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HUMAN RESOURCE MANAGEMENT
Unit Structure:
1.0 Objectives
1.1 Leadership roles
1.1.1 Introduction
1.1.2 Functions of a leader
1.1.3 Styles of leadership
1.1.4 Institutional managers
1.1.5 Check your progress
1.2 Classroom management
1.2.1 Introduction
1.2.2 Why is classroom management important?
1.2.3 Techniques to inculcate for classroom management
1.2.4 Check your progress
1.3 Decision -making
1.3.1 Introduction
1.3.2 Significance of decision -making.
1.3.3 Steps of decision -making.
1.4 Controlling and supervising
1.4.1 Controlling
1.4.2 Principles of controlling
1.4.3 Supervising
1.4.4 Principles of supervising
1.4.5 Factors influencing supervision
1.5 Stress and conflict management
1.5.1 What is stress?
1.5.2 Types of stress
1.5.3 Strategies of stres s
1.5.4 Conflict management munotes.in
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2 1.5.5 Steps to manage a conflict
1.5.6 Strategies for conflict management
1.6 Check your progress
1.0 OBJECTIVES
After this module, students will be able to –
1. To differentiate the styles of leadership.
2. To understand how differen t approaches to leadership work.
3. To discuss leadership role of multiple organisations.
4. To critically evaluate the importance of classroom management.
5. To understand the steps of decision -making skills.
6. To develop an understanding for the need of supervising in the
institution.
7. To apply the strategies for stress management.
1.1 LEADERSHIP ROLES
1.1.1 Introduction :
Before coming to the topic of Leadership let us first understand the
concept of being a ‘leader’ in an institution. Generally, in any set up, a
group of people are involved at multiple positions to achieve their goals,
and thus to achieve those goals there may be some agreements and
disagreements with reference to one’s competence, working style, skills or
opinions. Such kind of situations demand an individual who can control
and lead the system towards a workable environment. Such an individual
is called as a leader and the quality he possesses is ‘leadership’.
Definition -
Leadership as defined by the oxford dictionary - “the action of leading a
group of people or an organisation.”
"An army of sheep led by a lion is better than an army of lions led by a
sheep." Alexander the great.
The way a group of people are instructed is highly proportional to the
instructions given by their leader. A leader pus hes others to achieve their
best with correct guidance to achieve anything which is new and novel.
1.1.2 Functions of a leader :
A leader has the quality of influencing others behaviour towards achieving
a goal. In simple terms, we can say that leadership is a process where a
leader is seen directing its followers to attain the same objective. In order munotes.in
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3 to influence and direct people, a leader has to function in the given
pointers below -
To be Supportive : a leader has to enable themselves of being in suppor t
with the followers in order to attain the accomplishment of assigned tasks.
The sole objective of leadership is not only to instruct the followers
towards an action but also support them by guiding or getting involved
with the followers whenever required .
To formulating an ideology : to achieve any objective, a desired mindset
is required which will reflect the crux of an endeavour. Thus, the leader,
here requires to formulate a belief system which will be a framework for
the followers. The leaders formu late the best framework based on the
nature of the goals to be achieved.
To be a Role Model : a leader has to be a role model first for his followers
by practising values for himself and then applying it to influence people.
He should possess all the qualit ies and capabilities for any challenged
circumstance. Owning such qualities, he serves as a channel of inspiration
for his followers.
To be a Mediator: a leader also serves as a mediator in day -to-day
situations. In a pressurised environment, the leader wo rks as a mediator to
resolves conflicts of the people and guides them to reach a mutual
agreement. A leader also represent himself on behalf of his followers,
organisation and the values he holds. Being a representator, gives the
leader to act maturely and communicate the differences by building a
bridge.
To Motivate : A leader is a constant source of motivation for his
followers, he inspires them to keep going, to raise their spirit when things
go south and also being a guiding angel to achieve their goals. The leader
controls the rewards and penalties as a way of channelling them to
perform better and enhance their productivity.
To Strategize : the main objective of a leader is to strategize the role of
followers for the smooth onboarding process. This incl udes the principles
and rules for building a teamwork. It is the function of a leader to
implement a working mechanism which suits the nature of the work and
the strength of the followers so that the goals can be achieved easily.
To Organise : to enhance p roductivity, the leader has to arrange the group
in a manner where the followers could show their innate talents as well as
handle tasks collectively. The leader sometimes brings the followers
together to combine their abilities and achieve major task judi ciously.
Utility of power : as it says, with more power comes more responsibility,
and as a leader, it is expected to be more responsible in handling and
assigning tasks equally without any prejudice and any complexity in any
matter. A leader is a guiding force which scaffolds the followers to build
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4 1.1.3 Styles of leadership :
The leadership styles are based on how leaders use their power. Generally,
leadership is categorised in three broad styles -
Autocra tic / commanding style:
The leader makes the decisions without taking any input from followers
who report to him. This archaic style has very few followers as it
discourages change. It is a formal environmental work style. This style can
be summarised as t he leader makes the decision and there is no scope of
questioning to the leader.
Democratic style:
The leader here, consults the subordinates and encourages participation in
decision making skills. The leader is open minded and thus the
relationship betwee n them is informal.
Lassiz fair style:
The lassis fair style is also called as free -rein style. The leader uses his
power sparingly. It involves minimum interference of the management in
the daily functioning of the institution. The leader is more of a su pporter
than a commander, most of the decisions are taken by subordinates and is
achieved by them by strategizing the framework.
1.1.4 Institutional managers :
An institutional manager is a person who manages an institution with traits
of being a leader. M anagers function in a number of roles including
leading, sharing information, and making decision, it all pools down on
how they execute the role, as it is solely dependent on their level of
managing and the type of institution.
Level of managers :
Level o f managers is the line of division that exists between different
managerial positions in an organization. Owning to the different
organizations in the workforce sector, there are multiple levels of
management which looks into the well -being of the organisa tion. Levels
of management can be distinguished into three main categories which
possess different traits.
Top level manager:
This level of management is also called as administrative management. It
consists of an organisation’s directorate and the C.E. O’ s. This level has
supreme authority as it supervises the aims and objective and builds up
strategizes for the organisation. Their top priority is on the tactile planning
and implementing it, for the smooth functioning of their organisation.
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5 Their roles a nd responsibilities are -
Formulates plans and guidelines for the organisation.
Employing the middle level managers (departmental heads)
Delivering overall guidance, direction and inculcating collaboration
and a spirit of oneness.
Drafting the objective s and policies for the organisation.
Instructing for the preparation of department detailed expense,
agendas and events, etc.
Creating an atmosphere to regulate and to have a command for all the
departments.
Being at the administrative level, it is also responsible for
communicating with the external resources and is answerable to the
stakeholders for the performance of the organisation.
Middle level manager:
This is also called as executive level of management. The executive level
forms the departmenta l heads or supervisors. These people of managers
are answerable to top level managers for the functioning of their
departments in all aspects. A small firm may have only one set of middle
level managers but a large firm would have multiple level of junior and
senior in the middle level managers.
Their roles and responsibilities are -
Implementing the plans of the organisation with reference to the
policies and instruction given by the top -level manager.
Contributing input while hiring the lower -level manag ement.
Planning schedules and events of the sub -units of the organization.
Educating the lower -level management about the policies and
directives laid by the top -level managers.
Assessment of the junior managers performances on a timely basis and
giving effective feedbacks.
1.1.5 Check your progre ss:
Define leadership and list its functions.
Discuss the responsibilities of top and middle level managers.
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6 1.2 CLASSROOM MANAGEMENT
1.2.1 Introduction :
Imagine walking into a classroom filled with paper p lanes, students racing
amidst desks, back benchers scribbling on the wall. You are trying to put a
word in but you can only hear their yelling and screaming in the class.
Would you walk in the class?
This was an instance of a poor classroom management whi ch could be
dramatic and intense than a movie.
Teaching can be rewarding as well as a challenging profession. Classroom
management is the process in which a wide variety of skills and
techniques are used by the teachers in order to keep their class struct ured,
present, efficient and orderly during teaching learning session. The key to
an effective classroom management requires awareness of individual
needs, patience for different temperaments, good timing, teaching
boundaries and instinct.
1.2.2 Why is cl assroom management important?
Classroom management is an important tool in teaching learning
environment. The main objective of applying classroom management
techniques is to increase students’ engagement towards academic. It helps
learners to be productiv e and decrease in negative behaviour. It helps to
establish orderly environment in the classroom learning which in turn
creates a conducive atmosphere for learning. It helps in reduce
misbehaviour in classroom which takes up the valuable time of the
teachi ng learning process. Classroom management builds expectations to
use in a structured environment by including rules and consequences. One
of the prime factors in obtaining classroom management is that it paves
the way for the instructor to engage learners towards succeeding in
academics.
1.2.3 Techniques to inculcate in classroom management :
Subject expert : For any class technique to work, it is necessary for the
instructor to be a subject expert. So, when students ask random questions,
the instructor must be able to answer them.
Mirror behaviour : Mirroring behaviour is basically showcasing a
behaviour which the instructor would want to have in in the class. A
simple way to mirror behaviour is to set up a role play where students are
in interaction with a supervisor, administrative staff or a students’ council
to showcase the appropriate behaviour in class. This includes using polite
language, listening attentively without distractions, eye contact, asking
questions in a respectful manner without any interr uptions.
Building rules : Allowing students participate in building classroom
norms has become an enjoyable session. It gives the students an
impression that their voice is heard and is valuable. This in turn makes the munotes.in
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7 students feel valued and develop a st rong opinion which can also be seen
as a life skill.
Charting : As the norms have been mutually decided, here the instructor
can post these rules up in the class where the students can easily see where
they stand when it comes to being compliance.
Punishme nt: Instead of punishing the whole class it is best to address the
problem individually. Punishing the whole class leads to disliking the
instructor as it jeopardizes the work of the sincere students.
Participation of the class : Letting the class participa te in the interaction
round requires motivation and encouragement form the instructor. There
are all kinds of learners in the class, and an instructor can best take
advantage of this and hand out assignment to understand each and every
capability of a stud ent as well as diving into something new which will
help in all round development of the learner.
Feedback : Feedback always works when it is given on the appropriate
time than after a few weeks. Giving immediate feedback works well as
there is no repetiti on of mistakes and the students work is also
acknowledged.
Gestures : Communication is of two kinds verbal and non - verbal. Non -
verbal communication allows students to have a presence of mind and be
attentive in the teaching learning process.
Activities : Activities are a part of effective teaching programme. This
includes role play, assigning responsibilities, presenting data. All such
activities develop the learner’s confidence and boost their morale.
Teaching Aid: Students of any age group like their le ssons and
explanation to be easy to grasp. With the development of technology and
multiple innovations, it is easier to indulge students into hands on learning
and provide a learning experience.
Addressing conflicting behaviours : As a part of classroom ma nagement,
it is important to have open conversation be it positive or conflicting
topics. Avoid hesitation to initiate. Acting immediately will give you
benefit as the feelings won’t aggravate.
1.2.4 Check your progress
Elaborate the techniques to inculcat e in classroom management.
1.3 DECISION MAKING
1.3.1 Introduction :
In day -to-day activity, we need to decide something or the other, be it
what to wear for college or which book to read next or to go on social
media or spent more time practising your favou rite sport. munotes.in
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8 Be it anything, your decision -making skill will help you to accomplish
daily goals in your life.
1.3.2 What is decision making?
Decision making is the process of making a choice by recognising a
decision, accumulating information and weighing options. Decision -
making has become an integral part of current management system. Gone
are the days where one could delay in deciding or being a poor decision
maker, today it is all about how fast one could decide with weighing all
the consequences. Ever y manager has to decide on numerous situations,
every mother has to decide with reference to their children’s preferences
and when to push them out of their comfort zone.
According to Trewatha& Newport defines decision making process as
follows:, “Decision -making involves the selection of a course of action
from among two or more possible alternatives in order to arrive at a
solution for a given problem ”.
This concludes that decision making involves options and effective
decision maker is one who decides af ter weighing consequences. Decision
making process can be seen as to examine and balance the system.
Numerous hours are consumed to come to a decision and thus it should
follow some steps to enable good decision -making skills.
1.3.3 Steps of decision -makin g:
Acknowledging the problem : Before any decision is made, the first step
is to identify the problem which you need to solve or the answer the
question which is hovering you from sometime. Is the problem time -
based, or situation -based.
Collecting informat ion and data : Once the problem is acknowledged,
the second step is to start collecting information, do research and collect
statistical data. For example - During an event in the organisation, the
teacher would collect the data from all the students regardi ng participation
and performance in the event.
Weighing the options and Choosing from the alternatives : Once the
information and data is collected, here the person will get different options
to weigh the consequence. Example - if your college wants to gain more
admission for a course, your options could include paid advertisement or
word of mouth or a combination of two. Once you have weighed the
options, now you can even go down the history lane and see how colleges
in the past use to get more students duri ng admission.
