DOC 0 BE NT BESOHE
BO 211 1«t6 JC eiO 65C
AOTHOF fuller, jack i.
TITLE HBO [Management by Objectives]: A Primei for
Educational Managers.
POE DAM 81
NOTE 27p.
EDFS PEICE MF01/PC02 Plus Postage.
DESCEIPTOES Definitions; ^Educational Administration;
♦Educational planning; *Msnagement ty ctjectives;
\Management Developaent ; Organizational Cbjectlv.es;
Postsecondary Education \
ABSTRACT
The concepts and components of Management by
Objectives (MBO) are examined in terms of their application tc
educational administration. The paper begins by defining BBC,
differentiating its components (e.g,, individual and institutional
goals and 'mission statements) r and emphasizing the need for
management styles conducive to objective managements Neit, the steps
in iiplementing MBO are listed and examined in detail"; these include
institutional goals, individual goals, periodic performance reviews,
and end-of-year appraisal sessions. Then the mechanics cf management
objectives are considered, including writing styles (e„g,. , simple
sentences, qualifying paragraphs, and columnar grids); classification
of objectives as routine, problem-solving, innovative, cr personal;
measuring techniques; and the establishment of priorities. The
section iconcludes with goal-setting guidelines, such as check
relevant sources; be succinct and simple; make goals realistic and
challenging; limit the number of goals from ten to 15; urite out
desired results, how thay will be achieved, and the criteria cf
success; state criteria in ranges; set a target r'ate; set priorities;
and distribute goals. An administrative development program is then
outlined, including such topics as the role of manageieit,
organizational development, decision making, delegation, creativity,
and performance appraisals. Finally, a time-table fcr iiplesenting
MBO is elaborated. An extensive bibliography is provided. (Kl)
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* Reproductions supplied by EDFS are the best that can be made *
* from the original document. *
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M B 0
A PRIteR FOR EDUCATIONAL MANAGERS
BY
JACK W. FULLER
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
Jack U. Fuller
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC) "
UA OfPAHTMHfr OP KHJCATKM
national institute or education
EDUCATIONAL RESOURCES INFORMATION
. CENTER (ERIC)
Jf\ Tn* documam haa baan raproducad •%
rscarvad from tha panon of organization
originating it
lJ Minor changat h#v» baan mada to improva
•^production quality
a Points of viaw or opinions ttatad in this docu
mam do not nacaaurtty rapraaant official NlE
poaiton or pokey
M.B.O.
A PRIMER FOR EDUCATIONAL MANAGERS
INTRODUCTION
Educational managers are not renowned for their effectiveness. In fact some
authorities are quick to point out that probably one of the greatest impediments
to good educational management is the inadequate management practices of
educational administrators. (97:17) And with the onset of the age of
accountability and urgings to close the credibility gap, education has been
encouraged even more to strengthen its overall management position. (61:279)
But these recqnt influences upon educational managers have left the situation
in somewhat of a disarray. If for no other reason, educational managers are
just not sure which way to turn. They are told they need help. And for
the most part, they would like to get help. But the overriding question is,
•Where do I get this help?" And secondly, "...precisely what kind of help do
I need? One of the answers that has been offered to educational managers to
help them rise above their plight is the concept of MBO or Management- By-
Objectives. In the last ten to twenty years, MBO has come to be a well-known
concept in the field of business and industrial management.
DEFINITION
The number of definitions that exist of MBO are about as numerous as the
number of authorities on the subject. Probably as good a definition as any is
the following bastardization:
j>
Management-By-Objectives is a systematic and continual process
whereby the members of a given management team pursue mutually
agreed upon goals of and for their organization. (71:271)
As with any definition, it can probably be enhanced greatly by a breaking-down
and analysis of its various components.
The first phrase of the definition states clearly that MBO is a systematic and
continue* process. That is to say that it is an organized or established procedure
with regularly reoccuring, interacting, and interdependent groups of factors
S rial £ I I £ ° f0n * unified whole * In 1,118 case ' • MM««e»»nt-
lllt l£ * JZ ! u f T >geient - ^ second » art of definition explains
J* 2£ ! S ef ? Ct f d , by the r**" of a * iwn «««g«ent team. This means
tl thTt'^AJll ♦ institutional or organizational process, it demands adherence
to the management team" concept. For maxiwm effectiveness, it should not
be fragmented through the institution. It would *e difficult for one department
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or
to pursue MBO und to try to make it an effective process without the
complete cooperatio: and total effort of the entire organization.
