Athletic Directors Leadership Traits and Job Satisfaction

Athletic Directors Leadership Traits and Job Satisfaction This chapter will provide a review of the literature and research related to the purpose of the study. Because research identifying specific leadership traits of high school athletic directors is almost nonexistent, this literature review begins with a summary of: (a) leadership defined (b) general educational leadership traits and theories, (c) roles and responsibilities, (d) job satisfaction and finish with the (e) summary. Leadership Defined Leadership is a term that can be found throughout all workplaces. The meaning of leadership can be defined in a variety of ways. According to Fiedler (1967), leadership is defined by managing group work with appropriate control and organization. According to Dr. Jamie Williams (Sugarman, 1999), leadership is like gravity. You know its there, you know it exists, but how do you define it? Nahavandi (2008) explained that researchers disagree with leadership definitions because of the fact that leadership is a complicated phenomenon mixed with the leader, the follower, and the situation. For example, Coach John Woodens ability to motivate his mens basketball program at UCLA to win 11 national championships during his coaching tenure provides evidence of Woodens transformational leadership. Wooden inspired his players to play to the best of their ability and to never accept losing. He was also instrumental in making sure that his players stayed very humble in the process. Hughes et al. (2008) explained that some researchers have paid attention to the leaders personal traits while others have focused on the relationship between leaders and followers or situational factors that influence leadership behavior. Roach and Behling (1984) defined leadership as the procedure of guiding an organized team toward achieving its objectives. This is definition is accepted by any sports team that wins a championship or achieves their team goals. Rost (1993) defined leadership as influence dynamics among leaders and followers who attempt to bring true organizational changes that reflect their common goals. Daft (1999) stated that in the new era represented by a dramatic change, an old philosophy of control-oriented leadership is not effective anymore, and that leaders should make effort to retain soft elements of leadership qualities in addition to hard management skills. Watkins and Rikard (1991) defined leadership as the process of influencing the activities of an organized group toward goal achievement. There are many categories, given the different ways the influencing process is played out. Three such categories are transactional leadership transformational leadership, and situational leadership. Leadership Traits and Theories Theories of leadership have evolved and debate over the act of leadership, and what is required, continues. This study will explore the leadership traits of high school athletic directors and if they correlate with job satisfaction. According to Young, et al (2010), the documentation of educational leadership traits for high school athletic directors is scarce. However, the traits of organization, roles and responsibilities and job satisfaction of high school athletic directors are prevalent in previous research. Since the twentieth century there have been many researching leadership and creating theories to go with their findings (Dulewicz Higgs, 2003; Grint, 2000; Higgs, 2002; Kets de Vries, 1993). Leadership theories can be grouped into one of eight theory categories. These eight theories are the Great Man theory, trait theories, contingency theory, situational theories, behavioral theories, participative theories, management theories and relationship theories. This research will look into the details of the trait theory, behavioral theories, situational theories, and transformational and transactional leadership. Trait theories will identify which characteristics are shared by leaders. According to Shead (2010) since certain traits are associated with proficient leadership, it assumes that if you could identify people with the correct traits, you will be able to identify leaders and people with leadership potential. Trait theory takes on the assumption that leaders are born with leadership traits or not. This idea appears to be incorrect. Shead (2010) states that it is possible for someone to change their character traits for the worse and that someone who is known for being honest can learn to become deceitful. In addition, someone who is deceitful can learn to become honest. Often times we look for honesty, drive, goal oriented, competent and intelligent people to become our leaders. Between 1940 and into the late 1990s, researchers (e.g., Dulewicz Higg s, 2003; Partington, 2003) categorized approaches to leadership theory improvements into several schools, according to time order. Trait school, behavioral school, contingency school, and visionary school were considered the four major trait schools. The trait school leadership theories were largely popular in the 1940s. Stogdill (1974) referred to the Great Man Theory, which stated that leaders are different from followers due to common leader traits. Additionally, Turner (1999) supported Stogdills (1974) claim about leaders being different from followers by explaining that leaders are born into being great leaders and not made into great leaders. Hogan (1991) explained that traits refer to repetitive patterns in a persons behavior and the trait approach attempts to explain peoples behavioral trends in terms of certain strengths of traits that they retain. Stogdill (1974) also stated that leaders traits are shown through hardwork, friendliness, conscientiousness, and willingness to take on responsibility rather than personality, ambition and physical makeup such as height. Turners (1999) research supports Stogdill (1974) by showing that effective managers have traits such as energy and drive, self-confidence, and highly effectiv e communication skills. The behavioral approach to leadership was well studied between the 1940s and 1960s. During this time period, researchers from the University of Michigan and The Ohio State University posited that leaders behaviors can be explained within two independent factors called consideration and initiating structure (Fleishman, 1973; Halpin Winer, 1957). According to the Ohio State researchers, the term consideration applies to the degree in which leaders show support and friendship towards followers, while the phrase initiating structure applies to the manner in which leaders stress the importance of achieving goals and tasks. According to Bower Seashore (1966), the behavioral students conducted by the University of Michigan researchers posited that effective group performance shows a relationship with four dimensions of leadership behaviors: support, interaction facilitation, goal emphasis, and work facilitation. The leader support behaviors shows a relationship with concern for subordinat es, while interaction facilitation shows a relationship with reconciling relational conflicts among group members. Bower and Seashore (1966) explained that in sum, goal emphasis and work facilitation are job-centered dimensions, but leaders support and interaction facilitation are employee-centered dimensions. Recent studies by (e.g., Curphy, 2003; Smither, London, Flautt, Vargas, Kucine, 2003) have claimed that considering certain leadership behaviors are adopted for effective leadership, leadership can be developed. The behavioral school states that, leaders can change their behavior via reflection, organizational development systems, and 360-degree feedback amongst others (McCauley, Ruderman, Ohlott, Morrow, 1994). According to Bass (1985), these two categories are points on a continuum of leadership behavior. Athletic directors are going to fall into one of the two leadership categories. Bass (1998) described transformational leadership as behavior that transcends the need for rewards and appeals to the followers higher order needs, inspiring them to act in the best interest of the organization rather than their own self-interest. Thus, leaders must possess high ethical and moral standards in order to provide the highest reward to the organization. One might infer that even the most ethically and morally charged athletic director cannot possibly provide the highest rewards each and every year to the organization that he/she represents. However, ethics and morals are two very important characteristics in an individual when determining the type of leader one might become. Leadership styles are known to change, and thus a transformational