conclusion of management assignment

Management Notes

Conclusion for Management – Explanation in Detail | Management Notes

Conclusion for management.

Table of Contents

The management function is the backbone of any organization, guiding and coordinating resources in order to achieve its goals. In a dynamic and complex business environment, effective management is essential for organizations to remain competitive, adapt to change, and drive innovation.

An in-depth analysis of management is presented here, covering its core principles, functions, and theoretical frameworks.

Key Concepts and Functions of Management:

An organization’s success depends on several key concepts and functions within management. As part of planning, goals are set, strategies are defined, and actions are mapped out to reach them. It serves as a roadmap and guides resource allocation.

To optimize efficiency and effectiveness in an organization, it is important to organize its resources, tasks, and responsibilities. Organizational structures are designed, reporting relationships are established, and resources are allocated appropriately.

Effective leadership involves effective communication, motivation, and the development of strong relationships between managers and employees to inspire and influence others to work towards shared goals.

Employee engagement and a positive work environment are fostered by leaders who provide guidance, support, and direction to their teams.

In controlling, performance is monitored, compared, and corrected as necessary based on predetermined standards. Establishing performance metrics, gathering and analyzing data, and ensuring that organizational activities are aligned with objectives are all important components.

By implementing effective control mechanisms, managers can assess progress, identify areas of improvement, and ensure that the organization remains on track.

Management Theories:

Management theories help you understand and practice management by providing frameworks and perspectives. A variety of classical management theories emerged during the early 20th century, including scientific management (Taylorism) and administrative management (Fayolism).

The goal of scientific management was to improve efficiency through systematic analysis of work processes and the application of standard methods.

The concept of administrative management emphasizes the importance of managerial functions, coordination, and management principles.

Employee satisfaction and motivation were recognized as important by humanistic management theories, such as Hawthorne studies and Maslow’s hierarchy of needs.

A conducive work environment, supportive social relationships, and addressing employees’ psychological needs were all emphasized in these theories.

In response to the complexity and interdependence of organizations, modern management theories emerged later, such as the systems theory and contingency theory.

According to systems theory, organizations are interconnected systems, and understanding how their components interact and interact is crucial. In contingency theory, management practices are determined by the organization’s size, industry, and external environment.

Leadership Styles and Approaches:

Leadership styles are defined as the characteristic behaviors and approaches of leaders. In autocratic leadership, decisions are made independently, without input from subordinates.

When dealing with inexperienced employees or situations requiring quick decision-making, this style is effective. However, it may stifle creativity and limit employee autonomy.

Leadership that is democratic encourages employees to participate in decision-making processes. This style fosters collaboration, creativity, and ownership among employees. Laissez-faire management provides employees with a high degree of autonomy and freedom.

Despite its effectiveness when dealing with highly skilled and self-motivated individuals, it can lead to a lack of direction or coordination if not properly managed.

In today’s leadership world, empowerment and fostering positive organizational cultures are at the forefront. In transformational leadership, individuals are motivated and inspired to exceed their own self-interests for the benefit of the organization.

As part of transactional leadership, clear expectations are set, rewards are given based on performance, and accountability is maintained. Leadership as a servant emphasizes serving and supporting employees’ needs, promoting their growth and development.

Effective Management Strategies:

Organizations need effective management strategies to achieve their goals and stay competitive. The strategic planning process involves setting long-term goals, developing strategies, and allocating resources to achieve those goals.

To achieve this, it is necessary to identify opportunities and potential challenges within the organization as well as its internal and external environments.

A change management strategy focuses on successfully navigating organizational changes, such as mergers, acquisitions, and changes in market conditions. A smooth transition and minimal resistance can be achieved by planning, communicating, and engaging stakeholders throughout the change process.

Innovating within an organization fosters creativity, encourages experimentation, and drives continuous improvement. In addition to establishing processes for idea generation and evaluation, innovative ideas must also be implemented and scaled by creating a culture that supports and rewards innovation.

Management of talent involves attracting, developing, and retaining skilled workers. In addition to recruiting and selecting effectively, creating a supportive work environment that recognizes and rewards high performance, it also involves providing opportunities for growth and development.

The Evolving Landscape of Management:

As globalization, technological advancements, and societal shifts continue to influence management, it is constantly evolving. Due to globalization, markets have increased and competition has increased, requiring managers to adapt to diverse cultural contexts and develop a global mindset.

Organizations are forced to adapt to new tools and technologies due to technological advancements, such as digitization, automation, and artificial intelligence.

Corporate social responsibility and ethical management practices have become increasingly important due to changing demographics, increased social consciousness, and evolving consumer preferences.

Additionally, the rise of remote work and virtual teams has necessitated new approaches to communication, collaboration, and employee engagement.

Management Trends for the Future:

Several trends are expected to shape management’s future. Sustainable management focuses on integrating environmental, social, and governance aspects into business operations.

It is becoming increasingly apparent to organizations that addressing environmental challenges, promoting social well-being, and practicing responsible governance can build long-term value.

