Management RICHARD L. DAFT

Vanderb i l t Un i ve r s i t y


ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon could additionally be reproduced or utilized in any form or by any means—graphic, digital, or mechanical, together with photocopying, recording, taping, Web distribution, data storage and retrieval methods, or in another manner—except as may be permitted by the license terms herein.

Library of Congress Control Number: Student Edition ISBN 13: Student Edition ISBN 10: South-Western Cengage Learning 5191 Natorp Boulevard Mason, OH USA

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

For your course and studying solutions, go to

Purchase any of our products at your native college store or at our most popular on-line store

Management, Ninth Edition Richard L. Daft, with the assistance of Patricia G. Lane

Vice President of Editorial, Business: Jack W. Calhoun

Editor-in-Chief: Melissa S. Acuña

Executive Editor: Joe Sabatino

Managing Developmental Editor: Emma Newsom

Developmental Editor: Erin Berger

Editorial Assistant: Ruth Belanger

Executive Marketing Manager: Kimberly Kanakes

Marketing Manager: Clint Kernen

Sr. Marketing Coordinator: Sarah Rose

Sr. Marketing Communications Manager: Jim Overly

Sr. Content Project Manager: Martha Conway

Media Editor: Rob Ellington

Sr. Frontlist Buyer, Manufacturing: Doug Wilke

Production Service: Macmillan Publishing Solutions

Sr. Art Director: Tippy McIntosh

Cover and Internal Designer: Joe Devine, Red Hangar Design

Cover Image: BLOOMimage, Getty Images

Photography Manager: Don Schlotman

Photo Researcher: Chris Caperton, O’Donnell and Associates; Susan Van Etten

Text Permissions Manager: Margaret Chamberlain-Gaston

Text Permissions Researcher: James Reidel

Printed in Canada For product information and expertise help, contact us at Cengage Learning Customer & Sales Support, For permission to make use of material from this textual content or product, submit all requests on-line at /permissions

Further permissions questions can be emailed to [email protected]

With deep appreciation to Dorothy, the playwright and partner in my life, and to my mother and father, who began my life

toward outcomes that I could not perceive at the time.

This web page intentionally left clean


About the Author

Richard L. Daft, PhD, is the Brownlee O. Currey, Jr., Pro- fessor of Management in the Owen Graduate School of Management at Vanderbilt University. Professor Daft specializes within the study of group principle and leadership. Dr. Daft is a Fellow of the Academy of Management and has served on the editorial boards of Academy of Management Journal, Administrative Sci- ence Quarterly, and Journal of Management Education. He was the associate editor-in-chief of Organization Science and served for 3 years as affiliate editor of Administrative Science Quarterly. Professor Daft has authored or co-authored 12 books, including Organization Theory and Design (South-Western, 2007), The Leadership Experience (South-Western, 2008), and What to Study: Generating and Developing Research Questions (Sage, 1982). He revealed Fusion Leadership: Unlocking the Subtle Forces That Change People and Orga-

nizations (Berrett-Koehler, 2000, with Robert Lengel). He has additionally authored dozens of scholarly articles, papers, and chapters. His work has been published in Administra- tive Science Quarterly, Academy of Management Journal, Academy of Management Review, Strategic Management Journal, Journal of Management, Accounting Organizations and Society, Management Science, MIS Quarterly, California Management Review, and Organi- zational Behavior Teaching Review. Professor Daft is at present working on a new guide, The Executive and the Elephant. He is also an energetic instructor and consultant. He has taught management, management, organizational change, organizational principle, and organizational conduct. Professor Daft served as associate dean, produced for-profi t theatrical produc- tions, and helped manage a start-up enterprise. He has been involved in management growth and consulting for so much of corporations and government organizations, together with the American Banking Association, Bridgestone, Bell Canada, the National Transportation Research Board, Nortel, TVA, Pratt & Whitney, State Farm Insur- ance, Tenneco, the United States Air Force, the United States Army, J. C. Bradford & Co., Central Parking System, Entergy Sales and Service, Bristol-Myers Squibb, First American National Bank, and the Vanderbilt University Medical Center.

This page deliberately left clean



Managing for Innovation in a Changing World In latest years, organizations have been buffeted by large and far-reaching social, technological, and economic adjustments. Any manager who still believed within the fable of stability was rocked out of complacency when, one after another, giant fi nancial insti- tutions in the United States began to fail. Business faculties, as properly as managers and companies, have been scrambling to maintain up with the fast-changing story and consider its impact. This version of Management addresses themes and points that are directly rel- evant to the current, fast-shifting business surroundings. I revised Management with a goal of serving to current and future managers fi nd innovative solutions to the prob- lems that plague today’s organizations—whether they are everyday challenges or once-in-a-lifetime crises. The world during which most college students will work as managers is present process a tremendous upheaval. Ethical turmoil, the need for crisis administration abilities, e-business, rapidly changing technologies, globalization, outsourcing, international digital groups, data administration, international provide chains, the Wall Street melt- down, and other adjustments place demands on managers that transcend the methods and ideas historically taught in administration courses. Managing today requires the total breadth of management skills and capabilities. This text provides comprehensive protection of both conventional administration skills and the model new competencies needed in a turbulent setting characterized by financial turmoil, political confusion, and basic uncertainty.