Plan and execute : Now that you have made your mind. Prepare a mind
map related to your decision and then begin the process of assigning tasks
to your team mates.
Evaluate the results : After a detailed study of the problem and the
evaluation p rocess whether it has achieved the results which you have munotes.in
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9 identified initially. If the results are unsatisfactorily, thus more alternatives
should be added and weighed accordingly.
1.4 CONTROLLING AND SUPERVISING
1.4.1 Controlling :
Control is a Latin word which means a “register, counter or record of
something”.
Controlling is all about functioning of activities adhering to the plans
framed on the objectives of the organisation. It is the last function of
managerial aspect includes - planning, organising, staffing, and directing.
Controlling completes the management cycle. Here, the management
observes and compares the results with the objectives and maintain
standards. It involves the authentication of the performance to understand
that the managerial fun ctions are done according to the instructions. It
includes examining labour records, auditing training programmes,
conducting interviews of the employees, appraisals, statistics, feedbacks,
etc.
1.4.2 Principles of controlling :
Principle of reflection of p lans: Reflection of plans could be a success
when planning and control are synchronized as they are two sides of the
same coin. Thus, if a manager has a clear and complete plan then the
system could be controlled effectively.
Principle of responsibility : If the controlling function has to be exercised
thoroughly, it is mandatory that the group takes up responsibility and do
not run around the bush as it may lead to procrastination and inefficiency.
Principle of efficiency of control : If the company set rule s and controls
strictly, then there are chances that the target achieved immediately but in
the long term it is an obstacle of the company, thus efficient controlling is
expected from the manager.
Principle of organisational suitability : The organisation’ s growth,
stability and success depend not only on efficient control but also it
depends on well -integrated and clear structure of the organisation, thus
formulating the objectives in a manner which is appropriate for the
organisation structure.
Principle of flexibility : To have a rigid working atmosphere will lead to
stagnancy and thus in order to achieve targets working atmosphere has to
flexible according to the needs of the hour.
1.4.3 Supervising :
Supervising is a Latin word which means super means f rom the above and
vising (vision – root word) means to see. In simple terms we can say that,
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10 Supervising is mainly connected with overseeing or watching the
performance of others under the control. He is a significant member in the
administration. He is connected with the staff directly and is a medium
between the administrator and the staff.
1.4.4 Principles of supervising :
Supervising the staff should not be a channel for drawing out differences
amongst the members rather it should be a medium for self - expression
knowing that the supervisor would encourage and bring out innate abilities
of the staff.
The manager supervising should assign tasks to staff in order to take up
responsibilities. The environmen t, thus should give an atmosphere with
full opportunities to show cooperation, bring out team spirit and work on
interpersonal relationship.
Supervisor should give independence to the staff in accordance of an
individual’s personality, ability and their re spective traits. Being a
supervisor, he/she should always scaffold staff members than drawing out
prejudices and holding grudges.
Lastly, supervisors should be chosen by the staff. He/she should not be an
autocrat as this will give rise to self -defeating. He/she must listen
attentively to their subordinates’ problems and maintain full discrepancy.
Rather than indulging in arguments the supervisor must give listen and
then issue any orders without partiality.
1.4.5 Factors influencing supervising :
Superviso r’s skill set : The supervisor possessing skills that has the ability
to inspire, to administer, to communicate, to give judgement, to be an
attentive listener and to give guidance could be an asset to the
organisation, as such person can become a powerful leader as they can
manage large group of people who are working as an assistant.
Assistant’s skill set : The assistants possessing skills that has the ability to
be proficient, to be educated, well -informed and capable require merely
any supervision, and th us the supervisor could utilise its time and energy
in managing another level. Such assistant proves to be beneficial for the
organisation and becomes an asset for the same.
Nature of work : The monitoring of the nature and the value of the work
requires at tention and is another factor which influences supervision.
Routine work doesn’t require much time on supervisor’s part. Different
organisation offers different levels of supervision and thus lower level of
supervisors could handle large group of assistant s where as higher level of
supervisors could engage in complex work which requires few assistants
with focus and concentration.
Delegation : What makes a supervision more effective and favoured is that
the supervisor gives equal attention as well as assigni ng work to the staff
which focuses them to use their capabilities to the fullest. Delegation tasks munotes.in
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11 at work, would not only make staff to implement their education but also
the supervisor could attend to other requirements.
Interaction : Communication at wor k happens in all ways, upward,
downward, horizontal, grapevine, etc. Effective communication plays an
important factor of influence on supervisions in the organisations,
especially how the supervisors communicate to the people around, word of
mouth in such organisation plays an effective role, it can build or sabotage
a personality.
Plan and execute : Quality of planning is a significant aspect in managing
tasks in any organisations. It helps to assign roles based on the capacity of
an individual. Utilisati on according to individual’s capacity helps in
completing a task with ease, ability and reduces burden of the supervisors
to explain and guide.
Need for balance : Lastly, it is essential for a supervisor to maintain work
balance in order to showcase their best in the assigned role. According to
Koontz and O ‘Donnel, “There is a limit in each managerial position to the
number of persons an individual can effectively manage, but the exact
number in each case will vary in accordance with the effect of underlyi ng
variable and their impact on the time requirements of effective managing.”
1.5 STRESS AND CONFLICT MANAGEMENT
1.5.1 What is Stress?
We all have experiences stress in some point in our life, there are short -
and long -term stress. In this ultra -modern tec hnological life where there
are deadlines, targets, tasks, competition, and therefore, stress is bound to
develop in our life. Stress can develop in any situation that makes us feel
nervous, anxious, frustrated or angry. The word stress is derived from
Latin ‘stringi’ which means drawing tight. Stress can start from domestic
issues to work or work to domestic issues.
Stress has three stages : alarm, resistance and exhaustion stage. In alarm
stress is the body’s first response towards stress. This stage is a lso called
as fight or flight response. Physical symptoms in alarms stage are
increased heart rate, dilated pupils, pale skin, stuttering, stammering. For
example - stage freight.
In resistance stage : it is the stage where your body repairs itself after a
traumatic episode, if the stress is continued for a longer time your body
starts producing stress hormone which increases your blood pressure until
things are on track. Physical symptoms in resistance stage includes -
headaches, insomnia, anxiety, lack of f ocus, digestive issues. For example -
ending a gaslighting friendship.
In exhaustion stage : it is the result of prolonged stress that drain your
physical, emotional and mental energy. Physical symptoms for exhaustion
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12 For example - when one doesn’t set boundaries in relationships and often
has to justify themselves.
.
1.5.2 Types of stress :
Emotional stress : is a normal reaction to daily hassles, it could be anger,
losing interest in daily chores, fatigue, feeling helpless, guilty, avoiding
family and friends, facing difficulty in engaging newness of work or
home.
Thermal stress : change in temperatures (in western countries, during
winters, people usually suffer seasonal stress due to less daylight) such as
hot or cold, it could be headache, nausea, sweating, irritability.
Physical stress : chronic or acute stress comes in physical stress, it could
be diarrhoea, constipation, heart disease, menstrual problems, obesity or
skin problems.
1.5.3 Strategies to cope stress :
Adopt a healthy eating habit - it is easier to say then do. Simple changes in
your diet will lead to long term benefits. Like, have junk food before 6pm,
eating seasonal fruits, drinking warm water in the morning. Munching on
raw apples or carrots to release stress by their crunching noise.
Exercise : to exercise doesn’t mean to workout for an hour only in a week,
but to be movable for 10 -30 mins a day simply by walking at first and
later on increasing the levels by jogging, running or sprint. Exercise helps
to elevate your mood and if exercise is done in a routine then it helps to
clear your mind by unwanted thoughts and gives you peace.
Breathing : since childhood, we are taught to do one thing or the another,
but no one tea ches us breathing because it is considered as natural, but if
we want to understand our body, we should first learn how to breathe.
Breathing has numerous benefits, it lessens anger, makes you calm and
content. Here is a simple way to learn and enjoy breat hing. munotes.in
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13 Sit or lie down in a comfortable position with your hands on your lap or
by your side and your feet on the floor straight. Now close your eyes and
imagine yourself in a relaxing place like on a hill or a park or a beach,
slowly take deep breaths in and out. It can be done for 5 to 10 minutes at a
time.
Select a hobby : our life is busy and competitive and thus owning a hobby
is a necessary to relieve our stress. It could be anything from doing
puzzles, playing board games, organising our house, bakin g, hiking,
watching documentaries or reading.
Journaling : journaling our thoughts will help us to release our stress,
making our thoughts organised and keeping us calm. Journaling also helps
us to understand what trigger us and raises our stress in daily life. This
will help us to understand ourselves which is a skill only some people can
acquire.
1.5.4 Conflict management :
Conflict management is the art of being able to understand conflicts
judiciously and efficiently. It is the process of handling disagr eements
occurring through needs, desires, goals or opinions. Conflicts in business
are a basic part and therefore it is important that it is managed by people
by being educated on this subject. Conflict management is one of the
prime eligibility criteria w hen hiring employees and thus one being
knowledgeable in this part will prove to be beneficial.
1.5.5 Stepsto manage conflict :
The goal should be to resolve conflict than adding fuel to fire and
therefore there are four steps in managing conflict if it ar ises: CARE
Communicate : Expressing yourself assertively and politely resolves
dispute. Being honest about the facts will showcase your genuineness
through your actions. Instead of rigmarole things, it is best to be open,
straightforward about misunderstand ings to avoid conflicts.
Actively listen : Hearing and listening has a distinct line. Therefore, we
need to listen i.e., to understand what the other is saying without any
interruption. Being a good listener makes the other person develop
confidence in you which is a trait to become a leader. Asking open ended
questions will give you room to understand who is at fault.
Review opinions : Exploring options is never a problematic feature, rather
it allows you to seek your comfortability and balance out the decis ion by
pondering over the options thoroughly.
End with a win: Win situation -Coming to a mutual decision pave out the
road for a win -win situation, where there are no hard feelings involved and
both the parties can work in future with ease and smoothness an d without
any passive aggressive behaviour.
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14 1.5.6 Strategies for conflict management :
Acceptance : Running away from conflict will not bring any good rather
it will harm the relationships at work. Conflict could be avoided if there is
an open communicati on between people and misunderstandings could be
cleared in one session itself.
Objectives : In order to achieve objectives, it is best that all the team
members are open to each other and ask open ended questions in order to
bring out hidden assumptions. It is best to keep ourselves open rather than
declaring judgements.
Turn red to green : This strategy means that one should try to turn
differences into similarity by making mutual agreements on a win - win
situation on a shared objective. It could resolve n umerous challenges in an
institution.
Compromising : In a conflict, comprising strategy works towards on
settling an issue that looks fair on both sides or preparing a mindset that
there is light after the tunnel will help to work in a shared atmosphere.
1.6 CHECK YOUR PROGRESS
Discuss the steps of decision -making in day -to-day life.
What are the principles of controlling in an institution?
Explain the factors that influence supervision.
Is emotional eating a cause of stress, justify.
Communication is a key to resolve any problem, explain the statement
with reference to conflict management.
What are the stages of stress?
Delegating is one of the important features of being a supervisor.
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15 2
CRISIS MANAGEMENT
Unit Structure :
2.0 Objectives
2.1 Background
2.2 Introduction – Concept of Crisis and its Types
2.3 Check Your Progress - 1
2.4 Concept of Crisis Management
2.5 Phases of Crisis Management (Mitigation, Prevention,
Preparedness, Response, Recovery)
2.6 Check Your Progress - 2
2.7 Importance of Crisis Communication
2.8 Organizational Crisis Management (Concept and ways to
overcome)
2.9 Conclusion
2.10 Check your progress -3
2.11 References
2.0 OBJECTIVES
After completing this unit, the student will be able to -
1. comprehend the meaning of Crisis Management.
2. differentiate between Crisis and Crisis Management
3. acquire the knowledge about the need for Crisis Management
4. develop an understanding about the various phases of Crisis
Management
5. understand the meaning of Crisis Communication
6. critically evaluate the need for Crisis Communication
7. analyse the importance of Crisis Communication
8. list ways to overcome Organizational Crisis Management
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16 2.1 BACKGROUND
“It is better to b e prepared for the unthinkable than to develop a plan
as the crisis unfolds.” The past decade has shown us the kind of external
problems that can arises in school. Imagine that on a cold winter morning
a school shooting has taken place in the local high school. This
incident has now upset the school’s equilibrium and has triggered
innumerable emotions in students, parents and school personnel. The
immediate questions that arise in our mind include -
What are the roles and responsibilities now of the school personnel?
What action will the school now take to help its students, teachers,
parents and stake holders?
How can schools help students recover from this crisis?
Does the school have a crisis response team or crisis management
plan?