In response to changing market conditions, agile management emphasizes adaptability, flexibility, and rapid decision-making. The agile methodology was originally developed for software development, but is now being adopted in a variety of industries to improve organizational responsiveness and innovation.

A culture of inclusive leadership emphasizes diversity, equity, and inclusion in order to drive organizational performance. A culture of inclusive leadership fosters a sense of belonging throughout the organization, embracing diverse perspectives, ensuring equal opportunities, and fostering a sense of diversity.

In conclusion, effective management is essential for the success of an organization. Organizations can navigate the complexities of the modern business landscape by adopting appropriate strategies and leadership styles if they understand key management concepts, theories, and functions.

In order to thrive and make a positive impact on society, organizations will need to embrace sustainable practices, agile methodologies, and inclusive leadership as the field of management continues to evolve.

It is imperative that organizations constantly adapt and innovate in order to be successful in a world that is constantly changing.

• Coordination is the Essence of Management – POM | Management Notes
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The aim of this course has been to give you an introductory overview of operations management. Operations is one of the central functions of all organisations The first learning outcome was that you should be able to ‘ define “operations” and “operations management” ’. I took the view in this session that operations embraces all the activities required to create and deliver an organisation's goods or services to its customers or clients.

The second outcome was that you should be able to ‘ identify the roles and responsibilities of operations managers in different organisational contexts ’.

The third outcome was that you should be able to ‘ identify the operations management aspects of your own work ’. Some managers have a specific and central role in the management of operations such as a production manager in a factory or an operations manager in a hotel chain. However, as you may have discovered from Activity 3, most managers have at least some operations management aspect to their job.

The fourth outcome was that you should be able to ‘ apply the “transformation model” to identify the inputs, transformation processes and outputs of an organisation ’. The transformation model is a tool for analysing any type of organisation in terms of the inputs, transformation process and outputs involved in the operations function. Section 2 of this session described the transformation model and Activity 4 gave you the chance to apply it to a number of very different organisations.

The fifth outcome was that you should be able to ‘ identify the operational and administrative processes in your own organisation ’. David Garvin's article discussed the way in which a process perspective can enable managers to gain greater insight into the management of organisational performance. As you read the extract I hope you took notes on how this could be applied in your own organisation.

The final objective was that you should be able to ‘ describe the boundaries of an operations system and recognise its interfaces with other functional areas within the organisation and with its external environment ’. In Section 3 , I extended the transformation model to include suppliers, customers and the external environment. I also drew an important distinction between the closed system mentality that keeps the operations function separated from suppliers and clients, and the open systems mentality where communication with customers and suppliers is encouraged.

How to Conclude an Assignment to Make It the Cherry on Top

Table of Contents

What Is a Conclusion?

Why are conclusions written, how to write a conclusion for an assignment, useful strategies for conclusion writing, typical words to start a conclusion, a conclusion example for assignment, now, it’s time for this article’s conclusion….

A conclusion is a summary of the whole assignment. It should restate the thesis, summarize key ideas presented in the assignment, and leave the reader with a final idea about the topic in general to ponder further! It is the most logical way to end an assignment. Conclusion writing is not so difficult!

The purpose of a conclusion is to link the thesis statement (written in the introduction) with main ideas or points (made in the main body) and provide an overall message. A conclusion provides closure and is expected in most academic related writing, including assignments, research papers, and essays.

To write an assignment conclusion, follow the 7 simple steps below!

• Start a conclusion paragraph by indenting the first line or leaving a blank line in between the last main body paragraph and the conclusion.
• Use a suitable starting word or phrase to indicate the assignment is drawing to a close, such as, ‘In summary’ or ‘With all this in mind’ (read on for further example starter words and phrases).
• Revisit your introduction to remind yourself of the thesis e.g., ‘The biggest contributor to global warming is animal agriculture’ . Then, either paraphrase or answer the thesis e.g., ‘In summary, animal agriculture is the main cause of global warming’ .
• Summarize the main point made by each paragraph in the assignment. So, if you have written 3 main body paragraphs, there should be 3 main points stated in the conclusion e.g., ‘ The animal agricultural sector causes extensive GHG emissions. As the world population grows, increasingly colossal areas of rainforest are being cleared for farmed animals, to keep up the demand for meat. Furthermore, seemingly unmeasurable amounts of animal wastes are polluting vast areas of land and water, thus ruining the biodiversity that helps to keep our planet’s GHG’s balanced’.
• Ensure you do not give the reader any new information. The conclusion is not the place for this.
• To end a paragraph, give your readers a closing sentence about the overall topic and try to encourage them to think further e.g., ‘If the world’s population continues to grow at its current rate and we do not make the shift towards a plant-based diet fast enough, we may reach a point whereby the damage to the ozone layer is beyond repair’ .
• Finally, end a conclusion, proof-read it! Do not skip this part! There is no point writing an amazing conclusion in assignment if readers cannot understand it or spot several spelling, punctuation, or grammatical errors!

