Tag: Concept

  • Help Seeking

    What do you understand by Help Seeking?

    Help seeking theory postulates that people follow a series of predictable steps to seek help for their inadequacies, it is a series of well-ordered and purposeful cognitive and behavioral steps, each leading to specific types of solutions.

    Help seeking theory falls into two categories where some consider similarity in the process’ (e.g. Cepeda-Benito & Short, 1998) while others consider it as dependent upon the problem (e.g. Di Fabio & Bernaud, 2008). In general help seeking behaviors are dependent upon three categories, attitudes (beliefs and willingness) towards help-seeking, intention to seek help, and actual help-seeking behavior.

    Helped A Dog Named Cheeseburger

    Do you ask for help when you need it or do you have the view, “I have to do it myself, no one can do it except me?” From a motivational perspective, help seeking is an adaptive cognitive strategy that indicates a striving for mastery and achievement (R. Ames, 1983; Karabenick, 1998; Newman, 1998) and a general problem-solving strategy (Nelson-Le Gall, 1985). If help seeking is an adaptive strategy, why do teachers observe that students

    who are most in need of help are often the most reluctant to seek help? We have learned from research that seeking help from others can have negative connotations (Newman, 1990, 1991).

    Help Seeking 00

    Help seeking may be seen as threatening if the student thinks it is a sign of low ability. In this case, there is a personal cost to seeking help: Students may feel incompetent. Help seeking is positive when students seek assistance in order to make a change in their learning. The attributional process is an important factor in whether help seeking is seen as positive or negative and consequently whether students attend academic help sessions. R. Ames and Lau (1982) identified factors that affected the extent that college students attend help sessions:

    • Low-performing students were more likely to attend help sessions if they were given specific positive information about the effects of the sessions (e.g., “students who attended improved their performance”).
    • Students who attributed success to effort were more likely to attend.
    • Students who did not seek help used more external attributions for failure, such as “tricky test questions,” and used these external reasons as excuses.

    Newman’s (1990, 1991) investigations of help seeking among children in Grades 3, 5, and 7 provided a fuller understanding of help seeking. For example, who seeks help, individuals with high or low self-esteem? For all grades, the higher the perceived competence of the children, the less they felt there were personal costs to help seeking (e.g., being thought of as low ability). Students with low self-esteem were especially unlikely to seek help, whereas those with high self-esteem were more likely to seek help. Similar results were obtained by Nelson-Le Gall and Jones (1990) for average-achieving African-American children. Newman (1991) also found differences between younger and older students in views about help seeking. Seventh graders were more aware than younger children that negative fallout might result from help seeking (e.g., embarrassment). However, older children were also more likely than younger ones to believe that smart classmates rather than “dumb” ones ask questions of the teacher. Help seeking by college students showed a pattern similar to that of children. Karabenick and Knapp (1991) found that students with low self-esteem were more threatened by seeking help.

    Help Seeking 01

    One important and perhaps surprising finding was that students who use more learning strategies are more likely to seek help when needed, whereas students who use fewer strategies are less likely to seek help when needed. This attitude presents a double bind for those needing help. Not only do they lack the necessary strategies for success, but they do not seek the needed study assistance. The authors concluded that students need to learn to judge when they need help and that help seeking should be included in learning strategy and motivation programs. These findings on help seeking are important for teachers and counselors so that they can plan ways to get students to attend help sessions or seek help in counseling when needed. Nelson-Le Gall (1985) emphasized the need to think of help seeking as an adaptive coping strategy rather than as a self-threatening activity. Some ways to accomplish this are listed in Strategy.

    Types of Help Seeking

    Help seeking behavior is divided into two types, adaptive behavior and non-adaptive behavior. It is adaptive when exercised to overcome a difficulty and it depends upon the person’s recognition, insight and dimension of the problem and resources for solving the same, this is valued as an active strategy. It is non-adaptive when the behavior persists even after understanding and experiencing the problem solving mechanism and when used for avoidance. Dynamic barriers in seeking help can also affect active process (e.g.: culture, ego, classism, etc.). Nelson-Le Gall (1981) distinguished between instrumental help-seeking, which she regarded as being essential for learning, and passive dependency.