Take an admissions office, for example. A3 one of their objectives, they
might want to establish and pursue a conpletely automated registration system.
Without the support of the entire institution, the monetary and opera-
tional difficulties that could arise would surely produce a failure just
this side of chaos. The importance of this corporate quality is under-
scored by the last part of the definition. It states that MBO is founded
upon the mutual agreement of institutional managers and institutional
goals for maximum effectiveness. This phrase necessarily implies that
close cooperation and commication is the keynote of a sound MBO system.
CONCEPTUAL DISTINCTIONS
Students of Ha) should recognize that it is a total concept made up of
many component parts, in order to completely understand the whole, it
is of value to discern between the various co^onents of the total MBO
system. For example, it is important to note that there is a difference
between individual and institutional goals. Individual goals are those
which an individual manager establishes for his orrice or operation in
cooperation with other managers, institutional goals, mission statements,
and job descriptions. Institutional yoals reflect the overall direction
of the institution for the forthcoming year. Institutional goals are
the rallying point behind which all managers within the organization build
their individual objectives.
Whether you are talking about institutional cr individual goals, the definition
of the word "goals" is the same. In both cases, they are the result, that
which is to be accomplished. And for the purpose of this text, they are
to be synonymous with the term "objectives". One item that is often
confused with goals aid objectives in an educational institution is the
mission statement.
Mission statements are statements usually found in the college catalogue
or class schedule. Their primary message is to state the Philosophy or
overall purpose of the institution, itself. Mission statements are
different from goals in that they are never really accomplished but rather
continue on forever, as long as the institution exists.
Goals and objectives, however, are measurable results that cease to exist
when they are accomplished. For example, a college mitfit have as a part
of its mission statement, "to educate the students for a brighter and
more productive tomorrow", it is doubtful that anyone could quarrel with
the intent of this statement. Its lofty forthrightness is surely beyond
reproach and attack from all right- reminded persons. But the fact of the
matter is, it is not measurable or quantifiable. Nor does it set any sqrt
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of coiqpletion date or o f :her kind of parameters fo^r its accomplish-
ment. In effect, it is a result that cannot be (measured or
accomplished. It is, nevertheless, an ongoing mission of the college
or institution and should be viewed from just that perspective.
FIGURE T
MISSION STATEMENT
The Mission of Bubble Nub College, within the framework
of this philosophy, is to provide the highest quality
co»Dunity college program of education, to seek out
the most modern, creative and effective organizational
and educational ideas, and to test, improve, and implement
those ideas which meet the needs of the community.
Inherent in this mission is the responsibility of nrovidin*
these programs at a reasonable cost to the student and at
an efficient and reasonable cost to the community.
MEASURIBILITY
A criticism of MBO, and for that matter any type of behaviorally-
oriented system of performance-based design, is that../' there
are some things that you just can't measure." In some instances,
it is pretty tough to argue with this statement. On the other
hand, if you are really comitted to an objectives approach, you
can find solace in the resolve that:
Tf you can't measure, define, or describe what you are
doing, then you probably don't know what you want or
what you are doing. And if that is the case, it is
not, or at least, should not, really be a goal. If you
don't know where you want to go, how are you ever
going to get there?
But to read about these other management styles, implies that one
should disregard alternative management styles and necessarily turn
to an MM) system of educational administration. While that very well
might be the best course of action, it really doesn't hold much
value, and therefore, demands very little commitment, unless one has
some idea of the types of management styles that he is turning his
back upon yheit he adopts an MJO system. As the reader oropresses
through the ensuing pages, the differences between MBO and the more
traditional management styles should become more apparent.
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THE SYSTEM
Generally speaking, the implementation of an MBO system consists of the
following steps: .
i
1. Institutional goals are established "
s
2. Individual (Managerial goals are set *>nd
pursued) ^_
3. Perfbniance reviews are held periodically
to evaluate progress in achieving goals
4. Appraisal sessions are held at the end of
the year to assess and reward accomplishment.
In step II, Managers throughout the institution siimit their suggestions
for institutional goals to their superiors sometime prior to the beginning
of the managerial year. Because of the inherent relationship between
management and Money, it is recooMended that the goals be submitted in
synchronization with the budget preparation process so that the corporate
goals of the institution are in tune with the resources available for their
attainment. This is especially true if the organization subscribes to
a PPBS format. The goals are then reviewed and refined as they filter through
the varying levels of the Managerial hierarchy to the top of the organization.