• Bear in mind that a conclusion paragraph is written in reverse order to the introduction. The introduction will begin with a general topic, focus on specific aspects of it, and then state a thesis. A conclusion for an assignment will be the other way around (thesis, main points, topic in general).
• Remember, you are aiming to bring the reader’s mind back to the introduction and the key information given to them.
• Encourage the reader to consider the future implications of the information you have provided them. This could be a general, wide statement about the topic or a question relating to the general topic to give the reader an alternative perspective or encourage their on-going thinking, after they have finished reading! The final sentence could be a ‘call to action’, a warning, or a future prediction.

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It’s important for the reader to sense the assignment is ending. Here are some useful words and phrases that can help you achieve this, and transition well into the concluding paragraph of your assignment:

• Given the circumstances
• Now that one knows
• The logical conclusion appears to be
• To summarize
• Upon consideration of the facts discussed
• After the exploration of multiple professional viewpoints
• In view of this information
• Nevertheless
• When faced with the dilemma of
• Bearing all this in mind
• It seems clear that
• Given the evidence presented
• With all aspects considered

When writing a conclusion for an assignment, it can be easier to see an example:

Overall, owning a pet is a huge commitment that can span many years of one’s life. A pet will require regular feeding and day-to-day care. Many pets need large amounts of human interaction, attention, and affection which can be time-consuming. Furthermore, a pet may incur great costs by means of food, medical care and pet sitting (whenever the owner wants to go on vacation without the pet). The decision of whether to welcome a pet into your home must be considered in great depth, and at length, to prevent another potentially unwanted animal ending its life in an animal shelter. 

Ultimately, writing a concluding paragraph is simple when you refer to the introduction for the assignment , and the key points made in the main body. All the information you need is already there, but it just needs re-working to provide the reader with closure, and perhaps also get them thinking further about the points you have made!

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Bresnen M, Hodgson D, Bailey S, et al. Being a manager, becoming a professional? A case study and interview-based exploration of the use of management knowledge across communities of practice in health-care organisations. Southampton (UK): NIHR Journals Library; 2014 May. (Health Services and Delivery Research, No. 2.14.)

Being a manager, becoming a professional? A case study and interview-based exploration of the use of management knowledge across communities of practice in health-care organisations.

Chapter 8 conclusion and recommendations.

In exploring how managers in health care encounter and apply management knowledge, our study has focused on three main aspects: management and leadership in the health-care context, knowledge, knowledge mobilisation and learning processes, and NoPs and CoPs. In this final chapter, we summarise our main conclusions in each of these areas, preceding this with a consideration of the effects of organisational and managerial diversity, before turning to assess the limitations and implications for future research and, finally, drawing out the recommendations from our study.

• Effects of organisational and managerial diversity

The study was designed to enable analytical generalisation reflecting the diversity in the range of trusts within the NHS and across the range of employees in the NHS charged with management responsibilities.

To capture organisational diversity, three case study organisations were chosen: an acute trust, a care trust and a specialist trust. Our assumption was that these trusts would vary in terms of geographical spread, the number of locations from which services are provided, the diversity of services provided and the number of organisations purchasing services from them. Empirically, these presumed differences were confirmed, although two of the three trusts did undergo substantial changes during the course of the research. However, contextual influences are not merely objective forces acting on organisations: their impact is moderated by individual and collective perception and interpretation in each case. Therefore, a core element of our study was to identify organisational factors and aspects of change which interviewees themselves saw as impacting most powerfully on management practice and knowledge sharing. Collectively, these differences provided a detailed and complex picture of the context within which our managers operated and represented a key element in developing our empirical and thematic analysis.

Managerial diversity was equally important, particularly in the light of the contested nature of management (and leadership) in the NHS discussed in Chapters 3 and 4 . A key objective was to ensure that the study fully captured the distributed nature of the management and leadership in the modern NHS and avoided a too simplistic and misleading dichotomy between management and clinicians.

To ensure that this happened in a structured and meaningful way, a model of management in the NHS was developed and refined, based around a continuum of clinical and managerial training and experience (see Figure 1 ). The main purpose of this model was to guide us in the recruitment of research participants in each trust, using purposive and non-random samples to differentiate between broad clusters of clinical, general and functional managers in each trust. As with the selection of case studies, these differences were necessarily broad-brush, but the empirical research was then used to reveal the substantial richness and complexity encapsulated within this simple model. Nonetheless, these three broad management groups, alongside the three case study organisations, did provide a valuable analytical tool in our empirical and thematic analysis. Therefore, the model itself represents a novel feature and direct deliverable from our research as it provides a tool that allows us to differentiate between these three managerial groups.

