Active voice is a grammatical voice common in many of the world's languages.

It is
the unmarked voice for clauses featuring a transitive verb in nominative–accusative languages,
including English and most other Indo-European languages. A verb in such languages is usually in
the active voice when the subject of the verb performs the action named.
Active voice is used in a clause whose subject expresses the main verb's agent. That is, the subject
does the verb's designated action.[1] A clause whose agent is marked as grammatical subject is
called an active clause. In contrast, a clause in which the subject has the role of patient or theme is
named a passive clause, and its verb is expressed in passive voice. Many languages have both an
active and a passive voice and this allows for greater flexibility in sentence construction, as either
the semantic agent or patient may take the subject syntactic role.[2]
In a clause including an impersonal verb, the verb is active in form, but no agent is specified.

Examples[edit]
In the following examples, the active and passive voice are illustrated with pairs of sentences using
the same transitive verb.

Languag
Active voice Passive voice
e

Die hond het die posbode gebyt. (The Die posbode is deur die hond gebyt. (The
Afrikaans
dog bit the postal carrier.) postal carrier was bitten by the dog.)

English The dog bit the postal carrier. The postal carrier was bitten by the dog.

ACTIVE / PASSIVE VOICE

Active voice

In most English sentences with an action verb, the subject performs the action denoted
by the verb.

    These examples show that the subject is  doing the verb's action.

            

Because the subject does or "acts upon" the verb in such sentences, the sentences are
said to be in the active voice.

Passive voice

One can change the normal word order of many active sentences (those with a direct
object) so that the subject is no longer active, but is, instead, being acted upon by the
verb - or passive.

    Note in these examples how the subject-verb relationship has changed.

            

Because the subject is being "acted upon" (or is passive), such sentences are said to
be in the passive voice.

NOTE:   Colorful parrots live in the rainforests cannot be changed to passive voice

because the sentence does not have a direct object.

To change a sentence from active to passive voice, do the following:

    1.  Move  the active sentence's direct object into the sentence's subject  slot
             

    2. Place the active sentence's subject into a  phrase beginning with
the preposition by

              

    3.  Add a form of the auxiliary verb be to the main verb and change the  main verb's
form

              

Because passive voice sentences necessarily add words and change the normal doer-
action-receiver of action direction, they may make the reader work harder to
understand the intended meaning.

As the examples below illustrate, a sentence in  active voice  flows more smoothly and
is easier to understand than the same sentence in  passive voice.
             

            

It is generally preferable to use the ACTIVE voice.

To change a passive voice sentence into an active voice sentence, simply reverse the
steps shown above.

    1.  Move  the passive sentence's subject into the active  sentence's  direct object slot
             

    2.  Remove  the auxiliary verb be from the main verb and change main verb's form if
needed

            

    3. Place the passive sentence's object of the preposition by into the subject slot.

           

Because it is more direct, most writers prefer to use the active voice whenever possible.

The passive voice may be a better choice, however, when

 the doer of the action is unknown, unwanted, or unneeded in the sentence

             Examples

             

 the writer wishes to emphasize the action of the sentence rather than the doer of the
action

            Examples
               

 the writer wishes to use passive voice for sentence variety.

SENTENCE LENGTH
Many writers struggle to write sentences of appropriate length. Some writers write
short sentences, which can make an essay seem choppy. Other writers tend to write
long sentences, which can make the writing seem long-winded or wordy, even if it
isn’t. Good writing contains sentences of a variety of lengths: some short, some long,
some medium. This page provides some suggestions for intentionally changing
sentence length. 

Short sentences: 
The easiest way to make sentences longer is by using conjunctions, the most common
of which are coordinating conjunctions. (More on coordinating conjunctions )
Conjunctions can be used to connect independent clauses, dependent clauses, and/or
other phrases together. Using them correctly is an easy way to combine two or three
shorter sentences into one longer one. Let’s look at the following example:

Too many short sentences can hurt an essay. It can make the writing seem choppy.
The writing may seem like it is below college level. Readers may lose interest. They
may not want to continue reading.  

Notice how the writing in this example seems choppy and doesn’t flow well. Now,
look at how this writing can be improved by joining some of these sentences together
with coordinating conjunctions:

Too many short sentences can hurt an essay,  for  it can make the writing seem
choppy  and  seem like it is below college level. Because of this, readers may lose
interest and may not want to continue reading.

Notice how the second example is clearly better even though none of the information
was changed. While it is just a short example, it demonstrates how even a few short
sentences can be improved by being lengthened with coordinating conjunctions. 

