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Management

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Course: MGT. 304 Advanced Business Communication | Instructor: Mr. Charlie E. Hardy | Course Credit Hours 3 | Instructor’s Office: 311-A Business Administration | Instructor’s Office Hours: MW 9:00-11:00-3:00-4:00-T 3:00-5:00-R 9:00-11:00 | Instructor’s Email Address: chardy@alasu.edu | Instructor’s Office Phone: (334)229-5066 | Prerequisites: All courses in sequence prior to this course including: ENG... 131, ENG... 132, MGT. 204 |

MISSION STATEMENT
The mission of the College of Business Administration is to train its students to become ethical entrepreneurs and professionals capable of succeeding in a competitive global environment.

DEADLINE FOR COURSE WITHDRAWAL:
The last day for withdrawal is stipulated in the official semester’s Schedule. The deadline for withdrawal from a course for the Fall 2011 semester is Thursday, October 13, 2011

COURSE DESCRIPTION

POLICIES
ADA Accommodation & Alternative Testing
Under ADA, any student requiring alternative formats for testing and/or handouts for this course, or other types of accommodation, due to a handicapping condition, should advise the instructor within the first week of classes and must present the appropriate documentation

Attendance, Exam & Assignment Makeup Policy
UNIVERSITY ATTENDANCE POLICY
Effective Fall Semester 2009
Each student is expected to attend all lectures, seminars, laboratories and field work for each registered class, including the first class session, in order to verify registration with instructors and to complete all work assigned for the course. Failure to observe this policy may seriously jeopardize a student’s academic standing.
If a student does not attend class during the first week (first five instructional days) of the semester and does not give prior notification to the instructor of reasons for absence and intent to attend the class, the student will be dropped from the course.
A student is permitted one (1) unexcused absence for each credit hour generated by the class. For example, two (2) absences are allowed in a two-hour class. Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”.
At the beginning of the class, the instructor is responsible for having listed on his or her syllabus the University Attendance Policy. The student will be held responsible for adhering to the University Attendance Policy. Instructors of courses are not obligated to provide makeup opportunities for students who are absent, unless the absences have been officially approved.
An officially approved absence, however, merely gives the individual who missed the class an opportunity to make up the work and in no way excuses him or her from the work required.
Official excuses are granted by the Office of Student Affairs for authorized university activities, verified personal illness or illness or death in the immediate family. Absences will count from the first day of registration for each course. Students receiving veteran’s benefits are required to attend classes according to the regulations of the Veterans Administration in addition to those regulations set by the university for all students. It is the responsibility of the instructor to keep an accurate attendance record of all students enrolled. Students should understand that absences may jeopardize their grades. It is the responsibility of the student to withdraw from the university or drop a course.
Adopted by the ASU Board of Trustees on May, 2009

Tardy Policy
A student is expected to be in his/her classroom seat before the scheduled start time of the class. A student will be considered absent if he/she is not in the classroom when the instructor starts calling roll.

Code of Conduct
All Alabama State University (ASU) students are expected to conform to recognized university standards of conduct, behave with decency, and dress appropriately while attending on and off campus functions and in academic settings, social events, extracurricular activities and other public functions.

Appropriate dress:
• no student will be allowed to enter any university building with their pants hanging below the waist, without a belt, wearing spaghetti straps, or with hats and/or “doo” rags on their heads; and
• no student will be allowed in any university building with pajamas on, except in the residence halls and excluding the lobby areas; and
• Students are to refrain from using profanity in any university building or on campus.

COBA Dress Code
COBA will exercise mandatory professional business attire for students, staff and faculty on all Tuesdays and Wednesdays. On those days, all students, staff and faculty will wear professional business attire as described below.
For Men
· 2 piece suit in a solid color (black, blue or gray).
· White or neutral-colored dress shirt.
· Tie in a simple pattern that matches the colors of your suit.
· Polished dress shoes in a dark color.
· Dark socks.
· Limited jewelry and no earrings or piercings.
· No facial hair!
· Minimal cologne.

