Critical Analysis of the Theories of Management (Classical) as It Pertains to Senior Managers in the Built Environment

In: Business and Management

Submitted By mujehi
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A CRITICAL ANALYSIS OF THE DISPARATE SCHOOLS OF MANAGEMENT

Scholars in the field of management, from the late 19th century till modern times, have come up with different perspectives on how to manage people and organizations. These gave rise to what is called ‘Management Schools of Thought’. This study looks at the Classical School of Thought in relation to modern day management, as it pertains to the built environment. Though so many years have passed since the Classical School of Thought was developed, it is widely used in modern day management as the preferred choice by many organizations in the built environment.

One major area that arose from the Classical School of Thought is productivity and efficiency in the workplace [http://www.cliffnotes.com/study_guide/topicArticleId-8944,articleId-8851.html]. Managers were so much inclined to assign workers to areas that best fitted their expertise. This was in order to increase their productivity and efficiency in their various responsibilities. A facilities services provider, ISS, uses a system that effectively manages its workers and all facets of a worker’s responsibilities by placing the right people in the right positions, based on their qualifications (BOOTY, 2008). This is also evident in Faceo FM UK, according to its Chief Executive, Chris Kenneally. In his words, “Our focus has been on the sustainability of our customers and putting the right people in the right positions to deliver what the client wants, as evidenced in a turnover of £40m of the £250m made by its parent company in France, where the bulk of the business is” (PFM Journal, 2008).

Bureaucracy is another important aspect of the Classical School of Thought (DAFT, 2005). Facilities management and Organizing go hand-in-hand, as the former cannot function effectively without the latter. A proper organizational structure gives room for…...

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