Engineering Management Reviewer

8/17/2019 Engineering Management Reviewer

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Engineering management reviewer

Chap 4 organizing

Organizing – The structuring of resources and activities to accomplish objectives in an ecientand eective manner.Structure – The arrangement or relationship of positions within an organization.

Purpose of the structure

. !t de"nes the relationships between tas#s and authorit$ for individuals and departments.%. !t de"nes formal reporting relationships& the number of levels in the hierarch$ of the

organization& and the span of control.'. !t de"nes the groupings of individuals into departments and departments into

organization.4. !t de"nes the s$stem to eect coordination in both vertical ()uthorit$* and horizontal

(Tas#s* +irections

,hen structuring the organization& the engineer must be concerned with. Division of labor – determining the scope of wor# and how it is combined in a job.%. Delegation of authority – The process of assigning various degrees of decision ma#ing

authorit$ to subordinates.

'. Departmentation – The grouping of related jobs& activities& or processes into majororganizational subunits.

4. Span of control – The number of people who report directl$ to a given manager.-. Coordination – The lin#ing of activities in the organization that serves to achieve a

common goal or objective.

Formal Organization – The structure that details the lines of responsibilities& authorit$& andposition.

The planned structure /epresents the deliberate attempt to establish patterned relationships

among components that will meet the objectives eectivel$

0ormal structure is described b$ the management through. Organization chart – +iagram of the organization1s ocial positions and former lines of

authorit$%. Organization manual – Provides written descriptions of authorit$ relationships& details

the functions of major organizational units& and describes job procedures.'. Policy manuals – describes personnel activities into compan$ policies.

Informal groups – members of an organization which spontaneousl$ form a group withfriendship as a principal reason for belonging.

T$pes of organizational structures1 Functional organization – form of departmentalization in which ever$one is engaged in

one functional activit$& such as engineering or mar#eting grouped into one unit. (Eectivein smaller "rms*

! Product or mar"et organization – This refers to the organization of a compan$ b$divisions that brings together all those involved with a certain t$pe of product or customer(Eective in larger corporations*

# $atri% organization – )n organizational structure in which each emplo$ee reports toboth a functional or division manager and to a project or group manager. (+esigned to#eep emplo$ees in a central pool.*

)dvantages of the Functional Organization


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. The grouping of emplo$ees who perform a common tas# permit economies of scale andecient resource use.

%. 2ince the chain of command coverages at the top of the organization& decision ma#ing iscentralized& providing a uni"ed direction from the top.

'. Communication and coordination among emplo$ees within each department are e3cellent.4. The structure promotes high ualit$ technical problem solving-. The organization is provided with in depth s#ill specialization and development.5. Emplo$ees are provided with career progress within functional departments.

+isadvantages of the Functional Organization.. Communication and coordination between departments are often poor%. +ecisions involving more than one department pile up at the top management level and

are often dela$ed.'. ,or# specialization and division of labor& which are stressed in a functional organization&

produce routine& nonmotivating emplo$ee tas#s.4. !t is dicult to identif$ which section or group is responsible for certain problems.-. There is limited view of organizational goals b$ emplo$ees.5. There is limited general management training for emplo$ees.

)dvantages of the Product or mar"et organization. The organization is 6e3ible and responsive to change.%. The organization provides a high concern for customer1s needs.'. The organization provides e3cellent coordination across functional departments4. There is eas$ pinpointing of responsibilit$ for product problems.-. There is emphasis on overall product and division goals5. The opportunit$ for the development of general management s#ills is provided

+isadvantages of the Product or mar"et organization. There is high possibilit$ of duplication of resources across divisions%. There is less technical depth and specialization in divisions.'. There is poor coordination across divisions4. There is less top management control-. There is competition for corporate resources.

