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Overview of Horse Riding Tradition and Centers in Australia

Question:

Discuss about the Labour Market Programme Participants.

The horse riding tradition has strong cultural connection and horseback riding is a common sport in the country (Horseridingnsw.com.au, 2017). There are plenty of free spaces in the country which makes it an enjoyable sport (Horseridingnsw.com.au, 2017). The country has some of the finest horses and hence an increasing number of people are eager to learn horse riding.

The Australian Horse Riding Centers (AHRC) is a prestigihttps://myassignmenthelp.com/uk/change-management-assignment-help.html ous national organization which represents approximately 100 horse riding centers spread across Australia (Horseridingnsw.com.au, 2017). The aim of this institute is to manage the different horse riding centers and facilitate high standards relating to instruction, facilities, horse welfare and others.

This report would analyze the successful management of horses and riders in a typical riding school in Australia. The planning, organizing, leading and controlling functions of the horse riding schools would be enumerated. The various models, theories and the principles of management would be discussed. The external factors affecting the riding school would also be discussed with the help of suitable tools. The different management challenges would also be enumerated.

As opined by Lönnell (2012), the horse riding establishment is concerned with the business of maintaining the horses for giving hire for riding or for their own use in instruction, providing and maintaining the riding in lieu of payment. There are several common functions of the riding school such as provision of riding lessons, handling sessions, stable management and others.

The principles of management seek to establish the cause as well as effect of several variables under any given situation. Rudani (2013) states that the management principles are considered as fundamental truth statements which act as guidelines for managerial decision making.

The findings of Rudani (2013) reveal that the theory proposed by Henry Fayol concentrates on the 14 principles of management. In a typical horse riding institute, there should be proper division of labor. Fayol focused on the importance of the specialization of jobs and believed in the fact that every work type should be divided as well as subdivided so that proper allocation of work can be done (Rudani, 2013). The different works at the horse riding institute comprise of the maintenance of the horses, giving coaching to learners, maintenance of the manège and others (Rudani, 2013). These should be equally distribution of the work load between all members working in the manège. As opined by Rudani (2013), the authority as well as responsibility is critical to the success of the manège. The management of the horse riding academy should consider the fact that the authority should be given to a person and the same person should be made responsible too (Rudani, 2013). The managers should practice equity and should treat all the employees with, kindness, fairness and justice. The people holding similar position should get same kind of treatment. Flemisch et al. (2012) says that there should be discipline in the manège, which implies the obedience, sincerity and respect for the authority. The subordinates are expected to respect their seniors and obey their orders (Rudani, 2013). The employees at the manège should be encouraged to take initiative and suggest new ideas or new work methods to the management (Rudani, 2013). For example, they can give new ways of training the horses which would be cost-effective. The fair remuneration of the employees working at the manège would increase the work motivation of the employees (Rudani, 2013). The human resource department should determine the wages of the employees based on the work assigned cost of living, assigned work, package of the competitors and others. The findings of Dias et al. (2013) suggest that the managers should take care of the “espirit de corps” which implies that there should be harmony between the employees and there should be mutual understanding between the workers (Dias et al., 2013). The manager should empower the employees to create good interpersonal relationship between the members. It is also important to reward the employees who give good performances in the workplace so that they are enthusiastic about their work.

Principles of Management in Horse Riding Institutes

The work of Juncos and Pomorska (2015) suggests that strategic planning of the organization is used to determine the scope as well as direction of the organization over a subsequent period of time. It also helps in the matching of the different resources to the changing external environment (Juncos & Pomorska, 2015). Planning is important regarding the horse accommodation, types of box in which horses are kept, method of operation and others (Cassidy, 2016).The planning also needs to be done for the amount of grazing space that the horses would be exposed to for different play activities and different kinds of social bonding.

Swayne, Duncan and Ginter (2012) opine that the theory of strategic planning is concerned with the four basic foundations such as current position, future aspirations, way of achieving the aspirations and ways of evaluation. It is important to perform the situation analysis at first, which would be the foundation of the planning process. The history of the manège should be identified along with the organizational aims as well as objectives (Swayne, Duncan & Ginter, 2012). The organizational profile should be identified along with the current structural dimensions. The stakeholder analysis should be done, which would help in the identification of key stakeholders of the project. As argued by Foss and Knudsen (2013), the scenario planning model would ensure that the strategic thinking process is implemented in practice. This model emphasizes on the fact that the organizations should equip themselves with proper resources so that they can handle the changes in the external forces (Swayne, Duncan & Ginter, 2012).

