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Administration and its principles.2014

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Administration and its principles.2014

  1. 1. ADMINISTRATION AND ITS PRINCIPLES Administration of the Education 2015
  2. 2. • In the business world, everyone is paid in two coins: cash and experience. Take the experience first; the cash will come later. ~Harold Geneen
  3. 3. • Your most unhappy customers are your greatest source of learning. ~Bill Gates,Business • To be successful, you have to have your heart in your business, and your business in your heart. ~Thomas Watson, Sr.
  4. 4. • Give a definition to the class:
  5. 5. •Administration is interpreting policies and making them operational.
  6. 6. • Is the process of designing and mantaining an environment where individuals, working together in groups, meet specific goals effectively to create a surplus that translates into utilities. In non profit organizations it may be the satisfaction of needs.
  7. 7. • Managers carry out the management plan, organize, integrate, direct, and control funtions. • Planning is deciding in advance what to do, how to do it, when to do it, and who should do it. • Organizing involves identifying responsibilities to be performed, grouping into departments or divisions.
  8. 8. • Coordinating: The purpose is to achieve coordinated efforts among all the elements in the organization. • Staffing means filling job positions with the right people at the right time. Involves staffing needs, writing job descriptions, recruiting and screening people to fill the positions.
  9. 9. • Directing or commanding is leading people in a manner that achieves the goals of effective support system. It requires exceptional interpersonal skills and ability to motivate people.
  10. 10. • Controlling is the function that evaluates quality in all areas and detects potential or actual deviations from the organization´s plan. This ensures high-quality performance and satisfactory results while maintaining an orderly and problem-free environment. • Budgeting, implements a plan through the aplication of budget controls.
  11. 11. • Effective leadership--which is required in successful administration--calls for being able to coordinate and balance conflicts between individuals or groups. • A leader has the skills to come to the forefront in a crisis situation and take charge in creative ways that lead to resolution.
  12. 12. • While there is considerable overlap between administration and leadership, there are also differences. A leader is not necessarily an administrator and vice versa.
  13. 13. Principles of Administration • For any administration--business, government, educational institutions--to function properly, the principles of management which include hierarchy, control, unity of command, delegation of authority, specialization, objectives, centralization and decentralization must be adhered to.
  14. 14. • Every administration has a hierarchy that is often represented as a pyramid. The heads of departments in organizations make decisions that concern their divisions. Final decision making, however, rests with the head of the organization.
  15. 15. • Unity of command establishes who is responsible for reporting to whom. • Delegation of authority starts at the top and works its way down the chain of command; reporting works its way back up.
  16. 16. • Specialization refers to people doing what they were hired to do rather than being assigned tasks outside of their job descriptions.
  17. 17. • Every organization has to have clearly stated objectives that all employees try to meet. Centralization refers to authority at the top; decentralization is when responsibility is delegated to various levels.
  18. 18. Theories of Administration • The initial theories of administration, developed by Henri Fayol, identified the basic principles of management and specified that all managers had to plan, organize, command, coordinate and control.
  19. 19. • Characteristics of excellent and most recognized companies • They are action-oriented, learned about needs of customers, promoted authonomy and enterpreneurship, achieved productivity, based on values, focused on what they know, minimum staff, centralized and decentralized.
  20. 20. • Effectiveness is described as “do what is appropriate” includes the activities of working that help the organization achieve its goals. • Efficiency is to achieve greater results with the optimal use of organizational resources.
  21. 21. • The necessary elements of a company in order to be successful are: Capital, labour, and material resources and efficient administrators to create a surplus.
  22. 22. • Basic elements of Administration: • Achievement of objectives. • Efficiency: optimize the results through the use of all of them. • Social group • Collaboration of the collective effort. • Coordination of resources.
  23. 23. Stephen Covey´s eight habits of Highly effective People • Independence • The First Three Habits surround moving from dependence to independence (i.e., self-mastery): • Habit 1: Be Proactive • Take initiative in life by realizing that your decisions (and how they align with life's principles) are the primary determining factor for effectiveness in your life. Take responsibility for your choices and the consequences that follow.
  24. 24. • Habit 2: Begin with the End in Mind • Self-discover and clarify your deeply important character values and life goals. Envision the ideal characteristics for each of your various roles and relationships in life.
  25. 25. • Habit 2: Begin with the End in Mind • Self-discover and clarify your deeply important character values and life goals. Envision the ideal characteristics for each of your various roles and relationships in life.
