Organisational behaviour (group 2)

Achieving Managerial Effectiveness Through Planned Behavior Approach

Subject: Human and Organisational Behaviour Psycho-

Sociological Approach (HRM 601)

Topic: Achieving Managerial Effectiveness Through

Planned Behaviour Approach

Presented by:

Alphe Sany Alam Fakir

Anshul Agarwal

Shalu Mittal

Wasim Akram


Acknowledgement

I would like to thank my mentor, Dr. KOUSTAB GHOSH & Dr. ATRI ROY

SENGUPTA with heartiest respect and gratitude, for guiding us through our term report. I am also obliged to my college librarians Mr Atanu Ganguly, Mr. Nazim who

have assisted us in finding various references for data collection.

We also thank to our friends at college for their assistance, on campus.


Serial No. Topic Page No.

1 Introduction 4

2 Managerial Effectiveness:

2.1 What is managerial effectiveness?

2.2 Managerial skills

2.3 How we will benefit?

2.4 Gauging managerial effectiveness

5-10

5-6

6-10

10

10

3 Effective Manager:

3.1 People skills

3.2 Technical skills

3.3 Conceptual skill

3.4 A competitive edge

11-13

11

11-12

12-13

13

4 Management Effectiveness In Organisations 13-14

5 Theory Of Planned Behaviour

5.1 Strength

5.2 Limitation

14-15

15

15

6 Behaviour

6.1Behaviour Beliefs

6.2 Attitude towards the behavior

6.3 Normative beliefs

6.4 Subjective norms

6.5 Control beliefs

6.6 Perceived behavioural control

6.7 Intention

6.8 Actual behavioural control

16-19

16

17

17

17-18

18

18

19

19

19

7 Difference Between Manager & Effective Manager 20

8 Conclusion 21

9 Bibliography 22


Introduction

Management in all business and organizational activities is the act of getting

people together to accomplish desired goals and objectives using available

resources efficiently and effectively. Management

comprises planning, organizing, staffing, leading or directing,

and controlling an organization or effort for the purpose of accomplishing a

goal. Resourcing encompasses the deployment and manipulation of human

resources, financial resources, technological resources and natural resources.

The organization and coordination of the activities of an enterprise in accordance

with certain policies and in achievement of defined objectives. Management is often included as a factor of production along

with machines, materials, and money. According to the management guru Peter Drucker (1909-2005), the basic task of a management is

twofold: marketing and innovation. Practice of modern management owes its origin to the 16th century enquiry into low-efficiency and failures of certain enterprises, conducted by the English statesman Sir Thomas More. As

a discipline, management consists of the interlocking functions of formulating corporate policy and organizing, planning, controlling,

and directing an organization's resources to achieve the policy's objectives.

The directors and managers who have the power and responsibility to make decisions to manage an enterprise.

The size of management can range from one person in a small organization to hundreds or thousands of managers in multinational companies. In large

organizations the board of directors formulates the policy which is then implemented by the chief executive officer. Some business analysts and financiers

accord the highest importance to the quality and experience of the managers in evaluating an organizations current and future worth.

The degree to which objectives are achieved and the extent to which

targeted problems are solved. In contrast to efficiency, effectiveness is determined without reference to costs and, whereas efficiency means "doing the thing right,"

effectiveness means "doing the right thing.


What is managerial effectiveness?

Managerial effectiveness is a leader’s ability to achieve desired results. How well

he applies his skills and abilities in guiding and directing others determines whether he can meet those results effectively. If he can, his achievements are

poised to help the organization gain a competitive edge against rival organizations heading into the future.

Managerial Effectiveness is fast becoming a competitive advantage for organisations, especially in the context of high demand for and, therefore,

continuous migration of competent managers from one organisation to another. Organisations, therefore, have started investing in retaining competent managers

and putting in place systems for developing new cadre of effective managers.

Managerial Effectiveness is often defined in terms of output - what a manager

achieves. This result oriented definition leads us to look for the factors that contribute towards the “results”. Studies find three factors to be responsible for the

results that an organisation achieves through its managers. These are:

(a) the efforts and ability of the managers,

(b) the environment in which the managers and the organization operates, and

(c) the efforts and ability of the subordinates.

Thus, the managers’ ability is the key element in achieving the desired results.

There are no absolute measures of managerial effectiveness. Organizations have aims and objectives, and managers are effective when they help their organization

to achieve these aims and objectives. Thus, it is important that every manager (and employee) knows the purpose of their organization, the purpose of their job and the

work-specific objectives they must meet.

There are various ways of explaining the purpose of a job, and we consider two

approaches here.

