MANAGEMENT

BM 281/ 291

Lecturer: Jackie Kennedy

AN ANALYSIS OF A COMMUNITY SERVICES

MANAGER

Students:

Jane Anderson 1242433

Liliana Chirila 1242916
Submission Date: 30th November 2009
CONTENTS

Introduction 3

Job Description 4

Performance Management 7

Conclusion 10

Appendix 11

Bibliography
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Introduction

The purpose of this assignment is to submit an analysis of the manner in which a manager of our
choice operates. We have selected Fionnuala Anderson who is a Manager of Community
Services in a Semi-state company called FÁS. She is based in their Head office in the city centre.

We will highlight management strategies, the purpose of the manager’s role and her key
accountabilities and dealing with current challenges inherent in the job.

Through a regional network of 66 offices and 20 training centres, FÁS operates training and
employment programmes, it provides a recruitment service to jobseekers and employers, an
advisory service for industry, and supports community-based enterprises. This is run by an
executive board of directors, which has 18 directors and 10 regional directors to manage the core
activities of the organisation. FÁS are committed to creating employment for people, providing
fully paid training in specialised jobs. These courses are recognised by the public and upon
completion certificates are obtained making it easier to enter a particular profession. As the
National Training and Employment Authority, FÁS anticipates the needs of, and responds to, a
constantly changing labour market which employs over 2 million people. (see appendix 1)

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Job Description

As manager of the FÁS community services, this role involves directing two project officers in
their activities within different branches throughout Ireland. There should be an Assistant
Manager also, but the vacancy has not been filled due to a moratorium on recruitment in the
public sector. The manager of CSU is responsible for national policy and programme
development for 2 programmes run by Community Services (through FÁS regional/operational
staff):

• Youth Training Programme run in 42 Community Training Centres (CTCs) nationwide

• Local Training Initiatives (LTIs) run in approx 150 community locations.

There is one Project Officer allocated to CTCs and one Project Officer to LTIs.
In each location, there is a team of people employed to work on the community services for that
region. Each of these teams report to their branch manager, who reports to their managing
project officer, who reports to the CSM based in their Head office. The Community Services
Manager would refer to the Directors in FÁS and would be evaluated on her progress. (See
Appendix 2)
The CSM role includes the 5 functions of management planning, organising, leading, controlling
and evaluation. FÁS have a strong code of ethics and are equal opportunities employer, which is
enacted at all times.

The purpose of this role is to attain the objectives of the company and to encourage employees to
reach these objectives collectively. The Community Services Manger, which we will refer to as
CSM throughout this assignment, needs to ensure that these procedures are conducted in a fair
and just manner. The CSM needs to be clear in her objectives throughout each department,
ensuring that all work is treated in a similar fashion. By delegating the tasks and roles of each
employee so that they reach these objectives and targets, while also ensuring that things are done
effectively and efficiently, while minimising resources and achieving their goals. The CSM

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achieves this through strategic and tactical planning, organisation skills, leading and controlling
the employees and finally by evaluation.

According to (Mullins 2005: 603-604), “a clear definition of objectives is necessary in order to

provide a basis for the division of work and grouping of duties into sub-units”. In the case of
FÁS, the objectives of these sub-units are related to the objectives of the organisation as a whole
in order that an appropriate pattern of structure can be established.

One of the main CSM responsibilities is to manage the staff under her supervision. She develops
the policy for CTCs and LTIs and manages processes as appropriate to ensure that it is
implemented in FÁS regions in the actual CTCs and LTIs themselves. For example they agree
business objectives for the CTC and LTI programmes every year which require co-operation by
FÁS regional staff and CTC and LTI programme staff. An example of an objective is that all
participants in CTCs and on LTIs must have an Individual Learning Plan developed with them
which identifies suitable qualifications they will work towards on their programme and a plan for
how they will achieve it.

To achieve this objective the community based training unit needs to develop the Individual
Learning Plan process and then roll it out to FÁS regional staff and CTC and LTI staff so that
they implement it and all use the same system. As there are 300 staff in CTCs and about 200
staff on LTIs this is a large volume of work. The CSM and her project officers usually brief the
managers (42) in CTCs and get them to brief their staff.

