Federal TVET Institute

Dept. of TVET Leadership &

Management
C O U R S E -T V E T M A N A G E M E N T ( V P D 2 0 4 )

BY: B E K R E H . ( P H D )
ADANE ABEJE
A B E B AW L E M M A

ADDIS ABABA
ETHIOPIA
 Course objectives:
Upon the completion of this course, students will be able to:

 Discuss the definition of TVET, Global Perception towards TVET and

the Role of TVET

 Explain the main issues of National TVET Strategy
Discuss the current trends and challenges in TVET worldwide
Define Management
 Demonstrate the fundamentals and functions of management
 Identify the management theories
Know methods of diversified management work
Understand the principles of Kaizen
Evaluate the importance of Quality Management System
“Education is the most powerful weapon
which you can use to change the world.”

Nelson Mandela
 Chapter One
1.1. Purpose of Education

According to UNESCO (1999), education is a single most

powerful means to improve the quality of life, the most
powerful weapons against poverty.

World Bank (2008) also describes as education plays a central

role in preparing individuals to enter the labor force as well as
equipping them with the skills needed to engage in lifelong.
 1.2. Definition of TVET

According to Wikipedia (UNESCO-UNEVOC, 2017), TVET is

education and training which provides knowledge and
skills for employment.
 Definition of TVET – cont.

TVET- refers to those aspects of the educational process

involving, in addition to general education, the study of
technologies and related sciences, and the acquisition of
practical skills, attitudes, understanding and knowledge
relating to occupants in various sectors of economic and
social life (UNESCO, 1999).
1.3. Worldwide perception about TVET

The 3rd International Congress of UNESCO on TVET,

Transforming TVET: Building skills for work and life,
informs that worldwide governments and other stakeholders
expect TVET to address multiple social and economic
development priorities, from poverty reduction, food security
and social cohesion to economic growth and competitiveness
(UNESCO, 2012).
 In 2007, the African Union drafted the Strategy
to Revitalize Technical and Vocational Education
and Training in Africa (African Union, 2007).

 The report states that there is a fresh awareness

among many African countries of the critical role
that TVET plays in the national development.

 Aim- To foster youth employment

 TVET as Global Development Agenda
Global Sustainable Development Goals 2015-2030
Goal 4. Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all

4.3 By 2030, ensure equal access for all women and men to affordable and
quality technical, vocational and tertiary education, including university

4.4 By 2030, substantially increase the number of youth and adults who have
relevant skills, including technical and vocational skills, for employment, decent
jobs and entrepreneurship.

4.5 By 2030, eliminate gender disparities in education and ensure equal access to
all levels of education and vocational training for the vulnerable, including
persons with disabilities, indigenous peoples and children in vulnerable situations
1.4. Role of TVET
The purpose of Technical and Vocational Education
and Training (TVET) is to equip people with the
technical and professional skills needed for socio-
economic and industrial development of the
country.

The emphasis is on training people for self-

employment.
Cont.
It is a major agent for industrial development as
well as for social progress of any country

It is a fundamental element in the development

equation because it allows individuals and societies
to unlock their potentials, expand their horizons and
adapt to the changes in the dynamic world (Nsiah-
Gyabaah, 2009).
Cont.
UNESCO (2004) clearly states the high importance of TVET in
education as follows:

Since education is considered as the key to effective

development strategies, technical and vocational education
and training must be the master key that can alleviate
poverty, promote peace, conserve the environment,
improve the quality of life for all and help achieve
sustainable development.
Cont.

UNESCO (2009), further explains TVET as an important

element in any national education system since production
and economic competitiveness in most areas are
increasingly dependent on specialized labor which needs
qualified labor sufficiently.
Cont.
 Technical and vocational education and training (TVET) has an
important role to play in preparing young people for the jobs of
tomorrow.

The multidisciplinary nature of TVET and its supposedly close links

to the world of work make it one of the educational sector that
contributes most to the training of skilled labor and gives both young
people and adults the knowledge required to carry out a trade.

For many, it is a main passport to employment and the possibility

of social advancement.
 Chapter Two
2.1. National TVET Strategy
 Technical and vocational Education and Training
(TVET) is an indispensable aspect of the educational
system of Ethiopia.

 Following the new Education and Training Policy of

1994, TVET in Ethiopia was not only tremendously
expanded and diversified, but efforts were also made to
make it relevant to the national development needs of the
country (MOE, 2005).
Cont.
The new and current TVET strategy which was developed in 2008 has
made an outcome-based (competence-based) education and training
the formal approach to TVET in Ethiopia (MOE, 2008):

The national TVET system, in line with many modern TVET systems
worldwide, will be re-organized into an outcome-based system.