The most common term is key performance indicators, or KPIs. Setting KPIs is

often an organization-wide process. One version of this process is Management by Objectives. Variations of this are found in all types of organizations, although the process is often no longer referred to as Management by Objectives.

Management by Objectives aims to identify key areas in a person’s work and to set targets against which his or her performance (or effectiveness) may be measured.


Management by Objectives is a simple idea which often proves to be very difficult to apply. Peter Drucker, a well-known writer on management, suggests that

effective managers follow the same eight practices. They:

ask ‘what needs to be done’

ask ‘what is right for the enterprise’

develop action plans

take responsibility for decisions

take responsibility for communicating

focus on opportunities

run productive meetings

think and say ‘we’ rather than ‘I’.

(Source: Drucker, 2004)

The first two practices give managers the knowledge they need. The next four help

them convert this knowledge into effective action. The last two ensure that the

whole team or organisation feels responsible and accountable. Most of the

practices are applicable at all levels of management.

Managerial Skills

• Communication

There’s a lot of communication when we’re a manager. We have to

communicate with each of your employees. We have to communicate

“sideways” with your co-workers and customers. And we have to

communicate upwards with our own manager or executive. We need some

substance in the communication, of course — we need to have something

worthy of being communicated. But substance isn’t enough — if we know

what we’re doing and can’t properly communicate it to anyone else, then

we’ll never be a good manager.


• Listening Skills

This is a part of communication, but I want to single it out because it’s so

important. Some managers get so impressed with themselves that they

spend much more of their time telling people things than they spend

listening. But no matter how high we go in the management hierarchy, we

need to be able to listen. It’s the only way we’re really going to find out

what’s going on in our organization, and it’s the only way that we’ll ever

learn to be a better manager.

• A Commitment to the Truth

We’ll find that the higher we are in the management hierarchy, the less

likely we are to be in touch with reality. Managers get a lot of brown-

nosing, and people tend to sugar-coat the news and tell managers what they

want to hear. The only way we’ll get the truth is if we insist on it. Listen to

what people tell us, and ask questions to probe for the truth. Develop

information sources outside of the chain of command and regularly listen to

those sources as well. Make sure we know the truth — even if it’s not good

news.

• Empathy

This is the softer side of listening and truth. We should be able to

understand how people feel, why we feel that way, and what we can do to

make them feel differently. Empathy is especially important when we’re

dealing with our customers. And whether we think so or not, we’ll always

have customers. Customers are the people who derive benefit from the

work we do. If no one derives benefit from our work, then what’s the point

of keeping our organization around?

• Persuasion

Putting all four of the preceding skills together, because we’ll need them

when we try to persuade someone to do something we want do. we could

describe this as “selling” but it’s more general. Whether we’re trying to

convince our employees to give us a better effort, our boss to give us a

bigger budget, or our customers to agree to something we want to do for

them, our persuasion skills will be strained to our limits.

• Leadership

Leadership is a specialized form of persuasion focused on getting other


people to follow us in the direction we want to go. It’s assumed that the

leader will march into battle at the head of the army, so be prepared to make

the same sacrifices we’re asking our employees to make.

• Focus

The key to successful leadership is focus. We can’t lead in a hundred

different directions at once, so setting an effective leadership direction

depends on our decision not to lead in the other directions. Focusing light

rays means concentrating the light energy on one spot. Focusing effort

means picking the most important thing to do and then concentrating our

team’s effort on doing it.

• Division of Work

This is the ability to break down large tasks into sub-tasks that can be

assigned to individual employees. It’s a tricky skill — maybe more an art

than a science, almost like cutting a diamond. Ideally we want to figure out

how to accomplish a large objective by dividing the work up into

manageable chunks. The people working on each chunk should be as

autonomous as possible so that the tasks don’t get bogged down in endless

discussion and debate. We have to pay careful attention to the

interdependencies among the chunks. And we have to carefully assess each

employee’s strengths, weaknesses and interests so that we can assign the

best set of sub-tasks to each employee.

• Obstacle Removal

Inevitably, problems will occur. Our ability to solve them is critical to the

ongoing success of our organization. Part of our job is to remove the

obstacles that are preventing your employees from doing their best.

• Heat absorption

Not all problems can be solved. When upper management complains about

certain things that can’t be avoided (e.g., an unavoidable delay in a project

deliverable), it’s our job to take the heat. But what’s more important, it’s

our job to absorb the heat to keep it from reaching our employees. It’s the

manager’s responsibility to meet objectives. If the objectives aren’t being

met, then it’s the manager’s responsibility to:

Make sure that upper management knows about the problem as early as

possible.