In the wake of an unima ginable event, any organisation or institution or
school authorities need to be prepared to handle such crisis or traumatic
events. Without an apt crisis management plan in place, institutions may
find it challenging to effectively respond to students, fac ulty and staff,
and the community at large. After a traumatic event an organisations
crisis management plan always serves value.
2.2 INTRODUCTION - CONCEPT OF CRISIS AND
TYPES
A very important lesson that COVID -19 taught the entire world was that a
disaster or crisis can occur at any time, it is sudden, uncalled for and can
befall on any community. Businesses, Companies, Organisations,
Educational Institutions around the world were forced to shut their doors.
Overnight, employees lost their jobs and were sent home. Essential
services struggled to function. And today we are able to judge the value of a
company on how effective they were in their crisis management skills.
Where the pandemic is one type of disaster there are different types of
disaster. They could be man -made or natural. Let us first understand the
meaning of crisis.
According to Cambridge Dictionary Crisis is defined as, “A time of great
disagreement, confusion or suffering.”
According to Collins Dictionary, crisis is “a situation in which s omething
or someone is affected by one or more very serious problems.”
The Harvard Business School definition states that a crisis is: “a change –
either sudden or evolving – that results in an urgent problem that must be
addressed immediately” (Luecke and Barton, 2004). munotes.in
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17 Crisis refers to a sudden unwanted event or series of events that may occur
in an organisation. Its consequences are unpredictable which results in
disturbances and disorder amongst the individuals working in an
organisation. It generally arises on a very short notice and as a result of its
sudden nature, crisis affects individual members, entire teams, complete
organization or society on the whole. Crisis thus is any emergency that may
occur in an organization which hampers the smooth funct ioning of the
organization. It is often a dangerous moment in the direction of
deterioration.
Due to the sudden occurrence crisis generally triggers a feeling of danger
and fear in the employees. In simpler words crisis leads to ambiguity,
threatens its existing values & aims, and causes major damage to the
organization and its workers. Thereby making the adaptation mechanisms
inadequate and demands urgent responses.
Hence it is crucial for the organisations to sense the early signs of crisis and
warn the employees against the negative consequences of the same. In such
times it is imperative that decisions be made quickly to minimise the
damage to the organization. If crisis is not tackled effectively in time then it
not only affects the smooth functioning o f the organization but will pose a
threat to the organisations reputation and name.
Thus institutions should have a step -by-step plan that spells out the tasks to
be performed by the team members before, during and after a crisis. This
ensures that the institutions can benefit from the strengths of both
professionals and volunteers rather than spending time, money and
resources after a crisis has occurred by creating procedures to tackle the
same. Thus each organisation should not only be aware of the knowl edge
of Crisis Management but have to be prepared for the unthinkable
beforehand than to develop a plan as the crisis unfolds.
Types Of Crisis ;
Crisis may be of different types and can quickly cause wide spread
devastation and deteriorate reputation of an organisation if not dealt with
instantly and commendably. A crisis can caused by either internal or
external forces. These may include -
Natural Disasters: These are disturbances that are caused due to the
environment and nature. And thus these events are beyond the control of
human beings. Example: Floods, Earthquakes, Landslides, Tsunamis,
Pandemic, etc.
Technological Breakdown : They arise due to failure in technology.
Problems in the technological systems lead to technological crises.
Example breakdown of machines, problems in internet, errors in passwords
corrupted software, software being hacked, etc all result in crisis.
Confrontation Crises : In organisations often employees fight amongst
themselves or with the authorities due to certain differences in opinions.
They may disobey superiors, and not cooperate. Employees may get
indulged in non -productive acts like boycotts, strikes, internal disputes,
resisting the administration, etc. All these give rise to confrontation crisis. munotes.in
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18 Malevolence : Some notorio us employees and/or opponents use
criminal means and may take the extreme steps to get their demands
fulfilled, express hostility or anger toward the organisation. They do it to
seek gain from the organization or aim to destabilize or destroy a
company. They may indulge in criminal activities like kidnapping
company’s officials, product tampering, spreading rumours and inaccurate
information to tarnish the image of their organization, security breaches,
etc.
Organizational Misdeeds : At times certain organiz ational authorities
may take decisions for quick results despite knowing the harmful
consequences of the same towards the stakeholders and external parties.
Example - Management supports short -term growth and ignores broader
issues, indulges in deliberate acts of illegality such as accepting bribes,
frauds, data or information tampering all lead to organization crisis.
Campus violence : It is a crisis that arises when employees or internal
members of an organization indulge in violent acts like Violence, thefts,
terrorism, Shoot out/ murders/ suicide, attack on staff members, beating
employees or superiors in the premises itself result in crisis.
Lack of Fund : Organizations, if they fail to pay their creditors and other
parties it may lead to financial crises like bankruptcy.
Accidents due to breakdown of safety regulations : Example - Fire,
school bus crashes, leakage, damage to building, etc.
2.3 CHECK YOUR PROGRESS - 1
Explain what is meant by Crisis.
Define Crisis
Explain the different types of crises that an educational institution may
face.
2.4 CONCEPT OF CRISIS MANAGEMENT WHAT IS
CRISIS MANAGEMENT?
One of the most important role of an Organization is to be able to see
extraordinary situations
that suddenly appear over time. These are called crises and they often put
organizations in trouble. Crisis management is a critical function of an
organization. Thus Organizations should be able to tackle these crisis
effectively.
Crisis Management is a holistic management process of handling
unexpected and sudde n changes in organization culture. It identifies the
potential threat the crisis may have on an organisation, provides a structure
for building resilience in the organisation, tries to protect the interests of its
key stakeholders, reputation, etc. munotes.in
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19 Definit ion of Crisis Management :
Crisis Management “Crisis management is the systematic attempt to
avoid organizational crises or to manage those crises events that do
occur” Pearson, C. M. & Clair, J. A. (1998).
“Effective crisis management involvin g complex science and
technology is wholly dependent on well-thought out, and actively
practiced, crises response plans.” - Heineman, 2011
According to Deon Canyon Crisis management is, “The measures and
methodologies used to recognize, control and limit t he damage of a
crisis, and its ripple effects.”
Thus in this sense Crisis Management is a system of dealing with potential
emergency situations or dangerous scenarios, and thus Crisis management,
then, is the regarded as a task of minimizing the harmful ef fects of a crisis
using limited resources under extreme time constraints. It is often referred
to as an art of dealing with the sudden and unexpected extraordinary
situations which disturbs the employees, organization external clients as
well as the societ y. This in turn ensures to help an organisation to limit the
negative impact or minimize any damage to the organization’s reputation or
image.
Crisis management enables organisations to apply various strategies and
consists of skills and techniques adopted to cope with a sudden and
significant negative event. They are designed to help an organization deal
with the crisis and reduce its negative impact. It deals with threats before,
during and after they have occurred.
Crisis management has four objectives: 1. Reducing tension during the
incident 2. Demonstrating organizational commitment and expertise to
handle the crisis. 3. Controlling the flow and accuracy of information 4.
Managing the available resources effectively. To handle these objectives
clearly i t is necessary that the organisational leaders and its employees are
trained in crisis management leadership. Leaders as well as employees
should be able to -
recognize uncertain situations that hold hidden risks,
ensure systematic preparedness,
identify the actions to be taken,
respond effectively by taking critical decisions at the right time,
encourage & motivate followers to maintain effective coordination
amongst its various units in order to overcome crisis situations and
Effectively minimize the nega tive impact.
Failure to handle the crisis by an organisation can often lead to serious
threat to stakeholders, eventually leading to losses for an organization, and
may lead to the end the organization. munotes.in
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20 Need for Crisis Management :
Crisis Management prepare s the organization to face unexpected and
negative events with courage and grit.
It enables its employees and stakeholders to adjust well to the sudden
changes in the organization.
To enable organizational managers to detect the early signs of crisis, and
forewarn their employees so that they can investigate the causes of
crisis, take precautions and deal with it effectively.
It enables organizational leaders to develop strategies to come out of
crisis situations and also decide on the future course of action.
Crisis Management ensures that the management is prepare beforehand
and does not have a casual approach. They are capable of handling a
crisis issues at the grassroot before it can lead to major crisis.
2.5 PHASES OF CRISIS MANAGEMENT (MITIGATION,
PREV ENTATION, PREPAREDNESS, RESPONSE,
RECOVERY)
During a crisis situation organizations need to adopt a step by step
approach. In such events one cannot take impulsive and hasty decisions.
Organizations need to adopt a proactive approach and thus need to think
rationally and devise strategies which would help them become resilient by
ensuring that the organization comes out of the crisis situation. No matter
how worse the crises if organizations are prepared they can emerge more
resilient and stronger than before. Thus planning a crisis management plan
is essential.
Crisis Management Plan refers to a detailed plan which clearly spells out
the various actions which must be taken in order to deal with potential
crisis situation. This plan will ensure that the organization overcomes the
crisis in the best possible way.
The process of crisis management is mainly the set of steps through which
an institution or organization encounters the threats which are going to be
dangerous for itself, its shareholders, or public in general. It is about
organizing and directing resources to cope with a potential crisis where the
ultimate aim is to minimize the event’s impact and to enhance
organizations resilience, while ensuring effective response and recovery
capabilities. A com prehensive approach to crisis management comprises
of five phases, namely –
Prevention,
Mitigation,
Preparedness,
Response
Recovery munotes.in
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21
Fig 3.1 - Five Phases of Crisis Management
Prevention - A crisis may have passed and an organization may feel that
preventi on phases can be overlooked. However it is essential that
organizations take preventative measures to ensure that either a potential
crisis event does not happen in future or reduce the chance of its
occurrence and minimise its damaging effects. In prevent ion the focus lies
on preventing the occurrence of hazards. Crisis is unpredictable an as a
result not all threats can be prevented. However crises is not unexpected
thus its consequences can be prevented. Through proper planning
organisations can reduce the risk of loss of life and injury with meticulous
evacuation plans, fire safety installation, etc.
Mitigation - Mitigation phase takes place before and after a crisis has
occurred. It includes all activities that are undertaken in an attempt to
prevent th e occurrence of a crisis situation, to reduce its occurrence, to
ensure there is no loss of life and/or property and to reduce the severity or
consequences of the unavoidable crisis. It focuses on long -term measures
that are designed to reduce the effects of an unavoidable disaster.
An organization may take structural and non-structural measures to limit
the impact of a crisis.
Structural mitigation - deals with physical construction done to
reduce or avoid possible impacts of hazards. Example - conduct timely
property inspection to find ways to strengthen the building against
damage during a crisis, raising building elevations during floods,
installing of generators in areas prone to prolonged electricity black -outs.
Non-structural mitigation - deals with u se of knowledge and practice
to reduce the impact of a crisis through policies and laws, public
awareness raising, training and education. Example – Flood insurances,
etc.
Preparedness - It is a continuous cycle of planning, organizing, training,
equipping , exercising, evaluating, and taking corrective action. Here the
activities commences even before an emergency occurs. In simple words
preparedness means to take actions ahead of time and to be ready for any munotes.in
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22 crisis. Thus, the focus in this phase is on training and exercising plans such
that organisations are well prepared and trained to respond to any crisis. It
would include preparations made to save lives and accordingly provide
appropriate education to its employees. Example - Evacuation plans before
a crisis hits, stocking food and water, Fire drills, active -shooter drills and
evacuation rehearsals, listing down and stocking items that are useful
during crisis, etc.
Response - phase occurs immediately after of a disaster. It is a reaction to
the occurren ce of a catastrophic event. Organizations focus their attention
to protect people and to ensure that people are out of harm’s way. They
also try to minimize the risk of any additional property damage. Here the
aim is to save lives, reduce economic losses, and easing suffering.
Response actions here may include setting up of emergency hotlines,
evacuate disaster struct areas, setting up shelters and medical care, fire
fighting, activate rescue operations, etc
As the response period progresses, the focus of t he organization will shift
towards assessing the damage, conducting repairs, implement disaster
response plans, cleaning up, re-establishing operations and start resource
distribution as necessary. The safety and wellbeing of the members largely
depends on organizations level of preparedness before disaster strikes.
Recovery - This is the fifth and last stage in the crisis management cycle. It
consists of activities which begins immediately after the crisis has ended.
It tries to restore functions and bring stabilization in the organization. It
includes actions which are adopted such that an organization can return to
a safer situation after the crisis hits. This stage is the restoration phase and
it aims at helping the members of the organization and its sta keholders to
recover and return to some degree of normalcy. Recovery can take a
prolonged period of time, sometimes years. In recovery prioritization
should be first given to essential services like medical care, food and
drinking water, basic items utilit ies, transportation, etc which must will be
restored, and then less -essential services are looked into.
To conclude, the above phases of crisis management are critical for the
success of an organization however one must not undermine the
importance of reflection. Employers need
to be critical and self -introspect by asking themselves, “What did we learn
from this?” Questions of this nature are often uncomfortable to
organizations, however they are essential for the learning and development
of an organization .