This role requires excellent interpersonal Skills, personal effectiveness, teamwork,

communication, business awareness, leadership, problem solving and task management
awareness. The CSM other responsibilities include the employment of staff, interviewing, HR,
job satisfaction, allocation of roles suited to skills and abilities, approachable, focused. By doing
this the CSM role incorporates most of Fayols principles.

(Tiernan, Morely and Foley, 1996:18) refer to the scientific theorist, Frederick W. Taylor about
his book, Principles of Scientific management (1911) where he developed 4 main principles of

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management which became the cornerstone of scientific management. He advocated that there
was “one best way” for a job to be done. He believed that increased efficiency could be
achieved by selecting the right people for the job and training them to do it precisely the right
way. (See Appendix 3)

According to (Mullins, 2005: 197) Fayol divides managerial activity into five elements of
management defined as ‘planning, organising, command, co-ordination and control.’ By
planning a manager decides what needs to be achieved and how to develop a plan of action.
Organising provides the resources and building the structure to carry out the activities.
Command maintains activity among personnel, generating interest and getting the optimum
return from employees. Co-ordination unifies and harmonises all activities to facilitate success.
Control verifies that everything occurs in accordance with plans. He suggests that a set of well
established 14 principles would help concentrate general discussion on management theory.
(See Appendix 4)

Modern management theorists (Tiernan, Morley, Foley 1996:3) suggest that to achieve
organisational goals all managers perform several major functions or activities similar to some
suggested by Fayol. Planning, organising, staffing, leading and controlling are all performed by
managers and are interrelated and form a set of independent activities. (See appendix 5)

By combining the use of both theorists this leads to a better working environment, where
employees specialise in their job and know its description, leading to an organised working
environment facilitating success and the interests of the whole company.

In FÁS, the CSM’s planning has to define the company’s objectives, establish an overall strategy
to achieve these goals and to integrate and co-ordinate activities. The CSM needs to anticipate
the future (what’s ahead). Recognise when directional plans are preferred over specific plans.
Review the SWOT on a regular basis. Develop budgets and work with government regulations.
With planning, the CSM needs to look at the whole picture (Tiernan, Morely and Foley.
1996:73) indicates that ‘planning is the process of examining all aspects of the organisation in an

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effort to formulate strategy, incorporating strategic, tactical and operational planning, aimed at
preparing the organisation for the future.

Organisation is an essential key in a company, therefore to run a successful team, the CSM need
to ensure that effective structures are in place, that flexibility, openness and a clear understanding
of goals are met to lead to attain the goals that are required to ensure that objectives are
completed. (Capon, 2004:92)

The attribute of leadership, implies that CSM must get others to follow. The CSM’s use of
authority in decision making is necessary to attain the goals required to reach their objective. A
recent study (Mullins, 2005:282) indicates that ‘Good leadership involves the effective process
of delegation and empowerment. Good management leadership helps to develop teamwork and
the integration of individual and group goals’.

A fourth function that the CSM has is to control activities to ensure that goals are accomplished.
In FÁS controlling is managed by all, but mostly demonstrated in a Bureaucratic system.

Performance Management

FÁS has a strategic plan in place. Every year business plans are prepared in line with the
strategy. The business plans are then converted into objectives for each unit (such as the
Community Services Training unit).

One of Fayol’s principles refers to the allocation of tasks to people under the supervision by
structuring this in levels of subordination. (See appendix 6) The CSM’s job is to ensure that the
objectives are achieved. She allocates work to her two Project Officers and manages their
performance. At the beginning of each year, she has a Performance Management and
Development meeting with them to establish their work objectives for the year and to see what
support they need and if they need any development to be able to do the work required. She
meets them regularly to review their performance. She also has a short weekly team meeting

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The CSM has the authority to implement a disciplinary process if is required in line with agreed
disciplinary procedure which applies in FÁS.

FÁS focuses on management by Objectives (MBO):

1. Determining goals: supervisors assign specific tasks to subordinates and give them a time
frame.
2. Linking and unifying individuals performance to meet the organization’s objective
3. Subordinates motivation and feedback.

