School

 of  Management  Studies  

 
 
 
Principles  of  Management  
 
Semester  I  
BBA  
Academic  Year  2018-­‐19    
 
Faculty  
Dr.  Gunjan  A  Rana  
 

1
Course Title: Principles of Management
CONTENTS

About the Faculty 3

About the course 4.

Concept Note 5

Detailed Teaching Plan 6-20

Required Readings
21

Faculty Profile

2
Dr. Gunjan A Rana
Associate Professor
School of Management Studies

Profile:

Dr. Gunjan A Rana has over 16+ years of experience, which includes both corporate and
academic experience, her teaching interests range from Marketing, Advertising, Consumer
Behavior Management and General Management. She has taught graduate and postgraduate
programmes at B Schools in Delhi and NCR region. Has been part of Discover India Program
run by Rai foundation, delivered lectures to students from international universities like Harvard.
Besides this she has been invited by Pittsburg State University, USA for Faculty Exchange
Program.
Her research interest and contribution include topics covering Marketing, Advertising and
General Management. She has presented research work at internationally acclaimed institutions.
She is passionately involved in training programs; conducted Training & Development
programmes in General Management and Marketing for managers of Private and Public sector
enterprises in India.
She has PhD in CSR and CRM, besides being Masters in Marketing Management (MMM),
PGDM, and BA (Advertising and Sales Promotion) from Delhi University.
She headed Sambhav Foundation as President. It is a Society that works for under Privilege
children.
Prior joining Ansal University she was working as Associate Professor Marketing with IILM
Business School teaching Undergraduate students, BBA in Entrepreneurship in collaboration
with SBS Swiss Business School, Switzerland.

3
 About the Course
Management refers to the organization and coordination of work to produce a desired result. A
manager is a person who practices management by working with and through people in order to
accomplish his or her organization's goals. When you think of the term manager, you may be
imagining your supervisor as he or she hires and terminates employees and makes major
decisions above your authority. However, although you may not view yourself in this way, you
yourself may also be a manager. In fact, many of us practice management skills in the workplace
every day. You may have a team of employees that you manage, or lead a project that requires
management strategy, or demonstrate leadership qualities among your peers. These are all
scenarios that require you to apply the principles of management. In this course, you will learn to
recognize the characteristics of proper management by identifying what successful managers do
and how they do it. Understanding how managers work is just as beneficial for the subordinate
employee as it is for the manager. This course is designed to teach you the fundamentals of
management as they are practiced today.

Management began to materialize as a practice during the Industrial Revolution, as large

corporations began to emerge in the late 19th century and developed and expanded into the early
20th century. Many large corporations during the early 1900s did not have any competition and
thus dominated their industries. At the time, each employee was seen as a cog in a wheel - a
useful yet expendable part of a business's operation. But the development of the assembly line in
the 1910s and 1920s and the attendant automation of production processes drove changes in
management strategy and required businesses to rethink how they managed their resources (i.e.
their people, finances, capital, and tangible assets). The fundamental concepts of modern
management were famously explored by Frederick Winslow Taylor, an American engineer who
wrote The Principles of Scientific Management. Published in 1911 and based on research
conducted by Taylor, the book's analysis aimed to couple the efficiency needs of a business with
the specialized talents of its employees. Taylor's conclusion was that employees are almost
always driven by the desire to earn money. Because businesses at the time had very little
production capacity, the principles of management aimed toward driving sales by enticing
employees with more money for increased production. As such, modern management's focus
was on producing as much product as possible to meet consumer demand for goods and services.

By the late 20th century, automation, higher educational levels, and the push for speed had
changed management practices, and businesses had by and large moved away from a top-down,
centralized direction style and toward leaner organization with less regimentation. Nevertheless,
Taylor's theories and their lessons remain important as a foundation for understanding how to
manage large projects that require a variety of skills and a large number of workers.

