16 Controlling I

Structure

1.0   Objectives

1.1   Introduction

1.2   Characteristics of Controlling

1.3   Types of Control

1.3.1  Feed Forward Control

1.3.2  Concurrent Controls

1.3.3   Feedback Controls

1.4   Summary

1.0 Objectives

At the end of the session learners will be able to,

• Explain the meaning of controlling process
• Explain the characteristics of controlling
• Explain the types of controls

1.1 Introduction

The leadership plays very important role in the development of an institution. The leader not only directs people but also supervises and continuously keeps record of the work being done. The most important functions of management helps manager to control processes and strategies is known as controlling. Controlling is an important function of management which all the managers are required to perform. In order to contribute towards achievement of organizational objectives, a manager is required to exercise effective control over the activities of his subordinates.

Thus, controlling can be defined as a managerial function to ensure that activities in an organization are performed according to the plans. Controlling also ensures efficient  and  effective  use  of  organizational  resources  for  achieving  the  goals. Hence, it is a goal oriented function.

Different management experts have defined the function of controlling in the following way.

“Control of an undertaking consists of seeing that everything is being carried out in accordance with the plan which has been adopted, the orders which have been given, and the principles which have been laid down. Its object is to point out mistakes in order that they may be rectified and prevented from recurring.” – Henri Fayol

“Control is checking current performance against predetermined standards contained in the plans, with a view to ensure adequate progress and satisfactory performance, and also recording the experience gained from the working of these plans as guide to possible future needs.” – Brech

“Controlling is the measurement and correction of performance in order to make sure that enterprise objectives and the plans devised to attain them are accomplished.” – Harold Koontz

The controlling function goes hand in hand with direction. Therefore it occupies important place in managerial functions. In general, the controlling is understood as stopping people from doing something. It is very commonly seen people telling others „Don‟t do this” or „Don‟t do that way”. With these kinds of instructions the activity is stopped by an individual. In management, it should not be considered as a way of stopping people from doing things but controlling is the act of guiding people to perform task. For example if principal wants teachers to use cooperative learning strategies then will motivate them to attend some workshop on cooperative learning strategies rather than forcing them and grumbling about situation. It is expected that the manager is showing way to do the task and not to order people to complete task.

Control may be understood as a process of analyzing whether actions are being taken as planned and taking corrective actions, whether these actions are needed or no. This process tries to find out deviation between planned performance and actual performance. As we mentioned in the planning process that the goal is set and the strategies are designed to achieve the goal. The controlling tries to find out the difference in what is planned and the extent to which the goal is accomplished. If it is observed that the the work is not progressing in proper speed then the strategy is changed. In other words, performing the task in different ways or analyzing the entire process of task performance and find out the discrepancies and take measures to reduce the gap between expected and actual performance.

1.2 Characteristics of controlling

The controlling process shows the characteristics which are discussed further.

It is forward looking: it focuses on future, because one can control future and not past. Controlling is aimed at analyzing the achievement of the planned task and if not then to change strategy for task completion .During the completion of task if the progress of a work is not found go be satisfactory then the process can be redesigned for the completion .

It is a continuous process: In order to achieve the desired goal every organization keep on measuring the extent to which the objectives are achieved. There can be activities in which 100 % success is achieved, some with 80% and some with 50% achievement. The activities in which we achieve 100% success then the next objectives is set up.The tasks which are achieved 80%are made time bound and completed while the activities which are not achieved 50% or less are seen regourously and then the strategies are redesigned so as to accomplish the task.

It is co-ordinate, integrated system: The achievement of goal is not simple and easy. It involves various activities performed by different sections. In the institution, many sections are working in different areas. Its working is interdependent. For example unless the admission are over one cannot start teaching and unless teaching gets over one cannot conduct examinations. This interlinking and interdependence needs to be analyzed in terms of the extent of the work done by each department. For example the educational institutions are set to achieve the goal of development of students‟ personality. The personality development includes the development of cognitive, affective and psychomotor domain. To achieve the goal courses should be designed properly in which proper weightage is given to all aspects of personality. The course content must focus on development of thinking skills but that is not enough. The teaching learning process is important in enhancing thinking skills otherwise students‟ will learn only concepts and principles of phenomenon without the why questions about the phenomena. In order to verify the why questions about phenomena students‟ need to perform experiment which is a part of psychomotor development. Thus the science learning is not restricted to learning of concepts and principles of science but to challenge the existing knowledge and create new knowledge for the development of society. Therefore the ultimate of science education is the development of scientific attitude and not only getting good marks in science. The person with scientific attitude not only thinks rationally but also empathizes with people which are necessary for the development of nation.