)dvantages of the $atri% Organization. There is more ecient use of resources than the divisional structure.%. There is 6e3ibilit$ and adaptabilit$ to changing environment.'. The development of both general and functional management s#ills are present.4. There is interdisciplinar$ cooperation and an$ e3pertise is available to all divisions-. There are enlarged tas#s for emplo$ees which motivate them better.

+isadvantages of the $atri% Organization. There is frustration and confusion from dual chains of command.

%. There is a high con6ict between divisional and functional interests.'. There are man$ meetings and more discussion than action4. There is a need for human relations training for #e$ emplo$ees and managers.-. There is a tendenc$ for power dominance b$ one side of the matri3.

T$pes of authorit$. &ine authority – 7anagers right to tell subordinates what to do and then see that the$ do

it.%. Sta' authority – a sta specialist1s right to give advice to a superior.

2ta authorit$ ma$ be classi"ed into the following


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a. Personal sta' 8 individuals assigned to a speci"c manager to provideneeded sta services.

b. Specialized sta' – individuals provided needed sta services for thewhole organization.

'. Functional authority – a specialist1s right to oversee lower level personnel involved inthat specialt$& regardless of where the personnel are in the organization.

Committees – ) formal group of persons formed for a speci"c purpose.

Committees are classi"ed as follows. (d)hoc committee 8 Created for a short tern purpose and have a limited life.%. Standing committee – relativel$ permanent committee that deals with issues on an

ongoing basis.Chap - stang

Sta*ng – 7anagement function that determines human resource needs& recruits& selects&trains& and develops human resources for jobs created b$ an organization

2tang process1 +uman resource planning! ,ecruitment# Selection- Induction and orientation. /raining and development0 Performance appraisal 2mployment decisions3 Separations

9uman resource planning involves ' activities. Forecasting 8 an assessment of future human resource needs in relation to the current

capabilities of the organization.%. Programming 8 translating the forecasted human resource needs to personnel objectives

and goals.'. 2valuation and control 8 monitoring human resource action plans and evaluating their

success.

7ethods of forecasting. /ime series methods – uses historical data to develop forecasts of the future.%. 2%planatory or causal models – attempts to identif$ the major variables that are

related or to have caused particular past conditions and then use current measures ofthese variables to predict future conditions.

a. ,egression modelsb. 2conometric modelsc. &eading indicators

'. $onitoring methods – those that provide earl$ warning signals of signi"cant changes inestablished patterns and relationships so that the engineer manager can assess the li#el$impact and plan responses if reuired.

,ecruitment – attracting uali"ed persons to appl$ for vacant positions in the compan$ so thatthose who are best suited to serve the compan$ ma$ be selected.

2ource of applicants1 Organization4s current employees! 5e6spaper advertising# Schools


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- ,eferrals from employees. ,ecruitment 7rms0 Competitors

Selection – refers to the act of choosing from those that are available the individuals most li#el$to succeed on the job.

,a$s of determining the uali"cations of a job candidate. (pplication blan"s%. ,eferences'. Intervie6s4. /esting

T$pes of tests. Psychological tests 8 an objective measure of standard behavior. Classi"ed into

a. (ptitude test – used to measure a person1s capacit$ or potential abilit$ to learnb. Performance test – used to measure person1s current #nowledge of a subject.c. Personality test – one used to measure personalit$ traits as dominance&

sociabilit$& and conformit$.d. Interest test – one used to measure a person1s interest in various "elds of wor#.:

5. Physical e%amination – given to assess the ph$sical health of the applicant.

Induction – new emplo$ee is provided with the necessar$ information about the compan$.Orientation 8 new emplo$ee is introduced to the immediate wor#ing environment and cowor#ers./raining – refers to the learning that is provided in order to improve performance on the present

job.

T$pes of Training programs. Training programs for nonmanagers (for speci"c increases in s#ill and #nowledge to

perform a particular job*%. Training and educational programs for e3ecutives.