4
 Concept Note

This course will illustrate the ways in which the practice of management evolves as firms grow
in size. Historically, middle managers have served as so-called "gatekeepers" who collect,
analyze, and pass information up and down the management chain within an organization. But
two recent developments at the turn of the 21st century - namely, low-cost data manipulation in
computers and the emergence of widespread, real-time communication (in the forms of
inexpensive, long-distance global calling, email, text messaging, and social media) - have
reduced the need for these middle-manager gatekeepers, and companies have eliminated
thousands of such positions. The goal? To speed the flow of information and decision-making
and reduce the number of layers that separate the customer from the leadership of an
organization.

This course is based upon the idea that the essential purpose of a business is to produce products
and services in order to meet the needs and wants of the marketplace. A manager marshals an
organization's resources (its people, finances, facilities, and equipment) toward this fundamental
goal. In this course, you will explore the tasks that today's managers perform and delve into the
key knowledge areas that managers need to master in order to run successful and profitable
businesses.

The course consists of 4 different modules which will be imparted in 35 to 40 sessions. In the
introductory module, you will begin your exploration of the practice of management. In human
society there has always been a need for some degree of management in order to organize the
efforts of individuals for the common (and individual) good. Management involves not only
coordination, but also planning, organizing, leading, and controlling. Management is both an art
and a science, and ultimately you will need more than one course on management to fully
develop your own management ability. Still, even if you have no aspirations to manage a team,
you may need to lead projects, manage committees, and/or interact with managers.
Understanding what makes a good manager is one of the biggest factors in the success of an
organization and its employees.

Second module focuses on planning aspect of management, what is the process of planning how
it helps in organizational management. Management helps the managers in making effective
decisions and also leading by management of objectives. Third module is more of fixing the
hierarchies in the organization. How manpower planning is required and how organizations hire
right people for the right job. What are the various types of organizational structures? How to
motivate the subordinates to get the work done from them? Last module is more focused on
individual aspect rather than the organization like what are the various types of personalities
people are having and how these can be managed.

5
 Detailed Teaching Plan

School of Management Studies

AHEAD.FOR  LIFE.   Bechlors of Business Administration

Course Outline
Course Title: PRINCIPLES OF MANAGEMENT
Academic Year: 2018-
Semester: I Core/Elective:
19 Credits: 4
Core

Course Instructor: : Dr. Gunjan A Rana

Course Designed by: Dr. Gunjan A Rana
e- mail:
e-mail: [email protected]
[email protected]
Pre-requisites: N/A

1. Course Introduction
Managers are the one thing that all organizations—no matter the size, kind, or location—need.
And there’s no doubt that the world managers face has changed, is changing, and will continue to
change. The dynamic nature of today’s organizations means both rewards and challenges for the
individuals who will be managing those organizations. The course reflect those changes to help
prepare students to manage under the dynamic conditions.

Students will learn the nuances of what being a manager is all about and the problems managers
face and how the problems can be resolved. The course will make student aware of the basic
essence of management by providing fundamental knowledge and exposure to the concepts,
theories and practices.
Timing & Pre-requisites: The course is a core course offered in the 1st year of the BBA
Program. The course does not require any pre-requisites and is the first and the most basic course
in General Management. Post completion of this course, students will be able to understand,
analyse and manage people’s behaviour in an organizational setting.

6
2. Employability-level*: N/A
1. Foundation 2. Foundation 3. Professional 4. Professional 5. Premier
Core Skill Core Skill Skill
ü

3. Course Objectives
1. To make students aware of the basic essence of management by providing fundamental
knowledge and exposure to the concepts, theories and practices.
2. To prepare students to exploit opportunities being newly created in the Management
Profession.
3. To focus on the basic roles, skills and functions of management, with special attention to
managerial responsibility for effective and efficient achievement of goals.

4. Course Learning Outcomes

Upon completion of this course, the student will be able to:

CLO1: Demonstrate through discussion boards, written assignments, and classroom

presentation the ability to effectively apply the principles and practices of management
(planning, organizing, leading, and controlling) to a real-world.
CLO2: Showcase working knowledge of and understanding of the discipline that constitutes
principles of management.
CLO3: Diagnose the management issues in organizations, across levels and disciplines.
CLO4: Solve the management issues in real practice in various industry segments.