Take all possible steps to solve the problem with the resources we’ve been

given.

Suggest alternatives to management that will either solve the problem or

minimize it. These other alternatives may propose the use of additional

resources beyond the current budget, or they may propose a change in the

objective that’s more achievable.

Keep the problem from affecting the performance or morale of our

employees.

• Uncertainty Removal

When higher management can’t give us consistent direction in a certain

area, it’s up to us to shield our employees from the confusion, remove the

apparent uncertainty, and lead our employees in a consistent direction until

there’s a good reason to change that direction.

• Project Management

This is a more advanced skill that formalizes some of attributes. Although

both “Management” and “Project Management” contain the word

“management,” they aren’t the same thing. Management implies a focus on

people, while Project Management implies a focus on the project objective.

We can be a Manager and a Project Manager, or we can be a

Manager without being a Project Manager. We can also be a Project

Manager without being a Manager.

• Administrative and Financial Skills

Most managers have a budget, and we’ll have to be able to set the budget

and then manage to it. We’ll also have to deal with hiring, firing, rewarding

good employee performance, dealing with unacceptable performance from

some employees, and generally making sure that our employees have the

environment and tools we need to do our work. It’s ironic that this is skill

number 13 (an unlucky number in some cultures), because a lot of managers

hate this part of the job the most. But if we’re good at budgeting, we’ll find

it much easier to do the things we want to do. And hiring and dealing with

employees on a day-to-day basis is one of the key skills to give us the best,

happiest and most productive employees.


This explains some of the things we’ll need to learn before we become a successful

manager. We can probably become a manager without having all of these skills,

but we’ll need all of them to be really successful and to get promoted to higher

levels of management.

For every one of these skills, there are various levels of performance. No one

expects a new manager to be superior at every one of these skills, but we should be

aware of all of them, and we should do everything we can to learn more about each

skill. Some of that learning will come through education. But much of the learning

will come through experience — trial and error.

How We Will Benefit

Ensure long-term business results by focusing on employee development

Meet the diverse needs of all our team members with proven communication

techniques

Align motivation with work and personal goals

Anticipate and resolve conflict situations

Instill a culture based on trust, partnerships and respect

Increase dialogue and constructive feedback for optimum managerial effectiveness

Partner with our team to ensure long-term productivity

Use delegation to increase performance and individual growth

Gauging Managerial Effectiveness

Managerial effectiveness is gauged by the results a leader achieves. Results are generally believed to be influenced by the organization’s established culture. A

good leader must adapt to the organization’s culture and make sure her skills are aligned with organizational goals in order to achieve positive results.

Three Major Skills of an Effective Manager

A manager has a combination of technical, people and conceptual skills that can

make him an effective leader, according to theoretical models of leadership


PEOPLE SKILLS

Human skill involves the ability to interact effectively with people. Managers

interact and cooperate with employees Effective managers should strive to build personal relationships with their teams. Employees are more likely to exceed expectations when they trust their manager. When managers establish a

relationship with employees, it builds trust and employees feel valued. Valued employees are more willing to get the job done right.

The best managers know when their employees need more development, and how to ensure those developments are successful. Developing others involves

cultivating each individual's talents, and motivating those individuals to channel those talents toward productivity.

As a manager you need to be an effective communicator which includes written

and verbal. Almost daily you will need to communicate with your employees and

sometimes upper management. Managers need to write letters every as well and

your writing skills need to be up to par.

Managers need to have the ability to relate to a variety of different people. The

goals and objectives of the organization is very important and sometimes managers

are required to relay those goals in a passionate manner to the team. Managers

need to be able to motivate and inspire people. Another quality of managers is their

ability to develop the people that he manages. They have to be able to develop

people to the point where they are able to be promoted or at the very least take on

larger tasks and responsibilities and ultimately moving the company towards its

goals and objectives. .

TECHNICAL SKILLS

Being technical does not mean that you have to be involved in every aspect of the

database, code or infrastructure. However, you do need to be knowledgeable of the

latest trends within your area of expertise to some degree. Technical skill involves

process or technique knowledge and proficiency. Managers use the processes,

techniques and tools of a specific area.


Technical skills include simple things such as the ability to properly operate a computer, efficiently use the various software programs that are required in your

particular environment, and handle other electronic gadgets that may pertain to your job function. These skills are especially important for lower level managers,

as they are often responsible for training their subordinates.

Technical skills are essential to effective leadership. Besides, if you don’t know how to effectively complete a task, how can you rightfully judge others when it

comes time for review? You’ll have no way of knowing whether or not your team members are completing their jobs properly, opening up the possibility for a future

disaster.

