Management is Responsible for using the organization resources to meet its goals.
Leadership; the activity of influencing people to strive willingly for group objectives.
Supervision; the interface between the operational core (non-managerial worker and management.)
Authority; The right to do something, the power to act.
•	Charismatic authority;
•	Traditional authority;
•	Rational legal  authority;

Responsibility; the liability of a person to discharge duties. Obligate to do something.
Delegation; a superior gives to a subordinate the discretion to make decision within a certain sphere of influence. 
	Bebefit of Delegation-	 Training
				Motivation
				Assessment
				Decision making
				Succession
With authority, comes responsibility. Authority without responsibility make problem difficult to pinpoint. Responsibility without authority make difficult to operate.

Power is ability to do something.
•	Physical power or coercive power
•	Resource power; reward or informational
•	Position power or legitimate power; according to particular job that is assign.
•	Expert power; base on knowledge or specialist.
•	Reference power; base on personal quality, mostly in informal organization.
•	Negative power; disruptive attitude and behaviour to stop things from happening.
Power centers 
•	Senior manager
•	Middle manager
•	Interest group
•	Departmental power; base on functional authority. Why?
-	Dependency
-	Financial resource
-	Centrality
-	Non-substitutability
-	Solving uncertainty of other department.
Projects; A project is an undertaking that has a beginning and end and is carried out to meet established goals within cost, time and quality (STD).
	Well defined objectives
	Cut across organization and functional area.

Nature of Management
	Classical Management theory: Henry Fayol (principal of management)
 Planning; Setting objectives. Formulate how to achieve it.
Organisation; Assign tasks, structure works, delegate responsibility, define reporting line, hire staff etc...
Commanding; direct employee to do jobs.
Coordination; all employee, all department, all functional areas have to coordinate to do to achieve organizational objectives. 
Controlling Set Standard, Monitoring actual result, compare and take action.
	Classical writes does not talk about communication and motivation.

SCIENTIFIC MANAGEMENT; F.W Taylor
-	Scientific study of work.
-	Distinguish planning and doing.
-	Micro design of work.
-	Paid incentives for doing work.
His emphasis management is about productive. Employee should be select and train them scientific of work. Distinguish management and Workers.

Human approach to management (Elton Mayo)
Emphasis worker attitudes to work and group norms. Relationship was of greater important, example, belonging need, and social need etc…
His work begins with testing relation between working condition and productivity. But he found that human relation is of more important.

Modern theory of management, Peter Drucker
Management is about economic performance. Manager must;
•	Managing Business- customer relation, innovation etc…
•	Managing manager-	Management By Objectives (MBO)
Performance management
Managerial succession(Managing tomorrow)
•	Managing worker and work.
He also states that management is a process. They are;
1.	Setting objectives.
2.	Organize work.
3.	Motivate
4.	Measurement
5.	Develop people
His emphasis communication is an important matter in all business.

MINTZBERG; Management Role
•	Interpersonal;	•	Figurehead(ceremonial)
•	leader
•	Liaison	
•	Informational	•	Monitor
•	Spokesperson
•	Disseminator                          
	
•	Decisional;	•	Entrepreneur
•	Disturbance Handler
•	Resource allocator
•	Negotiator	

Leadership Theory
•	Trait theory
•	Style theory
•	Contingency theory

1.	Trait theory state leadership is born and not by made. There is personality that leader have possessed; example Fairness, Objectivity, Judgment, and Energy, strong interpersonally etc…
But some personality does not compatible with each other. Some qualities does not needed for leadership. 

Style Theory of leadership
Ashridge model
1.   Tell style; Leader make all decision without ask
2.	Sell style; leader explained his decision and allows asking, but decision does not change
3.	Consult style; Leader confers subordinate and take their views into account, but retain final say.
4.	Joint style; Leader and followers make the decision on the basis of consensus. 