5. Course Content and Schedule

Sessi Session Topic / Sub-topic Case/Assignment/ Required Teaching

on Description Experiential Readings Pedagogy
No. Learning
Overview of Course Course Outline
Structure and its
Significance, Assessment
Plan, Course Flow Chart
1 Introduction to the course, Lecture- Power
Point

7
 Relevance of the course. Presentation

2 Management Concepts, Experiential Lecture- Power

definition, nature & Learning: Point
importance; Management Managerial Presentation,
as Art or Science Dilemma (From
Student Led
Management by
Discussion
Robbins, Pg. 4)
3-4 Management Concepts, Discussion Lecture- Power
definition, nature & Reading 1: Point
importance; Management https://hbr.org/19 Presentation
as Art or Science 75/01/is-
management-
really-an-art
5   Mintzberg’s  Managerial   Experiential   8   Mintzberg’s  
Roles;  Management   Learning:  Skill   Managerial  Roles;  
Levels  and  Skills   Building  Exercise   Management  
(From   Levels  and  Skills  
Management  by  
V.S.P  Rao,  Pg.  50)  
6-8 Evolution of Management Experiential Lecture- Power
thought: Classical Learning: What Point
Theories, Behavioural motivates your Presentation,
Theories-Human Relation employees? (From
Student Led
Theory & behavioural Management by
Discussion,
science theory and V.S.P Rao, Pg. 94)
Modern management Case Based
Case: ABC Ltd.
theories. System Theory, Discussion
(From
Contingency Theory
Management by
V.S.P Rao, Pg. 96)
9 Current Challenges and Case: Dressing Up Lecture- Power
Globalization of (From Point
Management Management by Presentation,
Robbins, Pg. 66-
Case Based
67)
Discussion
10- Management Process; Discussion Student Led
11 Planning Concept, Reading: Discussion,
Objectives, Types and https://www.entre Lecture- Power
preneur.com/artic Point

8
 Steps in Planning le/219424 Presentation

12- Strategic Planning; Case: Super Lecture- Power

13 Management by objectives Department Point
(MBO); Decision Making Stores’ MBO Presentation,
and Steps in Decision Programme (From
Case Based
Making. Forecasting Management by
Discussion
meaning V.S.P Rao, Pg.
164)

14 Organizing- definition and Lecture- Power

characteristics; principles Point
of organizations Presentation
Assignment to be Submitted in 14th Lecture
15- Organizational Structure, Case: A new kind Lecture- Power
17 Types of Organizational of Structure (From Point
Structure- formal and Management by Presentation,
informal; Authority; Robbins, Pg. 284)
Student Led
Responsibility and
Experiential Discussion,
Accountability, Span of
Learning: Will you
Control; Delegation, Case Based
make a good CEO
centralization v/s Discussion
(From
decentralization;
Management by
Departmentalization
V.S.P Rao, Pg.
410-413)

18 Staffing-meaning, process Discussion Student Led

and importance Reading: Discussion,
https://www.shrm Lecture- Power
.org/resourcesand Point
tools/hr- Presentation
topics/talent-
acquisition/pages/
top-staffing-
management-
articles-
2014.aspx

9
19- Directing- Definition and Case: Growing Case Based
20 Nature; Leadership- Leaders (From Discussion
definition, styles Management by
Lecture- Power
Robbins, Pg. 482-
Point
483)
Presentation
21- Motivation- definition, Case: Unfair Lecture- Power
23 Theories – Maslow’s, Treatment (From Point
Herzberg’s, McClelland’s, Management by Presentation,
McGregor’s Theories V.S.P Rao, Pg.
Student Led
605)
Discussion,
Experiential
Case Based
Learning: Can you
Discussion
recognize the
need? (From
Management by
V.S.P Rao, Pg.
604)