It is important to create as well as sustain cohesion as well as commitment in the team. As opined by Amer, Daim and Jetter (2013), the human relations model focuses on the interpersonal as well as intrapersonal competencies of the managerial aspects of leadership. This model focuses on the commitment, cohesion, collaboration, and others, which are effective for creating effective human relations (Swayne, Duncan & Ginter, 2012). The managers should give competencies that focus on the development of one’s self-awareness as well as providing transparent communication to the team. The managers of the manège should focus on the synchronization of the physical, human and the financial resources (Amer, Daim & Jetter, 2013). This would ensure the achievement of the results in a proper manner. The mangers should have soft skills so that they can develop as well as support the employees in building team cohesion. They should value the differences the individuals and undermine the different areas of conflict. As argued by Yarnell and Neff (2013), it is important to identify the different activities of the horse riding school. These can range from planning as well as overseeing the riding activities, daily routine of the horse care, handling queries, recruitment and the management of the staffs. It is also important to carry out different stable management activities (Amer, Daim & Jetter, 2013). There are also financial as well as administrative tasks which need to be done. This would be done by the financial team as well as operational teams respectively (Amer, Daim & Jetter, 2013). In small manège, these activities are being performed by Riding Horse Center Manager.

Strategic Planning for Horse Riding Schools


According to Gabriels et al. (2012), the leadership of the manège is critical for achieving the business success. The competing values framework underlines the fact that the effective managers as well as organizations are essential for embracing the competing values that are associated with the foundational models of management (Gabriels et al., 2012). There are several dimensions of the competing values framework such as flexibility, internal, external and control (Gabriels et al., 2012). The managers of the horse riding academy should have organizational focus which focuses on the internal emphasis on the development of the people as well as external focus so that there is overall organizational development (Gabriels et al., 2012). As argued by Cameron et al. (2014), the master managers have high levels of behavioral complexity as well as cognitive complexity. The cognitive complexity is concerned with the appreciation of the values as well as weaknesses of the fundamental business models (Gabriels et al., 2012). The managers of the horse riding academy should integrate competencies according to the situation in the riding academy.

As commented by Quinn et al. (2014), the managerial competencies of the manège supervisor should comprise of the understanding of the self and the employees of the organization. He should communicate honestly among his team members. It is also important that the manager mentors as well as develop the skills of the employees (Gabriels et al., 2012). There should be adequate leadership of the teams and the leader should strive to minimize the conflicts in the team.

As stated by Chong (2013), the cohesion is considered as the union of the employees in a particular organization. The commitment is concerned with the acceptance of the goals of a group and underlined by a variety of factors. The mangers of the horse riding academy may find conflicts within the team (Gabriels et al., 2012). One member may view that the horse riding coach should teach the basics of horsemanship and others may opine that they should prepare the riders for equestrian competitions. There may be other group members who believe that there should be specific riding skills that need to be incorporated in the training sessions (Gabriels et al., 2012). The riders should also be taught the essential safety skills for riding.

The findings of Mowday, Porter and Steers (2013) reveal that management control function can be defined as the effort by the management to evaluate the performance of the employees in fulfilling the pre-determined goals of the organization. The rational goal model is concerned with the focus on control as well as external focus (Harstad & Selten, 2013). This theory focuses on the fact that mangers should provide a vision for inspiring the followers and identification of the specific steps to achieve the vision (Mowday, Porter & Steers, 2013). It is essential for the horse riding manager to evaluate the performance of the employees and the match with the pre-determined work standards. The horse riding manager should create practical goals for the employees which are possible to achieve (Mowday, Porter & Steers, 2013). For example, the coach is supposed to teach some additional things apart from the basic riding skills. He should teach the riders regarding horse feeding, care and grooming techniques (Mowday, Porter & Steers, 2013). The health issues of the horses should be communicated well to the riders so that there is increased rider awareness (Mowday, Porter & Steers, 2013). The human as well as equine physiology and anatomy are important considerations and the managers should evaluate so that these information are conveyed to the riders. The managers should also evaluate the level of communication between the riders and the coaches.

Cohesion and Commitment in Horse Riding School Teams

It is important to determine the external business environment factors of the horse riding school so that the necessary preventive actions can be taken. A PEST analysis is being done for understanding the trends of the industry.

The different legislations and the government policy of Australia affect the horse riding school policies (Edwards, Othman & Burn, 2015). The school should take into account the DEFRA, European Policy and the planning policy of the country. It should take into account the different hunting ban imposed by the country (Edwards, Othman & Burn, 2015). The farm diversification technique should also be considered by the riding company.

The world economy and the inflation/recession impact the functioning of the horse riding school (Edwards, Othman & Burn, 2015). It should also take into account the stock markets, interest rates and the mortgage rates prevailing in the country.

The social factors of the horse riding school includes the leisure times, issues with the manpower, unemployment, standard of living and the various labour market trends (Feeny et al., 2012). The average standard of living should be considered. An increase in the leisure time of the people implies that there would more time for relaxation as well as pleasure become an important activity for the population (Edwards, Othman & Burn, 2015).

The horse riding institute should take into account the different technological framework needed for their everyday business operations.

According to Munsters et al. (2012), there are several challenges in a typical horse riding school. There can be issues with the manure handling, where there can be issues with the stall cleaning. There are insufficient techniques for solid and liquid waste management of the manure (Nielsen et al., 2012). There are often misconceptions about the pollution and the nuisances created by the horse facilities. There can be issues with the pests such as flies and small rodents that may irritate the surrounding neighborhood (Nielsen et al., 2012). There can be issues with the site manure storage such as visually remote location, located on high grounds and others (Nielsen et al., 2012). There is the possibility of offensive odor arising from both the manure and horses. There are also possibilities of water pollution from the horse riding schools (Nielsen et al., 2012). There are chances of over use of water for maintaining the sanitation of the place.