This means that identified competences needed in the labor market

will become the final benchmark of teaching, training and learning,
and that all institutions, rules and regulations of the TVET system
will be (re-) defined so that they support citizens to become
competent (MOE, 2008, p. 21).
Cont.
 TVET in Ethiopia has therefore been reorganized into an
outcome-based system with the main emphasis on
competence development, which is also the point of
departure of competence-based education and training
(CBET).
Cont.
As envisioned in TVET strategic documents (MOE, 2005;
2008), the overall objective of TVET in Ethiopia is:

 to create a competent, motivated, adaptable and

innovative workforce in Ethiopia contributing to poverty
reduction and social and economic development through
facilitating demand-driven, high quality technical and
vocational education and training, relevant to all sectors of
the economy, at all levels and to all people (p.12).
Guiding Principles Of National TVET policy and
Strategy (MoSHE, 2020)

a) Labor Market Orientation

b) Relevance and Quality
c) Access and Equity
d) Outcome-based system of education and training
e) Decentralization
f) Innovativeness
Cont.

g) Transparency and responsiveness

h) Collaboration and linkage
i) Efficiency and effectiveness
j) Inclusiveness
k) Lifelong Learning
l) Flexibility
m) Greening TVET
n) Pathways
2.2. Outcome-Based TVET
THE EDUCATION AND TRAINING SYSTEM
SHOULD BEGIN AND END WITH THE
CUSTOMERS NEEDS
BUT! Who is the customer of the system?
• Commerce
• Industry
• Government
Commerce, Technical and
communicates needs and priorities
Industry Vocational
responds with
and Education &
system and programs / courses
to meet those needs
Government Training
Cont.
HOW ARE THESE NEEDS
IDENTIFIED AND
COMMUNICATED?
Usually through a job
analysis process with the
development of occupational
standards

AT...

The industry wide level or

organization level
Producing Industry Manpower
Requirements

Curriculum and
Occupational Standards
Learning Modules

Development Development of
of OS Curriculum

Recognition of
Assessment & Conduct of TVET Program
Certification Training
OUTCOME BASED
AS AN APPROACH TO LEARNING ...

 places most emphasis on what the learner

should be able to do
 is focussed on performance rather than on
learning process within specified times
 is concerned with the demonstration or
provision of evidence of KSA to a specific
level of Competence
Cont.

 TVET program is based on curriculum developed

from the occupational standards
 Learning is driven by competences written to the
occupational standards
 Local education and training is benchmarked to
international standards
 Cont.
 Learning module is defined as an instructional package dealing
with single conceptual unit of subject matter and enabling the
learner to master one module before entering another

 Training materials are directly related to the units of competence

and the learning modules

 Assessment of learners is based on performing competences

required by a specific learning outcome and by the occupational
standard as a whole
2.3. The Concept of Competence
Competence is a broad concept comprising the
possession and application of a set of skills, knowledge
and attitudes which are necessary to:
 successfully compete for jobs in the labor market;
 be a productive and adaptable entrepreneur, employee
or self-employed, and
 thus to contribute to personal empowerment in
economic and social development.
Dimensions of Competence

In line with the definition of competence MOE (2008), it also

stated that: Competence involves successful work
performance. As such it is usually seen to comprise four
dimensions, namely:
1. Task kills - this involves undertaking a specific workplace
task.
2. Task management skills - this involves managing a
number of different tasks to complete a whole work activity
Dimensions of Competence – cont.

3. Contingency management skills - this involves

responding to problems and irregularities
when undertaking a work activity. This
may involve dealing with:
 breakdowns
 changes in routine
 unexpected or a typical results or outcomes
 difficult or dissatisfied clients
Dimensions of Competence – cont.

4. Job/role environment skills - this involves dealing with

the responsibilities and expectations of the work
environment when undertaking a work activity. This may
involve:
 working with others
 interacting with clients and suppliers
 complying with standards operating procedures
 observing enterprise policy and procedures.
Competence
Knowledge

Skills

Attitude
7. Issues and Challenges of TVET in both developed and
developing countries
 Curriculum and multiplicity of provision, certification,
standard.

 Mind-set change and poor perception & recognition of

TVET

 Shortage of technical teaching staff.

 TVET lecturers’ scheme of service.