24- Communication- Discussion Student Led

25 definition, process, types Reading: Discussion,
and barriers https://www.forb Lecture- Power
es.com/sites/brent Point
gleeson/2017/06/ Presentation
27/top-barriers-
to-
communicating-
a-vision-for-
change-and-how-
to-overcome-
them/#1daac88b7
2e0
26- Controlling-Meaning and Case: Baggage Case Based
27 Significance; Process of Blunders (From Discussion
Control, types of control, Management by
Lecture- Power
Techniques of control; Robbins, Pg. 511)
Point
Contemporary issues in
Presentation
controlling
28- Individual Behavior- Case Discussion – Case Based
29 MARS model of The Big Squeeze Discussion

10
 Individual Behavior, on Workers (Pg Lecture- Power
Types of Individual 28-29, Point
Behavior Organizational Presentation.
Behavior, Fred
Luthans)
30- Behavior Personality - Discussion Student -Led
31 Personality development, Reading: Could Discussion
Determinants of Your Personality
Lecture- Power
Personality, Five –Factor Derail Your
Point
model of Personality Career?
Presentation.
(https://hbr.org/2
017/09/could- Audio Visual
your-personality-
derail-your-
career)
32- The Myers-Briggs Type Case Discussion- Case Based
33 Indicator: (MBTI), Ted Turner: The Discussion
Theories of Personality: Mouth of the
Lecture- Power
Freudian Theory South or the Voice
Point
(Psychoanalytic Theory of of Reason (Pg 62-
Presentation.
personality), 63, Human
Relations in Audio Visual
Organizations,
Robert N.Lussier)
34 Jungian theory -Carl Jung, Lecture- Power
Job fit Theory Point
Presentation
35- Values- Nature of Values, Experiential Student-led
36 Types of Values: Terminal Learning- What Discussion
and Instrumental Values, Factors are Most
Lecture- Power
Determinants of Values, Important to Your
Point
Importance of Values in Job Satisfaction?
Presentation
Organizational Behavior. (Pg 93,
Organizational
Behaviour,
Stephen P.Robbins
et.al)
37 Group Presentations Student
Presentation
Based on Team

11
 Assignment
38 Group Presentations Student
Presentation
Based on Team
Assignment
39 Group Presentations Student
Presentation
Based on Team
Assignment
40 Revisiting the Concepts Student
Presentation
Group Presentations
Based on Team
Assignment

6. Description of Course Assessment Components

This course is of 100 marks and will have the following assessment components.

S. No. Course Assessment Components Marks/Weightage (%)

1 Assessment 1 : Assignment 10

2 Assessment 2 : Class Participation 5

3 Assessment 3 : Mid Term 10

4 Assessment 4 : Group Project and Presentation 15

5 End-Term Examination (EE) 60

Total Marks 100

Assignment : 10 Marks

One Assignement will be conducted before mid-term and will be graded for 10 marks.
Assignment will evaluate student’s understanding of specific concept and its application. It is a
Written Project Report. Student will study a particular issue/topic (pre-assigned) in detail along

12
with relevant current issue pertaining to that topic and review the work and will give the critical
analysis.
The student has to submit the assignment in the 14th Lecture. No Late Submission is
allowed.

Assignment: Each student will choose a company and will study various types of standing and
single used plans which are used in the chosen company. Write the following on the basis of
Company’s Plans:
• Vision Statement.
• Mission Statement.
• Goals and Objectives
• Strategic, Tactical and Operational Plans
• Program and Policies

Assignment Guidelines: Complete the assignment in not more than 1500 words.

The following Rubric will be used for evaluating Assignment:

Outstanding (5) Very Good (4) Good (3) Average (2) Below
Average (1)
Content Content is Content is Content is Content is Content is
accurate and all accurate but accurate but questionable inaccurate.
required some required some . Information
information is information is required Information is not
presented in missing and/or information is not presented in
logical order. not presented in is missing presented in a logical
a logical order, and/or not a logical order
but is still presented in order, making it
generally easy a logical making it difficult to
to follow. order, difficult to follow.
making it follow.
difficult to
follow.
Clarity Ideas are fresh, Ideas are new, Develops a Develops a No viable
of point of point of point of
and extensively and fairly
Though
view and view, view; little
t developed; developed;
demonstrati or no

