A Project Report on

"LINE AND STAFF RELATIONSHIP IN EDUCATIONAL INSTITUTIONS

Submitted towards the fulfilment of The degree of M.B.A FINANCE ( Ist semester) For the course

PRINCIPLES OF MANAGEMENT

Submitted by
Deepika Maloo MBA- Finance, Sem-I Roll No- 242 .

Submitted to Mrs. Vedantam Leela Faculty In charge Faculty of Management Studies

NATIONAL LAW UNIVERSITY, JODHPUR

September, 2009

ACKNOWLEDGEMENTS

Completing this project for me all alone is not at all possible because this project required some supervision and guidance, which is provided by Mrs. Leela Vedantam. She help me in various ways of learning, interaction with her on the matters of employee retention is quite a useful asset for completing this project. Earlier when I took this project it seems to me that it was more of theoretical project but thanks to her that she gave the project a new dimension by taking it to the aura of practical world. Practical learning from the very old ages is described as the best way of learning. I would like to thank some institute employees without which I would not be able to complete my project: Mr. Manish Purohit  Mr. Brijesh Sharma  Mr. Ankit Bhandari  Miss Varsha Sharma

EXECUTIVESUMMARY
Line and staff are the most widely used concepts in organizing. Large and complex organizations operating in increasingly dynamic environment need a variety of special abilities, knowledge and skills for supporting the effective and efficient performance of their major functions of production and marketing. They, therefore employ a variety of experts including industrial engineers, quality control managers, legal advisors, cost accountants, market researchers etc. Line managers are those who are directly responsible for the achievement of organizational objectives, formulation of plans and policies, making decisions for the implementation of plans and policies, providing supervision and leadership, achieving coordination and exercising control. Staff managers are those who provide support in the form of advice and service to line managers in the performance of their functions, interprets objectives, plans and policies, help in selection of and training of employee s, makes the best tools available, reports result to top management. Line and staff are defined from two view points. One is that they denote different functions within the organization and other refers to the authority relationships in the organization. Their mutual relationships are complementary and collaborative. Therefore a clear understanding is essential for promoting organizational effectiveness.

RESEARCH METHODOLOGY
SUBJECT: Line and staff relationship AREA: Organization TOPIC: An analytical study of line and staff relationship in educational institutions OBJECTIVES :1- To study the contribution of line and staff in attainment of organizational objectives. 2- To show that line and staff managers are in an interactional and independent relationship with one another. 3- To study the reasons for the conflict between the line and staff authority and find out the solutions.

RESEARCH QUESTIONS:1. In which type of organization structure is line and staff authority relationship prevalent? 2. How do we distinguish between line and staff functions in an organization? 3. Which factors are responsible for line and staff conflict? 4. What are the measures set by the company to prevent the conflicts between the line and staff authority?

HYPOTHESIS:
The relationship between line and staff in educational institutions are cordeal as a result of the changing educational trends.

INTRODUCTION
Organizational structure involves, in addition to task organizational boundary considerations, the designation of jobs within an organization and the relationships among those jobs. There are numerous ways to structure jobs within an organization, but two of the most basic forms include simple line structures and line-and-staff structures. The line-and-staff organization combines the line organization with staff departments that support and advise line departments. Most medium and large-sized firms exhibit line-and-staff organizational structures. The distinguishing characteristic between simple line organizations and line-and-staff organizations is the multiple layers of management within line-and-staff organizations. Several advantages and disadvantages are present within a line-and-staff organization. An advantage of a lineand-staff organization is the availability of technical specialists. Staff experts in specific areas are incorporated into the formal chain of command. A disadvantage of a line -and-staff organization is conflict between line and staff personnel. We use the terms line and staff to describe the different relationships people assume as they work together to accomplish results. The terms tell us who has the right to make the final decision (line) and who provides advice and service (staff). Line has command (decision-making) authority necessary to reach the goals for which line is accountable. Staff provides advice and service to help line in reaching goals. The person who has final, or command authority with respect to achieving business goals is in a line relationship to those goals. Line/staff relationships are not static. We play different roles as relationships change. Line managers are those who are directly responsible for the achievement of organizational objectives, formulation of plans and policies, making decisions for the implementation of plans and policies, providing supervision and leadership, achieving coordination and exercising control. Staff managers are those who provide support in the form of advice and service to line managers in the performance of their functions, interprets objectives, plans and policies, help in selection of and training of employees, makes the best tools available, reports result to top management. FEATURES OF LINE AND STAFF ORGANIZATION: 1. Line and staff organization is a compromise of line organization. It is more complex than the line concern. 2. There are two types of staff: a. Staff assistants-P.A. to managing Director, Secretary to marketing manager. b. Staff Supervisor-Operation control manager, Quality Controller, PRO