The main leadership theories present two basic approaches - task-centred and employee-centred. Tannenbaum and Schmidt suggest that leadership style is a continuum, and that the appropriate style depends on the characteristics of the leader, the subordinates, and of the situation. 
In a more contemporary approach, known as 'action-centred leadership', John Adair suggests that there are three basic needs that result in differing leadership styles: the needs of the task, the needs of the group, and the needs of the individual. Feidler, on the other hand, takes a more psychological approach to defining leadership.
As these approaches to leadership vary, it is interesting to explore the differences. Tannenbaum and Schmidt's continuum-based theory suggests a range of styles ranging from autocratic to democratic, although not suggesting that any one style within the continuum is right or wrong.
At one end of the continuum is the dictatorial style - the manager makes decisions and enforces them (the so-called tells approach) or, in a slightly gentler way, 'sells' their decision (the tells and sells approach). Further along the continuum, is the autocratic style, where the manager suggests ideas and asks for comments (the tells and talks approach), or the manager presents outline ideas, seeks comments and amends the ideas accordingly (the consults approach). 
The next step in the continuum is the democratic approach. Here the manager presents a problem, again seeks ideas and makes a decision (the involves approach), or allows employees to discuss the issue and make a decision (the delegates approach). Finally, the continuum ends with the laissez-faire approach. Here the manager allows employees to act in whichever way they wish, within specified limits (the abdicates approach).
However, Tannenbaum and Schmidt's continuum is not a static model. It recognises that appropriate style depends on both the leader's personality, values and natural style, and the employees' knowledge, experience and attitude. Furthermore, the range of situations which present themselves to a leader depend on factors such as the culture of the organisation, time pressure, the amount of authority and the amount of responsibility the leader has. This last factor is dependent - as is so often the case - upon the organisation's general environment. 
A more contemporary approach is to regard leadership as comprising a number of different skills (action-centred leadership); a theory associated with the writer John Adair. This idea recognises that leadership style is determined by three interrelated variables: the needs of the task, the needs of the group, and the needs of the individual. The leader needs to balance the relative importance of all three, with emphasis given to identifying and acting upon the immediate priority. 
'Task needs' refer to the setting of objectives for the department, planning and initiating the task, allocating responsibilities, setting and verifying performance standards, and establishing a control system. 
'Group needs' require team building so that mutual support and understanding is achieved, standards established, training provided and most importantly, communication and information channels opened. 
'Individual needs' recognise the development and nurturing of individual achievement, of motivation, the encouragement of creativity, delegation of authority to encourage group support, and attention to any problems or issues.
In contrast, a different, more psychological approach to leadership, described by the writer Feidler, suggests a relationship between leadership styles and departmental effectiveness and success. He distinguishes between two types of leader - those who are psychologically close and those who are psychologically distant. 
Psychologically close managers prefer informal relationships, are sometimes over concerned with human relations, and favour informal rather than formal contacts. This is sometimes called 'relationship oriented'. Psychologically distant managers prefer formal relationships. They tend to be reserved in their personal relationships even though they often have good interpersonal skills. This approach is sometimes called 'task oriented'. 
It is, of course, vital to recognise that no leadership style is correct, and that style is always dependent upon the particular situation, and the nature and culture of the organisation. 

Black and Mouton’s Managerial grid; concern for people and concern for production
0.9; Country club;	staff need and stratified relationship are more concern
9.0; task;		concentrate on achieving result.		
5.5; Middle of the rode;	Balancing the necessity to get out work with team morale
      (Or) dampened pendulum;			
9.9; Team;		high accomplishment through leading commented people who identified themselfwith the organisation aims.	
1.1; Impoverished;	 Lazy manager.

Concern for people(Y)
1:9								9:9	

									
				5:5					

									
1:1								9:1	
							Concern for production(X)	

Limitation;	-Some organisations does not require 9:9 leadership style eg.Army, 9:1 style is enough.
			-It is not a comphernsive description about management style.
			-Culture of organisation may influence on management style.
-Uncertainty and inconsistent behaviour may occur if use solely, because changes in management  style to flexibility.
			-Outside influence may barrier to management style. 	

Contingency theory; There is no best one style of leadership. Leadership style is depending on conditions. 

