maritime leadership and managerial skills enhancement

Introduction

Purpose of the course

The purpose of the course is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses or in enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved.

It is not the intention of the course programme to present instructors with a rigid “teaching package” which they are expected to “follow blindly”. Nor is it the intention to substitute audiovisual or “programmed” material for the instructor’s presence. As in all training endeavors, the knowledge, skills and dedication of the instructor are the key components in the transfer of knowledge and skills to those being trained through course material.

Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the course material has been designed to identify the basic entry requirements and trainee target group for each course in universally applicable terms, and the skill necessary to meet the technical intent of IMO conventions and related recommendations.

Use of the course

To use the course, the instructor should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified in the course framework. The actual level of knowledge and skills and prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties because of differences between the actual trainee entry level and that assumed by the course designer should be identified. To compensate for such differences, the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. He should also identify any academic knowledge, skills or technical training which they may not have acquired.

By analyzing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course.

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Adjustment of the course objectives, scope and content may also be necessary if in your maritime industry the trainees completing the course are to undertake duties which differ from the course objectives specified in the course.

Within the course plan the course designers have indicated their assessment of the time which should be allotted to each learning area. However, it must be appreciated that these allocations are arbitrary and assume that the trainees have fully met all the entry requirements of the course. The instructor should therefore review these assessments and may need to reallocate the time required to achieve each specific learning objective.

Lesson plans

Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific references to the textbooks or teaching material proposed to be used in the course. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material.

Presentation

The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied, by testing and evaluating the trainee’s performance and achievements, that the trainee has attained each specific learning objective or training outcome. The syllabus is laid out in learning objective format and each objective specifies a required performance or, what the trainee must be able to do as the learning or training outcome. Taken as a whole, these objectives aim to meet the knowledge, understanding and proficiency specified in the appropriate tables of the STCW Code.

Implementation

For the course to run smoothly and to be effective, considerable attention must be paid to the availability and use of:

properly qualified instructors support staff rooms and other spaces equipment textbooks, technical papers other reference material

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Part A: Course Framework

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Course Framework

AimsThis course aims to provide the training for Maritime leaders and managers. This is to enhance their leadership and managerial skill.

ObjectiveDifferentiate leaders and managersMatch the types of situational leadership with maturity level of subordinates in the organizationIdentify the activities to be undertaken in planningEnumerate the four (4) activities required in organizingIdentify what is controllingDifferentiate the activities of controllingDescribe the importance of prioritization in the work areaEnumerate the factors that increase complexity in prioritization.

Entry standardsThe course is open to all Maritime leaders and managers who are to serve on any Maritime organization such as shipping companies, Maritime schools, training centers or to any personnel who will serve onboard sea going merchant ships as senior officers

Course certificateOn successful completion of the course and demonstration of competence, a document may be issued certifying that the holder has met the standard of competence.A certificate maybe issued only by centre’s approved by the administration.

Course intake limitationsThe maximum number of trainees attending each session will depend on the availability of the instructors, equipment and facilities available for conducting the training. It should not exceed 24 trainees per instructor.

Staff requirementsThe course should preferably be under the control of a qualified instructor assisted by other appropriate trained staff.

Training facilities and equipmentOrdinary classroom facilities and an overhead projector are required for the lectures. Whiteboard and marker should be readily available when it is needed.

Teaching aidsInstructor manual

.

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References

1. Managerial Enhancement Program - A Training Program for TORM Shipping Philippines Inc.

2. Managerial Enhancement Program (Track 2 – Honing Skills in Managing Tasksand Leading People) for TORM Shipping Philippines Inc.

3. Ryan Hale – Author of Prioritization means agreeing what not to do, yet

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Part B: Course Outline and Timetable

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Course Outline and Timetable

Lectures As far as possible lectures should be presented within a familiar context and should make use of practical examples. They should be well illustrated with diagrams, photographs and charts where appropriate, and be related to life at sea.

An effective manner of presentation is to develop a technique of giving information and then reinforcing it. For example, first tell the trainees briefly what you are going to present to them, then cover the topic in detail; and, finally summarize what you have told them. The use of an overhead projector and the distribution of copies of the transparencies as trainees’ handouts contribute to the learning process.