For Women
· Neutral colored suit with pants or skirt (black, brown, navy or gray).
· Skirt length should be just below the knee.
· Coordinated blouse (cotton or silk).
· Moderate shoes--basic pumps. No strappy sandals or platforms.
· Tan or light hosiery that is flawless (no runs).
· Simple accessories. No visible body piercings.
· Minimal makeup and perfume.
· Neat, professional hairstyle and manicured nails. On all other days, the dress code in COBA will be business casual as described below.
COBA DAILY WEAR (BUSINESS CASUAL) * Khaki Slacks or Skirts Dresses/Suits/Skirt Ensembles * Dress Slacks for Men/Women Dress Pumps for Women * Collared Shirts or Collared Blouses Suits/Ties, Sports Jacket/Ties * Polo or Golf Shirts Dress Shoes for Men * Comfortable Walking Shoes Cheating and academic dishonesty
Cheating on a test, plagiarism, submitting someone else’s work as your own or other forms of academic dishonesty will result in an “F” for the course. This pertains to drafts of documents submitted as well as final assignments. ANY work turned in to the instructor at ANY time during the semester must be documented and not plagiarized. Please refer to the APA Manual if you have questions concerning documentation of sources. All written assignments are submitted through Blackboard Safe Assign. Students are encouraged to plan assignments so that they have time to review the Safe Assign report for matches and revise the assignment as necessary.

Electronic Devices
Laptops, Blackberry’s, and cell phone use is not allowed in this class. Students observed using a texting device will lose credit for that day’s attendance. UNDER NO CIRCUMSTANCES WILL TEXTING DEVICES BE PRESENT DURING EXAMS. ANY STUDENT WITH A TEXTING DEVISE IN VIEW DURING AN EXAM WILL BE ASSUMED TO BE USING IT FOR THE EXAM AND SUBJECT TO COBA POLICY REGARDING CHEATING.

Required Texts
Essentials of Business Communication 8th ed. Guffey. APA Manual

Required Reading
The Wall Street Journal
Black Enterprise
USA Today
The Montgomery Advertiser
The 7 Habits of Highly Effective People/Stephen Covey

Suggested Resources www.diversityinc.com www.fortune500.com

A brand called you/Peter Montoya
Click/George Fraser

Teaching Methodology

The course will be taught utilizing a variety of engagement methods and tools to include clickers. Oral individual as well as Team presentations are required.

Course Objectives and Measurable Traits

1, Communicate effectively in oral reports utilizing leading edge technology.
2. Communicate effectively through written reports.
3. Communicate effectively in the job search process.
4. Demonstrate correct grammar, punctuation, and organization in business writing and speaking.
5. Demonstrate professionalism through effective time management, professional dress, demeanor, and team work as a registered and active member of Students In Free Enterprise.

Evaluation Criteria for Objectives and Minimum Standards

Students will be evaluated on all objectives. In order to pass the course, the student must score at least 70% of the total points available in the course.

Objective 1 will be evaluated using the following assignments:
Oral information Presentation (100 points).
Oral Data Presentation (100 points)
Oral Proposal Presentation (100 points)
Team Formal Oral Presentation (100 points) Team grade
In-class activities.

Objective 2 will be evaluated using the following assignments:
Short Business Report (100 Points for initial and 100 points for Final Report=200)
Formal Team big business report (200 points---Team based on student designed questionnaire, wherein the collected data is analyzed using Excel and presented in evaluated formal report with necessary documentation and support material. In-class activities & homework when applicable.

Objective 3 will be evaluated using the following assignments:
Resume (100)
Employment Letters (100 points).
Interviewing and Business Etiquette Team Presentation (100 points).

Objective 4 will be evaluated using in-class writing assignments (50 points each). Writing assignments with 6-9 grammatical, spelling, punctuation, etc., errors will have 50% of the points deducted. Writing assignments with 10 or more errors will receive a score of zero.

Objective 5 (Professionalism) is evaluated through attendance, time management, professional dress and demeanor, cell phone etiquette, teamwork, and active participation in ENACTUS. Ten points will be deducted from this score each time the student is late, an unexcused absence, is not adhering to the dress code, or leave class while it in session. Failure to be an active participant in SIFE, and the violation of Cell phone policy will result in a twenty five point deduction.

Electronic Media

Interaction with students, faculty, alumni and our business constituents primarily through the “big three” social platforms: Facebook, Twitter, and Linkedin. For video and picture sharing, studenta will utilize the YouTube channel and a Flickr page.