Controlling starts at top management: The structure of an organization is hierarchical. We have top management, middle management and lower management. The top management is responsible for making decision. While doing so they need to balance between the vision, mission of the organization, resources in hand and predict about the probable hurdles in achieving goals. The wider perspective of management help in identifying various factors associated with goals and can think of controls accordingly. For example in India the cultural factors are responsible for the poor enrollment of girl child. Largely society thinks that investing in girl child education is waste of money and same money can be kept and be given as dowry in her marriage. Considering this the government started with Ladali scheme wherein the specific amount is deposited in the bank account of girl child after her successful completion of each grade. So by the time the girl student becomes 18 years few amount is deposited which can be used in marriage. This particular scheme could attract not only girl students but also their parents towards school. The wider is the perspective more is the understanding of the problem and thinking of the solutions to the problem. The top management communicates with middle level management which is a executive body which in turn ensures that the bottom level people have actually done the work/task. For example If management want teachers to integrate have a meeting with principal, convey the need of ICT integration in teaching learning, review resources etc. The principal here is middle management so will give an idea to teachers and then the plan to implement ICT can be developed with specific time frame. The principal will ensure the completion of tasks with priority related to ICT in time (like installation of infrastructure, purchasing of equipment etc). The different teams of teacher will help to complete the task. If the principal believes in directing people then the teams will be able to discuss their point of views with the group members as well as authority. Therefore manager keeps in mind that one should not keep finding mistakes of people but modify their behavior by providing constructive feedback and establishing dialogue.

1.3 Types of Control

1.3.1  Feed forward control:

These controls are designed to detect and anticipate deviations from standards at various points. These are preventive controls which are developed to avoid deviation from standards. For example Induction training programme or orientation programme which help a newcomer to adjust with the professional life.

1.3.2  Concurrent controls:

These controls are also known as in process controls. It help to provide corrections in the process. For example warning given by principal for coming late to school.

1.3.3  Feedback controls:

These are post performance controls. It mainly focuses on end result. The feedback received is used for the corrective measures for next cycle of the activity.

In any organization all types of controls are required. The plans are developed by the manager with specific goals. While thinking about the strategies to achieve goals one thinks about the probability of shortcomings in meeting standards. This helps to think about the strategies or plans to overcome the shortcomings. During the process of achievement of goal people need to work with rules and regulation but if fail to do so then the manager takes decision to modify the behavior of the people. Finally after the completion of task the feedback is given by insiders as well as outsiders which help in the further planning of the institution.

1.4 Summary

Controlling is one of the important functions of management among many. According to Brech ,Control is checking current performance against predetermined standards contained in the plans, with a view to ensure adequate progress and satisfactory performance, and also recording the experience gained from the working of these plans as guide to possible future needs.

The controlling function goes hand in hand with direction. In other words, controlling is analyzing the task performance or analyzing the different ways of task performance or analyzing the entire process of task performance and find out the discrepancies and take measures to reduce the gap between expected and actual performance.

The controlling process shows the following characteristics

• It is forward looking
• It is a continuous process
• It is co-ordinate, integrated system
• Controlling starts at top management

The different types of controls are designed in order to minimize the discrepancies in set standards and achieved standards of performance.

Feed forward control: These controls are designed to detect and anticipate deviations from standards at various points. These are preventive controls which are developed to avoid deviation from standards.

Concurrent controls: These controls are also known as in process controls. It helps to provide corrections in the process.

Feedback controls: These are post performance controls. It mainly focuses on end result. The feedback received is used for the corrective measures for next cycle of the activity.

referances

• Analoui, F. (2007) Strategic Human Resource Management, UK: Thomson Learning.
• Anthony, R. N. and Govindarajan, V. (2001) Management Control Systems, New York: McGraw-Hill.
• Bamberger, P. and Meshoulam, I. (2000) Human Resource Strategy, Thousand Oaks (CA): Sage Publications.
• Dessler, G. (2005) Human Resource Management , 10th ed, New Jersey: Pearson Prentice Hall.
• Gupta, C. (2006) Human Resource Management , New Delhi: Sultan Chand and Sons