pom project (final)

8/4/2019 Pom Project (Final)

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A

Project Report

on

"LINE AND STAFF RELATIONSHIP IN EDUCATIONAL

INSTITUTIONS

Submitted towards the fulfilment of

The degree of M.B.A FINANCE ( Ist semester)

For the course

PRINCIPLES OF MANAGEMENT

Submitted by Submitted to

Deepika Maloo . Mrs. Vedantam Leela

MBA- Finance, Sem-I Faculty In charge

Roll No- 242 Faculty of Management Studies

NATIONAL LAW UNIVERSITY, JODHPUR

September, 2009


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ACKNOWLEDGEMENTS

Completing this project for me all alone is not at all possible because this project

required some supervision and guidance, which is provided by Mrs. Leela Vedantam. She

help me in various ways of learning, interaction with her on the matters of employee retention

is quite a useful asset for completing this project.

Earlier when I took this project it seems to me that it was more of theoretical project but

thanks to her that she gave the project a new dimension by taking it to the aura of practical

world. Practical learning from the very old ages is described as the best way of learning.

I would like to thank some institute employees without which I would not be able to complete

my project:-

Mr. Manish Purohit

Mr. Brijesh Sharma

Mr. Ankit Bhandari

Miss Varsha Sharma


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EXECUTIVESUMMARY

Line and staff are the most widely used concepts in organizing. Large and

complex organizations operating in increasingly dynamic environment need a variety of

special abilities, knowledge and skills for supporting the effective and efficient

performance of their major functions of production and marketing. They, therefore employ

a variety of experts including industrial engineers, quality control managers, legal advisors,

cost accountants, market researchers etc.

Line managers are those who are directly responsible for the achievement of

organizational objectives, formulation of plans and policies, making decisions for the

implementation of plans and policies, providing supervision and leadership, achieving

coordination and exercising control. Staff managers are those who provide support in the

form of advice and service to line managers in the performance of their functions,

interprets objectives, plans and policies, help in selection of and training of employees,

makes the best tools available, reports result to top management.

Line and staff are defined from two view points. One is that they denote different

functions within the organization and other refers to the authority relationships in the

organization. Their mutual relationships are complementary and collaborative. Therefore a

clear understanding is essential for promoting organizational effectiveness.


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RESEARCH METHODOLOGY

SUBJECT: Line and staff relationship

AREA: Organization

TOPIC: An analytical study of line and staff relationship in educational institutions

OBJECTIVES :-

1- To study the contribution of line and staff in attainment of organizational objectives.

2- To show that line and staff managers are in an interactional and independent relationship

with one another.

3- To study the reasons for the conflict between the line and staff authority and find out the

solutions.

RESEARCH QUESTIONS:-

1. In which type of organization structure is line and staff authority relationship prevalent?

2. How do we distinguish between line and staff functions in an organization?

3. Which factors are responsible for line and staff conflict?

4. What are the measures set by the company to prevent the conflicts between the line and

staff authority?

HYPOTHESIS:

The relationship between line and staff in educational institutions are cordeal as a result of the

changing educational trends.


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INTRODUCTION

Organizational structure involves, in addition to task organizational boundary considerations, thedesignation of jobs within an organization and the relationships among those jobs. There are

numerous ways to structure jobs within an organization, but two of the most basic forms include

simple line structures and line-and-staff structures.

The line-and-staff organization combines the line organization with staff departments that support

and advise line departments. Most medium and large-sized firms exhibit line-and-staff organizational

structures. The distinguishing characteristic between simple line organizations and line-and-staff

organizations is the multiple layers of management within line-and-staff organizations. Several

advantages and disadvantages are present within a line-and-staff organization. An advantage of a line-

and-staff organization is the availability of technical specialists. Staff experts in specific areas are

incorporated into the formal chain of command. A disadvantage of a line-and-staff organization is

conflict between line and staff personnel.