Course OutlineThe tables that follow list the competencies and areas of knowledge, understanding and proficiency, together with the estimated total hours required for lectures and practical exercises. Teaching staff should note the timings are suggestions only and should be adopted to suit individual groups of trainees depending on their experience, ability, equipment and staff available for training.

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Course Outline

Competence: Use of leadership and managerial skills

Course Outline Approximate time (hours)

Knowledge, understanding and proficiency Lectures1. Introduction

a. Distinguishing Leaders and Managersb. Situational Leadershipc. Task Maturity Level of Subordinates

2. Planning2.1 Forecasting2.2Objective Setting

8.0

2.3 Action Planning2.4 Scheduling2.5 Budgeting2.6 Contingency Planning2.7 Developing Policies2.8 Formulating Procedures

8.0

3. Organizing 3.1 Developing the Organizational Structure 3.2 Defining Jobs 3.3 Delegating 3.4 Establishing Work Unit Linkages

8.0

4. Controlling 4.1 Establishing of Standards 4.2 Performance Measuring Time 4.3 Performance Evaluating 4.4 Performance Correcting

8.0

5. Prioritization 5.1 Definition 5.2 Opportunity Radar 5.3 Factors that Increase Complexity

8.0

Total 40.06. Review and Assessment

Note: Teaching staff should note that outlines are suggestions only as regards sequence and length of time allocated to each objective. These factors may be adapted by lecturers to suit individual groups of trainees depending on their experience, ability, equipment and staff available for training.

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Part C: Detailed Teaching Syllabus

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Detailed Teaching Syllabus

The teaching syllabus has been written in learning-objective format in which objective describes what the trainee must do to demonstrate that knowledge has been transferred.

All objectives are understood to be prefixed by the words “At the end of the course, the trainees will be able to…………”

CompetenceUse leadership and managerial skills

Knowledge, understanding, and proficiency Knowledge of leadership and management

Learning ObjectivesDifferentiate leaders and managersMatch the types of situational leadership with maturity level of subordinates in the organizationIdentify the activities to be undertaken in planningEnumerate the four (4) activities required in organizingIdentify what is controllingDifferentiate the activities of controllingDescribe the importance of prioritization in the work areaEnumerate the factors that increase complexity in prioritization.

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Knowledge, understanding and proficiency

1. Introduction

Required performance:

a. Distinguishing Leaders and Managers (2 hours)

b. Situational leadership (1 hour)

c. Types of Situational Leadership and Maturity Level (1 hour)

2. Planning


a. Forecasting (2 hours)

b. Objective Setting (2 hours)

c. Action Planning (1.5 hours)

d. Scheduling (1 hour)

e. Budgeting (1.5 hours)

f. Contingency Planning (1.5 hours)

g. Developing Policies (1 hours)

h. Formulating Procedures (1.5 hours)

3. Organizing


a. Developing the Organizational Structure (2 hours)

b. Defining Jobs (2 hours)

c. Delegating (2 hours)

d. Establishing Work Unit Linkages (2 hours)

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4. Controlling


a. Establishing of Standards (2 hours)

b. Performance Measuring Time (2 hours)

c. Performance Evaluating (2 hours)

d. Performance Correcting (2 hours)

5. Prioritization


a. Definition (3 hours)

b. Prioritization tools and opportunity radar (3 hours)

c. Factors that increase complexity (2 hours)

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Part D: Instructor Manual

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Instructor Manual

The instruction manual provides guidance on the material that is to be presented during the course.

The detailed teaching syllabus is arranged in four main sections with corresponding subsections. The times allocated for each section are suggested values, and the instructor should adjust them as necessary. In particular, it may be found necessary to increase the times allocated for practical applications to ensure that the trainees can be demonstrate their competence to carry out the procedures and measures effectively.

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Maritime Leadership and Managerial Skills Enhancement

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I. Introduction

A. Distinguishing Managing and Leading

Two important distinctions separate leadership and management. You manage things, but you lead people. Managers work with processes, models and systems -- things. Leaders, however, must work with people and their emotions.