3. Division of work and specialization takes place. 4. The whole organization is divided into different functional areas to which staff specialists are attached. 5. Efficiency can be achieved through the features of specialization. 6. There are two lines of authority which flow at one time in a concern: a. Line authority b. Staff authority 7. Power of command remains with the line executive and staff serves only as counsellors.

HISTORICAL PERSPECTIVE
The line/staff relationship is a well-tested concept. Armies of the Roman Empire recognized "line authority" thousands of years ago and conquered the world. Alexander the Great may have been the first to precisely define line-staff relationships. The Romans adopted and perpetuated the distinction, and the Roman definition of the line/staff relationship is still very much alive today. This was necessitated by influential Roman soldiers who wanted status but didn't want to be close to the action. These Roman soldiers occupied most of the support or supply positions in the military, and because they had the ear of Rome, a combat commander often found it difficult to refuse their advice. Since this staff advice often conflicted with the position adopted by the top line command, confusion frequently resulted, sometimes accompanied by a disregard of the orders from the line command. Recognizing the danger, Julius Caesar made it very clear that the soldiers doing the fighting were the line units and that the authority flowed from Caesar through the line chain of command to the soldiers. No line officer was allowed to look upon staff advice as a command. He was free to accept or reject staff advice at his discretion, always aware that he remained responsible for the military objectives assigned to his unit. The subject of the relationships between staff and line units was awarded great attention in the organizational literature of the 1950's-1960's, as well as in numerous scientific papers dealing with the issue. An enlightening description is provided by Koontz & O'Donnell (1976:15)n1, who assert that "there probably is no other area of management which in practice causes more difficulty, more friction and more loss of time an defectiveness." By contrast, in the 1970's and 1980's the amount of empirical research focusing on the issue has been small, especially with regard to human service organizations.

INTRODUCTION OF ORGANIZATION JIET:

It is one of the premier technical institutes located at Jodhpur,established in 2003, It has

progressed impressively. Currently it has a strength of 1800 students in 5 branches of Engineering and Management. The ranking of the college is among the top institutes of northern India.It is also affiliated with the ARUN SHANTI educational trust which has the vision of advancement and progression of educational institutes.

ST ANNES SCHOOL: It began its existence in a rented building with 33 students in 1980. By
1995 school was able to build its own building. Through the years the school has been able to provide better and better academic facilities, it is governed by ST. ANNES SCHOOL SOCIETY, a society formed under the rajasthan societies regulation act. The school has all along been guided by aims spelled out in its constitution to develop educational excellence using suitable methods and to be socially responsible.

LINE AND STAFF CONCEPT AND ROLES

DISTINCTION BETWEEN LINE AND STAFF
Classic organizational theories have distinguished between the roles of the staff and those of the line. The staff personnel have derived their authority from their expertise and professionalism. They have been responsible for the professional, administrative and other assistance offered to the line units in charge of implementing and achieving the actual goals of the organization. The staff personnel's organizational position affords them neither the authority to give orders nor the option of imposing sanctions or retaliating vis-a-vis to line units. The staff units support and provide auxiliary services to both executives and line units. Line and staff are also distinguished by their decision-making authority. Since managers are accountable for achieving the primary objectives, they are supposed to have the final decision-making authority.These distinctions led to a definition of the staff roles in terms of policy making, determining main organizational strategies, planning, and creating administrative tools. Likewise, the role of the line personnel has been defined as the implementation of the policy set and dictated by the staff, within the time and place limitations in which they operate. This division of labour engendered a situation of friction between the personnel fulfilling the two different functions - which grew into an ongoing conflict over structures and manpower, primarily taking the form of power struggles over the right to make decisions and determine policy for the organization. The line units harboured a sense of inferiority, since their influence on the central procedures of decision making was minuscule. Differences in the organizational climate also deepened the alienation between the two units. The organizational climate in the staff units was greatly influenced by the special nature of its work, which has been defined as basically thinking and planning without either time limitations or responsibility toward the organization's clients. On the other hand, the organizational climate of the line units was largely influenced by the need to provide services to the clients, under pressures of time, and with the goal of achieving maximum efficiency.

