The Developing Manager - Assignment Example

The Developing Mnger [Nme of the School] [Nme of the Principls nd prctices of mngement behvior a) Differentite between mngement styles i. Write two-mngement style. Their dvntges nd disdvntges Likert hs suggested four systems of mngement. Two of them re described in bellow: 'Exploitive -- uthorittive': these mngers re highly utocrtic, hve little trust in subordintes, motivte people through fer nd punishment with occsionl rewrds, engge in downwrd communiction nd limit decision-mking to the top. 'Pprticiptive-group': mngers hve complete trust nd confidence in subordintes in ll mtters, lwys get ides nd opinions from subordintes nd use them constructively, give economic rewrds on the bsis of group prticiption nd involvement in such res s setting gols nd pprising progress towrd gols, engge in much communiction both down nd up nd with peers, encourge decisionmking throughout the orgniztion, nd otherwise operte mong themselves nd with their subordintes s group. ii. pplied knowledge (Mngement style of your orgniztion) My orgniztion pplies neither of in-bove described styles. It is rther something in the middle of exploitive - uthorittive nd prticiptive-group which cn be referred to s consulttive. Mngers within my orgniztion hve substntil but not complete confidence nd trust in subordintes, usully try to mke use of subordintes' ides nd opinions, use rewrds for motivtion with occsionl punishment nd some prticiption, engge in communiction flow both down nd up, mke brod policy nd generl decisions t the top while llowing specific decisions to be mde t lower levels nd ct consulttively in other wys. b) Exmine ledership chrcteristics i. Wht is leder. Ledership chrcteristics, 4 type of ledership Leder is the person who hs the bility to inspire nd influence the thinking, ttitudes, nd behvior of other people. Ledership chrcteristics include: the bility to use power effectively nd in responsible mnner; the bility to comprehend tht humn beings hve differing motivtion forces t different times nd in different situtions; the bility to inspire; the bility to ct in mnner tht will develop climte conducive to responding to nd rousing motivtions. Psychologists distinguish four bsic types of ledership: Instrumentl ledership: when generl rules nd types of behvior re creted where it is written wht is expected from subordintes. Encourgement ledership : is bsed on interpersonl reltionships more thn on orgniztionl processes Prticiptive ledership: implies consulttive pproch to mnging people. Decisions re mde by the group tht is working on certin project. Oriented ledership: is imed t reching success by employees through following the set objectives nd building the trust between employees. ii. pplied knowledge (Your mnger's ledership skill in the orgniztion) I think tht my mnger's ledership skills tht help him to effectively mnge the hotel I work in re s follows: The bility to drw others to them not just becuse they hve vision but becuse they communicte n extrordinry focus of commitment Mening through communiction: mking drems pprent to others nd to lign people with them, leders must communicte their vision. Communiction nd lignment work together. Trust through positioning: Trust is essentil to my orgniztion orgniztions. The mnger mnges trust through relibility. Deployment of self: the mnger knows his skills nd deploys them effectively. The mnger relized tht without mngement of self, he cn do more hrm thn good. c) Evlute communiction processes i. Wht is communiction Communiction is the process of sending nd receiving informtion or communiction with nother person. In simplistic form, informtion is sent from sender or encoder to receiver or decoder. In more complex form feedbck links sender to receiver. This requires symbolic ctivity, sometimes vi lnguge. Communiction development is the development of processes enbling one to understnd wht others sy (or sign, or write) nd spek(or sign, or write), trnslte sounds nd symbols into mening nd lern the syntx of the lnguge. Communiction is bsed on the ide of respect, promises nd the wnt for socil improvement. ii. Types of communiction There re there generl types of communiction: nonverbl communiction, verbl communiction, nd symbolic communiction. Nonverbl communiction dels with fcil expressions nd body motions. 