A manager is:

one selected by those higher up (superiors at work) to perform the processes of administration,

tasked with combining people and resources in ways that will achieve the objectives of the group

one with the assigned role of perfecting the system and making sure it continues to perform as wanted and needed

A leader, on the other hand, is:

not necessarily part of the formal organizational authority system

accepted by others for his objectives, values, ideas, enthusiasm, and wisdom

identified by his followership, by the fact that others voluntarily accept his influence

chosen by those who follow his example, good or bad, because for whatever reason, they approve it.

The table below reflects some differences between management and leadership:

MANAGEMENT LEADERSHIP

maintains the status quo challenges status quomaintenance-oriented change-orienteddoes things right does right thingasks “how” and “when” asks “what” and “why”control-oriented empowers others to actsystems and structures people-orientedshort-term viewControlling and problem solvingPlanning and budgeting

long-range perspectiveMotivates and inspireBig picture

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The basic difference between managing and leading is that managing produces orderly results while leading creates useful change. Managers do things right (efficiency), but leaders do the right things (effectiveness). When you think about doing things right, then, you think about control mechanisms and the how-to of accomplishing things. This process is management. When you think about doing the right things, on the other hand, your mind immediately goes toward thinking about the future, thinking about dreams, missions, strategic intent, and purpose. This approach is leadership.

Management relies heavily on tangible measurable competence such as: effective planning, the use of organizational systems, and the use of appropriate control methods. Leadership relies strongly on less tangible and measurable things like attitude, trust, inspiration, decision-making, enabled mainly by the leader's character and especially his emotional reserves.

Situational Leadership

The Situational Leadership model for the classification of leadership styles was developed by Dr. Kenneth Blanchard and Paul Hershey. The gist is "different strokes for different folks" which emphasizes that leader behavior should be adapted to the kind or maturity level of subordinates being supervised and the situation at hand. It recognizes that "the more managers adapt their style of leader behavior to meet the particular situation and the needs of their followers, the more effective they will tend to be in reaching personal and organizational goals." Effective leaders are able to adjust their styles to accommodate their followers’ need for guidance and direction (task behavior) as well as their need for emotional support (relationship behavior).

The four different leadership styles under this model are:

Style 1 (S1): DIRECTING Style 2 (S2): COACHING

providing specific instructions and closely supervising task accomplishment of subordinates

a high-task, low-relationship style

continuing to direct and closely supervise task accomplishment; explaining task directions in a supportive and persuasive way

explaining decisions to solicit suggestions from subordinates and supporting progress of subordinates

a high-task, high-relationship style

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Style 3 (S3): SUPPORTING Style 4 (S4): DELEGATING

facilitating and supporting subordinate's efforts towards task accomplishment

sharing responsibility for decision making and emphasizing shared ideas and participative decisions on task directions

a low-task, high-relationship style

turning over responsibility for decision making and problem-solving

allowing the subordinate to make and take responsibility for task decisions

a low-task, low-relationship style

Task Maturity Level of Subordinates

Task maturity is defined as the capacity to set challenging but attainable goals, the willingness and motivation to take responsibility, and the display of knowledge and skills derived from education and experience in the work setting.

A subordinate’s task maturity is determined by references to specific development levels on these two critical areas:

Ability -

person's skills or capability to do the job – competence

Knowledge derived from education and/or experience

Skills and competence derived from experience

Understanding of one’s functions Role perception and understanding of

others’ expectations

Motivation - person's willingness or desire to do the job – commitment

Feeling of security in one’s job Level of self-confidence in one’s

capacity to do the job Willingness to take responsibility for

job functions Anticipation of potential incentives

such as rewards and recognition

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On the basis of different interplays of these two references of development levels, there are four classifications of the maturity level of subordinate employees / followers in the organization, namely:

Summary

Situational Leadership StyleMaturity Level

Motivation Ability

S1 Directing M1 Low Low

S2 Coaching M2 High Low

S3 Support M3 Low High

S4 Delegating M4 High High

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M1 - Subordinates with Low Motivation and Low Ability

(unable and unwilling or insecure)

M2 - Subordinates with High Motivation and Low (some) Ability (unable but willing or confident)

M3 - Subordinates with Low (or variable) Motivation and High Ability (able but willing or insecure)

M4 - Subordinates with High Motivation and High Ability

(able and willing or confident)

II. Planning

Planning involves the processes by which managers look into the future by setting objectives, determining the steps to be undertaken to achieve these objectives, and identifying who are to be involved in the various action steps, when these would be done, and the resources required to attain the objectives.

