final management

The four functions of management: Planning: Setting objectives and determining how to accomplish them.

Organising Implementation phase: grouping and assigning task, allocating resources and coordinating.

• Leading: Influencing others to do their best work for the organisation.

• Controlling: Measuring performance against desired result

Types of managers: Top managers: Top of the hierarchy, responsible for the whole organisation. Middle managers: Responsible for business units and departments (Area manager)First-line managers :Responsible for production of goods and services. Smaller work groups. Managerial skills

Technical skills: The ability to apply expertise and perform a special task.  E.g., master in method

Human Skills: The ability to work well with other people through other people. E.g., emotional intelligence.

Conceptual skills: The ability to see the organisation as a whole and the relationship between parts to think analytically and see the big picture. E.g., breaking down problems seeing the relationships between parts.

Types of Decisions: Programmed: Decisions that are made in routine, repetitive, well-structured situations. Situations that have occurred often enough to enable rules to be developed and applied in the future.

Non-Programmed: Decisions made in response to a situation that is unique, poorly defined, and largely unstructured and have important consequences.

1: Identify and Define the problem

• Common mistakes when identify problems are:

  • Dysfunctional responses such as complacency (we are OK!) or defensive avoidance (deny or avoid the importance of danger)

• Common mistakes when defining are:

  • Choosing the wrong problem – deal with most important problem first, and don’t focus on symptoms

  • Poorly defining the problem e.g. too narrow or too broad

2: Generate and Evaluate solutions:

Generate possible solutions that will respond to the needs of the situation and correct the underlying causesOne approach is Brainstorming – free wheeling and building on one another's ideas, without criticism Cost benefit analysis (see readings)

Common error is selecting a particular solution to quickly, The key problem is that searching for alternatives costs time and money. However in actual practice, the great majority of managers fail to search for enough viable alternatives

 Or not getting past this stage! (Again paralysis by over-analysis)

 3: Choose a solution:

• Choosing the most promising of several alternative courses of action

• Non- programmed decisions

• Typically an alternative with the least amount of risk and uncertainly

• Some intuition and experience used here

• Risk propensity – the willingness to undertake risk with the opportunity of gaining an increased pay-off

 Behavioural influences on decision making:

The challenge is to recognise common decision-making biases - for example:

• Representativeness: People can be over influenced by stereotypes

• Availability: Recall ability of similar instances

Framing: People make decisions based on how the problem is presented to them.

Week 2: Leadership & Motivation

Power Theory:

Power: The potential ability to influence the behavior of others

- Influence: The effect that a person’s actions have on the attitudes, values, beliefs or behavior of others.

Strengths: Natural talents and abilities that have been supported and reinforced with learned knowledge and skills

Effective leadership not about having the ‘right’ traits; it’s about recognising, developing and applying strengths

- Some traits are important (e.g., drive, integrity, cognitive ability), but having these traits doesn’t necessarily make leaders effective

Two dimensions of leadership style:

    Concern for production vs. Concern for people

Situational leadership model:

Leaders adjust their styles depending on the readiness of their followers to perform in a given situation.

• Readiness — how able, willing and confident followers are in performing tasks.

Servant leadership:

A servant leader transcends self-interest to serve others, the organisation, and society

They give ideas, recognition, credit for accomplishments, etc. to others, for the good of their employees and the organisation

Authentic leadership:

Individuals who know and understand themselves, act consistently with their ethical values

• Employees know what the leader stands for

• Creates trust

Empower and inspire others with openness and authenticity

TAKE HOME MESSAGES:

• Leaders use power to influence others

Soft sources of power create engagement

• Although certain traits an behaviours are important for leaders, leaders adjust their leadership style to the situation à contingency approach

• Servant leaders give to others for the good of organisation/people

• Authentic leaders act according to their values

What is motivation?

Set of forces that initiates, directs and makes people persist in their efforts to accomplish a goal

Ability x motivation = performance

A highly motivated workforce is indispensable to the achievements of sustained high-performance results

Motivation continuum

According to self-determination theory (Deci & Ryan), motivation lies on a continuum of self-determination from intrinsic motivation to extrinsic motivation

Those intrinsically motivated do things  of e.g. interest and satisfaction à perform better.

Those extrinsically motivated do things because of e.g. rewards and punishment

Maslow’s hierarchy of needs theory:

Needs are physiological or phycological deficiencies a person feels the compulsion to satisfy

In short, We want what we don’t have.

Deficit principle:

A satisfied need is not a motivator behaviour, people act to satisfy ‘deprived’ needs, those for which a satisfaction ‘deficit’ exists.

Progression principle:

The five needs exist in a hierarchy of ‘prepotency’ a need at any level only becomes activated once the next lower level need has become satisfied

What are the managerial implications?

• Employees need a change

• Once a lower-level needs are satisfied, other things become important

Employees on different levels should be treated differently

Criticism of theory:

 Research has found only little consistent support

• For example, the more a need is met, the more important it can become

Goal setting theory:

Motivation can be increased and performances enhanced by setting specific an challenging goals and giving them timely feedback.

Challenging and specific goals are more likely to foster success.

Accepted goals are goals that are agreed on by yourself or your employers that can help propel to success

Feedback is critical to know you are on the right path

Making progress toward goals is key to motivation

Implications for management?

• Use specific and challenging goals to keep people focused and motivated

• Have employees participate in setting goals and determining how to achieve them

• Give employees regular feedback on their progress

Equity theory

Based on the principle of social comparison

People are motivated to seek social equity in the rewards they expect for performance

Me < other = under rewarded

Me = other = equity

Me > other = over rewarded

Implications for management

Look for and correct inequities – two way communication to understand the perception of (in)equity

Ensure decision-making processes are fair

• Distributive justice: outcomes fairly distributed

• Procedural justice: fairness of procedures for outcome allocation

TAKE HOME NOTES:

Hierarchy of needs: We want what we don’t have

Goal setting: goals work best when challenging and specific with regular feedback

Equity theory: people are motivated to seek social equity in the rewards they expect for performance

Week 3:

• Mission: A unique declaration of the basic purpose & scope

        How do we see ourselves?

• Goals:  a desired future circumstance or condition an organisation (or individuals) attempts to realise

Where are we going?