    Strategy of Help Seeking

    • The overriding task is to have students view help seeking, when needed, as a smart move instead of a dumb one.
    • Establish a classroom climate where students are encouraged to ask questions.
    • Document attendance and improved performance as a result of the help sessions and show this to students.
    • Be sure students who have improved after attending help sessions attribute the improvement to the help sessions.
    • Teach students a self-talk script to practice asking teachers for help in classes where they were having problems, as one middle school teacher did.

  • Helpless

    What is a meaning of Helpless?

    Meaning of helpless: “Unable to defend oneself or to act without help.” A student who has a history of failure and does not expect this to change will attribute failure to ability an internal and stable factor. This pattern is characteristic of students classified as having learned helplessness. These individuals expect that their actions will be futile in affecting future outcomes. Consequently, they give up. Learned helplessness was first investigated in young animals who had been presented with inescapable electric shocks in one situation; when placed in a different situation, they failed to try to escape or avoid the shock (Seligman & Maier, 1967). Animals that demonstrated no connection between their activity and avoiding the shock had learned to be helpless. It was further hypothesized that humans responded the same way: they were passive in situations where they believed their actions would have no effect on what happens to them. In this original explanation, helplessness was viewed as global affecting all domains of one’s life. Later research found that people may experience helplessness in one situation and not in others (Alloy, Abramson, Peterson, & Seligman, 1984). This means that a student may feel helpless in learning math but not in learning history.

    Helplessness exists in achievement situations when students do not see a connection between their actions and their performance and grades. The important aspect of learned helplessness is how it affects the motivational behavior of students in the face of failure. The attributions a student makes for failure act as a bridge between a student’s willingness to try again and the student’s tendency to give up.

    Helpless and Mastery Orientation

    Helpless 02

    In a now-classic study, Diener and Dweck (1978) identified two patterns of responses to failure following success in problem-solving tasks: a maladaptive-helpless orientation and an adaptive-mastery orientation. Children showed different response patterns to failure in their thinking, self-talk, affect, and actions. Keep in mind that the students in the study had the same failure experience while performing the tasks, but there were two different patterns of response to the failure outcome. The thinking, self-talk, and actions of the helpless-oriented children formed a self-defeating pattern. When failure is attributed to lack of ability, there is a decline in performance. Attribution to lack of effort does not show this decline (Dweck & Goetz, 1978).

    Are there ability differences in learned helplessness? Butkowsky and Willows (1980) compared good, average, and poor readers. They found that poor readers had lower expectancies of success on a reading task. Poor readers overwhelmingly attributed their failures to lack of ability (68% compared with 13% for average readers and 12% for good readers). They took less responsibility for success, attributing success more to task ease an external cause than did the good and average readers. In the face of difficulty, poor readers became less persistent a self-defeating behavior. Helplessness was also found when children studied new material that required them to read passages with confusing concepts.

    In a study by Licht and Dweck (1984), half the children received material with a clear passage, and the other half received a confusing passage. There were no differences between mastery orientation and helpless orientation when the passage was clearly written. In contrast, when the passage was not clear, most of the mastery children reached the learning criterion, whereas only one third of the helpless children did. This investigation is important because some academic subjects, like math, are characterized by constant new learning, which may be initially confusing to students. Mastery students will not be discouraged by the initial difficulty, whereas helpless students immediately lose confidence although they may be equally competent. When teaching new material, teachers can be especially alert for this pattern of helplessness in the face of initial difficulty.