In the traditional world of work, administration was to manage and limit individuals, implement rules and regulations, seek stability and effi ciency, design a top-down hier- archy, and achieve bottom-line outcomes. To spur innovation and obtain excessive per- formance, nonetheless, managers need different abilities to have interaction workers’ hearts and minds as well as reap the advantages of their bodily labor. The new office asks that managers focus on main change, harnessing people’s creativity and enthusiasm, fi nding shared visions and values, and sharing info and energy. Teamwork, collaboration, participation, and learning are guiding rules that assist managers and staff maneuver the diffi cult terrain of today’s turbulent business environ- ment. Managers give attention to growing, not controlling, people to adapt to new tech- nologies and extraordinary environmental shifts, and thus achieve high performance and total company effectiveness.

My vision for the ninth version of Management is to current the latest manage- ment ideas for turbulent occasions in a way that’s interesting and valuable to college students whereas retaining one of the best of conventional management pondering. To obtain this vision, I have included the latest administration ideas and research and have shown the contemporary application of management concepts in organizations. I actually have added a questionnaire initially of each chapter that attracts students personally into the subject and provides them some insight into their own management skills. A chapter characteristic for new managers, referred to as the New Manager Self-Test, offers college students a way of what’s going to be expected after they turn out to be managers. The mixture of established scholarship, new ideas, and real-life purposes provides college students a taste of the energy, challenge, and journey inherent within the dynamic fi eld of management. The South- Western/Cengage Learning staff and I have labored collectively to offer a textbook higher than some other at capturing the thrill of organizational administration.

I revised Management to offer a book of utmost high quality that can create in stu- dents both respect for the changing fi eld of administration and confi dence that they’ll


understand and grasp it. The textual portion of this e-book has been enhanced via the partaking, easy-to-understand writing type and the many in-text examples, boxed gadgets, and short exercises that make the ideas come alive for students. The graphic element has been enhanced with a quantity of new reveals and a new set of photograph essays that illustrate specifi c management ideas. The well-chosen photographs provide vivid illustrations and intimate glimpses of management scenes, events, and people. The photos are combined with temporary essays that designate how a specifi c management idea appears and feels. Both the textual and graphic parts of the textbook assist college students grasp the often summary and distant world of management.

Focus on Innovation: New to the Ninth Edition The ninth version of Management is especially targeted on the means forward for management schooling by identifying and describing rising concepts and examples of revolutionary organizations and by offering enhanced learning opportunities for college students.

Learning Opportunities The ninth edition has taken a leap forward in pedagogical features to help students understand their very own management capabilities and study what it is prefer to manage in an organization right now. New to this version is a gap questionnaire that directly relates to the topic of the chapter and allows students to see how they respond to situations and challenges typically confronted by real-life managers. New Manager Self- Tests in each chapter present additional alternative for students to know their management abilities. These quick suggestions questionnaires give students perception into how they might perform in the actual world of management. End-of-chapter questions have been carefully revised to encourage crucial pondering and application of chap- ter ideas. End-of-chapter instances and ethical dilemmas help college students sharpen their diagnostic skills for management downside fixing.

Chapter Content Within every chapter, many subjects have been added or expanded to deal with the cur- lease points managers face. At the identical time, chapter text has been tightened and sharpened to supply larger focus on the vital thing matters that rely for administration right now. This tightening has resulted in a shortening of the text from 21 to 19 chapters. The important elements about operations and technology have been combined into one chapter. An appendix on entrepreneurship and small business has been provided for faculty kids who want extra information on managing in small companies start-ups.

Chapter 1 features a section on making the leap from being a person contribu- tor within the group to changing into a brand new supervisor and getting work done primarily by way of others. The chapter introduces the talents and competencies needed to handle organizations successfully, together with issues similar to managing variety, coping with glo- balization, and managing crises. In addition, the chapter discusses today’s emphasis inside organizations on innovation as a response to a quickly changing setting.

Chapter 2 continues its solid coverage of the historic growth of management and organizations. It additionally examines new management thinking for turbulent occasions. The chapter features a new part on systemic pondering and an expanded discussion of post-World War II management techniques. The fi nal a half of the chapter seems at problems with managing the technology-driven workplace, together with provide chain man- agement, customer relationship management, and outsourcing.

Chapter three incorporates an up to date take a glance at current points related to the environment and company tradition, including a model new part on issues related to the pure environ- ment and managers’ response to environmental advocates. The chapter additionally illus- trates how managers shape a high–performance culture as an progressive response to a shifting setting.