Planning involves the undertaking of the following activities:

a. Forecasting

This involves the projection of results and outcomes and future trends for the organization using systematic approaches. Statistical projections based on empirical data such as historical trends of organizational and industry group performance and information about the social, technological, economic, and political (STEP) considerations prevailing in the external environment are among the key information needed for forecasting.

b. Objective Setting

This entails the determination of the results and outputs to be accomplished. There are several levels of objective setting, from the determination of long-range strategic objectives affecting the entire organization to the formulation of short-range goals for departmental or work unit operations.

c. Action Planning

Also called programming, this involves the determination of the action steps or activities that need to be undertaken to be able to meet the objectives thus set.

d. Scheduling

As all objectives need to be time-bound in terms of completion date, this planning activity involves the establishment of time lines for the accomplishment of each of the action steps leading to a deadline for goals achievement.

e. Budgeting

This involves the systematic programming of organizational activities based on their costs and the amount of resources available. This involves the allocation of resources, mainly but not limited to financial, that will be required for the attainment of the objectives. The concept of budgeting is not limited only to the projection of required resource utilization but also covers an estimate of expected income to be generated.

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f. Contingency Planning

As not all plans and the corresponding program steps are fool-proof, part of the planning process would be the development of preventive action to forestall problems and hurdles that could be encountered in the course of plan execution. At the same time, there is a need for contingency planning or the development of a plan B which will be put to effect when actual problems are encountered.

g. Developing Policies

Policies are guides or basic rules developed by management to govern action at all levels in the organization and serve as the basis for action on repetitive concerns, issues, and problems related to organizational operations. They are developed on the basis of the philosophical orientation of an organization and are meant to contribute to operational efficiency and effectiveness.

h. Formulating Procedures

Considering that many organizational activities are recurrent or repetitive in nature, this planning activity of formulating procedures becomes helpful as it covers the development and application of standardized procedures and guidelines for and methods of performing specified work.

These procedures take off from policies and are explicit guidelines of how policies are to be translated to decisions and actions within the organization. In effect, the procedures serve as guides for current and future work activities of organizational members in pursuance of their work activities.

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III. Organizing

Organizing is the management process that involves the assignment of tasks, grouping of tasks and work activities to be performed into meaningful and manageable units, allocation of resources, arrangement of work activities, identification of relationships within a cooperative group of people in an organization, and the assignment of authority and responsibility to people towards work accomplishment.

Organizing requires that the following activities be undertaken:

1. Developing the Organizational Structure

This involves the development of the most responsive and appropriate organizational structure (inclusive of the functional and organizational charts) that will support organizational mission, vision, and strategies.

2. Defining Jobs

This activity covers the assignment of functions into specific jobs or positions and grouping of tasks into departments or defined work units.

3. Delegating

This activity involves the devolution of functions, accountability, and responsibility to others for the performance of specific tasks or activities and the determination of responsibility for results. Delegation is done not only to unload managers with less critical functions, but also to motivate and train subordinate employees.

4. Establishing Work Unit Linkages

Essentially involving coordination, this activity ensures that different departments and work units within an organization recognize their linkages and inter-dependence as internal suppliers and customers to each other. Coordinating activities cover the authority structure, information systems, and both formal coordination structure and informal mechanism intended to promote collaborative efforts in the attainment of shared objectives. Expectation planning sessions between and among work units in an organization are activities related to establishing work linkages.

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IV. Controlling

This function involves the monitoring and evaluation of organizational activities to ensure that the objectives that have earlier been set are being met. It also involves taking preventive and contingent action in relation to problems encountered and situations marked by deviations between how organizational performance and results are and how they are expected to be.

The activities associated with the controlling function of management are the following:

1. Establishing Performance Standards

This activity is tied up with the planning function in the sense that it involves the determination of the criteria and indicators for judging successful performance.