    Learned Helplessness and Students with Learning Disabilities

    Helpless 01

    Are some students more prone to experience a sense of helplessness? Students particularly susceptible to the pattern of learned helplessness are those students who are identified as having learning disabilities (LD) (Licht, 1983). Children with LD experience much failure over a long period of time on a variety of school tasks. As a result, these children come to doubt their academic abilities, with the accompanying belief that nothing they can do will help them be successful. This is followed by the self-defeating response of decreasing effort. Children with LD have been found to exhibit the following characteristics of the learned helplessness pattern (Licht, 1983):

    • Score lower than non-LD children on measures of self-esteem and perceptions of ability,
    • Are more likely to attribute difficulty with tasks to lack of ability,
    • Are less likely to attribute failure to insufficient effort, and
    • Lower their expectations for future success and display greater decline in expectation following failure.

    It is important for teachers to be aware of the characteristics of helplessness because learned helplessness may explain the students’ apparent lack of motivation. How can a teacher identify a helpless pattern? What can a teacher do to lessen the likelihood of helplessness and help students who have this tendency? Butkowsky and Willows (1980) suggested that educators must begin to rethink failure as a necessary component of the learning process and not as a damaging experience to be avoided.

    Does the pattern of learned helplessness show up in young children? Dweck and Sorich (1999) concluded that there is clear evidence of a helplessness pattern in children younger than age 8. After experiencing failure or criticism, they show signs of helplessness like self-blame, lowered persistence, and lack of constructive strategies. Mastery-oriented children, in contrast, assumed they were still good even when their work had errors, and believed they could improve through effort. An important implication for parents and teachers, according to the authors, is to be very cautious when giving feedback to children. Extremely positive or negative feedback can be detrimental to children’s beliefs about their competence.

  • Attribution and Motivation Among Ethnicity

    Understanding of Attribution and Motivation Among Ethnicity?

    What is Ethnicity? Meaning of Ethnicity “The fact or state of belonging to a social group that has a common national or cultural tradition.” Some about of Ethnic; Relating to a population subgroup (within a larger or dominant national or cultural group) with a common national or cultural tradition. Relating to national and cultural origins. Denoting origin by birth or descent rather than by present nationality. Characteristic of or belonging to a non-Western cultural tradition.

    An ethnic group or ethnicity is a category of people who identify with each other based on similarities, such as common ancestral, language, social, cultural or national experiences. Unlike other social groups (wealth, age, hobbies), ethnicity is often an inherited status based on the society in which one lives. In some cases, it can be adopted if a person moves into another society. Membership of an ethnic group tends to be defined by a shared cultural heritage, ancestry, origin myth, history, homeland, language or dialect, symbolic systems such as religion, mythology and ritual, cuisine, dressing style, art, and physical appearance.

    Ethnic groups, derived from the same historical founder population, often continue to speak related languages and share a similar gene pool. By way of language shift, acculturation, adoption and religious conversion, it is sometimes possible for individuals or groups to leave one ethnic group and become part of another (except for ethnic groups emphasizing racial purity as a key membership criterion).

    Ethnicity is often used synonymously with ambiguous terms such as nation or people. In English, it can also have the connotation of something exotic (cf. “White ethnic”, “ethnic restaurant”, etc.), generally related to cultures of more recent immigrants, who arrived after the founding population of an area was established.

    Now reading – Attribution and Motivation Among Ethnicity; Do attributional explanations for success and failure act as an important motivational force in different ethnic groups? According to Graham (1989,1994), because attributional theory considers the role of thought in determining behavior, it is particularly fruitful in examining motivation in different cultures and ethnic groups.

    Beliefs About Effort and Ability

    Are attributional belief patterns similar among different ethnic groups? A comparison of poor African-American, Hispanic, Indo-Chinese, and White fifth- and sixth-grade students found similar attribution patterns for all groups (Bempechat, Nakkula, Wu, & Ginsberg, 1996). All groups rated ability as the most important factor for success in math. In a subsequent study comparing African-American, Hispanic, Indo-Chinese, and White fifthand sixth-graders, Bempechat, Graham, and Jimenez (1999) found cultural similarities as well as cultural specifics. For all ethnic groups, failure was attributed to lack of ability and success to external factors. In contrast, Indo-Chinese students had stronger beliefs that failure was due to lack of effort. Attribution for failure due to lack of ability is a problem for all students because it is believed to be uncontrollable.