leader could dip into the realm of transactional leadership and vice versa. Generally, personality and character traits can provide us with the determination as to whether or not you are a transformational or transactional leader. According to Bass (1998) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. Followers become motivated to expend greater effort than would usually be expected. If an AD exemplified Basss transformational leadership model, coaches in the school would offer up all that they have to support the athletic director and school that they work for. For example, the athletic director buys-in to the complete offerings of his/her current employer as we continue to transform the area of athletics. According to Sugarman (1999), excellence in leadership is acquired by people who have a strong sense of vision, have passion and are able to get people to commit 100% and take the necessary action to see that vision becomes a reality. Great leaders excel in the art of communication and motivation, mutual respect, instilling confidence and enthusiasm, and showing credibility and integrity on a consistent basis. Various high school athletic directors and coaches all across the United States create programs teaching their student athletes leadership styles and how they can be applied. One popular program that was used to establish athletic leadership for Wheeler High Schools football team in Valparaiso, Indiana is based off the acronym for L.E.A.D.E.R.S.H.I.P. Coach Snodgrass of Wheeler High School utilized the L.E.A.D.E.R.S.H.I.P. program that he learned while attending the Indiana Football Coaches Association Annual Clinic in 2003. According to Snodgrass (2004), the acronym is as foll ows: Influence, Integrity, Communication, Attitude, Courage, Sacrifice, Goals, Servant-Hood, Vision, and Perseverance. Each one of these terms forms a strong resilient leadership program for any athletic program. The athletic director must decide how important it is for him or her to provide this type of leadership program to his or her student athletes, school administration, and school community. With the proper education comes an ability to manage, facilitate, and guide. A true leader, however, does not simply read books or study what leadership should be. Rather, a true leader is someone who shows transformational or transactional traits naturally. Providing a program like the one that Wheeling High School provided for its football players shows that the leadership is transformational at this school. Giving the students an opportunity to understand what leadership is all about and how leadership is applied in everyday life allowed those football players at Wheeling High School i n Valparaiso, IN to become stronger individuals in the classroom, community, and field. The football coach for this team showed his athletic director a true meaning of transformational leadership. Bolman and Deal (2003) stated that leadership is universally offered as a panacea for almost any social problem (p. 336). Within the athletic arena, leadership is a term used to describe any event which coaches, staff members, administrators, and ADs go above and beyond their normal work day. Bolman and Deal (2003) noted further that if leaders lose their legitimacy then they lose the capacity to lead. For example, a high school athletic director has authority but not necessarily leadership. Additionally, a leader is also not necessarily a manager. Many managers do not know how to lead. Bennis and Nanus (1985) asserted that managers do things right, and leaders do the right thing. It is very important for high school athletic directors to understand the distinction between the terms leader and manager because high school athletic directors will not produce a successful leadership style if they cannot distinguish differences in leading and managing. Leadership and management can be situational. According to Hersey and Blanchard (2001) the situational leadership model combines task and people into a two-by-two chart, which shows four possible leadership styles: telling, selling, participating, and delegating. Bolman and Deal (2003) stated this model distinguishes four levels of subordinate readiness and argues that the appropriate leadership style depends on the situation. The four styles are as follows: Leadership through participation involves having a high relationship with ones subordinates with low tasks involved. This style is used when followers are able but unwilling or insecure to accomplish the task at hand. According to Sugarmann (1999), Vince Lombardi says, Leaders are made, they are not born; and they are made just like anything else has ever been made in this country by hard work. Additionally, Sugarmann (1999) stated that leading by example is paramount to becoming known as a great leader. Leadership through selling is exemplified when there is a high relationship value with followers and the tasks level is high. This style is used when followers are unable, but willing or motivated to accomplish the tasks at hand. The third style is leadership through delegation, and this is used with there is minimal relationship with followers and a low task requirement. The style is used when followers are able and willing or motivated to accomplish the tasks at hand. The four possible leadership styles explained by Hersey and Blanchards (2001) situational leadership model are significant in the maturation process of a high school athletic director. Each one of these leadership styles could be used during varying circumstances within the athletic directors position. Hersey and Blanchards (2001) situational leadership concept provides supporting information that in order to become an effective leader one must consider all four styles within the situational leadership model. Situational Leadership Situational leadership is another theory that focuses on the development of the follower and styles of each leader being exhibited. Hersey and Blanchard (2001) stated that there are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers. The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between the leader and the follower, depending on the development level of the follower. The four leadership styles are named, S1 telling and directing, S2 selling and coaching, S3 participating and supporting and S4 delegating and observing. Hersey and Blanchard (2001) situational theory is broken down as follows: S1: Telling / Directing Follower: R1: Low competence, low commitment / Unable and unwilling or insecure Leader: High task focus, low relationship focus When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled. The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result. If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear do this position to ensure all required actions are clear. S2: Selling / Coaching Follower: R2: Some competence, variable commitment / Unable but willing or motivated Leader: High task focus, high relationship focus When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then telling them what to do may demotivate them or lead to resistance. The leader thus needs to sell another way of working, explaining and clarifying decisions. The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary skills through coaching methods. Note: S1 and S2 are leader-driven. S3: Participating / Supporting Follower: R3: High competence, variable commitment / Able but unwilling or insecure Leader: Low task focus, high relationship focus When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate. There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment. S4: Delegating / Observing Follower: R4: High competence, high commitment / Able and willing or motivated Leader: Low task focus, low relationship focus When the follower can do the job and is motivated to do it, then the leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan. Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome. Note: S3 and S4 are follower-led (p. 259-261). Roles and Responsibilities The focus on the athletic director as an employee, leader, and representative of interscholastic athletics is needed to understand the gravity of where athletic directors come from and who they have become today. Todays athletic directors have many difficult tasks. It is their job to ensure that interscholastic athletics perform at a very high level. In addition, it is imperative that athletic directors maintain the integrity of the student-athlete. Davis (2002) states that previously, leadership ability was assumed because of athletic success. Today, those in athletic director positions are getting more training and education in administrative leadership. The training and education allow the athletic director to begin providing leadership at the beginning of his/her job. Thus, the success of the interscholastic athletic program hinges on the type of leadership training and education received by the athletic director. Athletic directors job descriptions will continue to evolve as the requirements to managing a successful program evolve. One sample written job description of an athletic director for a small private school in Florida shows that their athletic director will perform the following duties: direct the athletic program, assure that the school complies with all policies and procedures of the Florida High School Athletic Association (FHSAA), supervise the scheduling of all athletic contests, identify and recommend the hiring and firing of coaches for each sport, ensure that all school policies and procedures are followed by the entire coaching staff (including, assistant coaches), in addition to many other duties as assigned by the headmaster of the school. After reviewing this job description one could see how little time there might be for an athletic director to provide direct leadership. With all of the tasks listed within the job description the athletic director must provide leadershi p more via example, rather than through direct communication with his/her student-athletes and coaching staff. Doing nothing more than following the specific tasks list of the job description above would associate the athletic director with transactional rather than transformational leadership. Simply following the task list of the job description would essentially provide the student-athletes with a basic and universal athletic program. The athletic director would also be performing his or her job duties for the sake of getting the most basic job done. This shows the community that the interest level of providing leadership on a much higher level to the community, student-athletes, and administration is obsolete. Most people are able to complete the tasks that are provided for them by a school administration. What exactly does this do for the advancement and recognition of the efforts put forth by the student-athletes, as well as teaching the student-athletes and coaches the value of having strong ethics and morals? The next sample job description is from a public school in Virginia: Athletic Director Requirements and Responsibilities are to work with administration and the assistant athletic director to create and maintain a comprehensive program for student activities that emphasizes positive public relations, coaching performance, and student recognition, utilize a computerized software program for scheduling, prepares and distributes schedules for athletic and academic competitions, including contracts where required, supervise the preparation and distribution of eligibility lists, ensure that all students participating in athletic or academic competition are eligible, and have a Virginia High School License (VHSL) physical form and Stonewall Jackson High Schools Handbook (SJHS) sign off on file, oversee the athletic/academic activities budget, approve all athletic expenditures, follow school procedures for ordering, and determine allocations for athletic/academic program with the principal, obtain officials, ticket takers, clock operators, announcers, etc. f or all home events, work with the transportation department to arrange transportation for away events and practices where necessary, attend district, regional, and state VHSL meetings, ensure that annual equipment and uniform inventories are conducted by head coaches, and assist head coaches in updating equipment/uniforms, assist principal in selection of coaching staff, complete evaluation form for each head coach with an endorsement by the principal at the end of the season, ensure that head coaches submit required documentation in a timely fashion at the end of each season, including evaluation form for assistant coaches, inventories, end of season reports, etc, work with the Booster Club in coordinating their activities, including presenting requests for funding for all programs to the Booster Club, submit news releases on awards, etc. to local media, supervise the maintenance of the Sports Zone web page and ensure that it is up-to-date at all times, inform local media, official s, coaches, bus drivers and administrators immediately upon cancellation of an event and rescheduled dates as soon as available; post cancellations/rescheduled games on web site, prepare money for ticket takers, water for officials, scoreboard, PA system, etc. for home events, supervise events in conjunction with the building administrators, serve as a liaison between school clubs, departments and administration for scheduling events which do not conflict with VHSL athletic and academic events, work with custodial staff for proper maintenance of facilities and equipment. When comparing the two job descriptions above, one can see how important the athletic director position is to interscholastic athletics. Each athletic director shares many of the same responsibilities regardless of the population within the school with which they are employed. As an employee, the Athletic Director is the second most important position next to the schools Principal. High school athletic directors are vital to ensuring that the climate of the school which they direct will stay positive and energized. The athletic director as a leader is an integral part of the school system. Each year, the job description of athletic directors becomes more complex. Recently, responsibilities added to the athletic directors job description are (a) purchasing and distribution of equipment, supplies, and uniforms, (b) planning and scheduling for the use of facilities, (c) public relations, (d) fund-raising, (e) legal and medical protection for coaches and student-athletes, (f) compliance with national and state policies and procedures, (g) administration of events, (h) completion of the goals and objectives of the school, and (i) implementation and management of media events (Smith, 1993). These responsibilities make it highly unlikely that just one individual can effectively manage a successful interscholastic athletic program, especially at a large school with a c omprehensive athletic program. ADs must be willing to put the time and effort into getting the job done. According to Barnhill, (1998) in order to do so, a high school athletic director must call on his/her support staff, such as coaches and other administrators at the school. Additionally, Barnhill (1998) stated the high school athletic director must be a leader with the ability to delegate and manage delegated tasks. If the athletic director fails at delegating and managing the tasks necessary to lead a successful athletic program, his/her coaches will begin to lose faith in the athletic directors ability to lead. The many responsibilities that an athletic director assumes when taking a position within administration are largely dictated by the athletic directors fellow administrators. The athletic directors position is supported by many other administrators such as the director of development, dean of students, director of advising, director of admissions, and director of college recruitment to name a few. The director of development will help the athletic director with fundraising for athletics, the dean of students assists the athletic director with student-athlete disciplinary issues, the director of admissions assists the athletic director in qualifying the students for eligibility, and the director of college recruitment assists the athletic director in qualifying student athletes for colle ge recruitment. With all of these administrators working together the leadership within the school is strong and successful. The athletic directors ability to recruit co-workers to assist in leading the department of athletics as well as the institution itself would classify him/her as a transformational leader. As stated earlier according to, Bass (1997) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. In order for this to occur the transformational leader must possess certain characteristics to inspire followers. According to Parks and Quarterman (2003) stated, those characteristics include: trusting his or her subordinates, meaning that a good leader will make use of employees energy and talent. The key to productive relationship is mutual trust. Secondly, develop a vision for employees to follow a visionary leader. They want to know what they are working for. Thirdly, keeping his or her cool, explains that leaders demonstrate their met tle in crisis under fire. They inspire