Chapter 4 takes a take a look at the rising power of China and India in today’s international enterprise surroundings and what this means for managers around the world. The chapter discusses the necessity for cultural intelligence, and a model new part seems at under- standing communication variations as an necessary aspect of studying to handle internationally or work with folks from totally different cultures. In addition, the complex issues surrounding globalization are mentioned, together with a consideration of the cur- hire globalization backlash. A new part on human sources points out the need for evaluating whether or not persons are suitable for overseas assignments.

Chapter 5 makes the enterprise case for incorporating moral values in the organi- zation. The chapter features a new discussion of the bottom-of-the-pyramid enterprise idea and how managers are efficiently applying this new considering. The chapter also has an expanded discussion of ethical challenges managers face right now, includ- ing responses to current fi nancial scandals. It considers international moral points, as nicely, including a dialogue of corruption rankings of assorted countries.

Chapter 6 supplies a more centered discussion of the overall planning course of and a new dialogue of using technique maps for aligning goals. This chapter also takes a detailed take a glance at crisis planning and how to use eventualities. The chapter’s fi nal section on planning for prime performance has been enhanced by a brand new dialogue of intelli- gence groups and an expanded look at using efficiency dashboards to assist manag- ers plan in a fast-changing environment.

Chapter 7 continues its concentrate on the basics of formulating and implementing strategy. It includes a new part on diversifi cation strategy, taking a look at how managers use unrelated diversifi cation, associated diversifi cation, or vertical integration as strategic approaches in shifting environments. This chapter additionally appears at new tendencies in strat- egy, together with the dynamic capabilities method and partnership methods.

Chapter 8 offers an outline of managerial determination making with an expanded dis- cussion of how confl icting pursuits amongst managers can create uncertainty regard- ing selections. A new section on why managers typically make unhealthy choices appears at the biases that can cloud judgment. The chapter additionally features a new part on innova- tive group decision making and the dangers of groupthink.

Chapter 9 discusses primary principles of organizing and describes each conventional and modern organizational constructions in detail. The chapter includes a discussion of organic versus mechanistic buildings and when every is simpler. Chapter 9 also supplies an outline of the digital community organization kind.

Chapter 10 includes a more targeted dialogue of the critical role of managing change and innovation today. The chapter features a new discussion of the ambidextrous method for each creating and utilizing innovations and has expanded materials on exploration and creativity, the significance of inner and external cooperation, and the growing development toward open innovation.

Chapter 11 consists of an expanded discussion of the strategic position of HRM in building human capital. The chapter has new sections on coaching and mentoring and the trend towards part-time and contingent employment. New methods of doing background checks on applicants, such as checking their pages on social networks, are discussed, and the chapter also seems on the altering social contract between employers and employees.

Chapter 12 has been revised and up to date to refl ect the newest considering on organiza- tional variety issues. The chapter appears at how diversity is changing the domestic and world workforce and includes a new section on the traditional versus inclusive fashions for managing variety. This chapter also incorporates new protection of the dividends of variety; an expanded discussion of prejudice, discrimination, and stereotypes; and a brand new have a glance at the distinction between stereotyping and valuing cultural variations. The chapter includes a new fi ve-step course of for achieving cultural competence.

Chapter thirteen continues its strong protection of the basics of organizational conduct, includ- ing personality, values and attitudes, notion, emotional intelligence, learning and


problem-solving kinds, and stress management. Many exercises and questionnaires all through this chapter enhance students’ understanding of organizational conduct subjects and their very own personalities and attitudes.

Chapter 14 has been enriched with a discussion of followership. The chapter empha- sizes that good leaders and good followers share widespread traits. Good lead- ership could make a difference, often through delicate, everyday actions. The discussion of energy and infl uence has been expanded to include the sources of power which are available to followers in addition to leaders. The discussions of charismatic, transforma- tional, and interactive management have all been revised and refocused.

Chapter 15 covers the foundations of motivation and likewise incorporates recent think- ing about motivational instruments for today, together with an expanded remedy of worker engagement. The chapter looks at new motivational concepts such because the significance of serving to workers obtain work-life steadiness, incorporating fun and studying into the workplace, giving people a chance to totally take part, and serving to people fi nd which means in their work.

Chapter 16 begins with a dialogue of how managers facilitate strategic conversa- tions by using communication to direct everyone’s attention to the vision, values, and objectives of the organization. The chapter explores the foundations of good com- munication and includes a new section on gender variations in communication, an enriched discussion of dialogue, and a refocused take a look at the importance of effective written communication in today’s technologically linked office, including the usage of new forms of manager communication corresponding to blogs.