93% of "emotionl mening" we tke from other people is found in the person's fcil expressions nd tone of voice, the other 7% is tken from wht the person ctully sys (More Thn Tlk). Verbl communiction is when we communicte our messge verblly to whoever is receiving the messge. Symbolic communictions re the things tht we hve given mening to nd tht represent certin ide we hve in plce, for exmple, the mericn flg is symbols tht represent freedom for the mericns themselves, or imperilism nd evil for some other countries. ii. pplied knowledge (Evidence of the clss work) Mny definitions re found in the literture for internl nd externl communiction in orgniztions. The trditionl functionl (mintining) perspective focuses on communiction's role in chieving the gols nd objectives of the orgniztion. This type of communiction defines the structure nd dpts ccording to the environment (Pce & Fules, 1989; Dumont & Lnnon, 1990). Business communiction is viewed s encompssing strtegic choices, theory nd skills, reflection of mngeril roles nd process (Suchn, 1991). It focuses both on investigtion nd intervention. Corporte communiction trditionlly provides n umbrell for mny types of forms nd formts: public reltions, including speeches nd press releses; public ffirs, including lobbying; customer reltions; nd stockholder communictions (Shelby, 1993). Ech kind of communiction becomes criticl for orgniztionl lerning. The interpretive (orgnizing process) pproch suggests tht communiction fulfills n orgniztion-mking function rther thn just n orgniztion-mintining one. Effective communiction is seen in employees collborting, intercting, nd engging with others in wys which help them understnd the importnce nd mening of tht enggement (Pce & Fules, 1989). Wht potentilly mkes the communiction in lerning orgniztions different from tht in other orgniztions is the dissemintion nd shred interprettion of informtion. The mount, timing, nd kinds of communiction used re prmount to lerning. For exmple, in new product development, cross-functionl ctivities, discussions, nd communiction enble orgniztions to rpidly develop nd lunch new products (Cooper & Kleinschmidt, 1991; Wilson, 1992). d) Investigte orgniztionl culture nd chnge i. Wht is cultures nd types of culture Orgniztionl culture is commonly relted to the shred vlue system of n orgnistion, nd provides the bsis for mngeril judgement bout wht is the right nd wrong wy of doing things (Lindbo, Shultz, 1998). Orgniztionl culture, defined s the observble norms nd vlues tht chrcterize n orgniztion, influences which spects of its opertions nd its members become slient nd how members perceive nd interct with one nother, pproch decisions, nd solve problems. Culture is one of those terms tht's difficult to express distinctly, but everyone knows it when they sense it. For exmple, the culture of lrge, for-profit corportion is quite different thn tht of hospitl which is quite different tht tht of university. You cn tell the culture of n orgniztion by looking t the rrngement of furniture, wht they brg bout, wht members wer, etc. -- similr to wht you cn use to get feeling bout someone's personlity. Corporte culture cn be looked t s system. Inputs include feedbck from, e.g., society, professions, lws, stories, heroes, vlues on competition or service, etc. The process is bsed on our ssumptions, vlues nd norms, e.g., our vlues on money, time, fcilities, spce nd people. Outputs or effects of our culture re, e.g., orgniztionl behviors, technologies, strtegies, imge, products, services, ppernce, etc. The concept of culture is prticulrly importnt when ttempting to mnge orgniztion-wide chnge. Prctitioners re coming to relize tht, despite the best-lid plns, orgniztionl chnge must include not only chnging structures nd processes, but lso chnging the corporte culture s well. There's been gret del of literture generted over the pst decde bout the concept of orgniztionl culture -- prticulrly in regrd to lerning how to chnge orgniztionl culture. Orgniztionl chnge efforts re rumored to fil the vst mjority of the time. Usully, this filure is credited to lck of understnding bout the strong role of culture nd the role it plys in orgniztions. Tht's one of the resons tht mny strtegic plnners now plce s much emphsis on identifying strtegic vlues s they do mission nd vision. There re different types of culture just like there re different types of personlity. Resercher Jeffrey Sonnenfeld identified the following four types of cultures. cdemy Culture: Employees re highly skilled nd tend to sty in the orgniztion, while working their wy up the rnks. The orgniztion provides stble environment in which employees cn development nd exercise their skills. Exmples re universities, hospitls, lrge corportions, etc. Bsebll Tem Culture: Employees re "free gents" who hve highly prized skills. They re in high demnd nd cn rther esily get jobs elsewhere. This type of culture exists in fst-pced, high-risk