    Graham (1984) compared middle- and low-SES African-American and White students on attributions for failure following a problem-solving task. The middle-class children in both ethnic groups were more likely to attribute failure to lack of effort and maintained consistently higher expectancies for success after experiencing failure. For both groups, this is indicative of an adaptive attributional pattern following failure, similar to that found in research by Diener and Dweck (1978). The findings of this research are important because they demonstrate the positive motivation pattern of African-American students—a pattern that has received little attention.

    Stevenson and Lee (1990) compared beliefs of American and Asian students concerning the role of effort and ability for success in mathematics. They asked mothers in Minnesota, Japan, and Taiwan to assign 10 points among ability, effort, task difficulty, and luck to rank their importance in academic success and school performance. All the mothers assigned the points in the same rank order: (1) effort, (2) ability, (3) task, and (4) luck. American mothers scored ability and effort as about equal. In contrast, Taiwanese and Japanese mothers assigned effort a higher value than ability. Peak (1993) noted that, in Japanese elementary schools, ability is rarely mentioned, whereas effort is consistently portrayed as key to success. In contrast, in the United States, students who try very hard are often labeled nerd or grind.

    These perceptions of effort and ability take on increased importance when homework is considered in the context of effort. Japanese and Chinese students spend at least twice the amount of time and effort on homework than do American students (Stevenson & Lee, 1990). American teachers assign less and consider it less valuable. Peak (1993) pointed out that homework reflects teachers’ beliefs on whether extra practice makes a difference and whether students are willing to engage in extra effort on behalf of their studies. American parents do not appear to consider good study habits as critical to academic success as do Asian parents.

    Implications for Teachers

    What can teachers draw from the attributional beliefs among different ethnic groups in terms of classroom practice? The important issue is to understand the motivational processes, such as attribution, operating within a particular ethnic group (Bempechat et al., 1996; Graham, 1994). When similarities are found across ethnic groups, educational interventions do not necessarily have to be targeted to children differentially based on their ethnic group membership.

    Graham (1989) emphasized the importance of teacher feedback in influencing concepts of ability and expectations of minority, low-SES students. Recall the previous discussion of indirect attributional cues. It is important to be aware of feedback that may indirectly convey to students that they have low ability. Graham (1994) suggested that in view of the number of African- American children in negative educational situations, it is especially important to be sensitive to how minorities feel, think, and act in response to non-attainment of goals.

     

  • What is a Business Plan?

    What Is a Business Plan?

    A business plan is a written statement that describes and analyzes your business and gives detailed projections about its future. A business plan also covers the financial aspects of starting or expanding your business—how much money you need and how you’ll pay it back.

    Writing a business plan is a lot of work. So why take the time to write one? The best answer is the wisdom gained by literally millions of business owners just like you. Almost without exception, each business owner with a plan is pleased she has one, and each owner without a plan wishes he had written one.

    Why Write a Business Plan?

    Why Write a Business Plan?
    Why Write a Business Plan?

    Here are some of the specific and immediate benefits you will derive from writing your business plan.

    Helps You Get Money

    most lenders or investors require a written business plan before they will consider your proposal seriously. Even some landlords require a sound business plan before they will lease you space. Before making a commitment to you, they want to see that you have thought through critical issues facing you as a business owner and that you really understand your business. They also want to make sure your business has a good chance of succeeding.

    In my experience, about 35% to 40% of the people currently in business do not know how money flows through their business. Writing a business plan with this book teaches you where money comes from and where it goes. Is it any wonder that your backers want to see your plan before they consider your financial request?

    There are as many potential lenders and investors as there are prospective business owners. If you have a thoroughly thought-out business and financial plan that demonstrates a good likelihood of success and you are persistent, you will find the money you need. of course, it may take longer than you expect and require more work than you expect, but you will ultimately be successful if you believe in your business.