others to remain calm and to act intelligently. Fourth, they are experts at what they do, informing us that employees are much more likely to follow a leader that radiates confidence, is intuitive, and continues to master the profession. Fifth, they invite dissent, meaning a leader is willing to accept a variety of opinions and integrate them. Sixth, they simplify the position, so that leaders can focus on what is important and reach elegant, simple answers to complex problems by keeping the details to themselves. Lastly, they encourage risk. Risk encourages employees to take chances and readily accept error (p. 179-180). One who exudes all of these characteristics is often seen as a leader in sport that is few and far between. While it is important that any leader become an effective manager, being an effective manager and an effective leader are two different matters. According to Hersey and Blanchard (2001) the definition of management is the process of working with and through individuals and groups to accomplish organizational goals (p. 9). In addition, they defined leadership as the process of influencing the activities of an individual or a group in effort toward goal achievement in a given situation (p. 78). Some theorists suggest that both management and leadership are necessary to those who seek professional management in high school athletics and other sport careers. Parks and Quarterman (2003) stated that many athletic directors find themselves involved with management as a process approach. This approach sees managers using interactive activities such as planning, organizing, staffing, directing, coordinating, reporting, and budgeting in order to accomplish the goals and objectives of the organ ization or institution. Conversely, the remaining athletic directors consider themselves as a leader in some capacity. As previously noted, two possible leadership styles of high school athletic directors nationwide are transformational and transactional. According to Bass (1985), transactional leaders are engulfed in the way of thinking that compliance is the key. The coach will get rewarded if he/she follows directions and orders. Additionally, Bass (1985) identified two factors as composing transactional leadership. Leaders can transact with followers by rewarding effort contractually, telling them what to do to gain rewards, punishing undesired action, and giving extra feedback and promotions for good work. Such transactions are referred to as contingent reward (CR) leadership. Field and Herold (1997) described transactional leadership as a reward-driven behavior, where the follower behaves in such a manner as to elicit rewards or support from the leader. If a high school athlet ic director is primarily transactional in style, coaches who work for that high school athletic director will only pursue the notion of success if they know ahead of time that there is a reward for achieving that success. In some instances, a primarily transactional leadership style may actually derive from the athletic directors own quest for external, tangible rewards. So, the question arises with many transactional leaders as to why they are involved with coaching or administration if all they are looking for is an end reward? Some administrators in athletics have not had relevant sports management training and likely have developed expertise in other areas, such as business, physical education, or simply general education. A high school athletic director with a traditional business background might be brought in by the administration simply to raise funds for the athletic program, manage the program, and direct the program much like one would manage a corporate operation. Likewi se, a high school athletic director who is brought in with a physical education background is traditionally done so because of his or her success with coaching the student-athlete and having the ability to get through to the student-athlete as needed to provide a successful interscholastic program. The umbrella that encompasses this can be very lucrative for the school if done correctly. In other words, an athletic director who has a physical education background starts out building r

Delegation and Decentralization

Delegation of Authority Delegation is the process by which authority passes from one organizational level to another. But for delegation of authority, organizations would remain forever small. Delegation is the only solution to cope with the increasing work load of managers as the organization grows. Because of the-constraints of time and ability, a manager cannot perform all the tasks himself. Therefore, he delegates certain of the tasks to the subordinate and gets, them done. The process of delegation has the following steps: a) Entrustment of duties or assignment of responsibilities b) Granting of authority: ) Creation of accountability: Entrustment of duties or Assignment of responsibilities This is a crucial step in that a few important questions like what to delegate? when to delegate? whom to delegate? and how to delegate are answered. The effectiveness of delegation depends on how clearly these questions are answered. First of all, the manager has to decide the tasks to be de legated to the subordinates. For this, he must be able to distinguish between the routine and non-routine tasks, Routine and single tasks can as well be performed by the subordinates while the non-routine and very important tasks must be performed by himself.Granting of authority: When the subordinates are assigned certain tasks or responsibilities. it goes without saying that they need authority also to perform the tasks. Authority is required by them to make use of the resources of the organization in the execution of the tasks. The superior therefore, parts with his authority to enable the subordinate to perform. Responsibility and authority both go together. One of the Important principle of organizing – parity of authority and responsibility emphasizes the need for a proper balance between the two. Creation of accountability:Delegation does not end with just entrusting of duties and the granting of authority. The superior has to create an obligation on the part of the su bordinate to perform. In other words, the subordinate is accountable to his superior for the tasks delegated. Thus, while authority flows downwards, responsibility flows upwards. Normally, accountability is created by asking the subordinate to submit performance reports / status reports from time to time. ? Decentralization of Authority The term ‘decentralization' should not be confused with that of delegation.Although the two are closely related decentralization is much more wider in scope reflecting management's philosophy regarding which decisions to be taken at the top as well as down the line in the organization. While in delegation authority is transferred on one-to-one basis from the superior to the subordinate. Decentralization of authority is broader in scope and involves the transfer of authority in the organizational context from top to the lower rungs of management In the hierarchy. Thus the greater the amount of authority delegated throughout the organization.The more decentralized the organization is it must also be understood that both absolute centralization and absolute decentralization are undesirable for the former refers to an autocratic structure while the latter results in a chaotic situation. For this reason, decentralization must be viewed as a relative concept. not as an absolute one. Ernest Dale a well-known management writer has described the following conditions where decentralization is greater: †¢The greater the number of decisions made lower down the management hierarchy. The more important the decisions made lower down the management hierarchy. For example, the greater the sum of capital' expenditure that can be approved by the plant manager without consulting anyone' else, the greater the degree of decentralization in this field. †¢The more functions affected by decisions made at lower levels.Thus, companies which permit only operational decisions to be made at branch/plant levels are less decentralized than tho se which permit financial and personnel decisions at branch / plant level. The less checking required on the decision. Decentralization is greatest when no check at all must be made; less when superiors have to be informed decision after it has been made, still less if superiors have to be consulted before the decision is made. The fewer people to be, consulted, and the lower they are on the management hierarchy, the greater the degree of decentralization. The advantages of decentralization are similar to the