 High cost of technical education.

 Cont…
 Employability of graduates.
 Flexible access to TVET throughout life.
 Enculturation of life-long learning.
 Weak monitoring & evaluation
 Demand-Supply Mismatch
 Lacking in efficiency and quality
 Non-Homogeneous Participation of Ethnic Groups
 Attrition and Completion issue
 Cont…

The socio-economic environment and the contextual framework in

which TVET delivery currently operate in Africa may be described
by the following indicators:

i) Weak national economies characterized by low job growth, high

population growth, and a growing labor force:

ii) Shrinking or stagnant wage employment opportunities especially in

the industrial sector

iii) Huge numbers of poorly educated, unskilled and unemployed youth

iv) Educated but unemployed college and university graduates
v) Uncoordinated, unregulated and fragmented TVET delivery systems
vi) Low quality
 Cont…

vii) Geographical, gender and economic inequities

viii) Poor public perception

ix) Weak monitoring and evaluation

x) Inadequate financing

xi) Public versus private provision of TVET

xii) Threat of HIV/AIDS

 Chapter Three
Fundamentals of Management
3.1 What is Management?

Management is a set of activities (including planning,

organizing, staffing, leading, decision making and
controlling) directed at an organization’s resources
(human, financial, physical, time and information) with
the aim of achieving organizational goals in an efficient
and effective manner.
 All organizations - business, political, cultural or social are involved
in management because it is the management which helps and directs
the various efforts towards a definite purpose.

 Management is a purposive activity. It is something that directs

group efforts towards the attainment of certain pre - determined goals.

According to F.W. Taylor, “Management is an art of knowing what to

do, when to do and see that it is done in the best and cheapest way”.

 It is the process of working with and through others to effectively

achieve the goals of the organization, by efficiently using limited
resources in the changing world.
Efficiency:
 A measure of how well resources are used to achieve a goal. It is getting
high output or the same amount of output at the same amount of input or
lower input, respectively.

 Maximizing the organization’s productivity by wise utilization of scarce

resources.

 It is spending less & acquiring more by minimizing cost

 It is concerned with cost reduction

 It is doing things right

 Usually, managers must try to minimize the input of resources to attain

the same goal.
Effectiveness:

A measure of the appropriateness of the goals chosen (are these

the right goals?), and the degree to which they are achieved.

 It is providing the right product for the right person or customer

 It is doing the right things at reasonable cost (efficiently)

 Determine the success of the organization because it is doing

the right things
 3.2. Significance of management
Management is significant since,

 The coordination of resources is impossible without management

 It affects the establishment and re-establishment of many economic social and

political goals of the country

It helps in Achieving Group or Organizational Goals

 Optimum Utilization of Resources.

The success or failure of the organization mostly depends on the management

system because it is the wise utilization of scarce resources for unlimited human
wants.
3.3 Is Management a science, an art or a profession?

Management is science, in that it requires the use of

technical, diagnostic, decision-making skills, logics and
analyses.

And in addition it uses computers and quantitative formulas

to problems on hand. Problems can be solved using
systematic method.
 Management is an art as it requires the use of behavioral and
judgmental skills that cannot quantified the way scientific
information can be.

 An art may be defined as personalized application of general

theoretical principles for achieving best possible results

 Issues can be resolved using instinct and experience.

It requires use of: Conceptual, communication, interpersonal, and

time-management skills.
To say management is a profession it must fulfill the
following criteria:

 Specialized knowledge

 Competence in application

 Community service

 Social responsibility

 Self control/ code of conduct

 3.4. Levels of Management

The term “Levels of Management’ refers to a line of demarcation

between various managerial positions in an organization.

The number of levels in management increases when the size of the

business and work force increases and vice versa.

The levels of management can be classified in three broad categories:

1. Top level / Administrative level

2. Middle level / Executory

3. Low level / Supervisory / Operative / First-line managers

1. Top level management (top Managers)
 Top level management consists of highest rank managers of an
organization with different titles such as CEO, president, vice
president.

 Top managers are responsible for managing the entire organization

or major parts of it.

 The top management is the ultimate source of authority and it

manages goals and policies for an enterprise.

 It devotes more time on planning and coordinating functions.

The role of the top management can be summarized as follows

a. Top management lays down the objectives and broad policies of

the enterprise.

b. It issues necessary instructions for preparation of department

budgets, procedures, schedules etc.

c. It prepares strategic plans & policies for the enterprise.

d. It appoints the executive for middle level managers.

f. It is responsible for maintaining a contact with the outside world.

g. It provides guidance and direction.