2. Performance Measuring

This activity entails the comparison of results versus objectives for a particular time frame at organizational or departmental levels. Thus, it covers the review of both in-progress as well as completed work to measure the degree by which goals are achieved and performance standards are met.

3. Performance Evaluating

This involves the appraisal of individuals in the organization as to how they are able to achieve their respective work goals and to exhibit the various job dimensions and factors contributory to being a valued employee in the organization. Concurrent feedback on how individual employees are doing, regular progress review meetings, and the annual performance appraisal interview constitute activities related to performance evaluating.

4. Performance Correcting

Performance correcting means regulating and improving methods and systems and results by taking action on collective and individual performance that do not meet pre-determined standards for acceptable performance.

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V. Prioritization

Prioritization means agreeing what not to do, yet

While many leadership teams focus almost exclusively on effective execution of projects, their role in allocating resources through effective prioritization can have an equal or greater effect on the magnitude of results an organization can achieve. This article will review two common pitfalls leadership teams encounter and introduce a straightforward tool to help your team achieve alignment on priorities quickly.

Written by Ryan Hale

Prioritization in a leadership team is like the water heater supplying your shower: barely noticed when working well, but frustrating, de-motivating, and impossible to ignore when broken. Although water heaters rarely go more than a few days before receiving needed repairs, many teams will suffer for long periods before investing time to improve their alignment of priorities. If the problem of misaligned priorities is so easy to spot, why is it seemingly difficult to correct? Most businesses have adopted flatter organizational structures requiring frequent cross-functional interaction and decision-making. We seek input and approval from our counterparts in neighboring functions because our goals and personal incentives are interdependent. Regardless, in times of urgency or pressure, the “me-first” survival instinct often appears in the form of silo thinking among cross-functional teams. Prioritization lights the fuse that leads to an explosion of results by controlling resource allocation.

In a world of scarce resources (time, money, talent) deciding which opportunities to pursue largely dictates the rate of improvement, and therefore performance against goals. For cross-functional and interdependent organizations, alignment and cooperation when setting priorities is critical to success. Ineffective prioritization will prevent organizations from achieving goals for two main reasons:

1. Resourcing too many opportunities at the same time 2. Pursuing opportunities that do not provide the maximum rate of improvement. Many people are familiar with the signs of the first problem: long hours, juggling many projects, overlapping deadlines—yet nothing seems to be closer to conclusion, the performance trends are flat at best, and communications from/among leaders are chock full of “number one” priorities. The second problem is harder to notice because it is only apparent after the fact—10% ROI for an 18-month project seems great until we achieve 300% ROI by addressing a different opportunity, and the group wishes it had started the second project 18 months earlier.

The first way to improve prioritization in a leadership team is to reach explicit agreement on the order in which to pursue potential opportunities. More specifically, this means

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understanding which opportunities the group is not going to pursue presently. This prevents diluting resources on too many projects at once, and reverses the effects of

the first problem described above. For some groups, a straightforward conversation is enough cut off the list of resourced projects at a fixed number. One team described this conversation as taking “the courage to say no” and hold each other to pulling resources from certain commitments, even if they are already underway. Balancing the leadership ‘demand’ with the true resource ‘supply’ in the organization immediately creates focus and enables a higher rate of improvement for the active opportunities. This approach sounds straightforward enough for the open, trusting team whose members are willing to park personal projects for the sake of the group’s success. But what if the group can’t reach consensus on the basis of opinion alone? And how does the team have the confidence that their gut feel on a given day matches the underlying economics of the business? The answer to both these question is: set priorities based on facts.

To employ fact-based prioritization, a team should agree the relative priority of improvement areas by comparing the value and complexity of each. Find a common unit to measure value that is relevant to the leadership team—start with annualized dollars and simplify if needed. Complexity is more subjective, and because none of the opportunities on the list has been realized yet, the team should adopt the attitude that complexity is low until the facts prove otherwise. The sidebar contains a list of factors that can increase complexity—the goal of the discussion is to agree the relative complexity of each using facts wherever possible. Graphically, the group can plot the opportunities on the list using value and complexity as axes. The Opportunity Radar chart below depicts this.