There can be several issues associated with the nutrition of the problems, which is an important part of the organizing function of management (Nielsen et al., 2012). A mature horse would require good nutritional foods as they need to maintain health as well as body conditions. The other problems involved with the old horses are the reduction of the dental efficiency, which make the chewing process of horse painful (Nielsen et al., 2012). There are also issues with the food composition of the horses.

There can be management issues in the horse riding school. There can be insufficient planning that would help in the riding school to meet its objectives. The managers may be reluctant to perform their day to day duties (Nielsen et al., 2012). The managers may not be able to control the employees in a proper manner (Nielsen et al., 2012). They may also fail to provide adequate motivation to the employees. This may prevent the employees from realizing their true potential.

Conclusion

The horse riding school is one of the strong traditions of Australia as it provides solid cultural foundations. The related organization for the riding centers is Australian Horse Riding Centers (AHRC). The definition of horse riding establishment is explored and the various principles of management. The management capabilities of manège are defined along with the essential functions of management such as planning, organizing, leading and others. The commitment and the cohesion of the team are defined along with essentials of horse riding school management. The controlling mechanisms of the riding schools are defined. The various external factors relevant to the riding school are discussed along with help of PEST analysis. The contemporary management challenges of the horse riding schools are discussed along with practical point of view.

References

Amer, M., Daim, T. U., & Jetter, A. (2013). A review of scenario planning. Futures, 46, 23-40.

Cameron, K. S., Quinn, R. E., DeGraff, J., & Thakor, A. V. (2014). Competing values leadership. Edward Elgar Publishing.

Cassidy, A. (2016). A practical guide to information systems strategic planning. CRC press.

Chong, E. (2013). Managerial competencies and career advancement: A comparative study of managers in two countries. Journal of Business Research, 66(3), 345-353.

Dias, P., Freedman, A., Medway, P., & Par, A. (2013). Worlds apart: Acting and writing in academic and workplace contexts. Routledge.

Edwards, J., Othman, M., & Burn, S. (2015). A review of policy drivers and barriers for the use of anaerobic digestion in Europe, the United States and Australia. Renewable and Sustainable Energy Reviews, 52, 815-828.

Feeny, S., Ong, R., Spong, H., & Wood, G. (2012). The impact of housing assistance on the employment outcomes of labour market programme participants in Australia. Urban Studies, 49(4), 821-844.

Flemisch, F., Heesen, M., Hesse, T., Kelsch, J., Schieben, A., & Beller, J. (2012). Towards a dynamic balance between humans and automation: authority, ability, responsibility and control in shared and cooperative control situations. Cognition, Technology & Work, 14(1), 3-18.

Foss, N. J., & Knudsen, C. (2013). Towards a competence theory of the firm (Vol. 2). Routledge.

Gabriels, R. L., Agnew, J. A., Holt, K. D., Shoffner, A., Zhaoxing, P., Ruzzano, S., ... & Mesibov, G. (2012). Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 578-588.

Harstad, R. M., & Selten, R. (2013). Bounded-rationality models: tasks to become intellectually competitive. Journal of Economic Literature, 51(2), 496-511.

Horseridingnsw.com.au. 2017. Australian Horse Riding Centres NSW. (2017). Horseridingnsw.com.au. Retrieved 17 May 2017, from https://www.horseridingnsw.com.au

Juncos, A. E., & Pomorska, K. (2015). Attitudes, identities and the emergence of an esprit de corps in the EEAS. In The European External Action Service (pp. 373-391). Palgrave Macmillan UK.

Lönnell, C. (2012). Yard differences in training, management and orthopedic injury in showjumping, riding school, and thoroughbred race horses (Vol. 2012, No. 27).

Mowday, R. T., Porter, L. W., & Steers, R. M. (2013). Employee—organization linkages: The psychology of commitment, absenteeism, and turnover. Academic press.

Munsters, C. C., Visser, K. E., van den Broek, J., & van Oldruitenborgh-Oosterbaan, M. M. S. (2012). The influence of challenging objects and horse-rider matching on heart rate, heart rate variability and behavioural score in riding horses. The Veterinary Journal, 192(1), 75-80.

Nielsen, M. K., Vidyashankar, A. N., Olsen, S. N., Monrad, J., & Thamsborg, S. M. (2012). Strongylus vulgaris associated with usage of selective therapy on Danish horse farms—Is it reemerging?. Veterinary parasitology, 189(2), 260-266.

Quinn, R. E., Bright, D., Faerman, S. R., Thompson, M. P., & McGrath, M. R. (2014). Becoming a master manager: A competing values approach. John Wiley & Sons.

Rudani, R.B., 2013. Principles of management. Tata McGraw-Hill Education.

Swayne, L. E., Duncan, W. J., & Ginter, P. M. (2012). Strategic management of health care organizations. John Wiley & Sons.

Yarnell, L. M., & Neff, K. D. (2013). Self-compassion, interpersonal conflict resolutions, and well-being. Self and Identity, 12(2), 146-159.

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