    Helps You Decide to Proceed or Stop

    one major theme of the book may surprise you. It’s as simple as it is important. You, as the prospective business owner, are the most important person you must convince of the soundness of your proposal. Therefore, much of the work you are asked to do here serves a dual purpose. It is designed to provide answers to all the questions that prospective lenders and investors will ask.

    But it will also teach you how money flows through your business, what the strengths and weaknesses in your business concept are, and what your realistic chances of success are.

    The detailed planning process described in this book is not infallible—nothing is in a small business—but it should help you uncover and correct flaws in your business concept. If this analysis demonstrates that your idea won’t work, you’ll be able to avoid starting or expanding your business. This is extremely important. It should go without saying that a great many businesspeople owe their ultimate success to an earlier decision not to start a business with built-in problems.

    Let’s You Improve Your Business Concept

    Writing a plan allows you to see how changing parts of the plan increases profits or accomplishes other goals. You can tinker with individual parts of your business with no cash outlay. If you’re using a computer spreadsheet to make financial projections, you can try out different alternatives even more quickly. This ability to fine-tune your plans and business design increases your chances of success.

    For example, let’s say that your idea is to start a business importing Korean leather jackets. Everything looks great on the first pass through your plan. Then you read an article about the declining exchange ratio of U.S. dollars to Korean currency. After doing some homework about exchange rate fluctuations, you decide to increase your profit margin on the jackets to cover anticipated declines in dollar purchasing power. This change shows you that your prices are still competitive with other jackets and that your average profits will increase. And you are now covered for any likely decline in exchange rates.

    Improves Your Odds of Success

    one way of looking at business is that it’s a gamble. You open or expand a business and gamble you’re and the bank’s or investor’s money. If you’re right, you make a profit and pay back the loans and everyone’s happy. But if your estimate is wrong, you and the bank or investors can lose money and experience the discomfort that comes from failure. (of course, a bank probably is protected because it has title to the collateral you put up to get the loan.)

    Writing a business plan helps beat the odds. most new, small businesses don’t last very long. And, most small businesses don’t have a business plan. Is that only a coincidence, or is there a connection between these two seemingly unconnected facts? my suggestion is this: let someone else prove the connection wrong. Why not be prudent and improve your odds by writing a plan?

    Helps You Keep on Track

    many business owners spend countless hours handling emergencies, simply because they haven’t learned how to plan ahead. This book helps you anticipate problems and solve them before they become disasters.

    A written business plan gives you a clear course toward the future and makes your decision making easier. Some problems and opportunities may represent a change of direction worth following, while others may be distractions that referring to your business plan will enable you to avoid. The black and white of your written business plan will help you face facts if things don’t work out as expected. For example, if you planned to be making a living three months after start-up, and six months later you’re going into the hole at the rate of $100 per day, your business plan should help you see that changes are necessary. It’s all too easy to delude yourself into keeping a business going that will never meet its goals if you approach things with a “just another month or two and I’ll be there” attitude, rather than comparing your results to your goals.

    Issues Beyond the Plan

    I have written this book to provide you with an overview of the issues that determine success or failure in a small business. Experienced lenders, investors, and entrepreneurs want a plan that takes these issues into account. of course, this book can’t cover everything. Here are some of the key business components that are left out of this initial planning process.

    Bookkeeping and Accounting

    This book discusses the numbers and concepts you as the business owner need to open and manage your small business. You have the responsibility to create bookkeeping and accounting systems and make sure they function adequately. One of the items generated by your

    accounting system will be a balance sheet. A balance sheet is a snapshot at a particular moment in time that lists the money value of everything you own and everything you owe to someone else.

    Taxes

    While there are a few mentions of tax issues throughout the book, most of the planning information doesn’t discuss how taxes will be calculated or paid. The book focuses its efforts on making a profit and a positive cash flow. If you make a profit, you’ll pay taxes and if you don’t make a profit, you’ll pay fewer taxes. A cPA or tax advisor can help you with tax strategies.