Rubrics

Team Project (Includes Writing Rubric)

BRIEFING MEASUREMENT GRADE SHEET | NAME OF STUDENT: | TOPIC: | DATE: | CLASS: | GROUP NAME: | PRESENTATION TYPE: | TOTAL TIME:________B________ E_______ | Participants # 1 | of | | SOURCES: | ITEM | U | L M H | O | U | L | M | H | O | 5 | 10 | 15 | 20 | 25 | | | | | | INTRODUCTION(ATTN STEP/ORGAN AND/MOTIVATION) | Emotional; failed to introduce self/subject; vague/laundry listed. | Appropriate; claimed audience’s attention/highlighted main points. | Stimulating; original; clear/well expanded; prepared listeners fully. | | | | | | | | | | | | | | | SUPPORT(VISUAL & VERBAL) | Inadequate development/ errors/sloppy; awkwardly used, inadequate sources. | Adequate development; credible facts/support or illustrated ideas, cited sources. | Comprehensive development/ stimulating; well timed; skillfully used, incorporated sources throughout. | | | | | | | | | | | | | | | ORGANIZATION(LOGIC & TRANS.) | Vague; lacked balance/mechanical transitions throughout. | Main ideas related to purpose/each other/used some creative transitions. | Skillfully led audience/creatively related previous points to new points. | | | | | | | | | | | | | | | CONCLUSION(SUMMARY & CLOSURE) | Incomplete; laundry listed/abrupt; no sense of finality. | Reviewed highlights of main points/ definite; appropriately tied to subject. | A synthesis; fostered retention of ideas/positive impact creative. | | | | | | | | | | | | | | | DELIVERY | VERBAL EXPRESSION | Articulation problems; incorrect grammar/pronunciation; vocalized pauses; poorly worded; monotone; too soft/loud; too slow/fast; artificial; lacked confidence. | Not distracting; natural force, pitch, rate, and emphasis; positive. | Exceptional articulation, pronunciation, grammar; precise word choice; dynamic; spontaneous; conversational; varied. | | | | | | | | | | | | | | | MOVEMENT | Static movement, pacing, distracting, hindered communication, nervous. | Varied movement, usually purposeful. | Purposeful movement, comfortable, confident, enhanced presentation. | | | | | | | | | | | | | | | GESTURES | Mechanical gestures, mechanical, exaggerated, poorly timed, distracting, and nervous. | Appropriate gestures, aided communication. | Gestures enhanced presentation, spontaneous, natural, consistently reinforced meaning. | | | | | | | | | | | | | | | EYE CONTACT | Missing or partial eye contact; focused on visual aids or notes. | Included most listeners; acceptable reference to notes. | Direct eye contact; random; rarely used notes, sought feedback. | | | | | | | | | | | | | | | INTRUCTOR’S COMMENTS: (TOTAL TIME: B=Beginning, E= Ending, & GRADING CODES: U=Unsatisfactory, L=Low satisfactory, M=Medium, H=High Satisfactory, and O=Outstanding). | ADDITIONAL COMMENTS/OBSERVATIONS: | 1.) GROUP | | | 2.) INDIVIDUAL | | 3.) TOTAL SCORE | | | OVERALL GRADE | | | GRADER’S FULL NAME AND PHONE NUMBER MR. Edward D. Brown, 229-4753 | I have read and understand the comments regarding my performance. I do or do not wish to make an appointment or provide a written statement. (CIRCLE REQUEST). | GRADER SIGNATURE | PRINT STUDENT’S FULL NAME | STUDENT SIGNATURE | DATE: |
Current as of 3 Jan 2011 updated and modified by Charlie E. Hardy

Team Presentation

Peer Evaluation Team Evaluation Rubric Team player | Exemplary (A) | Commendable (B) | Satisfactory (C) | Minimal (D) | Poor (F) | | 9-10 | 7-8 | 5-6 | 3-4 | 0-2 | Work Quality | This person contributed exceptional ideas to make the team project better. | This person contributed good ideas to the team project. | This person brought some ideas that could be modified and used. | This person brought few ideas and they needed major rework. | This person only brought ideas that slowed the team down; appeared to be obstructing the work rather than helping. | Interpersonal Relations | This person volunteered to assist others and shared information openly. | This person either volunteered to help others or shared information openly, but not both. | This person balanced the need to finish the assignment with the needs of individuals in the group. | This person spent most of the time focused on the task or focusing on interpersonal relationships. | This person focused exclusively on the task to be accomplished without regard to team members or focuses exclusively on interpersonal relations without regard to task | Work Quantity | This person performed a lot more work than everyone else in the team. | This person performed a little more work than most members of the team. | This person performed the same amount of work as most members of the team. | This person performed less work than most members of the team. | This person performed very little or no work. | Attendance | This person missed no meetings. | This person attended almost all meetings. | This person usually attended meetings but arrived late or left early. | This person missed a substantial number of meetings. | Who is this person? |