We use the terms line and staff to describe the different relationships people assume as they work

together to accomplish results. The terms tell us who has the right to make the final decision (line)

and who provides advice and service (staff). Line has command (decision-making) authority

necessary to reach the goals for which line is accountable. Staff provides advice and service to help

line in reaching goals. The person who has final, or command authority with respect to achieving

business goals is in a line relationship to those goals. Line/staff relationships are not static. We play

different roles as relationships change. Line managers are those who are directly responsible for the

achievement of organizational objectives, formulation of plans and policies, making decisions for the

implementation of plans and policies, providing supervision and leadership, achieving coordination

and exercising control. Staff managers are those who provide support in the form of advice and

service to line managers in the performance of their functions, interprets objectives, plans and

policies, help in selection of and training of employees, makes the best tools available, reports result

to top management.

FEATURES OF LINE AND STAFF ORGANIZATION:

1. Line and staff organization is a compromise of line organization. It is more complex than the

line concern.

2. There are two types of staff:

a. Staff assistants-P.A. to managing Director, Secretary to marketing manager.

b. Staff Supervisor-Operation control manager, Quality Controller, PRO


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3. Division of work and specialization takes place.

4. The whole organization is divided into different functional areas to which staff specialists are

attached.

5. Efficiency can be achieved through the features of specialization.

6. There are two lines of authority which flow at one time in a concern:

a. Line authority

b. Staff authority

7. Power of command remains with the line executive and staff serves only as counsellors.

HISTORICALPERSPECTIVE

The line/staff relationship is a well-tested concept. Armies of the Roman Empire recognized

"line authority" thousands of years ago and conquered theworld. Alexander the Great may have been

the first to precisely define line-staff relationships. The Romans adopted and perpetuated the

distinction, and the Roman definition of the line/staff relationship is still very much alive today. This

was necessitated by influential Roman soldiers who wanted status but didn't want to be close to the

action. These Roman soldiers occupied most of the support or supply positions in the military, and

because they had the ear of Rome, a combat commander often found it difficult to refuse their

advice. Since this staff advice often conflicted with the position adopted by the top line command,

confusion frequently resulted, sometimes accompanied by a disregard of the orders from the

line command. Recognizing the danger, Julius Caesar made it very clear that the soldiers doing the

fighting were the line units and that the authority flowed from Caesar through the line chain of

command to the soldiers. No line officer was allowed to look upon staff advice as a command. He

was free to accept or reject staff advice at his discretion, always aware that he remained responsible

for the military objectives assigned to his unit.

The subject of the relationships between staff and line units was awarded great attention in the

organizational literature of the 1950's-1960's, as well as in numerous scientific papers dealing with the

issue. An enlightening description is provided by Koontz & O'Donnell (1976:15)n1, who assert that

"there probably is no other area of management which in practice causes more difficulty, more

friction and more loss of time an defectiveness." By contrast, in the 1970's and 1980's the amount of

empirical research focusing on the issue has been small, especially with regard to human serviceorganizations.


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INTRODUCTION OF ORGANIZATION

JIET: It is one of the premier technical institutes located at Jodhpur,established in 2003, It has

progressed impressively. Currently it has a strength of 1800 students in 5 branches of Engineering and

Management. The ranking of the college is among the top institutes of northern India.It is also

affiliated with the ARUN SHANTI educational trust which has the vision of advancement and

progression of educational institutes.

ST ANNES SCHOOL: It began its existence in a rented building with 33 students in 1980. By

1995 school was able to build its own building. Through the years the school has been able to provide

better and better academic facilities, it is governed by ST. ANNES SCHOOL SOCIETY, a society

formed under the rajasthan societies regulation act. The school has all along been guided by aims

spelled out in its constitution to develop educational excellence using suitable methods and to be

socially responsible.


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LINE AND STAFF CONCEPT AND ROLES

DISTINCTION BETWEEN LINE AND STAFF

Classic organizational theories have distinguished between the roles of the staff and those of

the line. The staff personnel have derived their authority from their expertise and professionalism.

They have been responsible for the professional, administrative and other assistance offered to the line

units in charge of implementing and achieving the actual goals of the organization. The staff

personnel's organizational position affords them neither the authority to give orders nor the option of

imposing sanctions or retaliating vis-a-vis to line units. The staff units support and provide auxiliary

services to both executives and line units.