 FE- Fiedler
Psychologically distant(structure style)
•	Formalize the role and relationship
•	Withdrawn and reserved
•	Formal communication methods

Psychologically close(support style)
•	Not formalise the role and relationship with superior and subordinate.
•	More concern on good human relationship.
•	Prefer informal contacts
Fiedler suggest leadership effectiveness depend on situations; (3) variables
-	Relationship between leader and the group
-	Extent to which task is defined and structured
-	The power of leader in group. (Authority, power and reward and punish) 
Favorable situation;	Leader is liked and trusted by the group
				The task of group is clearly defined.
				The position power of leader is high.
Very favourable or unfavourable 		= Psychologically distant
Task oriented 

Moderately					= Psychologically close(support style
People oriented

John Adair- Action center leadership
Task needs	Initiating, information-seeking, diagnosing, opinion seeking, evaluation, decision making.
Group needs		Encourageing, peace-keeping, clarification, standing set.
Individual needs	Goal-setting, feedback, recognition,counseling,and training.

Individual needs

Tesk needs

Group needs

Bennis; the management (administers and maintain), focus on system and control and the short term
Leadership, focus on people and inspires trust and holds along term views.
There is no one right way to lead. But competent of leader is-
1.	The management of attention; to focus
2.	the management of meaning; the ability to communicate
3.	the management of trust; consistent of trust
4.	the management; aware of strength and weakness.

Limitation of contingency theory
-	Difficult to estimate conditions or situation.
-	Leader personality is difficult to change.
-	Subordinate may confuse leader’s inconsistency behavior

What many managers do not understand is the important difference between the role of the manager and that of the supervisor. It used to be said that managers did their jobs by getting others to do theirs, but in many ways this sums up the role of the supervisor. However, management must ensure that supervisors understand both organisational objectives and the powers and limits of their duties and authority. 
Supervision is an important and integral part of the wider task and process of management. The role of the supervisor is critical because it involves direct contact with the work of others. The supervisor is unique, providing an interface between management and the workforce, and a direct link between the two. The supervisor is in the front line of management, making sure that others fulfil their duties, resolving problems first-hand, directing the work of others and directly enforcing discipline. In addition, they must have direct knowledge of health, safety and employment legislation, and have authority for negotiation and employee relations within their department.
The supervisor’s relationship with both management and the workforce requires a 
clear understanding of the various levels of management. In particular, the supervisor must understand the nature, sources and limitations of authority, responsibility and delegation – all fundamental management skills. 
Responsibility is the liability of a person to be called to account for their actions, and is therefore an obligation. Unlike authority, responsibility cannot be delegated, although as every task contains an element of responsibility it is therefore the direction of responsibility that matters. It is obviously impossible to exercise authority without responsibility, as this could lead to problems of control and therefore undesirable outcomes for the organisation. The important point is that managers are always ultimately responsible for the actions of their subordinates. 
Authority is the scope and amount of discretion given to a person to make decisions according to the position they hold within the organisation. The authority and power structure of an organisation defines the role each member of the organisation is expected to perform, and also the relationship between the organisation’s members. The source of authority may be top-down (as in a formal organisation) or bottom-up (as in a social or political organisation). 
Underpinning these two fundamental management skills is delegation, an additional aspect of the manager/supervisor relationship. To delegate is to give someone else the discretion to make decisions within a certain defined sphere of influence although, of course, the manager must first possess the authority to delegate. 
Without delegation, formal organisations could not exist and it follows that without authority, responsibility and delegation, a formal organisation cannot be effective. Management must delegate because of the size and complexity of the organisation, and the physical and mental limitations of staff. Delegation also allows management to attend to other matters by passing down more routine tasks and decisions. 
For delegation to be effective, managers must specify expected performance levels and ensure that these are understood, assign agreed tasks, and ensure that resources are allocated effectively. It is important to ensure that the supervisor to whom duties are delegated has the ability and experience to undertake the tasks set, a requirement often overlooked. The manager should maintain frequent contact, but in such a way that the delegated 
authority is not undermined. Sufficient authority must be delegated to fulfil the task, which will preferably be specified in writing so that the delegated duties are understood by everyone. There should be no doubts about boundaries – these must be clearly defined – especially regarding authority and accountability.
Because its importance is often misunderstood, managers are sometimes reluctant to delegate. Perhaps they are concerned that subordinates may not undertake their duties correctly, or simply feel that delegation may distance themselves from the workforce. Surprisingly, some managers lack confidence in themselves or their subordinates, or do not feel that there is sufficient trust between them. Careful selection and training, open communication, appropriate control, and a scheme that rewards effective delegation can overcome these problems.