7ethods under training programs for nonmanagers. On)the)8ob training 8 The trainee is placed in an actual wor# situation under the

direction of his immediate supervisor& who acts as a trainer.%. 9estibule school 8 The trainee is placed in a situation almost e3actl$ the same as the

wor#place where machines& materials and time constraints are present.'. (pprenticeship program 8 ) combination of onthejob training and e3periences with

classroom instruction in particular subjects are provided to trainees.4. Special courses 8 provides more emphasis on education rather than training.

Training needs for managers.1 Decision)ma"ing s"ills! Interpersonal s"ills# :ob "no6ledge- Organizational "no6ledge

+ecision ma#ing s#ills ma$ be enhanced b$. In)bas"et – where the trainee is provided with a set of notes& messages& telephone calls&

letters and reports& all pertaining to a certain compan$ situation. 9e is e3pected to handlethe situation within a given period


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%. $anagement games – trainees are faced with a simulated situation and are reuired toma#e an ongoing series of decisions about that situation.

'. Case studies – presents actual situations in organizations and enable one to e3aminesuccessful and unsuccessful operations.

!nterpersonal s#ills ma$ be enhanced b$. ,ole playing – a method b$ which trainees are assigned to pla$ in a given case incident%. ;ehavior modeling – attempts to in6uence the trainee b$ showing model persons

behaving eectivel$ in a problem situation.'. Sensitivity training – awareness and sensitivit$ to behavioral patterns of oneself and

others are developed4. /ransactional analysis – training method intended to help individuals not onl$

understand themselves and others but also improve their interpersonal communications#ills.

;ob #nowledge ma$ be enhanced b$. On)the)8ob e%perience – provides valuable opportunities for the trainee to learn various

s#ills while engaged in the performance of a job.%. Coaching – reuires a senior manager to assist a lowerlevel manager b$ teaching him

the needed s#ills and generall$ providing directions& advice& and helpful criticism.'. . Critical)incident method ) where the evaluator recalls and writes down speci"c butcritical incidents that indicate the emplo$ee1s performance.

Emplo$ment decisions consist of


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1 $onetary re6ards! Promotion# /ransfer- Demotion

Separation – a voluntar$ or involuntar$ termination of an emplo$ee.

Chap 5 communicating

Communication – a process of sharing information through s$mbols& including words andmessage

0unctions of communication1 Information function! $otivation function# Control function- 2motive function

Communication process1 Develop an idea! 2ncode# /ransmit- ,eceive. Decoding0 (ccept


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%. To automate routine and clerical operations li#e pa$roll and inventor$ reports.'. To assist managers in ma#ing routine decisions li#e scheduling orders& assigning orders to

machines& and reordering supplies.4. To provide the information necessar$ for management to ma#e strategic or non

programmed decisions

Chap = motivating

$otivating – the act of giving emplo$ees reasons or incentives to wor# to achieveorganizational objectives$otivation 8 Process of activating behavior& sustaining it& and directing it towards a particulargoal.

0actors contributing to motivation1 =illingness to do a 8ob! Self)con7dence in carrying out a tas" # 5eeds satisfaction

Theories of motivation1 $aslo64s +ierarchy of needs! +erzberg4s t6o)factor theory# 2%pectancy theory- @oal)setting theory

)braham 7aslow1s hierarch$ of needs are as follows in order. Physiological needs! Security needs# Social needs- 2steem needs. Self)actualization needs

0rederic# 9erzberg1s twofactor theor$ has % classes of factors1 Satis7ers or motivation factors Afactors of 6hich areB

a. )chievementb. 2atisfactionc. ,or# itself d. /esponsibilit$e. )dvancementf. Browth

! Dissatis7ers or hygiene factorsa. Compan$ polic$ and administrationb. 2upervision

c. /elationship with supervisord. ,or# conditionse. 2alar$f. /elationship with peersg. Personal lifeh. /elationship with subordinatesi. 2tatus

j. 2ecurit$

2%pectancy /heory – motivation model based on the assumption that an individual will wor# onhis perception of the probabilit$ of his e3pectations to happen.