Line and staff are also distinguished by their decision-making authority. Since managers are

accountable for achieving the primary objectives, they are supposed to have the final decision-making

authority.These distinctions led to a definition of the staff roles in terms of policy making,

determining main organizational strategies, planning, and creating administrative tools. Likewise, the

role of the line personnel has been defined as the implementation of the policy set and dictated by the

staff, within the time and place limitations in which they operate. This division of labour engendered a

situation of friction between the personnel fulfilling the two different functions - which grew into an

ongoing conflict over structures and manpower, primarily taking the form of power struggles over the

right to make decisions and determine policy for the organization. The line units harboured a sense of

inferiority, since their influence on the central procedures of decision making was minuscule.

Differences in the organizational climate also deepened the alienation between the two units. The

organizational climate in the staff units was greatly influenced by the special nature of its work, which

has been defined as basically thinking and planning without either time limitations or responsibility

toward the organization's clients. On the other hand, the organizational climate of the line units was

largely influenced by the need to provide services to the clients, under pressures of time, and with the

goal of achieving maximum efficiency.

LINE AND STAFF POSITIONS

A wide variety of positions exist within a line-and-staff organization. Some positions

are primary to the company's mission, whereas others are secondaryin the form of support

and indirect contribution. Although positions within a line-and-staff organization can be


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differentiated in several ways, the simplest approach classifies them as being either line or

staff.

A line position is directly involved in the day-to-day operations of the organization, such

as producing or selling a product or service or in an educational institute as teachers. Linepersonnel carry out the primary activities in an organization and are considered essential to

the basic functioning of the organization.

Staff positions serve the organization by indirectly supporting line functions. Staff

positions consist of staff personnel and staff managers. Staff personnel use their technical

expertise to assist line personnel and aid top management in various business activities. Staff

managers provide support, advice, and knowledge to other individuals in the chain of

command.

Although staff managers are not part of the chain of command related to direct production

of products or services, they do have authority over personnel. Staff positions, whether

personnel or managers, engage in activities that are supportive to line personnel.

LINE-AND-STAFF AUTHORITY

Authority within a line-and-staff organization can be differentiated. Three types of

authority are present: line, staff, and functional. Line authority is the right to carry out

assignments and exact performance from other individuals.

LINE AUTHORITY.

The most fundamental authority within an organization, reflects existing superior-subordinate

relationships. In the organizing process, activities are assigned to the individual making them

responsible for the proper performance of these activities. These individuals in turn, assign some of

the activities to persons working below them in the hierarchy and delegate them authority. This

process goes on creating superior-subordinate relationship in the organization. Such a relationship

works as follows:

1. As a chain of commands: A command relationship exists between each superior and sub-ordinate. Line authority entitles a superior to direct the work of his sub-ordinate. Here the

superior has uncontrolled authority, except those controls prescribed by organization and sub-

ordinate has no alternative except to obey those orders.


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2. As a channel of communication: Communication up and down the organization flows through

the line relationship. Barnard has emphasized the role of line relationship as a channel of

communication by suggesting that line of communication should be established and every

member should be tied in the system of communication by having someone to report to and

others to report to him. Such a line can be easily maintained through a line of command.

3. As a carrier of responsibility: The line relationship carries ultimate responsibility for the work

assigned. Though the process of assigning activities goes on till the level where actual work is

performed by operatives, each individual is accountable for the proper performance of the

activities assigned to him.

Two important clarifications should be considered, however, when discussing line authority: (1)

line authority does not ensure effective performance, and (2) line authority is not restricted to line

personnel. The head of a staff department has line authority over his or her employees by virtue of

authority relationships between the department head and his or her directly-reporting employees.