2. Middle level management (middle Managers)

The branch managers and departmental managers constitute middle

level. They are responsible to the top management for the functioning
of their department.
The major functions of middle level management are:

Acting as intermediary between top and operating level management.

Translating long term plans into medium range plans.

Developing specific targets in their areas of responsibility

Coordinating inputs, productivity and outputs of operating level

managements. Achieving objectives set by top level management.
3. Operating (first level) management (first line Managers)

These are types of managers whose subordinates are non management

workers or operating employees. They are responsible for day-to-day
operation.

The major functions of operating level management are:

 Planning daily and weekly activities and accomplishment based on

the monthly, quarterly, and yearly plans.

 Assigning operating employees to specific tasks.

 Issuing instructions at the work place, following up, motivating and

evaluating workers and reporting to their superiors.
Levels of Management
 3.5. Managerial roles
A manager wears many hats. Not only is a manager a team leader, but he or
she is also a planner, organizer, cheerleader, coach, problem solver, and
decision maker — all rolled into one. And these are just a few of a manager's
roles.

In his classic book, The Nature of Managerial Work, Henry Mintzberg

describes a set of ten roles that a manager fills. These roles fall into three
categories:

 Interpersonal Role: This role involves human interaction.

 Informational Role: This role involves the sharing and analyzing of

information.

 Decisional Role: This role involves decision making.

1. Interpersonal:
 Figure Head Role
 Leader Role

 Liaison Role

2. Informational:
 Monitor Role
 Disseminator Role

 Spokesperson Role

3. Decisional:
 Entrepreneur Role

 Disturbance Handler Role

 Resource Allocator Role

 Negotiator Role
 Category Role Activity
Monitor  Seeks and receives information
relevant to the organization;
 scan periodicals, legal restrictions

Informational and reports; maintain personal

contact with stakeholders
Disseminator  Provide information where it is

needed in the organization members

via memos, reports, phone calls etc.
Spokesperson  Transmit information to outsiders via
reports, memos, and speeches
 Represent the organization in
different meeting
 Category Role Activity
Figure head  Represent the organization in a
symbolic way;
 Perform ceremonial and symbolic
duties, such as greeting visitors and
signing legal documents, cutting the
Interpersonal ribbon etc.
Leader  Direct and motivate subordinates to
achieve organizational goals; help,
council and communicate with
subordinates
Liaison  Acts as a go-between among
individuals inside and outside the
organization
 Maintain information links both
inside and outside organization via
mail, phone calls and meetings.
 Category Role Activity

Entrepreneur  Search out and initiate new

improvement projects;
 identify new opportunities, ideas and
delegate idea responsibilities to others
Disturbance  Handle unexpected events and crises
handler  Take corrective actions during disputes
Decisional or crises;
 resolve conflicts among subordinates;
adapt to environments

Resource  Decide who gets resources; prepare

allocator budgets;
 set schedules and determine priorities
Negotiator  Represent organizations during
negotiations of union contracts, sales,
purchases and budgets
 3.6. Managerial Skills
Not everyone can be a manager. Certain skills, or abilities to translate
knowledge into action that results in desired performance, are required to help
other employees become more productive

 Skill is ability to do something expertly and well.

 Managerial skills are enhanced through formal training, reading, and practice.

There are three principal skills that managers get through experience and
education. These are:
◦ Conceptual skills

◦ Human skills

◦ Technical skills
Conceptual skills

This skill calls for the ability to think analytically. Analytical skills enable managers
to break down problems into smaller parts, to see the relations among the parts, and
to recognize the implications of any one problem for others.
 Conceptual skill involves the ability to view the organization as a whole,
understand how the various parts are interdependent, and recognize its
relationships to large environment or business world.
 Are ability (or mental capacity) to conceive and manipulate ideas and abstract
relation-ships.
 the ability to analyze and diagnose a situation and find the cause and effect

 are more needed by top-level managers

The higher the management level, the more important conceptual skills become.
Human skills

This skill demonstrates the ability to work well in cooperation with others.

 Human skills emerge in the workplace as a spirit of trust, enthusiasm, and

genuine involvement in interpersonal relationships.

Human skills focus on working with people to accomplish goals through the use
of human resources.

 The ability to understand, alter, lead, and control people’s behavior

 Are needed uniformly at three levels of management. That is the need for human
skills at three levels of management remains fairly constant.