• Management and leadership in the health-care context

As noted in the discussion in Chapter 1 , the study of management in health-care organisations faces a number of theoretical and empirical challenges, one of which is to work with the complex relationship between management and leadership, a theme that has been explored at long length in academic and practitioner literatures. 27 , 28 , 89 This distinction typically contrasts visionary, strategic and transformative leadership, with a more procedural, operational and bureaucratic approach to management. 28

Within the NHS, the management/leadership distinction is probably more sharply defined and has greater palpable weight and political significance than in many other sectors, for the reasons outlined in Chapter 4 . In particular, historical tensions between management and clinical professions result in an ongoing suspicion of (and resistance to) management both as a function and as a cadre. Our analysis of health-care management, therefore, recognises the evolution of terminology in the NHS, in the first instance in the privileging of management over administration, and more recently in moves to celebrate leadership, including clinical leadership, over management. 70 , 89

The consequence is a complex and delicate ontological landscape, in which many NHS employees who manage will, for a variety of reasons, be reluctant or conflicted over the title ‘manager’ and indeed may not recognise their practice as ‘managing’, typically identifying instead with the role of leader and the practice of leadership. To address management effectively, paying full recognition to its political complexity in this context, our approach in this study was to address management inductively: as a question, informed by extant research on management and leadership within the NHS, and more widely. The first aim of our empirical research was to draw out and differentiate understandings of management and leadership as understood and practised by respondents in our study, rather than imposing meaning externally. The result is a more complicated and contested, but nevertheless richer, picture of management in our subject organisations, as understood, practised and articulated by managers both formally and informally.

This mapping out of meanings of management in our study, assisted through the development of our selection framework for managers (see Figure 1 ), led to two key findings from our research. First, management in the NHS is not only a heterogeneous activity, but also a heterogeneous identity, in that it is distributed among a wide range of occupational groups (classified by ourselves into the aggregate categories of clinical, general and functional), which draw upon highly diverse sources of knowledge, learning and experience and who interact through very diverse and open distinct networks of interaction and CoPs. Second, in this milieu, it is general managers who face the greatest challenge in sharpening their sense of professional identity based around a distinct and coherent managerial knowledge base.

• Knowledge, knowledge mobilisation and learning

To examine these knowledge processes further, the report drew upon a classical differentiation between explicit and tacit forms of (management) knowledge and between abstract learning and learning that is situated in practice. This enables us to distinguish between four primary types of knowledge in our study: 125

• knowledge encultured in the norms, values and practices of managers
• knowledge embedded in local management systems and processes
• knowledge encoded in management tools and techniques
• knowledge embodied in the skill sets of individuals.

In turn, this system helps to draw out the challenges involved in attempting to mobilise knowledge between contexts and to abstract it from, and translate it into, practice, through processes of socialisation, externalisation, combination and internalisation. 37 As a consequence, our study focused substantially on issues of knowledge translation, of putting encoded knowledge such as lean thinking into practice, for instance. Equally, however, there was the challenge of translating local and embodied solutions and innovations into generalisable and transferable knowledge. Similarly, this focus enabled the identification of particular barriers and gaps in this mobilisation process. A particular theme of interest in light of this framing was the role of formal training and development in management and its impact and importance when compared with other, more experiential modes of learning.

Although focused on management knowledge, the elephant in the room throughout our discussions has been the particularly influential body of professional knowledge associated with clinicians, against which managerial knowledge and understanding are often juxtaposed. It was therefore necessary to pay attention to the ways in which management knowledge was perceived to be in competition with, or judged against, medical bodies of knowledge in the process of collective decision-making, for example. At the same time, as many of our managers were simultaneously, or formerly, clinicians, the performance of their role often relied as much on their clinical or other professional knowledge and experience (and the credibility it gave them) as it did on their managerial know-how.

Taking these two aspects together points to a third key finding to emerge from the research, namely the strong tendency for managerial knowledge, particularly that harnessed by general managers, to be more home grown (situated in local practices) and experiential. Local pressures associated with trust reporting and management requirements combined with the hegemony of clinical know-how and the influence of a financial discourse tended to create a strong reliance on local and experiential knowledge (notwithstanding the potential value of alternative, external forms of knowledge and learning).

Although our theoretical framing was substantially informed by contemporary thinking on knowledge sharing and learning, which emphasises the socially situated nature of knowledge, it also emphasises the importance of learning or knowing through social interaction in NoPs and CoPs and this is what we turn to next as the third of our major themes.

• Networks and communities of practice

An understanding of flows of knowledge requires an insight into the nature and dynamics of the networks and communities within which practitioners are located, opening up a consideration of the various NoPs and CoPs to which managers may belong, their role and organisation, the relationship between the interactions they enable (or constrain) and associated processes of socialisation and learning (or exclusion and non-learning).

Despite the value of the substantial literature on CoPs that highlights the interpenetration of socialisation and knowledge-sharing processes, we also recognise the limitations of too exclusive a focus on this type of arrangement. 151 Membership of a CoP revolves around shared narratives of experience, shared paradigmatic modes of analysis and shared modes of representation. 46 Although CoPs are typically defined as closely related groups of practitioners who develop and share common understandings through frequent and close interaction, we aimed to remain sensitive to the variety of groups and communities to which managers may belong and to potential interplays between them. Therefore, we focus on a broader and more extensive concept of networks, a concept which allows for a greater diversity in terms of their degree of co-ordination and cohesion, strictures on membership, the ways in which they are formed and their location within or across organisational boundaries. To be clear, several of the networks examined empirically in the study do indeed display the cohesion of a CoP, but many are significantly more informal, loose, open and flat or distributed networks, which nonetheless play a key role in knowledge mobilisation and socialisation for the managers in our study.