STAFF AUTHORITY

Staff authority is the right to advise or counsel those with line authority. For example, human

resource department employees help other departments by selecting and developing a qualified

workforce. A quality control manager aids a production manager by determining the acceptable

quality level of products or services at a manufacturing company, initiating quality programs, and

carrying out statistical analysis to ensure compliance with quality standards. Therefore, staff authority

gives staff personnel the right to offer advice in an effort to improve line operations. Harold Stieglitz

has pinpointed 3 roles that staff personnel typically perform to assist line personnel:

1. The Advisory or Counselling Role : In this role, staff personnel use their professional

expertise to solve organizational problems. The staff personnel are, in effect, internal consultants

whose relationship with line personnel is similar to that of a professional and a client.

2. The Service Role : Staff personnel in this role provide services that can more efficiently and

effectively be provided by a single centralized staff group than by many individuals scattered

throughout the organization. This role can probably best be understood if staff personnel are

viewed as suppliers and line personnel as customers.

3. The Control Role : Staff personnel help establish a mechanism for evaluating the effectiveness

of organizational plans. Such managers have authority to control certain operations of line

department either directly or indirectly through policy interpretation, procedural compliance etc.

TYPES OF STAFF FUNCTIONS

There are three basic types of staff: personal, specialized, and service.


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Personal staff :Comprised of individuals acting in a service capacity to one superior, such as the

assistant to the president. Its assignments may be very specialized or may include general

troubleshooting for the line manager.

Specialized staff: Members provide expert advice and assistance tomanagers who lack knowledge or

technical ability on a particular subject. The accounting and personneldepartments are examples of

specialized staff who offeradvice to line managers. In a pure line-staff relation, themanagers are free

to accept or reject the counsel. Thedegree of authority granted to specialized staff can varywidely,

ranging from pure advice and counsel to theright to give orders directly to those over whom they

have no line authority. This is where most of the conflicts arise. Staff often attempts to achieve their

own agendas by implying the boss wants this. Further, top management often uses staff to

communicate decisions that are their responsibility. While this may expedite action, it causes

confusion.

Service staff :Provides focused attention to a phase of operations that aline manager might not have

the time, special skills orequipment to oversee adequately. Also, efficiencies canbe achieved if the

services in question are provided fromone organizational element that can be staffed with

specialized employees and supplied with the necessary equipment. IT, maintenance, and even

engineering departments in a firm can be examples of service groups. Many service departments are

not strictly advisory; at times, it is mandatory to use their services, for example, when it has been

stipulated that the service organization

FUNCTIONAL AUTHORITY.

Functional authority is referred to as limited line authority. It gives a staff person

power over a particular function, such as safety or accounting. Usually, functional authority is

given to specific staff personnel with expertise in a certain area. For example, members of an

accounting department might have authority to request documents they need to prepare

financial reports, or a human resource manager might have authority to ensure that all

departments are complying with equal employment opportunity laws. Functional authority is

a special type of authority for staff personnel, which must be designated by top management.

LINE STRUCTURE


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1. Functi nal: uping according to function

2. Di i ional: grouping according to product

3. Geographic: grouping according to geographic market


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4. Hybrid: functional and di i ional grouping

L E AND STAFF RELAT NSHIP (EDUCATIONAL INSTITUTION)

A clear understanding of responsibilities and relationships bet een and among school personnel

is essential for a smoothly running and efficienteducational system.

. General Power and Authority of the Teacher: The teacher is delegated certain powers and

authorityby law and by the Board to hold pupils accountable while on school property for their

conductduring, before and afterteaching hours. A teacher may remove a pupil from his/herroom by

referring the pupilto the principal for a final decision.

2. Teachers Relationshi with the Princi al : Classroom teachers are under the direct supervision

of the principal. Theadministrative policies, communications from theBoard, assignments ofduty,

work, instruction schedules, and courses of study will reach the classroom teacher through the

principal. All problems and requestspertaining to work should be directed to the principal. All

teachers mayexpectthe principalto guide and assistthem with problems pertaining totheir work with

STUDENTS

TEACHERS

PRINCIPAL

SUPERINTENDENT

SCHOOL BOARD


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the pupils. The teachers may expect the principal to share his disciplinary responsibility and to guide

and support them as they worktogether for the good of the pupils. Both the principal and the teacher

should consult with the Superintendent for advice and counsel on specific problems or for

interpretations of Board policy. Teachers are expected to express their views in general faculty

meetings. This opportunity for open expression and sharing of responsibility for the successful

operation of the institution should beencouraged and protected by tolerance and good will.