LINE AND STAFF POSITIONS A wide variety of positions exist within a line-and-staff organization. Some positions are primary to the company's mission, whereas others are secondaryin the form of support and indirect contribution. Although positions within a line-and-staff organization can be

differentiated in several ways, the simplest approach classifies them as being either line or staff. A line position is directly involved in the day-to-day operations of the organization, such as producing or selling a product or service or in an educational institute as teachers. Line personnel carry out the primary activities in an organization and are considered essential to the basic functioning of the organization. Staff positions serve the organization by indirectly supporting line functions. Staff positions consist of staff personnel and staff managers. Staff personnel use their technical expertise to assist line personnel and aid top management in various business activities. Staff managers provide support, advice, and knowledge to other individuals in the chain of command. Although staff managers are not part of the chain of command related to direct production of products or services, they do have authority over personnel. Staff positions, whether personnel or managers, engage in activities that are supportive to line personnel. LINE-AND-STAFF AUTHORITY Authority within a line-and-staff organization can be differentiated. Three types of authority are present: line, staff, and functional. Line authority is the right to carry out assignments and exact performance from other individuals.
LINE AUTHORITY.
The most fundamental authority within an organization, reflects existing superior-subordinate relationships. In the organizing process, activities are assigned to the individual making them responsible for the proper performance of these activities. These individuals in turn, assign some of the activities to persons working below them in the hierarchy and delegate them authority. This process goes on creating superior-subordinate relationship in the organization. Such a relationship works as follows:

1. As a chain of commands: A command relationship exists between each superior and subordinate. Line authority entitles a superior to direct the work of his sub-ordinate. Here the superior has uncontrolled authority, except those controls prescribed by organization and subordinate has no alternative except to obey those orders.

2. As a channel of communication: Communication up and down the organization flows through the line relationship. Barnard has emphasized the role of line relationship as a channel of communication by suggesting that line of communication s hould be established and every member should be tied in the system of communication by having someone to report to and others to report to him. Such a line can be easily maintained through a line of command. 3. As a carrier of responsibility: The line relationship carries ultimate responsibility for the work assigned. Though the process of assigning activities goes on till the level where actual work is performed by operatives, each individual is accountable for the proper performance of the activities assigned to him. Two important clarifications should be considered, however, when discussing line authority: (1) line authority does not ensure effective performance, and (2) line authority is not restricted to line personnel. The head of a staff department has line authority over his or her employees by virtue of authority relationships between the department head and his or her directly-reporting employees.

STAFF AUTHORITY
Staff authority is the right to advise or counsel those with line authority. For example, human resource department employees help other departments by selecting and developing a qualified workforce. A quality control manager aids a production manager by determining the acceptable quality level of products or services at a manufacturing company, initiating quality programs, and carrying out statistical analysis to ensure compliance with quality standards. Therefore, staff authority gives staff personnel the right to offer advice in an effort to improve line operations. Harold Stieglitz has pinpointed 3 roles that staff personnel typically perform to assist line personnel: 1. The Advisory or Counselling Role : In this role, staff personnel use their professional

expertise to solve organizational problems. The staff personnel are, in effect, internal consultants whose relationship with line personnel is similar to that of a professional and a client. 2. The Service Role : Staff personnel in this role provide services that can more efficiently and effectively be provided by a single centralized staff group than by many individuals scattered throughout the organization. This role can probably best be understood if staff perso nnel are viewed as suppliers and line personnel as customers. 3. The Control Role : Staff personnel help establish a mechanism for evaluating the effectiveness of organizational plans. Such managers have authority to control certain operation of line s department either directly or indirectly through policy interpretation, procedural compliance etc.

TYPES OF STAFF FUNCTIONS

There are three basic types of staff: personal, specialized, and service.

Personal staff :Comprised of individuals acting in a service capacity to one superior, such as the
assistant to the president. Its assignments may be very specialized or may include general troubleshooting for the line manager.

Specialized staff: Members provide expert advice and assistance to managers who lack knowledge or
technical ability on a particular subject. The accounting and personnel departments are examples of specialized staff who offer advice to line managers. In a pure line-staff relation, the managers are free to accept or reject the counsel. The degree of authority granted to specialized staff can vary widely, ranging from pure advice and counsel to the right to give orders directly to those over whom they have no line authority. This is where most of the conflicts arise. Staff often attempts to achieve their own agendas by implying the boss wants this. Further, top management often uses staff to communicate decisions that are their responsibility. While this may expedite action, it causes confusion.