Chapter 17 features a new part on the dilemma of groups, acknowledging that teams are generally ineffective and looking out on the reasons for this, including such problems as free riders, lack of trust amongst staff members, and so forth. The chapter then looks at how to make groups effective, together with a signifi cantly revised discus- sion of what makes an effective staff leader. The chapter covers the forms of groups and includes a new take a look at effectively using expertise in virtual groups. The chapter additionally includes a part on managing confl ict, together with the use of negotiation.

Chapter 18 offers an overview of fi nancial and high quality management, including Six Sigma, ISO certifi cation, and a new utility of the balanced scorecard, which views employee learning and growth as the inspiration of high efficiency. The dis- cussion of hierarchical versus decentralized management has been up to date and expanded. The chapter additionally addresses present concerns about company governance and fi nding a proper steadiness of control and autonomy for workers.

Chapter 19 has been completely revised to discuss latest trends in operations man- agement, info know-how, and e-business. The chapter begins by wanting at the organization as a value chain and contains an expanded dialogue of supply chain management and new technologies such a radio frequency identifi cation (RFID). The dialogue of knowledge expertise has been updated to include the development towards user-generated content material by way of wikis, blogs, and social networking. The chapter explores how these new technologies are being utilized within organizations along with traditional information techniques. The chapter additionally discusses e-commerce strate- gies, the utilization of business intelligence software program, and knowledge management.

In addition to the topics listed above, this text integrates protection of the Internet and new technology into the assorted topics lined in each chapter.

Organization The chapter sequence in Management is organized around the administration capabilities of planning, organizing, main, and controlling. These 4 functions effectively encompass both administration analysis and traits of the manager’s job.

Part One introduces the world of administration, including the nature of administration, points associated to today’s chaotic surroundings, the educational organization, historical perspectives on administration, and the technology-driven workplace.


Part Two examines the environments of administration and organizations. This sec- tion contains material on the business surroundings and corporate tradition, the global setting, ethics and social accountability, and the natural surroundings.

Part Three presents three chapters on planning, together with organizational aim setting and planning, strategy formulation and implementation, and the decision-making course of.

Part Four focuses on organizing processes. These chapters describe dimensions of structural design, the design alternate options managers can use to attain strategic objec- tives, structural designs for promoting innovation and alter, the design and use of the human resource perform, and the methods managing various staff are signifi – cant to the organizing operate.

Part Five is devoted to leadership. The section begins with a chapter on organiza- tional habits, providing grounding in understanding individuals in organizations. This foundation paves the way for subsequent discussion of leadership, motivation of staff, communication, and team administration.

Part Six describes the controlling perform of management, including primary rules of total quality management, the design of control techniques, data know-how, and techniques for control of operations management.

Innovative Features A major objective of this book is to offer higher methods of utilizing the textbook medium to convey administration information to the reader. To this end, the guide consists of several innova- tive features that draw college students in and assist them ponder, take in, and comprehend management concepts. South-Western has introduced collectively a staff of consultants to create and coordinate color photographs, video circumstances, beautiful paintings, and supplemental supplies for one of the best management textbook and bundle available on the market.

Chapter Outline and Objectives. Each chapter begins with a clear statement of its studying objectives and an outline of its contents. These units provide an outline of what is to return and may also be utilized by college students to guide their study and test their understanding and retention of important points.

Opening Questionnaire. The text grabs scholar consideration instantly by giving the scholar a chance to participate within the chapter content material actively by completing a short questionnaire related to the subject.

Take a Moment. At strategic locations through the chapter, college students are invited to Take a Moment to use a selected idea or take into consideration how they would apply it as a working towards manager. This call to motion additional engages students within the chapter con- tent. Some of the Take a Moment options additionally refer college students to the associated New Manager Self-Test, or direct college students from the chapter content to related end-of- chapter materials, such as an experiential exercise or an ethical dilemma.

New Manager Self-Test. A New Manager Self-Test in each chapter of the textual content provides alternatives for self-assessment as a way for faculty students to experience administration points in a private way. The change from individual performer to new supervisor is dramatic, and these self-tests provide insight into what to anticipate and how college students might carry out on the earth of the model new supervisor.

Concept Connection Photo Essays. A key feature of the book is using photo- graphs accompanied by detailed photo essay captions that improve studying. Each caption highlights and illustrates one or more specifi c concepts from the text to rein- drive student understanding of the ideas. Although the photos are beautiful to take a look at, additionally they convey the vividness, immediacy, and concreteness of management events in today’s business world.

Contemporary Examples. Every chapter of the textual content incorporates a number of written examples of management incidents. They are positioned at strategic factors within the chapter and are


designed for example the application of concepts to specifi c companies. These in-text examples—indicated by an icon in the margin—include well-known U.S. and inter- nationwide firms similar to Toyota, Facebook, UPS, LG Electronics, Google, Unilever, Siemens, and eBay, as nicely as less-well-known companies and not-for-profi t organi- zations corresponding to Red 5 Studios, Strida, Genmab AS, ValueDance, and the us Federal Bureau of Investigation (FBI). These examples put students in contact with the true world of organizations in order that they can recognize the worth of management ideas.