We feel the effectiveness of this provides support and motivation amongst staff, while getting the
tasks at hand completed in an effective and efficient manner.
(Tiernan, Morely and Foley. 1996:78) suggest that ‘this process assumes that individual
managers are capable of accessing the goals and objectives which they can realistically expect
subordinates to reach.’

In FÁS, subordinating the individual interest to the general interest of the organization is
essential. The linkage between individual change management and organizational change
management is the key. (Appendix 7)

FÁS is a mainly decentralized organization. It has 8 operational regions who deliver

programmes and employment services. However, policy and programme development is a
centralized and specialized function. The degree of centralisation or decentralisation can vary
according to changing conditions in the organization; Fayol advocated also for flexibility
according to the changing environment in the company also adaptation to particular situations.

Order and stability in the organization vary according to the needs of the organization. An
important aspect is whether the employees are trained and prepared to fill other positions rather
their own in case it is needed.
FÁS has five operational divisions – Community Services, Training Services, Employment
Services, Services to Business, Finance and Administration.

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Staff are not trained to fill other positions, but are trained if they transfer. Within Divisions, staff
at same grades can cover for others when absent.

Remuneration can be motivating enough for employees to carry out tasks with determination and
be successful at the end of their tasks; but also the opportunity of personal growth within an
organization is highly to be considered as well. In FÁS, remuneration is fixed on an incremental
scale, so salary is based on time served rather than performance.

The CSM acts like a link in between employees and higher management. By providing support,
clear directions and motivation amongst the staff, we feel that this clearly demonstrates the
effectiveness of the CSM. Her job is not only to motivate employees but to create a positive
motivational climate where employees take responsibility for their own motivation and
performance. This results in the achievements and maintenance of goals and principles.

We feel that the biggest challenges inherent for the community services manager is getting all
the employees to reach the corporate objectives. The great responsibility arises from the CSM's
role in controlling and directing people and resources according to the principles and values that
have already been established in FÁS. The challenge of this role is to attain the objectives of the
company and to encourage employees to reach these objectives collectively. The CSM needs to
set the directions also manage the resources to achieve them. That is why the CSM needs to be
clear in her objectives throughout each department, ensuring that all work is treated in a similar
fashion. By delegating the tasks and roles of each employee so that they reach these objectives
and targets, while also ensuring that things are done effectively and efficiently, while minimising
resources and achieving their goals.

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Conclusions

A pattern of a successful manager can be set up around Fayol's principles, but these need to be
flexible as an integrated manner lays the foundation for the successful implementation of
competitive strategies and the future development of the firm.

We consider that it is important for a manager to carry out Fayol's activities but more important
is relying more on cultivating networks and personal contacts within an organization.

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Appendix

Appendix 1
FÁS Management

Forsa Áiseanna Saothair (FÁS) is Ireland's National Training and Employment Authority. It was
established in January 1988 under the Labour Services Act 1987.

FÁS' functions include the operation of training and employment programmes; the provision of
an employment/recruitment service; an advisory service for industry; and support for
community-based enterprises.

The Board of FÁS is appointed by the Minister for Enterprise, Trade and Employment to oversee
the broad direction of the Authority. It comprises representatives from trade union, employer,
social welfare, education and youth interests, together with representatives from Government
Departments (Ministries of Finance; Education and Science; Social, Community and Family
Affairs; and Enterprise, Trade and Employment), along with FÁS employee representatives.

The Executive Board is responsible for the strategic management of FÁS. Within FÁS, 18
Directors and 10 Regional Directors manage the core activities of the organisation throughout its
network nationwide. The regional directors would be responsible for how the departmental
managers perform in their role and that their objectives are been met.

FÁS has a staff complement of circa 2,200 across its network of 59 Employment Service Offices
and 20 Training Centres throughout the country. In 2008, FÁS expenditure amounted to €1,108
million. During that year, a total of 104,086 vacancies were notified to FÁS. The number of
updated interviews conducted that year was 88,320. Throughout 2008, in excess of over 40,000
persons completed FÁS Training Programmes and further 25,288 completed Employment
Programmes.