Service staff :Provides focused attention to a phase of operations that a line manager might not have
the time, special skills or equipment to oversee adequately. Also, efficiencies can be achieved if the services in question are provided from one organizational element that can be staffed with specialized employees and supplied with the necessary equipment. IT, maintenance, and even engineering departments in a firm can be examples of service groups. Many service departments are not strictly advisory; at times, it is mandatory to use their services, for example, when it has been stipulated that the service organization

FUNCTIONAL AUTHORITY.

Functional authority is referred to as limited line authority. It gives a staff person power over a particular function, such as safety or accounting. Usually, functional authority is given to specific staff personnel with expertise in a certain area. For example, members of an accounting department might have authority to request documents they need to prepare financial reports, or a human resource manager might have authority to ensure that all departments are complying with equal employment opportunity laws. Functional authority is a special type of authority for staff personnel, which must be designated by top management.
LINE STRUCTURE

1. Functi nal:

2. Di iional: grouping according to product

3. Geographic: grouping according to geographic market

uping according to function

4. Hybrid: functional and di iional grouping

E AND STAFF RELAT

A clear understanding of responsibilities and relationships bet een and among school personnel is essential for a smoothly running and efficient educational system.
SCHOOL BOARD

SUPERINTENDENT PRINCIPAL TEACHERS STUDENTS

. General Power and Authority of the Teacher: The teacher is delegated certain powers and
authority by law and by the Board to hold pupils accountable while on school property for their conduct during, before and after teaching hours. A teacher may remove a pupil from his/herroom by referring the pupil to the principal for a final decision.

2. Teachers Relationshi with the Princi al : Classroom teachers are under the direct supervision
of the principal. The administrative policies, communications from the Board, assignments of duty, work, instruction schedules, and courses of study will reach the classroom teacher through the principal. All problems and requests pertaining to work should be directed to the principal. All teachers may expect the principal to guide and assist them with problems pertaining to their work with

NSHIP (EDUCATIONAL INSTITUTION)

the pupils. The teachers may expect the principal to share his disciplinary responsibility and to guide and support them as they work together for the good of the pupils. Both the principal and the teacher should consult with the Superintendent for advice and counsel on specific problems or for interpretations of Board policy. Teachers are expected to express their views in general faculty meetings. This opportunity for open expression and sharing of responsibility for the successful operation of the institution should be encouraged and protected by tolerance and good will.

5. Teachers Relationship with Other Employees: Teachers should strive to work cooperatively
with all staff members. All work requests or concerns for the work of custodians, maintenance workers and others should be communicated to the principal. Any problems arising between the classroom teachers and other employees should be handled by the principal at once.

LINE-AND-STAFF CONFLICT
Due to different positions and types of authority within a line-and-staff organization, conflict between line and staff personnel is almost inevitable. Although minimal conflict due to differences in viewpoints is natural, conflict on the part of line and staff personnel can disrupt an entire organization. There are many reasons for conflict. Conflicts between line and staff support often arise when the roles of each group are not clearly defined. Understanding is crucial, since the degree of authority granted to specialized staff can vary widely, ranging from simply providing information or advice, to the right to give orders directly. Poor human relations, overlapping authority and responsibility, and misuse of staff personnel by top management are all primary reasons for feelings of resentment between line and staff personnel. This resentment can result in various departments viewing the organization from a narrow stance instead of looking at the organization as a whole. Let us see how these factors generate conflict

VIEWPOINT OF LINE MANAGERS Line managers who are responsible for the final results leading to the achievement of organizational objective, feel that staff people work against them in the following way: 1. Lack of responsibility: It is perception of line managers that staff people do not carry any
responsibility in the organization,but enjoy authority.Furthur arrows of criticism will be directed towards line managers if things go wrong. This disparity between authority and responsibility and also between contributions and rewards is a source of jealousy between line and staff.

2. Encroachment of line authority:Line managers feel that staff people give recommendations and
advice on the matters which fall within their jurisdiction, this results in resentment, hostility, and open and hidden reluctance to accept advice and recommendations.

3. Dilution of authority: Line managers may fear that their responsibility will be reduced because
of the addition of staff thereby making their job less challenging and varied. This feeling of insecurity works against the harmonious relationship between them.