Another way to connect short sentences together is through the use of subordinating
conjunctions. (More on subordinating conjunctions )
Review the following example:

Example: My grades continue to suffer. I am not studying as much as I should. I hope

to pass. I am not sure I will.

Example revised through subordination: My grades continue to suffer because I am

not studying as much as I should.  Even though I hope to pass, I am not sure that I
will. 

Notice how subordinating conjunctions not only connect sentences together to

improve length but also show how ideas are connected. 

The following is a list of common subordinating conjunctions that can be used :

after, although, as, as if, as though, because, before, even if, even though, if, if only,
now that, once, rather than, since, than, that, though, unless, until, when, where,
whereas, wherever, whereas, whether, which, while.

Long Sentences
The easiest way to fix a passage containing too many long sentences is to break some
of the sentences up to create multiple sentences. Let’s look at the following example. 

Long sentences are also problematic in writing because, even if they are punctuated
properly, they can be hard to read since readers often want a pause, and writers need
to be aware of this and consider the effect that any writing has on the reader.  
Writing that contains long sentences can seem wordy, even if this isn’t the case, for
the information in long sentences, like in short ones, can be hard to understand and
connect. 

Technically, the passage above is grammatically correct, but because the sentences are
long, it does not flow well and makes for poor writing. Look at how this writing can
be improved by breaking up the sentences:

Long sentences are also problematic in writing. This is true even if they are
punctuated properly since they can be hard to understand for readers, who often want
a pause while reading. Writers need to be aware of this and consider the effect that
any writing has on the reader. Furthermore, writing that contains long sentences can
seem wordy, even if this isn’t the case. This happens because the information in long
sentences, like in short ones, can be hard to understand and connect.

Keep sentence length in mind while writing your essay and try to incorporate variety.
If your writing contains areas where there are several short sentences, look to combine
some of them. If some of the sentences are too long, look to shorten them by
separating the independent clauses. Doing this will make any writing better and easier
to read. 
Short sentences rarely have the ambiguity or mystery of a long sentence. They
rarely have twists or swerves or switchbacks, because that requires the length of a
longer sentence. They rarely win your admiration for verbal virtuosity, the way
that a long sentence can astonish you.

What is the effect of short sentences? The effect is violence. A short sentence can
gut punch you. They can deliver a surprise with the utmost efficiency. They can
usher in a fantastic plot revelation with a deft flick of a few syllables. They have a
power due to their brevity, and they have agility because they have nothing to
weigh them down.

It would be a mistake to call a short sentence a simple sentence. Although

many short sentences are simple in that they’re not compound or complex or
compound/complex, they’re not simple meaning a childish thought, or one easy to
comprehend. The short sentence can have a complex idea. It can deliver a
sophisticated or challenging concept.

Although I dimly remember the gist of lengthy sentences, it’s the short sentences
that I quote. About half of the examples below I remembered from memory.

If you want a short sentence definition, it’s impossible to give a limit. Is it

defined by word count or letter count? These things don’t matter. A short sentence
is not under 7 words or under 20 syllables. You recognize a short sentence when
you see one. And the short sentence is also defined by its surroundings: a sentence
might not be short when surrounded by ten-word sentences, but when surrounded
by 100-word sentences, it seems like a dwarf.

If you’re like me, you want to write short sentences that make the reader stop and
reread them, make them ponder them late at night, make them quote to their
friends. So let’s get started. 

argon
Jargon is the term for specialized or technical language that is only understood by those
who are members of a group or who perform a specific trade. For example, the legal
profession has many terms that are considered jargon, or terms that only lawyers and
judges use frequently.
Writers sometimes use jargon to appeal to a specific group, or to embed a hidden
meaning behind their writing that only certain groups would understand. Jargon is also
used as a method of characterization. When characters use jargon it tells us something
about that character and his/her interests and profession.
Examples of Jargon:
1. I need a script in order to pick up the medicine. (medical jargon for "prescription")
2. I need a nurse to room 12 stat. (medical jargon for "in a hurry")
3. Your objection is overruled. (legal jargon)
4. We need to take data points to determine if there has been a response to the
intervention. (educational jargon)
5. The suspect is headed west on Route 10. All available units, respond. (police jargon)
Examples of Jargon in Literature
From Tim O'Brien's The Things They Carried On an afternoon in 1969
the platoon took sniper fire . . . It only lasted a minute or two and nobody was hurt, but
even so Lieutenant Jimmy Cross got on the radio and ordered an air strike.
From Harper Lee's To Kill a Mockingbird All the spectators were as relaxed as Judge
Taylor, except Jem. His mouth was twisted into a purposeful half-grin, and his eyes
happy about, and he said something bout corroborating evidence, which made me sure
he was showing off.
Function of Jargon
The use of jargon is significant in prose and verse. It seems unintelligible to the people who do
not know the meanings of the specialized terms. Jargon in literature is used to emphasize a
situation, or to refer to something exotic. In fact, the use of jargon in literature shows the
dexterity of the writer, of having knowledge of other spheres. Writers use jargon to make a
certain character seem real in fiction, as well as in plays and poetry.