To capture the meaning and significance of these networks, we set out to discover what networks exist, how they function and what purpose they serve for the managers in each trust. In other words, the process was an inductive one of ascertaining the network connections of salience and importance to managers, rather than a narrow but more constrained focus on formal, closed or centralised networks and, especially, those with a highly performative focus on narrow instrumental goals. Through this flexibility, we were able to explore the diverse range of inter-related purposes served by networks, including not only knowledge acquisition but also career advancement, influencing policy and practice, and personal/emotional support. We examined these outcomes in terms of both individual and organisational benefits, cognisant of recent and on-going debates on the value of social capital but, again, without reducing networks and the activity of forging relationships to narrowly instrumental motives.

Perhaps the key general finding to emerge in this respect was the challenges faced by general managers in being able to access fully and be actively engaged with wider networks of professionals (not only across trusts but within them too). Not only did this mean that general managers had less opportunity to gain potentially valuable knowledge and support, but also that it tended to reinforce any reliance on local and experiential knowledge, adding to any inward-looking tendencies.

• Limitations and directions for future research

Our research has lent strong support to the framework developed in Figure 1 as a means of differentiating between relatively distinct managerial groups and the quite different NoPs and CoPs they tend to engage with. It has also demonstrated the value of situating analysis of management knowledge mobilisation and utilisation in the context of the particular organisational conditions and challenges facing those diverse managerial groups. However, that very complexity and diversity also inevitably creates limitations for how qualitative research is able to tap into the processes concerned.

One obvious limitation is in the restriction in the range of case organisations to three types of trust. The research has adopted standard and accepted protocols for case study design and selection that emphasise the importance of choosing cases that show variation in key conditions (in this research, expected variation in managerial knowledge networks) and which rely on analytical, rather than statistical, generalisability to extrapolate findings to different types of setting. 52 , 53 Consequently, it becomes possible to conclude, for example, that challenges to management networking may equally be found in other highly differentiated forms of trust. However, the importance of a holistic understanding of case conditions and their effects also alerts one to the possibility that different constellations of conditions may create different outcomes in other types of trust. Only by extending the research systematically to consider all potential types of trust would it be possible to conclude that the range of likely conditions are fully captured in the research design.

Second, a similar limitation is in the number and range of participants included in the research. Again, the research has applied small-scale purposive sampling, rather than large-scale random sampling methods to systematically select participants for interview. As such, the findings are inevitably restricted to the range of experiences and conditions faced by the selected group of managers. The qualitative nature of the study has allowed us to choose our participants carefully in order to ensure an appropriate range of respondents and then to examine their experiences in considerable depth. Moreover, respondents have also effectively acted as key informants on the issues faced by managers generally and we have been able to augment interview data with direct observation of management practices. However, there is clearly scope here for more extended research that explores the issues raised through larger-scale systematic or random sampling of respondents both within and across trusts. This could be based on the use of the framework of management types developed in our study.

Third, the ethnographic study of the managers, their access to knowledge sources and their involvement in networks is also inevitably constrained by the resources available to conduct such research in the depth that would be required to get a complete picture of managerial knowledge mobilisation and utilisation. The data obtained have provided rich insights into the ways in which different managers access, share and use managerial knowledge and how this relates to diverse organisational and professional circumstances. However, each of these networks of interaction in which specific groups of managers are involved is worthy of study in their own right. Studying wider networks of activity has been beyond the scope of the current study, as the emphasis has been on managers’ perceptions. Consequently, there is clearly further scope for exploring in greater depth any or all of the networks of interaction that involve the managers we studied (and others) effectively in their own right. Research of this type may employ similar ethnographic methods, but could also use more quantitative techniques, such as social network analysis. This research has signposted areas in which further research may reveal important details about the structure and dynamics of such networks of interaction, knowledge creation and sharing, but has not been able to capture these in full.

Fourth, the ethnographic element of the research has been important in helping to understand and situate management knowledge and learning processes in practice. But there is more that could be done to extend this type of work to get deeper insights into these processes. Resource constraints meant that it was not possible to extend this aspect of the work fully, for example through extended periods of stay or shadowing of managers or tracking interaction further into external NoPs and interaction. Selection of managerial events and encounters to observe also means that a standard criticism of ethnography (that findings from observations are inevitably restricted to what is observed) apply to this research as well. More extended ethnographic study is one way to build on the insights from this study to get further insights into the processes involved.

Last but not least, recent changes to the relationships between primary and secondary health care pose a number of further important potential questions about the nature, sources and application of management knowledge in a changing health-care environment. The scope of this research has not extended to primary-care organisations, so there is a need for further research to explore management knowledge and learning processes in the primary-care domain as well as in the changing interface between secondary and primary care.

• Recommendations

There are seven general recommendations that emerge from the research, each of which has a number of implications for practice at, variously, national, regional or trust level. These are particularly in the realm of management training and development, but also encompass steps that trusts and other agencies might take to improve the structural context within which managers work and are embedded.