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E3pectanc$ theor$ is based on the following assumptions. ) combination of forces within the individual and in the environment determines behavior.%. People ma#e decisions about their own behavior and that of organization.'. People have dierent t$pes of needs& goals and desires.4. People ma#e choices among the alternative behaviors based on the e3tent to which the$

thin# a certain behavior will lead to a desired outcome.

@oal setting 8 The process of improving performance with objectives& deadlines or ualit$standard.Boal setting model consist of the following components.

1 @oal content! @oal commitment# =or" behavior- Feedbac" aspects

Techniues of motivation1 $otivation through 8ob design

a. :ob design 8 specif$ing the tas#s that constitute a job for an individual or a group! $otivated through re6ards# $otivation through employee participation- Other motivation techni?ues for the diverse 6or" force

!n motivating through the use of job design& approaches are as follows. Fitting people to 8obs 8 To avoid wor#ers from suering chronic dissatisfaction& adapt

the following remediesa. ,ealistic 8ob previe6s 8 where management provides honest e3planations of

what a job actuall$ entailsb. :ob rotation 8 where people are moved periodicall$ from one specialized job to

another.c. &imited e%posure 8 where a wor#er1s e3posure to a highl$ fragmented and tedious

job is limited! Fitting 8obs to people – !nstead of changing the person& change the job. !t ma$ be

achieved b$a :ob enlargement – ,here % or more specialized tas#s in a wor# 6ow seuence is

combined into a single job.b :ob enrichment – ,here eorts are made to ma#e jobs more interesting&

challenging and rewarding.

,e6ards 8 Consist of material and ps$chological bene"ts to emplo$ees for performing tas#s inthe wor#place/ewards are classi"ed into % categories

1 2%trinsic – those which refer to pa$os granted to the individual b$ another part$

E3trinsic rewards must be properl$ managed in line with the followinga !t must satisf$ individual needsb The emplo$ees must believe eort will lead to rewardc /ewards must be euitabled /ewards must be lin#ed to performance.

! Intrinsic – those which are internall$ e3perienced pa$os which are selfgranted

The speci"c activities identi"ed where emplo$ees ma$ participate are1 Setting goals! $a"ing decisions# Solving problems


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- Designing and implementing organizational changes. uality control circles0 Self)managed teams

uality control circles 8 ) method of direct emplo$ee participation. Consists of a group of ' to emplo$ees& usuall$ doing related wor#& who meet at regular intervals to identif$ problems anddiscuss their solutions.Self)managed teams – also #nown as autonomous wor# groups or high performance teams&the$ ta#e on traditional managerial tas#s as part of normal wor# routine

0or an emplo$ee participation program to succeed& it needs. ) pro"tsharing or gainsharing plan%. ) long term emplo$ment relationship with good job securit$'. ) concerted eort to build and maintain group cohesiveness4. Protection of the individuals emplo$ee1s rights

leading&eading – involves in6uencing others to engage in the wor# behaviors necessar$ to reachorganizational goals.

?ases of power. &egitimate po6er – ) person who occupies a higher power has legitimate power over

persons in lower positions.%. ,e6ard po6er – ) person who has the abilit$ to give rewards to an$bod$ who follow

orders or reuests has reward power /ewards ma$ be classi"ed intoa. $aterial re6ardsb. Psychic re6ards

'. Coercive po6er – ,hen a person compels another to compl$ with orders through threator punishment& he has coercive power

4. ,eferent po6er – ,hen a person can get compliance from another because the latter

would want to be identi"ed with the former& he has referent power-. 2%pert po6er 8 The in6uence of e3perts who have specialized information regarding theirspeci"c lines of e3pertise

&eadership – The process of in6uencing and supporting others to wor# enthusiasticall$ towardachieving objectives

Traits of eective leaders. ( high level of personal drive%. /he desire to lead'. Personal integrity4. Self con7dence


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-. (nalytical ability or 8udgement5. no6ledge of the companyE industry or technology=. Charisma>. CreativityD. Fle%ibility

Aeadership s#ills1 /echnical s"ills – s#ills a leader must possess to enable him to understand and ma#e

decisions about processes& activities and technolog$. !t is the specialized #nowledgeneeded to perform a job.