Definition of Jargon
Jargon is a literary term that is defined as the use of specific phrases and
words in a particular situation, profession, or trade. These specialized terms
are used to convey hidden meanings accepted and understood in that field.
Jargon examples are found in literary and non-literary pieces of writing.

The use of jargon becomes essential in prose or verse or some technical

pieces of writing, when the writer intends to convey something only to the
 readers who are aware of these terms. Therefore, jargon was taken in early
times as a trade language, or as a language of a specific profession, as it is
somewhat unintelligible for other people who do not belong to that particular
profession. In fact, specific terms were developed to meet the needs of the
group of people working within the same field or occupation.
Jargon may serve the purpose of a "gatekeeper" in conversation, signaling who is allowed into
certain forms of conversation. Jargon may serve this function by dictating to which direction or depth
a conversation about or within the context of a certain field or profession will go.[25] For example, a
conversation between two professionals in which one person has little previous interaction or
knowledge of the other person could go one of at least two possible ways. One of the professionals
(who the other professional does not know) does not use, or does not correctly use the jargon of
their respective field, and is little regarded or remembered beyond small talk or fairly insignificant in
this conversation. Or, if the person does use particular jargon (showing their knowledge in the field to
be legitimate, educated, or of particular significance) the other professional then opens the
conversation up in an in-depth or professional manner.[25]

Jargon can be used to convey meaningful information and discourse in a convenient way within
communities. A subject expert may wish to avoid jargon when explaining something to a layperson.
Jargon may help communicate contextual information optimally.[27] For example, a football coach
talking to their team or a doctor working with nurses.[28] (Wikipedia)

Jargon is the specialized terminology associated with a particular field or area of activity.[1] Jargon is

normally employed in a particular communicative context and may not be well understood outside
that context. The context is usually a particular occupation (that is, a certain trade,
profession, vernacular, or academic field), but any ingroup can have jargon. The main trait that
distinguishes jargon from the rest of a language is special vocabulary—including some words
specific to it, and often different senses or meanings of words, that outgroups would tend to take in
another sense—therefore misunderstanding that communication attempt. Jargon is sometimes
understood as a form of technical slang and then distinguished from the official terminology used in
a particular field of activity.[2]
By 

Richard Nordquist




Updated November 04, 2019

Jargon refers to the specialized language of a professional or occupational group.

While this language is often useful or necessary for those within the group, it is
usually meaningless to outsiders. Some professions have so much jargon of their
own that it has its own name; for example, lawyers use legalese, while academics
use academese. Jargon is also sometimes known as lingo or argot. A passage of
text that is full of jargon is said to be jargony.
Key Takeaways: Jargon

• Jargon is the complex language used by experts in a certain discipline or field.

This language often helps experts communicate with clarity and precision.

• Jargon is different from slang, which is the casual language used by a particular
group of people.

• Critics of jargon believe such language does more to obscure than clarify; they
argue that most jargon can be replaced with simple, direct language without
sacrificing meaning.

Supporters of jargon believe such language is necessary for navigating the

intricacies of certain professions. In scientific fields, for instance, researchers
explore difficult subjects that most laypeople would not be able to understand.
The language the researchers use must be precise because they are dealing with
complex concepts (molecular biology, for example, or nuclear physics) and
simplifying the language might cause confusion or create room for error. In
"Taboo Language," Keith Allan and Kate Burridge argue that this is the case:

"Should jargon be censored? Many people think it should. However, close

examination of jargon shows that, although some of it is vacuous
pretentiousness...its proper use is both necessary and unobjectionable."

Critics of jargon, however, say such language is needlessly complicated and in

some cases even deliberately designed to exclude outsiders. American poet David
Lehman has described jargon as "the verbal sleight of hand that makes the old
hat seem newly fashionable." He says the language "gives an air of novelty and
specious profundity to ideas that, if stated directly, would seem superficial, stale,
frivolous, or false." In his famous essay "Politics and the English Language,"
George Orwell argues that obscure and complex language is often used to "make
lies sound truthful and murder respectable, and to give an appearance of solidity
to pure wind."