• Plans: blueprints for goal achievement and resource allocation – schedules, tasks, actions

How are we going to get there?

• The concept of Planning usually incorporates all three

    i.e. How do we see ourselves? Where are we going? How are we going to get there?

• Because goals define desired outcomes for organisations (or individuals), they also serve as performance criteria

  • They provide a standard of assessment : e.g. 15% growth, a B in our course (which also links into the control function in next weeks topic)

• The overall planning process prevents managers from thinking merely in terms of day-to-day activities

•  

Organisation theory’s: mission statement:- corporate-departmental-operational

Approach to planning process:

• Start with the Mission statement

• Define your goals (objective)

• Determine where you stand in relation to the goals (strengths and weaknesses)

• Develop premises regarding future conditions (i.e. alternative scenarios)

• Analyse and choose among plan alternatives

• Implement the plan and evaluate results

• Mission statement: A unique broad declaration of the basic purpose and scope of the organisation that distinguishes it from others

  • Note: personal mission statements are also common

• It is usually a statement of rationale for existence, shared goals. core values, and philosophies

• A written mission statement can be anything from a few sentences to several pages

• The reason for an organisation’s existence

• Good mission statements identify:

  • Customers                   (what market are we in?)

• Products and/or services       (what do we produce?)

• Location                   (where do we operate?)

• Underlying philosophy          (what kind of difference do
            we want to make in the world?)

• An important test of the mission is how well it serves the organisation’s stakeholders

Smart Goals.

Single-Use Plans

Plans that are developed to achieve a set of goals that are unlikely to be repeated in the future

Standing Plans

Ongoing plans used to provide guidance for tasks performed repeatedly within the organisation

• Stratergy: Strategic thinking; In essence it means taking a long-term view
  and to see the big picture

• ‘Strategic thinking and planning’ positively affect an organisation’s performance and financial success

• Strategic thinking
  should happen at all
  levels of an organisation

• strategic management?

• It is the set of decisions and actions used to formulate and implement strategies that will provide an organisation with competitive advantage* in its environment

• Strategic Management involves an explicit strategy which is:

• An action plan providing long-term direction and guiding the use of its resources to accomplish organisational goals

‘A pattern in a stream of decisions’ (Mintzberg)

• Competitive advantage means operating in a successful way that is difficult for competitors to imitate

• It is what sets the organisation apart from others

• Sustainable competitive advantage is consistently dealing with market and environmental
  forces better than competitors

Porter’s Generic Strategies model

• Generic strategies for gaining competitive advantage:

• Differentiation strategy

• Cost leadership strategy

• Focused differentiation strategy

• Focused cost leadership strategy

• Product life cycle: Introduction and growth stages

• Use differentiation and prospector strategies
  (e.g. promoting and gaining a market presence)

• Maturity stage

• Uses focus and/or cost leadership strategies

   (e.g. keeping customers and production efficiencies)

• Decline stage

• Uses defender or analyser strategies

    (e.g. ‘last iceman’, exit strategies)

Week 4:

Control: The process through which managers regulate organisational activities to make them consistent with established in plans and standards of performance:

• Requires information on standards and actual performance (e.g., number of research publications, Hours of teaching)

• Regulates the quality of product (e.g., High quality research, manufacturing- products without defects)

• Encourages wanted behaviours and discourages unwanted behaviours of individuals (e.g., research benefiting NZ, student-centred teaching practice) 

Help managers avoid problems: Play six important roles:

Coping with uncertainty: monitoring specific activities and reacting quickly to significant changes (e.g. community testing-COVID)

Detecting undesirable irregularities: product defects, cost overruns, rising staff turnover

To reduce costs, increase productivity or add value: by eliminating waste, increasing outputs

Alerting managers to possible opportunities: highlighting better than expected situations

Handling complex situations: enhancing  coordination within large organisations

Decentralising authority: encourage controlled  lower level decision-making

Barriers to control success:

Barriers to a successful control system are:

• Too much control: try to exert too much control (e.g., Bureaucratic organisations)

• Too little employee participation: involving employees can bring legitimacy to control process

• Overemphasis on means instead of ends:  can lead to ‘game playing’ or ‘beating the system’

• Overemphasis on paperwork: lead to too much focus on quantification

Overemphasis on one instead of multiple approaches: one indicator may not be enough

External environment…

Control process..

Week 5 HRM:

HRM = ensuring the organisation has the right number of people, with the required knowledge, skills, abilities and competencies, at an affordable cost, who are motivated and committed to achieving the strategic aims of the organisation.      Motivation is a set of forces that initiates, directs and makes people persist in their efforts to accomplish their goal

Recruiting

• Activities to develop a pool of qualified candidates to apply for a job.

  • Recruitment can be done internally (within the organisation) and/or externally (outside the organisation).

• Recruitment should be a mutual process between the employers and the applicant.

  • Applicant reactions are important

Realistic Job Preview (RJP):

Not just ‘selling’ the best aspects of a job, but…

Providing job candidates with all pertinent information about a job and the organisation.

E.g. irregular hours, travel, etc.

Leads to higher retention, satisfaction.

Structured (asking the same questions from all applicants) & unstructured interviews.

Unstructured interviews not very valid. Cannot make comparisons between candidates.   Structured interviews often include behaviour questions.

Reflection of past experience

STAR technique:

    Explain the Situation – Task - Action - Result

Week 8: Managing Diversity

Chiefly leadership reading; Managing diversity parts 1 and 2 lecture slides 

Terms:

Māori customary patterns:

• Chiefly (rangatira) mana (authority, power)

• Mana acquired through:

• Spirituality

• Inherited

• Acquired through achievement or weakened.

• Ability to provide food (measure of wealth) own people;

• Visitors (hospitality)

• Rāhui (restrictions of food)

• Judge others interest

Extending tribal strength

• Slaves through conquest

• Political marriages

• Extending land-use rights creating obligations

• Gift exchanges

Mana whenua

Power associated with the possession of land and ability to provide food for people.

Re-discovery of Aotearoa and New Zealand

Commerce and trade

• Trade and Christianity advanced to NZ

• 1810s Church missionaries

• Commercial activity:

• timber, flax, shore whaling, ship building, trading

• 1830s semi-permanent trader-settlers

• British and American sperm whalers

• Whaling major industry financed by Sydney merchants.