• Leadership training and development programmes (e.g. via the NHS Leadership Academy) need to ensure that the development of leadership takes account of the complex relationship between leadership skills and management practice on the ground.
• Such programmes also need to balance an emphasis on leadership with continued attention to the importance of management skills (especially leadership-related skills, such as interpersonal communication).
• Local trust training and development programmes can help maximise the transferability of context-specific leadership training to management practice by ensuring that analysis of leadership challenges and solutions continue to be firmly situated in management problem-solving and decision-making scenarios.
• Training and development programmes provided at trust level need to ensure a balance of emphasis on learning from experience with the use of more codified systems of knowledge that can effectively challenge received wisdom and accepted practices.
• Trusts need to be aware of the need to capture and share knowledge and learning that may be localised in specific parts of the organisation (e.g. tender bidding skills), such knowledge may be particularly important to generalise across trusts in the light of recent changes to the organisation of primary, secondary and tertiary health-care provision.
• Trusts need to carefully consider how they attempt to bridge the clinical–managerial divide and tailor their approaches to achieving this to match the specific context of interaction (e.g. by combining structural adjustments with the relational skills of key individuals for whom status differentials are high, or by relying on embodied experience when there is more of a blending of clinical and managerial orientations).
• National leadership programmes should be considered as an opportunity for cultivating networked interaction between distinct types of managerial groups (especially clinical and general). This approach would encourage development of shared perspectives between the CoPs on the use and application of specific types of managerial knowledge.
• There may also be opportunities for trusts to develop mechanisms for such networked interaction focused on management issues and solutions at a more local level, provided that they occur away from immediate operational pressures. Such initiatives may be particularly important in the context of significant recent changes in the relationship between secondary and primary care.
• Middle managers, especially those in general management positions, need more access to leadership development and training opportunities that are better synchronised with the demands of their role and the stage of their career. There is currently a gap in the more strategic (as opposed to operational) training opportunities that tie in with middle managers’ needs.
• Wider (national) leadership training programmes can help bridge that gap, provided that the knowledge base they impart (e.g. lean thinking, strategic analysis) is not abstracted from health-care practice but used instead in a more heuristic way to inform analysis of health-care management problems.
• Trusts also need to find ways of giving middle managers time out from busy schedules to take up any opportunities afforded by more advanced training and development programmes that are based on such reflective learning processes.
• Opportunities provided for networking through national leadership development programmes are recognised as valuable but can also be sporadic or limited in their availability. More could be done to encourage continued interaction through these networks at a regional or local level following core programme activities.
• Recognition needs to be given (in national and more local training programmes) to the importance and benefits of both formal and informal networks of interaction as sources of knowledge and support for managers and how specific mechanisms for middle managers may help significantly (e.g. mentoring).
• Initiatives at national, regional or individual trust level need to recognise that networked interaction among managers, when it occurs, does so largely within the distinct CoPs associated with general, clinical and functional managerial groups (as opposed to there being one distinct and coherent CoP).
• External (regional, area) networks of managers could be actively cultivated (either by individual trusts or through intertrust collaboration). These external networks should be focused on particular knowledge and learning themes (e.g. aspects of management best practice), as opposed to being driven primarily by operational requirements.
• Trusts that are highly differentiated (geographically, organisationally, professionally) may benefit particularly from taking their own internal networking initiatives that have the dual advantage of helping managers share best practice as well as improving organisational integration.
• Trusts faced with recent challenges associated with changes in secondary/primary care may find managerial networking of increased relevance and importance to the achievement of their goals.
• National leadership development programmes should continue to build on the networking opportunities they offer and networking skill development they aspire to provide.
• In addition, such programmes should also build on the potential they offer for greater collective development and further institutionalisation of a distinct body of health-care management knowledge and practice.

Included under terms of UK Non-commercial Government License .

• Cite this Page Bresnen M, Hodgson D, Bailey S, et al. Being a manager, becoming a professional? A case study and interview-based exploration of the use of management knowledge across communities of practice in health-care organisations. Southampton (UK): NIHR Journals Library; 2014 May. (Health Services and Delivery Research, No. 2.14.) Chapter 8, Conclusion and recommendations.
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5.4 Conclusion

In the analysis stage of the strategic management process, the final phase is to apply the SWOT framework to consolidate a “snapshot” of the internal and external analysis conducted and identify the key strategic issue(s). The SWOT pulls together the important information from the external and internal analysis and the organizational performance assessment and displays it in an organized framework. The strengths and weaknesses are internal to the organization, and the opportunities and threats are external to the firm.

The information and data from the assessments and SWOT are then used to formulate the strategic issue(s). What needs to be addressed and resolved to move the organization forward toward success and its vision? Strategies are then developed that address the resolution of the strategic issue and advance the organization, as discussed in the next chapter.

Strategic Management Copyright © 2020 by Reed Kennedy is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Management (The Brian Tracy Success Library) by Brian Tracy

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You can become an excellent manager when you learn and practice the behaviors, methods, and techniques of other successful managers. If you do what other successful people do, you will soon get the results that other successful people get.

The ideas and strategies contained in this book are based on more than thirty years of research and experience in large and small companies. If you recognize that you have room to improve in any one of these twenty-one areas, resolve right now—today—to do ...