5. Teachers Relationship with Other Employees: Teachers should strive to work cooperatively

with all staff members. All work requests or concerns for the work of custodians, maintenance

workers and others should be communicated to the principal. Any problems arising between the

classroom teachers and otheremployees should be handled by the principal at once.

LINE-AND-STAFF CONFLICT

Due to different positions and types of authority within a line-and-staff organization, conflict

between line and staff personnel is almost inevitable. Although minimal conflict due to differences in

viewpoints is natural, conflict on the part of line and staff personnel can disrupt an entire organization.

There are many reasons for conflict. Conflicts between line and staff support often arise when the

roles of each group are not clearly defined. Understanding is crucial, since the degree of authority

granted to specialized staff can vary widely, ranging from simply providing information or advice, tothe right to give orders directly. Poor human relations, overlapping authority and responsibility, and

misuse of staff personnel by top management are all primary reasons for feelings of resentment

between line and staff personnel. This resentment can result in various departments viewing the

organization from a narrow stance instead of looking at the organization as a whole. Let us see how

these factors generate conflict

VIEWPOINT OF LINE MANAGERS

Line managers who are responsible for the final results leading to the achievement oforganizational objective, feel that staff people work against them in the following way:

1. Lack of responsibility: It is perception of line managers that staff people do not carry any

responsibility in the organization,but enjoy authority.Furthur arrows of criticism will be directed

towards line managers if things go wrong. This disparity between authority and responsibility

and also between contributions and rewards is a source of jealousy between line and staff.


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2. Encroachment of line authority:Line managers feel that staff people give recommendations and

advice on the matters which fall within their jurisdiction, this results in resentment, hostility,

and open and hidden reluctance to accept advice and recommendations.

3. Dilution of authority: Line managers may fear that their responsibility will be reduced because

of the addition of staff thereby making their job less challenging and varied. This feeling ofinsecurity works against the harmonious relationship between them.

4. Theoretical bias: Often the advice and recommendation of staff people suffer from theoretical

bias because of two reasons. First, they tend to think within the context of their own speciality

and use the criteria prescribed in their own discipline. Secondly, they are at times away from the

actual operational scene for which they make recommendations.

VIEWPOINT OF STAFF MANAGERS

Staff people also have their own arguments and try to find faults with line mangers:

1. Lack of proper use of staff: Staff people feel that very often they are ignored by the line

managers and decisions are made without input from staff. Staff people are informed

after the actions have been taken.

2. Resistance of new ideas: Line managers often resist new ideas because new ideas mean

that there is something wrong with the present way of working., Thus new ideas are

treated as fault-finding devices in their operations, hence many of the efforts of the staff

people go in waste.

3. Lack of proper authority: Staff people feel that line managers do not give enough

authority to them. They contribute to the realization of organizational objectives without

really enjoying any authority. Even when staff is consulted,it is not necessary that staff

advice is put into practice.

OVERCOMING LINE AND STAFF CONFLICT

Fortunately, there are several ways to minimize conflict.


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1. EMPHASIS ON STAFF ROLES AS TEAM MEMBERS: One way is to integrate line and

staff personnel into a work team. The success of the work team depends on how well

each group can work together in efforts to increase productivity and performance.

2. CLEAR UNDERSTANDING OF LINE AND STAFF ROLES :Another solution is to

ensure that the areas of responsibility and authority of both line and staff personnel

are clearly defined. With clearly defined lines of authority and responsibility, each

group may better understand their role in the organization.

3. DE-EMPHASIS ON STAFF CONTROL FUNCTIONS: Sometimes staff units are charged at

evaluating performance against standards and reporting deviations of higher management.

This control function is inconsistent with the staff advisory role and should be diminished.

4. RECOGNITION OF MUTUAL DEPENDENCE : Line needs staff support for its effective

performance and staff needs line acceptance in order to justify its existence.