• Sydney and Hobart sealing gangs.

• Māori and Pākehā came together in commerce.

• Continued issues and tensions over resources and lands

He Whakaputanga (1835)

Declaration of Independence

• Land purchases by New South Wales buyers, dubious legality

• Prevent other countries - France and America from making deals

• 34 northern chiefs signed (52 by 1839)

• Confederation of United Tribes

• Ngapuhi

• King William

• Populations just before 1840:

• 90,000 – 200,000 Māori

• 2,000 permanent settlers (1400 North, 600 South)

Te Tiriti o Waitangi (1840)

The Treaty of Waitangi

• An agreement drawn up between

• representatives of the British Crown

• representatives of Māori iwi and hapū

• Bay of Islands where it was first signed on 6 February 1840

• Signed in a number of other locations around the country in the following months

• The Treaty of Waitangi has two texts

• The Māori version is not an exact translation of the English.

Treaty principles (Crown and Māori)

The principle of partnership and consultation:

• working together

• in good faith

• providing for Māori autonomy

• framework for two peoples to live in one country

The principle of active protection:

• of Māori by the Crown

• of Māori interests

• of possessions so that tikanga (culture and protocols) and taonga (treasures, e.g. language) are valued.

The principle of exchange

• the right of the Crown to govern for the right of Maori to retain their full tribal authority and control over lands and possessions

Prejudice

different = deficient

Discrimination

acting on a prejudice

Stereotypes

assumptions about a group

In NZ the pay gap is static: women $30.15 vs men $33.00

Pākehā man ($1):

Pākehā women (89c);

Māori or Asian man (86c);

Asian women (83c);

Pasifika man or Māori women (81c);

Pasifika women (75c); missing out on $488,000 (40yr)

Organisations are places where good relationships and exchanges matter

As managers:

question your prejudices

engage in conversations to understand people’s differences and needs

value differences

consider what people need to do their jobs (equity)

Week 11 operations:

The tools and techniques used to ensure that goods and services are delivered successfully to customers

Is the set of processes that transforms inputs into outputs

Manufacturing org:

• Produce physical goods e.g. furniture

• Good can be stored for later consumption e.g. chocolate bars

• Production process
  removed from customer

• Commonly have
  standardised outputs

Service org:

• Produce non-physical good e.g. university study

• Simultaneous production and consumption e.g. haircut

• Consumer participates
  in production process

• Commonly have customised outputs

Process:

A process is any activity or group of activities that takes one or more inputs, transformations and adds value to them

And provides one or more outputs for its customers

Productivity formula:

Productivity = Outputs/Inputs

Onions cut / Hour of labour

    Output          /             Input 

     2,000           /     8 hours            =   250 onions/hr

Competitive Advantage : allows an organisation to deal with market and environmental forces better than competitors

• OM Product & Services Strategy options are differentiation, low cost, rapid response

• Process: activities that takes one or more inputs, transformations and adds value to them

• Productivity: what is it and how is it calculated?

• Value Chain Management: logistics and supply chain

Negotiate with many suppliers

Long term ‘partnering’

Vertical integration

Week 12; marketing

Create value for customers and build customer relationships

factors influence marketing strategy

 marketing/mix 4p's product,price,promotion, place

Place

Distribution

    Making the offering available to the customer at the right time and place.

• Logistics

Ensuring that products are in the right place at the right time in the right quantity

Consumer behaviour:

The analysis of the behaviour of individuals, households, groups who buy goods and services for personal consumption.

Cultural factors exert the broadest and deepest influence on consumer behaviour.  Marketers need to understand the role played by the: culture, subculture, social class

• Credibility

• Perceived expertise

• someone who is knowledgeable in the topic

• Speak confidently and straightforward and fast

• Start the talk with the message that the audiences are agree with

• Perceived trustworthiness

• Believing that the communicator is not attempting to persuade them.

• Arguing against their own self-interest

• Attractiveness and likability

• Message content/tone

Low fear = irrelevance, low motivation

•  Low fear doesn’t spell out harm’s consequences

    High fear = high anxiety and defensive

•  Avoidance

•  Decline in attention to message

    Moderate = generally effective

 The four functions of management: Planning: Setting objectives and determining how to accomplish them.

Organising Implementation phase: grouping and assigning task, allocating resources and coordinating.

• Leading: Influencing others to do their best work for the organisation.

• Controlling: Measuring performance against desired result

Types of managers: Top managers: Top of the hierarchy, responsible for the whole organisation. Middle managers: Responsible for business units and departments (Area manager)First-line managers :Responsible for production of goods and services. Smaller work groups. Managerial skills

Technical skills: The ability to apply expertise and perform a special task.  E.g., master in method

Human Skills: The ability to work well with other people through other people. E.g., emotional intelligence.

Conceptual skills: The ability to see the organisation as a whole and the relationship between parts to think analytically and see the big picture. E.g., breaking down problems seeing the relationships between parts.

Types of Decisions: Programmed: Decisions that are made in routine, repetitive, well-structured situations. Situations that have occurred often enough to enable rules to be developed and applied in the future.

Non-Programmed: Decisions made in response to a situation that is unique, poorly defined, and largely unstructured and have important consequences.

1: Identify and Define the problem

• Common mistakes when identify problems are:

  • Dysfunctional responses such as complacency (we are OK!) or defensive avoidance (deny or avoid the importance of danger)

• Common mistakes when defining are:

  • Choosing the wrong problem – deal with most important problem first, and don’t focus on symptoms

  • Poorly defining the problem e.g. too narrow or too broad

2: Generate and Evaluate solutions:

Generate possible solutions that will respond to the needs of the situation and correct the underlying causesOne approach is Brainstorming – free wheeling and building on one another's ideas, without criticism Cost benefit analysis (see readings)

Common error is selecting a particular solution to quickly, The key problem is that searching for alternatives costs time and money. However in actual practice, the great majority of managers fail to search for enough viable alternatives

 Or not getting past this stage! (Again paralysis by over-analysis)

 3: Choose a solution:

• Choosing the most promising of several alternative courses of action

• Non- programmed decisions

• Typically an alternative with the least amount of risk and uncertainly

• Some intuition and experience used here

• Risk propensity – the willingness to undertake risk with the opportunity of gaining an increased pay-off

 Behavioural influences on decision making:

The challenge is to recognise common decision-making biases - for example:

• Representativeness: People can be over influenced by stereotypes

• Availability: Recall ability of similar instances

Framing: People make decisions based on how the problem is presented to them.