List of Jargon Words

Jargon can be found in a variety of fields, from law to education to engineering.
Some examples of jargon include:

 Due diligence: A business term, "due diligence" refers to the research

that should be done before making an important business decision.
 AWOL: Short for "absent without leave," AWOL is military jargon used to
describe a person whose whereabouts are unknown.
  Hard copy: A common term in business, academia, and other fields, a
"hard copy" is a physical printout of a document (as opposed to an
electronic copy).
 Cache: In computing, "cache" refers to a place for short-term memory
storage.
 Infinitive (abbreviated INF) is a linguistics term referring to certain verb forms existing in
many languages, most often used as non-finite verbs. As with many linguistic concepts,
there is not a single definition applicable to all languages. The word is derived from Late
Latin [modus] infinitivus, a derivative of infinitus meaning "unlimited".
 In traditional descriptions of English, the infinitive is the basic dictionary form of a verb when
used non-finitely, with or without the particle to. Thus to go is an infinitive, as is go in a
sentence like "I must go there" (but not in "I go there", where it is a finite verb). The form
without to is called the bare infinitive, and the form with to is called the full infinitive or to-
infinitive.
 In many other languages the infinitive is a single word, often with a
characteristic inflective ending, like morir ("(to) die") in Spanish, manger ("(to) eat")
in French, portare ("(to) carry") in Latin, lieben ("(to) love") in German, etc. However, some
languages have no infinitive forms. Many Native American languages and some languages
in Africa and Australia do not have direct equivalents to infinitives or verbal nouns. Instead,
they use finite verb forms in ordinary clauses or various special constructions.
 Being a verb, an infinitive may take objects and other complements and modifiers to form
a verb phrase (called an infinitive phrase). Like other non-finite verb forms
(like participles, converbs, gerunds and gerundives), infinitives do not generally have an
expressed subject; thus an infinitive verb phrase also constitutes a complete non-finite
clause, called an infinitive (infinitival) clause. Such phrases or clauses may play a variety
of roles within sentences, often being nouns (for example being the subject of a sentence or
being a complement of another verb), and sometimes being adverbs or other types of
modifier. Many verb forms known as infinitives differ from gerunds (verbal nouns) in that they
do not inflect for case or occur in adpositional phrases. Instead, infinitives often originate in
earlier inflectional forms of verbal nouns.[1] Unlike finite verbs, infinitives are not usually
inflected for tense, person, etc. either, although some degree of inflection sometimes occurs;
for example Latin has distinct active and passive infinitives.

English[edit]
See also: English verbs

Regarding English, the term "infinitive" is traditionally applied to the unmarked form of the verb
(the "plain form") when it forms a non-finite verb, whether or not introduced by the particle to.
Hence sit and to sit, as used in the following sentences, would each be considered an infinitive:

 I can sit here all day.

 I want to sit on the other chair.
The form without to is called the bare infinitive; the form introduced by to is called the full
infinitive or to-infinitive.
The other non-finite verb forms in English are the gerund or present participle (the -ing form), and
the past participle – these are not considered infinitives. Moreover, the unmarked form of the verb is
not considered an infinitive when it forms a finite verb: like a present indicative ("I sit every
day"), subjunctive ("I suggest that he sit"), or imperative ("Sit down!"). (For some irregular verbs the
form of the infinitive coincides additionally with that of the past tense and/or past participle, like in the
case of put.)
Certain auxiliary verbs are defective in that they do not have infinitives (or any other non-finite
forms). This applies to the modal verbs (can, must, etc.), as well as certain related auxiliaries like
the had of had better and the used of used to. (Periphrases can be employed instead in some cases,
like (to) be able to for can, and (to) have to for must.) It also applies to the auxiliary do, like used in
questions, negatives and emphasis like described under do-support. (Infinitives are negated by
simply preceding them with not. Of course the verb do when forming a main verb can appear in the
infinitive.) However, the auxiliary verbs have (used to form the perfect) and be (used to form
the passive voice and continuous aspect) both commonly appear in the infinitive: "I
should have finished by now"; "It's thought to have been a burial site"; "Let him be released"; "I
hope to be working tomorrow."
Huddleston and Pullum's Cambridge Grammar of the English Language (2002) does not use the
notion of the "infinitive" ("there is no form in the English verb paradigm called 'the infinitive'"), only
that of the infinitival clause, noting that English uses the same form of the verb, the plain form, in
infinitival clauses that it uses in imperative and present-subjunctive clauses.[2]
A matter of controversy among prescriptive grammarians and style writers has been the
appropriateness of separating the two words of the to-infinitive (as in "I expect to happily sit here").
For details of this, see split infinitive. Opposing linguistic theories typically do not consider the to-
infinitive a distinct constituent, instead regarding the scope of the particle to as an entire verb
phrase; thus, to buy a car is parsed like to [buy [a car]], not like [to buy] [a car].

