Mintzberg and Management Essay Example for Free

Mintzberg and Management Essay Throughout the 20th century a strong focus was placed on the principles behind management with Henri Fayols 1916 publication Administration Industrielle et Gà ©nà ©rale being one of the first books aimed solely at deciphering and understanding the intricate concepts of management. In his book Fayol presents his classical model of management from the perspective on an executive. Fayol lists and discusses fourteen principles of management which, although non-exhaustive, provides a guide on the execution of what he proposed to be the five elemental processes of management. These five primary processes consisted of planning, organizing, commanding, coordinating and controlling which advocated Fayols support of a dynamic system of management. In response to changing contexts, other new theories have been placed forward by other distinguished academia such as Henry Mintzberg (1973), John Kotter (1982) and C.P. Hales (1986) which offer more concurrent perspectives on the concept of management. Born in 1841 Henri Fayol had, after a three decade career as a mining practitioner, committed himself to the promotion of his theories on administration in 1916 through the publication of his book Administration Industrielle et Gà ©nà ©rale up until his death in 1925. Contextually influenced by the bourgeois environment of a post revolutionized France, Fayol advocated the notion of a flexible system of management which could be applied to more than just one setting. In his book, Fayol devotes more time and focuses on the five processes of management in contrast to the fourteen management principles as claimed by (Fells, M.J., 2000, p. 358). The first element, planning, is defined â€Å"both to assess the future and make provision for it† (Fayol, 1949, p.43). He goes on to describe that this dynamic plan must take into account a list of factors such as resources, work-in-progress, and future trends. Organizing considers the functional components of organizations along with the personnel and discusses the ideal conditions required of them. Commanding considers the responsibility that falls on every manager. The goal of managers is to achieve maximum contribution from personnel towards the welfare of the company through a number of factors. An example of these factors would be elimination of the unproductive, having a thorough knowledge of personnel and their respective binding agreements and an aim to be a role model. The third element of  management is coordinating which is defined as the harmonisation of resources in their optimum proportions in order to achieve results (Fayol, 1949, p. 103). The indicators of a well coordinated organization include efficient departments which harmonize well with the rest, are well informed of their responsibilities and also work to constantly adjusted schedules based on circumstantial demands. The last element, control, focuses on the timely verification of plan implementations. This element is applicable to all the other processes and its sole purpose is to identify any complications, amend any issues and prevent future recurrences. Due to their flexibility in implementation, the correlation between the introduction of Fayols model and the sharp rise in US productivity levels as well as living standards supports his approach to management (Fells, M.J., 2000, p. 348). Fayols approach is supported by another academic source (Hales, 1989, p. 12) which claims that â€Å"Fayol grasped the essence of management† through his classical formulation of the management functions. In 1973, Henry Mintzberg provided a new conceptualization about the roles of managers through his book The Nature of Managerial Work. Through his composition Mintzberg proposed and argued that the previously accepted role of managers which adhered to a systematic approach of planning, organizing, coordinating, leading and controlling were in fact false as through his diary analysis, Mintzberg was able to demonstrate that â€Å"the manager is not a planner in a reflective sense, and no amount of admonition in the literature will make him so. His milieu is stimulus-response.† (Mintzberg, 1973, p. 182). By performing an unstructured observation and interview procedure over a two week period, Mintzberg concluded the activities of his study managers could be categorized into three sets of behaviors or roles. He conceptualized these clusters of roles as: interpersonal, informational and decisions (Pearson et al, 2003, p. 696). Mintzberg also recognizes that all managers at some time exercise each of these rules but also that different levels of managers will give different priorities to them (Mumford, 1988, p. 3). In terms of contemporary management, Fayol and Mintzberg have contributed greatly to the understanding regarding the concept of management. However  both authors are not exempt from criticisms regarding their approaches. Fayols approach is widely considered to be too theoretical whilst Mintzbergs approach has been criticized for not being theoretical enough. Despite their differences in approach, fundamentally the two theories not only share the same elements under the guise of differently labelled terms, they compliment each other in terms of validity due to the strong correlation between results regarding the behaviour of managerial positions. (Fells, M.J., 2000, p. 359) supports this judgement as the journalist goes on to state that not only are Fayols principles still relevant, they are interrelated at an elemental level with the model of Mintzberg. (Lamond, 2004, p. 350) reinforces this argument through study conducted on a large sample of male and female managers of different ages and at different managerial levels. Not only did the survey confirm that there were indeed a central set of manager functions, as placed forward by Fayol, there were also a generic set of managerial behaviours as proposed by Mintzberg. In concluding despite their contextual differences, Henri Fayols Administration Industrielle et Gà ©nà ©rale and Henry Mintzbergs The Nature of Managerial Work fundamentally share the same innate elements. This is supported by the results which derived from studies conducted by academic sources such as (Lamond, 2004) as well as the research by other academic sources (Fells, M.J. 2000), (Pearson et al, 2003), (Hales, 1989) and (Mumford, 1988). Subsequently both approaches are considered valid and have without a doubt contributed greatly to contemporary management theory. Bibliography Fells, M.J. 2000 â€Å"Fayol stands the test of time.† Journal of Management History, vol 6, no.8, 345-360 Lamond, D. 2004, â€Å"A matter of style: reconciling Henri and Henry.† Management Decision, vol. 42, no.2 p. 330-356 Pearson, C.A.L. And Chatterjee, S.R. 2003, â€Å"Managerial work roles in Asia. An empirical study of Mintzbergs role formulation in four Asian countries.† Journal of Management Development, vol. 22, no. 8 p. 694-707 Hales, C. 1989, â€Å"Management Processes, Management Divisions of Labour and Managerial Work: Towards a Synthesis.† International Journal of Sociology and Social Policy, vol. 9, no. 5/6, p. 9-38 Mumford, A. 1988, â€Å"What Managers Really Do† Management Decision, vol. 26, no. 5, p. 28-30