Week 2: Leadership & Motivation

Power Theory:

Power: The potential ability to influence the behavior of others

- Influence: The effect that a person’s actions have on the attitudes, values, beliefs or behavior of others.

Strengths: Natural talents and abilities that have been supported and reinforced with learned knowledge and skills

Effective leadership not about having the ‘right’ traits; it’s about recognising, developing and applying strengths

- Some traits are important (e.g., drive, integrity, cognitive ability), but having these traits doesn’t necessarily make leaders effective

Two dimensions of leadership style:

    Concern for production vs. Concern for people

Situational leadership model:

Leaders adjust their styles depending on the readiness of their followers to perform in a given situation.

• Readiness — how able, willing and confident followers are in performing tasks.

Servant leadership:

A servant leader transcends self-interest to serve others, the organisation, and society

They give ideas, recognition, credit for accomplishments, etc. to others, for the good of their employees and the organisation

Authentic leadership:

Individuals who know and understand themselves, act consistently with their ethical values

• Employees know what the leader stands for

• Creates trust

Empower and inspire others with openness and authenticity

TAKE HOME MESSAGES:

• Leaders use power to influence others

Soft sources of power create engagement

• Although certain traits an behaviours are important for leaders, leaders adjust their leadership style to the situation à contingency approach

• Servant leaders give to others for the good of organisation/people

• Authentic leaders act according to their values

What is motivation?

Set of forces that initiates, directs and makes people persist in their efforts to accomplish a goal

Ability x motivation = performance

A highly motivated workforce is indispensable to the achievements of sustained high-performance results

Motivation continuum

According to self-determination theory (Deci & Ryan), motivation lies on a continuum of self-determination from intrinsic motivation to extrinsic motivation

Those intrinsically motivated do things  of e.g. interest and satisfaction à perform better.

Those extrinsically motivated do things because of e.g. rewards and punishment

Maslow’s hierarchy of needs theory:

Needs are physiological or phycological deficiencies a person feels the compulsion to satisfy

In short, We want what we don’t have.

Deficit principle:

A satisfied need is not a motivator behaviour, people act to satisfy ‘deprived’ needs, those for which a satisfaction ‘deficit’ exists.

Progression principle:

The five needs exist in a hierarchy of ‘prepotency’ a need at any level only becomes activated once the next lower level need has become satisfied

What are the managerial implications?

• Employees need a change

• Once a lower-level needs are satisfied, other things become important

Employees on different levels should be treated differently

Criticism of theory:

 Research has found only little consistent support

• For example, the more a need is met, the more important it can become

Goal setting theory:

Motivation can be increased and performances enhanced by setting specific an challenging goals and giving them timely feedback.

Challenging and specific goals are more likely to foster success.

Accepted goals are goals that are agreed on by yourself or your employers that can help propel to success

Feedback is critical to know you are on the right path

Making progress toward goals is key to motivation

Implications for management?

• Use specific and challenging goals to keep people focused and motivated

• Have employees participate in setting goals and determining how to achieve them

• Give employees regular feedback on their progress

Equity theory

Based on the principle of social comparison

People are motivated to seek social equity in the rewards they expect for performance

Me < other = under rewarded

Me = other = equity

Me > other = over rewarded

Implications for management

Look for and correct inequities – two way communication to understand the perception of (in)equity

Ensure decision-making processes are fair

• Distributive justice: outcomes fairly distributed

• Procedural justice: fairness of procedures for outcome allocation

TAKE HOME NOTES:

Hierarchy of needs: We want what we don’t have

Goal setting: goals work best when challenging and specific with regular feedback

Equity theory: people are motivated to seek social equity in the rewards they expect for performance

Week 3:

• Mission: A unique declaration of the basic purpose & scope

        How do we see ourselves?

• Goals:  a desired future circumstance or condition an organisation (or individuals) attempts to realise

Where are we going?

• Plans: blueprints for goal achievement and resource allocation – schedules, tasks, actions

How are we going to get there?

• The concept of Planning usually incorporates all three

    i.e. How do we see ourselves? Where are we going? How are we going to get there?

• Because goals define desired outcomes for organisations (or individuals), they also serve as performance criteria

  • They provide a standard of assessment : e.g. 15% growth, a B in our course (which also links into the control function in next weeks topic)

• The overall planning process prevents managers from thinking merely in terms of day-to-day activities

•  

Organisation theory’s: mission statement:- corporate-departmental-operational

Approach to planning process:

• Start with the Mission statement

• Define your goals (objective)

• Determine where you stand in relation to the goals (strengths and weaknesses)

• Develop premises regarding future conditions (i.e. alternative scenarios)

• Analyse and choose among plan alternatives

• Implement the plan and evaluate results

• Mission statement: A unique broad declaration of the basic purpose and scope of the organisation that distinguishes it from others

  • Note: personal mission statements are also common

• It is usually a statement of rationale for existence, shared goals. core values, and philosophies

• A written mission statement can be anything from a few sentences to several pages

• The reason for an organisation’s existence

• Good mission statements identify:

  • Customers                   (what market are we in?)

• Products and/or services       (what do we produce?)

• Location                   (where do we operate?)

• Underlying philosophy          (what kind of difference do
            we want to make in the world?)

• An important test of the mission is how well it serves the organisation’s stakeholders

Smart Goals.

Single-Use Plans

Plans that are developed to achieve a set of goals that are unlikely to be repeated in the future

Standing Plans

Ongoing plans used to provide guidance for tasks performed repeatedly within the organisation

• Stratergy: Strategic thinking; In essence it means taking a long-term view
  and to see the big picture

• ‘Strategic thinking and planning’ positively affect an organisation’s performance and financial success

• Strategic thinking
  should happen at all
  levels of an organisation

• strategic management?

