new ways of doing things, outsourcing and off shoring

•International division of labour

The Context of Organisations and Management todayThe Context of Organisations and Management todayThe Context of Organisations and Management todayThe Context of Organisations and Management today

•Changing conception of time and space

•Changing demographics

Let’s go paperless!Let’s go paperless!Let’s go paperless!Let’s go paperless!

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The Context of Organisations The Context of Organisations The Context of Organisations The Context of Organisations and Management todayand Management todayand Management todayand Management todayReflect the followingReflect the followingReflect the followingReflect the following Questions:Questions:Questions:Questions:1)1)1)1)How have Organisations How have Organisations How have Organisations How have Organisations changed over timechanged over timechanged over timechanged over time????2)2)2)2)WhatWhatWhatWhat is your idea of the is your idea of the is your idea of the is your idea of the WorkplaceWorkplaceWorkplaceWorkplace in the 21in the 21in the 21in the 21ststststcentury?century?century?century?3)3)3)3)How wilHow wilHow wilHow will these l these l these l these changes changes changes changes impact your future career impact your future career impact your future career impact your future career as a member of an as a member of an as a member of an as a member of an organisation?organisation?organisation?organisation?

WHAT IS MANAGEMENT?

Part 2

The aim of managementThe aim of managementThe aim of managementThe aim of management

Low High

Hig

h

Quadrant 1: Manager chooses the right goals to pursue, but does a

poor job of using resources to achieve these goals

Result: a product/ service the customer wants but that is too expensive for them to buy

Quadrant 2: Manager chooses the right goals to pursue and makes good

use of resources to achieve these goals

Result: a product/ service that customers want at a quality and price

they can afford

Lo

w

Quadrant 3: Manager chooses wrong goals to pursue and makes

poor use of resources

Result: A low-quality product/ service

that customers do not want

Quadrant 4: Manager chooses inappropriate goals, but makes good

use of resources to pursue these goals

Result: A high quality product/ service

that customers do not want

Efficiency

Eff

ec

tive

ne

ss

Doing things right

Do

ing

th

e r

igh

t th

ing

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Timeline of Management Theory

What is Scientific Management?

• Frederick W. Taylor (1856–1915) is best known for defining the techniques of scientific management.scientific management.scientific management.scientific management.

• The systematic study of relationships between people systematic study of relationships between people systematic study of relationships between people systematic study of relationships between people and tasks and tasks and tasks and tasks for the purpose of redesigning the work redesigning the work redesigning the work redesigning the work process to increase efficiencyprocess to increase efficiencyprocess to increase efficiencyprocess to increase efficiency.

• Taylor believed that if the amount of time and effort that each worker expended to produce a unit of output (a finished good or service) could be reduced by increasing specialization and the division of increasing specialization and the division of increasing specialization and the division of increasing specialization and the division of labourlabourlabourlabour, then the production process would become more efficient.

Scientific approaches to management – Job Design

• Other famous names include

Frank and Lillian Gilbreth “time “time “time “time

and motion studies”and motion studies”and motion studies”and motion studies”---- who used film and stop watches to work

out new ‘quicker’ ways to

produce tasks

• Henry Ford “production line”: “production line”: “production line”: “production line”: who took the idea of the

production line from abattoirs –

where carcasses were moved through the factory on chains

and pulley systems - and

introduced it into his car manufacturing plants.

“Any customer can

have a car painted

any colour that he

wants so long as it

is black”.

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The Scientific-Technical Revolution and its effects on organisations and management

• The ideas and methods of Scientific Management were what the what the what the what the

Americans’ manufacturing industries needed in that eraAmericans’ manufacturing industries needed in that eraAmericans’ manufacturing industries needed in that eraAmericans’ manufacturing industries needed in that era

– To extend the transformation of craft work (human as the agent) to mechanisation and transformation• Rise of factory system of production Rise of factory system of production Rise of factory system of production Rise of factory system of production

– growth in number of employees– Increasing use of technology in production– Rise of ‘corporations’ meaning owners did not necessarily work in the organisation (e.g. the typical share-holder)

• Key features/ developmentsKey features/ developmentsKey features/ developmentsKey features/ developments

– Specialisation of labour and the ‘production line’– Systematic study of work tasks to create rules or ‘one best way’ of performing each task– Focus on both job design and organisational structures and administration

The Scientific-Technical Revolution and it’s effects

on organisations and management (Continued)

• Taylor (unknown to himself) had laid the groundwork for Taylor (unknown to himself) had laid the groundwork for Taylor (unknown to himself) had laid the groundwork for Taylor (unknown to himself) had laid the groundwork for automation and off shoringautomation and off shoringautomation and off shoringautomation and off shoring– He analysed work processes into distinct, unambiguous pieces => which is exactly what computers and unskilled people would follow and execute, based on instructions designed by others.– Under Scientific Management, workers had very little opportunity for further thinking, experimenting or suggestion making.– One of the big problems with the introduction of all of these ‘scientific methods’ was that it reduced work/ tasks to menial or boring workPause and reflect: Pause and reflect: Pause and reflect: Pause and reflect: Is the invention of Scientific Management a good thing?Is the invention of Scientific Management a good thing?Is the invention of Scientific Management a good thing?Is the invention of Scientific Management a good thing?The question you should be asking is….The question you should be asking is….The question you should be asking is….The question you should be asking is….Good for who?Good for who?Good for who?Good for who?