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Although it may sound like an arts & crafts projects, many leadership teams have commented how hanging this chart on the meeting room wall (sticky notes make this simple) improves agreement, prevents miscommunication, and provides a quick reference tool when reassigning resources. This discussion to agree priorities is not a one-time event—as new information and opportunities come to light, and as currently resourced projects achieve results, the list of opportunities changes as does each opportunity’s relative priority (and therefore its position on the Radar). If this topic of actively reviewing priorities is not already on the standing agenda for your leadership team, plan for a regular prioritization discussion. For most businesses, quarterly is the minimum frequency, otherwise the playing field shifts too far in between. Monthly is the maximum frequency, otherwise the group can risk entering firefighting mode without addressing longer-term opportunities. Prioritization tools, like the process described here and the Opportunity Radar, do not replace leadership thinking and direct, open conversations among a team—they are just tools to help reach conclusions faster. By first making sure that the organization is working on the right amount of things, and then checking the facts to ensure people are working on the right things to maximize results, a leadership team can increase the organization’s rate of improvement, allowing everyone to reap the rewards.

Factors that increase complexity:

Time to implement solutions Cost of solutions Regulatory risk Man hours required Assumptions about the technical difficulty Previous failed attempts Cross

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Part E. Assessment

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Questions

I. Multiple choice questions: Encircle the correct answer.

1. This involves the development of the most responsive and appropriate organizational structure (inclusive of the functional and organizational charts) that will support organizational mission, vision, and strategies.A. Developing the Organizational Structure

B. Defining Jobs

C. Delegating

D. Establishing Work Unit Linkages

2. This activity covers the assignment of functions into specific jobs or positions and grouping of tasks into departments or defined work units. A. Developing the Organizational Structure

B. Defining Jobs

C. Delegating


3. Is done not only to unload managers with less critical functions, but also to motivate and train subordinate employees.A. Developing the Organizational Structure

B. Defining Jobs

C. Delegating


4. Planning involves

A. BudgetingB. ForecastingC. SchedulingD. All of the Above

5. ________ is a low task, low relationship styleA. Directing B. CoachingC. SupportingD. Delegating

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6. There are ________ types of Situational Leadership styleA. 2B. 6C. 4D. 8

7. What activity entails the comparison of results versus objectives for a particular time frame at organizational or departmental levels?A. Establishing standardsB. Performance measuring C. Performance Evaluating D. Performance Correcting

8. What involves the appraisal of individuals in the organization as to how they are able to achieve their respective work goals and to exhibit the various job dimensions and factors contributory to being a valued employee in the organization?A. Establishing standardsB. Performance measuring C. Performance EvaluatingD. D. Performance Correcting

9. What means regulating and improving methods and systems and results by taking action on collective and individual performance that do not meet pre-determined standards for acceptable performance?A. Establishing standardsB. Performance measuring C. Performance Evaluating D. D. Performance Correcting

10.The various job dimensions and factors contributory to being a valued employees is called A. ExhibitB. FeedbackC. PerformanceD. Evaluating

11.The grouping of task into department or defined work unitsA. DelegatingB. OrganizingC. ActivityD. Jobs

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12.The situation marked by deviations between how organizational performance and result are expected to be isA. StandardB. MeasuringC. ControllingD. Evaluating

13.The indicator for judging successful performance that involves the determination of the criteria isA. Performance measuringB. Performance evaluatingC. Establishing performance standardD. Performance Result

14.What is the first way to improve prioritization in a leadership team? a. to reach explicit agreement on the order in which to pursue potential

opportunitiesb. to research explicit agreement on the order in which to pursue potential

opportunitiesc. to relay on explicit agreement on the order in which to pursue potential

opportunitiesd. to teach explicit agreement on the order in which to pursue potential

opportunities15. In pursuing opportunities that do not provide the maximum rate of improvement,

what are the signs of the first problem?a. long hours, juggling many projects, overlapping deadlinesb. short hours, juggling many projects, overlapping deadlinesc. long hours of jogging and exercise, overlapping deadlinesd. short hours of jogging and exercise, overlapping deadlines