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Course Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Selected answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool.

Sun City Boards Assignments and Discussions

Half of the written assignments and discussions are based on a case study, whose focus is a fictional high-end surfboard company, Sun City Boards, which is also highlighted in the Why It Matters and Putting it Together in Module 3: Planning and Mission. Many of these assignments take the form of asking students to give Tom, the company’s inexperienced owner, advice about how he can run his business more effectively. The Sun City Boards assignments create a common framework for applying knowledge and skills developed through the course, encouraging students to demonstrate mastery of the content through real-world tasks and work products.

Alternate Assignments and Discussions

The other half of the written assignments and discussions use a variety of approaches, depending on the subject and learning outcome being assessed; many ask students to go beyond course content to form connections between research topics and what they’ve learned in class.

Using Assignments

We recommend assigning one discussion OR one assignment per chapter, rather than all of them. Some instructors prefer to stick with the Sun City Boards theme throughout the course; others like to use some of the alternates along the way. You can view any assignments or discussions below or throughout the course.

You can view them below or throughout the course:

Rubric for Assignments

There is also a sample rubric to assist you in grading. Instructors may modify these guidelines or use their own.

Open Pedagogy Assignments

Open Pedagogy Assignments are assignments in which students use their agency and creativity to create knowledge artifacts that can support their own learning, their classmates’ learning, and the learning of students around the world. (See this  peer-reviewed article  for more details.) All of the assignments can be created with a cell phone camera or any video recording device, Google or Word documents, and your learning management system.

Discussions

The following discussion assignments will also be preloaded (into the discussion-board tool) in your learning management system if you import the course. They can be used as is, modified, or removed. You can view them below or throughout the course.

Rubric for Discussion Posts

• This discussion invites conversation on race, which might require additional monitoring and involvement from instructors. This blog post from the Choices Program at Brown University contains links to helpful resources to facilitate talking about race in the classroom: "Approaching Race in the Classroom, Actively" ↵
• Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
• Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

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Chapter 1: Mastering Strategy: Art and Science

This chapter provides an overview of strategic management and strategy. Ideas about strategy span many centuries, and modern understanding of strategy borrows from ancient strategies as well as classic military strategies. You should now understand that there are numerous ways to conceptualize the idea of strategy, and that effective strategic management is needed to ensure the long-term success of firms. The study of strategic management provides tools to effectively manage organizations, but it also involves the art of knowing how and when to apply creative thinking. Knowledge of both the art and the science of strategic management is needed to help guide organizations as their strategies emerge and evolve over time. Such tools will also help you effectively chart a course for your career as well as to understand the effective strategic management of the organizations for which you will work.

• Think about the best and worst companies you know. What is extraordinary (or extraordinarily bad) about these firms? Are their strategies clear and focused or difficult to define?
• If you were to write a “key takeaway” section for this chapter, what would you include as the material you found most interesting?

Attributions

Figure 1.8:

Ramese II Statue in Luxor Temple by Clarence is used under a CC BY 2.0 Licence  (first);

Samurai with sword by Britannica is in the Public Domain (second);

Trojan horse Çanakkale by Ross Burgess is used under CC BY-SA 2.0 Licence  (third);

Tewkesbury Medieval Festival 2008 – Hail Sir Knight by Andy Dolman is used under CC BY-SA 2.0 Licence  (fourth).

Figure 1.9: Macchiavelli by JoJan is used under a CC BY 3.0 Licence (first);

George Washington by Gilbert Stuart, 1795-65 is in the Public Domain (second);

Portrait of Napoleon in his study at the Tuileries is in the Public Domain (third);

Major General George H. Thomas by dbking is used under a CC BY 2.0 Licence (fourth);

Mk XIX Supermarine Spitfire by David Merrett is used under CC BY 2.0 Licence ,

IS-2 tank Monument at WWII Memorial in Shatki by Bestalex is used under CC BY-SA 2.0 Licence (fifth)

Figure 1.10: Ford Model T at the White House by Don O’Brien is used under CC BY 2.0 Licence  (top left);

Harvard  by PDru2014 is used under CC BY 2.0 Licence (top right);

Frederick Winslow Taylor crop is in the Public Domain (top middle);

Sam Walton 1936 by Grey Wanderer is in the Public Domain (bottom middle);

Amazon Kindle 3 by NotFromUtrecht is used under CC BY-SA 2.0 Licence  (bottom left);

The Blue Marble by NASA is in the Public Domain (bottom right)

Mastering Strategic Management - 1st Canadian Edition Copyright © 2014 by Janice Edwards is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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BUS209: Organizational Behavior

Managing Stress and Emotions

Stress and emotions are two critical elements that influence a person's perception. As you read this chapter, also think about the role that emotions play in behavior. We will then introduce you to the concept of emotional intelligence. Pay particular attention to the concepts of self-awareness, self-management, social awareness, and relationship management. How do these concepts relate to individual performance? The chapter concludes with a discussion on the role of national culture on stress.