  26. 26. • Habit 3: Put First Things First • A manager must manage his own person. Personally. And managers should implement activities that aim to reach the second habit. Covey says that rule two is the mental creation; rule three is the physical creation.
  27. 27. • Interdependence • The next three habits talk about Interdependence (e.g. working with others):
  28. 28. • Habit 4: Think Win-Win • Genuinely strive for mutually beneficial solutions or agreements in your relationships. Value and respect people by understanding a "win" for all is ultimately a better long-term resolution than if only one person in the situation had got his way.
  29. 29. • Habit 5: Seek First to Understand, Then to be Understood • Use empathic listening to be genuinely influenced by a person, which compels them to reciprocate the listening and take an open mind to being influenced by you. This creates an atmosphere of caring, and positive problem solving.
  30. 30. • Habit 6: Synergize • Combine the strengths of people through positive teamwork, so as to achieve goals no one person could have done alone.
  31. 31. • Continuous Improvement • The final habit is that of continuous improvement in both the personal and interpersonal spheres of influence.
  32. 32. • Habit 7: Sharpen the Saw • Balance and renew your resources, energy, and health to create a sustainable, long-term, effective lifestyle. It primarily emphasizes exercise for physical renewal, prayer (meditation, yoga, etc.) and good reading for mental renewal. It also mentions service to society for spiritual renewal.
  33. 33. • Covey explains the "Upward Spiral" model in the sharpening the saw section. Through our conscience, along with meaningful and consistent progress, the spiral will result in growth, change, and constant improvement. In essence, one is always attempting to integrate and master the principles outlined in The 7 Habits at progressively higher levels.
  34. 34. • Homework.. Bring examples of successful administrations of successful companies or bussiness …e.g kellogs, cocacola, levis, liquid paper, colgate…..etc. At least 5 stories. • Hand-written in the notebooks.
  36. 36. What Is School Administration? • School Administration officers oversee the daily operations of schools, colleges, universities, day care centers and preschools. • A school administrator's specific responsibilities differ between organizations but often times these administrators are the only link between the students and the local community
  37. 37. Elementary, Middle and High School Administration School administrators in elementary, middle and high schools, also known as principals, usually have master's or doctoral degrees in leadership or administration. However, many administrators in private schools have only bachelor's degrees.
  38. 38. • School Administration in both public and private schools supervises teachers, counselors, coaches, librarians and support staff. Principals are also responsible for: • Hiring and evaluating teachers • Setting goals and objectives • Communicating with parents, students and community members • Preparing budgets
  39. 39. College and University Administration • Most administrators at a college or university began their career as a professor, so most postsecondary-level School Administration professionals have master's or doctoral degrees. School administrators at a college or university oversee departments, both educational and recreational, or they help the president of the university oversee the entire campus.
  40. 40. • The responsibilities of these school administrators vary depending on the size of the college or university and the number of students enrolled at the institution. Regardless of the school's size, college administrators usually handle things like: • Hiring faculty • Drafting budgets • Creating policies and programs • Raising money • Advocating for students
  41. 41. The occupation of Education Administrator has the following characteristics: • Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. • Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
  42. 42. • Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. • The Education Administrator-Post Secondary and Education Administrator-All Others also include: • Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
  43. 43. Typical work activities • The range of administrative roles in the education sector is enormous and responsibilities can vary greatly depending on the type of institution and the section or department where you work. • The responsibilities listed below give a flavour of some typical tasks in various roles, but in education administration it is unlikely that any two jobs will be exactly the same. Tasks may include:
  44. 44. • servicing committees including academic boards, governing bodies and task groups; • assisting with recruitment, public or alumni relations and marketing activities; • administering the 'student lifecycle' from registration or admission to graduation or leaving;
  45. 45. • using information systems and preparing reports and statistics for internal and external use; • participating in the development of future information systems; • contributing to policy and planning; • managing budgets and ensuring financial systems are followed; • purchasing goods and equipment, as required, and processing invoices;
  46. 46. • supervising staff; • liaising with other administrative staff, academic colleagues and students; • liaising with partner institutions, other institutions, external agencies, government departments and prospective students; • organising and facilitating a variety of educational or social activities
  47. 47. • providing administrative support to an academic team of lecturers, tutors or teachers; • drafting and interpreting regulations and dealing with queries and complaints procedures; • coordinating examination and assessment processes; • maintaining high levels of quality assurance, including course evaluation and course approval procedures.
  48. 48. • THE END…….