2.6 CHECK YOUR PROGRESS - 2
Explain the concept of Crisis Management
Illustrate the phases of Crisis Management
‘Crisis Management is essential for the survival of an organization.’
Justify? munotes.in
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23 2.7 IMPORTANCE OF CRISIS COMMUNICATION
MEANING OF CRISIS CO MMUNICATION
One of the most important element during crisis management is Crisis
communication. Crisis communication, is communication that occurs
during a brief period of disequilibrium, which often reflects an individual’s
inability to cope using habitua l methods of problem -solving during a crisis
situation. It aims to protect the image of the organization and uphold its
market image and maintain its firm standing in the industry.
Crisis communication occurs in crisis situations like theft, a legal disput e,
fire, or any natural disaster. When a crisis occurs, it is critical to
communicate effectively with the internal employees, as well as external
clients and also the media. At such time transparency and immediacy are
extremely vital. Crisis communication is an art which should be analysed
carefully, so that misguidance or miscommunication are avoided.
NEED/IMPORTANCE OF CRISIS COMMUNICATION
In this age of technology it often has seen that the organizational
leaders themselves are caught off guar d by the sheer speed of how
news spreads. As a result the organization is confronted with the
frenetic media and public response. They are questioned by
stakeholders and angry public. It is imperative that the organization
responds with speed as well as th e credibility. Organization first must
assess where it stands and then come up with a credible and
authoritative response immediately so as to avoid rumours and
misinformation being spread.
Organizations must designate Crisis Communication spokesperson and
train them to be able to confidently and effectively communicate at
times of crisis. This would ensure that they help the organization to
overcome crisis situations in the best possible and quickest way.
To protect the organizations reputation and brand identity - Crisis
communication aims at safe guarding the brand name of the
organization, the reputation of its stakeholders and maintain its public
image and good will. After the crisis strikes the goal in crisis
communication is to save the organization’s reputation against further
threats and challenges.
Designing a crisis communication plan in advance ensures to reduce
miscommunication, sets an effective communication channel, and
ensures that messages are sent immediately.
Crisis communication plays a v ital role in minimising the harm caused
by a negative event because effective crisis communication between
institutional leaders can enable them to take decisions immediately
which in turn will help them to implement their organization’s
emergency response plans immediately.
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24 It ensures that that goal of crisis communication is to provide clear,
precise, consistent and timely information which in turn prevents
miscommunication, inaccuracies and rumours.
It indicates that the organization cares about both the ir employees as
well as their stakeholders.
Post-crisis communications is essential to release critical information
as soon as possible in order to avoid fear and chaos amongst
employees and stakeholders.
2.8 ORGANIZATIONAL CRISIS MANAGEMENT
(CONCEPT AND WAYS TO OVERCOME)
Concept Organizational Crisis Management :
A crisis is unpredictable but not unexpected. An organization is considered
wise if they accept that crises will befall them but they just do not know
when. Crises can be anticipated. Some crises strike suddenly, however
some crises offer a great deal of warning. And thus organizations should
be ready to combat the same.
Organizational Crisis management is the process by which an organization
applies certain specific strategies to deal with a sudde n, negative and
disruptive event that threatens to harm the organization or its stakeholders.
Ways to Overcome Organizational Crisis Management :
Through various ways organization can overcome crisis situations:
Identify risks - Crisis management always beg ins with anticipating
potential threats or risks that an organization may face. The data once
is created of all potential risks then accordingly the organization may
plan ways to avoid them or handle them effectively at the right time.
Communication - During crisis situation organizations must not hide
rather they must come out and interact. Ignoring stakeholders and
media might worsens the situation.
Spokesperson - During a crisis, organizations must designate an official
spokesperson in charge of communica ting with employees,
stakeholders and media. All information or updates about the crisis
must be communicated continuously between the spokesperson and
the crisis communication team. This will prevent the arising of any
confusion due to different interpret ation and delivery from different
people. The spokesperson has to be carefully selected and trained
beforehand such that he/she is to communicate through various
channels of communication.
Effective communication - If one has to overcome crisis in the
organ ization, then one has to ensure that the communication channels
are clear and effective. Each member of the organization must be
aware of what is happening and the decisions taken. Organizational munotes.in
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25 leaders must keep the employees abreast during critical situations.
Information must flow from top to bottom and from bottom to top.
Discussions - Employees should have an open access to discuss
critical issues and seek suggestions of their superiors. Fellow
employees must discuss issues to come up with mutually acceptable
solutions to tackle the crisis.
Focused approach - Organizations must take an initiative to identify
the reasons why the organization had to face a crisis. After identifying
the areas where they lacked the organization must devise appropria te
approaches to overcome the catastrophe if encountered by a crisis.
Gather correct and relevant information - During crisis situations
the organization must double check the information related to the
crisis before responding and taking actions to curta il its negative
impact.
Organization must delegate roles and responsibilities to their
employees as per their specialization. In open forums employees must
be motivated to perform their best and in order to help the
organization’s goals to overcome the crisis situation.
It is essential to take quick decisions during critical situations.
Organization and its employees must be quick to detect the early signs
of crisis and act immediately.
Be calm and patient - Organizations have to maintain their calm in an
event of crisis. Stress could make the situation worse. Rather leaders
have to stay calm and then decide on the future course of action to
overcome crisis.
2.9 CONCLUSION
While crises begin as a negative/threat, effective crisis management can
minimize the damage and in some case allow an organization to emerge
stronger than before the crisis. However, crises are not the ideal way to
improve an organization. But no organization is immune from a crisis so
all must do their best to prepare for one.
Finally, if crisis occurs, this can give the opportunity to the organization to
evolve stronger and to set an advantage against competitors
2.10 CHECK YOUR PROGRESS -3
Explain the concept of Crisis Communication
What is the importance of Crisis Communication
Elucidate the ways to overcome Organizational Crisis Management?
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26 2.11 REFERENCES
1. Arjen Boin, (2008). Crisis Management. Sage Library in Business &
Management, 2. SAGE Publications Ltd ISBN: 978-1-84787 -088-
Retrieved from
https://theisrm.org/public -library/Boin%20 -
%20Crisis%20Management%20(Book).pdf
2. Canyon, D., (2020). Defini tions in Crisis Management and Crisis
Leadership. Asia- Pacific Center forSecurity Studies Retrieved from
https://dkiapcss.edu/wp - content/uploads/2020/01/Definitions -in-crisis -
management -and-crisis -leadership - 01242020.pdf
3. Ezekiel Luka Zakiri, (2020) The Role of Communication in Effective
Crisis Management: A Systematic Literature Reviews. International
Journal of Humanities and Social Science, 10 (6), pp 119 -124.
doi:10.30845/ijhss.v10n6p14Retrieved from
https://www.managementstudyguide.com/crisis -communication.htm
4. Karimi, M. & Jahanian, R. (2016). Crisis Management and Its
Process in Organization. Mediterranean Journal of Social Sciences,
7(5). Pp 143-148. Doi:10.5901/mjss.2016.v7n 51p143.
5. Pearson, C. M. & Clair, J. A. (1998). “Reframing Crisis
Management.” Academy of Management Review , 23, 59-76.
Retrieved from https:/ /slideplayer.com/ slide/9240262/
6. Wagen, L. & Carlos, B. (2005). Event Management. (3rd ed.)
Pearson Education & Dorling Kindersley.
7. Wang, J. (2007). Organizational Learning and Crisis Management.
Barry University . Retrieved from https://files.eric.ed.gov/fulltext/
ED504551.pdf
8. Recommendations for Crisis Management (2017) 2016 UIC
Additional Global Security Programme. Retrieved from
https://uic.org/IMG/pdf/crisis_management_report.pdf
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27 3
GRAPHICAL REPRESENTATION
Unit Structure:
3.0 Objectives
3.1 Introduction
3.2 Concept of graphical representation
3.2.1. Definition of graphical representation of data
3.2.2 Principles of graphical representation
3.3 Importance of graphical re presentation
3.4 Limitations of graphical representation
3.5 Rules of graphical representation of data
3.6 Types of graphical representation of data
3.7 Histogram
3.7.1 Meaning
3.7.2 Construction of histogram
3.7.3 Importance of histogra m
3.8 Frequency polygon
3.8.1 Meaning
3.8.2 Construction of frequency polygon
3.8.3 Importanceof frequency polygon
3.9 Pie diagram
3.9.1 Meaning
3.9.2 Importance
3.9.3 Construction of Pie diagram
3.10 Conclusion
3.11 Check your prog ress
3.12 References munotes.in
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28 3.0 OBJECTIVES
1) To enable the students to acquire the knowledge of the concept of
graphical representation
2) To comprehend the importance of graphical representation of data
3) To develop an understanding about the different types of graph ical
representation such as Histogram, Frequency Polygon, and pie
diagram
4) To develop the understanding about the merits and demerits of
different types of graphical representation
5) To develop the skill of construction of different types of graphical
repres entation such as Histogram, frequency polygon and pie
diagram
3.1 INTRODUCTION
The word data is from the Latin word Datum, which means something
given. The numerical figures collected through a survey are called data
and can be represented in two forms - tabular form and visual form
through graphs. Once the data is collected through constant observations,
it is arranged, summarized, and classified to finally being represented in
the form of a graph. There are two kinds of data - quantitative and
qualitati ve. Quantitative data is more structured, continuous, and discrete
with statistical data whereas qualitative is unstructured where the data
cannot be analyzed.
Graphical representation of data .
3.2 CONCEPT
A graphical representation is a visual display of data in the form of a
diagram or graph. A chart is a graphical representation of data, in which
“the data is represented by symbols, such as bars in a bar chart, lines in a
line chart, or slices in a pie chart”. It represents the set of data in a
meaningf ul way. It is a Graphical representation of data is an attractive
method of showcasing numerical data that help in analyzing and
representing quantitative data visually. A graph is a kind of a chart where
data are plotted as variables across the coordinate . It became easy to
analyze the extent of change of one variable based on the change of other
variables. Graphical representation of data is done through different
mediums such as lines, plots, diagrams, etc. Let us learn more about this
interesting concep t of graphical representation of data, the different types,
and solve a few examples.
3.2.1 Definition of Graphical Representation of Data :
A graphical representation is a visual representation of data statistics -
based results using graphs, plots, and char ts. This kind of representation is munotes.in
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29 more effective in understanding and comparing data than seen in a tabular
form. Graphical representation helps to qualify, sort, and present data in a
method that is simple to understand for a larger audience. Graphs enab le
in studying the cause and effect relationship between two variables
through both time series and frequency distribution. The data that is
obtained from different surveying is infused into a graphical
representation by the use of some symbols, such as li nes on a line graph,
bars on a bar chart, or slices of a pie chart. This visual representation helps
in clarity, comparison, and understanding of numerical data. Graphical
presentation of data is about generating insights into the relationships and
pattern s in data, and clearly communicating those insights and results to
others
3.2.2 Principles of Graphical Representation of Data :
The principles of graphical representation are algebraic. In a graph, there
are two lines known as Axis or Coordinate axis. Thes e are the X -axis and
Y-axis. The horizontal axis is the X -axis and the vertical axis is the Y -
axis. They are perpendicular to each other and intersect at O or point of
Origin. On the right side of the Origin, the X -axis has a positive value and
on the left side, it has a negative value. In the same way, the upper side of
the Origin Y -axis has a positive value where the down one is with a
negative value. When -axis and y -axis intersect each other at the origin it
divides the plane into four parts which are c alled Quadrant I, Quadrant II,
Quadrant III, Quadrant IV. This form of representation is seen in a
frequency distribution that is represented in four methods, namely
Histogram, Smoothed frequency graph, Pie diagram or Pie chart,
Cumulative or ogive frequen cy graph, and Frequency Polygon.
3.3 IMPORTANCEOF GRAPHICAL
REPRESENTATION OF DATA
Listed below are some advantages and disadvantages of using a graphical
representation of data:
It improves the way of analyzing and learning as the graphical
representa tion makes the data easy to understand.
It can be used in almost all fields from mathematics to physics to
psychology and so on.
It is easy to understand for its visual impacts.
It shows the whole and huge data in an instance.
It is mainly used in statisti cs to determine the mean, median, and
mode for different data
The main use of a graphical representation of data is understanding
and identifying the trends and patterns of the data.
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30 It helps i n analyzing large quantities, comparing two or more data,
making predictions, and building a firm decision.
The visual display of data also helps in avoiding confusion and
overlapping of any information. Graphs like line graphs and bar
graphs, display tw o or more data clearly for easy comparison. This is
important in communicating our findings to others and our
understanding and analysis of the data.
Graphical representation often facilitates understanding of a set of
data.
It is easier to read and in terpret a graphical data.
It helps us in analysing numerical data
It helps in comparing different frequency distributions to each other.
It catches the eyes and holds the attentionwhich other statistical
evidences fail to attract.
It helps us to dilute the abstractness of ideas by translatingnumerical
facts into a more concrete and understandable form.