• It is the set of decisions and actions used to formulate and implement strategies that will provide an organisation with competitive advantage* in its environment

• Strategic Management involves an explicit strategy which is:

• An action plan providing long-term direction and guiding the use of its resources to accomplish organisational goals

‘A pattern in a stream of decisions’ (Mintzberg)

• Competitive advantage means operating in a successful way that is difficult for competitors to imitate

• It is what sets the organisation apart from others

• Sustainable competitive advantage is consistently dealing with market and environmental
  forces better than competitors

Porter’s Generic Strategies model

• Generic strategies for gaining competitive advantage:

• Differentiation strategy

• Cost leadership strategy

• Focused differentiation strategy

• Focused cost leadership strategy

• Product life cycle: Introduction and growth stages

• Use differentiation and prospector strategies
  (e.g. promoting and gaining a market presence)

• Maturity stage

• Uses focus and/or cost leadership strategies

   (e.g. keeping customers and production efficiencies)

• Decline stage

• Uses defender or analyser strategies

    (e.g. ‘last iceman’, exit strategies)

Week 4:

Control: The process through which managers regulate organisational activities to make them consistent with established in plans and standards of performance:

• Requires information on standards and actual performance (e.g., number of research publications, Hours of teaching)

• Regulates the quality of product (e.g., High quality research, manufacturing- products without defects)

• Encourages wanted behaviours and discourages unwanted behaviours of individuals (e.g., research benefiting NZ, student-centred teaching practice) 

Help managers avoid problems: Play six important roles:

Coping with uncertainty: monitoring specific activities and reacting quickly to significant changes (e.g. community testing-COVID)

Detecting undesirable irregularities: product defects, cost overruns, rising staff turnover

To reduce costs, increase productivity or add value: by eliminating waste, increasing outputs

Alerting managers to possible opportunities: highlighting better than expected situations

Handling complex situations: enhancing  coordination within large organisations

Decentralising authority: encourage controlled  lower level decision-making

Barriers to control success:

Barriers to a successful control system are:

• Too much control: try to exert too much control (e.g., Bureaucratic organisations)

• Too little employee participation: involving employees can bring legitimacy to control process

• Overemphasis on means instead of ends:  can lead to ‘game playing’ or ‘beating the system’

• Overemphasis on paperwork: lead to too much focus on quantification

Overemphasis on one instead of multiple approaches: one indicator may not be enough

External environment…

Control process..

Week 5 HRM:

HRM = ensuring the organisation has the right number of people, with the required knowledge, skills, abilities and competencies, at an affordable cost, who are motivated and committed to achieving the strategic aims of the organisation.      Motivation is a set of forces that initiates, directs and makes people persist in their efforts to accomplish their goal

Recruiting

• Activities to develop a pool of qualified candidates to apply for a job.

  • Recruitment can be done internally (within the organisation) and/or externally (outside the organisation).

• Recruitment should be a mutual process between the employers and the applicant.

  • Applicant reactions are important

Realistic Job Preview (RJP):

Not just ‘selling’ the best aspects of a job, but…

Providing job candidates with all pertinent information about a job and the organisation.

E.g. irregular hours, travel, etc.

Leads to higher retention, satisfaction.

Structured (asking the same questions from all applicants) & unstructured interviews.

Unstructured interviews not very valid. Cannot make comparisons between candidates.   Structured interviews often include behaviour questions.

Reflection of past experience

STAR technique:

    Explain the Situation – Task - Action - Result

Week 8: Managing Diversity

Chiefly leadership reading; Managing diversity parts 1 and 2 lecture slides 

Terms:

Māori customary patterns:

• Chiefly (rangatira) mana (authority, power)

• Mana acquired through:

• Spirituality

• Inherited

• Acquired through achievement or weakened.

• Ability to provide food (measure of wealth) own people;

• Visitors (hospitality)

• Rāhui (restrictions of food)

• Judge others interest

Extending tribal strength

• Slaves through conquest

• Political marriages

• Extending land-use rights creating obligations

• Gift exchanges

Mana whenua

Power associated with the possession of land and ability to provide food for people.

Re-discovery of Aotearoa and New Zealand

Commerce and trade

• Trade and Christianity advanced to NZ

• 1810s Church missionaries

• Commercial activity:

• timber, flax, shore whaling, ship building, trading

• 1830s semi-permanent trader-settlers

• British and American sperm whalers

• Whaling major industry financed by Sydney merchants.

• Sydney and Hobart sealing gangs.

• Māori and Pākehā came together in commerce.

• Continued issues and tensions over resources and lands

He Whakaputanga (1835)

Declaration of Independence

• Land purchases by New South Wales buyers, dubious legality

• Prevent other countries - France and America from making deals

• 34 northern chiefs signed (52 by 1839)

• Confederation of United Tribes

• Ngapuhi

• King William

• Populations just before 1840:

• 90,000 – 200,000 Māori

• 2,000 permanent settlers (1400 North, 600 South)

Te Tiriti o Waitangi (1840)

The Treaty of Waitangi

• An agreement drawn up between

• representatives of the British Crown

• representatives of Māori iwi and hapū

• Bay of Islands where it was first signed on 6 February 1840

• Signed in a number of other locations around the country in the following months

• The Treaty of Waitangi has two texts

• The Māori version is not an exact translation of the English.

Treaty principles (Crown and Māori)

The principle of partnership and consultation:

• working together

• in good faith

• providing for Māori autonomy

• framework for two peoples to live in one country

The principle of active protection:

• of Māori by the Crown

• of Māori interests

• of possessions so that tikanga (culture and protocols) and taonga (treasures, e.g. language) are valued.