Innovations in administrative management:

Bureaucracy (Max Weber, 1864 - 1920)

Characteristics:

– Specialisation of labour

– Formal rules and procedures

– Well-defined hierarchy

– Career advancement based on merit

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Innovations in administrative management - Principles (Fayol)

• Fayol developed a list of 14 principles that he believed were essential to

increasing efficiency in the management process.

• Fayol is also well-known for articulating the 5 (now 4) managerial

functions – what managers must do to create a high performing organisation.

– Planning – choosing appropriate goals for the organisation

– Organising – designing processes and systems to achieve those goals

– Command – selecting the right employees for the job, evaluating work performance, motivating individual employees etc

– Co-ordinating – putting together relationships/ work teams to ensure that production runs smoothly

– Controlling – measuring and monitoring to evaluate how the system is workingHenri Fayol (1841 – 1925)

Time spent per managerial functionsTop managersMiddle managersFirst-line managersPlanning Organising Leading Controlling

Source: Waddell et al 2008 p. 14

Behavioural Management TheoryBehavioural Management TheoryBehavioural Management TheoryBehavioural Management Theory

• Develop in response to Scientific approaches to management

• Focus on motivational and behaviour as a mechanism to improve organisational performance

• Hawthorne Studies of the 1920s

• Maslow’s Hierarchy of Needs

• McGregor’s Theory X and Theory Y

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What do managers actually do? What do managers actually do? What do managers actually do? What do managers actually do?

• In the 1970s and 1980s ‘ideal’ managerial roles were challenged by

researchers who actually observed managers in their day to day life,

and found that managers have a very different job than these ‘ideals’.

• One of the most famous studies was done by Henry Mintzberg who

spent many months actually observing managers in action, and had

other managers keep a detailed record of their actions each day. What he found was that managers spend much more time DOING, much more time DOING, much more time DOING, much more time DOING,

than ‘thinking’than ‘thinking’than ‘thinking’than ‘thinking’.

• Mintzberg’s studies allowed him to perform 10 different but highly

inter-related Management roles (specific categories of managerial behaviour).

Mintzberg’s Managerial roles

1. Decisional– Entrepreneur

– Disturbance handler

– Resource allocator

– Negotiator

2. Informational– Monitor

– Disseminator

– Spokesperson

3. Interpersonal– Figurehead

– Leader

– Liaison

Skills needed by three levels of managementSkills needed by three levels of managementSkills needed by three levels of managementSkills needed by three levels of managementTop managersMiddle managersFirst-line managersConceptual skills Human skills Technical skills

Team leaders

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21212121stststst century understandings of managementcentury understandings of managementcentury understandings of managementcentury understandings of management

• Increasing emphasis on motivation, leadership and motivation, leadership and motivation, leadership and motivation, leadership and relationshipsrelationshipsrelationshipsrelationships

• The key skill is communicationcommunicationcommunicationcommunication – both oral / verbal but also the ability to develop and effectively communicate a vision/ position to different audiences vision/ position to different audiences vision/ position to different audiences vision/ position to different audiences – the management of ‘meaning’

• Less ‘‘‘‘overt controlovert controlovert controlovert control’ as organisations take advantage technology (eg swipe cards for building access, login to PCs, keystroke monitoring)

Pause and Think: What other issues confront managers in the 21Pause and Think: What other issues confront managers in the 21Pause and Think: What other issues confront managers in the 21Pause and Think: What other issues confront managers in the 21stststst

century?century?century?century?

Demands on modern managers

• Managers in the 21st century 21st century 21st century 21st century often required to

work ‘smarter and harder’ ‘smarter and harder’ ‘smarter and harder’ ‘smarter and harder’ - increased working

hours, doing more with less staff/ resources, the ‘globalisation’ of the business environment

• Pressures of conflicting demands – delivering “shareholder value” “shareholder value” “shareholder value” “shareholder value” while being ethically and ethically and ethically and ethically and

environmentally environmentally environmentally environmentally responsible

• ‘Empowerment’ efforts ‘Empowerment’ efforts ‘Empowerment’ efforts ‘Empowerment’ efforts of the 1990s has seen increased demands for flexibility, ‘work life flexibility, ‘work life flexibility, ‘work life flexibility, ‘work life

balance’ and ‘learning opportunities’balance’ and ‘learning opportunities’balance’ and ‘learning opportunities’balance’ and ‘learning opportunities’ by staff

Summary

• Management is not easy

• There is no ‘one best way’ to do it

• We know lots about what managers actually do every day, and what they should be doing

• There is an increasing emphasis on motivation, leadership and communication