    Securities Laws

    If you plan to raise money by selling shares in a corporation or limited partnership, you’ll fall under state or federal securities regulations. You can, however, borrow money or take in a general partner without being affected by securities laws. A complete discussion of these issues is beyond the scope of this book. For now, take note that you must comply with securities regulations after you complete your plan and before you take any money into your business from selling shares or partnership interests.

    Your Management Skill

    This book shows you how to write a very good business plan and loan application. However, your ultimate success rests on your ability to implement your plans—on your management skills. If you have any doubts about your management ability, check out the resources other article. Also see another posts for a thought-stimulating discussion of management.

    Issues Specific to Your Business

    How successfully your business relates to the market, the business environment, and the competition may be affected by patents, franchises, foreign competition, location, and the like. of necessity, this book focuses on principles common to all businesses and does not discuss the specific items that distinguish your business from other businesses. For example, this post doesn’t discuss how to price your products to meet your competition; I assume that you have enough knowledge about your chosen business to answer that question.

  • Concepts of Management

    Concepts of Management:

    The term management has been interpreted in several ways; some of which are given below:

    Management as an Activity:

    Management is an activity just like playing, studying, teaching etc. As an activity, management has been defined as the art of getting things done through the efforts of other people. Management is a group activity wherein managers do to achieve the objectives of the group.

    The activities of management are:

    • Interpersonal activities
    • Decisional activities
    • Informative activities

    Management as a Process:

    Management is considered a process because it involves a series of interrelated functions. It consists of getting the objectives of an organization and taking steps to achieve objectives. The management process includes planning, organizing, staffing, directing and controlling functions.

    Management as a process has the following implications:

    (i) Social Process: Management involves interactions among people. Goals can be achieved only when relations between people are productive. The human factor is the most important part of the management.

    (ii) Integrated Process: Management brings human, physical and financial resources together to put into the effort. Management also integrates human efforts so as to maintain harmony among them.

    (iii) Continuous Process: Management involves continuous identifying and solving problems. It is repeated every now and then till the goal is achieved.

    (iv) Interactive process: Managerial functions are contained within each other. For example, when a manager prepares plans, he is also laying down standards for control.

    Management as an Economic Resource:

    Like land, labor, and capital, management is an important factor of production. Management occupies the central place among productive factors as it combines and coordinates all other resources.

    Management as a Team:

    As a group of persons, management consists of all those who have the responsibility for guiding and coordinating the efforts of other persons. These persons are called as managers who operate at different levels of authority (top, middle, operating). Some of these managers have the ownership stake in their firms while others have become managers by virtue of their training and experience. Civil servants and defense personnel who manage public sector undertakings are also part of the management team. As group managers have become an elite class in society occupying positions with enormous power and prestige.

    Management as an Academic Discipline:

    Management has emerged as a specialized branch of knowledge. It comprises principles and practices for effective management of organizations. Management has become as a very popular field of study as is evident from the great rush for admission into institutes of
    management. Management offers a very rewarding and challenging career.

    Management as a Group:

    Management means the group of persons occupying managerial positions. It refers to all those individuals who perform managerial functions. All the managers, e.g., chief executive (managing director), departmental heads, supervisors and so on are collectively known as
    management.

    For example, when one remarks that the management of Reliance Industries Ltd. is good, he is referring to the persons who are managing the company. There are several types of managers which are listed as under.

    1. Family managers who have become managers by virtue of their being owners or relatives of the owners of a company.
    2. Professional managers who have been appointed on account of their degree or diploma in management.
    3. Civil Servants who manage public sector undertakings.

    Managers have become a very powerful and respected group in modern society. This is because the senior managers of companies take decisions that affect the lives of a large number of people. For example, if the managers of Reliance Industries Limited decide to expand production it will create the job for thousands of people. Managers also help to improve the social life of the public and the economic progress of the country. Senior managers also enjoy a high standard of living in society. They have, therefore, become an elite group in the society.

