Regiene L. Pangahas

2006-79056

MS Community Development

University of the Philippines-Los Baos

PHILOSOPHICAL VIEWS

OF ADMINISTRATION

I. Definition of Administration

II. Administration as a Philosophy

III. Theories of Administration

IV. Importance of Administration

V. Educating Administrators

OUTLINE

What is

Administration?

getting things done through

the effort of others

getting from where we are

to where we want to be

with the least expenditure

of time, money, and effort

the process by which

individual and group effort

is coordinated toward

superordinate goals**

ADMINISTRATION is a

universal process of

efficiently getting activities

completed with and through

other people.

THREE COMPONENTS IN

THE DEFINITION OF

ADMINISTRATION

GOALS

LIMITED RESOURCES

PEOPLE

* Necessary because activity must be

directed toward some end.

If you do not know where you are

going, any road will take you

there.

Where there are no goals, there

is no need for administrators.

Efficiency in relating output to

input.

It is with and through the people that

administrators perform their work.

Administrators are those

who work through people,

allocating scarce resources,

to achieve goals.

PHILOSOPHY

philos

sophos

love

wisdom

LOVE OF WISDOM

SPECULATION

ANALYSIS

the use of imagination and logic to

offer new possibilities about things

involves the inspection and definition

of concepts in order to gain a clearer

understanding of things, especially

things that the philosopher finds

puzzling

MACRO VIEW

MICRO VIEW

Seeks to evaluate or interpret

what is important or meaningful

in life

Seeks to develop an attitude

toward certain activities,

particularly administrative

behavior

* Offers no specific

solutions, but GUIDANCE

and DIRECTION

Philosophers concern themselves

with the determination of

purpose (the setting of goals) and

how this purpose can be best

achieved (the allocating and

coordinating of resources).

* Focuses on establishing an

organized system of

administrative thought

* Its objective is to describe

administrative practice as

thinking, questioning, and

understanding

DETERMINANTS OF

ADMINISTRATIVE BEHAVIOR

Organization History

Cultural Norms

Education

Experience

Administrative

Behavior

IMPORTANCE OF ADMINISTRATION

Our society has become, within an incredibly

short fifty years, a society of institutions. It has

become a pluralistic society in which every

major social task has been entrusted to large

organizations from producing economic

goods and services to health care, from social

security and welfare to education, from the

search for new knowledge to the protection of

the natural environment [and] it is the

managers and management that make

institutions perform (P. Drucker, 1973).

THEORIES OF

ADMINISTRATION

1.Classical Organization Theory

2.Neoclassical Theory

3.Systems Theory

4.Contingency Theory

1. CLASSICAL ORGANIZATION

THEORY

Fayol s Five Functions of Management

a. Planning

b. Organizing

c. Commanding

d. Coordinating

e. Controlling

Fayols Principles of Management a. Division of work

b. Authority and responsibility

c. Discipline

d. Unity of command

e. Remuneration of personnel

f. Centralization

g. Scalar chain (line of authority)

h. Order

i. Equity

j. Stability of tenure of personnel

k. Initiative

l. Esprit de corps.

WEBERS BUREAUCRATIC

APPROACH

a. Structure

b. Specialization

c. Predictability

d. Rationality

e. Democracy

Principles of Formal Organization

Principles of Neoclassical Theory

a. Individual

b. Work Group

c. Participative Management

2. NEOCLASSICAL

THEORY

3. SYSTEMS THEORY

* Organization is made of complex social

systems that need to function properly to

benefit the whole.

* Organization as composed of inputs,

outputs, outcomes and feedbacks.

* Organization works not only internally

but also needs the environment to function

for its own development.

4. CONTINGENCY THEORY

* Situational and conditional

* Any action should be made in

accordance with both external and

internal situations

* The internal and external factors

should be balanced.

EDUCATING ADMINISTRATORS

TRAINING

* The process of learning a

sequence of programmed

behaviors.

* The application of knowledge.

EDUCATION

* Instills sound reasoning processes

rather than merely imparting a body

of serial facts.

* It does not provide definitive answers,

but rather develops a LOGICAL and

RATIONAL mind that can determine

relationships among pertinent variables

and thereby understand phenomena.

There is no such thing as the

right way for a manager to operate

or behave. There are only ways

that are appropriate for specific

tasks of specific enterprises under

specific conditions, faced by

managers of specific temperament

and styles (T. Leavitt, 1974).

We cannot train people to

administer; we can only educate

them to think like administrators

(S. Robbins, 1976).

** THE PRINCIPLE OF SUPERORDINATE

GOAL

It states that whenever the cooperation of two people is enlisted towards the completion of some task that

is of equivalent importance to both (and which

cannot be successfully completed except through the

close cooperative enterprise of the two people), those

two people will come to like each other, they will

become friends, and their values, attitudes, goals, etc.,

will tend to become increasingly similar

(B. Gilmartin, 1987).

REFERENCES:

Drucker, P. (1973). Management: Tasks, responsibilities,

practices. New York: Harper & Row.

Gilmartin, B. (1987). Shyness & love: Causes, consequences

and treatment. Accessed in

http://www.angelfire.com/ab6/polepino/Chapter11

/Principleofthesuper.html.

Leavitt, T. (1974). The managerial merry-go-round.

Harvard Business Review.

Robbins, S, (1976). The administrative process: Integrating

theory and practice. New Jersey: Prentice-Hall, Inc.

Plymouth State University website. (2009). Accessed in

http://www.plymouth.edu/philosophy/what.html