3.4 DISADVANTAGE OF GRAPHICAL
REPRESENTATION
The disadvantages of graphical representation of data is that
1) It takes a lot of effort as well as resources to find the most appropriate
data and then represent it graphically.
2) At times it may be very difficult to denote the scores in case of
decimals, fractions etc.on the graphical representation
3) It requires expert knowledge to interpret the data represented on
graphical representation.
4) The part of the area lying above any given intervalcannot be taken as
proportional to the frequency of that classinterval owing to
irregularities in the frequency surface.
5) The assumption that all the scores within a classinterv al fall at the
midpoint of that interval produces a larger error when N is large than
when N is small.
6) It is less precise than the histogram is that it does not represent
accurately. i.e in terms of area , the frequency upon each interval.
3.5 RULES OF GR APHICAL REPRESENTATION OF
DATA
While presenting data graphically, there are certain rules that need to be
followed. They are listed below: munotes.in
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31 Suitable Title: The title of the graph should be appropriate that
indicate the subject of the presentation.
Measurem ent Unit: The measurement unit in the graph should be
mentioned.
Proper Scale: A proper scale needs to be chosen to represent the data
accurately.
Index: For better understanding, index the appropriate colors, shades,
lines, designs in the graphs.
Data Sou rces: Data should be included wherever it is necessary at the
bottom of the graph.
Simple: The construction of a graph should be easily understood.
Neat: The graph should be visually neat in terms of size and font to
read the data accurately.
3.6 TYPES OF GRAPHICAL REPRESENTATION OF
DATA
Data is represented in different types of graphs such as plots, pies,
diagrams, etc. They are as follows,Generally, the frequency distribution is
represented in four methods, namely
Histogram
Smoothed frequency graph
Pie d iagram
Cumulative or ogive frequency graph
Frequency Polygon
3.7 HISTOGRAM
3.7.1 Meaning :
It is a graph in which class intervals are representedalong the
horizontal axis called the x -axis and their corresponding
frequenciesare represented by areas in the f orm of rectangular bars .
The vertical y -axis represents the number count or percentage of
occurrences in the data for each column. It appears asa series of bar
graphs placed one ext to the other in a vertical array.
Columns can be used to visualize patter ns of data distributions.
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32 3.7.2 How to prepare Histogram :
Step1 - Draw a horizontallineat the bottom ofa graph paper along which
mark off units to represent the class intervals. It is usual to start with the
class intervals of lowest value.
Step 2 - Draw a vertical line through the extreme end of the horizontal axis
along which mark off units to represent the frequencies of the class
intervals. Choose a scale which will make thelargest frequency ( the
height) of the polygon approximately 75 percent of the w idth of the figure.
Step -3 Draw rectangles with class units as base, such that the areas
ofrectangles are proportional to the frequencies of the corresponding
classes.
For example :
A census focused on the demography of a town may use a histogram to
show how many people are between the ages of zero - 10, 11 - 20, 21 -
30, 31 - 40, 41 - 50, 51 -60, 61 - 70, and 71 - 80.
This histogram example would look similar to the chart below. Let's say
the numerals along the vertical access represent thousands of people. To
read this histogram example, you can start with the horizontal axis and
see that, beginning on the left, there are approximately 500 people in the
town who are from less than one yea r old to 10 years old. There are 4,000
people in town who are 11 to 20 years old. And so on.
Histograms can be customized in several ways by analysts. They can
change the interval between buckets. In the example referenced above,
there are eight buckets wi th an interval of ten. This could be changed to
four buckets with an interval of 20.
Another way to customize a histogram is to redefine the y -axis. The most
basic label used is the frequency of occurrences observed in the data.
However, one could also use percentage of total or density instead.
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Graphical representation
33 Importance of histogram :
1) It is simple and easily made.
2) A comparison among the different columns can be made by
constructing a single histogram.
3) It gives us the graphic form of the distribution of the scores, whether
they are piled at the low or high end of the scale.
4) It tells us whether the scores are evenly and regularly distributed or
not
5) When the scores are pile up at the lower e nd of the scale, it shows that
the test is difficult, if they pile up at the higher end, the test is easy.
3.8 FREQUENCY POLYGON
3.8.1 Meaning :
A polygon is a many angled close figure. Another method of representing
a frequency distribution graphically is, what is known as frequency
polygon. It is a graphic representation of frequency distribution in which
the mid points of the class interval are plotted against the frequencies.
3.8.2 S teps to construct the Frequency Polygon :
Obtain the frequency dis tribution and find the midpoints of each class
interval.
Represent the midpoints along x -axis and frequencies along the y -
axis.
Plot the points corresponding to the frequency at each midpoint.
Join these points, using lines in order.
To complete the pol ygon, join the point at each end immediately to
the lower or higher class marks on the x -axis.
Construction of frequency polygon :
Question :
Draw the frequency polygon for the following data
Class
Interval 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90
Frequency 4 6 8 10 12 14 7 5
Solution :
Mark the class interval along x -axis and frequencies along the y -axis.
Let assume that class interval 0 -10 with frequency zero and 90 -100 with
frequency zero. munotes.in
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34 Now calculate the midpoint of the class interval.
Class Intervals Midpoints Frequency 0-10 5 0
10-20 15 4
20-30 25 6
30-40 35 8
40-50 45 10
50-60 55 12
60-70 65 14
70-80 75 7
80-90 85 5
90-100 95 0
Using the midpoint and the frequency value from the above table, plot the
points A (5, 0), B (15, 4 ), C (25, 6), D (35, 8), E (45, 10), F (55, 12), G
(65, 14), H (75, 7), I (85, 5) and J (95, 0).
To obtain the frequency polygon ABCDEFGHIJ, draw the line segments
AB, BC, CD, DE, EF, FG, GH, HI, IJ, and connect all the points.
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Graphical representation
35 3.8.3 Importance :
1) It is simple and easily made.
2) It is possible to superimpose more than one frequency polygon on the
sae graph by using coloured lines,broken lines,dotted lines etc.
3) Comparisonof several frequency distributions can readily be made via
frequency polygons.
4) It can be smoothed.
3.9 PIE CHART
3.9.1 Meaning : The “P ie chart” is also known as a “circle chart”,
dividing the circular statistical graphic into sectors or sections to illustrate
the numerical problems. Each sector denotes a proportionate part of the
whole. T o find out the composition of something, The pie chart is a type of
graph in which a circle is divided into Sectors where each sector
represents a proportion of the whole
3.9.2 Importance of pie chart :
1) Pie charts will helps us to understand the scale of our portions. They
are commonly used in business presentations and education to display
proportions among a broad range of categories, such as expenditures,
population groups, and survey responses.
2) It gives an overall graphic representation of data which makes the
reader to easily compare the contribution of different sectors.
3) It also helps in promoting research based on the numerical values.
4) It helps the policy makers to arrive at conclusions based on the
interpretation of data from the pie diagram.
5) It can be easily constructed as well as comprehended by any person.
3.9.3 Construction of pie diagram/chart :
Imagine a teacher surveys her class on the basis of favourite Sports of
students:
Football Hockey Cricket Basketball Badminton
10 5 5 10 10
The data above can be represented by a pie chart as following and by
using the circle graph formula, i.e. the pie chart formula given below. It
makes the size of the portion easy to understand. munotes.in
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36 Step 1 : First, E nter the data into the table.
Football Hockey Cricket Basketball Badminton
10 5 5 10 10
Step 2 : Add all the values in the table to get the total.
I.e. Total students are 40 in this case.
Step 3 : Next, divide each value by the total and multiply by 100 t o get a
per cent:
Football
Hockey
Cricket
Basketball
Badminton
(10/40) × 100
=25% (5/ 40) × 100
=12.5% (5/40) ×100
=12.5% (10/ 40) ×100
=25% (10/40)× 100
=25%
Step 4 : Next to know how many degrees for each “pie sector” we need,
we will take a full circle of 360° and follow the calculations below:
The central angle of each component = (Value of each component/sum of
values of all the components) ✕360°
Football Hockey Cricket Basketball Badminton
(10/ 40)× 360° =90° (5 / 40) × 360° =45° (5/40) × 360°
=45° (10/ 40)× 360°
=90° (10/ 40) × 360° =90°
Now you can draw a pie chart.
Step 5 : Draw a circle and use the protractor to measure the degree of each
sector. munotes.in
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Graphical representation
37 25%
12.50%
12.50%25%25%
Favourite Sports Percentage football
hockey
cricket
basketball
badminton
3.10 CONCLUSION
Graphical representation is an important component in research and for
evaluation purposes. It is a diagrammatic representation of numeric data. It
make the complex data easy by depicting the statistical data in a pictorial
form . It is easy to draw and represent the given data. However
interpretation of data shown in a graphical presentation needs insight and
expertise. There are different types of graphical representation of data. In
this unit Histogram, Frequency polygon and Pi e chart is discussed with
their respective importance.
3.11 CHECK YOUR PROGRESS
Q.1) What is meant by graphical representation ?
Q.2) Explain the importance of graphical representation of data?
Q.3) Differentiate between a Histogram and frequency polygon.
Q.4) list the demerits of graphical representation of data.
Q.5) Construct a histogram for the following frequency distribution.
Height (in cm) 101 – 110 111 – 120 121 – 130 131 – 140 141 -150
Number of children 15 18 12 6 9
Q.6) Draw the frequency po lygon for the following data
Class
Interval 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90
Frequency 8 4 10 8 14 12 5 2 munotes.in
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38 3.12 REFERENCES
Loheshkoul, Meth odology of educational research , ( third revised
Edition) , Vikas publishing house , Pvt Ltd,1998.
Dr Lulla, Dr Murthy, Dr. Taneja , Educational Evaluation and
measurement., Mohindra Capital Publishers,1979.
https://byjus.com/maths/graphical -representation/
https://byjus.com/maths/pie -chart/
https://www.edrawsoft.com/pie -chart.html
https://www.stat isticshowto.com/probability -and-statistics/
descriptive -statistics/histogram -make -chart/
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39 4
FINANCIAL MANAGEMENT
Unit Structure:
4.0 Objectives
4.1 Introduction
4.2 What is financial management?
4.3 Following are the most important elements of financial manageme nt:
4.4 Need /Importance for financial management in an educational
organisation
4.5 Budgeting and Allocation of Finances to Departments and Activities
4.6 Educational Budgeting
4.7 Sources of Funds for Efucational Institutions
4.8 Allocation of Finance to Department and Activities
4.9 Event Management - Need and Steps
4.10 Need for Event Management
4.11 Stepps of Event Management
4.12 Greening of the Educational Ins titution - Saving Energy and
Expenses
4.13 Conclusion
4.14 Reference s
4.0 OBJECTIVES
1. To help studen ts to understand the meaning of Financial Management .
2. To help students to understand the importance and need of Fin ancial
Management in Education .
3. To help students to understand the meaning of Educational
Budgeting , it's execution and importance .
4. To help students to understand the process of allocating financial
resources to the different departments and activities . munotes.in
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40 5. To help students to understand the meaning of Event Management , it's
need and steps .
6. To help students to understand the meaning of Greening of
Educational Institution.
7. To help students to understand the different methods of saving energy
and expenses under Greening of Educational Institution.
8. To impart the knowledge, skills of being an excellent Educational
managers .
4.1 INTRODUC TION
If we look at the term, we encounter two terms: one is financial and
second is management. So let's first understand the meaning of this term
'financial management"'t in simple words it can be said that financial
management means applying the function s of management to finances so
that they can be used effectively with a greater profit seeking objective.
What comes to our mind when we are speaking about any organisation?
It's not just about the humans who are working in, it it's not about the
materials which are used to function,but it is about everything that is
required to function properly in the organisation If you look at any
organisation, the resources of the organisation can be classified into 3
main categories .The categories are as under:
1. Human resources
2. Material resources
3. Financial resources
1. Human Resources : Human resources means the people who are
working in an organisation. It involves the teaching staff, non teaching
staff, supportive staff and so on.
2. Material resources : material r esources means all the material for
example the benches, the board, the cupboard etc which are required in the
organisation for carrying out day today activities .
3. Financial resources : financial resources means the money which is
required to carry out t he smooth functioning of all the resources including
human resources and material resources.
As we know that to run an organisation it takes a lot of hard work and a
lot of Management so the most important factor in almost all the spheres
of the organisa tion is the money. So basically financial management
means managing the finances of the organisation properly which involves
following the functions of Management. Firstly we will try to explain the
term financial management in terms of Management as follo ws.