CONCEPTUAL SKILLS

This skill calls for the ability to think analytically. Analytical skills enable managers to break down problems into smaller parts, to see the relations among the

parts, and to recognize the implications of any one problem for others. As managers assume ever-higher responsibilities in organizations, they must deal with more ambiguous problems that have long-term consequences. Again, managers

may acquire these skills initially through formal education and then further develop them by training and job experience. The higher the management level, the more

important conceptual skills become.

Conceptual skills include the ability to see the organization in the context of its industry; the ability to understand how each part of the organization functions as a

whole; the ability to analyze and diagnose complex situations; the ability to understand the interrelationships at work in the organization.

Managers understand abstract relationships, develop ideas, and solve problems creatively. Thus, technical skill deals with things, human skill concerns people, and

conceptual skill has to do with ideas.

A manager's level in the organization determines the relative importance of possessing technical, human, and conceptual skills.


Top level managers need conceptual skills that let them view the organization as a whole. Conceptual skills are used in planning and dealing with ideas and

abstractions.

Supervisors need technical skills to manage their area of specialty. All levels of

management need human skills so they can interact and communicate with other people successfully.

As the pace of change accelerates and diverse technologies converge, new global industries are being created (for example, telecommunications). Technological

change alters the fundamental structure of firms and calls for new organizational approaches and management skills.

There are different types of skills in the corporate world. Soft Skills, communication skills, business writing, corporate presentation, public speaking,

sales, maketing, leadership and managerial skills are few of the skills.

A Competitive Edge

In the long run, managerial effectiveness has the potential of creating efficiencies

that create a sustainable competitive advantage against rival organizations and increase opportunities for future enterprise. It also fosters individual growth in the

manager and her followers and, over time, generates shareholder value for the organization.

Management Effectiveness in Organizations

Effective managers in organizations follow this same basic principle. It is not just

about getting results. The “how” is also critical. Management effectiveness entails

efficiency, which means reaching a destination with minimal cost. The only

difference between business managers and simple self-management is the number

and types of resources involved and the complexity of tasks that need to be

managed. The more complex the task , the more complex needs to be the planning

, coordination and monitoring to achieve success efficiently. Managing widely

diverse types of people, large amounts of money and working to tight timeframes


creates a great challenge for even the best managers. Leadership is different. It is

about promoting new directions, not executing existing directions efficiently

Performance management

Without measurement, there is no way to determine or improve efficiency. The

effective manager knows how to involve employees in monitoring their own

performance by selling them on the benefits to them of being fully aware of how

they are doing at all times. This is also true in sports. Top athletes cannot excel

without measuring their performance against challenging targets. It’s just a matter

of how the need for performance measurement is presented. It is easier to accept if

it is presented as being in the individual’s own interest rather than being imposed

in an authoritarian manner which conveys a lack of trust.

.

PLANNED BEHAVIOUR

In psychology, the theory of planned behavior is a theory about the link

between attitudes and behavior. The theory of planned behavior was proposed by

Icek Ajzen in 1985 through his article "From intentions to actions: A theory of

planned behavior.". It has been applied to studies of the relations among beliefs,

attitudes, behavioral intentions and behaviors in various fields such

as advertising, public relations, advertising campaigns and healthcare.


STRENGTH

At first, the theory of planned behavior can cover people's non-volitional behavior. An individual's behavioral intention cannot be the exclusive determinant of behavior where an individual's control over the behavior is incomplete. By adding

"perceived behavioral control," the theory of planned behavior can explain the relationship between behavioral intention and actual behavior.

The TPB has improved the predictability of intention in various health-related fields such as leisure, exercise, diet, etc.

In addition, the theory of planned behavior can explain the individual's social behavior by considering "social norm" as an important variable.

LIMITATION

The theory of planned behavior is based on cognitive processing and level of behavior change.

Compared to affective processing models, the theory of planned behavior overlooks emotional variables such as threat, fear, mood and negative or positive

feeling and assessed them in a limited fashion. In particular in the health-related behavior situation, given that most individuals' health behaviors are influenced by their personal emotion and affect-laden nature,

this is a decisive drawback for predicting health-related behaviors. Most of the research is correlational, and evidence based on experimental studies is

less convincing.


Icek Ajzen has described the theory by the below diagram:

Behavioral Beliefs

Behavioral beliefs link the behavior of interest to expected outcomes. A

behavioral belief is the subjective probability that the behavior will

produce a given outcome. Although a person may hold many behavioral

beliefs with respect to any behavior, only a relatively small number are

readily accessible at a given moment. It is assumed that these accessible

beliefs -- in combination with the subjective values of the expected

outcomes -- determine the prevailing attitude toward the behavior.