Writing Evaluation rubric (group project)

Writing Competency | Exemplary (A) | Commendable (B) | Satisfactory (C) | Minimal (D) | Poor (F) | | 9-10 | 7-8 | 5-6 | 3-4 | 0-2 | Focus | The subject is identified. The main idea is clearly stated or implied. The topic is effectively limited. The key points that are developed are specifically named. | The main idea is clear, and the topic is limited. The key general numbers or types of key points or subtopics are mentioned. | The main idea is clear or clearly implied and the topic is partially limited. There is no attempt to specify points that are developed. | Main idea is unclear, and the topic is only partially limited. Opening or closing statements may specify more or fewer points or subtopics than are actually developed in the paper. | Main idea is unclear; and the topic is unlimited. There may be more than one main idea developed. Or There is no discernible main point. No apparent attempt has been made to limit the topic. | Organization/Content | The essay plan is logical. The essay plan is clearly signaled by highly effective transitions. The plan is signaled by the division of major points into paragraphs. Opening and closing section’s match or are logically relate to the text and each other. | A logical plan is signaled by major points being separated into paragraphs and signaled by transitions; the essay’s beginning and end are clearly and effectively related to the whole. | A logical plan is signaled by transitions between major points that are in paragraphs; most points are logical; the essay’s beginning and end are somewhat effective. | There is an attempted plan that the reader must infer; the essay’s beginning and end may be ineffective. Only some major points are signaled by transitions. There are some logically connected points. | There is no clear plan; the essay’s beginning and end are not effective. There are few or no transitions signaling major points. There are a few logically developed points or There is no discernible plan; no attempt is made to compose an effective beginning and end. Almost no points are logically related | Development | All major ideas are set off by paragraphs that have clearly stated or implied topics, The main ideas and major topics are supported by concrete, specific evidence. | Almost all major ideas are set off by paragraphs that, for the most part, have clearly stated or implied topics; the main idea and all major topics are supported by concrete, specific detail. | Most major ideas are set off by paragraphs that mainly have stated or implied topics; the main idea and almost all major points are supported by concrete, specific detail that may need additional elaboration. | Some major ideas are set off by paragraphs that may have stated or implied topics; some major points in paragraphs are supported by concrete, specific detail. | Few major ideas are set off by paragraphs, few paragraphs have stated or implied topics; supportive detail is imprecise, unclear, or redundant. Or Major ideas are not set off by paragraphs; only one, if any, paragraphs have a stated or implied topic; little or no supporting details that may be random, inappropriate, or barely apparent | Style | Sentences related to each other and to the paragraph topic and are subordinate to the topic. Word and phrase choice is felicitous, tone is consistent and appropriate. | Paragraphs are built on logical related sentences, word and phrase choice is consistent and accurate. Tone is nearly consistent and appropriate. | Sentences in paragraphs are subordinate to topics; word choice is almost accurate; tone is sometimes appropriate. | Sentences may not be subordinate to topics; word choice is generally accurate; tone is often inappropriate. | Sentence relationships at times are confusing; word choice is frequently inaccurate; tone is inappropriate. Or Sentence relationships must be inferred; word choice is often confusing; tone is inappropriate or distracting. | Grammar/ Mechanics | There are no major grammatical and/or mechanical errors and only a few minor grammatical and/or mechanical errors. Demonstrates syntactic and verbal sophistication through an effective variety of sentence and/or rhetorical modes. | There is only one major grammatical and/or mechanical error or a few minor grammatical and/or mechanical errors. Demonstrates syntactic and verbal sophistication through an effective variety of sentence and/or rhetorical modes. | The might be a few major grammatical and/or mechanical errors or a few minor grammatical and/or mechanical errors. Avoids monotony by effective variety of sentence and/or rhetorical modes. | Some major and minor grammatical and/or mechanical errors are present. Displays excessive monotony in sentence and/or rhetorical modes. | Many major and minor grammatical and/or mechanical errors cause confusion. Displays excessive monotony in sentence and/or rhetorical modes. OR Many varied major and minor grammatical and/or mechanical errors occur, making the paper difficult to read. | References | Source material is incorporated logically, insightfully, and elegantly, sources are documented accurately, elegantly and emphatically. | Source material is incorporated logically and proficiently; sources are documented accurately. | Source material is incorporated logically and adequately; for the most part, sources are documented accurately. | Source material is incorporated but sometimes inappropriately or unclear; documentation is occasionally accurate. | Source material is inappropriately or unclearly incorporated; documentation is infrequent. Or Source material is never incorporated or incorporated appropriately or clearly; documentation is inaccurate. |