The principle of exchange

• the right of the Crown to govern for the right of Maori to retain their full tribal authority and control over lands and possessions

Prejudice

different = deficient

Discrimination

acting on a prejudice

Stereotypes

assumptions about a group

In NZ the pay gap is static: women $30.15 vs men $33.00

Pākehā man ($1):

Pākehā women (89c);

Māori or Asian man (86c);

Asian women (83c);

Pasifika man or Māori women (81c);

Pasifika women (75c); missing out on $488,000 (40yr)

Organisations are places where good relationships and exchanges matter

As managers:

question your prejudices

engage in conversations to understand people’s differences and needs

value differences

consider what people need to do their jobs (equity)

Week 11 operations:

The tools and techniques used to ensure that goods and services are delivered successfully to customers

Is the set of processes that transforms inputs into outputs

Manufacturing org:

• Produce physical goods e.g. furniture

• Good can be stored for later consumption e.g. chocolate bars

• Production process
  removed from customer

• Commonly have
  standardised outputs

Service org:

• Produce non-physical good e.g. university study

• Simultaneous production and consumption e.g. haircut

• Consumer participates
  in production process

• Commonly have customised outputs

Process:

A process is any activity or group of activities that takes one or more inputs, transformations and adds value to them

And provides one or more outputs for its customers

Productivity formula:

Productivity = Outputs/Inputs

Onions cut / Hour of labour

    Output          /             Input 

     2,000           /     8 hours            =   250 onions/hr

Competitive Advantage : allows an organisation to deal with market and environmental forces better than competitors

• OM Product & Services Strategy options are differentiation, low cost, rapid response

• Process: activities that takes one or more inputs, transformations and adds value to them

• Productivity: what is it and how is it calculated?

• Value Chain Management: logistics and supply chain

Negotiate with many suppliers

Long term ‘partnering’

Vertical integration

Week 12; marketing

Create value for customers and build customer relationships

factors influence marketing strategy

 marketing/mix 4p's product,price,promotion, place

Place

Distribution

    Making the offering available to the customer at the right time and place.

• Logistics

Ensuring that products are in the right place at the right time in the right quantity

Consumer behaviour:

The analysis of the behaviour of individuals, households, groups who buy goods and services for personal consumption.

Cultural factors exert the broadest and deepest influence on consumer behaviour.  Marketers need to understand the role played by the: culture, subculture, social class

• Credibility

• Perceived expertise

• someone who is knowledgeable in the topic

• Speak confidently and straightforward and fast

• Start the talk with the message that the audiences are agree with

• Perceived trustworthiness

• Believing that the communicator is not attempting to persuade them.

• Arguing against their own self-interest

• Attractiveness and likability

• Message content/tone

Low fear = irrelevance, low motivation

•  Low fear doesn’t spell out harm’s consequences

    High fear = high anxiety and defensive

•  Avoidance

•  Decline in attention to message

    Moderate = generally effective

 The four functions of management: Planning: Setting objectives and determining how to accomplish them.

Organising Implementation phase: grouping and assigning task, allocating resources and coordinating.

• Leading: Influencing others to do their best work for the organisation.

• Controlling: Measuring performance against desired result

Types of managers: Top managers: Top of the hierarchy, responsible for the whole organisation. Middle managers: Responsible for business units and departments (Area manager)First-line managers :Responsible for production of goods and services. Smaller work groups. Managerial skills

Technical skills: The ability to apply expertise and perform a special task.  E.g., master in method

Human Skills: The ability to work well with other people through other people. E.g., emotional intelligence.

Conceptual skills: The ability to see the organisation as a whole and the relationship between parts to think analytically and see the big picture. E.g., breaking down problems seeing the relationships between parts.

Types of Decisions: Programmed: Decisions that are made in routine, repetitive, well-structured situations. Situations that have occurred often enough to enable rules to be developed and applied in the future.

Non-Programmed: Decisions made in response to a situation that is unique, poorly defined, and largely unstructured and have important consequences.

1: Identify and Define the problem

• Common mistakes when identify problems are:

  • Dysfunctional responses such as complacency (we are OK!) or defensive avoidance (deny or avoid the importance of danger)

• Common mistakes when defining are:

  • Choosing the wrong problem – deal with most important problem first, and don’t focus on symptoms

  • Poorly defining the problem e.g. too narrow or too broad

2: Generate and Evaluate solutions:

Generate possible solutions that will respond to the needs of the situation and correct the underlying causesOne approach is Brainstorming – free wheeling and building on one another's ideas, without criticism Cost benefit analysis (see readings)

Common error is selecting a particular solution to quickly, The key problem is that searching for alternatives costs time and money. However in actual practice, the great majority of managers fail to search for enough viable alternatives

 Or not getting past this stage! (Again paralysis by over-analysis)

 3: Choose a solution:

• Choosing the most promising of several alternative courses of action

• Non- programmed decisions

• Typically an alternative with the least amount of risk and uncertainly

• Some intuition and experience used here

• Risk propensity – the willingness to undertake risk with the opportunity of gaining an increased pay-off

 Behavioural influences on decision making:

The challenge is to recognise common decision-making biases - for example:

• Representativeness: People can be over influenced by stereotypes

• Availability: Recall ability of similar instances

Framing: People make decisions based on how the problem is presented to them.

Week 2: Leadership & Motivation

Power Theory:

Power: The potential ability to influence the behavior of others

- Influence: The effect that a person’s actions have on the attitudes, values, beliefs or behavior of others.

Strengths: Natural talents and abilities that have been supported and reinforced with learned knowledge and skills

Effective leadership not about having the ‘right’ traits; it’s about recognising, developing and applying strengths

- Some traits are important (e.g., drive, integrity, cognitive ability), but having these traits doesn’t necessarily make leaders effective

Two dimensions of leadership style:

    Concern for production vs. Concern for people

Situational leadership model:

Leaders adjust their styles depending on the readiness of their followers to perform in a given situation.

• Readiness — how able, willing and confident followers are in performing tasks.

Servant leadership:

A servant leader transcends self-interest to serve others, the organisation, and society

They give ideas, recognition, credit for accomplishments, etc. to others, for the good of their employees and the organisation

Authentic leadership:

Individuals who know and understand themselves, act consistently with their ethical values

• Employees know what the leader stands for

• Creates trust

Empower and inspire others with openness and authenticity

TAKE HOME MESSAGES:

• Leaders use power to influence others

Soft sources of power create engagement

• Although certain traits an behaviours are important for leaders, leaders adjust their leadership style to the situation à contingency approach

• Servant leaders give to others for the good of organisation/people

• Authentic leaders act according to their values

What is motivation?

Set of forces that initiates, directs and makes people persist in their efforts to accomplish a goal

Ability x motivation = performance

A highly motivated workforce is indispensable to the achievements of sustained high-performance results

Motivation continuum

According to self-determination theory (Deci & Ryan), motivation lies on a continuum of self-determination from intrinsic motivation to extrinsic motivation

Those intrinsically motivated do things  of e.g. interest and satisfaction à perform better.