Manager’s Shoptalk Boxes. A Manager’s Shoptalk box in each chapter addresses a specifi c matter straight from the fi eld of management that’s of special curiosity to stu- dents. These boxes may describe a recent subject or drawback that is related to chapter content, or they might include a diagnostic questionnaire or a particular instance of how managers deal with an issue. The boxes heighten scholar interest in the sub- ject matter and provide an auxiliary view of administration points not usually avail- able in textbooks.

Video Cases. The six components of the textual content conclude with video cases, one per chapter, that illustrate the concepts offered in that part. The 19 videos enhance class discussion, as a result of students can see the direct software of the management theories they’ve learned. Companies mentioned within the video package deal embrace Recycline, Flight 001, and Numi Organic Teas. Each video case explores the problems covered in the video, allowing students to synthesize the material they’ve simply considered. The video instances culminate with several questions that can be utilized to launch classroom discussion or as homework. Suggested answers are supplied within the Media Case Library.

Exhibits. Several reveals have been added or revised in the ninth edition to enhance student understanding. Many elements of administration are analysis primarily based, and some ideas tend to be abstract and theoretical. The many reveals throughout this guide improve students’ consciousness and understanding of those ideas. These reveals con- solidate key points, point out relationships amongst concepts, and visually illustrate con- cepts. They additionally make efficient use of colour to boost their imagery and attraction.

Glossaries. Learning the management vocabulary is crucial to understanding con- temporary management. This course of is facilitated in three ways. First, key ideas are boldfaced and utterly defi ned where they fi rst appear within the text. Second, brief defi nitions are set out in the margin for straightforward evaluate and follow-up. Third, a glossary summarizing all key terms and defi nitions appears on the end of the guide for useful reference.

A Manager’s Essentials and Discussion Questions. Each chapter closes with a sum- mary of the important points that students ought to retain. The discussion questions are a complementary learning software that can enable students to check their understand- ing of key points, to assume beyond basic ideas, and to determine areas that require further study. The summary and discussion questions assist students discriminate between main and supporting points and supply mechanisms for self-teaching.

Management in Practice Exercises. End-of-chapter workout routines known as “Management in Practice: Experiential Exercise” and “Management in Practice: Ethical Dilemma” provide a self-test for faculty students and a chance to experience administration issues in a personal method. These workouts take the type of questionnaires, situations, and actions, and plenty of additionally present a chance for college students to work in groups. The workouts are tied into the chapter by way of the Take a Moment feature that refers stu- dents to the end-of-chapter workout routines on the acceptable level within the chapter content.

Case for Critical Analysis. Also appearing at the end of each chapter is a quick but substantive case that provides a possibility for pupil evaluation and sophistication discus- sion. Some of these circumstances are about companies whose names college students will recog- nize; others are based mostly on actual management occasions but the identities of firms and managers have been disguised. These circumstances permit college students to sharpen their diagnos- tic skills for administration drawback fixing.


Continuing Case. Located at the finish of every part, the Continuing Case is a run- ning dialogue of management subjects appropriate to that part as experienced by General Motors Company. Focusing on one company permits students to comply with the managers’ and the organization’s long-term problems and options in a sustained manner.

Supplementary Materials Instructor’s Manual. Designed to provide assist for instructors new to the course, as well as progressive supplies for knowledgeable professors, the Instructor’s Man- ual includes Chapter Outlines, annotated learning objectives, Lecture Notes, and sample Lecture Outlines. Additionally, the Instructor’s Manual includes solutions and instructing notes to end-of-chapter materials, together with the video instances and the continuing case.

Instructor’s CD-ROM. Key instructor ancillaries (Instructor’s Manual, Test Bank, ExamView, and PowerPoint slides) are offered on CD-ROM, giving instructors the ultimate word tool for customizing lectures and shows.

Test Bank. Scrutinized for accuracy, the Test Bank contains more than 2,000 true/ false, multiple-choice, short-answer, and essay questions. Page references are indi- cated for each query, as are designations of both factual or utility in order that instructors can provide a balanced set of questions for student exams. Each query can be tagged based on AACSB pointers.

ExamView. Available on the Instructor’s Resource CD-ROM, ExamView accommodates all of the questions within the printed Test Bank. This program is an easy-to-use check cre- ation software program compatible with Microsoft Windows. Instructors can add or edit ques- tions, directions, and answers, and select questions (randomly or numerically) by previewing them on the display. Instructors can even create and administer quizzes online, whether over the Internet, an area space community (LAN), or a large area network (WAN).