4.2 WHAT IS FINANCIAL MANAGEMENT ? munotes.in
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41 Financial management means strategically planning, directing and
controlling of the finances of an organisation in order to ensure the proper
distribution of the money in an organisation which will yield the smooth
functioning of the organisation. In any organisation the most important
thing is ensuring that the organisation meets its objectives as decided
earlier and such objectives can be achieved only when its finances are
properly managed. To make the concept clear let's take an example,
" If in a school the salaries of the teachers are paid on every first day of the
month .in one month the principal is on vacation and so the salaries are not
credited into the accounts on the first day of that month, the principal
returned to school after 15th day of that month.It was a pretty much delay
in paying the salaries of the teachers ,so it created kind of dissatisfaction
into the minds of the teachers, also it has created imbalance in managing
the finances of that school. "
In this example if the principle was about to go on vacation, he would
have in prior informed any other Concerned person who would have
signed the cheques or have issued the salary so that the work can be done
on time as it was done before. So if we fa il to do any activity according to
schedule or execute any thing according to our planning, it make create a
sense of confusion; it make create a sense of mismanagement into the
minds of the people who are working over there.The example is about the
salar ies of the employees but the mis management can also happen in
terms of other resources also. So in order to avoid or such kind of mistakes
we need to have a proper financial management. This is why Financial
Management is of utmost importance in an educat ional organisation.
4.3 FOLLOWING ARE THE MOST IMPORTANT
ELEMENTS OF FINANCIAL MANAGEMENT
1. Budgeting :
Financial management cannot be possible without making a budget. A
budget refers to the forecasting of all the expenditures and incomes which
are to be received in a year in an organisation. So if we have to run any
organisation, the budget must be prepared before entering into that
particular year.If we are talking about the education institute, then at the
time of the beginning of academic year the com mittee should organisers
the meeting and instruct the concerned department to prepare a budget for
all the expected income and expected expenditures which are to be
incurred in the upcoming financial year.
2. Proper allocation of resources :
There are thr ee types of resources involved in an organisation to make it
function so the finances must be spent properly in an organisation on this
resources that should not be over budget. In that ,there should not be over
spending likewise there should not be under spending on any of the
resources.That's why the must be proper allocation of resources which is
the important part of financial management. munotes.in
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42 3. Cash flow management :
Again in financial management the cash which is flowing in and out
means the incomes and ex penditures are to be managed properly under
financial management.
4. Reporting :
All the records under financial management suggest the budgets, the
income statements, the different kinds of accounts the spending must be
recorded properly. They can be main tained manually also and digitally
also. Maintaining a proper digital record in today's times is very much
necessary in order to ensure the smooth functioning and planning for next
academic year.
4.4 NEED /IMPORTANCE FOR FINANCIAL
MANAGEMENT IN AN EDUC ATIONAL
ORGANISATION
A) Makes it easier to forecast :
It makes easier to forecast about the funds the requirement of the funds it
also helps to have adequate funds very sources of funds can be brought to
get to make a proper capital structure in an organisat ion.
B) Helps to reduce uncertainty :
Financial planning can help to reduce uncertainty with regard to cha nge in
the Trends which can be easily met with the help of adequate funds
C) Ensures liquidity :
Liquid funds are maintained to make an obligation as required .
D) Maintain stability :
Financial management helps in maintaining a reasonable balance between
outflow and inflow of the funds so that stability is maintained.
E) Increase in profitability :
It ensures proper and strategic planning. It helps to evaluate Investm ent
plans as a result profitabilities are enhanced.
F) Helps in growth and expansion :
It helps in growth and expansion of the organisation which ensures the
long run survival of the Institution.
G) Locating the problems :
It helps to locate the problems of the or ganisation through analysis. This
helps in taking proper action against the problems.
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Financial Management
43 H) Risk management :
When Financial Management is done, we can manage the risks which are
encountered in the process of managing the organisation effectively.
Thus we have se en the detailed meaning of Financial Management as
above .This will help you in understanding further concepts related to
Financial Management.
● Check your progress :
1 What is Financial Management ?
2 What are the different elements of financial manageme nt?
3 Why ia financial management needed ?
4.5 BUDGETING AND ALLOCATION OF FINANCES
TO DEPARTMENTS AND ACTIVITIES
Budgeting in general and Educational budgeting in special are is very
important . Budget means the estimates which are made before carrying
out any activity ,so that the activity can be carried out smoothly and with
no or minimum errors.We will see in detail the meaning of the term
Budget as follows :
What is a Budget ?
"Suppose you want to buy a mobile phone of Rs.10,000.You visit the shop
and the shopkeeper offers you a mobile phone of Rs.15,000, you think to
yourself that this mobile is expensive as it is going out of your budget .It
means you have planned to spend Rs.10,000 only for buying a new mobile
phone after considering your resource s etc."
The word budget is derived from the French word 'Bougette' meanin g
small bag. From this example , the meaning of Budget is clear .In other
words it can be said that Budget is the Blue Print of income and
expenditure which will be met in a particular period of time. It is the
outline of all the expenses , earnings which will be acquired by a unit
/firm/institution .
4.6 EDUCATIONAL BUDGETING
In an educational institution one has to think about profit planning, this
profit planning has to be done in ta king into consideration so many factors
such as available resources, available funds, managements of work flow
and accomplishment of the objectives. For all this proper planning is
required it can be done effectively if the institution prepares an
educatio nal budget. In other words it can be said that educational
budgeting means preparing a Blue Print for the activity which will be
carried out in the institution in an academic year. munotes.in
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44 Budgeting is the formulation of plans for the future as such, budgets are
statements of anticipated results. Generally the budget is prepared for one
academic year. The educational budget is not just a fiscal planning
document or an expense tracking tool, but a tangible deliverable of the
educational promises of the institution to its community as important as
the school budget is to achieving the educational goals of the institution,
the process for developing a good budget is not complicated. The process
of developing an educational budget can be given as follows:
1. Review :
Befo re drawing a plan for the future most look into the past for
achievement and mistakes, this process is called a Review. We can look
for accuracy of the previous budget, whether we under spent or over spent.
Such things can help us in preparing our budget more accurately. It can
also save the cost.
2. Planning :
The planning stage shouldn’t be a one -step process. It’s important to
model a range of income and cost scenarios based on your most important
data. To be as accurate as possible in your planning, consi der data such as:
● Changes in funding (revenue and capital income)
● Number of pupils and their characteristics
● Class and group sizes
● Staffing profiles and increments
● Pay and price increases
● Procurement and maintenance
● Longer -term development plans in areas s uch as asset management,
premises, staff and IT/ICT
● Local Authority Plans/Central Government Plans
3. Forecasting :
Forecasting means gassing about the changes which will take place in
future. Many times this thing is done to predict about the availability of
funds. This changes can appear due to following factors:
Inflection
Curriculum changes
Teaching staff salary
Aims of the school development plans
Longer term improvement and development aspiration munotes.in
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45 4. Implementation and Evaluation :
Was the budget gets approval from the governing body the budget is
implemented. At the same time monitoring and evaluation should begin it
will help us to highlight the areas of potential risk at the earliest. Ongoing
evaluation gives us a head start on the following years r eview an helps
inform forecasting.
4.7 SOURCES OF FUNDS FOR EFUCATIONAL
INSTITUTIONS
In order to manage the finances effectively the first thing we need is the
funds or we can say the money. From where do the education institutions
get these funds? Th e answer to this question can be given as follows with
the help of following points in which I have tried to give the different
sources of funds which are provided to educational institutions.:
1) The central government :
There are different schemes and po licies laid down by the central or union
government which provide a huge amount of help to the educational
institutions all over India. The central government provides funds in the
form of different policies and projects to almost all the schools or
educat ional institutions in India under different schemes.
2) The state government :
The state government of the educational institution in which it is located
also helps to a great extent in providing the funds which are necessary to
carry out different activiti es and tasks, mainly the process of education.
These are also provided under different schemes and policies of the
government.
3) The local government :
The local government also helps in providing the funds to the educational
institutions where it is locat ed.
4) Other government organisations :
There are different departments of government and different organisations
which also provide a great help to the education sectors by providing the
funds in the form of money or the material which is needed in these
educational institutions.
5) Private funding :
There are var ious business firms ,corporates , MNCs and industries which
are also helping this education sector to grow by providing them various
funds. Under CSR, which is corporate social responsibility, many
companies are taking up different projects to help out the school children
to Excel into their fields of interest. They also provide funds to the
education institute. munotes.in
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46 6) Individual funding :
Any individual who wants to fund the educational organisation also
donates the funds towards that organisation also in individual funding the
private management of the educational institution invests its own funds
into that institution.
7) Fees from the studens :
The fees which are charged from the students is also the maj or
contribution of the funds of any education Institution. In Private
Institutions it serves as the major contributor of the funds.
8) Other fund raising drives taken up by the educational institution :
The institution may take up different drives for fun r eason su ch as Diwali
mela ,Ganpati Mela , exhibitions on different topics etc in order to race the
funds for the education Institution
Thus,we have seen from where the sources come and from where the
educational institutions can get funds. However getting funds is not only
important but managing the funds properly and affectively is also of
greater importance so for these purposes effective Financial Management
is needed.
4.8 ALLOCATION OF FINANCE TO DEPARTMENT
AND ACTIVITIES
Once the institution has funds (finance) they should be allocated properly
to all the department. While allocating the finance to department and
activity following thinks must be kept in mind:
● Knowing the scope
Before allocating the finance, we must know the department and activity
such as is it big or small, long or short etc.
● Determining your total spending requirement
We Should determine are money requirement which will be spent in an
academic year.
● Department wise finance allocation
In an institution there are different departments such as the academic
department, there are such departments in an academic department which
involves teaching learning, laboratories, examination etc. infrastructure,
administrative department, accounts department etc. according to the
requirement of this department the finances must be allocated.
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47 Activity wise finance allocation
In an institution there are various activities some activities may be short
term or long term, some activity may be big or small so accordingly the
finances must be allocated.
● Do not over finance or under finance
The funds which are necessary for the institution are carefully allocated
among the departments and activities . For this , Budgeting helps to a great
extent .
● Maintain a "crisis amount "
This can be done after forecasti ng the changes in the coming future , we
have to maintain a certain amount which can be used in the crisis situation
if arises any.
● Check your progress :
1. what is budgeting state its process
2. which are the different sources of funds for an educationa l institution
3. state how is effective allocation of finances to different departments
and activities is done.
4.9 EVENT MANAGEMENT - NEED AND STEPS
Event means any occasion which ranges from small scale to large
scale . Thes e occasions can be a ny festival , a conference, School
Gatherings , Exhibitions etc Event management focuses on the fulfillment
of objectives which are set before the event . Event management is nothing
but applying the functions of Management while carrying out any
event. These functions of management are
● Planning
● Organising
● Staffing
● Directing
● Controlling .
There must be manageme nt to each and everything we do , when i t comes
to organising anu event , it must be properly planned , well executed and
controlled for chec king achievements and loopholes.Evemt management is
an art and science as well .
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48 4.10 NEED FOR EVENT MANAGEMENT
Event management is important from the following points of you
● It increases the brand value of your company
With a proper event management it pr oves beneficial in improving the
brand value of your company and in our terms of our educational
institution if the events are properly plant it create an impression over the
community with which it deals.
● Enhances leadership
When there is a matter of man aging any event it must be headed by a
leader hence it enhances the leadership qualities of the persons involved in
the lead position so it can be used as a tool for development of the
employees working in an institution. Effective leadership can manage th e
event effectively there by making it a success.
● To meet the goals
In an institution every event is plant under certain objectives and goals
base goals depends on the nature of the event it may be a sports event a
competition and examination a gathering a ny community program any
conference etc proper event management helps us to achieve the goals
which are set by the Institution if there is no event management then such
event may go in rain resulting in not yelding anything out of it.
● Scope for creativity
Event management can also provide a scope for creativity in terms of
innovations creation of new ideas which can be implemented while
executing the event such creativity helps in the growth of Institution there
by increasing the brand value of the Institut ion.
● Helps in managing the budget
When any event is going to take place it is certainly going to utilize the
funds of the institution if proper event management is done then it can
help in managing the budget which was required to carry out such event
such a budget planning in advance helps in forecast in the estimated funds
and also can solve the problems if there is short touch of funds.
● Building up an image in the society
When events of the Institutions are properly plant it is for sure that the
events w ill go properly such proper event management helps in creating a
positive image of the institution in the society. It increases the trust of the
people on the institution obviously it is going to help the institution in the
present and future Times.
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Financial Management
49 ● Check your Progress :
1. What is budgeting? .
2. What is the process of Budgeting ?
3. Which are the different sources of funda for an Educational Institution?
4.11 STEPPS OF EVENT MANAGEMENT
We have seen the importance or need of event management, now we w ill
discuss the different steps which can be implemented while planning any
event to make the event successful. The steps of event management can be
stated as follows:
1. Define goals and objectives :
The first and foremost important thing is defining the g oals and objectives
of the event. These goals and objectives can be set according to the nature
of the event, the outcomes which are needed for the Institution, the
population on whom it is going to focus and the returns which are
expected by the Instituti on.
