Structure Culture People and Organisational Performance - Term Paper Example

?Business Essay: Managing ‘Fifteen’ Introduction Organisations acquire cultures of different types because they are created by people; all of whom have different preferences. The aims and goals of a business establishment are what form its culture. In the event that the leader of the institution does not know how to inspire the workers in order to form a corporate culture, one will be formed by default. A business culture which does not support the company’s strategy and cater to the requirements of the important stakeholders will have difficulties in attaining its fullest potential. Structure, Culture, People and Organisational Performance It is very hard to change a company’s culture once one is created. Seeking to intentionally form one is, therefore, an important part of leading an organisation (Ansoff 1965). It is also important to plan it carefully as implementing a business culture in a haphazard manner can have a detrimental effect on the long term practicability of the business venture (Prasad 2012). Corporate culture defines the joint behaviours or conduct of a company, their feelings regarding all the divisions of the company, like consumers, colleagues, and shareholders, and the general values the co-workers all practice on a regular basis (Morgan 1997). Decisiveness, empowerment, and team work are some of the qualities that show the presence of strong working culture in businesses (Perrow 1986). The culture actually grows to be the true motivator for outstanding performances, and generates a competitive advantage that other corporations will find it quite difficult to imitate (Stoner & Freemen 1995). The Essential Nature of Managerial Work, and the Role of Leader Management is a common quality in that it is a familiar component in all businesses. Managers carry out more or less identical operations regardless of their standing or the type of business in question (Luthans 2006). Management aims at realising corporate objectives and purposes (Maslow 1954). Management basically involves overseeing people who are arranged in work groups. It also incorporates retaining, motivating, and developing employees in their workplaces, and assisting them to realise satisfaction in their capacities as employees (Robbins 2002). All such interpersonal associations make the ‘management’ functions a social development. Leaders in the present world have to play numerous roles while seeking to advocate for only one key vision (Allen 1958). All the stakeholders of a business, from its workers to its consumers, look to the leader to speak of where he or she sees the future of the company as being, and then give details about how this dream can be implemented (Weihrich & Kootz 1990). One of the most important aspects of leadership is providing inspiring leadership that is not based on following the rivals, who may have a bigger reputation (Ivancevish & Matleson 2007). The Different Roles Played By Jamie Oliver as A Manager in ‘Fifteen’ Using Mintzberg’s Classification Henry Mintzberg defined particular managerial functions that were a common theme in most businesses (Hersey & Blanchard 1988). He felt that a manager should be able to appreciate all of his or her functions, as well as how to execute them efficiently (Mintzberg 1992). Jamie Oliver shows in ‘Fifteen’ the different traits that were proposed by Mintzberg in his model. Figure head: Jamie Oliver invested a considerable amount of capital in the creation of the restaurant called ‘Fifteen’. He was already a recognised chef and so he had a lot of goodwill, which would auger well for his new business enterprise. Leader: As a leader, Jamie inspired his employees and inspired them to develop their different talents. He not only motivated the students, but sought to speak to them about their personal problems. He visited the homes of students and also evaluated their level of commitment by giving them tough tests. Liaison: Jamie Oliver was strongly involved in his community in various aspects. He was a well known campaigner for better quality foods to be served in British schools in 2005. He also inspired other people who were good though untrained cooks to endeavour to try on with the Channel four team. He worked with builders, accountants, and project managers in an attempt to make a success of the ‘chefs training program’. Monitoring: In ‘Fifteen’, even though Jamie Oliver would give various tasks to his trainees, he would constantly avail himself so that they could ask him anything that they were doubtful about. Even before he gave assignments, he would first show his students every process of how to make the dish, and then supervise them as they endeavoured to put into practice what they had learned. Disseminator: It is a well recognised thing that Jamie Oliver only desired to get the most authentic products. He had long standing associations with his suppliers, and also emphasised to his students the importance of getting only the most authentic of raw materials. His technical knowledge, also, proved to be one of the biggest success factors for him enterprise. Spokesman: Jamie Oliver represented his outfit in all capacities when addressing issues concerning his restaurant. Whether addressing the issues of the accountants, the builders, or other areas, which clearly frustrated him in some cases, he maintained his interest in everything that had to do with his restaurant. Entrepreneur: Exercising the role of an entrepreneur, Jamie initiated ‘Fifteen’ when he sensed that he had a gift that he could share with other young men who were looking to discover greatness within themselves. While he was ready to work with the young men he had discovered, he made it clear to them that he expected them to work according to the given requirements. While he was not afraid to show his trust in his employees, he made it evident that he expected them to comply with his rules and carry out the duties he gave as he asked them to. He also encouraged his students to be cordial with one another by ensuring that every worker was greeted at the beginning of each day. Disturbance Handler: Most managers will be quick to dismiss unruly students when the students misbehaving are not contributing anything to the class. Jamie did not make an exception, however, for the misbehaviour of the best students in his training program. Some of his best trainees found themselves dismissed when they exhibited violent conduct. Resource