orgniztions, such s investment bnking, dvertising, etc. Club Culture: The most importnt requirement for employees in this culture is to fit into the group. Usully employees strt t the bottom nd sty with the orgniztion. The orgniztion promotes from within nd highly vlues seniority. Exmples re the militry, some lw firms, etc. Fortress Culture: Employees don't know if they'll be lid off or not. These orgniztions often undergo mssive reorgniztion. There re mny opportunities for those with timely, specilized skills. Exmples re svings nd lons, lrge cr compnies, etc. ii. pplied knowledge (describe your orgniztionl culture) In cse with Brighton Bech Hotel, tsks re given nd controlled by the mnger while other employees such s stff officers, the office mnger, the personnel nd sfety mnger, nd the production mnger report directly to the mnger nd supervisors report directly to the production mnger. In Brighton Bech Hotel, like in ny other orgniztion tht ttempts to build cohesive orgniztionl structure nd pproved orgniztionl culture, the ttention to the level of qulity of service delivered is pid. It is believed, tht the highest qulified nd best people in n orgniztion hving the "wrong" orgniztionl design will in the long run only provide mediocre services. Generlly, orgniztionl structure institutionlizes: * how people will interct with ech other, * how communictions will flow, * how rewrds re distributed, * how power reltionships re defined, nd * wht is importnt to the orgniztion. In other words, orgniztionl structure provides the bsic templte for the continunce of n orgniztion's culture; i.e., norms, vlues, philosophies, nd informl ctivities. Orgniztionl culture provides both the orgniztion nd its members insight into "how things re done round here". In order to better understnd the orgniztionl structure nd culture of Foxhill Plnt, I will further outline the present orgniztion's pproch to the points listed in bove. Workers in Brighton Bech Hotel cn be defined s cohesive nd orgnized tem of people who hve common gols nd ttitudes towrds the orgniztion they work in. They hve certin set of expecttions concerning their own rights nd privileges. There re bsiclly three min issues which define both, the ttitude of workers towrd the work tht they perform (their vision of the wy orgniztionl structure should be systemtized) nd the essentil problems tht mngement stuff ttempts to resolve in order to mximize the profits. One of the more widely held vlues on the prt of the workers is wht they cll "leniency". The workers know they hve job to do nd expect tht, in the process of doing it, mngement will leve them lone. The min obligtion they feel to the compny is tht of productivity. Obedience to supervisors is displyed so long s it is directly relted to job to be done. Hostility is directed towrds mngement when discipline or forced obedience is exerted s mens of sserting the will of mngement. Conversely, the workers commend mngement when given certin privileges or when flexibility is shown in discipline. "Job-shifting" provides nother route for circumventing forml supervisory uthority nd is type of verticl nd horizontl mobility in the plnt. Job-shifting is done by "bidding" for vcncy in the plnt, prompted either by desire for job with higher sttus or s mens to escpe n unplesnt supervisor. The supervisors resent this prctice, since they feel tht they should hve the prerogtive of choosing their own subordintes - nd not the other wy round. third right includes the use of compny mteril for home repirs. The workers expect tht they should hve ccess to the compny's finished product, either without chrge or t very lrge discount, nd tht compny equipment should be mde vilble for use in repiring broken down mchinery or household furnishings. Such n ttitude of workers towrds the wy things should be orgnized t compny cuses resentment which is consequently expressed in the mngements' ttempt to oppose workers' vision of orgniztionl culture nd orgniztionl structure nd set the correct vision of how the mngeril process should be processed in order to mximize the outcome product. 