Those extrinsically motivated do things because of e.g. rewards and punishment

Maslow’s hierarchy of needs theory:

Needs are physiological or phycological deficiencies a person feels the compulsion to satisfy

In short, We want what we don’t have.

Deficit principle:

A satisfied need is not a motivator behaviour, people act to satisfy ‘deprived’ needs, those for which a satisfaction ‘deficit’ exists.

Progression principle:

The five needs exist in a hierarchy of ‘prepotency’ a need at any level only becomes activated once the next lower level need has become satisfied

What are the managerial implications?

• Employees need a change

• Once a lower-level needs are satisfied, other things become important

Employees on different levels should be treated differently

Criticism of theory:

 Research has found only little consistent support

• For example, the more a need is met, the more important it can become

Goal setting theory:

Motivation can be increased and performances enhanced by setting specific an challenging goals and giving them timely feedback.

Challenging and specific goals are more likely to foster success.

Accepted goals are goals that are agreed on by yourself or your employers that can help propel to success

Feedback is critical to know you are on the right path

Making progress toward goals is key to motivation

Implications for management?

• Use specific and challenging goals to keep people focused and motivated

• Have employees participate in setting goals and determining how to achieve them

• Give employees regular feedback on their progress

Equity theory

Based on the principle of social comparison

People are motivated to seek social equity in the rewards they expect for performance

Me < other = under rewarded

Me = other = equity

Me > other = over rewarded

Implications for management

Look for and correct inequities – two way communication to understand the perception of (in)equity

Ensure decision-making processes are fair

• Distributive justice: outcomes fairly distributed

• Procedural justice: fairness of procedures for outcome allocation

TAKE HOME NOTES:

Hierarchy of needs: We want what we don’t have

Goal setting: goals work best when challenging and specific with regular feedback

Equity theory: people are motivated to seek social equity in the rewards they expect for performance

Week 3:

• Mission: A unique declaration of the basic purpose & scope

        How do we see ourselves?

• Goals:  a desired future circumstance or condition an organisation (or individuals) attempts to realise

Where are we going?

• Plans: blueprints for goal achievement and resource allocation – schedules, tasks, actions

How are we going to get there?

• The concept of Planning usually incorporates all three

    i.e. How do we see ourselves? Where are we going? How are we going to get there?

• Because goals define desired outcomes for organisations (or individuals), they also serve as performance criteria

  • They provide a standard of assessment : e.g. 15% growth, a B in our course (which also links into the control function in next weeks topic)

• The overall planning process prevents managers from thinking merely in terms of day-to-day activities

•  

Organisation theory’s: mission statement:- corporate-departmental-operational

Approach to planning process:

• Start with the Mission statement

• Define your goals (objective)

• Determine where you stand in relation to the goals (strengths and weaknesses)

• Develop premises regarding future conditions (i.e. alternative scenarios)

• Analyse and choose among plan alternatives

• Implement the plan and evaluate results

• Mission statement: A unique broad declaration of the basic purpose and scope of the organisation that distinguishes it from others

  • Note: personal mission statements are also common

• It is usually a statement of rationale for existence, shared goals. core values, and philosophies

• A written mission statement can be anything from a few sentences to several pages

• The reason for an organisation’s existence

• Good mission statements identify:

  • Customers                   (what market are we in?)

• Products and/or services       (what do we produce?)

• Location                   (where do we operate?)

• Underlying philosophy          (what kind of difference do
            we want to make in the world?)

• An important test of the mission is how well it serves the organisation’s stakeholders

Smart Goals.

Single-Use Plans

Plans that are developed to achieve a set of goals that are unlikely to be repeated in the future

Standing Plans

Ongoing plans used to provide guidance for tasks performed repeatedly within the organisation

• Stratergy: Strategic thinking; In essence it means taking a long-term view
  and to see the big picture

• ‘Strategic thinking and planning’ positively affect an organisation’s performance and financial success

• Strategic thinking
  should happen at all
  levels of an organisation

• strategic management?

• It is the set of decisions and actions used to formulate and implement strategies that will provide an organisation with competitive advantage* in its environment

• Strategic Management involves an explicit strategy which is:

• An action plan providing long-term direction and guiding the use of its resources to accomplish organisational goals

‘A pattern in a stream of decisions’ (Mintzberg)

• Competitive advantage means operating in a successful way that is difficult for competitors to imitate

• It is what sets the organisation apart from others

• Sustainable competitive advantage is consistently dealing with market and environmental
  forces better than competitors

Porter’s Generic Strategies model

• Generic strategies for gaining competitive advantage:

• Differentiation strategy

• Cost leadership strategy

• Focused differentiation strategy

• Focused cost leadership strategy

• Product life cycle: Introduction and growth stages

• Use differentiation and prospector strategies
  (e.g. promoting and gaining a market presence)

• Maturity stage

• Uses focus and/or cost leadership strategies

   (e.g. keeping customers and production efficiencies)

• Decline stage

• Uses defender or analyser strategies

    (e.g. ‘last iceman’, exit strategies)

Week 4:

Control: The process through which managers regulate organisational activities to make them consistent with established in plans and standards of performance:

• Requires information on standards and actual performance (e.g., number of research publications, Hours of teaching)

• Regulates the quality of product (e.g., High quality research, manufacturing- products without defects)

• Encourages wanted behaviours and discourages unwanted behaviours of individuals (e.g., research benefiting NZ, student-centred teaching practice) 

Help managers avoid problems: Play six important roles:

Coping with uncertainty: monitoring specific activities and reacting quickly to significant changes (e.g. community testing-COVID)

Detecting undesirable irregularities: product defects, cost overruns, rising staff turnover

To reduce costs, increase productivity or add value: by eliminating waste, increasing outputs

Alerting managers to possible opportunities: highlighting better than expected situations

Handling complex situations: enhancing  coordination within large organisations

Decentralising authority: encourage controlled  lower level decision-making

Barriers to control success:

Barriers to a successful control system are:

• Too much control: try to exert too much control (e.g., Bureaucratic organisations)

• Too little employee participation: involving employees can bring legitimacy to control process

• Overemphasis on means instead of ends:  can lead to ‘game playing’ or ‘beating the system’

• Overemphasis on paperwork: lead to too much focus on quantification

Overemphasis on one instead of multiple approaches: one indicator may not be enough

External environment…

Control process..