 No matter how human skills are acquired, they're critical for all managers because

of the highly interpersonal nature of managerial work.

Technical skills
 This skill requires the ability to use a special proficiency or
expertise to perform particular tasks.

 A manager’s specialized areas of knowledge and expertise, as well

as the ability to apply that knowledge.

The job-specific knowledge required to perform a task. Common

examples include marketing, accounting, and manufacturing.

 Technical skills are most important at lower levels of

management.
 Are greatly needed by first line managers.
 Skill Distribution at Various management
Levels

Skills
Management Levels
 3.7. Principles of Management (Henri Fayol)
1.Division of work
According to Fayol, specialization promotes efficiency of the
workforce and increases productivity.
So every work should be divided among the
individuals and groups according to their expertise and specializations.
2. Authority

The right to give an order and the power to exact obedience. The managers
should have the power to give orders but they should also remember that
with authority comes responsibility.
In other words, authority and responsibility go together and they are the two
sides of the same coin.
3. Discipline
Good conduct and respectful interactions.
Employees only obey orders if management play their part by
providing good leadership.

This management principle is essential and is seen as the oil to make

the engine of an organization run smoothly.

4. Unity of command

‘Unity of Command’ means that an individual employee should

receive orders from one manager and should be accountable to that
only.
5. Unity of direction

One head and one plan for a group of activities with the same objective.
people engaged in the same kind of activities must have the same
objectives in a single plan

In simple words, Unity of Direction means the entire firm will move in
the same direction.
6. Subordination of individual interests to the general interest

The interest of any one employee should never be given more

importance than the interest of the organization

Management must see that the goals of the firms are always paramount.
7. Remuneration
Motivation and productivity are close to one another as far as the smooth running of
an organization is concerned. This
management principle argues that the remuneration should be sufficient to keep
employees motivated and productive. Payment is
an important motivator. Pay should be fair to both the employee and the firm.

8. Centralization It
implies the concentration of decision making authority at the top level management
and sharing of authorities for the decision making process at middle and lower
levels of management. It is referred to as the decentralization. Fayol indicate that an
organization should strive for good balance in this principle.
9. Scalar chain (Line of Authority)
The line of authority from top to bottom of the organization.
Every organization has a hierarchical structure and employees should
know their position in the organizations hierarchy.

10. Order

A place for everything and everything in its place; the right man in the right
place.
According to this principle, employees in an
organization must have the right resources at their disposal, so that they can
function properly in an organization.
In addition to social order the
work environment must be safe, clean and tidy.
11. Equity A

combination of kindliness and justice towards the employees.

The management principle of equity is often included in the core values of an

organization.

According to Fayol, employees must be treated kindly and equally. Employees should

always be in the right place in the organization to do things of their expertise and skills.

12. Stability of tenure of personnel

Employees need to be given time to settle into their jobs, even though this may be a

lengthy period in the case of the managers

In every organization, employees must make an effort to

reduce employee turnover. Retaining employees should be the highest and top

priority of management as it also enhances the morale of an employee and increases

their productivity.
13. Initiative

Within the limits of authority and discipline, all levels of staff should be
encouraged to show initiative

Allowing all personnel to show their initiative in some way is a source of

strength for the organization

14. Esprit de corps

Harmony is a great strength to an organization; teamwork should be encouraged

An organization must make every effort to maintain group cohesion in the

organization.
It notes that dividing the competition is a clever
tactic’ but dividing your own team is a serious error.
 Chapter Four
Management Functions
 4.1. PLANNING
What is Planning?
 Planning is the systematic process of establishing a need and then
working out the best way to meet the need, within a strategic framework
that enables you to identify priorities and determines your operational
principles.

 Planning means thinking about the future so that you can do something
about it now.

This doesn’t necessarily mean that everything will go according to plan. It

probably won’t.

 But if you have planned properly, your ability to adjust, without

compromising your overall purpose, will be that much greater.
 Planning is the management of the organization's future in an uncertain environment.

It is the process of setting objectives and determining the steps needed to attain the
stated objectives.

 The focus of planning is about achieving the objectives and it does require

knowledge of the organization’s objectives and vision.

 Planning is the chalking out of the course of action.

 It’s the preparation of the blue print.

 It is the spelling out of what is to be done, when, how and by whom.