Tin :: essays research papers

Tin Tin's discoverer is unknown but one thing is known. Tin has been used and discovered by the ancients. Tin was an accidental discovery. Tin has been around for many years. Proof is in the fact that tin is mentioned in the old testament of the bible. Tin had a great effect on the world because of its low price, high electric conductivity, and because tin protects against rust and weak acids in food if the can is made out of tin instead of aluminum. Some common compounds of tin are organtin a combination of carbon and tin. When tin is formed with carbon to make organtin it can make more than 500 organtin compounds. These compounds are used in everyday things. One is toothpaste containers and also are things such as wood, paper, textile, farm sprays, and Hospital disinfectants. To get pure tin you must first find ore cassiterite or tin stone, a dioxide of tin. The ore cassiterite before smelting and roasting must be crushed into a powder to remove the arsenic and sulfur from the ore cassiterite. When you smelter the tin you must heat it with carbon to remove the zinc, copper, bismuth, and iron from the tin. Tin had been used for many things but tins use is dropping rapidly although tin is still used a lot for plating. Plating such things as electical contacts. Tin is also used as a protective coating. This protective coating can be as small as 15/1,000,000 of an inch. This protective coating protects against rust on steel and other metals. A coating of tin also gives a great look to plain old steel. Tin cans for food prevents weak acids from damaging the inside of the can. Not many cans are made of tin since aluminum started to be used for cans tins use dropped sharply. Tin is also used to coat staples, pins, bronze bell, pewter pitchers and many others things. Another popular tin mixture is tin and lead. Tin and lead make solder for electric work. Battery contacts in the Black and Decker snake lights are also tin plated. A compound tin salt is used to spray onto glass windows to produce electrically conductive coating for panel lighting and frost free windshields for cars. One last use for tin is in the making of glass windows that are made by floating molten glass on molten tin. This produces a flat piece of glass to be used as a windows. Industries basically only use tin for plating for electricity or for protection on there metals such as tin. Tin is found in Molaya, Bolivia, Indonesia, Zaire, Thailand, Nigeria, but