5.

A third way to minimize conflict is to hold both line and staff personnel accountablefor the results of their own activities. In other words, line personnel should not be

entirely responsible for poor performance resulting from staff personnel advice.

Line-and-staff organizations combine the direct flow of authority present within a line

organization with staff departments that offer support and advice. A clear chain of command

is a consistent characteristic among line-and-staff organizational structures. Problems of

conflict may arise, but organizations that clearly delineate responsibility can help minimize

such conflict.

MERITS OF LINE AND STAFF ORGANIZATION

1. Relief of line of executives- In a line and staff organization, the advice and counselling which

is provided to the line executives divides the work between the two. The line executive can

concentrate on the execution of plans and they get relieved of dividing their attention to many

areas.

2. Expert advice- The line and staff organization facilitates expert advice to the line executive at

the time of need. The planning and investigation which is related to different matters can be

done by the staff specialist and line officers can concentrate on execution of plans.

3. Benefit of specialization- Line and staff through division of whole concern into two types of

authority divides the enterprise into parts and functional areas. This way every officer or

official can concentrate in its own area.

4. Better co-ordination- Line and staff organization through specialization is able to provide

better decision making and concentration remains in few hands. This feature helps in bringing

co-ordination in work as every official is concentrating in their own area.


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5. Benefits of research and development- Through the advice of specialized staff, the line

executives get time to execute plans by taking productive decisions which are helpful for a

concern. This gives a wide scope to the line executive to bring innovations and go for

research work in those areas. This is possible due to presence of staff specialists.

6. Training- Due to presence of staff specialists and their expert advice serves as ground for

training to line officials. Line executives can give due concentration to their decision making.

This in itself is training ground for them.

7. Balanced decisions- The factor of specialization which is achieved by line and staff helps in

bringing co-ordination. This relationship automatically ends up the line official to take better

and balanced decision.

8. Utility of action- It is the result of unified control. Control and its effectivity take place when

co-ordination is present in the concern. In the line and staff authority all the officials have got

independence to make decisions. This serves as effective control in the whole enterprise.

DEMERITS OF LINE AND STAFF ORGANIZATION

1. Lack of understanding- Since there are two authorities flowing at one time, This results in the

confusion between the two. As a result in the confusion between the two, the workers are not

able to understand as to who is their commanding authority. Hence the problem of

understanding can be a hurdle in effective running.

2. Lack of sound advice- The line official get used to the expertise advice of the staff. At times

the staff specialist also provides wrong decisions which the line executive have to consider.

This can affect the efficient running of the organization.

3. Line and staff conflicts- The factors of designation, status influence sentiments which are

related to their relation, can pose a distress on the minds of the employees. This leads to

minimizing of co-ordination which hampers a concerns working.

4. Costly- I n line and staff concerns, the concerns have to maintain the high remuneration of

staff specialists. This proves to be costly for a concern with limited finance.

5.

Assumption of authority- The power of concerns is with the line official but the staff dislikesit as they are the ones more in work.

6. Staff steals the show- In a line and staff concern, the higher returns are considered to be a

product of staff advice and counselling. The line officials feel dissatisfied and a feeling of

distress enters a concern. The satisfaction of line officials is very important for effective

results.


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DATA TABULATION AND ANALYSIS

The following research was conducted in two institutions(St. Annes School& JIET) both situated

in Jodhpur. The data sample consisted of 12 people working there. The data sample consist 3

Teachers and 2 staff members from St. Annes School and 4 Teachers and 3 staff members from

JIET, College. The research was done through a well structured questionnaire The objective of the

study was conveyed to the sample suitably so that the answers to the set questions could be given

correctly and in the direction of fulfillment of the objective of the study. As the Half yearly exams

of the organizations was nearing hence there was lack of a surplus time, but yet managed to get

answers suitably with the help of the cooperation of the employees present there.

My questionnaire consisted of first knowing the choices of the sample which consisted of work

payment, recognition, personal, general, about the leader. This was as a part of my questionnaire

because it was important for the analysis to know what the sample thought and opted for that

particular job he/she is doing.