PowerPoint Lecture Presentation. Available on the Instructor’s Resource CD-ROM and the Web site, the PowerPoint Lecture Presentation enables instructors to custom- ize their own multimedia classroom presentation. Containing a median of 27 slides per chapter, the bundle consists of fi gures and tables from the textual content, in addition to exterior materials to complement chapter concepts. Material is organized by chapter and can be modifi ed or expanded for individual classroom use. PowerPoint slides are also easily printed to create customized Transparency Masters.

Study Guide. Packed with real-world examples and extra functions for help- ing students master management ideas, this studying supplement is a superb useful resource. For each chapter of the textual content, the Study Guide includes a abstract and com- pletion train; a evaluation with multiple-choice, true/false, and short-answer ques- tions; a mini case with multiple-choice questions; management applications; and an experiential train that can be assigned as homework or used in class.

Video Package. The video package for Management, ninth edition, accommodates two choices: On the Job videos created specifi cally for the ninth edition of Daft’s Man- agement and BizFlix videos. On the Job videos use real-world firms for example administration ideas as outlined within the text. Focusing on both small and enormous busi- ness, the videos give college students an inside perspective on the conditions and issues that firms face. BizFlix are fi lm clips taken from well-liked Hollywood movies similar to Failure to Launch, Rendition, and Friday Night Lights, and built-in into the ninth edition of Daft. Clips are supported by quick cases and dialogue questions on the end of each chapter.

Web Site (/management/daft). Discover a wealthy array of on-line instructing and learning management assets that you simply won’t fi nd anyplace else.


Resources include interactive learning tools, hyperlinks to critical management Web websites, and password-protected instructing sources available for download.

Premium Student Web Site (/login). Give your students access to extra study aides on your administration course. With this optionally available bundle, stu- dents gain access to the Daft premium Web web site. There your students will fi nd inter- lively quizzes, fl ashcards, PowerPoint slides, studying video games, and extra to strengthen chapter ideas. Add the ninth edition of Management to your bookshelf at /login and entry the Daft Premium Web website to be taught extra.

Acknowledgments A gratifying experience for me was working with the group of dedicated professionals at South-Western who have been dedicated to the vision of manufacturing one of the best manage- ment textual content ever. I am grateful to Joe Sabatino, executive editor, whose enthusiasm, artistic concepts, assistance, and imaginative and prescient stored this book’s spirit alive. Emma Newsom, managing developmental editor, provided excellent project coordination and provided excellent concepts and ideas to assist the group meet a demanding and typically arduous schedule. Kimberly Kanakes, government advertising supervisor, and Clint Kernen, advertising manager, supplied keen market information and innovative concepts for instructional help. Martha Conway, senior content project supervisor, cheerfully and expertly guided me through the manufacturing course of. Tippy McIntosh contributed her graphic arts expertise to create a visually dynamic design. Ruth Belanger, editorial assistant, and Sarah Rose, advertising coordinator, skillfully pitched in to assist maintain the project on track. Joe Devine deserves a particular thanks for his layout expertise and commitment to producing a beautiful, high-quality textbook. Additionally, BJ Parker, Copyshop, USA, contributed the Continuing Case.

Here at Vanderbilt I need to lengthen particular appreciation to my assistant, Barbara Haselton. Barbara provided excellent assist and help on a selection of proj- ects that gave me time to write. I also wish to acknowledge an mental debt to my colleagues, Bruce Barry, Ray Friedman, Neta Moye, Rich Oliver, David Owens, Ranga Ramanujam, Bart Victor, and Tim Vogus. Thanks also to Deans Jim Bradford and Bill Christie who’ve supported my writing tasks and maintained a positive scholarly ambiance in the faculty. Another group of individuals that made a major con- tribution to this textbook are the management specialists who offered advice, critiques, solutions to questions, and suggestions for modifications, insertions, and clarifi cations. I want to thank every of those colleagues for his or her priceless suggestions and ideas on the ninth version:

