1.
Subject: Human and Organisational Behaviour PsychoSociological Approach (HRM 601)
Topic: Achieving Managerial
Planned Behaviour Approach
Effectiveness
Through
Presented by:
Alphe Sany Alam Fakir
Anshul Agarwal
Shalu Mittal
Wasim Akram
Achieving Managerial Effectiveness Through Planned Behavior Approach
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2.
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.
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3.
Serial No.
Topic
Page No.
1
Introduction
4
2
Managerial Effectiveness:
5-10
2.1 What is managerial effectiveness?
5-6
2.2 Managerial skills
6-10
2.3 How we will benefit?
10
2.4 Gauging managerial effectiveness
10
Effective Manager:
11-13
3.1 People skills
11
3.2 Technical skills
11-12
3.3 Conceptual skill
12-13
3.4 A competitive edge
13
4
Management Effectiveness In Organisations
13-14
5
Theory Of Planned Behaviour
14-15
5.1 Strength
15
5.2 Limitation
15
Behaviour
16-19
6.1Behaviour Beliefs
16
6.2 Attitude towards the behavior
17
6.3 Normative beliefs
17
6.4 Subjective norms
17-18
6.5 Control beliefs
18
6.6 Perceived behavioural control
18
6.7 Intention
19
6.8 Actual behavioural control
19
3
6
19
7
Difference Between Manager & Effective Manager 20
8
Conclusion
21
9
Bibliography
22
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4.
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.
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5.
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.
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6.
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.
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7.
• 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 brownnosing, 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
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8.
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.
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9.
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.
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10.
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
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11.
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.
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12.
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.
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13.
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
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14.
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.
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15.
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.
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16.
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.
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17.
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
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18.
(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 expectancyvalue 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.
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19.
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.
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20.
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
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21.
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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BIBLIOGRAPHY
http://www.ehow.com/about_6697806_meaning-managerial-effectiveness_.html
http://openlearn.open.ac.uk/mod/oucontent/view.php?id=402779&section=2
http://www.businessdictionary.com/definition/effectiveness.html
http://www.iiml.ac.in/files/mdp_calendars/192.pdf
http://her.oxfordjournals.org/content/12/3/323.abstract
http://suite101.com/article/what-is-management-effectiveness-a28590
http://www.amanet.org/training/seminars/Improving-Your-ManagerialEffectiveness.aspx
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2648.2011.05922.x/abstract
https://www.irma.ac.in/pdf/mdp_cal_pdf/15.pdf
http://www.ccl.org/leadership/pdf/publications/ccl_managerialeffectiveness.pdf
http://www.businessdictionary.com/definition/management.html#ixzz28h11ZDTC
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