They are checked for continuity and co^patability with the current
economic and social cli»ate f the mission statement of the institution,
past and present long range plans for the organization, and the job
descriptions of the respective managers. Once the goals for the institution
have been formulated, they are distributed to each manager in the organization.
FIGURE 2
AN INSTITUTIONAL OPAL
Is to broaden continuing education services by:
A. Increasing evening credit and non-credit offerings
B. Increasing upper division and graduate extension offerings
C. Maintaining special education programs for homemakers
and developing a long range funding pattern for enlargement
of these programs
In this second step 0 f the MBO process, managers are charged with tho
responsibility oL^veloping the performance goals Ibr their respective
office that rennet the overall direction qf the iriff Hution as indicated
by the fysti tutiona* goals. . fit wri ting <pei-fo*mance objective?, the
manager consults frequently with hi r> .superiors , subordinates, and
counter-parts to insure that everybody wil 1 be working in consort and
harmony and most important o* all, towards the same end. Starting with
the next year then, the manager will begin to work towards achieving his
objectives .
FIGURE 3
AN INDIVIDUAL ijQAL
Evening and Continuing Services are expanded to include
further offerings. This objective will be considered
achieved when:
A. At least 15 upper division and graduate extension
offerings are presented to the community by
March 15, 1973.
B. \t least 20 courses and/or workshops have been
presented to industrial and business personnel
by March IS, 1973.
As the year proceeds, the manager will periodically, (three or four times)
meet with his superior to review the progress made in achieving his goals.
These performance review sessions provide a good opportunity fcr the manager
tod his subordinates (or superior) to discuss areas foT improvement or managerial
skills. For this reason, these meetings can often be called Coaching and
Development as well as Performance Review Sessions. In addition to Coaching
and Development and Performance Review, these sessions also enable the
management team to revise, add, or delete goals as the circumstances so
warrant.
Some managers find it advantageous to conduct the performance review session
according to a pre-determined agenda or set of questions. Of course, this
is not a mandatory procedure in MBO. It is just another suggested alternative.
»that is important, however, is that both parties feel free to openly
communicate about their respective jobs as they relate to the working relation-
ship at hand as well as the overall atmosphere of the organization. As long
as this type of a situation prevails, it is conceivable that any pre-determined
agenda could <md should merely serve as a reference guide to this performance
review.
Whi le a set of interview questions is not essential to a good performance
review, planning and preparation on tlrpart of both parties for the session
is mandatory. There is probably nothing more counter-productive to a
meaningful performance review than one or more persons who haven 1 1 reviewed
the objectives to be discussed prior to the meeting.
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FIGURE 4
PERFORMANCE REVIEW QUESTIONS
1. Are your duties and responsibilities adequately defined?
2. Do you find your work sufficient and challenging?
3. Do you feel you* work and ability are appreciated?
4. Do you feel you get the backing and support you need?
5. Are you informed and consulted when you should be?
6. Do you have access to your supervisor to talk things
over fr^rty?
7. Do you have the authority and opportunity to exercise
initiative?
8. Da you feel your opportunities are adequate?
9. What could your supervisor or others do to help you do
a better job?
10.
What kind of place, in general, do you feel, this is to work?
11. Other comments not covered in this session.
Hie final performance review session of the year and Step #4 of the J«0 system
is, for all practical purposes, an appraisal session. The purpose of this
meeting is to assess the degree to which the manager has acconlished his
goals for the year f Based upon the degree of accomplishment, a person may
be rewarded accordingly for his performance - with a salary increase or
promotion or whatever.
The following administrative performance categories are offered as a guide in
linking an MM) system to a performance reward system. Marginal and below
Performers would probably not receive any financial reward or
promotion. In fact, they may be subject to release or Probation. Satisfactory
performers would probably be entitled to the standard salary increase.
Above average performers could earn merit pay while superior performers might
receive a bonus. 1 1
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FIGURE 5
ADMINISTRATIVE PFRFORMANCL CATEGORIES
I . Margi na I Pe r forroance
Achieved less than
of objectives
2. Below Average Perfoiroance -
Achieved 65-75% of objectives
3. Satisfactory Performance -
Achieved ^5-8S% of objectives
Above Average Performance -
Achieved 85-95% of objectives
Meritorious Performance
Achieved more than 95* of
objectives
THE MECHANICS
There are varying styles of writing management objectives. Afhatever the
style, the basic content is the same. The desired result is stated in
terms of how and to what degree it is going to be achieved. Stating
the criteria for successful accomplishment in ranges rather than in fixed
amounts introduces an element of flexibility into a managerial system which is
sometimes criticized for its rigidity. Today the more popular styles for
writing objectives are the simple sentence, the qualifying paragraph , and the
co lunar grid.