 Planning is the task of thinking in advance, i.e., before actually starting operations,

visualizing the future and finalizing the course of action. Planning is the function of
forecasting, framing of the objectives, policies, procedures, schedule, budget etc.
 ◦ What is to be done ------ Identification

◦ When is to be done ------ Time

◦ How is to be done ------- Method

◦ Where is to be done ------ place

◦ By Whom it is to be done ----- Person

Planning is important for several reasons:

 It provides direction for an organization by specifying objectives
 It reduces risk and uncertain of the future

 It allows organizational members to concentrate on common

organization's objective
 It provides criteria for decision making
 It provides basis for control or it facilitates control
 Types of Plans
Plan can be classified in to different types based on various criteria
(basis): repetitiveness, time dimension and scope or breadth
dimension.
1. Classification of plans based on repetitiveness
1.1 Single use plans
◦ Program
◦ Project
◦ Budget
 1.1 Single use Plans
It is a one-time activity, one that does not required a single-use plan
once the activity is accomplished.

Example: The need to move furniture from, one site to another

requires a single-use plan. When the move is completed, the
objective is achieved and the plan has little or no value in the future.

And also called a specific plan.

It come from the lower level Management.

 1.1 Single use Plans
Program and budget are kinds of single use plan
 program deals with the-who, what, where, when, how, and how
much of an activity.

 Budget predicts sources and amounts of income and stipulates

how income is to be used.
1.2. Standing Plans
Standing plans are type of plans which can be used again and again once they
made. They remain useful for long period in dealing with repetitive situations.

They include: policies, procedure, and rules.

Policy- is a general statement designed to guide employees' actions in recurring

situations.

 It establishes broad limits, provides direction, but permits some initiative and
discretion on the part of the supervisor.

 Policies are guidelines to decision making. Policies establish abroad framework

with in which managers at different levels make decisions.

 are general guide to thinking and action

Policies are important for an organization as they:
 Provide guidance to decision making
 Channels all decisions toward the attainment of objectives.
 Ensure consistency and uniformity in decision making.

Procedures: are sequences of steps or activities involved in making decisions or

performing other tasks.

A procedure is a sequence of steps or operations describing how to carry out an

activity and usually involves a group. It is more specific than a policy.

Rules; are on-going specific plans influencing human behavior or conducts at

work place. A rule is an established guide for conduct.

Rules include definite things to do and not to do.

 2. Classification of plans based on time dimension

2.1 Long range plans

 Long range plans are those plans which have longer time horizon; they are
concerned with distant future than immediate future.
 The time may range from 5 to 10 years based on the size and the type of
organizations.

2.2 Intermediate plans

Intermediate range plans are those plans with a time horizon between one
and five years. They range between long and short-term plans.

2.3 Short range plans

Short range plans are those plans with time dimension it is not possible to
have a right time horizon guide line.
 3. Classification of plans based on scope (Breadth)
3.1 Strategic plans
 Strategic planning produces fundamental decisions and actions that
shape and guide what an organization is, what it does, and why it does
it.

A strategic plan establishes the steps needed to achieve the

company’s strategic objectives and shapes the entire organization’s
direction.

It defines the organizational activities and the allocations of human

resources, finances, facilities and equipment.
 cont…
 Top level managers engage chiefly in strategic planning or long
range planning.

They answer such questions as:

 What is the purpose of this organization?

 What does the org. have to do in the future to remain competitive?

 Top level managers clarify the mission of the organization and
set its goals.

 The output needed by top management for long range planning is

summary reports about finances, operations, and the external
environment.

 Strategic planning is the process of developing and analyzing

the organization's vision, mission, overall goals, objectives general
strategies, and allocating resources.
3.2 Tactical plans

Top managements strategic plan becomes a frame work that sets the
dimension of the Middle level planning effort, the effort that produce
tactical plan.

Top level managers set very general, long-term goals that require
more than one year to achieve.

Examples of long-term goals include long-term growth, improved

customer service, and increased profitability.
 Middle managers interpret these goals and develop tactical
plans for their departments that can be accomplished within
one year or less.
 In order to develop tactical plans, middle management needs
detail reports (financial, operational, market, external
environment)
 It is the process of making detailed decisions about what to
do, who will do it, and how to do it.
 Tactical planning is the process of developing action plans

through which strategies are executed.

Tactical plan- is a plan used to develop means needed to activate

and implement strategy.

Generally, Tactical plans:

 performed by middle level managers

 Have shorter time frame, more detail and narrower scope than
strategic plans

 Guide submits of an organization

 3.3 Operational plans

Operational planning is the process of setting short-ran objectives

and determining in advance how they will be accomplished.

