Quiz 3 Getting a grade of 5.0 has something to do with inappropriate controlling style, as it is related to management.

The first step of controlling involves establishing the standards. Gaining a failing mark can be triggered by setting a poor to passing academic rate. Oftentimes, we try to set a 3.0 (passing) standard that miscalculation is more prone. Also, failing to recognize our performance not coherent or above with our set standard can also create a problem. Measuring the necessary effort to pass, such as tabulation of the exams and determining the minimum requirement grade for the final exam, can cause fail if not done. We can avoid these things if we try to compare what is the actual performance (present grade) with the required grade to pass. Because of this, we can get how big the deviation or the difference between them is, and know how much effort must be exerted in order to attain this standard. Moreover, if all these things are done correctly, controlling do still fail, if corrective measures are not implemented. For example, we know that we still need a grade of 80% and above for the final exam to pass a course, but instead of studying, we just wasted our time playing games. Not correcting the deviation can greatly influence the matter towards failure. Key terms: Setting standards Measuring actual performance Comparing performance to get deviation Doing corrective measure

We can minimize failing a subject if we try to do a preliminary control. Preliminary control is ensuring that raw materials are in standard grade. We should check if we have the required book, and even OTs for this course. As a preparing tool, we must anticipate what future problems we would encounter, thus ensuring that we had created a prior solution. For example, we try to collect problem sets from early takers or do an advance study if we know that our professor do always have a pre-lecture exam every meeting. Another controlling style is the concurrent control. This type of controlling occurs in the actual performance and is more of the leadership type. For example, we try to monitor if the schedule of studying is properly followed. Finally, we have the feedback control. It refers to the use and comparison of actual results to correct deviation from the set standard. For example, we asses our current standing, by comparing it to the set standard, say a grade not less than 80%, and realized that we only got 75%. Because of that, we can correct this deviation by exerting more effort, 5% higher. This controlling type is more of the figures and information type. Key terms: Preliminary control refers to ensuring that raw materials are in standard grade; anticipate future problems so that prior solution through rules, policies can be imposed Concurrent control more of leadership, controlling in the actual performance, directing and monitoring Feedback control comparison of data, to correct deviation, done after the performance