Simple Sentence - Vty objective is to increase the average
class size to 25 to 30 students per section for the 1973-74
academic year.
Qualifying Paragraph - objective is to maximize classroom
building utilization This objective will be considered achieved
when :
1. An analysis of past, present and Projected building
utilisation is made by February 1, 1973.
2. 90% - 100* of the scheduled classes actually run.
3. One-half of the classes are scheduled in the morning
and the remaining half in the afternoon.
FIGURE 6
WRITING STYLES
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WAT
MANAGEMENT
DEVELOPMENT
CAMPUS
.MASTER
POLICY
REVIEW
FIGURE 7
COLUMNAR GRI D
HOW
IMPLEMENT
MBO
REVIEW ALL
MANUALS
BOARD REVIEW
AND
APPROVAL
CRITERIA
90% OF SUPERVISORS
HAVE AN MBO INTERVIEW
BY JULY 30
ROUTINELY UPDATING BY
6/25
READY FOR BOARD BY
7/15
APPROVED BY BOARD BY 8/15
ENROLLMENT PROJECTIONS
COMPLETED BY 2/1
BUILDING NEEDS DETERMINED
BY 3/1
CAPITAL FUNDING AVAILABLE
BY 4/1
VALUE
5%
5*
10%
PROFESSIONAL
INVOLVEMENT
PARTICIPATE IN
PROFESSIONAL
ORGANIZATIONS
MEMBER OF TWO
ORGANIZATIONS BY 11/15
OFFICER IN ONE
ORGANIZATION BY S/15
5%
Upon being written, managerial goals can be placed in any one of four
categories: Routine, p: obi em, innovative and personal. Routine
Goals are those which are an everyday aspect of the job such as preparing
the budget, developing publicity, or staffing positions.
FIGURE 8
A ROUTINE GOAL
Achieve the following acceptable enrollment, evaluation, and financial
index for the following activities. This objective will be considered
achi ;ed when the activities offered meet the following guidelines for
ninber of programs, enrollment, evaluation, and when the income from
such activities generates sufficient monies to meet budgeted expenses.
(The income column suggests guidelines for exceeding direct expenses in
order to cover indirect expenses and necessary developmental money).
Programs Enrollment Evaluation Income Per
1. Women's Programs 6-10 30 4.0 $100. - $200.
2. Industrial
Seminars 25-30 30 4.0 *250. - $500.
3. Non- Credit
Classes 175-225 20 to 1 - $150. « $350.
4. Extension
Classes 30-40 26 -
5. Contractual
Program 10-15 -30 4.25 $200. - $400.
6. University
• Extension 25-35 25 - $ 50.
7. Adult Basic ,
Education
Sections 6-8 70
17)
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Problem Goals are an attest to resolve an existing dilemma. Anong other
problem t they might include increasing efficiency, reducing costs,
clarifying procedures, etc.
FIGURE 9
A PROBLEM SOLVING GOAL
Develop a procedural guideline for the development of community service
programs. This objective will be considered achieved when the following
conditions exist:
I. The guideline is submitted and accepted by the Vice
President of Academic Affairs by January IS, 1973.
Innovative Goals are those which are new to the management of a given
operation. They have never been trie* before and could include the develop-
ment of a new program, implementing a new technique or trying out a
new evaluation system.
FIGURE 15
AN INNOVATIVE GOAL
Explore possibilities of offering junior and senior level courses on- campus
leading to a BA degree with available colleges and universities. This
will be accomplished when:
1. Meetings with two universities have been held.
2. One proposal for cooperation is developed and i*> lamented
for the 1973-74 school year.
Personal Goals are objectives which * manager sees as being relevant to his
position. UTthe case of educators, this might take the form of joining
professional orgmi rations, publishing, or working on an advanced degree.
Some quarters do not encourage the inclusion of personal goals into the
total »©0 process. There is some question as to whether or not a manager
should be evaluated, promoted, or given a raise on the basis of his personal
objectives. The final determination here might rest with the organization
in the form of a policy or as an understanding between the manager and
his superior.