13
 insightfully insightfully demonstrates ng some evidence;
critical weak critical
develops a point develops a point competent
thinking; thinking,
of of view and critical
demonstrates may have providing
view and thinking;
demonstrates critical enough inconsistent inappropriat
or e or
outstanding thinking. supporting
inadequate insufficient
critical thinking. detail to
examples.
examples
accomplish
cited in the
the purpose
assignment
of the
assignment.
Langua Free of Free of most Occasional Numerous Mechanical
ge errors;
mechanical errors mechanical mechanical mechanical
errors errors; errors; frequent and
(grammar,
punctuation, (grammar, competent weak or fundamental
punctuation, use of inappropriat errors in
spelling); precise
e
& spelling); language and word choice,
precise & use of
purposeful, sometimes simplistic
language
purposeful, varies sentences;
demonstrating a and
demonstrating a sentence errors in
command of sentence
structure; format.
language command of structure;
language generally
and variety of some
appropriate
sentence and variety of weakness in
sentence format
structures; format.
appropriate structures;
appropriate
format
format.
Structur Project is creative Project is well Project is Project lacks Project is
e/Prese and neat. Project thought, well thought hastily
creativity
ntation is exceptionally creative and out and neat.
and constructed.
organized and neat. Project is Minimal
neatness.
well structured. properly Contains
problems in Several
Sources organized and numerous
well structured. organization problems in
are credible, problems in
and structure.

14
 correctly Sources Sources are organization organization
and and
cited, and are credible, credible,
structure.
effectively correctly have lacks
Sources are
structure.
enhance the cited, and minimal
poorly Sources
content of effectively citation
chosen, have
are
the project. enhance the errors, and
several inappropriat
content of support
citation e or missing,
the project. the content and, if
errors, and
of the
only present, lack
project.
proper
minimally
support the citations.
content of
the
project.

Class Participation: 5 Marks

The class participation will be evaluated throughout the semester. The parameters on which the
student will be assessed on Interaction during Case Discussion and Discussion Readings

The following Rubric will be used for evaluating Class Participation:

Outstanding (5) Very Good (4) Good (3) Average Below

(2) Average (1)
Involve Proactively and Proactively Proactively Few Student
ment regularly contributes and regularly contributes contributio never
to class discussion; contributes to to class n to class participates
initiates discussion class discussion; discussions in class
on issues related to discussion; asks ; seldom discussion;
class topic. Always initiates questions volunteers fails to
ready to answer the discussion on and but respond to
question asked. issues related responds to responds to direct
to class topic direct direct questions.

15
 questions. questions.
Attenda Student has Maintains Student has Student has Student has
nce consistent nearby regular mostly some poor
attendance in class attendance in consistent absences attendance
and comes to class class and attendance from class and/or is
on time. comes to class in class and and/or is frequently
on time. usually not always late to class.
comes to on time.
class on
time.
Discipli Student always Student almost Student Student Student
ne follows school and always follows usually sometimes usually
class rules and school and follows displays displays
procedures and class rules and school and disruptive disruptive
always brings a procedures and class rules behaviour behaviour
positive attitude. always brings a and during during class
positive procedures class and and usually
attitude. and brings a sometimes has a
mostly brings a negative
positive negative attitude.
attitude. attitude..
Attentiv Student listens when Student listens Student Student Student does
eness others talk, both in when others listens when does not not listen
groups and in class. talk, both in others talk, listen when when others
Student incorporates groups and in both in others talk, talk, both in
or builds on the class. Student groups and both in groups and
ideas of others. usually in class. groups and in class.
incorporates or in class. Student
builds on the often
ideas of others. interrupts
when others
speak.

Mid Term: 10 Marks

Mid Term will be conducted as per the Ansal University Examination Policy. The Mid Term will
assess the students understanding of the subject and concepts.

16
Group Project and Presentation: 15 Marks

For the group project, students will choose an Indian/MNC company.*

*If student can try choosing a company where the promoter can be interviewed to know the
type of organizational structure present in the company and purpose behind it.