Specifically, the evaluation of each outcome contributes to the attitude in

direct proportion to the person's subjective probability that the behavior

produces the outcome in question.


Attitude Towards the Behavior

Attitude toward a behavior is the degree to which performance of the

behavior is positively or negatively valued. According to the expectancy-

- value model, attitude toward a behavior is determined by the total set of

accessible behavioral beliefs linking the behavior to various outcomes

and other attributes. Specifically, the strength of each belief (b) is

weighted by the evaluation (e) of the outcome or attribute, and the

products are aggregated, as shown in the following equation.

Normative Beliefs

Normative beliefs refer to the perceived behavioral the expectations of

such important referent individuals or groups as person's spouse, family,

friends, and -- depending on the population and behavior studied - -

teacher, doctor, supervisor, and coworkers. It is assumed that these

normative beliefs -- in combination with the person's motivation to

comply with the different referents -- determine the prevailing subjective

norm. Specifically, the motivation to comply with each referent

contributes to the subjective norm in direct proportion to the person's

subjective probability that the referent thinks the person should perform

the behavior in question.

Subjective Norm

Subjective norm is the perceived social pressure to engage or not to

engage in a behavior. Drawing an analogy to the expectancy-value model

of attitude, it is assumed that subjective norm is determined by the total

set of accessible normative beliefs concerning the expectations of

important referents. Specifically, the strength of each normative belief


(n) is weighted by motivation to comply (m) with the referent in

question, and the products are aggregated.

Control Beliefs

Control beliefs have to do with the perceived presence of factors that

may facilitate or impede performance of a behavior. It is assumed that

these control beliefs -- in combination with the perceived power of each

control factor -- determine the prevailing perceived behavioral control.

Specifically, the perceived power of each control factor to impede or

facilitate performance of the behavior contributes to perceived behavioral

control in direct proportion to the person's subjective probability that the

control factor is present.

Perceived Behavioral Control

Perceived behavioral control refers to people's perceptions of their ability

to perform a given behavior. Drawing an analogy to the expectancy-

value model of attitude, it is assumed that perceived behavioral control is

determined by the total set of accessible control beliefs, i.e., beliefs about

the presence of factors that may facilitate or impede performance of the

behavior. Specifically, the strength of each control belief (c) is weighted

by the perceived power (p) of the control factor, and the products are

aggregated, as shown in the following equation. To the extent that it is an

accurate reflection of actual behavioral control, perceived behavioral

control can, together with intention, be used to predict behavior.


Intention

Intention is an indication of a person's readiness to perform a given

behavior, and it is considered to be the immediate antecedent of

behavior. The intention is based on attitude toward the

behavior, subjective norm, and perceived behavioral control, with each

predictor weighted for its importance in relation to the behavior and

population of interest.

Behavior

Behavior is the manifest, observable response in a given situation with respect to a given target. Single behavioral observations can be

aggregated across contexts and times to produce a more broadly representative measure of behavior. In the TpB, behavior is a function of

compatible intentions and perceptions of behavioral control. Conceptually, perceived behavioral control is expected to moderate the

effect of intention on behavior, such that a favorable intention produces the behavior only when perceived behavioral control is strong. In

practice, intentions and perceptions of behavioral control are often found to have main effects on behavior, but no significant interaction.

Actual Behavioral Control

Actual behavioral control refers to the extent to which a person has the

skills, resources, and other prerequisites needed to perform a given

behavior. Successful performance of the behavior depends not only on a

favorable intention but also on a sufficient level of behavioral control.

To the extent that perceived behavioral control is accurate, it can serve

as a proxy of actual control and can be used for the prediction of

behavior.


Manager

• Thinks of self as manager or boss

• Follows chain of command • Works within a set organizational structure

• Makes most decisions alone • Hoards information

• Tries to master one major discipline • Demands long hours

Effective Manager

• Thinks of self as sponsor, team leader, or internal consultant

• Deals with anyone necessary to get job done • Changes organizational structure in response to market change

• Invites others to join in decision making • Shares information

• Tries to master broad array of disciplines • Demands results


Conclusion

It can be achieved by following the planned behavior model. The most important task of a manager apart from managing resources and achieving targets is to

manage people or human resource or employees. If a manager is adept in predicting and explaining human behavior then he/she can motivate or manipulate employees accordingly to meet organizational goals. In the life of a manager one

faces many hurdles and numerous pressures. One such hurdle is how to handle the unexpected or a crisis situation.


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Organisational behaviour (group 2)

Business

Transcript of Organisational behaviour (group 2)