To sum up, Operational plans:

 Are first line managers' tools for exciting daily, weekly, and
monthly activities.

 Performed by operational level managers.

 Are Specific and more detail than others.

Vision: Nonspecific directional and motivational guidance for the entire organization.

Mission: An organization's reason for being. It is concerned with scope of the

business and what distinguishes this business from similar businesses.

Values: the accepted principles or standards of an organization

Goals: Goals are specific statements of anticipated results that further define the
organization's objectives.

Objectives: Objectives refine the mission and address key issues within the
organization such as market standing, innovation, productivity etc.

They are expected to be SMART: Specific, Measurable, Attainable, Reliable and

Time bounded.

Strategy: the method/ way which is used to achieve the objectives

 Steps of planning

Step-1 Establishing objectives

Step 2. Environmental Analysis and forecasting.

Step 3. Determining alternative course of Action

Step 4. Evaluating the alternatives

Step 5. Select the best alternatives

Step 6. Implementing the plan

Step 7. Controlling and evaluating the results

 Factors affecting planning

◦ Environmental condition

◦ Time

◦ Resource availability

◦ Skill and attitude of manager

◦ Collection and analyzing of data

 4.2. Organizing
An organization is a group of people working together to achieve
the specified goal.
Organization has the following characteristics
Coordination of efforts
Common goals
Division of Labor
Hierarchy of Authority
In general, organizations are characterized as being;
Purposive - common objectives to accomplish task
Peopled - cooperative efforts
Structured –hierarchal, rules & regulations, communication
 Classification of Organization
Formal organization
Is the official organizational structure created by management

Is an organization that is deliberately and rationally designed

and approved by management
Informal organization

Is the network of personnel and social relationships that arises

spontaneously as people associate with one another in a work
environment.

It is natural grouping of people in the work situation

Organizing is one of the functions of management that deals with
coordination of people & activities.

Organizing is establishing the relationship between the tasks to be

performed in an organization, the personnel and the physical
facilities needed.

Organizing function brings together human & physical resources in

orderly manner, arranges & coordinated with pattern to accomplish
objectives.
Organizing is the process of
 identifying and grouping tasks to be performed,

 assigning responsibilities and delegating authority

 establishing relationships

for the purpose of enabling workers to work most

effectively together in the accomplishments of objectives.
 Organizational Chart

Organizational Chart- is graphic illustration of the

organization’s management hierarchy and departments and
their working relationships.

Each box indicates position with in the organization and

each line indicates reporting relationships and lines of
communication.
Organizational chart remains useful because it provides different
important information regarding;

 Who reports to whom- that, chain of command.

 Span of control- how many subordinates does a manager have

 Channels of formal communication shown by solid lines that

connect each job (box)
 Bases of departmentalization
 Activities in each position
 The hierarchy of decision making
 Authority relationships
 Authority and Power
Authority: - is the formal and legitimate right of a manger to make
decisions, give orders, and allocate resources, is the right to
command.

Types of authority

i. Line authority

ii. Staff authority

iii. Functional authority

i. Line Authority

 Direct vertical relationship through which authority flows.

 The line of authority flows vertically downward from top

to bottom.

ii. Staff Authority

 Managers of line as well as staff departments have line authority over

their subordinates.

The job of staff is to give advice, information, suggestion and

guidance.
iii. Functional Authority

Functional authority is similar to line authority, but it is

exercised over a person who is not the immediate

subordinate of a manager.

The main reason for using functional authority is to take advantage of

the special knowledge and skill of functional specialists such as
purchasing or personnel manager.
 Responsibility and Accountability
Responsibility is the obligation to do assigned tasks. The individual
employee is responsible for being proficient at his or her job.

Accountability is answering for the result of one's actions or

omissions.
 Power
Power is ability to exert influence in the organization beyond
authority, which is derived from position.

SOURCES POWER CAN BE:

(i) Legitimate or position power – The power possessed by

manger and derived from the positions they occupy in the formal
organization.

This position power is broader than the ability to reward and punish,
as members need to accept the authority of the position
(ii) Reward power- The power that comes from the ability to
promise or grant rewards

(iii) Coercive power – is a power which enables mangers to force

individuals to attain their work assignments or to punish
those workers who failed to attain their job assignments.

(iv) Referent (charismatic) power –refers to a person who has

desirable resources or personal traits and qualities

(iv).Expert Power- is power derived from an individual’s knowledge

and expertise.
 Delegation, Centralization and Decentralization

Delegation is the process of assigning authority and creating

obligation to accomplish objectives.

It is the down ward transfer of formal authority from one person to

another.

Centralization is a philosophy of management that focuses on

systematical retaining of authority in the hand of higher level
managers.

i.e. it is the degree to which decision-making is concentrated in top

management's hands.
Decentralization is a philosophy of management that focuses on
systematical delegation of authority through out the organization to
middle and lower level managers.

It is the extent to which decision-making authority is pushed down

the organization structure and shared with many lower-level
employees.
 4.3. Staffing
 Staffing can be defined as one of the most important functions of
management.

 It involves the process of filling the vacant position of the right

personnel at the right job, at right time.

concerned with determining and obtaining the proper kind of personnel

both in quality and quantity.

 According to Koontz and O’Donnell, “Staffing involves manning the

organization structure through proper and effective selection appraisal
and development of personal to fill the roles designed into the
structure.”
 Importance of Staffing
a) Helps in finding efficient worker

b) Helps in increased Productivity

c) Maintains Harmony

d) Helps in morale boosting

e) Helps in Optimum utilization of human resources

 Staffing Process
 Manpower Planning (estimating man power in terms of searching,

choose the person and giving the right place)

 Recruitment, selection & placement
 Induction and Orientation
 Training & development
 Remuneration
 Performance appraisal
 Promotions & transfer
 Compensation
 Separation
 4.4. Directing
 Directing is concerned with the initiation of organized action and
stimulating people to work.

 It involves issuance of orders, instructions and leading and

motivating the employees to execute them.

 Directing is the inter-personal aspect of management which deals

directly with influencing, guiding, supervising and motivating the
subordinates for the accomplishment of pre-determined objectives.

Planning, organizing, staffing are merely preparations for doing the

work but the work actually initiates through directing function.
 It is said to be the heart of management process

Importance of Directing
 Initiates action
 Creates a Sound work environment
 Develop managers
 Behavioral satisfaction
 Increase in productivity
 Achieves coordination
 Facilitate control, change and growth
 Enable to cope with the changes
 Helps in efficient utilization of resources
 Elements of Directing
They are:
1. Supervision
2. Communication
3. Motivation and
4. Leadership
 4.5. Controlling
It implies measurement of accomplishment against the standards
and correction of deviation if any to ensure achievement of
organizational goals.

The purpose of controlling is to ensure that everything occurs in

conformities with the standards.

According to Theo Haimann, “Controlling is the process of

checking whether or not proper progress is being made towards the
objectives and goals and acting if necessary, to correct any
deviation”.
Therefore controlling has following steps:

a) Establishment of standard performance.

b) Measurement of actual performance.

c) Comparison of actual performance with the standards

and finding out deviation if any.

d) Corrective action.
 Characteristics of effective control systems

o Accuracy
o Timely
o Economical
o Focus on critical points
o Acceptability
 4.6. Decision Making

Decision Making is the process of selecting an alternative course of

action that will solve a problem.
The first decision is whether or not to take corrective action.
Decision Making process
I. Identifying the problem
II. Identify the limiting or critical factors
III. Develop alternative solutions.
IV. Analyze the alternatives.
V. Select the best alternative solutions.
VI. Implement the chosen alternative.
VII. Establish a control and evaluation system
 Chapter Five

DIVERSITY MANAGEMENT IN A WORKPLACE

Diversity in the workplace means bringing together people of
different ethnic backgrounds, religions and age groups into a
cohesive and productive unit.
Strategies for dealing with diversity in the workplace
 Recognition
 Fairness
 Focus on yourself
 Employee assessments
 Encourage interaction
 Diversity problems in the workplace
 Communication
 Opposition to change
 Implementation
 Managing diversity
Importance of diversity in the workplace to employees
 Mutual respect
Conflict resolution
Institute/organization reputation
Job promotion
Increased exposure
Increased innovation, reduced turnover, attracts top talents,
announce adaptability.
 Individual Assignment (30%)

1. Do you believe that TVET be able to a means for poverty

reduction in developing countries?
 If you agree with this, how TVET would play an important role

in poverty reduction?

2. According to the new Ethiopian TVET strategy there are guiding

principles of TVET system. List the guiding principles one by one

and try to discuss how far each of them are practicable in our

TVET colleges/institutions.
3. Try to analyze the current experience of your college management
team and write a short report how the management team practically
exercise the five management functions. Namely planning,
organizing, staffing, directing and controlling.