They will explain its organizational structure with the help of organizational chart outlining the
following:

• Type of organizational structure.

• Number of levels in the structure.
• Span of Management.
• Levels of centralization/decentralization
• Departmentalization

During the presentation, students will present their views regarding the effectiveness of
organizational structure.

The major guidelines for project presentation include the following:

• Each team will consist of 3 members.
• Each team member must present slides, with the total number of slides not exceeding 12-
15 slides or video
• Total time of presentation should not exceed 15 minutes (including questions and
answers)
• Each team will be asked at least 4-6 questions per presentation (any member of the team
could be required to answer)
• Marks will be given on individual basis.

Project Titles

17
The following Rubric will be used for evaluating Presentation:
Outstanding (5) Very Good (4) Good (3) Average Below
(2) Average (1)
Content All information was All Most Informatio Information
highly relevant and information information n was valid was not
appropriate to was relevant; but some relevant to
requirements of the appropriate to some topics was not the audience
assignment. The requirements needed explicitly or directly
content has clear, of the expansion related to related to the
well-laid and assignment. or the assignment.
suitably- related Message was shortened. assignment Presentation
with the theoretical clearly . Message lacked
framework. distinguishable was not structure.
and sections clearly
organized with identifiable
clarity. by
audience.
Deliver Effective use of Good use of Clear voice, Voice lack Voice is soft
y clear, strong voice clear, strong but drop in vocal and
with vocal variation voice with volume at variation, monotone,
to demonstrate vocal variation. times; still shows reads all or
interest in the Good use of use vocal some eye most of the
subject. Excellent voice variation to contact, but presentation
use of voice modulation, show not with no eye
modulation, Maintains eye interest, maintained; contact.
Maintains eye contact with maintains and at least
contact with audience and eye contact half the
audience and seldom seldom return most of the time,
return to notes. to notes. time but speaker
frequently reads from
returns to notes.
notes.
Slides/ Font formats (e.g. Font formats Font Mostly font No Format
Text/Fo color, bold, italic) (e.g. color, formatting formatting in the
rmat/Vi had been carefully bold, italic) had been had been presentation.
deo planned to enhance had been used carefully carefully Several
Quality/ readability. to enhance planned to planned but graphics
Clarity readability. All complement in places it were

18
of Appropriate graphics were the content. may be a unattractive
Present highlighters used. appropriate Appropriate little hard and
ation and supported highlighters to read. All diminishes
the content of not used. graphics the content
the were of the
presentation. attractive presentation.
but many
did not
seem to
support the
content of
the
presentatio
n.
Audien Involved audience in Involved Presented Went off Avoided or
ce presentation; held audience in facts in topic and discouraged
engage their attention presentation; some lost active
ment throughout the held their interesting audience. audience
presentation. Used attention way and Failed to participation
original, clever, throughout by held utilize
creative approach. getting them attention method to
actively most of the pull the
involved in the time by audience
speech interacting into the
with them. speech.
Questio Demonstrate full Demonstrate Demonstrat Demonstrat Have no
n knowledge of the considerable e little e slight grasp of
Handlin topic/project. knowledge or knowledge grasp of information
g Answered all the related to information related to
questions with topic/project. topic/project related to topic/project
explanation and Answered all . Gave topic/proje .
elaboration. questions but answers to ct. Gave
Not able to
explained less. the rudimentar
answer any
questions y answers
question.
but did not to the
explained. questions
Total Marks:

7. Course References

19
Textbooks
• Koontz, H. (2017), Essentials of Management, McGraw Hill Education.
• Rao, V.S.P., Krishna, Hari, (2017). Management: Text and Cases, Excel Books.
• Robbins, (2016). Fundamentals of Management: Essentials Concepts and Applications,
Latest Edition, Pearson Education.
Reference Reading
• Stoner, Freeman and Gilbert Jr. ((2018) Management, Revised Edition, Pearson
Education.
• Tripathi, P.C.(2008).Principles of Management, McGraw-Hill
• T. Ramasamy , Principle of Management, Himalaya Publishing House
• Gupta, C.B. (2008), Management Concepts and Practices, Sultan Chand and Sons, New
Delhi.
• Ghillyer, A, W., (2008) Management-A Real World Approach, McGraw Hill Education.
• Mukherjee, K, (2009), Principles of Management, 2nd Edition, McGraw Hill Education.