advantages of delegation. Unburdening of top managers, . mproved decision making, because decisions are made closer to the scene of action, better training, morale and initiative at lower levels, and more flexibility and faster decision making are some of the advantages of decentralization. These advantages are widely acclaimed so much so that decentralization is often regarded as good and centralization as ‘bad' But total decentralization, as mentioned earlier with no co ordination from the top would be undesirable. That is why, the question before manager is not whether an organization should be decentralized, but to what extent it should be decentralized.On the whole, the appropriate amount of decentralization for an organization will vary with tine and circumstances. It will also vary for the different units of the organization. For example, production and sales departments, in general, have gained a high degree of decentralization in many organizations, whereas financial departments have tended to remain relatively centralized. Barriers to effective delegation Though delegation is a powerful device whereby managers reduce their workload, unless adequate care is exercised the result may be considerable anxiety for both superiors and subordinates.Delegation requires effective communication. The subordinates while accepting delegation must understand exactly what the superior wants. Delegation also involves motivation, influence and leadership. To make delegation effective, the spirit and willingness of both the parties are crucial. Following are some of the reasons why delegation often fails in organizations, to which both superiors and subordinates are responsible. Superior’s resistance to delegation i)The â€Å"I can do it better myself fallacy†: Some managers always suffer from a feeling that they only can do the job better.Consequently two things happen. First, spending time on a task a subordinate could perform means the manager may not be able to perform other important duties like policy formulation ‘and supervision. Second, unless the manager allows subordinates attempt new tasks, they will be unable to develop their skills. Thus by insisting on doing things themselves managers often fail to meet their responsibility for training and growing subordinates for promotion to higher levels. ii)Lack of ability to direct: Some managers become so involved in day-to-day operations that they neglect the bro ader picture.Unable to understand the long term perspective of the work flow, they do not fully realize the importance of distributing work among subordinates. Some managers deliberately do this because of lack of confidence in their supervisory abilities. iii)Lack of confidence in subordinates: Lack of trust and confidence on subordinates abilities and skills make the superiors reluctant to delegate. As a result, subordinates lose initiative and frequently seek the guidance of the bosses to know whether they are doing the things correctly.? iv)Aversion to risk:Since the superior can not absolve himself of the final performance of the task, he may fear that delegating the job will cause problems. Further those superiors who see a threat in the subordinates always try to avoid delegation. This is mostly due to the mind set where the superior fears that he may be outsmarted by the subordinate and eventually the latter may become a potential threat to his position. v)Absence of selecti ve controls: When certain duties are delegated to subordinates the superior has to ensure proper controls in the form of feedback about performance.It gives the superior the security of knowing the problem before much damage takes place. If controls are not adequate and effective, manager has good reason to avoid authority delegation. Subordinates resistance to delegation It should not be construed from the above discussion that superiors are only responsible for poor or ineffective delegation. The subordinates role in the whole exercise cannot be lost sight of. Their attitude and skills play a significant role. Sometimes subordinates may avoid responsibility and block the delegation process for the following reasons: The subordinate finds it easier to ask the boss what to do rather than taking the initiative himself. †¢The subordinate fears criticism for mistakes. Since greater responsibilities increase the chances of making an error. The subordinates for the sake of security try to avoid additional responsibilities. †¢The subordinate lacks the information and resources needed to do . the job successfully. Some managers with a view to let down their subordinates may deliberately make the delegation unclear. As a result the subordinate lands himself in confusion as to the exact nature of the duties and the authority that he can exercise.The motive of the superior in such cases may be to make the subordinate fail in the execution. †¢The subordinate believes he or she has more work than he or she can do. For fear of over burdening himself he may not show any interest to accept new responsibilities. †¢The subordinates lack self-confidence. Added to that the fear that they will get into trouble in the event of failure puts them in a still worse situation. †¢The subordinate is not offered any Incentives or benefits in terms of pay rises, importance and status for assuming additional responsibilities.

Economic Globalization Essay

Economic globalisation is a concept that has become common in the recent times and it is popularity is growing overtime. It virtually implies the process by which two or more countries economically integrate with an aim of enabling a global marketplace or in other words creating a global single market (Fung, 2006, pp 1). The main purpose for economic integration is to enable the expansion of the market, that is, corporations are enabled to operate beyond the borders of their country of origin. The concept of economic globalization can be perceived to posses both positives and negatives depending on the context over which is being analyzed from (Gardner, 2005, pp 67) The concept of economic globalization can be traced back to the ancient days during the trans-national trade period, which is several thousand years ago. The process of economic globalization is in control of the world trade organisation that provide rules that need to be followed in enhancing effective trade interactions between various countries of the world (Stalker, 1998, pp3),. The main goal of the WTO is to enable the producers of goods and services, the exporters of the goods and the importers of goods to conduct their business with much easy. The rules are based on the agreements that are set among the trading nations, where the agreements are expected to be ratified by the parliament of respective nations (Gu, 2006, pp 157). The WTO membership is currently 153 world countries with also a number of observers. The admission date into the organization of various nations vary from one country to other as it is a voluntary participation. For example, China joined the organization on 11 December 2001 (Peerenboom, 2007, pp 145). This proposal is based on carrying a research concerning the effects of Economic globalization and China’s accession to WTO on domestic companies. The proposal starts at first providing the background information concerning economic globalization in china and its effect on the Chinese Economy. The research questions and objectives are then provided, the scope of the study and the significance of the study as the part of introduction. Literature review will then follow methodology and lastly the time plan. The research will use the Shenzhen Energy Corporation in China as one of the China’s domestic energy enterprises in analyzing the effects of economic globalization on domestic companies and the response of these companies to the competition that arises from economic globalization in ensuring market sustainability. 1. 