Stress is a major concern for individuals and organizations. Exhaustion is the outcome of prolonged stress. Individuals and organizations can take many approaches to lessening the negative health and work outcomes associated with being overstressed. Emotions play a role in organizational life. Understanding these emotions helps individuals to manage them. Emotional labor can be taxing on individuals, while emotional intelligence may help individuals cope with the emotional demands of their jobs.

Conclusion of Waste Management

The conclusion of a Waste Management project or essay is a section that provides a recap of the primary discussions. It spotlights the accomplishments of the project, underscoring the significance of the waste management strategies that have been suggested. It emphasizes the crucial role that sustainable waste management plays in safeguarding the environment and ensuring public health.

It promotes additional investigation and action towards waste reduction and recycling initiatives. The conclusion serves as an instrument to underscore the importance of the project and stimulate action.

How to Write Conclusion of Waste Management

• Effective waste management strategies are crucial for safeguarding the environment, conserving natural resources, and promoting sustainable development.
• A comprehensive approach encompassing waste reduction, recycling, and proper disposal methods is essential for mitigating the adverse impacts of waste on ecosystems and public health.
• Governments, industries, and communities must collaborate to implement policies, regulations, and educational campaigns that foster responsible waste management practices.
• Investment in advanced waste treatment technologies, such as waste-to-energy conversion and bioremediation, can contribute to a circular economy and reduce reliance on landfills.
• Encouraging waste minimization through product redesign, extended producer responsibility, and consumer awareness can significantly reduce the overall waste stream.
• Incorporating principles of circular economy and waste hierarchy into urban planning and infrastructure development can create more resilient and sustainable cities.
• Continuous research, innovation, and knowledge-sharing are essential for developing efficient, cost-effective, and environmentally sound waste management solutions tailored to local contexts.

Proper waste management is essential for the health and sustainability of our planet. It is important for individuals and businesses to take responsibility for their waste and make efforts to reduce, reuse, and recycle as much as possible. We can reduce pollution, conserve natural resources, and protect ecosystems by properly managing waste. It is also important for governments to implement policies and regulations to ensure that waste is managed in a safe and environmentally friendly manner.

Conclusion of Waste Management Example

Waste management is key to maintaining a healthy and clean environment. Effective trash disposal ensures that waste materials do not affect our surroundings negatively. Implementing recycling processes can reduce the amount of waste produced, hence limiting environmental pollution. Each individual, community, and business should participate in proper waste disposal practices to protect our health and that of the environment. The use of renewable energy sources and technology should be encouraged to help in waste management. Cleanliness and recycling campaigns can educate the public about the importance of proper waste disposal. It’s high time we all commit to responsible waste management for a sustainable future.

Also Check:   Conclusion of Sustainable Development

Solid Waste Management Conclusion

Solid waste management plays a vital role in protecting our environment and improving public health. By adopting sustainable waste management practices, we can mitigate the harmful effects of waste and contribute to a cleaner and healthier world. It is crucial for everyone to take responsibility for their waste and make conscious efforts to reduce, reuse, and recycle. We can work towards a more sustainable future and create a better world for ourselves and for generations to come, through collaboration and education. Let us all commit to making a positive impact on our environment through responsible waste management.

Also Check:   Conclusion of Pollution

Conclusion for Waste Management Essay

In conclusion, proper waste management is a critical element for sustainable growth and development for any society. It goes beyond the aesthetic appeal of a clean environment as it directly impacts human health, air and water quality, and contributes to global efforts to combat climate change. Embracing sustainable waste management practices from proper segregation, recycling, composting, and waste-to-energy initiatives is not only beneficial for the environment, but also economically viable for nations and corporations alike.

Both individuals and policy-makers have a shared responsibility to proactively participate in waste management strategies and raise awareness about their importance. With collective action, we can mitigate the damaging effects brought about by improper waste disposal, and create a cleaner, healthier, and more sustainable world for future generations.

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In this chapter, a deep insight was developed about how teams are formed and what makes a team effective. Also examined were divergent teaching styles and learning styles to show how teamwork can be effective in learning organizations.

A review of this chapter’s major conclusions, include:

• A team is a group with complementary skills who work together to accomplish goals. Using the form of checks and balances is an effective measure to establish guidelines within teams.
• Experiential learning, project-based learning, and inquiry-based learning are effective divergent methods to use in learning organizations. It is important to provide people with the opportunity to learn, and have them to set the course for their own learning.
• Online Collaborative Learning (OCL) is a new way to foster learning in a modern environment, but pitfalls can be present from decreased deep communication, removing that face-to-face component.
• The make-up of formal and informal teams use the dynamics of cross-functional, virtual, and self-managing teams, depending on the organizational goals and situations.
• Effective teams within the workplace develop through the five stages of forming, storming, norming, performing, and adjourning. Leaders and groups, either internally or externally, need to create boundaries, and keep open lines of communication with teams and individuals.

Within this chapter, communication within teams was shown to be an important factor, especially when establishing relationships in the team-forming process. This will lead into the next chapter about communication, with a discussion on the forms of communications and their effectiveness inside of a learning organization.

Leadership and Management in Learning Organizations Copyright © by Clayton Smith; Carson Babich; and Mark Lubrick is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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