The questionnaire had a set of preliminary questions which was just to have a light hearted start

of the research.

a). FULL NAME:

The sample consisted of 6 females and 6 males.

b) JOB TITLES


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Thejob oftheemloyees was inquired as in to know to which posttheybelong,specialise.

c).DURATION OF EM

OYMENT

The duration ofemployment and the no. of working hours was asked to get a better picture abouttheir

job satisfaction.

Hence these questions were the preliminary ones which set thebase for carrying on the research.

Thesequestions helped to classify our data.

QUESTIONNAIRE FORTHETEACHING STAFFQ1. INFORMATION:

0

0.5

1

1.5

2

2.5

3

PGT PROFESSOR LECTURER

Series1

1

2

3

4

5

6

7


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Full name:Jobtitle:

Duration ofemployment:Hours:

a). Fulltime:b). Parttime:

Q2. When applying for a position in this institution,what attracted you to the post a).Interestin the subject

b).Salaryc).Reputation oftheinstitute

d).Location:

e).Good opportunity for career progression

f).Others(Specify)

It was an open ended question And the result got was satisfactory, the answerto thequestion fulfilled

the objective of knowing my samplein a better way.

Q3. In Academic institution do you share academic responsibilities.Giveexamples?

This question was pertained to know as to whetherthe sample population knew the demarcation line

between the staff and line roles and thelevel of participation byeach one ofthem.Except one of the

samples almost all the teachers participated in some extra curricular activities like organi ation of

debates,competitions,qui ez,industrial visits etc.

Q4.Do you transferthe posting ofthe marks,typing work, collection of study material or anysorts of personal workto the support staff?

a).Never b).Not always

c).Often d). Always

0

1

4

5

A B C D E F

ri 1


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In the above figure we can easily seethat 80% oftheteaching staff did not furtherburden the

support staff with thetasks supposed tobe fulfilled bythem.though 20% did asked the

support staff forthe posting of marks,typing work,collection of study materialetc.butthere

was no one who madeit a habit.

Q5. Aretheteachers involved in maintainance of student records?

a). Yes b). NoThe response to this question was a unanimous one as all the 7 respondents answered it as as a

which meantthat alltheteaching staffis equally supportive.

Q6.Do you participatein selection of the students for admission?a).Never b).Not always

c).Often d). Always

The responseto this question was a unanimous one as allthe 7 respondents answered it as as a

which clearly meantthattheteaching staff did notinterfere with the decision making authority ofthe

organization attheteaching level.

Q7.Do you take active rolein purchaseof material forthe schoollike:

YES NO

1.Furniture

2.Books

3.Infrastructural development

4.Construction ofthebuilding

0

0.5

1

1.5

never often not

always

always

Series1


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This question canbe considered as a cross questionjustto verify as to we aretraveling and getting the

correct data to achieve a answerto all our objectives.

Q8. Overall,how satisfied areyou with yourjob?a). Very satisfied b).Satisfied

c). Neither satisfied nor dissatisfied d).Dissatisfied

The above chart clearly shows as to what werethe responses ofthe respondents regarding thelevels

of satisfaction in the organization, majority people agreed to theintermediatelevel of satisfaction .

Q9.How would you rateyour working relationships with the support &administrative

staff.Give reasons.a).Excellent b).Good

c).Adequate d).Poor

01

567

yes

no

very satisfied

satisfied

dissatisfied

neither satisfied nor

dissatisfied


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The above pie chart clearly shows as to what were the responses of the respondents regarding the

Relationships in the organization.The people answering no did not give a concrete answer for

giving a no as answer and neither was any appropriate answer given by the majority answering

good except personal attribution.

Q10.Aretheir matters on which some amount of disagreement or conflictexists between the

support staff and teaching staff?

Most people answered no and some ofthem answered not always,the samples did not

throw appropriatelight on the pettyissues thatexisted,theyonly gave someexamples.

QUESTIONNAIRE FOR STAFF MEMBERS

Q1. Areyou required to do the work otherthan whathasbeen enlisted in yourjob?


c).Often d). Always

This question was asked to cross tallythe replies given bytheteaching staff.