2. Prepare event budget :
For any event, the budget is most important. So the budget should be made
before planning any event. The budget can be made in taking into
consideration the different things such as the expenses which will be
incurred for the e xecution of the event. The material which is required for
the event, the marketing cost of a event and every cost which is involved
in the management of the event. We should also think about the available
resources which are going to be sources of funds fo r the institution.
3. Staffing or building of the team :
As one of the functions of the management staffing is very important.
Who will do what duty, who will be concerned for different things which
are involved in the event. All such things are decided at the stage when
staffing is done. We assign respons ibilities to different persons , the tasks
are divided, the schedule is made and accordingly everyone starts working
towards the event.
4. Deciding the venue and date :
At this stage the date and the venue o f the event is decided by mutual
discussions among the team members of the event management team. The
date and venue of the event is decided after taking into consideration
various factors of the Institutions and the population or the target group for
whom the event will be organised
5. Marketing or branding of the event :
In order to make the event in reach of the targeted population, the
marketing is very important the marketing should be done in such a way munotes.in
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50 that more and more people will be attracted towar ds the event, so that the
event can be made a youth success this marketing should go along with
the interest of the Institution and according to the nature of the event.
6. Actual execution of the event :
The day when the event is going to take place is v ery important. At this
stage, controlling function of management is used where while carrying
out the event continuous supervision is done to ensure that everything is
going well.
7. Evaluation of the event :
Lastly after the event has taken place, the eval uation of the event is very
much important. In order to find out the achievements and loop holes of
the event. The achievements can prove as an encouragement for the
institution to carry out such events in future and loop holes will come tell
the instituti on to avoid such mistakes while implementing event planning
in the future.
Thus, need and steps of event event management are stated as above. Let
it be the smallest even the planning is very important, so we must not
ignore if any small event is going to take place in our institution because if
the event management is done properly, the event indeed becomes
successful.
● Check your progress
1. Define event management and state its need.
2. What are the different steps of event management?
3. State how does the event management prove helpful to an educational
institution.
4.12 GREENING OF THE EDUCATIONAL
INSTITUTION - SAVING ENERGY AND
EXPENSES
You may be surprised at the word 'greening of the education institution'. In
fact this is very interesting term as the word such as greening is concerned
with environment. Greening is concerned with greenery in today's world
where we are facing many problems. Which are created by humans, such
as pollution, deforestation etc which are proving to the human beings that
is boom in the technical sector. Thanks to the invention in Science and
Technology that the life has become easiest. The tasks are being done
swiftly by the Machines but after all benefits of such Technology there are
some disadvantages. Also in this modern era we ha ve started to realise the
importance of Sustainable environment the importance of nature and
hence we must go back towards the nature in some possible ways.
Which possible ways can save the energy and expenses of the institution
today? The cost of electric ity, the cost of maintenance of every equipment
is increasing day by day. It is not just a burden on the budget of the munotes.in
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51 institution but also proving a hazard to the environment. So why not make
the greening of the education institution by implementing the w ays in
which non conventional energy resources can be used.
Following are the ways of greening and education institution to save
the energy and expenses
1. Using solar energy :
Solar panels can be installed in the institution and it can be used as an
alternative to traditional electricity. Though complete replacement is not
possible but we can certainly use different forms of solar energy to
supplement the use of power in the institution. It can also reduce the
burden on the financial system of Institution.
2. Rainwater harvesting :
The technique which is followed by most of the educated and environment
concerned people nowadays in the rainy season is rainwater harvesting.
Rainwater harvesting can be done in the rainy season to retain the rainy
water to supp lement the use of normal water which is stored in the water
tank. Such water can be used for so many purposes in the institution it will
reduce the burden on the water supplying bodies also it will reduce the
water bill of the institution this will inculca te the value of Environment
protection among the students of the institution.
3. Tree plantation in the institutional campus :
There are different varieties of plants and trees which can be planted in the
campus for different purposes. It will help to main tain the atmosphere of
the campus pure and lively. The green cover in the campus will be a
pleasing picture to witness.
4. Going paperless :
The merciless cutting of trees has resulted in deforestation. Papers are
used widely in the institution for differe nt purposes. At this time we can
take help of technology to replace the paper work. E-files can be
maintained instead of paper files, examinations can be held using the
electronic mediums, data can be stored on the computer instead of
registers. Going digi tal can help in reducing the paper work and saving the
trees.
5. Encouragement to cycling :
Considering the distance from which students travel to the school we can
encourage them to make use of cycles instead of the vehicles which run
on fuels this can h elp in saving the fuels and reducing the pollution.
6. Special campaigns for students and community :
Special campaigns related to protection of environment and importance of
going green can be organised for the students and also for the community.
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52 7. Setting an eco -friendly code of conduct for the institution :
The eco friendly code of conduct consists of different roots and ethics
which must be followed by each and every person workin g in the
Institution and also the students. So that the environment will be protected.
Such rules are switching of the fans and lights when not necessary,
throwing the garbage into the dustbin,saving the water etc.
Thus, we have explained the different thi ngs which can be implemented in
the educational institution in order to make it green which will help in
reducing the expenses of the Institut ion and also saving the energy. T his is
a high time that we should realize ,we have to return to the environment
what we have taken from it.
● Check your progress :
1. Which are the different ways of greening of an education institution?
2. How will greening of an institution help in saving energy and expenses
of the Institution?
4.13 CONCLUSION
Thus in the above topic of financial management,we have discussed the
meaning of financial management , the important elements of financial
management, why Financial Management is needed in an educational
institution. We have also seen the concept of educational budgeting, the
steps of prepar ing an educational budget, sources of funds for an
educational institution. We have further seen the allocation of finances to
the departments and activities of an education Institution.In next segment,
we have dealt with the meaning of event management, t he steps of Event
Management and the importance/need of event management. Lastly, we
have dealt with the very important concept of greening of an education
institution which is the need of the hour. This module will help you to
develop and understanding of all the topics which are covered as above.
4.14 REFERENCES :
https://www.vancopayments.com/education/blog/school -budget -
planning -process?hs_amp=true
https://www.iegconsulting.vn/amp/four -critical -stages -of-school -
budgeting -process
https: //guidebook.com/mobile -guides/event -planning -guide/
https://www.sundayguardianlive.com/lifestyle/educational -institutions -
taking -green -initiativ es
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53 5
PRACTICUM WORK OF
EDUCATIONAL MANAGEMENT
Unit Structure :
5.0 Objectives
5.1 Introduction
5.2 Data Collection Techniques
5.3 Data Analysis
5.4 Practical Work: Interview a middle level educational manager, about
the challenges faced in managing the educational institution
5.5 Practical Work: Interview a school or college teacher, about
challenges faced in classroom management
5.6 Practical Work: Essay Writing: An essay of 1000 words, on the
given topic
5.7 References
5.0 OBJECTIVES
1. To compare middle level educational managerin managing the
educational institution.
2. To create a survey tool (Google Forms) for middle level educational
manager.
3. To acquire knowledge of challenges faced by middle level
educational manager, in managing the educationa l institution.
4. To study the opinions of middle level educational manager, in
managing the educational institution.
5. To compare school or college teacher in classroom management.
6. To acquire knowledge of challenges faced in classroom management.
7. To create a survey tool (Google Forms) for a school or college
teacher, about challenges faced in classroom management
8. To develop the ability to identify roles of participating members
(individual/ collective) & plan various institutionalized managerial
activities .
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54 5.1 INTRODUCTION
Managing educational organisations is the focus of the research and
practise of educational management. The main focus of educational
management is on the education objectives. These objectives or goals
provide the management of educati onal institutions the essential feeling of
direction. When a group combines people and material resources to
supervise, plan, implement strategies, and implement structures to execute
an education system, this is referred to as educational management.
The project course work for educational management is the topic of this
unit.
Understanding how various management concepts are applied in the
context of education is the objective of this unit.
5.2 DATA COLLECTION TECHNIQUES
Data will be collected in order t o examine and decide how to face the
challenges in managing the educational institution. The information
gathered will be used to draw some conclusions. Therefore, collecting
information is essential for comprehending the challenges of managing
educational institutions and the roles of middle level educational
managers. Let's first examine what data gathering is and how it benefits
different areas before moving on to the techniques of data collection.
(Koul et al., 2016)
Data col lection in statistics refers to the process of collecting information
from all pertinent sources in order to resolve the study topic. Evaluating
the result of the issue is helpful. One might get to a conclusion about the
answer to the relevant issue using the data collecting techniques.
A. Inquiry forms
B. Observation
C. Interview
D. Sociometry
E. Psychological Tests
INTERVIEW:
A qualitative interview occurs when researchers ask one or more
participants general, and record their answers. The researche r then
transcribes and types the data into a computer file for analysis.When it's
impossible to observe participants directly, interviews in qualitative
research offer important information and let participants express in -depth
personal information. The in terviewer, as compared to the observer, has
more control over the kinds of information obtained since they are able to
ask particular questions to elicit this information. (C.R. kothari, 1990) munotes.in
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55 TYPES OF INTERVIEWS:
There are a number of approaches to interviewing and using questions on
questionnaires. Which interview approach to use will ultimately depend on
the accessibility of individuals, the cost, and the amount of time available.
One-on-One Interviews: The most time -consuming and costly approach
is to conduct ind ividual interviews. A popular approach in educational
research, the one -on-one interview is a data collection process in which
the researcher asks questions to and records answers from only one
participant in the study at a time
Focus Group Interviews: Focus groups can be used to collect shared
understanding from several individuals as well as to get views from
specific people. A focus group interview is the process of collecting data
through interviews with a group of people, typically four to six. The
researcher asks a small number of general questions and elicits responses
from all individuals in the group. Focus groups are advantageous when the
interaction among interviewees will likely yield the best information and
when interviewees are similar to and cooperative with each other.
E-Mail Interviews: Another type of interview useful in collecting
qualitative data quickly from a geographically dispersed group of people.
E-mail interviews consist of collecting data through interviews with
individuals using computers and the Internet to do so. If you can obtain e -
mail lists or addresses, this form of interviewing provides rapid access to
large numbers of people and a detailed, rich text database for qualitative
analysis. It can also promote a conversation bet ween yourself as the
researcher and the participants, so that through follow -up conversations,
you can extend your understanding of the topic or central phenomenon
being studied.
Different tools are appropriate for gathering different types of information
for different objectives. The student may combine one or more of the tools
to achieve his goals. Therefore, students should get familiar with the
various instruments, as well as their characteristics, benefits, and
drawbacks. They should be proficient in t heir creation and application.
The methodology is the methodical approach used to complete a
challenging or scientific activity.
RATING SCALES:
One of the query forms is the rating scale. Form is a term used to describe
expression or assessment of a situa tion, an item, or a character. Typically,
opinions are presented on a value scale.Devices for quantifying such
judgements include rating techniques. A rating scale is a highly helpful
tool for evaluating quality, especially when it's challenging to measure
quality objectively. A question like "How good was the performance?" is
one that is difficult to objectively answer.Rating scales keep track of
judgments or views and show the degree or quantity of various quality
levels that are grouped along a line. For instance: How effective was the
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56 Excellent Very good GoodAverage Below average Poor Very poor
___|___________|__________|_________|___________|____________|__________|____
This is the most commonly used instrument for making appraisals. It has a
large variety of forms and uses. Typically, they direct attention to a
number of aspects or traits of the thing to be rated and provide a scale for
assigning values to each of the aspects selected. They try to measure the
nature or degree of certain aspects or characteristics of a person or
phenomenon through the use of a series of numbers, qualitative terms or
verbal descriptions.
THE LIKERT SCALE :
The Likert scale utilizes questions that are phrased for or against the
proposition, and the strength of the respondent's approval or disapproval
of the statement is expressed by the response's five -point rating. With this
approach, there is no longer a requirement to submit items to the judges so
they can determine scaled values for each item. (Donald Ary et al., 2010)
The first stage is to compile a group of sta tements about the issue at hand.
Statements may or may not be true, but they must reflect the views of a
sizable portion of the population. They must clearly state whether they are
in favour of or against a certain point of view. The ratio of positive and
negative comments should equal.
The Likert’s scaling techniques assigns a scale value to each of the five
responses. All favourable statements are scored from maximum to
minimum i. e. from a score of 5 to a score of one or 5 for strongly agree
and so on 1 for strongly disagree. The negative statement or statement
opposing the proposition would be scored in the opposite order i.e. from a
score of 1 to a score of 5 or 1 for strongly agree and so on 5 for strongly
disagree. The total of these scores on all the items measures a respondent
‘s favourableness towards the subject in question.
5.3 DATA ANALYSIS
GRAPHICAL REPRESENTATION OF DATA :
The distribution represents the frequency of particular values or ranges of
values for a variable. The simplest distributio n would include every
conceivable value of a variable along with the number of persons who had
each value. Frequency distributions can be shown as a table or a graph,
respectively. Examples of this include line graphs, pie charts, and bar
graphs. The distr ibution of the scores collected on a variable is often
displayed using a line graph in order to demonstrate the shape of the
distribution. Using the bar diagram, mean scores on the research variable
are compared across several subgroups. Pie charts are use d to display a
variable's variance or the percentage of various subgroups in the sample.
