Understanding the main points. 1. How does a manager evaluate the performance of a subordinate under the MBO
1. How does a manager evaluate the performance of a subordinate under the MBO
system?
2. Note down the five stages of the programme given as an example of an MBO
system.
Stage 1 ……………………………………………………………………………
Stage 2 ……………………………………………………………………………
Stage 3 ……………………………………………………………………………
Stage 4 ……………………………………………………………………………
Stage 5 ……………………………………………………………………………
3. Note down some of the advantages of MBO for each of the following:
| THE BENEFITS OF MANAGEMENT BY OBJECTIVES | ||
| COMPANY | MANAGER | SUBORDINATE |
| 1 ……………………….. ………………………. 2 ……………………….. ………………………. 3 ……………………….. ………………………. 4 ……………………….. ………………………. | 1 ………………………. ……………………… 2 ………………………. ……………………… 3 ………………………. ……………………… 4 ………………………. ……………………… | 1 ……………………….. …................................. 2 ……………………….. ………………………. 3 ……………………….. ………………………. 4 ……………………….. ………………………. |
4. In your opinion what is the manager’s role in an MBO programme?
a) judge
b) observer
c) motivator
d) critic
Vocabulary focus
1. Match the following words and phrases with their meanings.
| 1. goals | a) reasonable, achievable |
| 2. vital | b) demanding, difficult |
| 3. linked | c) loyal, obligated |
| 4. focuses | d) objectives |
| 5. reviews | e) connected, joined |
| 6. challenging | f) begins (the task of…) |
| 7. realistic | g) concentrates |
| 8. sets about | h) communicate, act together |
| 9. committed | i) re-examinations |
| 10. liaise | j) essential, extremely important |
LANGUAGE STUDY
1. Complete the following passage, using suitable forms of the words below:
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achieve reach report feedback objective
progress performance role stage view
My boss called me into his office to discuss my ……………….. (1) during the last six months. She said that I had made good ……………….. (2) and had had no difficulty in ……………….. (3) my goals. She made it clear that she was going to give me a good ……………….. (4).
I suppose I should have been grateful to her. However, one thing bothered me. I wondered why she didn’t ask me what I felt about the job. Why didn’t she get some ……………….. (5) from me? I thought that was one of the main ………. (6) of the interview.
Since my ……………….. (7) was obviously to sit quietly and say nothing, I did just that. At this ……………….. (8) of my career, I can’t afford to upset my boss. But if I ever ………………..(9) her position, I shall handle these interviews differently. In my ……………….. (10), it’s vital to listen to employees.
2. Phrasal verbs with out. Complete the following sentences, using suitable forms
of the verbs below:
point out hold out make out (two meanings)
have out stand out cut out (two meanings)
1. Sheila wants to ……………….. the training sessions she runs on Friday
afternoon. She is too busy to hold them then.
2. When reviewing my performance, Mr Jones ……………….. several
weaknesses.
3. I’m a valuable member of the organization, so at my next salary review, I shall
……………….. for a lot more money.
4. I think I ……………….. among all the candidates because my qualifications
for the job were so good.
5. How did you ……………….. in the interview, Patricia?
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6. He said that I was not ……………….. for a career in banking.
7. I’m fed up with my boss criticizing me all the time. I’m going to ………………
it ……………….. with him.
8. Can you read David’s writing? I can’t ……………….. what he’s put on this
report.
3. Rewrite the following sentences without changing their meaning. Use the verbs
or phrases in italics and make any other necessary changes.
e.g. We cannot supply you on time because there has been a fire in our factory.
explain
He explained that they could not supply us on time because there had been a
fire in their factory.
1. I said to her, “Why don’t you log my use of time?”
suggest
2. The Research and Development Manager said, “This product has got to be taken
off the market.”
demand
3. The new Chairman said it was essential to reorganize the board of directors.
insist
4. I said, “Let’s interview the other candidates tomorrow”.
propose
5. I have to finish this report by the end of the week.
It’s vital
6. You should stop working now – it’s almost midnight.
It’s time
7. The management should realize we are human beings, not machines.
It’s essential
8. He said, “Would you like me to help you write the report?”
offer
| UNIT 7 THE MANAGEMENT OF TIME |
DISCUSSION
John Midgley is General Manager of a medium-sized engineering company. He decided to keep a diary of his activities for one day. These are noted below. For your information: Shirley is the company’s Sales Manager; Penny is John Midgley’s secretary and Don is the Production Manager.
Look at the diary and then discuss the questions which follow.
7.30 – 8.00 arrived at office; had coffee; checked to see if any telexes; read
newspapers
8.00 – 8.15 chatted to Shirley; looks as if the marriage is on the rocks
8.15 – 8.45 Don dropped by; talked about England-Brazil game; then discussed
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Fritz Muller order for Switzerland
8.45 – 9.45 looked through mail-answered urgent letters; interrupted twice by
telephone calls from customers
9.45 – 10.45 interview with applicant for position of Assistant to Chief Buyer;
started 15 minutes late because of telephone calls (see above)
10.45 – 11.15 answered more letters
11.15 – 11.25 phone call from Chamber of Commerce; agreed to give talk at next
Wednesday’s lunch
11.25 – 11.45 discussed Penny’s maternity leave and arrangements for replacing
her
11.45 – 12.15 worked on drafting strategy report
12.15 – 12.30 Shirley dropped by; talked about sales trip to Egypt. Fascinating
stuff about Pyramids
12.30 – 12.55 continued report
12.55 – 3.25 met Ms. Ito from Japan; took her to lunch
3.25 – 4.00 weekly supervisors meeting; started 25 minutes late
4.00 – 4.10 Dick phoned; arranged tennis for weekend
4.10 - 4.20 wife phoned; Jamie hurt leg at school; nothing serious
4.20 – 4.45 another phone call; argument with supplier over invoice
4.45 - 5.45 visited bank manager to discuss loan for company; arrived 15
minutes late; manager not pleased; miserable old devil!