Uses of the infinitive[edit]

The bare infinitive and the to-infinitive have a variety of uses in English. The two forms are mostly
in complementary distribution – certain contexts call for one, and certain contexts for the other; they
are not normally interchangeable, except in occasional instances like after the verb help, where
either can be used.
The main uses of infinitives (or infinitive phrases) are like follows:

 As complements of other verbs. The bare infinitive form is a complement of the dummy

auxiliary do, most modal auxiliary verbs, verbs of perception like see, watch and hear (after a
direct object), and the verbs of permission or causation make, bid, let, and have (also after a
direct object). The to-infinitive is used after many intransitive verbs like want, aim, like, fail, etc.,
and like a second complement after a direct object in the case of verbs like want, convince, aim,
etc.
 In various particular expressions, like had better and would rather (with bare infinitive), in
order to, as if to, am to/is to/are to.
 As a noun phrase, expressing its action or state in an abstract, general way, forming
the subject of a clause or a predicative expression: "To err is human"; "To know me is to love
me". The bare infinitive can be used in such sentences like "What you should do is make a list."
A common construction with the to-infinitive involves a dummy pronoun subject (it), with the
infinitive phrase placed after the predicate: "It was nice to meet you."
 Adverbially, to express purpose, intent or result – the to-infinitive can have the meaning of "in
order to..." (I closed the door (in order) to block out any noise).
 As a modifier of a noun or adjective. This may relate to the meaning of the noun or adjective
("a request to see someone"; "keen to get on"), or it may form a type of non-finite relative
clause, like in "the man to save us"; "the method to use"; "nice to listen to".
 In elliptical questions (direct or indirect): "I don't know where to go." After why the bare
infinitive is used: "Why reveal it?"
The infinitive is also the usual dictionary form or citation form of a verb. The form listed in dictionaries
is the bare infinitive, although the to-infinitive is often used in referring to verbs or in defining other
verbs: "The word 'amble' means 'to walk slowly'"; "How do we conjugate the verb to go?"(Wikipedia)

What Is an Audience Profile?

Companies need to know who their audience, or potential customer, is before they can
start marketing and promoting their product. How will they know whom to target and
market to? They can waste a lot of time and effort trying to market to the wrong people.
For example, if a company is selling treatment for receding hair lines, they do not want
to send marketing materials to college students.
Companies need to determine and focus on an audience profile. An audience profile is
a way for companies to determine their ideal target market of consumers. We will take a
look at why it is important to use audience profiling. We'll also explore strategies for
audience profiling and look at an example.

Importance of Audience Profiling

Audience profiling is important for a few reasons. First of all companies need to have
goals in mind when they are selling a product. They need to have a consumer in mind
who needs the product. Audience profiling can help to determine the goal of the product
by determining to whom the product should be marketed. Audience profiling should be
completed during product development to make sure the product will fit a certain
audience.
Also, the main reason why audience profiling is important is because it will help with
marketing. It will help determine which marketing campaigns will be successful, whom
to market to, and how to market to that audience. For example, when writing an article,
authors need to know who their readers are so they can use verbiage that their
audience will be able to understand. This is why audience profiling is so important for
companies.

Strategies for Audience Profiling

So how do you determine your audience profile? Here are a few steps for identifying
your target audience. First, you want to understand the people who will buy your
product and why they would buy your product. You can look at demographic
information, buying patterns, and motivation for buying. For example, a target audience
could be single men in their thirties who make more than $50,000 a year.(study.com)

Educational management refers to the administration of the education system in which a group

combines human and material resources to supervise, plan, strategise, and implement structures to
execute an education system.[1][2] Education is the equipping of knowledge, skills, values, beliefs,
habits, and attitudes with learning experiences. The education system is an ecosystem of
professionals in educational institutions, such as government ministries, unions, statutory boards,
agencies, and schools. The education system consists of political heads, principals, teaching staff,
non-teaching staff, administrative personnel and other educational professionals working together to
enrich and enhance.[3][4] At all levels of the educational ecosystem, management is required;
management involves the planning, organising, implementation, review, evaluation, and integration
of an institution. Educational management is related to Henri Fayol's 14 Principles of Management.[5].
Educational Management is a goal oriented  activity. It involves  group efforts and an organized work
and performance  towards the attainment of certain pre - determined goals in an educational
institution. With active coordinated effort we can achieve the goals of the organization, by efficiently
utilizing the material and human  resources in the  educational environment (wilipedia)