1 Background Economic globalisation is perceived to have enhanced China to attain an accelerated economic growth following the expansion of its market size, which enables the country to produce more following the increased demand for their products and services (Kotler, 2005, pp 37). The country is perceived to be benefiting from the global market in a reasonable manner following the country’s comparative advantage of cheap labour (Lu, 2003, pp 567). The cheap labour is enhanced through the high population of the country that implies abundant supply of labour (Prigoff, 1999, pp 89). This situation provides the country with a competitive advantage in the world market on the reason that its products are likely to bear a low price compared to the ones of their competitors who experiences high costs of production (Allan, 2004, pp 17). Following the encouraging of economic globalization by China becoming a member of WTO, the volume of foreign investments grew in China that were likely to compete with the local producers of goods and services (Hopper, 2006, pp 297). Shenzhen Energy is one of the domestic companies that felt the impact of the foreign investment competition and responded to it accordingly in enabling market sustainability. Shenzhen Energy Corporation was established through a fund raising in 1993 on it being approved by the people’s government office in the city of Shenzhen. The company was listed in the Shenzhen stock exchange market in September 1993, and it was the first large shareholding enterprise in the national electric powers to be listed in the stock market. The company was also the first public service stock company to be listed in the Shenzhen stock market (http://www. sec. com. cn/en/about/index. aspx? ModuleNo=080102 ). The company is controlled by the shareholder, Shenzhen Energy group company that was founded in 1993 as a state owned power company. The controlling company had been growing rapidly in proportionate to the economic growth of Shenzhen economy. The scope of business for the company is to develop, produce, purchase and market the various convectional energies and new energies within China. The company engages in investments and carries operations that are meant to enhance development. It participates in the transporting raw materials that are energy related and also involves itself in port, dock and storage industry. The company has investments and operations that are related to energy in the land industry, real estate industry and also the leasing industry. The company’s investments and operations are also extended to high technology industries that are meant to improve the efficiency in the utilization of energy. The company’s operations go beyond the border of China, that is, it involves in the import and the export of various goods. The goods that are exported and imported by the company include the set of equipment, supporting equipment, machines tools and also the vehicles that are to be used in energy projects. The company is also engaged in providing services that are related to the energy industry that include the designing, construction, management and providing the day to day operating services to energy projects. The company also provides service that includes staff training, consultation among other services that are mean to enable improved performance of the human resources in the energy industry and the making of informed decisions. The participation in developing environmental protection technology is a task that is carried by the company following the pollution claims that are raised concerning the consumption of energy. From the accounting reporting of the company’s performance in 2007, the company had a total asset base worth 24. 5 billion Yuan. The larger proportion of the company’s market is based in Shenzhen where it also hold majority of the share value of the plants. Its operations are mainly concentrated in Shenzhen and its surrounding. Some of these plants in which it holds shares include Shenzhen Mawan General Plant, Shenzhen Yuelianngwan Power plant, Dongguan Zhangyang Power Plant, Huizhou Fengda Power Plant, Guangdong heyuan Power Plant, and Ghana Combustion Engine Power Plant. The last two plants as provided in the list above are under construction. The company’s performance as been desirable overtime. Shenzhen Energy Corporation has consistently been awarded various tittles that include outstanding enterprise, Advanced party committee and the law abiding tax payer. Therefore, Shenzhen energy Corporation can be perceived as being a local company in China that is likely to be affected by the foreign investors in china in the energy industry as a result of economic globalization. 1. 2 Problem Statement Following the participation of China in the economic globalization as an avenue over which economic growth can be enhanced and the China’s accession to WTO can be perceived to have posed some effects on the domestic companies in China. The effect on the domestic companies arises from fact that a number of foreign companies are likely to be established in China to compete with the domestic companies. The competition between the domestic and the foreign companies in a given industry imply that the market for some industry is likely to be divided among the competitors with respect to their competitive advantages. The companies that produce their goods and services within the market standards and price will stand a better chance of taking a larger marker share compared to the companies that are less competent. In the wake for economic globalization and China’s accession to WTO, there has been quite a large inflow of foreign companies into the Chinese economy. The energy industry has not been the exemption. A large number of power enterprises have been flowing into the economy, and they are characterized by having a large capital base, they are of high technology and possess management efficiency. These characteristics enable these foreign power enterprises to compete favorably with the domestic power enterprises like Shenzhen power corporation. The competition has been tight between the domestic power enterprises and the foreign power enterprises that require respective enterprises to undertake some strategies in enabling them to survive in the market. Shenzhen power corporation has not been an exemption in the competition that is posed by both foreign power enterprises and the local enterprises. The corporation has been thriving despite the increased and tight competition in the energy industry. Therefore, the aim of the study is to bring the strategies that have been taken by Shenzhen power corporation in enhancing the capability of being influential and profitable in the energy industry that seem to be flooded by the foreign power enterprises that have a large capital base, operate with high technology and posses effective management skills. 1. 3 Research questions The main research question of the study is to explain the marketing strategies that have been taken by Shenzhen power corporation in enhancing market sustainability in an industry that is dominated by foreign power enterprises. The questions to be answered in the reach for answering the main question include; i. How does the corporation gather information that is meant to aid in designing marketing strategies? ii. What are the company’s target groups? iii. How does the company do its pricing? iv. To what level is customer satisfaction used as a marketing strategy? v. The nature of public relation of the corporation? 1. 4 Research objectives The main objective of the study is to establish the kind of marketing strategies that have been undertaken by Shenzhen power corporation in enabling market sustainability in foreign enterprises dominated industry. The auxiliary objectives that will enable to attain the main objective of the study include i. Identify the various means in which the corporations gather information that is used in designing marketing strategies ii. Identify the target groups for the company’s products and services. iii. Identify the criteria that the company uses to set its prices in ensuring effective price setting. iv. Establish the level of customer satisfaction by the corporations v. Establish the nature of the products and services provided by the corporation to the market and their uniqueness compared to the products of the competitors. 1. 5 Scope of the study The study will be based on the looking at the practices adapted by Shenzhen power corporation in relation to the attempt of the corporation to ensure market sustainability in tight competition offered by the foreign power enterprises that are characterized by a large capital base, operate with the application of high technology, and inherent with effective management. Therefore, the study is meant to address the responses from Shenzhen power corporation following the tight competition in the industry that enable the company to thrive in the industry. 1. 6 Significance of the study The significance of the study follows from the argument that economic globalization is certain to disadvantage the domestic industries, that will have an adverse impact of retarding economic growth. Following the economic globalization of China and the example of Shenzhen power corporation, the above statement seem to be invalid because Shenzhen power corporation is still profitable regardless of the economic globalization as a China’s domestic company. This implies that, there are lessons that are to be learnt from the practices of Shenzhen power corporation following its enhanced market sustainability. The lessons will be applied by other corporations that associate their failure to the concept to economic globalization. 