Helpful Websites/e-books/Journals / Magazines

• Economics Times
• Mint
• Special Reports, Daily News, Finance and Economics and Business

Course Conduct Policy

A. Academic Honesty

Students are expected to uphold the standard of conduct for students relating to avoidance of
academic dishonesty. Academic Dishonesty is defined as an intentional act of deception in which
a student seeks to claim credit for the work or effort of another person or uses unauthorised
materials or fabricated information in any academic work.

Students assume full responsibility for the content and integrity of the academic work they
submit. The guiding principle of academic integrity is that a student’s submitted work,
examinations, reports, and projects must be that student’s own work for individual assignments,
and the group’s own work for group assignments/ projects. Students are guilty of academic
dishonesty if they:
• Use or obtain unauthorised materials or assistance in any academic work; i.e. cheating.
• Falsify or invent any information regarded as cheating by the instructor; i.e. fabrication.

20
 • Give unauthorised assistance to other students, i.e. assisting in dishonesty.
• Represent the work of others as their own; i.e. plagiarism.
• Modify, without instructor approval, an examination paper, record or report for the
purpose of obtaining additional credit; i.e. tampering.

The penalty for academic dishonesty is severe. Any student guilty of academic dishonesty may
be subject to receive a failing grade for the examination, assignment, quiz, or class participation
exercise as deemed appropriate by the instructor. In addition, the penalty could also imply that
the student receives a failing grade for the course and be reported to the PGP Chairperson and
the Unfair Means Committee (Refer Policies on “Use of Unfair means in Examination).

B. Students with Disability

SMS is committed to promoting full participation for disabled students in all aspects of the
academic and social life of the Institute. We have initiated an ongoing process of reviewing and
developing our policy and practices for promoting full inclusion for students and staff with
disabilities and we consult regularly with them as part of this process. The main elements of our
policy are listed below:

• Environment. We are committed to the systematic review and improvement of physical

access across all of our sites. Where physical or sensory barriers limit access to services, we
will endeavour to provide the service at a suitable alternative venue.
• Access to facilities and support. Students with disabilities will have access to the same
range of support services as are available to their non-disabled peers. All facilities and
equipment will be made as accessible as possible.
• Information for applicants, students and staff. All publicity, Program details, and general
information will be offered in accessible formats with sufficient time to allow for
modification into alternative formats where necessary, for familiarization by students or
personal support workers, and early application for support.
.

21
 Required Readings:

What Is Management?
In human society there has always been a need for some degree of management in order to
organize the efforts of individuals for the common (and individual) good. Even in very primitive
times, gathering food, protecting against predators, and caring for the young required humans to
coordinate and organize in order to achieve common goals.
Put simply, the term management refers to the coordination of work activities through and with
other people to accomplish the goals of an organization. Management involves not only
coordination, but also planning, organizing, leading, and controlling. Over the years, the
common definition of management has become less specific, as managerial functions have come
to include staffing, directing, and reporting. In modern companies, there are fewer layers of
management, as today's organizations rely instead on the delegation of responsibilities and
authority in order to achieve goals. As a result, today's managers now speak in terms of "leading"
or "guiding" people, rather than giving instructions for every action.
Management is both an art and a science, and ultimately you will need more than one course on
management to fully develop your own management ability. Still, even if you have no
aspirations to manage a team, you may need to lead projects, manage committees, and/or interact
with managers. Understanding what makes a good manager is one of the biggest factors in the
success of an organization and its employees.
Historical Development and Globalization
The more complex an organization and its operations, the more active a role management plays.
Successful management imposes a degree of order and discipline so that work can be
accomplished expeditiously, no matter what the size of the organization, how many countries it
operates in, or how much of its work is performed virtually.
There are various theories of management throughout history, paying close attention to Frederick
Winslow Taylor's scientific management theory, which was widely practiced in the industrial age
of the 20th century. Then there are more contemporary, 21st-century approaches to management,
which tend to be better suited to organizations in knowledge-based industries (as opposed to
those in manufacturing).
Organizational Culture, Diversity, and Ethics
Organizational culture includes attitudes, values, and work styles which, when managed
properly, can lead to a highly productive workforce.
A diverse workforce brings together people from different backgrounds. Each individual brings
his or her own experiences and expertise to the table. The blending of these backgrounds can
enhance productivity by allowing for the free flow of new ideas and creativity. It explores the
importance of a diverse workforce, and how managers can make the most of their employees'
individual knowledge and approaches in order to reach corporate goals.