4. Theoretical bias: Often the advice and recommendation of staff people suffer from theoretical
bias because of two reasons. First, they tend to think within the context of their own speciality and use the criteria prescribed in their own discipline. Secondly, they are at times away from the actual operational scene for which they make recommendations.

VIEWPOINT OF STAFF MANAGERS Staff people also have their own arguments and try to find faults with line mangers: 1. Lack of proper use of staff: Staff people feel that very often they are ignored by the line managers and decisions are made without input from staff. Staff people are informed after the actions have been taken. 2. Resistance of new ideas: Line managers often resist new ideas because new ideas mean that there is something wrong with the present way of working., Thus new ideas are treated as fault-finding devices in their operations, hence many of the efforts of the staff people go in waste. 3. Lack of proper authority: Staff people feel that line managers do not give enough authority to them. They contribute to the realization of organizational objectives without really enjoying any authority. Even when staff is consulted,it is not necessary that staff advice is put into practice.

OVERCOMING LINE AND STAFF CONFLICT Fortunately, there are several ways to minimize conflict.

1. EMPHASIS ON STAFF ROLES AS TEAM MEMBERS: One way is to integrate line and staff personnel into a work team. The success of the work team depends on how well each group can work together in efforts to increase productivity and performance. 2. CLEAR UNDERSTANDING OF LINE AND STAFF ROLES :Another solution is to ensure that the areas of responsibility and authority of both line and staff personnel are clearly defined. With clearly defined lines of authority and responsibility, each group may better understand their role in the organization.
3. DE-EMPHASIS ON STAFF CONTROL FUNCTIONS: Sometimes staff units are charged at evaluating performance against standards and reporting deviations of higher management. This control function is inconsistent with the staff advisory role and should be diminished. 4. RECOGNITION OF MUTUAL DEPENDENCE : Line needs staff support for its effective performance and staff needs line acceptance in order to justify its existence. 5. A third way to minimize conflict is to hold both line and staff personnel accountable

for the results of their own activities. In other words, line personnel should not be entirely responsible for poor performance resulting from staff personnel advice. Line-and-staff organizations combine the direct flow of authority present within a line organization with staff departments that offer support and advice. A clear chain of command is a consistent characteristic among line-and-staff organizational structures. Problems of conflict may arise, but organizations that clearly delineate responsibility can help minimize such conflict.

MERITS OF LINE AND STAFF ORGANIZATION

1. Relief of line of executives- In a line and staff organization, the advice and counselling which is provided to the line executives divides the work between the two. The line executive can concentrate on the execution of plans and they get relieved of dividing their attention to many areas. 2. Expert advice- The line and staff organization facilitates expert advice to the line executive at the time of need. The planning and investigation which is related to different matters can be done by the staff specialist and line officers can concentrate on execution of plans. 3. Benefit of specialization- Line and staff through division of whole concern into two types of authority divides the enterprise into parts and functional areas. This way every officer or official can concentrate in its own area. 4. Better co-ordination- Line and staff organization through specialization is able to provide better decision making and concentration remains in few hands. This feature helps in bringing co-ordination in work as every official is concentrating in their own area.

5. Benefits of research and development- Through the advice of specialized staff, the line executives get time to execute plans by taking productive decisions which are helpful for a concern. This gives a wide scope to the line executive to bring innovations and go for research work in those areas. This is possible due to presence of staff specialists. 6. Training- Due to presence of staff specialists and their expert advice serves as ground for training to line officials. Line executives can give due concentration to their decision making. This in itself is training ground for them. 7. Balanced decisions- The factor of specialization which is achieved by line and staff helps in bringing co-ordination. This relationship automatically ends up the line official to take better and balanced decision. 8. Utility of action- It is the result of unified control. Control and its effectivity take place when co-ordination is present in the concern. In the line and staff authority all the officials have got independence to make decisions. This serves as effective control in the whole enterprise.