What is POSDCORB?
POSDCORB is an acronym which means Planning, Organizing, Staffing, Directing,
Coordinating, Reporting and Budgeting which was first coined in a paper on
administrative management that was written for the Brownlow Committee by Luther
Gulick and Lyndall Urwick. POSDCORB can be used as a systematic framework for
efficiently executing business processes in a company or by an individual.

Steps of POSDCORB
This essentially refers to the various steps or stages involved in a typical administrative
process. POSDCORB can be explained in detail below:
1. Planning: This essentially refers to establishing a broad sketch of the work to be
completed and the procedures incorporated to implement them.
2. Organizing: Organizing involves formally classifying, defining and synchronizing the
various sub-processes or subdivisions of the work to be done.
3. Staffing: This involves recruiting and selecting the right candidates for the job and
facilitating their orientation and training while maintaining a favorable work
environment.
4. Directing:  This entails decision making and delegating structured instructions and
orders to execute them.
5. Coordinating: This basically refers to orchestrating and interlinking the various
components of the work.
6. Reporting: Reporting involves regularly updating the superior about the progress or
the work related activities. The information dissemination can be through records or
inspection.
7. Budgeting: Budgeting involves all the activities that under Auditing, Accounting,
Fiscal Planning and Control.
The above image shows the various stages of POSDCORB

Importance of POSDCORB
Every business needs to have systematic framework in ensuring there is maximum
output, minimum wastage and higher margins. POSDCORB is one such method in
management where workforce and employees can be managed in a way which would
be beneficial for a company. This concept helps organizations to break down the work
into multiple processes and help in getting maximum value out to each employee.
These steps and stages of POSDCORB help the HR team to deliver to the needs of a
company.

Example of POSDCORB
Consider a multinational starting an exercise involving a good number of employees in
the workforce. As per POSDCORB, the planning stage would be doing the thorough
research about the number of people needed, team size, work type etc. Organizing and
staffing stages would be the HR department making a list of people i.e. supervisors and
subordinates who would could execute this role. One this is done, as per POSDCORB
directing would be giving instructions and ensuring implementation of the plan as per
the requirement. To ensure a better two way communication, coordinating plays a
pivotal role. Once all this done, the different ways of reporting are done which ensures
accountability and responsibility of the team. Finally, the budget to be allocated is
studied. In this way, POSDCORB can be used for better management.

This article has been researched & authored by the Business Concepts Team. It has
been reviewed & published by the MBA Skool Team. The content on MBA Skool has
been created for educational & academic purpose only.(mbaskool.com)

What is the POSDCORB concept

The POSDCORB concept consists of tasks, which Henri Fayol developed at the
beginning of the 20th century. Below all tasks are briefly explained as Gulick and Urwick
interpreted them:
Planning
It is the task of managers not only to decide what to do, but also to plan this in the
agenda. Planning has to do with foresight. This includes short-term planning (weekly,
monthly and quarterly), medium-term planning (annual) and long-term planning (looking
ahead with a timeline of 3 years). Planning determines the direction of the organisation.
On the other hand, a predetermined timespan means that when time runs out, whatever
result one has at the time must suffice. The development of this timeline must be closely
monitored.

Organising
Managers not only have the task of assigning activities, but also have the task of
allocating these tasks to their respective departments and employees. To achieve an
end result, the manager needs the necessary resources, including budget, raw
materials, personnel and their expertise, technology and machines. He/she will have to
organise all sorts of things to achieve the end result. To get started as efficiently as
possible, it is important that the employees’ division of labour suits the end goal and end
result as well as possible.

Staffing
This section relates to the personnel policy and all related activities within an
organisation. Good and competent personnel is crucial for an organisation to function
optimally. It is the task of the manager to first identify the expertise, skills and
experiences required for certain positions. Based on this, job profiles are drawn up and
personnel can be recruited. The entire recruitment, selection and training procedure
falls under this staff policy and ensures that the right type of employee is in the right
place.

Directing
Direction, of course, lies in the hands of the manager; he/she is the person with final
responsibility and is held accountable for this. In practice, this means that the manager
maintains control over all functions. In addition, the manager monitors but also
motivates his employees. He/ she tells them how best to do their work, encourages
them and drives them to take on certain challenges.