As visible from the pie chartthe result was in co ordination with the answers oftheteaching

staff.40%teachers nevertransferred their responsibility, some otheredid asked the staff for

the fulfilment of some duties attimes,butit was accepted bythe staffin a helpful manner.

Excellent

Good

Adequate

Poor

neer

often

not always

always


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Q2. Do you feel that teachers are transfering their tasks to you along with the

responsibility.give example?

a).Yes b).No

The answer was not very clear from most of the samples, They cited examples to explain thatsuch situations did arise at times and it aroused bitterness. Some of them even stated that the

responsibility was equally shared by the teaching staff, if things went wrong.

Q3. Do you think that your job is to provide assistance to the teachers?

a).Yes b).No

The unanimous answer in this case was a no as most of the samples belonged to the

administrative department which drew a formal line of relationship in case of the teaching

staff.They were totally confined to their jobs and provided help only when asked for.

Q4.Do you think that you are underpaid when you share the responsibilities of the teachers

and do you compare with the low workloads of the teachers?

a).Yes b).No

Almost 60%people answered this question in a big no,as they were the ones who were

satisfied with their jobs and enjoyed their work. The rest 40%samples comprised of the youth

sample which was enterprising in nature.

Q5. Do you think teachers are incapable of dealing with administrative tasks.comment.

a).Strongly agree

b).Agree

c).Neutrald).Disagree

e).Strongly disagree

yes

! "


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The findings from the graph revealthat majority ofthe support and administrative staff

agrees on the factthatteachers areless aptin dealing with administrative works like

managing paychecks etc.

Q6.Do you frequently access theteachers on their performancein/outsidethe classroom?


c).Often d). Always

The responseto this question was a strong one, 80% samples did access theteachers butit did

notinvolve any criticism or harsh remarks. Theytookit as a mode of gossip in the

organization but nothing more.

Q7.How would you rateyour working relationships with theteaching staff.Give reasons

a).Excellent b).Good

c).Adequate d).Poor

The response obtained here was similarto that obtained from theteaching staff. 80% ofthesamples rated their relationships with theteachers as good attributing to the cordial and

peaceful workenvironment.

OVERALL FINDING OF TH E PROJ ECT

1. Most of the people are not clear of the distinction between the line and staff authorities

existing in the organization

2. People tend to accept the differences in a cordial manner and are not willing to expose the

conflictbetween theline and staff relationship in properlight.

3. A very healthy and peacefulenvironmentexists in schools and colleges atlowerlevels.

4. Conflictbetween theline and staff mostlyexists in thelargeeducationalinstitutions whereit

is aptly deltbythe people who comprise oftheline n staff structure.

LIMITATIONS OF THE STUDY

00.5

11.5

#

$.53

Series1


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o The sample size is small

o Time and money constraints also a obstacle in the study.

o Ignorance on part of respondent also a limitation of the study.

o There been many cases when I was not allowed to go and meet the

heads of the different departments, so the sample size is of the 5

respondent and there is chance the biasness of the responses.o The time limit to visit of the organization was short to show the true

picture of topic.

o Secondary data l imited to the ar ticles in magazines newspaper, booksand Websites.

o Most of the respondent f ind it diff icult to give time.o The responses to the questi onnaire may have been biased.

BIBLIOGRAPHY

Books

1 . E s s e n t i a l o f M a na ge m e nt - K oon t z , w e i h r i c h , ( 5 t h e d i t i on )

2 . P r i nc i pa l o f M a na ge m e n t - D r . R . L . N o l a kha ( 2n d

e d i t i on )

3. F unda m e n t a l o f M a na ge m e n t - Y . K . B hus ha n ( 15 t h e d i t i on )

4. Terry and Franklin, Principles of management.

5. Burton Gene and Thakur Manab,Management Today, principles and practices.

6. Stephen P. Robbins and David A. Decenzo,Fundamentals of Management.

7. R. D. Agarwal,Organization and Management.

pom project (final)

Documents