A statistical graph is a tool that informs you about the shape or distribution
of a population or a sample. A graph can be a more effective approach to
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57 and when there are only a few data values. Newspapers and websites
utilise graphs to show patterns and make it simple for readers to compare
data quickly. Statisticians usually plot the data first to visualise it. Thus, it
is feasible to employ more formal techniques.The graph types that are
used to summarise and organise data include the dot plot, bar graph,
histogram, stem -and-leaf plot, frequency polygon, pie chart, and line
graph.
Pie Charts:
In a pie chart, a circle is split into sectors, each of which represents a
proportion of the whole. Each category is represented by a piece of the pie
in a pie chart. The slice's size varies according to the percentage of replies
that fall into each category. The relative frequency has simply been
multiplied by 100.Pie charts are useful for showing the relative frequency
distributions of a few different categories. Pie charts that compare the
results of two distinct surveys or tests may often be confusing.
Bar charts:
A group of data represented with rectangular bars with lengths
proportional to the values is a bar graph .The bars can either be vertically
or horizontally plotted. Bar graphs may also be used t o display the
frequency distribution of several categories. We frequently need to
compare the findings of many surveys, or of various situations within a
single survey. In this instance, we are contrasting the replies'
"distributions" across the surveys or circumstances. Bar graphs are
frequently great for comparing two distributions side by side.
Line graph:
The data is shown in the line graph as series that are connected by straight
lines. These sequences are known as markers. A chart type called a line
graph is used to display data that evolves over time. We create line graphs
by connecting a number of points together using straight lines. It is also
known as a line graph. The 'x' and 'y' axes' are the two axes that make up
the line graph. The x -axis is referred to as the horizontal axis. The y -axis
is the term for the vertical axis.
General Rules for Graphical Representation of Data:
There are certain rules to effectively present the information in the
graphical representation. They are:
Suitable Title: Make sure that the appropriate title is given to the graph
which indicates the subject of the presentation.
Measurement Unit: Mention the measurement unit in the graph.
Proper Scale: To represent the data in an accurate manner, choose a
proper scale.
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58 Index: Index the appropriate colours, shades, lines, design in the
graphs for better understanding.
Data Sources: Include the source of information wherever it is
necessary at the bottom of the graph.
Keep it Simple: Construct a graph in an easy way that e veryone can
understand.
Neat: Choose the correct size, fonts, colours etc in such a way that the
graph should be a visual aid for the presentation of information.
Each student must a report submit a report on any one of following:
a. Interview a middle leve l educational manager, about the challenges
faced in managing the educational institution
b. Interview a school or college teacher, about challenges faced in
classroom management
c. Write an essay of approximately 1000 words on: Educational
institution’s carbo n audit.
5.4 PRACTICAL WORK: INTERVIEW A MIDDLE
LEVEL EDUCATIONAL MANAGER, ABOUT THE
CHALLENGES FACED IN MANAGING THE
EDUCATIONAL INSTITUTION
Each student must construct a tool to conduct Interview of Middle level
Educational managers about the challen ges faced in managing the
educational institution and submit a detailed report (including an
introduction, significance, methodology, data result, conclusions and
complete bibliography)
Introduction of Topic:
1. A Full description of Qualification Educational Managers, workload
and skills required
2. A full description of requirements of Good Educational Institution.
3. A full description of instruction transacted by Educational managers.
4. A full Description of Government guidelines and regulation for
Educational Institution.
Significance:
1. A full description of Important role of Educational Managers in
Educational Institutes
2. A full description of How Educational Managers overcome challenges munotes.in
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59 The data collection Tool (Google Form):
Tool Construction:
Use 5 Point Li kert Rating Scale with 20 items
Sample:
List the educational Managers and their data, that responded to your
questionnaire, in paragraph or table
Data Collection Process:
Explain how you sent the questionnaire to the educational institutes
Managers and col lected data
The Data Analysis:
1. Graphical Analysis of the data
The Findings and conclusion:
1. Summarises the significant findings of the analysed Data
2. Express opinions about Educational Managers
3. List Skills developed in you
4. Reflection
The Bibliography:
List of books, Articles, websites address used as reference
5.5 PRACTICAL WORK: INTERVIEW A SCHOOL OR
COLLEGE TEACHER, ABOUT CHALLENGES
FACED IN CLASSROOM MANAGEMENT
Each student must construct a tool to conduct Interview of Interview a
school or college teacher, about challenges faced in classroom
management and submit a detailed report (including an introduction,
significance, methodology, data result, conclusions and complete
bibliography)
Introduction of topic:
1. A Full description of Qualification a school or college teacher,
workload and skills required
2. A full description of requirements of Classroom Managements.
3. A full description of instruction transacted by a school or college
teacher.
4. A full Description of Challenges faced in classroom management munotes.in
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60 Significance:
1. A full description of Important role of a school or college teacher in
Educational Institutes
2. A full description of How a school or college teacher overcome
challengesfaced in classroom management.
The data collection Tool (Google Form):
Tool Construction: Use 5 Point Likert Rating Scale with 20 items
Sample:
List a school or college teacher and their data, that responded to your
questionnaire, in paragraph or table
Data Collection Process:
Explain how you sent the questionnaire to the school or college teacher
and collected data
The Data Analysis:
1. Para graphical Analysis of the data.
2. Graphical Analysis of the data
The Findings and conclusion:
1. Summarises the significant findings of the analysed Data
2. Express opinions about a school or college teacher
3. List Skills developed in you
4. Reflection
The Bibliography:
List of books, Articles, websites address used as reference
5.6 PRACTICAL WORK: ESSAY WRITING: AN ESSAY
OF 1000 WORDS, ON THE GIVEN TOPIC
Write an essay of approximately 1000 words on: Educational institution’s
carbon audit.
Introduction of topic:
A Full description of Environment issues Global Worming, Use of
Energy Resources
A Full description of Meaning of Carbon Audit
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61 Description of topic
A Full description of History of Educational Institutes in India
A Full description of Present Condition of Educational Institutes in
India
A Full description of Annual Audit of Educational Institutes
Use of energy resources by Educational Institutes
Need of Carbon Audit in Education al Institutes
Bibliography:
List of books, Articles, websites address used as reference
Write an essay of approximately 1000 words on: Educational
institution’s carbon audit.
Educational institution’s Carbon Audit :
The two main environmental issues facing the world now are global
warming and climate change. Growing populations and economies result
in higher energy usage. As fossil fuels make up a significant portion of the
energy used to produce electricity, this results in the issue of diminishing
fossil fuel supplies. The abovementioned problem is made worse by the
rising emissions of CO2 and other "Green House Gases" (GHG), which
raise earth's temperature and are referred to as "global warming". It is our
job to limit energy use and, consequently, greenh ouse gas emissions.
A carbon audit measures all greenhouse gas (GHG) emissions, represented
as carbon dioxide equivalent, from a specific person, event, organisation,
service, area, or product (CO2e). When fossil fuels are burned, land is
cleared, and prod ucts like food, manufactured goods, materials, wood,
roads, buildings, transportation, and other services are produced and
consumed, greenhouse gases, such as the carbon -containing gases carbon
dioxide and methane, can be released into the atmosphere. The carbon
audit assessment is a measure of the total amount of carbon dioxide
emissions that is directly and indirectly caused by an activity or is
accumulated over the life stages of a product. Global GHG emissions are
presently about 34.5 Billion ton of CO2 equivalent per year which is equal
to about 5 ton per person per year. The carbon audit assessment helps us to
gain a better understanding of how our actions are connected to the
climate change. The term carbon audit can be defined as the estimated
emissi on of carbon dioxide and other greenhouse gases associated with a
particular activity. Calculating the CEF of educational institution makes
the campus more sustainable, and will help to create environmentally
responsible students. Educational institutions play a significant role in
growth of a nation's economy.
It is thought that the history of education in India began during the Vedic
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62 and logic. The disciples would go to a guru, wh o was typically an elderly
person who lived in or near a clearing in a forest. The Gurukul System
was the name of this style of instruction. The English education system at
the time was the result of the Industrial Revolution. Subjects like the arts
and hu manities took a backseat as they didn't help the students become
immediately employable, while science and mathematics took the
forefront. This education system was shipped to Britain's different
colonies around the world, India being one of them.
To fulfi l the demands of students and society, educational institutions have
undergone significant modifications from the gurukul period to the
present. Every subject, including infrastructure and educational methods,
has undergone transformation. Education instit utions are now turning into
centres for education. Educational institutions are attempting to produce
more in order to meet society's needs and those of the students. For
students, they provide a variety of programmes, instructional approaches,
and learnin g environments. However, as they meet these needs,
educational institutions are utilising more energy resources, such as
lighting, air conditioning, IT labs, etc.
The process of systematically evaluating and documenting financial
statements, taxes, expendi tures, and incomes obtained by educational
organisations such as schools, colleges, and universities from registration
and academic fees, payment transactions, fines and penalties, funds and
donations, hostel accommodations, assets and investments, grants from the
government or other sources is known as the audit of educational
intuitions , or audit of books in the education industry. While Carbon
Audit or Carbon Footprint of an Educational Institution is very
important to understand such that it’s key emiss ion sources can be
identified and necessary mitigation measures can be adopted for carbon
reduction.In today’s date, very few colleges disclose their carbon
emissions. By educating graduates and educating the public through
research, educational institutio ns have a significant impact on local and
national policymaking. It lays the foundation for educating the young
brains that serve as effective innovation incubators and the source of many
sustainability efforts.
An energy audit is a routine examination of a building's energy use to
improve energy efficiency. The auditors look at how much energy is
consumed by energy -consuming equipment, see how it is utilised by its
different parts, and look for chances to save money. The standard steps in
an energy audit p rocedure are:
Energy performance evaluation of your system
Identification of equipment EMO (Energy Management opportunities)
Estimated savings potential
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63 Benefits of Energy Audit : Energy auditing is a powe rful tool for energy
management. Energy savings and an increase in the lifespan of equipment
and systems can both be accomplished by discovering and putting into
practise methods to achieve energy efficiency and conservation. All these
represent financial savings. The power supply firms will produce
substantially less emissions and by products based on the axiom that "The
less energy is consumed, the less fossil fuel will be burned." As a result,
everyone involved helps to protect the environment and advanc e
sustainable development.
The development of a country's economy is significantly influenced by
educational institutions. It is a field that is expanding and uses more
energy than businesses and information technology parks. Therefore, it is
crucial to ex amine the educational institutions' carbon impact. Students
learn about their carbon impact and their obligations via this type of
learning. Universities are facilities committed to post -secondary education
and research that grant academic degrees in a var iety of disciplines.
Education institutions are frequently referred to as universities.
Consequently, they contribute significantly to sustainable development
and the battle against climate change as institutions involved in research,
teaching, and communi ty activities.
The way people live and work has already started to alter as a result of
climate change. Educational institutions must provide an example for their
students, staff, and society at large as they serve as organisations dedicated
to education a nd research and play a vital role in producing graduates who
are responsible and interested in preserving sustainable development.
Educational Institutionsmust make investments in energy -saving
technology, identify sustainable supply chains, and prioritise increased
energy efficiency, including more environmentally friendly and
sustainable structures. Many Educational Institutions have created their
own carbon reduction goals. Educational Institutions must take greater
action to minimise their own carbon em issions, including educating
students about sustainable development and the climate emergency,
divesting from fossil fuel investments, reinvesting in renewable energy
sources, and planting trees on their expansive territory.
Senior leadership, who frequent ly do not prioritise addressing climate
change, must join forces with the young people who are very concerned
about what the ecological catastrophe and climate emergency will entail
for their futures.
5.7 REFERENCES
1. C.R. kothari. (1990). Research Methodolo gy. NEW AGE
INTERNATIONAL (P) LIMITED, PUBLISHERS, New Delhi.
2. Donald Ary, Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to
Reesearch Methodology. Wads worth, Cengage Learning.
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64 3. Koul, L., Kumar, H., Deepak, C., & Sondhi, N. (2016). Methodolgy
of Ed ucational Research. 1 –196. https://www. tripurauniv.ac.in/
Content /pdf/ Study Materials Detail/ MA Education 2nd Semester/
EDCN -801C - Methodology of Educational Research.pdf
https://www.timeshighereducation.com/features/how -green -my-
university
https://www.semant icscholar.org/paper/CARBON -FOOTPRINT -
ASSESSMENT -TOOL -FOR -UNIVERSITIES%3A -Valls -Val-
Bovea/49c06f4e038af831fedf68950fb00e5406ba86bb
https://www.sciencedirect.com/sc ience/article/pii/S0967070X210030
00?via%3Dihub
https://ieeexplore.ieee.org/document/9242692
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