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FIGURE II
A PERSONAL GOAL
My personal objective is to begin to earn a professional reputation.
This objective will be considered achieved when the following condtions
exist:
1, I have joined two professional organizations by January 1 , 1974.
2. I am serving on at least one professional committee not
associated with a professional organization,
3- I have two articles accepted fOT publication by professional
journals.
The ways that a goal can be measured for accomplishment will deoend upon
the type of goal. For example, routine goals are concerned with standard
output and are usually measured by non-performance of activities. Problem
goals, on the other hand, are concerned with something that is not up to
par. The accomplishment of. this type of goal is usually signified by
the implementation of a workable solution to the problem. Innovative
goals are new ideas and are typically measured by their degrees of
development,
FIGURE 12
MEASURING GOALS
TYPE OF GOAL
HON TO W-ASURE
ROUTINE
Standard
Output
Exception
PROBLEM*
Below
By
Standards
Solutions
INNOVATIONS
Something
By
New
Stages
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Management experts are pretty well in agreement that the higher the
Managerial position that a person occupies, the less time he should
spend on routine goals and the more time on innovative goals. Corres-
pondingly , lower eschelon managers should have a greater nronortion
of their time spent in routine goals and a lesser number in innovative.
FIGURE U
GOAL DISTRIBUTION VS. MANAGEMENT LEVEL
Executives
Mid -Management
Supervisors
Innovative Goals
Problem Goals
Routine Goals
To insure that the final product is a soundly prepared set of management
objectives, the following set of goal-setting guidelines is offered as
a checklist.
To account for the varying priorities that are placed upon a managers
goals, it is recommended that each goal be assigned a given value in
relation to the overall goals for the manager. By assigning priorities
to objectives, the manager has no trouble in determining which deserve
the most attention from his workload. This procedure also permits a
manager to better assess the accomplishments of his subordinates.
For exa^le, consider goals A, B, and C. Goal A is worth five percent
(5t), goal B ten percent (101) and goal C twenty-five percent (25%).
If the goals *ere not discerned from one another on the basis of priority,
they would presumably be of equal importance. But goal C is of greater
priority than goals A and B put together. So if the manager were to
accomplish two of his three goals or if he were to accomplish A and B
and not C, he would not have accomplished the greater percentage of his
goals. Conversely, by accomplishing goal C, he would have achieved more
than the total worth of goals A and B. Therefore, it is most important
that a manager be evaluated on the basis of the value of the goals
accomplished rather than on the number of goals accomplished. And this
attribute can be readily attained by assigning a percentage value to each
goal .
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COAL- SETT INC GUIDELINES
I. Check relevant sources.
A. Mission Statement
B. Institutional Goals
C. ^ong Range Plans
D. Past Goals
E. Goals of Other Managers
F. Job Description
II. Be succinct and simple
HI. Make realistic (attainable) , ye t challenging.
Limit number of goals to 10-15.
IV.
v - Vl*J± result desired, how achieved, criteria for
successful achievement.
VI. State criteria in ranges.
VII. Set target date.
VIII. Prioritize goals.
IX. Distribute throughout institution.
THE GOOD AND THE BAD
MBO is not a panacea for all of an organization's ills. It is merely one
mora tool that a manager can draw upon in meeting responsibilities and
obligations of his position. MBO often requires some rethinking of current
management practices. This rethinking may reveal the need for an in-service
administrative development program to equip managers with the skills to
successfully implement an MBO System. Obviously, an administrative
development program could be implemented in a variety of ways, i.e., seminars,
worKsnops, college courses, independent study, etc. Whatever the way,
the following topics are offered as suggestions for the content of the
program.
9
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MANAGEMENT DEVELOPMENT TOPICS
1. Role of Management
2. Management By Objectives
3. Organizational Development
4. Decision-Making
5. Interviewing
6. Delegation
7. Creativity
8. Motivation
9. Coaching and Performance Appraisal
10. Administrator-Secretary Relationships
Because the manager becomes more accountable and skillful, the entire
administrative structure might be reorganized to reflect a decentralized
decision-making process. Quite simply, this means that more decisions
will probably be made further down the administrative ladder. And
because all of this probably presents an unknown, and even a threat, to
pvsvailing attitudes, HMD can generate an atmosphere of apprehension.
This apprehension is probably dealt with be3t by phasing into MBO over
a period of two to five years. In fact, most authorities agree that
it takes MBO that long to reach optimal maturity.