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 http://www.FÁS.ie/en/Communities/Home/default.htm

FÁS provides vocational training for the unemployed and re-entrants to the workforce through
specific skills training and traineeships, and training for those in employment through
apprenticeships and in-company training. People with disabilities are encouraged to avail of all
these mainline Training options

Local Training Initiative

The Local Training Initiative programme is a project-based training and work experience
programme carried out in the local community run by local community groups. The programme
allows local communities to carry out valuable and necessary projects of benefit to their
communities, while at the same time training participants in areas related to the project work so
that they can go on to gain employment or progress to further training. Anyone who is
unemployed and over the age of 16, at any level of literacy, is Eligible to Participate.

Currently, the Local Training Initiative is supporting many organisations engaged in a wide
range of initiatives including genealogy, environmental, heritage, tourism, theatre, sports, and
coaching. Some projects are targeted at specific groups in society, such as women, early school
leavers, men, homeless people, recovering addicts, prisoners, travellers, etc. See further
information on Eligibility to Sponsor a Local Training Initiative.

FÁS provides support in the form of Allowances and Funding to assist with the Local Training
Initiative, for example, training allowances for participants and grants for supervisors, materials
and administration.

Training on Local Training Initiatives is certified and leads to recognised awards on the National
Framework of Qualification
[Accessed 4th November 2009]

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Appendix 2

Hierarchy of positions

Director General

Assistant Director General Assistant Director General

– Community Services X4

Director – Community
Director
Training

Community Services
Manager –Training Unit

Project Officer

Project Officer

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Appendix 3

The Four Main Principles of Management

The development of a true science of work: Whereby each task could be broken down into
basic movements. These could then be timed to determine the best way of doing a task. This
would constitute a fair day’s work resulting in a fair day’s pay.

The scientific selection and development of workers: The importance of hiring and training
the appropriate worker for the job, with regard to physical and mental aptitudes.

The co-operation of workers and management in studying the science of work: Believed
that co-operation between management and workers ensured that the job matched plans and
principles.

The division of work between management and the workforce: Taylor believed that both
workers and management should do the tasks for which they are best equipped. Managers would
direct and allocate work and workers would complete the task

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Appendix 4

General Principles of Management

Noting that principles of management are flexible, not absolute, and must be usable regardless of
changing and special conditions, Fayol listed fourteen, based on his experience. They are
summarized in the perspective.

1. Division of work. The object is to produce more and better work from the same effort,
and the advantages of specialization. However there are limits to division of work which
experience and a sense of proportion tell us should not be exceeded.

2. Authority & responsibility. Responsibility is the corollary of authority. Wherever

authority is exercised responsibility arises. The application of sanctions is essential to
good management, and is needed to encourage useful actions and to discourage the
opposite. The best safeguard against abuse of authority is the personal integrity of the
manager.

3. Discipline. Seeing discipline as “respect for agreements which are directed at achieving
obedience, application, energy, and the outward marks of respect. Fayol declares that
discipline requires good superiors at all levels.

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4. Unity of command. This means that employees should receive orders from one superior
only. If not, authority is undermined and discipline, order and stability threatened. Dual
command is a perpetual source of conflicts

5. Unity of direction. In order to provide for unity of action, co-ordination and focusing of
effort, there should be one head and one plan for any group of activities with the same
objectives.

6. Subordination of individual interest to general interest. The interest in the

organization should dominate individual or group interests.

7. Remuneration of personnel should satisfy both employee and employer. This can
influence performance.

8. Centralisation. Is always present to some extent in any organization. The degree of

centralisation is a question of proportion and will vary in different organisations.

9. Scalar chain. The chain of superiors from the ultimate authority to the lowest ranks.
Respect for line authority must be reconciled with activities which require urgent action,
and with the need to provide for some measure of initiative at all levels of authority.

10. Order. This includes material and social order. The object of material order is avoidance
of loss. There should be an appointed place for each thing, and each thing in its

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 appointed place. Social order involves an appointed place for each employee and each
employee in his or her appointed place. Social order requires good organization and goof
selection.