Coordinating
With this concept, it is the task of the manager to connect different sections and to
achieve cooperation. A good manager has a so-called helicopter view, which gives
him/her an overview of what is happening and what still needs to be done. From this
perspective, he/ she is able to coordinate tasks and manage his employees. It is his/her
task to synchronise different departments and to bring them together with the right end
goal in mind.
Reporting
Without reporting, there is no evidence. A clear report keeps communication open
throughout the entire organisation. Managers are the linking pin between the
management team and their own employees, who form the constituency. Reporting
provides insight into the progress and agreements can also be recorded in this way.
Other essential information—such as problems with employees, new processes,
performances interviews and sales figures—is also made transparent through reporting.
Involved parties can also quickly find archived reports.

Budgeting
Finance is the lifeblood of any organisation. The manager is responsible for the
management, expenditure and control of the department’s budget and also has to keep
an eye on tax details. In addition to employee wages, it is the task of the manager to
also properly monitor other expenditures such as materials and investments. If wasteful
spending, overruns, errors or even fraud are discovered, the manager is responsible for
taking action.

Organisational structure
According to Gulik and Urwick, the design of an organisation is very important. A poorly-
organised structure leads to dysfunctional departments and, by extension, organisation.
This is why different activities must be grouped together in the right way, so that
departments can be created, each with their own specialisms. If tasks overlap, this is
indicative of an illogical, wasteful and inefficient design. There must also be clarity about
responsibilities and hierarchical layers.

Read this article to learn about the meaning, nature,

objectives, scope and functions of educational
administration.
Meaning:
Educational Administration is regarded as the process of integrating
the appropriate human and material resources that are made available
and made effective for achieving the purposes of a programme of an
educational institution.
The term “Administration” doesn’t refer to any single process or act. It
is like a broad umbrella encompassing a number of processes such as:
planning, organizing, directing, coordinating, controlling and
evaluating the performance. The same situation occurs in the field of
educational administration. The concept of educational administration
is applicable in case of an educational organisation which has certain
purposes or goals to fulfill.

ADVERTISEMENTS:

In order to achieve these purposes or goals, the head of the

educational organisation plans carefully various programmes and
activities. Here the educational organisation may be a school, college
or university. The head of the school/college/university organizes
these programmes and activities with co-operation from other
teachers, parents and students. He/She motivates them and co-
ordinates the efforts of teachers as well as directs and exercises control
over them. He/She evaluates their performance and progress in
achieving the purposes of the programme.

He provides feedback to them and brings modification, if required in

the plans and programmes of the school or college or university. So
the totality of these processes which are directed towards realizing or
achieving the purposes or goals of the school/college/university is
called educational administration.

Nature of Educational Administration:

The Educational Administration has the following nature:
1. Educational administration doesn’t refer to any single process
rather different processes or aspects constitute administration. These
are planning, organizing, directing, Coordinating and evaluation.

ADVERTISEMENTS:

2. Educational administration is a non-profit making task.

3. Educational administration is primarily a social enterprise as it is

more concerned with human resources than with material resources.

4. Educational administration is more an art than a science. The

reason is that human relationship prevailed here can’t be maintained
by any set of formulae.

5. Educational administration is similar to general administration in

many ways, but it is also dissimilar to general administration in many
more ways.

ADVERTISEMENTS:

6. Educational administration is a complex affair.

Objectives of Educational Administration:

As we know the very fact that educational administration needs
integration and co-ordination of all the physical and human resources
and educational elements. Besides this it requires a great efficiency
with it based on human sympathy, understanding, knowledge and
skill. The physical resources mainly contribute building equipment’s
and instructional materials.
The human resources include pupils, teachers, supervisors,
administrators and parents. The additional elements comprise the
various aspects of educational theory and practice including
philosophy of education, objectives of education, curriculum, method
of teaching, discipline, role of the teacher, rules and regulations etc.
These elements are “parts, made into whole” and are components
brought into harmonious relationship. So the purpose of doing such
vital task is to fulfill different purposes which are known as the
objectives of educational administration.
ADVERTISEMENTS:

These are:
1. To provide proper education to students:
This objective seeks to mention the fact that good education doesn’t
mean education at a very high cost as is practiced in modern public
schools. Rather it means the right type of education from the right
type of teachers within reasonable cost. This objective also implies
quantitative expansion and qualitative improvement of education.

2. To Ensure Adequate Utilization Of All Resources:

ADVERTISEMENTS:

For adequate realization of the various purposes of educational

programme there is the need of ensuring adequate utilization of all
available resources-human, material and financial.