    Question & Answers:

    • Write Concepts of Management?
    • Write Basic Concepts of Management?
    • What is Concepts of Management?
    • What is Process in Management?

  • What is the Concept of Management Notes?

    What is the Concept of Management Notes?

    Concept of Management Notes; To satisfy his/her wants, a person has to perform numerous activities. An individual alone cannot perform all the necessary activities. Therefore, human beings join or cooperate in the form of groups and organizations. Also, Every organization is a group of people seeking to attain some common objectives. A central organ or agency is required to coordinate the activities and efforts of various individuals working together in an organization so that they can work collectively as a team, such an organ is called management. So, the question is – What is Management and Concept of Management?

    What is Management and Concept of Management Notes?

    What is Management: The term “Management” conveys different meanings depending upon the context in which it is useful. Also, Some of the important notes concepts of Management:

    Now, explain; Some information Concept of Management, what they are:

    Management as an Economic Resource:

    Like land, labor, capital, and entrepreneurship, management is a vital factor in production. Also, It is management that coordinates various factors of production.

    Management as a Team:

    As a team or a group of persons, management consists of all those individuals who guide; and, Also, direct the efforts of other individuals to achieve specified objectives.

    Management as an Academic Discipline:

    It has become a very popular subject of study as is evident from the great rush for admissions into institutes; and, Also, universities imparting education and training in management.

    Management as a Process:

    Defining the aims or objectives of the organization, bringing together men, money, materials, machinery and other factors of production.

    Management as a Human Process:

    Effective motivation and democratic managerial leadership are the keys to sound management, management by participation, management by objectives or results; and, Also, management by delegation help get things done through others.

    Related Types of Question:-

    A) What is Management?, B) What is the Concept of Management?, C) What is the Meaning of Management?, and, Also, D) What do you mean about Management?

    Types of Management:

    The following types below are;

    Top-Level Management:

    The top-level managers include boards of directors, presidents, vice-presidents, CEOs, general managers, and senior managers, etc. Also, Upper-level managers are responsible for controlling and overseeing the entire organization.

    Rather than direct the day-to-day activities of the firm, they develop goals, strategic plans, and company policies; as well as make decisions about the direction of the business.

    Middle-Level Management: 

    Most organizations have three management levels: first-level, middle-level, and top-level managers. Also, These managers are classified according to a hierarchy of authority and perform different tasks. In many organizations, the number of managers at each level gives the organization a pyramid structure.

    Middle management is the intermediate leadership level of a hierarchical organization, being subordinate to the senior management but above the lowest levels of operational staff. For example, operational supervisors may be considered middle management; they may also be categorized as non-management staff, depending upon the policy of the particular organization.

    Front-line Management:

    Most organizations have three management levels: first-level, middle-level, and top-level managers. Also, These managers are classified according to a hierarchy of authority and perform different tasks. Front-line managers belong to the first level of management. Front-line managers are managers who are responsible for a work-group to a higher level of management.

    They are normally in the lower layers of the management hierarchy, and the employees who report to them do not themselves have any managerial or supervisory responsibility. Also, Front-line management is the level of management that oversees a company’s primary production activities.

    Front-line managers provide critical value to a company’s success because they must motivate employees who perform essential production duties. They also must generate efficient productivity and control to minimize costs. Front-line managers are most often involved in operations (as opposed to marketing, accounting, finance, etc.).

    Functional vs. General Management: 

    Functional management and general management represent two differing responsibilities sets with an organization. Also, Functional managers are most common in larger organizations with many moving parts; where different business functions are led by managers within those respective fields (i.e. marketing, finance, etc.).

    General management is more common in smaller, more versatile, environments where the general manager can actively engage in every facet of the business.

    Management in Different Types of Business: For-Profit, Non-Profit, and Mutual-Benefit. All Things about Management, Concept of management, and Types of Management.

    What is Management and Concept of Management
    What is Management and Concept of Management Notes? Image credit from #Pixabay.