1. 7 Hypothesis of the study The hypothesis of the study is that domestic companies are not affected negatively by economic globalization, but it is their economic inefficiency that makes them incompetent in competing with the foreign companies. Therefore, the companies’ poor performance after economic globalization is not as a result of the many competitors, it is because of their inefficiency that makes them less competitive. Competitive advantage is earned by designing relevant strategies and not by reducing the number of competitor. Competition is required in the economy in avoiding the excesses that are associated with the monopolies, because the inefficient companies are certain to exit the market due to their inability to compete favorable. Therefore, competition is likely to ensure efficient utilization of resources in meeting the needs of the society. Domestic companies should thus design strategies that are meant to enable them withstand the competition in the market, and that will also promote efficient utilization of the national wealth in meeting the needs of the society. 2. 0 Literature Review 2. 1 Gathering information for strategy designing On ensuring effective strategy designing, an organization is required to gather information that is meant to be used as a tool for strategy designing. This act is meant to eliminate the act of designing strategies arbitrary as it posses the possibility of the strategies becoming irrelevant. Therefore, an organisation requires to lay some measures in ensuring that information that is available and to be used for designing strategy is representational of the real market situation, otherwise the expected results from the strategies will never be realized (Hiebing, 2004, pp 2). The source for information that will be useful for designing the strategies varies in relation to the nature of the industry, the operations of organisation and purpose to which the information will be put into. For example gathering information that is meant to be used in designing the marketing strategies, an organisation is required to get the information concerning the market condition (Boone, 2005, pp 37) The information concerning the market condition may include the desires of the customers, the market price of some products as provided by the demand and the supply forces, and practices of competitors. The right source for information that is to be used in designing marketing strategies should be obtained from the various agencies of the organisation who interact with the customers, because they are the ones who are accessible to the customers, hence likely to understand the customer desires than the managers who are responsible of administration related matters (Cundiff, 2007, pp 48) On ensuring effective designing of strategies that are meant to improve the organisation’s competence, an organisation is supposed to base its redesigning using the past experience. This will enable an organization to avoid the possibility of repeating the errors that were committed in the previous designs (Bradley, 2005, pp231) 2. 2 Pricing. The pricing mechanism normally depends on the nature of the market structure. A market structure can either be a monopoly, an oligopoly or a competitive market (Gummesson, 2002, pp 137) Price setting in each market structure vary depending characteristics in each market. For example, in the competitive market, every firm in the market is a price taker. They are price takers on the reason that none of the firms can determine the price in the, otherwise the price in the market is influenced by the price mechanism. In a monopoly market, a firm has the powers to determine the price of its goods through the controlling of the supply (Luck, 1985, pp 132). For a firm to survive in the competitive market, the firm is expected to sell at the market price as provided by the market mechanism, otherwise its products are likely to experience a low demand compared to the products of the competitors (Adcock, 2001, pp 102). This follows from the demand law, that explains that when the price of a good increases, the demand of the good is likely to decline. The decline of the demand follows from the consumer either switching to the consumption of a substitute good that will benefit a competitor or reduce the consumption of the good due to the budget constraint (Hisrich, 2000, pp 112) In the competitive market, a firm that is likely to produce its goods and services at the lowest costs is the one that is likely to earn a competitive advantage over the other competitors in the industry. This follows from the fact that the production of goods with low costs will have an impact of increasing the profit margin of the company when selling the goods at the market price (Kotler, 1988, pp 199). This will also enable the firm to compete favorably in the price war in enhancing the demand of the its products, because the company will be able to realize the desired profits level even when selling the goods at the price below the market price (Gualtianan, 1995, pp 89). A firm will only attain the low costs of production if it produces the goods with a lot of efficiency in avoiding waste, that is, the firm should enhance optimal allocation and utilization of the resources in attaining an optimal amount of output at a given the specific level of technology. Organizations can enhance the efficient utilization of the resources by adaptation the various practices that are meant to optimally utilize the resources that include human resource development and the adaptation of the appropriate technology that is certain to enable efficient utilization of the resources owned by a firm (Webster, 1995, pp 47) 2. 3 Customer Satisfaction. Customer satisfaction plays an important role in creating consumer loyalties. The creating of loyalties will rescue the firm from incurring a lot of expenses in advertisement on the look for customers (Davenport, 2001, pp 69). The created consumer loyalty will retain the customers, as they are likely to consume the products of the company in the future. Therefore, it can be perceived as an investment that is meant to benefit the firm to realize the flow of income in the future following the enhanced loyalty. Consumer loyalty is maintained by the firm providing high standard goods to their customers and listening to the desires of the customers, otherwise, the firm is certain to loose the already created loyalties in the future if it does not meet the desires of the customers. The firm is also required to engage in product innovations overtime that are supposed to improve the quality of the products in factoring in the desires of the customers (Hutt, 1981, pp 201). This will reinforce the existing loyalties and also create other more loyalties that are certain to ensure the future demand for the products and services provided by the firm. There normally exist variations in the desires of the customers, implying that the providing of standardized services and products to customers is certain to satisfy the customers in varied ways. In such a situation, a firm is required to either provide a wide range of products that is meant to meet the varied desires or provide customized products and services that are meant to improve the level of customer satisfaction. The advantage for creating customer loyalties through customer satisfaction is that the firm is likely to reduce the costs in advertisement and other promotions because the customers that are retained are aware of the operations of the firm and its operations (Godin, 1999, pp 32). This will enable the company to reduce its cost of operation that will be reflected as an increased marginal profits, hence a positive step towards profit maximization. 2. 4 Product differentiation and patenting. Product differentiation can be perceived as being a strategy that is meant to make the products of some firm unique compared to the products that are offered by the competitors. It will enable the customers to identify the products easily without mistaking it for the ones offered by the competitors. Differentiation may include the adding of some features to the products offered to the market that is meant to sway the customers in enhancing high demand. The differentiations that make the product unique can be copyrighted to avoid the competitors from imitating the design of the product (Sandshoes, 2000, pp43). The patents will bar the competitors from imitating the products, thus a marketing strategy that is meant to enable the firm to minimize competition. 