3. To Ensure Professional Ethics And Professional

Development Among Teachers:
As teachers are the senior and mature human elements to accelerate
the programme in time their role is highly felt in this regard. They are
to be encouraged and given the facility to devise and try out innovative
ideas on instruction and to participate in service education
programmes. In this context, it can be visualized that educational
administration should aim at developing a desire for hard work,
dedication and commitment for their job among teachers.

4. To organize educational programmes for acquainting students with

the art of democratic living and giving them excellent training in
democratic citizenship.

5. To mobilize the community:

Like general administration, educational administration seeks to
maintain and improve the relations with the community. For this it
should seek community support and co-operation for quantitative
expansion, qualitative improvements, smooth and fair examination in
the educational system.

6. To organize co-curricular activities effectively for developing talents

of students and work efficiency of educational teachers.

7. To get the work done:

The most important objective of administration is to get the work done
effectively, efficiently and with satisfaction to the individuals and
benefits to the society.

8. To prepare students for taking their places in various vocations and

avenues of life.
9. To train the students in developing scientific attitude and objective
outlook among them towards all aspects and activities of life.

10. To ensure qualitative improvement of education:

Good education can be provided to students by bringing qualitative
improvement in instruction. Regular supervision of teaching and
guidance of teachers help to ensure quality teaching in schools.

Scope of Educational Administration:

1. The educational administration encompasses all the levels of
education in its jurisdiction.

ADVERTISEMENTS:

These are:
a. Pre-primary or pre-school Education.

b. Elementary or primary Education.

c. Secondary Education.

ADVERTISEMENTS:

d. Higher Secondary or Post secondary Education and,

e. Higher or tertiary Education.

It is educational administration that determines what should be the

nature and system of administration for all the above levels of
education.
2. It covers all forms of education such as:
a. Formal Education

b. Non-formal Education and Adult Education

c. General Education

d. Vocational Education

e. Special Education

f. Teacher Education

g. Integrated Education and

h. Technical and professional Education including Engineering,

Medical, MBA, and Computer Education.

Here the educational administration sets the systems of

administration in accordance to the objectives and nature of all the
levels of education.

3. It includes all types and strategies of management that

encompasses the following:
a. Democratic Administration

b. Autocratic Administration

c. Nominal Administration

d. Real Administration
4. Educational administration covers the following aspects
relating to management in its jurisdiction:
a. Planning

b. Organizing

c. Directing

d. Coordinating

e. Supervising

f. Controlling and

g. Evaluating

5. Educational Administration takes place at various levels

such as:
a. Central level

b. State level

c. District level

d. Block level and

e. Institutional level

Out of these above levels, educational administration has its ground

reality and importance at the institutional level. Because it is the
practical ground to test the significance of educational administration
in practice.

For this, the following activities and programmes come

under the scope of educational administration at the
institutional level:
a. Deciding the purposes of the institution or school.

b. Planning for academic or curricular and co-curricular activities.

c. Preparing the time table and the time schedules for various
activities.

d. Assigning duties and responsibilities to the staff members.

e. Organizing curricular and co-curricular programmes.

f. Directing and motivating the staff of the institution.

g. Coordinating by efforts of people to achieve the purpose.

h. Exercising control over the staff.

i. Conducting periodical reviews about the progress, achievements and

failures of the institution.

j. Taking measures for staff development.

k. Maintaining order and discipline.

l. Management of materials.
m. Management of finance.

n. Maintaining records and registers up to date.

o. Maintaining human relationships.

p. Supervision of the work of teachers and other employees.

q. Giving feedback to the teachers performing well and taking

remedial measures for teachers not performing well.

Basic Functions of Educational Administration:

The prime concern of administration of any programme is proper
accomplishment of the pre-fixed purposes and goals. This becomes
possible through adequate utilization of both human and material
resources with the purpose of bringing qualitative improvement of the
programme. For this there is the necessity of different aspects of
management which are accepted as the functions of administration. In
order to simplify it we can be said here that proper management of a
programme needs various aspects that are regarded as the functions of
administration.

These are:
a. Planning

b. Organizing

c. Directing

d. Coordinating
e. Supervising

f. Controlling and

g. Evaluating

In the field of educational administration, the educational authority as

the administrative authority exercises its functions in relation to
the above mentioned aspects. But it is essential to mention that the
functions of educational administration can be studied under two
major perspectives. One is in general perspective and the other is in
contextual perspective. Let us discuss these functions one by one.