Allocator: Jamie Oliver was tireless in his function as a leader. He had to deal not only with the different personalities under his care and blend them together, but also with the requirements of the camera crew and various other technicalities. It would have been easy for him to give up after the first few skirmishes with his trainees, but he persevered. Negotiator: Jamie Oliver did not leave the details about how to get fresh and untainted produce to a subordinate, but would visit markets as well as farms by himself in order to get the raw materials. He actually talked to the providers who supplied his produce about his ambition and his vision. To the students who seemed shy and withdrawn, he was particularly considerate. He approached them on an individual basis and shared with them what he believed were their greatest strengths. He even went as far as providing for their transport costs, so that they would not be late for their lessons. This shows a leader who is dedicated to developing his trainees in spite of whatever issues they might be confronting. An Evaluation of Jamie Oliver’s Management Skills through Mcgregor & Ouchi’s Theories of X, Y and Z Theory X In this theory, the management approach hinders the fulfilment of higher-level desires. Therefore, the only way that workers can try to meet higher level requirements at work is to look for additional compensation. Consequently, it is expected for workers to concentrate on financial rewards. Theory Y The higher level requirements for self respect as well as self-actualisation are factors that are never completely fulfilled. It is through these higher level requirements that workers can best be stimulated (Drucker 2001). The ‘theory y’ leadership assumes that work can be converted into being an enjoyable task. Jamie Oliver’s practices at organising his trainees were fair, and so his proteges did not feel the necessity of focusing on financial rewards. Evidences In Jamie Oliver’s program, he inspires his trainees to reach into themselves to find their true talents. He does not force feed them a series of theories on why his styles of cooking and his preferred dishes are better than theirs. He also seeks to influence his trainees by having strong relationships with them, and not by forcing them to like and respect him because he has given them a chance that would never have come their way, had it not been for his kind heart. This unselfish way of approaching his students allows them to be comfortable enough to begin examining their own motives as well as talents in realising the objectives that are set before them. In all the steps that the students participate in, for instance the charity dinner, Jamie Oliver debriefs them, helping them to understand their works and appreciate their own success. Jamie was not interested in taking advantage of his proteges. His complete confidence in them and their abilities inspired them to do their best for themselves, as well as in their various tasks. Using Adair’s ‘Action Centred Leadership’ Model to Analyse the Type of Leader That Jamie Oliver Is The Action-Centred Leadership management model, which was created by John Adair, gives a good design for the management of groups as well as businesses (Denhardt, Denhardt & Aristigueta 2002). It is also a leadership blueprint that is easily executed. Good leaders should be in total command of the three key parts of the Action Centred Leadership replica. These parts include team, task, and individual (Daft 2003). In ‘Fifteen’, James Oliver shows a good example of the incorporation of the three different parts in his leadership style. Where the individual’s interests are concerned, Jamie shows a penchant for understanding the weaknesses of his students. He also understands how to draw his most reluctant students out of their own problems to join in the group work. Jamie Oliver seems to have an instinctive feeling for how to identify how different people express their fear. For some of his students, a violent personality seems to be the way they combat their fear of failure or rejection. For others, they display their fear by withdrawing emotionally from the activities. By engaging the students in various activities during which a camaraderie is developed, those who express their fear through violence feel comfortable in allowing their fears to dissipate without necessarily feeling like they being looked down upon for their weaknesses. On the other hand, by individually talking to and encouraging those who withdraw, Jamie Oliver allows them to feel their way into the team without being intimidated. Jamie constantly engages the team in the performance of different activities, thus inspiring them to feel like they are part of a caring and inspirational group that cares about their individual talents. The different members are also convinced, due to the partnership, that they will be able to realise a lot of ambitions due to the combined efforts of a cohesive and dynamic group. Jamie Oliver shows his leadership abilities by seeing various tasks to completion. References Allen, L. (1958) Management and organisation, McGraw Hill, Tokyo. Ansoff, H. (1965) Corporate strategy, McGraw Hill, New York. Daft, R.L. (2003) Organisation theory and design, South-Western Thomson, New York. Denhardt, R. Denhardt, J. & Aristigueta, M. (2002) Managing human behaviour in public & non-profit organisations, Thousand Oaks, California. Drucker, P. (2001) Management challenges for the 21st century, Butterworth Heinemann, Oxford. Hersey, P. & Blanchard, K. (1988) Management of organisational behaviour – utilisation the human resources, Prentice Hall of India, New Delhi. Ivancevish, J. & Matleson, M. (2007) Organisational behaviour & management, Irwin Homewood, Illinois. Luthans, F. (2006) Organisational behaviour, McGraw Hill, New York. Maslow, A. (1954) Motivation and personality, Harper & Row, New York. Mintzberg, H. (1992) Structuring in fives: designing effective organisations, Prentice-Hall, New Jersey. Morgan, G. (1997) Images of organisations, Sage Publications, California, Sage Publications. Perrow, C. (1986) Complex organisations: a critical essay, Random House, New York. Prasad, L. (2012) Principles of management, Sultan Chand & Sons, New Delhi. Robbins, S.P. (2002) Essentials of organisational behaviour, Prentice-Hall, Upper Saddle River. Stoner, J. & Freemen, E. (1995) Management, Prentice Hall, New Delhi. Weihrich, H. & Kootz, H. (1990) Essentials of management, Tata McGraw Hill, New Delhi. Read More