11. Equity. The desire for equity and for equality of treatment are aspirations to be taken into
account in dealing with employees throughout all levels of the scalar chain.

12. Stability of tenure of personnel. Generally, prosperous organizations have a stable

managerial personnel, but changes of personnel are inevitable and stability of tenure is a
question of proportion.

13. Initiative. This represents a source of strength for the organization and should be
encouraged and developed. Tact and integrity are required to promote initiative and to
retain respect for authority and discipline.

14. Esprit de corps. Should be fostered, as harmony and unity among members of the
organisation is a great strength in the organisation. The principle of unity of command
should be observed. It is necessary to avoid the dangers of divide and rule of one’s own
team, and the abuse of written communication. Where possible verbal contacts should be
used.

Mullins, Laurie Hall J. 2005. Management and Organisational Behaviour. 7th ed. England.
Prentice

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Appendix 5

The Management Process

1. Planning 2. Organising

Management

3. Staffing 5. Controlling 4. Leading

FIG 1.2
While the various functions take place concurrently throughout most organisations they follow a
logical sequence. Planning establishes the direction of the organisation. Organisation divides
organisational activities among work groups and co-ordinates results. Staffing allocates the right
people to achieve specific tasks. Leading motivates employees to achieve organisational goals.
Finally, control measures and evaluates organisational performance.

(Modern Management. 1996:4)

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Appendix 6

A breakdown of positions on the scalar chain. Showing the lowest position to the highest
position in the organization.

Highest
Director General
Assistant Director General
Director
Manager
Assistant Manager
Project Officer/Instructor/Employment Services Officer/Community Services Officer (3 grades)
Clerical Officer
Store person
General Assistant
Lowest

FAS have five operational divisions – Community Services, Training Services, Employment
Services, Services to Business, Finance and Administration.

Staff are not trained to fill other positions, but are trained if they transfer. Within Divisions, staff
at same grades can cover for others when absent.

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Appendix 7

A clear example is the introduction of a “learner support framework” called Skills4U to meet a
FÁS objective of implementing a learner-centred approach in CTCs. CTCs provide training for
early school leavers. Skills4U was developed collaboratively by CSM’s team and some FÁS
regional staff and staff from CTCs and was a year long-project. Two CTC managers were
released for a year to work full time on the project. The project was managed by the CSM and
started with a project planning day where they all agreed the objectives, outcomes they wanted
from the project and the actions we needed to take. Then a detailed project plan was done. FÁS
wanted to implement a learner-centred approach in CTCs, but it was the CTC mangers and staff
who had to deliver it. Therefore it was critical to have them involved in the project and to take
their views into consideration. So members of the project team met with all staff in CTCs to get
their views in how the learner support framework should operate. This was a key to the success
of the project as the consultation got by-in from the CTCs to the project. Project team members
were given responsibility for different aspects of the project and this kept them highly motivated
and got the work done. A variety of focus groups of CTC managers and staff were established
and as elements of Skills4U were developed they were tested with the focus groups.
Skills4U ended up developing standardized approach to supporting learners in CTCs using three
key processes:

• Identification of learners’ achievements and needs

• Development on an individual learning plan
• Supporting the learner through key working and case conferencing.

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Bibliography

Capon, Claire. 2004. Understanding Organisational Context. 2nd ed. England. Prentice Hall.

Emerald insight [Online] Available from

http://www.emeraldinsight.com/Insight/viewContentItem.do [accessed 5th November]

FÁS. (Homepage). [Online]. Available from

http://www.FÁS.ie/en/Communities/Home/default.htm [accessed 4th November 2009].

Mullins, Laurie J. 2005. Management and Organisational Behaviour. 7th ed. England. Prentice
Hall

Scribd [Online] Available from http://www.scribd.com/doc/301098/Fayols-Principles [accessed

5th November].

Tiernan, Siobhan D., Morley, Michael J and Foley, Edel. 1996. Modern Management. 1st ed.
Dublin. Gill & Macmillan

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