Daily Class Schedule
Course Schedule
MGT. 304
Schedule to change by Instructor Day Date Objective | Wed. 8/17/11 Course orientation-review syllabus | Fri. 8/19/11 Last day to register | Mon. 8/22/11 Professionalism at work | Wed. 8/24/11 Becoming a Team Player | Mon. 8/29/11 Pretest | Wed. 8/31/11 Activities and Cases AssignmentsMon. 9/5/11 Labor Day HolidayWed. 9/7/11 Business PresentationsMon. 9/12/11 Building RapportWed 9/14/11 Exam 1Mon. 9/19/11 Designing an impressive MultiWed. 9/21/11 Polishing your delivery and follow upThurs. 9/22/11 University-wide ConvocationMon. 9/26/11 Activities and CasesWed. 9/28/11 Improving the design and contentMon. 10/3/11 Review for Mid-term ExamWed. 10/5/11 Midterm Exam 2Mon. 10/10/11 Student SurveysWed. 10/12/11 Team PresentationsMon. 10/17/11 Creating Customized Resume’Wed. 10/19/11 Learning E-PortfolioMon. 10/24/11 Motivating Actions in ClosingWed. 10/26/11 Exam 3Mon. 10/31/11 Activities and CasesWed. 11/2/11 Interviewing and Follow UpMon. 11/7/11 During the InterviewWed. 11/9/11 Exam 4Mon. 11/14/11 Asking your own questionsWed. 11/16/11 Other Employment DocumentsMon. 11/21/11 Rejection Follow Up LetterMon. 11/21/11 Final Exam for SeniorsWed. 11/23/11 HomecomingMon. 11/28/11 Summing Up and Looking ForwardWed. 11/30/11 ReviewMon. 12/3-8/11 Final Exam 5 | GRADING AND WEIGHTS: Oral Informational Presentation 100 Oral Data Presentation 100 Oral Proposal Presentation 100 Formal Group Oral Presentation (BBR) 100 Employment Letters 100 Resume 100 Interviewing & BE Team Presentation 100 Short Business Report 100 Formal Group Big Business Report 100 In-Class Writing Assignments 100 Professionalism 100 In class-exercises, homework, etc. 100

Scale: A = 90% of available points
B = 80% of available points
C = 70% of available points
D = 60% of available points
F = 50% of available points

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...Introduction to Management and Organizations True/False Questions A MANAGER’S DILEMMA 1. Today’s managers are just as likely to be women as they are men. (True; moderate; p. 4) 2. Management affects employee morale but not a company’s financial performance. (False; easy; p. 4) WHO ARE MANAGERS? 3. In order to be considered a manager, an individual must coordinate the work of others. (True; moderate; p. 5) 4. Supervisors and foremen may both be considered first-line managers. (True; moderate; p. 6) WHAT IS MANAGEMENT? 5. Effectiveness refers to the relationship between inputs and outputs. (False; moderate; p. 8) 6. Effectiveness is concerned with the means of getting things done, while efficiency is concerned with the attainment of organizational goals. (False; moderate; p. 8) 7. A goal of efficiency is to minimize resource costs. (True; moderate; p. 8) 8. Efficiency is often referred to as “doing things right.” (True; moderate; p. 8) 9. Managers who are effective at meeting organizational goals always act efficiently. (False; difficult; p. 8) WHAT DO MANAGERS DO? 10. The four contemporary functions of management are planning, organizing, leading, and controlling. (True; easy; p. 9) 11. Determining who reports to whom is part of the controlling function of management. (False; easy; p. 9) 12. Directing and motivating are part of the controlling function of management. (False; moderate; p. 9) 13. Fayol’s management functions...

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Management

...Past Influence of Management Today Abstract The past influence of management was done with bureaucracy and Administrative ways that gives management today to achieve their goals for the organization. Bureaucratic management may be described as "a formal system of organization based on clearly defined hierarchical levels and roles in order to maintain efficiency and effectiveness." Administrative has to foresee and make preparation s to meet the financial commercial and technical condition s under which the concerns must be started. How Bureaucratic and Administrative Management Affects Overall Management Bureaucracy Bureaucratic management focuses on the ideal form of organization. Max Weber was the major contributor to bureaucratic management. Based on observation, Weber concluded that many early organizations were inefficiently managed, with decisions based on personal relationships and loyalty. Also, bureaucracy formed the need for organizations to operate rationally rather than relying on owners’ and managers. (Williams’s pg. 31) this brings Jobs are divided into simple, routine and fixed category based on competence and functional specialization. Officers are organized in a n hierarchy in which higher officer controls lower position holders i.e. superior controls subordinates and their performance of subordinates and lower staff could be controlled. All organizational...