Children with Linguistic Differences Essay

In today’s classroom, it is common to have a student who speaks English as a second language. The teachers today should have knowledge of linguistic diversity and apply what they know to assist those children. According to our text, language is one of the aspects that define diversity and it is one of the fundamental tools of cultural acquisition and a part of a child’s cultural identity (Robles de Melendez & Beck, 2009). As educators, we must assure those children who speak English as a second language have the same education as English speaking children. In a child’s learning environment, no matter what language that child speaks, they should be comfortable and familiar with the things that surround them. It is important to label a child’s environment with the different languages that the children speak in the classroom. If a child’s native language is Spanish, French or German, there should be a corresponding labels in that language on shelves, tables, toys and doors. Other materials that is used in a classroom that assist with linguistic diversity is age appropriate books, printed materials such as newspapers, flyers and signs in different languages and music from diverse cultures (Robles de Melendez, 2009). When you have a classroom of different languages, it is necessary to understand what is going on in the children’s mind as you speak a language that they are not familiar or comfortable with. We need to understand, expect, and feel comfortable with the natural responses (e. g. laughter, first language use, silence and fatigue) that occur when our students participate in interactions in which they are not completely proficient in their language (Curran, 2003). Teachers should respect the fact that students that are English Language Learners or ELL may want to speak their native language. It could get frustrating at first trying to learn and understand what they are saying but it is the say when the tables are turned and the student get frustrated when they do not understand what the teacher is saying. Individual lesson plans can be used to connect with a child and build their language skills. Themed lesson plans also help children connect with their own language. In any classroom, educators must not assume what a child knows or what they need to know. Assessments must be done to know what steps are needed to teach the children in the class. This is especially important when you have children with linguistic diversity. Teachers of young children in today’s diverse classrooms need to confirm that their teaching strategies meet the needs of their students (Robles de Melendez & Beck, 2009). To make sure that the teachers are getting the right information, the classroom should be assessed for linguistic diversity. Some ways to do this is to talk to the parents and family members, doing observations of bilingual interactions and using questionnaires and surveys. Once you know what kind of diversity you have in the classroom, then the classroom should be analyzed to figure out how to teach the students. This is done by assessing the topics that are taught, how they are taught and what resources are used to teach. It is important to maintain open communication with the child’s parents and families. We as educators should not try to eliminate the child’s first language but preserve it and assist them with the second language. Through different activities geared towards a child’s first language will help keep the child culture meaningful. Parent can assist by singing songs in their native language or just playing games that are native to their country. Continue to invite the families into the program to allow them to share their experiences with the classroom and this would help the children and families feel welcomed. There are two typed of knowledge that is necessary to teach linguistic diversity and they are the knowledge of practices of second language acquisition and the knowledge of cultural ideas. Having the mere knowledge of how important it is to preserve the first language and acquire the second language and knowing a little something about the culture that is being taught. As early childhood educators, it must be understood that the role that language plays in the life of a child vital to their learning environment. It is important that children with linguistic differences be supported. Through the classroom environment, experiences, assessments, keeping an open communication with the parents and the information that the teacher knows, the children will be able to get the best education not matter whether English is their first or second language.

Poetry as a Reflection of The Inner Being - 1969 Words

Alfred Tennyson gifted the Victorian Era, and the literary world with two iconic poems. The author explored the themes of personal development and culture clash in one of his most famous poems, â€Å"Ulysses†. Tennyson also discovered and analyzed the themes of love and death through his renowned and eminent poem, â€Å"Tears Idle, Tears†. The poet was born in Somersby, Lincolnshire in 1809 in the East Lindy district of England. Tennyson experienced numerous amounts of difficulties in his childhood and growing adolescent phases that spilled into his adult life. These trials and tribulations became a foundation and source of inspiration for Tennyson, who used them as a stimulus and catalyst to aide his literary progress and ideas. Two of the most†¦show more content†¦Thirdly, although Tennyson was â€Å"engaged to Emily Sell-wood†¦the condition of his health resulted in their separation† (Napierkowski and Rose 273). The poet is unable to maintain rel ationships even with his fiancà ©, which drives him to dissect the ideas of love and death in his poems. But the negative brought a sliver of positive, â€Å"without the anguish at the loss of a friend, Tennyson would have never written†¦his greatest poem† (Padgett 93). This validates that the author’s life experiences contributed to his writings, and were implanted into his tone, themes, words and stylistic decisions. His characters can also be seen as a mirror reflection of Tennyson’s deeper and underlying being. Overall Tennyson was a perfect mold to the ideals and thoughts of society in the Victorian Era. He opposed the new scientific knowledge that created a drift from traditionalism. He was rooted in the old-style, organic beliefs that the Victorian era was ferociously trying to preserve, as new technology and scientific inventions and theories were being developed. The Victorian era was characterized by many â€Å"qualities such as smugness, narrow mindedness, bourgeoisie, materialism, faith in social progress and priggish morality† (Galens 380). Society maintained a sense of pride and confidence in themselves. These ideals can be witnessed in Tennyson’s poems which are a â€Å"†¦typical example of Victorian smugness† (Bloom 20). A sense of smugness is also paralleledShow MoreRelatedThe Confessional Mode Of Poetry Essay1454 Words   |  6 Pages During the late 1950s and early 1960s, the confessional mode of poetry, coined by M.L. Rosenthal in 1959, emerg ed in the United States as a reaction to New criticism and Modernism, the dominant literary theories at that time. 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