Week 5 HRM:

HRM = ensuring the organisation has the right number of people, with the required knowledge, skills, abilities and competencies, at an affordable cost, who are motivated and committed to achieving the strategic aims of the organisation.      Motivation is a set of forces that initiates, directs and makes people persist in their efforts to accomplish their goal

Recruiting

• Activities to develop a pool of qualified candidates to apply for a job.

  • Recruitment can be done internally (within the organisation) and/or externally (outside the organisation).

• Recruitment should be a mutual process between the employers and the applicant.

  • Applicant reactions are important

Realistic Job Preview (RJP):

Not just ‘selling’ the best aspects of a job, but…

Providing job candidates with all pertinent information about a job and the organisation.

E.g. irregular hours, travel, etc.

Leads to higher retention, satisfaction.

Structured (asking the same questions from all applicants) & unstructured interviews.

Unstructured interviews not very valid. Cannot make comparisons between candidates.   Structured interviews often include behaviour questions.

Reflection of past experience

STAR technique:

    Explain the Situation – Task - Action - Result

Week 8: Managing Diversity

Chiefly leadership reading; Managing diversity parts 1 and 2 lecture slides 

Terms:

Māori customary patterns:

• Chiefly (rangatira) mana (authority, power)

• Mana acquired through:

• Spirituality

• Inherited

• Acquired through achievement or weakened.

• Ability to provide food (measure of wealth) own people;

• Visitors (hospitality)

• Rāhui (restrictions of food)

• Judge others interest

Extending tribal strength

• Slaves through conquest

• Political marriages

• Extending land-use rights creating obligations

• Gift exchanges

Mana whenua

Power associated with the possession of land and ability to provide food for people.

Re-discovery of Aotearoa and New Zealand

Commerce and trade

• Trade and Christianity advanced to NZ

• 1810s Church missionaries

• Commercial activity:

• timber, flax, shore whaling, ship building, trading

• 1830s semi-permanent trader-settlers

• British and American sperm whalers

• Whaling major industry financed by Sydney merchants.

• Sydney and Hobart sealing gangs.

• Māori and Pākehā came together in commerce.

• Continued issues and tensions over resources and lands

He Whakaputanga (1835)

Declaration of Independence

• Land purchases by New South Wales buyers, dubious legality

• Prevent other countries - France and America from making deals

• 34 northern chiefs signed (52 by 1839)

• Confederation of United Tribes

• Ngapuhi

• King William

• Populations just before 1840:

• 90,000 – 200,000 Māori

• 2,000 permanent settlers (1400 North, 600 South)

Te Tiriti o Waitangi (1840)

The Treaty of Waitangi

• An agreement drawn up between

• representatives of the British Crown

• representatives of Māori iwi and hapū

• Bay of Islands where it was first signed on 6 February 1840

• Signed in a number of other locations around the country in the following months

• The Treaty of Waitangi has two texts

• The Māori version is not an exact translation of the English.

Treaty principles (Crown and Māori)

The principle of partnership and consultation:

• working together

• in good faith

• providing for Māori autonomy

• framework for two peoples to live in one country

The principle of active protection:

• of Māori by the Crown

• of Māori interests

• of possessions so that tikanga (culture and protocols) and taonga (treasures, e.g. language) are valued.

The principle of exchange

• the right of the Crown to govern for the right of Maori to retain their full tribal authority and control over lands and possessions

Prejudice

different = deficient

Discrimination

acting on a prejudice

Stereotypes

assumptions about a group

In NZ the pay gap is static: women $30.15 vs men $33.00

Pākehā man ($1):

Pākehā women (89c);

Māori or Asian man (86c);

Asian women (83c);

Pasifika man or Māori women (81c);

Pasifika women (75c); missing out on $488,000 (40yr)

Organisations are places where good relationships and exchanges matter

As managers:

question your prejudices

engage in conversations to understand people’s differences and needs

value differences

consider what people need to do their jobs (equity)

Week 11 operations:

The tools and techniques used to ensure that goods and services are delivered successfully to customers

Is the set of processes that transforms inputs into outputs

Manufacturing org:

• Produce physical goods e.g. furniture

• Good can be stored for later consumption e.g. chocolate bars

• Production process
  removed from customer

• Commonly have
  standardised outputs

Service org:

• Produce non-physical good e.g. university study

• Simultaneous production and consumption e.g. haircut

• Consumer participates
  in production process

• Commonly have customised outputs

Process:

A process is any activity or group of activities that takes one or more inputs, transformations and adds value to them

And provides one or more outputs for its customers

Productivity formula:

Productivity = Outputs/Inputs

Onions cut / Hour of labour

    Output          /             Input 

     2,000           /     8 hours            =   250 onions/hr

Competitive Advantage : allows an organisation to deal with market and environmental forces better than competitors

• OM Product & Services Strategy options are differentiation, low cost, rapid response

• Process: activities that takes one or more inputs, transformations and adds value to them

• Productivity: what is it and how is it calculated?

• Value Chain Management: logistics and supply chain

Negotiate with many suppliers

Long term ‘partnering’

Vertical integration

Week 12; marketing

Create value for customers and build customer relationships

factors influence marketing strategy

 marketing/mix 4p's product,price,promotion, place

Place

Distribution

    Making the offering available to the customer at the right time and place.

• Logistics

Ensuring that products are in the right place at the right time in the right quantity

Consumer behaviour:

The analysis of the behaviour of individuals, households, groups who buy goods and services for personal consumption.

Cultural factors exert the broadest and deepest influence on consumer behaviour.  Marketers need to understand the role played by the: culture, subculture, social class

• Credibility

• Perceived expertise

• someone who is knowledgeable in the topic

• Speak confidently and straightforward and fast

• Start the talk with the message that the audiences are agree with

• Perceived trustworthiness

• Believing that the communicator is not attempting to persuade them.

• Arguing against their own self-interest

• Attractiveness and likability

• Message content/tone

Low fear = irrelevance, low motivation

•  Low fear doesn’t spell out harm’s consequences

    High fear = high anxiety and defensive

•  Avoidance

•  Decline in attention to message

    Moderate = generally effective