2. nlyze own potentil s prospective mnger a. Crry out n nlysis of personl strengths, weknesses, opportunities nd threts Internl Strengths Weknesses Work Experience Relevnt skills, competencies, nd knowledge Commitment, enthusism nd pssion for hospitlity industry Low GP, wrong mjor Lck of gols, lck of self-knowledge, lck of specific job knowledge No professionl network Externl Opportunities Threts Fvorble trends of hospitlity industry; Emerging demnd for new skill nd expertise; - Creer pth I've chosen provides unique opportunities Competition from your cohort of college grdutes Competitors with better job-hunting skills thn me Obstcles in my wy (e.g., lck of the dvnced eduction/trining I need to tke dvntge of opportunities) b. Set, prioritize nd gree with supervisor objectives nd trgets to develop own potentil i. Wht is supervisor's objective Supervisor objective to develop my own potentil cn be divided in the following prts: become more effective, independent nd confident self-directed lerners; understnd how I m lerning nd relte my lerning to wider context; improve my generl skills for study nd creer mngement; rticulte my personl gols nd evlute progress towrds my chievement; encourge positive ttitude to lerning throughout life ii. Wht do you think your re lcking in terms of supervisor objectives In terms of supervisor's objectives, I m lcking: Being efficient in ccomplishing the tsks; Demonstrting responsible ttitude to personl, eductionl nd creer development; Recognizing opportunities for new lerning; Mnging time/competing demnds to chieve desired objectives; 3. Demonstrte the roles nd responsibilities of the mnger in the context of service industry a) Led nd motivte tem to chieve n greed gol or objective in the context of service industry b) Demonstrte pproprite product nd/or service knowledge nd customer cre c) Explin nd rtionlize decisions mde to support chievement of greed 4. Explore opportunities for creer development a. Explin how own mngeril nd personl skills will support creer development in service industry The skills tht service industry demnds cn significntly help to promote creer development nd enhnce personl growth. There, however, to be mjor distinction throughout the sector, however, between 'front-of-house' jobs involving extensive direct customer contct in clssic service jobs nd 'bck-of-house' jobs including mngers, dministrtive nd support stff nd kitchen stff. Most front-of-house hospitlity jobs re chrcterised by reltively low py, poor creer structures, csul employment conditions nd high turnover. This sub-sector hs been chrcterised by n pproch to employment tht cn be described s preoccuption with the deployment of lbour rther thn the development of lbour - in other words the focus is on the mximum utilistion of lbour in the short term rther thn on the longer term development of lbour. Skill demnds for bck-of-house stff re more often chrcterised by widespred recognition of the lck of mngeril nd generic business skills (mrketing, finnce, risk mngement, IT/web development, workplce reltions). In prt, the lck of mngeril skills is ssocited with n inbility of the sector to ttrct sufficient numbers of high qulity cndidtes into mngement jobs - there is lck of connection nd creer pths between the stff in csul, short-term, front-of-house jobs nd permnent, long-term, bck-of-house mngeril nd dministrtive jobs. The lck of skills development is lso compounded by the time-intense nture of much work in the sector - neither senior stff who might be ble to trin, nor less experienced stff in need of trining, re esily relesed from work to undertke trining. key feture of much trining nd skills development in the sector is the widespred use of detiled trining mnuls nd detiled stndrd operting procedures for the execution of even the most bsic tsks. While in one sense these techniques cn be considered prt of qulity control, their use in hospitlity serves s substitute for guided on-the-job teching. s result, rther thn receiving on-the-job voctionl trining which leds to highly trnsferble skills, mny workers in hospitlity re simply receiving detiled instructions on how to follow compny-specific routines. The key chllenges confronting the sector include the need to re-connect the front-of-house nd bck-of-house lbour mrkets through the development of creer pths nd stronger voctionl skills development culture (rther thn superficil trining culture). More of the industry needs to move beyond individul compnies seeking to meet their own prticulr short-term needs to offering skills development tht will be of longer-term vlue to the industry t lrge nd its workers. b. Devise development pln to reflect creer nd personl development spirtions, current performnce nd future needs Currently I m working s night porter t the Brighton Bech Hotel in Brighton in the United Kingdom. It is the beginning of my creer in service industry which I hve crefully plnned nd believe to succeed in. I understnd tht hospitlity industry is the one where personl spirtions nd experience is highly pprecited. I lso understnd tht good diplom would not serve me in getting success in the chosen creer. 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