FIGURE 16
m0 TIMETABLE
6 12 18 24 36
MOS. MOS. MOS. MDS. MOS.
ORIENTATION -
SELF-PRACTICE —
INSTITUTIONAL
EFFORT
EVALUATE PERFORMANCE
LINK TO REWARD SYSTEM
MANAGEMENT DEVELOPMENT
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As the timetable suggests, the organization moving into MBO should begin
with a 2-5 day orientation session on MBO concept* Depending upon the
circumstances and the prevailing attitudes of the institution, the
orientation may be conducted by a person or persons from outside of
the organization. Whoever leads the orientation session, it is advisable
to follow up with periodic progress visits and reports over the next
two to three years.
After the group has been introduced to MbO, it is suggested that they
be merely committed to a self-imposed practice of the technique for
the next few months. This tactic permits the managers to become
familiar and hopefully comfortable with the process. Once a general
air of acceptance seems to prevail throughout the institution, it is
time for the institution as a whole to practice WO as a management
team. Again, depending upon the situation, it is probably not a good
idea to hold the managers responsible for the success or failure of the
system. This is merely a "road-testing" period and is intended to
acquaint the organization and its members with MBO as a total institutional
process and effort.
Once the organization and its menfcers have had enough time to become
familiar with WO, and the organizational commitment to WO has become
finalized, the next step is to make it the accountability instrument
for the institution. Even at this point, however, it is probably best
not to tie WO to the managers 1 reward system. Once ha or she learns
that they can live with the system, the link to salary raises, merit
pay, bonuses, and promotion will be a less difficult transition.
All the while that the "phasing- in** is in process, the administrative
development program is in progress. The frequency and type of development
program will, of course, vary with needs of the organization and its
managers. And it is entirely conceivable that the management development
aspect will never cease. An on-going in-service training program is a
permanent fixture in many organizational settings.
Given these eventualities, WO could prove to be expensive. And to tap
it all off, the transition is not easy. Even where the transition has
been a success, there is sometimes a feeling that the system is too highly
performance-oriented and lacks concern for the human factor. (112:1)
It requires a lot of hard work for all parties concerned. The growing
number of organizations that are swishing to WO, however, indicates
that the effort might be well worth the reward. (116: 176-178). One
of the reasons that more and more institutions are turning to WO is
because it gets results.
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In this day of accountability, organizations must demonstrate accomplish-
ment. Enroute to demonstrating accomplishment, organizations are finding
that it pays to place more and more attention to the planning function.
Because planning is the backbone of MBO, management by objectives serves
a very real need. In addition to accomplishment, planning also yields
economies.
MBO is often championed for its ability to get the most and the best
from its practitioners. And because it promotes quality and productivity,
the organization tends to get more for its dollar. In addition to
stretching the dollar, MBO also deals with the problem of communication.
If the appraisal and performance review are properly conducted, they
can provide an effective vehicle for colleagues to exchange their
professionally relevant needs and wants. All-in-all, these positive
features tend to breed high morale and a positive work-a-day atmosphere.
FINAL WORD
Contrary to what some people might think, »0 is not and should not be
construed as an arbitrary and inflexible system. Its essence is planning,
accountability and accomplishment. That it manifests these traits is
the most important thing. That objectives are written in a certain
way or that some given steps are followed in implementing an MBO system
is not of paramount importance. In this writer's opinion, variations
on style and technique as well as exceptions to stated procedures are
acceptable insofar as the end result is a well-managed organization that
is going where it wants to go.
SELECTED REFERENCES
BOOKS
1 BANGHART, FRANK W. EDUCATIONAL SYST EMS A NALYSES : NEW YOHK: MACMILLAN, 1909,
2 BASS, BERNARD M. AND SAMUEL D. DEEP. CURREN T PERSPECTIVES FOH MA NAGI NG ORGANIZATIO NS:
ENGLEWOOD CLIFFS, NEW JERSEY; PRENTICE -HALL, 1970.
3 BECK, ARTHUR C, AND ELLIS D, HILLMAN, EDS. A P RACTICAL ORGANIZ ATION DEVELOI>MEN 1'
THROUGH MBO, READING, MASSACHUSETTS: ADDISON -WESLEY, 1972.
4 UERLO, DAVID K. THE PROCESS OF COMMUNICATION; AN INTRODUCTION TO THEORY AND
PRACTICE . NEW YORK; HOLT, RINEHART AND WINSTON, 1966.