DEMERITS OF LINE AND STAFF ORGANIZATION

1. Lack of understanding- Since there are two authorities flowing at one time, This results in the confusion between the two. As a result in the confusion between the two, the workers are not able to understand as to who is their commanding authority. Hence the problem of understanding can be a hurdle in effective running. 2. Lack of sound advice- The line official get used to the expertise advice of the staff. At times the staff specialist also provides wrong decisions which the line executive have to consider. This can affect the efficient running of the organization. 3. Line and staff conflicts- The factors of designation, status influence sentiments which are related to their relation, can pose a distress on the minds of the employees. This leads to minimizing of co-ordination which hampers a concerns working. 4. Costly- I n line and staff concerns, the concerns have to maintain the high remuneration of staff specialists. This proves to be costly for a concern with limited finance. 5. Assumption of authority- The power of concerns is with the line official but the staff dislikes it as they are the ones more in work. 6. Staff steals the show- In a line and staff concern, the higher returns are considered to be a product of staff advice and counselling. The line officials feel dissatisfied and a feeling of distress enters a concern. The satisfaction of line officials is very important for effective results.

DATA TABULATION AND ANALYSIS

The following research was conducted in two institutions(St. Annes School& JIET) both situated in Jodhpur. The data sample consisted of 12 people working there. The data sample consist 3 Teachers and 2 staff members from St. Annes School and 4 Teachers and 3 staff members from JIET, College. The research was done through a well structured questionnaire The objective of the study was conveyed to the sample suitably so that the answers to the set questions could be given correctly and in the direction of fulfillment of the objective of the study. As the Half yearly exams of the organizations was nearing hence there was lack of a surplus time, but yet managed to get answers suitably with the help of the cooperation of the employees present th ere. My questionnaire consisted of first knowing the choices of the sample which consisted of work payment, recognition, personal, general, about the leader. This was as a part of my questionnaire because it was important for the analysis to know what the sample thought and opted for that particular job he/she is doing. The questionnaire had a set of preliminary questions which was just to have a light hearted start of the research. a). FULL NAME: The sample consisted of 6 females and 6 males. b) JOB TITLES

3
2.5

2
1.5

Series1

1
0.5

0
PGT PROFESSOR LECTURER

The job of the emloyees was inquired as in to know to which post they belong,specialise.

c). DURATION OF EM

The duration of employment and the no. of working hours was asked to get a better picture about their job satisfaction. Hence these questions were the preliminary ones which set the base for carrying on the research. These questions helped to classify our data.

QUESTIONNAIRE FOR THE TEACHING STAFF

Q1. INFORMATION:

OYMENT

1
2 3 4

5 6
7

Full name: Job title: Duration of employment: Hours: a). Full time: b). Part time: Q2. When applying for a position in this institution,what attracted you to the post a).Interest in the subject b).Salary c).Reputation of the institute d).Location: e).Good opportunity for career progression f).Others(Specify)

5 4

1 0

It was an open ended question And the result got was satisfactory, the answer to the question fulfilled the objective of knowing my sample in a better way.

Q3. In Academic institution do you share academic responsibilities.Give examples?

This question was pertained to know as to whether the sample population knew the demarcation line between the staff and line roles and the level of participation by each one of them.Except one of the samples almost all the teachers participated in some extra curricular activities like organi ation of debates,competitions,qui ez,industrial visits etc.  

Q4. Do you transfer the posting of the marks,typing work, collection of study material or any sorts of personal work to the support staff? a).Never b).Not always c).Often d). Always

 

 

ri 1

1.5

1
0.5 0 Series1

In the above figure we can easily see that 80% of the teaching staff did not further burden the support staff with the tasks supposed to be fulfilled by them.though 20% did asked the support staff for the posting of marks,typing work,collection of study material etc. but there was no one who made it a habit. Q5. Are the teachers involved in maintainance of student records? a). Yes b). No
The response to this question was a unanimous one as all the 7 respondents answered it as as a which meant that all the teaching staff is equally supportive.

Q6. Do you participate in selection of the students for admission? a).Never b).Not always c).Often d). Always
The response to this question was a unanimous one as all the 7 respondents answered it as as a which clearly meant that the teaching staff did not interfere with the decision making authority of the organization at the teaching level.

Q7. Do you take active role in purchase of material for the school like: YES 1.Furniture 2.Books 3.Infrastructural development 4.Construction of the building


never often not always always

NO

7 6 5 1 0

This question can be considered as a cross question just to verify as to we are traveling and getting the correct data to achieve a answer to all our objectives.

Q8. Overall,how satisfied are you with your job? a). Very satisfied c). Neither satisfied nor dissatisfied

The above chart clearly shows as to what were the responses of the respondents regarding the levels of satisfaction in the organization, majority people agreed to the intermediate level of satisfaction .