! +uman s"ills – s#ills that refer to the abilit$ of a leader to deal with people both insideand outside of the organization

# Conceptual s"ills – abilit$ to thin# in abstract terms& to see how parts "t together to formthe whole

&eadership style – Those is position ho e3hibit ) pattern of behavior that is uniue anddierent from other patterns has thisClassi"cation of leadership st$les

. )ccording to the wa$s leaders approach people to motivate them%. )ccording to the wa$ the leader uses power'. )ccording to the leader1s orientation towards tas#s and people.

% wa$s a leader ma$ approach to motivate them1 Positive leadership! 5egative leadership

,a$s leaders1 uses power. (utocratic 8 Aeaders who ma#e decisions themselves without consulting subordinates.! Participative – Aeaders who openl$ invites his subordinates to participate or share in

decisions& polic$ ma#ing and operation methods# Free)rein – Aeaders who set objectives and allow emplo$ees or subordinates relative

freedom to do whatever it ta#es to accomplish these objectives.

Aeaders can be classi"ed on how the$ view people which are. 2mployee oriented 8 The leader considers his emplo$ees as human beings of intrinsic

importance and with individual and personal needs to satisf$%. /as"s oriented 8 The leader places stress on production and the technical aspects of the

job and the emplo$ees are viewed as means of getting the job done.

Contingency approach – an eort through research which managerial practices andtechniues are appropriate in speci"c situationsarious contingenc$ approaches are

1 Fielder4s contingency model – 0red "elder states that leadership is eective when theleaders1 st$le is appropriate to the situation. !t is determined b$ ' principal factors

a /he relations bet6een the leaders and follo6ersb Structure of the tas"

c Po6er inherent in the leader4s position!f the situation does not "t the leader!. Change the leaders trait or behaviors!!. 2elect the leaders who have traits or behaviors be"tting the situation!!!. 7ove leaders around in the organization until the$ are in positions that "t them!. Change the situations

%. +ersey and ;lanchard situational leadership model 8 The most important factoraecting the selection of a leader1s st$le is the development or maturit$ level ofsubordinate. 7aturit$ has % components

a :ob s"ills and "no6ledge


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b Psychological maturityAeadership st$les appropriate for various maturit$ levels of subordinates

!. Directing 8 for people who lac# competence but enthusiastic andcommitted

!!. Coaching 8 for people who have some competence but lac#commitment.

!!!. Supporting 8 for people who have competence but lac# con"dence ormotivation.

!. Delegating 8 for people who have both competence and commitment'. Path)goal model – leadership can be eective because leaders can in6uence

subordinates perceptions because of their wor# goals& personal goals and path to goalattainment

Eective leaders can enhance subordinate motivation b$a. Clarif$ing the subordinates perception of wor# goalsb. Ain#ing meaningful rewards with goal attainmentc. E3plaining how goals and desired rewards can be achieved

Aeadership st$les of pathgoal proponentsi. Directive leadership – the leader focuses on clear tas# assignments& standards of

successful performance& and wor# schedules.ii. Supportive leadership – The subordinates are treated as euals in a friendl$ manner

while striving to improve their well beingiii. Participative leadership – the leader consults with subordinates to see# their

suggestions and then seriousl$ considers those suggestions when ma#ing decisionsiv. (chievement)oriented leadership – ,here the leader set challenging goals&

emphasize e3cellence& and see# continuous improvement while maintaining a highdegree of con"dence that subordinates will meet dicult challenges in a responsiblemanner

4. 9room4s decision)ma"ing model 8 focuses on the appropriate degrees of delegation ofdecision ma#ing authorit$

Chap D pdf

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