5 CARNEGIE COMMISSION ON HIGHER EDUCATION. THE MORE EFFECTIVE USE OF RE SOU RCES - - AN
IMPERATIVE FOR HIGHER EDUCATION . NEW YORK: MCGRAW-HILL, JUNE, 1972.
6 CARNEGIE COMMISSION ON HIGHER EDUCATION. PAPERS ON EFFICIENCY IN THE MANAGEMENT OF
HIGHER EDUCATION , NEW YORK: MCGRAW-HILL, SEPTEMBER, 1972.
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ERIC ^
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4
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FILMS
102 HUMBU, JOHN. MANAGEME NT BY OBJECTIVES . I ON DON FILM SERJE6 RELEASED BY ASSOCIATED/*
BRITISH-PA THE LTD., 1969. g
1. "MANAGEMENT BY OBJECTIVES," MANAGEM ENT BY OBJECTIVES, LONDON? FILM RELEASE tj 8 Y
ASSOCIATED BRITISH PA THE LTD.. 1969. "
2. 'DEFINING I HE MANAGER'S JOB, ' MANAGEMENT BY OB JECTIVES. LONDON. FILlfl RELEASED
BV ASSOCIATED BRITISH -PA THE LTD., 1969 !
j PERFORMANCE AND POTENTIAL REVIEW. MANA GEMEN T BY OBJECTIVES, LONDON: FILM
RELEASED BY ASSOC1A TED 3K! T1SH PA THE. LTD.,
4. COLT- A CASE HIS TOR i, MANAGEMENT PV OBJECTIVES . LONDON- FILM RELEASED BV
ASSOCIATED BRITISH ^ A THE LTD., l%9.
AUD I O CASSETTES
OOIORNE, GEORGE S. THE E XE CUTIVE SKILLS, \ MIS IS A NEW SERIES OF MANAGEMENT CASSETTES
BY ^ . S, ODIORNE DESIGNED TO PROVIDE FACH MANAGE** WITH THf SKILLS NEEDED TO DO
HIS JOB AND TO MANAGE SUBORDINA 1 1 MANAGERS. REGARDLESS OF THE MANAGER'S FUNC •
TIONAL POSITION OR THE TYPE OF ORGANIZATION HE IS IN, THE CASSETTES ARE AS FOLLOWS:
1. WHAT ARE EXECUTIVE SKILLS^ - • WHY BUSINESSES FAIL,
2. THE ACTIVITY TRAP -- SYSTEMS APPROACH TO MANAGEMENT.
3. STYLES OF MANAGFMENT ~ CHOOSING A RELEVANT MANAGERIAL STYLE FOR THE 70'S,
4. IS THERE A MANAGEMENT FST AflLISHM EN T 7 IDIN f IKYING TOMORROW'S MANAGERS '
TODAY.
5 DEVISING MANAGERIAL STRA Tlot WHY DOING RIGHT IKN'T ENOUGH.
6. HOW TO SET NEW YEAR'S GOALS - GUIDES FOR CONVERTING LONG RANCF STRATEGIC
GOALS tN TO OPERATIONAL OBJECTIVE! • O t {
i or
ERLC
&
7. INDICATORS - THE SYMBOLS MANAC4ERS LIVE BY WHY PUTTING INDICATORS ON
SOMETHING MEANS IT IS BEING MANAGED.
8. WHY MANAGEMENT PROBLEMS DON'T GET SOLVED - AVOIDING CAUSE AND EFFECT
LADDERS.
9. INNOVATION - HOW MANAGERS MAKE THINGS HAPPEN - WHY ORGANIZATIONS NEED
INNOVATION TO STAY AFLOAT AND TO MEET EMPLOYEE'S PSYCHOLOGICAL NEEDS.
iO. MANAGING HIGH-TALENT MANPOWER ATTITUDES AND VALUES OF THE PROFESSIONAL
MIND.
1 !. THE APPRAISAL INTERVIEW WHY MANAGERS AND SUBORDINATES DISCUSS THE
LATTER'S PERFORMANCE ANNUALLY.
12. THE THREE-FACTOR THEORY OF MOTIVATION - MOTIVATION AS A PROPOSED
EXPLANATION OF HUMAN BEHAVIOR.
OTHER SOURCES
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l MM R*r % ' i •■, »?SMA
pT~ r ' ' • *
27