Q9. How would you rate your working relationships with the support &administrative staff.Give reasons. a).Excellent b).Good c).Adequate d).Poor

  
very satisfied
satisfied dissatisfied

yes

no

b). Satisfied d).Dissatisfied

neither satisfied nor dissatisfied

Excellent

Good Adequate
Poor

The above pie chart clearly shows as to what were the responses of the resp ondents regarding the Relationships in the organization.The people answering no did not give a concrete answer for giving a no as answer and neither was any appropriate answer given by the majority answering good except personal attribution.

Q10.Are their matters on which some amount of disagreement or conflict exists between the support staff and teaching staff? Most people answered no and some of them answered not always,the samples did not throw appropriate light on the petty issues that existed,they only gave some examples.

QUESTIONNAIRE FOR STAFF MEMBERS

Q1. Are you required to do the work other than what has been enlisted in your job? a).Never b).Not always c).Often d). Always This question was asked to cross tally the replies given by the teaching staff.

ne er often

not always always

As visible from the pie chart the result was in co ordination with the answers of the teaching staff.40%teachers never transferred their responsibility, some otheredid asked the staff for the fulfilment of some duties at times,but it was accepted by the staff in a helpful manner.

Q2. Do you feel that teachers are transfering their tasks to you along with the responsibility.give example? a).Yes b).No The answer was not very clear from most of the samples, They cited examples to explain that such situations did arise at times and it aroused bitterness. Some of them even stated that the responsibility was equally shared by the teaching staff, if things went wrong. Q3. Do you think that your job is to provide assistance to the teachers? a).Yes b).No The unanimous answer in this case was a no as most of the samples belonged to the administrative department which drew a formal line of relationship in case of the teaching staff.They were totally confined to their jobs and provided help only when asked for. Q4.Do you think that you are underpaid when you share the responsibilities of the teachers and do you compare with the low workloads of the teachers? a).Yes b).No

yes

Almost 60%people answered this question in a big no,as they were the ones who were satisfied with their jobs and enjoyed their work. The rest 40%samples comprised of the youth sample which was enterprising in nature. Q5. Do you think teachers are incapable of dealing with administrative tasks.comment. a).Strongly agree b).Agree c).Neutral d).Disagree e).Strongly disagree

"!

3 .5

1.5 1 0.5 0

The findings from the graph reveal that majority of the support and administrative staff agrees on the fact that teachers are less apt in dealing with administrative works like managing paychecks etc. Q6. Do you frequently access the teachers on their performance in/outside the classroom? a).Never b).Not always c).Often d). Always The response to this question was a strong one, 80% samples did access the teachers but it did not involve any criticism or harsh remarks. They took it as a mode of gossip in the organization but nothing more.

Q7. How would you rate your working relationships with the teaching staff.Give reasons a).Excellent b).Good c).Adequate d).Poor The response obtained here was similar to that obtained from the teaching staff. 80% of the samples rated their relationships with the teachers as good attributing to the cordi l and a peaceful work environment.

1. Most of the people are not clear of the distinction between the line and staff authorities existing in the organization 2. People tend to accept the differences in a cordial manner and are not willing to expose the conflict between the line and staff relationship in proper light. 3. A very healthy and peaceful environment exists in schools and colleges at lower levels. 4. Conflict between the line and staff mostly exists in the large educational institutions where it is aptly delt by the people who comprise of the line n staff structure.

Series1

OVERALL FINDING OF THE PROJECT

LIMITATIONS OF THE STUDY

o o o o

The sample size is small Time and money constraints also a obstacle in the study. Ignorance on part of respondent also a limitation of the study. Ther e b een man y cas es when I was not all owed t o go and m eet t he heads of t he di ffer ent dep art ments, so t he sampl e size is of t he 5 r esp ondent and t her e is chance t he bi as ness of t he r esp ons es. The ti m e li mit to visit of t he or ganizati on was short to s how t he t r ue pict ur e of t opi c. Secondar y data li mit ed t o t he arti cl es i n ma gazi nes newspap er, b ooks and W ebsit es. Most of t he r esp o ndent fi nd it di ffi cult to gi ve ti me. The r esp ons es t o the q uesti onnair e ma y have b een bias ed.

o o o o

BIBLIOGRAPHY B o ok s
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3. F u n d a m e n t a l o f M a n a g e m e n t - Y . K . B h u s h a n ( 1 5 t h e d i t i o n )
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