3. 0 Methodology 3. 1 Design The research will involve the collection of information concerning the organisation in question, evaluate its performance over time, and mostly by focusing at its profitability over time in relation to the various strategies that were taken by the organisation to enhance the performance. The study will look at the marketing strategies that are adapted by the organisation and their effects on performance of the organisation. The evaluation of the effects of the strategies on the organization will be identified on using the theories that have been established in relationship to the impact of various changes that are done within the organisation on the performance of the organisation. Therefore, the study will rather use qualitative data than quantitative given the nature of the topic addressed. 3. 2 Participants The main participant in the research is the shenzhen Energy corporation. The company is chosen as a representational of the domestic companies in evaluating the impact of economic globalization on domestic companies and on how best the companies should responding through the designing of marketing strategies in enhancing competence. Shenzhen energy corporation has been used as a representational following its ability to withstand the competition from foreign companies in the energy industry in China. 3. 3 Data collection Following the design of the research, the data that will be collected should be related to the marketing strategies that the Shenzhen energy corporation had taken in enhancing competitive advantage. The strategies that need to be identified include, how the company is enhancing customer Satisfaction, how does the company do pricing, how does the company reach the target group, how does the company gather information that is to be used in decision making concerning the design of marketing strategies, and how the company make its products competitive in the market. 3. 4. Data analysis Data analysis will be done by confronting the identified marketing strategies with the existing marketing theory as provided in literature. This will enable the study to bring out the logic behind the strategies that were taken by Schenzhen energy corporation is ensuring its success. 4. 0 Time Plan. The research will take a time frame of ten weeks, where each week will be allocated its tasks as provided by the schedule below: Task Week Making contacts on places where data and literature will be collected 1 Literature Reviewing 2-3 Collection of Data 4 Data Validation 5 Data Analysis and Interpretation 6-7 writing a draft report 8 Third party reading of the report 9 writing the final report 10 Bibliography Adcock, Dennis. Marketing: Principals and Practice. Financial Times/Prentice hall. 2001. Allan, Clement. Economic Globalization: Social Conflict. labour and Environmental Issues. Edward Elgar Publishing. 2004. Bradley, Frank. International Marketing strategy. Financial Times/ Prentice hall. 2005. Boone, Louis and Kurtz, David. Contemporary Marketing. Thomson South-Western. 2005. Cundiff, Edward and Govoni, Norman. Fundamentals of Modern marketing. University of California. 2007. Davenport, Teresa. Marketing Training Programs: Marketing Training Programs. American Society for Training and Development. 2001. Luck, David. Marketing Strategy and Plans: Systematic marketing management. Prentice hall. 1985. Lu, Ding and Zhou, Huizhong. China’s Economic Globalization Through the WTO. 2003. Shenzhen Energy Website. Company Profile. Retrieved from; http://www. sec. com. cn/en/about/index. aspx? ModuleNo=080102 Fungi, Hung-gay. Chinese Challenges of Economic Globalization: The effect of WTO Sandhusen, Richard. Marketing. Barron’s Educational Series. 2000. Gardner, Susannah. Buzz Marketing with Blogs for Dummies. Wley. 2005. Godini, Seth. Permission in Marketing. Simion & Schuster. 1998. Gualtianan, Joseph and Paul, Gordon. Marketing Management: Strategies and Programs. McGraw-Hill. 1995. Gummessoni, Evert. Total relationship marketing. Butterworth-heinmenn. 2002. Hiebing, Roman and Cooperi, Scott. The One Day Marketing Plan for an organisation: Organizing and Completing a working Plan. McGraw-Hill Professional. 2004. Hisrichi, Robert. Marketing: Business Libr. Barron’s Series. 2001. Hopper, Paul. Living with Globalization. Berg publishers. 2006. Hutt, Michael and Speh, Thomas. Industrial Marketing management: A Strategy View of Organizational Markets. University of Michigan. 1981. Kotler, Philp. Principles in Marketing. Pearson Prentice Hall. 2005. Kotler, Philip. Management Marketing: analysis, planning process, implementing, and controlling. Prentice hall. 1988. Peerenboomi, Randalla. China’s Modernization. Oxford University Press. 2007. Prigoff, Wyner. Economics of the Social workers University of Michigan. 1999. Stalkeri, Peter. The Social Effects of Globalization. Prentice Hall Publishing. 1998. Webster, Fredrick. Industrial , Marketing Strategy. John Wiley and Sons. 1995.

Describe the Functionalist (Emile Durkheim), Conflict...

Describe the Functionalist, Conflict and Interactionist approach to the Socialization of Education. Education - A Functionalist Perspective Emile Durkheim proposed an explicitly functionalist explanation of the role of education in society. The major function/task of education was, according to Durkheim, the transmission of society s norms and values. Durkheim considered that all societies must have means of passing on their norms and values to the young. If they did not, they could not continue. Such transmission then is a functional prerequisite, and it is the educational system which has the job of carrying it out. Or at least this is so for modern industrial societies, says Durkheim. (In traditional societies - in pre-industrial†¦show more content†¦Indeed, the school is society in miniature; as such it demands that individuals follow rules of conduct so that the organization / school can continue to function and to carry out its responsibilities. Summary For Durkheim, modern education has two functions: - The MAJOR function is the transmission to the young of cultural norms and values. Here are included all manner of beliefs. - The teaching of skills so as to occupy a position in the modern division of labor. Education - A Conflict Perspective (Marxist) For Marxists, the analysis focuses upon the workings of the CAPITALIST economic system and the degree of conflict within society between social groups, notably between the ruling, capitalist class and the working class. The Education System is seen as a tool by which the working class are kept in their place, in a position of subservience, exploited and oppressed. They maintain that education reproduces the social class structure: or more simply education promotes the interests of a society s power elite and perpetuates a society s class divisions. They say this is accomplished by the Hidden Curriculum - where teachers insist on proper English and good manners from students with prosperous backgrounds because the teacher knows where they are headed. Lower status children are not encouraged to use these skills by the teachers and are destined for low status positions. Therefore they are blocked from higher education. Education - The InteractionistShow MoreRelatedEssay about Structural-Functionalism and Conflict Theory2741 Words   |  11 Pagesperspectives: the structural-functionalist perspective, the conflict perspective, and the symbolic interactionist perspective. Each perspective offers a variety of explanations about the causes of and possible solutions for social problems (Rubington Weinberg, 1995). Structural-Functionalist Perspective The structural-functionalist perspective is largely based on the works of Herbert Spencer, Emile Durkheim, Talcott Parsons, and Robert Merton. According to structural-functionalist, society is a systemRead MoreThe Importance of Demography to Development11868 Words   |  48 Pagesstudy of social interactions. It is a relatively new academic discipline which evolved in the early 19th century. Because sociology is such a broad discipline, it can be difficult to define, even for professional sociologists. One useful way to describe the discipline is as a cluster of sub-fields that examine different dimensions of society. For example, social stratification studies inequality and class structure; demography studies changes in a population size or type; criminology examines criminalRead MoreOrganisational Theory230255 Words   |  922 Pagesand Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. It is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide