Topic C03: Management Functions for Organisation Topic Overview p.

Topic Overview
Topic BAFS Compulsory Part - Introduction to Management
C03: Management Functions for Organisation
Level S4
Duration 2 lessons (40 minutes per lesson)

Learning Objectives:

1. To understand the process of management; and

2. To understand the 4 functions of management: planning; organising; leading
and controlling.

Overview of Contents:

Lesson 1 Planning and Organising

Lesson 2 Leading and Controlling

Resources:

„ Topic Overview and Teaching Plan

„ Powerpoint Presentation
„ Student Worksheet with Answer

Suggested Activities:

„ Case study
„ Brainstorming

BAFS Learning and Teaching Example

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Topic C03: Management Functions for Organisation Topic Overview p.2

Lesson 1
Theme Planning and Organising
Duration 40 minutes

Expected Learning Outcomes:

Upon completion of this lesson, students will be able to:

1. Analyse the process of management;

2. Define the planning function of management; and
3. Define the organising function of management.

Teaching Sequence and Time Allocation:

Time
Activities Reference
Allocation
Part I: Introduction
— Teacher starts the lesson by describing the
PPT #2-4 3 minutes
background of the Annual Bazaar case.

Part II: Content

— Activity 1: Case Study (Part I) PPT#5-10
„ Students form groups of five to six and act as Student
a committee of the bazaar. Worksheet
„ Have students read Part I of the Annual pp.1-2
Bazaar case carefully and complete the tasks.
„ Teacher invites volunteers to present their
17 minutes
answers. Teacher gives feedback.
— Teacher concludes the presentation by defining PPT#10-12
management and introduces the four management
functions, i.e. planning, organising, leading and
controlling.
— Teacher explains the function of planning. PPT#13
— Activity 2: Case Study (Part II) PPT#14-17
„ Have students read Part II of the Annual Student
Bazaar case carefully and complete the tasks. Worksheet
17 minutes
„ Teacher invites volunteers to present their pp.3-4
answers. Teacher gives comments.
— Teacher concludes the presentation by defining PPT#18-20

BAFS Learning and Teaching Example

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Topic C03: Management Functions for Organisation Topic Overview p.3

the function of organising. Teacher explains the

purposes and common methods of organising.
Part III: Conclusion
— Teacher concludes the lesson by reviewing the
3 minutes
key concepts taught.

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Topic Overview p.4

Lesson 2
Theme Leading and Controlling
Duration 40 minutes

Expected Learning Outcomes:

Upon completion of this lesson, students will be able to:

1. Define the leading function of management; and

2. Define the controlling function of management.

Teaching Sequence and Time Allocation:

Time
Activities Reference
Allocation
Part I: Introduction
— Recap the four management functions and the
concept of planning and organising. PPT#12 3 minutes

Part II: Content

— Activity 3: Case Study (Part III) PPT#21
„ Students remain in their group from the Student
previous class, read Part III of the Annual Worksheet
Bazaar case carefully and answer the pp.5-6
questions.
„ Teacher invites volunteers to present their 15 minutes
answers.
— Teacher concludes the case study and introduces PPT#22
the leading function.
— Teacher explains motivation and Maslow’s PPT#23-24
hierarchy of needs. (Note: This part is optional)
— Activity 4: Brainstorming
PPT#25-26
„ Have students name two great leaders and
Student
point out their characteristics. 5 minutes
Worksheet
„ Based on their ideas, teacher summarises the
p.7
traits of good leaders.

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Topic C03: Management Functions for Organisation Topic Overview p.5

— Activity 5: Case Study (Part IV) PPT#27

„ Students read Part IV of the Annual Bazaar Student
case carefully and answer the questions. Worksheet
„ Teacher invites volunteers to present their pp.8-9
answers. 12 minutes
— Teacher concludes the case study and introduces PPT#28
the controlling function.
— Teacher explains the importance and different PPT#29-31
stages of a controlling process.
Part III: Conclusion
— Teacher concludes the session by playing the
matching game from the PowerPoint slides.
PPT#32-33 5 minutes
Relate the game to the different tasks involved in
organising the school bazaar.

BAFS Learning and Teaching Example

As at April 2009
 The Annual Bazaar
BAFS Compulsory Part
z An annual bazaar is a tradition of your
Introduction to Management school hosted by students, teachers,
alumni and parents.
Topic C03:
z It will be held in two months.
Management Functions for
z Each class will set up their own booth.
Organisation

Technology Education Section

Curriculum Development Institute
Education Bureau, HKSARG
April 2009 Topic C03:
BAFS Compulsory Part
Management Functions for
1 Organisation
2 Learning and Teaching Example

Introduction Lesson 1
This session aims to provide students with a fundamental understanding
of the four functions of management: planning, organising, leading and This session introduces the four functions of management: planning,
controlling. organising, leading and controlling through a case study related to
organising a fictitious school event, The Annual Bazaar.
Duration Start the lesson by explaining the background of the Annual Bazaar.
Two 40-minute lessons

Contents
Lesson 1 – Planning and Organising
Lesson 2 – Leading and Controlling

1 2
 Objectives of the Annual
Bazaar Prizes of the Annual Bazaar
z To raise fund for charities z “The Most Funds Raised” Award
z To develop students’ sense of belonging z “The Most Creative Stall Design” Award
z To enhance communication between z “The Most Innovative Product” Award
parents and teachers z “The Funniest Game” Award
z To reunite alumni z “The Most Environmental Friendly” Award
z To provide extracurricular activities for
students

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3 Learning and Teaching Example Organisation
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Explain to the class the objectives of the bazaar. Explain to the class that different prizes are to be awarded to participants.

3 4
 Activity 1: Activity 1:
Case Study (Part I) Case Study (Part I)
z Form groups of five to z Read the case carefully.
six. z Discuss and complete Task 1 of Activity 1.
z You are a member of
the Annual Bazaar
committee.
z Elect a leader as the
chairperson of the
committee.
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Activity 1 : Refer to the Student Worksheet p.1, ask students to read the case carefully.
Then discuss and complete Task 1.
Have students form groups of five to six. Elect a group leader as the
chairperson of the Annual Bazaar committee.

5 6
 Activity 1: Case Study (Part I)
Task 1: Goal Setting Goal Setting
z Why do we set goals in the first place?
z Report the goal(s) of z What will happen if no goal is set?
your group to the class.

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Invite students to report their goal(s) to the class.
Reasonable answers from students are acceptable in Task 1 of Part I of the
case study.
Teacher may remind students to be ‘SMART’ when setting their goals.
‘SMART’ = Specific; Measurable; Attainable; Result-oriented; Time-limited.
Following the presentations, teacher asks the class to comment on these
two questions. Teacher then explains the benefits of defining
objectives/goals:
1. Improve performance – studies show that when challenging goals are
set, performance increases;
2. Clarify expectations – the objectives/goals allow people to expect the
possible outcome;
3. Help controlling – well-defined goals facilitate the assessment of
progress and performance; and
4. Enhance motivation – People gain recognition and rewards when
targets are met. The sense of achievement motivates people.

7 8
 Activity 1: Case Study (Part I)
Task 2: Work Schedule What is Management?
z Present the work Setting up a Running a business
booth
schedule drafted
by your group.
=
Coordination
Coordination of
of work
work activities
activities

i.e.
i.e. Management
Management
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Ask students to share their work plan with the class. Teacher comments on Teacher specifies the process of organising a bazaar is similar to setting-up
the design and feasibility of the students’ plans. a business. They both require clear objectives and coordination of tasks to
achieve common goals. This is what ‘management’ means.

9 10
 What is Management? Four Management Functions
z The process of coordinating work activities
so that they are completed efficiently and

Planning

Organising
effectively with and through other people
- Efficiency involves making best use of an
organisation’s resources
z Do things right
- Effectiveness involves pursuing the
Controlling Leading
appropriate goals
z Do the right things
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Explain to students what management means. Also introduce the concepts Explain the four management functions: planning, organising, leading and
of efficiency and effectiveness. controlling.
Each function will be discussed in detail later.

11 12
 Activity 2:
Planning Case Study (Part II)
z Planning involves z Read Part II of the Annual Bazaar case
z Identifying and selecting the goals; carefully.
z Establishing an overall strategy for achieving z Complete the tasks.
these goals; and
z Developing a comprehensive set of plans to
integrate and coordinate organisational work.

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Explain the function of planning which involves goals setting and methods Activity 2 :
for reaching the goals.
Referring to the Annual Bazaar case, the goals included raising money, Have students read Part II of the case carefully, discuss and complete Task
winning prizes and learning by playing through organising a school function. 1 on Student Worksheet p.3.
A work plan has to be established according to the goals. For example, in
order to win the Funniest Game Booth Award, the group will design or
innovate funny games that are new to everyone.
The suggested plan may include assigning group members to explore
television programmes from other countries, such as Taiwanese and
Japanese shows, for ideas when designing their games.

13 14
 Activity 2: Case Study (Part II) Activity 2: Case Study (Part II)
Task 1: Job Specifications Task 2: Job Assignment
z Identify the different tasks needed to be z Assign roles and job duties to each
accomplished for the bazaar. group member.
z Share your ideas with the class.

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• Ask the class to complete Task 1 of Part II of the case study. Have students complete Task 2 of Part II of the case study.
• Invite students to present their answers.
Invite students to present their answers.
Answers will vary but typical tasks include: Answers may be varied but typical posts include:
• Overall coordination; • Chairperson of the committee;
• Liaison with school and external parties; • Vice-chairperson of the committee;
• Budget and financial control; • Treasurer;
• Sourcing and purchase of products; • Product designer;
• Production of products; • Game designer;
• Designing and decoration of booth; • Marketing officer; and
• Games design; • Human Resources officer.
• Manpower arrangement; etc.

15 16
 Activity 2: Case Study (Part II)
Task 3: Organisational Structure Organising
z Use the roles suggested in Task 2 to z Organising is the process of creating an
create an organisational structure for your organisational structure.
group.

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Have students complete Task 3 of Part II of the case study. Teacher concludes Part II of the case study and introduce the management
Invite students to present their answers. function of organising.
For a school function like the Annual Bazaar, the structure of the committee Organising function involves the deployment of employees and allocation of
should be quite simple. There is usually a chairperson leading a group of resources, tasks identification, delegation and team building.
students. Each student is in charge of different duties. Based on students’
answers, teacher may ask them whether a committee can be organised in a
different form.

17 18
 Purposes of Organising Common Ways of Organising
Delegate
Delegate
By By
By
responsibilities
responsibilities By
Product Area
Area
Product
Assign
Assigntasks
tasks Establish
Establish
relationship
Ways
Waystotocreate
create
relationship
Purposes
Purposesof of an
anorganisational
organisational
organising
organising structure
structure

Establish
Establishlines
lines Allocate
Allocate By By
of resources
By By
ofauthority
authority resources Function Customer
Function Customer

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19 Learning and Teaching Example Organisation
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Using the Annual Bazaar as an example, teacher explains to the class that
the purposes of organising are:
1. To break down the tasks into specific department or section;
2. To assign responsibilities associated with individual role;
3. To establish relationships between teams and departments;
4. To establish formal lines of authority; and
5. To allocate organisational resources.
Explain to the class there are different ways to organise a company.
By products – business units are organised according to different product
lines, e.g. a financial institution is organised by different lines of businesses
such as banking, insurance, securities, professional services, etc.
By areas – business units are organised according to different geographical
areas or markets, e.g. a consumer products manufacturer is organised by
divisions covering Greater China, Asia, Europe, North America, etc.
By functions – business units are organised according to different functions,
e.g. a firm with separate departments responsible for production, sales and
marketing, finance, human resource, etc.
By customers – business units are organised according to different types of
customers, e.g. a company with two customer service teams. One serves
the retailer and the other serves the wholesaler, etc.

End of Lesson 1

19 20
 Activity 3:
Case Study (Part III) Leading
z Read Part III of the Annual Bazaar case z Leading is the process of influencing,
carefully. directing and motivating a group towards
z Answer the questions. the achievement of goals efficiently and
effectively.

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21 Learning and Teaching Example Organisation
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Lesson 2 Explain the management function of leading to the class. It is the process of
influencing, directing and motivating people to achieve goals within an
organisation.
Start the lesson by recapping the four functions of management, i.e.
planning, organising, leading and controlling. Referring to Part III of the case study, the committee wants to raise their
classmates’ interests to participate in the Annual Bazaar. They also needed
assistance in the preparation process. Therefore, the committee needed to
Activity 3 : influence, direct and motivate classmates with different methods.

Ask students to read Part III of the case carefully, discuss and answer the
questions.
Referring to the Annual Bazaar case, ask students to indicate their
perspectives of the event. “Were they motivated?”, “How was the
participation?”
Part III of the case highlights one element of the leading function, i.e.
motivating a group to accomplish common goals.
See following slides for discussion of motivation.

21 22
 Motivation Hierarchy of Needs
z The willingness to work hard
Self-
Self-
to achieve certain goals. actualisation
z People are motivated if their Esteem
efforts lead to satisfaction of
needs. Social

z What were your needs when Safety

you were setting up the
Physiological
Annual Bazaar?
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23 Learning and Teaching Example Organisation
24 Learning and Teaching Example

Explain the concept of motivation which is defined as the willingness to try
hard in order to reach certain goals. When their effort successfully leads to
the satisfaction of needs, people become motivated. The more they want be
satisfied, the higher the motivation is.
Ask the class what their needs were when they were setting up the Annual
Bazaar?
Teacher may refer to Maslow’s hierarchy of needs to guide students answer
the question. (See next slide for the hierarchy of needs.)
This part is optional.
According to psychologist Abraham Maslow, there exists a hierarchy of five
types of needs within a person. They are:
• Physiological needs – survival needs, e.g. food, drink, shelter, etc.;
• Safety needs – needs pertaining to security and protection from
threats;
• Social needs – the desire to affiliate with and accepted by others;

. • Esteem needs – desire to have positive self-image, status, recognition

and attention by others; and
• Self-actualisation needs – desire to develop one’s capabilities and
achieve full potential.

When one level of need is satisfied, one will move up to the next level of
need in the hierarchy.

Teacher can make use of this pyramid to help students analyse their needs.

23 24
 Activity 4: Brainstorming Traits of Good Leaders
z Name two great
Drive
Drive
leaders you admire
most. Job-
Job-relevant
Job-relevant Desire
Desiretoto
knowledge
knowledge lead
lead
z Indicate their Traits of
characteristics. Good leaders
Honesty
Honesty andand
intelligence
intelligence integrity
integrity
Self-
Self-
Self-
confidence
confidence
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25 Learning and Teaching Example Organisation
26 Learning and Teaching Example

Activity 4 : Summarise the traits of good leaders.

Another important issue of the leading function is the study of leadership.
This activity aims to identify the characteristics of good leaders. There are
different theories of leadership. One theory looks at the traits of leaders and
another looks at the behaviour of leaders. Features of an effective leader
will be illustrated in this activity.
Ask students to name two great leaders they admire most. The leaders can
be friends, relatives, teachers, school principals and public figures.
Indicate the features that make them great leaders.
Have students put these features on the board.
Based on their answers, teacher concludes:
• Some common characteristics of leaders from the students’ lists
• How do these characteristics relate to personality traits, i.e. drive,
desire to lead, honesty and integrity, self-confidence, intelligence and
job-relevant knowledge, or to behaviour such as democratic or
autocratic.
• Traits are the internal characteristics such as physical (e.g. muscular),
personality, skills, abilities and social factors of a person.
According to the trait theory of leadership, good leaders possess the
following traits:
• Drive – a high desire for achievement;
• Desire to lead – wants to influence and lead people;
• Honesty and integrity –is truthful and have high consistency between
word and deed;
• Self-confidence – absence of self-doubt;
• Intelligence – ability to create visions, solve problems and make
correct decisions; and
• Job-relevant knowledge – high degree of knowledge about the
business.

(Source: adapted from “Leadership: Do Traits Really Matter?” by S.A.

Kirkpatrick and E.A. Locke, Academy of Management Executive, May 1991,
pp. 48-60.)

25 26
 Activity 5: Case Study (Part IV) Controlling
z Controlling is the process of monitoring
activities
z Read Part IV of the
Annual Bazaar case z ensures activities are completed as
carefully. planned
z Answer the questions. z corrects deviations.

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27 Learning and Teaching Example Organisation
28 Learning and Teaching Example

Activity 5 : Make use of the answers from Annual Bazaar case, explain to the class the
management function of controlling.
• Have students read the case carefully, discuss and answer the questions. For example, students made a list for their major duties and created an
agenda while preparing for the Annual Bazaar
• Invite volunteers to present their answers and encourage the class to
comment.
Answers may vary. Here are the model answers:
• Booth design;
• Product sourcing;
• Sponsors solicitation;
• Recruitment;
• Marketing;
• Games design; and
• Booth construction and decoration.

27 28
 The Importance of Controlling Control Process

Determine
Determine Performance
Performance
areas
areas Set
Setcriteria
criteria
Planning Controlling evaluation
evaluation
of
ofcontrol
control

Organising Goals Compare

Compare
Standards
Standards performance
performance
not
notmet
met against
againststandards
standards
Leading Controlling
Corrective
Corrective Standards
Standards
action
action met
met
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29 Learning and Teaching Example Organisation
30 Learning and Teaching Example

Explain the importance of controlling. Explain the basic control process which includes the following steps:
Point out that goals setting, team organisation and staff motivation do not 1. Determine which areas needed to be controlled;
guarantee goals accomplishment. A responsible manager has to ensure 2. Set criteria for performance evaluation;
that the tasks are carried out as planned and take necessary remedial
actions in case of deviation in order to achieve the objectives. 3. Evaluate the actual performance;
4. Compare performance against standards;
5. If performance meets or exceeds standards, the performance is
recognised as positive.
6. If performance does not meet standards, corrective action may be taken
or the standards needed to be adjusted.

29 30
 Control Process Matching Game

Approved
Approvedbyby Keep
Keep 1.
1. A.
A. Influence,
Influence,direct
directand
andmotivate
motivatepeople
people
Booth
BoothDesign
Design committee
committee track
trackof
of Planning
Planning to achieve goals
to achieve goals
on
on15-Nov
15-Nov the
theprogress
progress
2.
2. B.
B. Define
Definegoals,
goals,establish
establishstrategies,
strategies,
Organising
Organising develop
develop plan andcoordinate
plan and coordinateactivities
activities
Not
Notapproved
approved Compare
Compare
by
bythe
the performance
performance 3.
3. C.
C.Identify
Identifytasks,
tasks,delegate
delegateroles
rolesand
andassign
assign
committee against
committee againststandards
standards Leading
Leading teams
teams

Redesign
Redesign&& Approved
Approvedbyby
4.
4. D.
D. Monitor
Monitorperformance,
performance,compare
compareititwith
with
set
setnew
newdeadline
deadline committee
committee Controlling
Controlling standards
standardsand
andmake
makecorrection
correction
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31 Learning and Teaching Example Organisation
32 Learning and Teaching Example

Use a task to illustrate the control process. Conclude the session by asking the class to match the definitions of the four
management functions. Relate the Annual Bazaar to these functions.
See next slide for the answer.

31 32
Answer to Matching Game

1.
1. A.
A.Influence,
Influence,direct
direct and
andmotivate
motivateto
to
Planning
Planning achieve goals
achieve goals

2. B.Define
B. Definegoals,
goals,establish
establishstrategies,
2.
Organising
Organising develop
developplan
planand
strategies,
andcoordinate
coordinateactivities
activities
The End
3.
3. C.
C.Identify
Identifytasks,
tasks,delegate
delegateroles
rolesand
and
Leading
Leading assign
assignteams
teams

4.
4. D.Monitor
D. Monitorperformance,
performance,compare
compareititwith
with
Controlling
Controlling standards
standardsand
andmake
makecorrection
correction
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33 Learning and Teaching Example Organisation
34 Learning and Teaching Example

End of Lesson 2

33 34
Topic C03: Management Functions for Organisation Student Worksheet p.1

BAFS Compulsory Part - Introduction to Management

Topic C03: Management Functions for Organisation

Activity 1: Case Study (Part I)

Form groups of five or six students. Read the following case carefully and
complete the tasks.

The Annual Bazaar

Your group is responsible for organising activities. Should you

assemble a sales stall or a game booth?

Task 1: Goal setting

Firstly, identify your goal(s). Explain why you participate in the

Annual Bazaar. Give reasons for your decision.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Student Worksheet p.2

Task 2: Strategy

After setting the goal(s), your group has to create an action plan.

Assuming that the Annual Bazaar would be held in 3 months,

draft a schedule for your action plan. (Hints: tasks include
product design and production, booth design, sponsors finding,
game design, marketing, labor, etc.)

Action Descriptions

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Student Worksheet p.3

Activity 2: Case Study (Part II)

Read the following case carefully and complete the tasks.

The Annual Bazaar

The committee is going to arrange the structure of the project

and delegate roles accordingly.

Task 1: Job Specifications

Make a list of what needs to be done for the bazaar.

(a) _____________________________________________

(b) _____________________________________________

(c) _____________________________________________

(d) _____________________________________________

(e) _____________________________________________

(f) _____________________________________________

(g) _____________________________________________

(h) _____________________________________________

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Student Worksheet p.4

Task 2: Job Assignment

Identify roles and their job duties. Assign a role to each group
member.

Title / Post Duties Person-in-charge

Manage the coordination of
Chairperson
the event

Task 3: Organisational Structure

Illustrate an organisational chart for your committee.

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Student Worksheet p.5

Activity 3: Case Study (Part III)

Read the following case carefully and answer the questions.

The Annual Bazaar

Your group has been working very hard on the event. The
committee seeks participation and assistance from every
classmate. Your group wants to encourage more classmates to
participate in the event. Work as a group; decide whether the
following 4 methods will motivate the class. Explain why and why
not.

(a) Have your teacher reinforce mandatory participation..

______________________________________________

______________________________________________

______________________________________________

(b) Have your teacher award the participants.

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Topic C03: Management Functions for Organisation Student Worksheet p.6

(c) Explain the purposes and value of the Annual Bazaar. Provide
opportunities for students to utilise of their strengths.

(d) Suggest other methods to motivate your classmates. Be as

specific as possible.

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Student Worksheet p.7

Activity 4: Brainstorming

Name two people who you consider great leaders. They could be your
friends, relatives, teachers, principals, or public figures.

(a) ____________________________________________________

(b) ____________________________________________________

What makes them great leaders? What are their characteristics?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Student Worksheet p.8

Activity 5: Case Study (Part IV)

Read the following case carefully and complete the tasks.

The Annual Bazaar

Your group is developing methods to monitor the progress of the

action plan. You need to ensure the action plan will be carried out
successfully.

List the major tasks in your action plan.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

BAFS Learning and Teaching Example

As at April 2009
Topic C03: Management Functions for Organisation Student Worksheet p.9

Assign roles to each task from your list on page 8. Determine the
job duties and requirements. Set deadlines for completion of
tasks.

Person
Task Requirements and deadline
responsible
Booth To be approved by organising
Chan Tai Man
design committee by 15-Nov

BAFS Learning and Teaching Example

As at April 2009