II. IdentificationIdentify the following. Write your answers on the space provided.

__________16. Identify one activity that requires planning.__________17. What involves the systematic programming of organizational activities based on their costs and amount of resources available?__________18. Coordinating activities cover the authority structure, information systems, and both formal coordination structure and informal mechanism intended to promote collaborative efforts in the attainment of shared objectives.__________19. It is the management process that involves the assignment of tasks, grouping of tasks and work activities to be performed into meaningful and manageable units, allocation of resources, arrangement of work activities, identification of

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relationships within a cooperative group of people in an organization, and the assignment of authority and responsibility to people towards work accomplishment. __________20. Which covers the review of both in-progress as well as completed work to measure the degree by which goals are achieved and performance standards are met? __________21. What involves taking preventive and contingent action in relation to problems encountered and situations marked by deviations between how organizational performance and results are and how they are expected to be?__________22. Scheduling of all objectives in terms of completion is needed to be -__________23. This activity also motivates and train subordinate employees.__________24. Lights the fuse that leads to an explosion of results by controlling resource allocation.__________25. What are the three (3) resources needed in deciding which opportunities to pursue largely that dictates the rate of improvement?

III. Enumeration

26-30. Enumerate the 4 maturity levels according to their motivation and ability.31-32. Enumerate at least 3 planning activities33-36. Enumerate the 4 activities requires to be done in Organizing37-38. Enumerate at least 2 activities in Controlling39-40. Enumerate at least 2 activities in Prioritization that increase complexity

Write your answers below:

26.27.28.29.30.31.32.3334.35.36.37.38.39.40.

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IV. Matching Type

Match Column A with Column B. Write your answer on the blank.

Column A Column B

______41. Essentially involving coordination a. Delegating

______42. Assignment of tasks, grouping of tasks and work activities

b. Establishing work unit linkages

_____ 43. Coaching c. Organizing

______44. Support d. Develop on the basis of the philosophical orientation of an organization.

______45. Scheduling e. Factors that increases complexity

______46. Developing Policies f. Low motivation, high ability

______47. Regulatory Risk g. Action Planning

______48. Forecasting i. High motivation, low ability

______49. Defining jobs j. Involves the establishment of time lines leading to a deadline.

______50.Also called programming; this involves the determination of the action steps or activities.

k. This activity covers the assignment of functions into specific jobs or positions and grouping of tasks into departments or defined work units.

l. Development of preventive action to forestall problems and hurdles

m. This involves the projection of results and outcomes and future trends for the organization using systematic approaches

V. Essay. (5pts each)

1. Why is prioritization important in an organization?2. Why do we need to use “directing” leadership style on subordinates with low

motivation and low ability subordinates?

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Answer Keys

I. Multiple Choice Questions

1. A

2. B

3. C

4. D

5. D

6. C

7. B

8. C

9. D

10. A

11. D

12. C

13. C

14. A

15. A

II. Identification

16. Any of the following:

ForecastingObjective SettingAction PlanningSchedulingBudgetingContingency PlanningDeveloping PoliciesFormulating Procedures

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17. Budgeting

18. Establishing work unit linkages

19. Organizing

20. Performance measuring

21. Controlling

22. Time-bound

23. Delegating

24. Prioritization

25. time, money, and talent

III. Enumeration

26-30 DirectingCoaching SupportDelegating

31-33 - Any 3 from the followingForecastingObjective SettingAction PlanningSchedulingBudgetingContingency PlanningDeveloping PoliciesFormulating Procedures

33-36Developing the organization structureStructureDelegatingEstablishing work unit linkages

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37-38 - Any 2 of the following in any orderEstablishing standards Performance Evaluating Performance measuring Performance Correcting

39-40 - Any 2 of the following in any orderTime to implement solutionsCost of solutions Regulatory risk Man hours requiredAssumptions about the technical difficulty Previous failed attempts Cross

IV. Matching Type

41. b

42. a

43. i

44. f

45. j.

46. d

47. e

48. m

49. k

50. g

V. Essay (5pts each)

1. Prioritization lights the fuse that leads to an explosion of results by controlling resource allocation. More specifically, this means understanding which opportunities the group is not going to pursue presently. This prevents diluting resources on too many projects at once.

2. Low innovation and low ability subordinates require specific instructions and close supervision for task accomplishment until their motivation and ability changes before using another leadership style.

maritime leadership and managerial skills enhancement

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