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Management

...conceptual skills, interpersonal skills, and technical skills. These three managerial skills are used by different managers in different degrees. Successful managers usually display more conceptual than technical skills. They have to continuously think about the company's goals and objectives and how they can be effectively communicated to employees. Middle Level Management Middle management is the intermediate management level accountable to top management and responsible for leading lower level managers. Image of Middle managers fig. 1 Middle managers Middle management is the intermediate management of a hierarchical organization, being subordinate to the senior management but above the lowest levels of operational staff. Key Points Middle management is the intermediate management of a hierarchical organization, subordinate to the senior management but above the lowest levels of operational staff. They are accountable to the top management for their department's function. They provide guidance to lower level managers and inspire them towards better performance. Middle management may be reduced in organizations as a result of reorganization. Such changes include downsizing,...

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...Management Practice and Theory Student’s name: Instructor’s Name: Class Name and Code: University: Date of Submission: TABLE OF CONTENTS Executive Summary …………………………………………………………………… iii Introduction ……………………………………………………………………………. 4 Organisation Effectiveness ……………………………………………………………. 5 Team Effectiveness …………………………………………………………………… 6 Management Theories ……………………………………………………………….... 8 Command and Control ………………………………………………………………… 9 Scientific Management ……………………………………………………………….. 10 Bureaucratic Organisation ……………………………………………………………. 11 Subordination to Community ………………………………………………………… 11 Management as a discipline ………………………………………………………….. 12 Conclusion …………………………………………………………………………… 12 References …………………………………………………………………………... 13 Executive summary A professional manager will acknowledge the contribution of team effectiveness to overall organizational success. Teams will often require leaders to ensure delegation and coordination of group activities for a team to attain the desirable results. This paper seeks to establish influence of management theories on a professional manager both at team and organisation level. The management theory adopted by a leader will determine their style of leadership thus their relationship with employees and other key stakeholders. Introduction A team is a small group of workers with complimentary expertise who share common goals whereby group interests precede over individual interest. Teamwork is essential in organisations...

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...management In general, management is the activity of resolving a disorderly situation into an intentionally orderly situation, to achieve pre-determined (i.e., purposeful) outcomes. Since disorder continuously arises from creativity, destruction, decay, variance, versioning, chaos, and other natural and intentional changes, resolving that disorder into an intended order requires continuous tracking and adjustments in the "architecture" of the intended order's parts, part relationships, and part and relationship attributes. The classic approach to management Classical approach to management is dated back to the Industrial Revolution. the classical approach was an approach that places reliance on such management principals as unity of command, a balance between authority and responsibility, division of labor, and delegation to establish relationships between managers and subordinates. This approach constitutes the core of the discipline of management and the process of management. The classic approach to management – Classical approach - consists of two separate branches: the scientific and administrative management. The achievements of the classical school - the school has created a basis for further development of management theory, identified key processes, functions and leadership skills, which today are considered significant. Limitations of the classical school - more suitable for stable and simple organization of the modern and dynamic. Often recommended...

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...INTRODUCTION In thinking about an ideal Total Quality Management (TQM) in a government organization of the 21st century, what follow is innovation, globalization, and a new culture that organizations need to adapt constantly to meet new market situations and competitive business world. "TQM refers to a management process and set of disciplines that are coordinated to ensure that the organization consistently meets and exceeds customer requirements. It allows organizations to survive the global business competition and allows for a continuous improvement (kaizen) to the needs of the rapidly changing world by having organizations move from the current way of doing things to a new and possibly different way of doing things based on systematic management of data of all processes and practices that eliminates waste. TQM require engagement of all divisions; departments and senior management to organize all its strategy and operations around customer needs and develops a culture that allows employee participation. For service organizations, TQM has become a philosophy of management that is driven from the continuous improvement of customer satisfaction that offers meaning to an organization existence in delivering meaningful services to customers and satisfaction and growth to members of the organization. It is from this premises that TQM strategy is to achieve excellence in quality service, low cost, high productivity and organizational effectiveness [Evans, J & Lindsay, W. 2008]...

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