22
Management sets the tone not only for a corporate climate; it also sets the standard for personal
behavior. Learn about the importance of ethics - that is, "doing what is right" or "doing the right
thing." In light of recent major business scandals borne out of unethical behavior. In order to
understand how to apply ethics to different circumstances, you must understand how ethics can
vary based on differences in society, culture, and politics. There are a number of different
philosophies purporting to explain how to apply ethics to decision-making, but none of them are
absolute.
Leadership and Teams
Managers are defined as people who work with and through other people to accomplish the goals
of an organization. One important managerial function we have not yet touched upon is
motivation, or the ability to persuade and inspire others to commit to an organization and its
goals. A good leader must be a good manager if he or she wishes to get a lot accomplished. In
order to get work done, managers must often foster collaboration between employees so that
individuals with different skills from different parts of a company can successfully contribute to
projects. The concept of collaboration has evolved into the practice of creating teams comprising
specific individuals with complementary skills who gather around a common purpose. This
purpose might include accomplishing a specific task, addressing a particular problem, revising an
internal company process, etc.
One of the key roles of any manager is to establish the goals and purposes of a team and to select
appropriate team members. From there, the team will - more or less independently - work to
accomplish its purpose under the supervision of a leader, who must organize and manage the
team effectively. What does a successful team look like? Would you be surprised to know that
the best teams actually experience conflicts? In fact, conflict can be a productive force capable of
generating new ideas and multiple options for consideration. The key is to avoid letting
professional conflict spill over into personal relationships, a task that is difficult to achieve
without careful study and practice.
Managing Employees: Motivation, Empowerment, and Conflict Resolution
One of your most important functions as a manager is motivating your employees to do their best
while attempting to meet corporate goals. When employees are motivated, they will seek out
ways to improve their work production and maximize their performance. By giving employees
the freedom to act on their own knowledge and skills, you will encourage them to ultimately be
more productive for the company by fully utilizing their skill sets and, in the process, growing as
professionals.
Every work environment encompasses a wide variety of personalities and professional styles. As
a result, conflicts are sure to arise. Effective managers know how to address a conflict when it
arises and how to frequently work in concert with others to ensure a speedy resolution.
Planning and Strategy Formulation
Managers plan and coordinate the work of others so that an organization can achieve its goals. In
their planning function, managers identify needed resources (e.g. people, finances, equipment,
etc.) and organize them so that employees can accomplish activities and meet set objectives. In
addition to setting company-wide strategy and long-term goals, managers also create interim,

23
short-term goals as a means of focusing the activities of an organization and providing direction
to employees.
Decision-Making
The essential function of a manager is to make decisions. Decision-making is about making
choices between alternatives to reach a goal or objective. In our personal lives, decision-making
can involve determining many things, such as where we live, what foods we eat, and who our
friends are. In business, decision-making can revolve around the products and services that a
company offers, the markets it serves, the people it hires, and so on.

Organization Structure, Change, and the Future of Management

For a company to be effective and profitable, a strong organizational structure must be in place.
This structure provides a framework from which all goals are set and helps individuals and
departments know where they fit within the company's organization.
One of management's most important responsibilities is to ensure a strong organizational
structure. There are various aspects of organizational structure, including what happens when a
structure changes. Such change can occur due to new developments in the marketplace,
competitive factors, and/or the development of new theories of management.

24