5.45 – 7.20 gave talk at local Technical College; arrived 30 minutes late; but
talk went like a bomb!
7.20 – 8.00 returned to office to collect report to work on at home; chatted to
Tom, our caretaker; what a talker!
8.20 arrived home; had a row with Jenny in kitchen; went to meet guests
1. a) Judging by this diary, do you think John Midgley is using his time effectively?
Explain your answer.
b) If not, how could he become more effective?
READING
In any business it is important that managers should be effective. They should be able to achieve their objections, and to get the right things done. For most executives, being effective is easier said than done. The problem is that there are so many pressures on managers, reducing their efficiency. For one thing their work is fragmented. Most days, they are doing a number of tasks, some fairly trivial, others highly important. They find that they do not have enough time to devote to the really important jobs. Besides, sometimes they are under such pressure that they forget which jobs are important.
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The manager also faces another difficulty. He finds that other people take up a lot of his time, so that he has little time of his own. Just as he is ready to tackle that report, a costumer will ring up unexpectedly. No sooner has he hung up than Bill, from Sales, drops by his office for a chat. He works on the report for a few minutes, then the Personnel manager calls him. Could he interview someone tomorrow afternoon? And so it goes on. The manager must constantly respond to the demands that others make on his time.
Things do not get better as he climbs higher in the organization. In fact, they get worse. The higher he goes, the more demands with be made upon his time.
Because of the nature of the manager’s work it is not easy for him to be effective. He will have difficulty distinguishing between important and less important tasks. He will often feel that he has too many demands on his precious time and at times will find it difficult to turn people away. There will always be someone – or something – to divert him from what he should really be doing.
Effective manager learn how to manage their time. They cut out unproductive activities. They never forget that time cannot be replaced.
Before being able to control his time the manager must find out how he is actually using it. He must know where it goes. The best way to do this is to record how he uses time. The usual method is to log the tasks he performs. Either he or his secretary keeps an exact record of how he spends his working day or week. The manager should, not rely on memory when logging time. Not many executives can remember, at the end of the day all the things they did during the day – all the telephone calls, chats, interruptions, work on the computer, letter-writing and so on. One way of logging time is to note down all the activities and indicate how long they took. Thus, the log of an executive could look something like this:
| START | ACTIVITY | TIME TAKING (MINUTES) |
| 08.30 | Arrive. Make coffee. | 5 |
| 08.35 | Read through files. | 10 |
| 08.45 | Check diary. | 10 |
| 08.55 | Telephone call from Bob. | 5 |
| 09.00 | Wife phones. | 5 |
| 09.05 | Chat with secretary. | 7 |
| 09.12 | Read mail. | 4 |
| 09.16 | Peter says hello. Talks about last night’s TV programme on Aids. | 5 |
| 09.21 | Read mail. | 10 |
| 09.31 | Dictate letters to secretary. | 15 |
| 09.46 | Telephone call from supplier. | 12 |
| 09.58 | Telephone call to Accounts Department to follow up supplier’s complaint. | 7 |
The logging of time should be done once or twice a year. It shows the executive how he actually spends his time at work not to how he thinks he spends it.
Once the manager has an accurate picture of how he uses time, he can analyse the time log. This will help him to re-think and re-plan his work schedule. He can ask questions such as: Are some of the things I’m doing wasting time? Should I be spending more time on certain activities? Could other people do some of the tasks? Am I wasting the time of my colleagues?
As a result of this analysis, the effective manager will start getting rid of unproductive, time-wasting activities. He will learn to say ‘No’ more often to people demanding his time. He will start turning down some of those requests to give speeches and attend luncheons. He will, in short, be more discriminating in using time.
He will also get rid of some activities which can be done just as well by someone else. Knowing how to delegate is an essential skill of a manager. This does not mean, of course, that he will be forever ‘passing the buck’ to subordinates! But, where possible, he will try to create more time so that he can attend to important tasks.
Having recorded and analysed time, he can now re-shape his schedule. It is up to him how he does this. Some managers like to set aside certain times for important tasks. For example, they may work at home one day a week. Others earmark certain days of the week for particular activities, e. g. management meetings, production scheduling, staff appraisal sessions etc. One manager is known to spend ninety minutes at home, in his study, before setting off to work. A common method of managing time is as follows. The manager works out all the jobs he must do in the coming day or week. Then he lists the tasks in order of priority. He also sets deadlines for carrying out the more important activities.
Peter Drucker, the American expert on management, believes that effective executives work systematically to manage time. They must acquire this “habit of mind”, this ability to use time efficiently. Below, you can see an example of how Mr Drucker manages his own time.
| MR. PETER F. DRUCKER Greatly appreciates your kind interest, but is unable to: contribute articles or forewords; comment on manuscripts or books; take part in panels and symposia; join committees or boards of any kind; answer questionnaires; give interviews; and appear on radio or television. |
taken from HOW TO MANAGE, Editor Ray Wild, William Heinemann London.
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