David Alexander Christian Brothers University

Reginald L Audibert California State University—Long Beach

Burrell A. Brown California University of Pennsylvania

Paula Buchanan Jacksonville State University

Diane Caggiano Fitchburg State College

Bruce Charnov Hofstra University

Gloria Cockerell Collin College

Jack Cox Amberton University

Paul Ewell Bridgewater College

Mary M. Fanning College of Notre Dame of Maryland

Merideth Ferguson Baylor University

Karen Fritz Bridgewater College

Yezdi H. Godiwalla University of Wisconsin— Whitewater

James Halloran Wesleyan College

Stephen R. Hiatt Catawba College

Betty Hoge Bridgewater College

Jody Jones Oklahoma Christian University


Jerry Kinard Western Carolina University

Sal Kukalis California State University—Long Beach

Joyce LeMay Bethel University

Wade McCutcheon East Texas Baptist College

Tom Miller Concordia University

W J Mitchell Bladen Community College

John Okpara Bloomsburg University

Lori A. Peterson Augsburg College

Michael Provitera Barry University

Abe Qastin Lakeland College

Holly Caldwell Ratwani Bridgewater College

Terry L. Riddle Central Virginia Commu- nity College

Thomas Sy California State University—Long Beach

Kevin A. Van Dewark Humphreys College

Noemy Watchel Kean University

Peter Wachtel Kean University

David C. Adams Manhattanville College

Erin M. Alexander University of Houston– Clear Lake

Hal Babson Columbus State Community College

Reuel Barksdale Columbus State Community College

Gloria Bemben Finger Lakes Community College

Pat Bernson County College of Morris

Art Bethke Northeast Louisiana University

Thomas Butte Humboldt State University

Peter Bycio Xavier University, Ohio

Diane Caggiano Fitchburg State College

Douglas E. Cathon St. Augustine’s College

Jim Ciminskie Bay de Noc Community College

Dan Connaughton University of Florida

Bruce Conwers Kaskaskia College

Byron L. David The City College of New York

Richard De Luca William Paterson University

Robert DeDominic Montana Tech

Linn Van Dyne Michigan State University

John C. Edwards East Carolina University

Mary Ann Edwards College of Mount St. Joseph

Janice M. Feldbauer Austin Community College

Daryl Fortin Upper Iowa University

Michael P. Gagnon New Hampshire Community Technical College

Richard H. Gayor Antelope Valley College

Dan Geeding Xavier University, Ohio

James Genseal Joliet Junior College

Peter Gibson Becker College

Carol R. Graham Western Kentucky University

Gary Greene Manatee Community College

Ken Harris Indiana University Southeast

Paul Hayes Coastal Carolina Commu- nity College

Dennis Heaton Maharishi University of Management, Iowa

Jeffrey D. Hines Davenport College

Bob Hoerber Westminster College

James N. Holly University of Wisconsin– Green Bay

Genelle Jacobson Ridgewater College

C. Joy Jones Ohio Valley College

Kathleen Jones University of North Dakota

Sheryl Kae Lynchburg College

Jordan J. Kaplan Long Island University

I would additionally like to proceed to acknowledge these reviewers who’ve contrib- uted feedback, recommendations and feedback on earlier editions:


J. Michael Keenan Western Michigan University

Gloria Komer Stark State College

Paula C. Kougl Western Oregon University

Cynthia Krom Mount St. Mary College

Mukta Kulkarni University of Texas–San Antonio

William B. Lamb Millsaps College

Robert E. Ledman Morehouse College

George Lehma Bluffton College

Cynthia Lengnick-Hall University of Texas–San Antonio

Janet C. Luke Georgia Baptist College of Nursing

Jenna Lundburg Ithaca College

Walter J. MacMillan Oral Roberts University

Myrna P. Mandell California State University, Northridge

Daniel B. Marin Louisiana State University

Michael Market Jacksonville State University

James C. McElroy Iowa State University

Dennis W. Meyers Texas State Technical College

Alan N. Miller University of Nevada–Las Vegas

Irene A. Miller Southern Illinois University

James L. Moseley Wayne State University

Micah Mukabi Essex County College

David W. Murphy Madisonville Community College

Nora Nurre Upper Iowa University

Tomas J. Ogazon St. Thomas University

Allen Oghenejbo Mills College

Linda Overstreet Hillsborough Community College

Ken Peterson Metropolitan State University

Clifton D. Petty Drury College

James I. Phillips Northeastern State University

Linda Putchinski University of Central Florida

Kenneth Radig Medaille College

Gerald D. Ramsey Indiana University Southeast

Barbara Redmond Briar Cliff College

William Reisel St. John’s University–New York

Terry Riddle Central Virginia Commu- nity College

Walter F. Rohrs Wagner College

Meir Russ University of Wisconsin– Green Bay

Marcy Satterwhite Lake Land College

Don Schreiber Baylor University

Kilmon Shin Ferris State University

Daniel G. Spencer University of Kansas

Gary Spokes Pace University

M. Sprencz David N. Meyers College

Shanths Srinivas California State Polytechnic University, Pomona

Jeffrey Stauffer Ventura College

William A. Stower Seton Hall University

Mary Studer Southwestern Michigan College

Bruce C. Walker Northeast Louisiana University

Mark Weber University of Minnesota

Emilia S. Westney Texas Tech University

Stan Williamson Northeast Louisiana University

Alla L. Wilson University of Wisconsin– Green Bay

Ignatius Yacomb Loma Linda University

Imad Jim Zbib Ramapo College of New Jersey

Vic Zimmerman Pima Community College

James Swenson Moorhead State University, Minnesota

Irwin Talbot St. Peter’s College


Andrew Timothy Lourdes College

Frank G. Titlow St. Petersburg Junior College

John Todd University of Arkansas

Philip Varca University of Wyoming

Dennis L. Varin Southern Oregon University

Gina Vega Merrimack College

George S. Vozikis University of Tulsa

Bruce C. Walker Northeast Louisiana University

Mark Weber University of Minnesota

Emilia S. Westney Texas Tech University

Stan Williamson Northeast Louisiana University

Alla L. Wilson University of Wisconsin– Green Bay

Ignatius Yacomb Loma Linda University

Imad Jim Zbib Ramapo College of New Jersey

Vic Zimmerman Pima Community College

I’d prefer to pay special tribute to my long-time editorial affiliate, Pat Lane. I can’t think about how I would ever full such a comprehensive revision alone. Pat supplied truly outstanding assist throughout each step of writing the ninth version of Management. She skillfully drafted supplies for a wide range of chapter matters, packing containers, and cases; researched topics when new sources had been lacking; and did an absolutely excellent job with the copyedited manuscript and web page proofs. Her dedication to this textual content enabled us to attain our dream for its excellence. I also need to pay tribute to Mary Draper, who stepped in to help with the research and revision of this version. Mary additionally did an outstanding job with the copyedited manu- script and web page proofs. We couldn’t have completed this revision without Mary’s wonderful help.

Finally, I want to acknowledge the love and contributions of my spouse, Dorothy Marcic. Dorothy has been very supportive during this revision as we share our lives collectively. I also wish to acknowledge the love and help from my fi ve daughters— Danielle, Amy, Roxanne, Solange, and Elizabeth—who make my life particular throughout our treasured time together. Thanks also to B. J. and Kaitlyn and Kaci and Matthew for his or her warmth and smiles that brighten my life, especially throughout our days collectively skiing and on the seaside.

Richard L. Daft Nashville, Tennessee December This page deliberately left blank



1 Innovative Management for Turbulent Times 2

2 The Evolution of Management Thinking 32


three The Environment and Corporate Culture Managing in a Global Environment Managing Ethics and Social Responsibility 128

Part three PLANNING

6 Managerial Planning and Goal Setting Strategy Formulation and Implementation Managerial Decision Making 212


9 Designing Adaptive Organizations Managing Change and Innovation Managing Human Resources Managing Diversity 340


13 Dynamics of Behavior in Organizations Leadership Motivating Employees Managing Communication Leading Teams 502


18 Managing Quality and Performance Managing the Value Chain, Information Technology,

and E-Business 568


Glossary 625

Indexes 639

Brief Contents

This web page deliberately left blank



1 Innovative Management for Turbulent Times 2 Are You Ready to Be a Manager? 3 Why Innovation Mat ters four The Defi nition of Management 4 The Four Management Functions 5

Planning 5 | Organizing 6 | Leading 6 Controlling 7

Organizational Performance 7 Management Skills 8

Conceptual Skills 8 | Human Skills 9 | Technical Skills 9 | When Skills Fail 10

Management Types 10 Vertical Differences 11 | Horizontal Differences 12

What Is It Like to Be a Manager? thirteen Making the Leap: Becoming a New Manager thirteen

New Manager Self-Test: Manager Achievement 14 Manager’s Shoptalk: Do You Really Want To Be A Manager? sixteen

Manager Activities 17 | Manager Roles 18 Managing in Small Businesses and Nonprofi t Organizations 20 Management and the New Workplace 21

New Workplace Characteristics 21 | New Management Competencies 23

A Manager’s Essentials: What Have We Learned? 23 Discussion Questions 24 Management in Practice: Experiential Exercise 25 Management in Practice: Ethical Dilemma 26 Case for Critical Analysis 26 ON THE JOB VIDEO CASE 27

BIZ FLIX VIDEO CASE 28 Endnotes The Evolution of Management Thinking 32 Are You a New-Style or an Old-Style Manager? 33 Management and Organization 34 Manager’s Shoptalk: Contemporary Management Tools 35 Classical Perspective 36

Scientifi c Management 37 | Bureaucratic Organizations 38 | Administrative Principles forty

Humanistic Perspective forty one Human Relations Movement forty two | Human Resources Perspective forty three

New Manager Self-Test: Evolution of Style 44 Behavioral Sciences Approach 45

Management Science Perspective forty six Recent Historical Trends forty seven

Systems Theory 47 | Contingency View forty eight | Total Quality Management forty nine

Innovative Management Thinking For Turbulent Times 50

The Learning Organization 50 Managing the Technology-Driven Workplace 50

A Manager’s Essentials: What Have We Learned? fifty two Discussion Questions fifty two Management in Practice: Experiential Exercise fifty three Management in Practice: Ethical Dilemma fifty three Case for Critical Analysis fifty four ON THE JOB VIDEO CASE 55 BIZ FLIX VIDEO CASE fifty six Endnotes fifty seven Continuing Case The Environment and Corporate Culture sixty two Are You Fit for Managerial Uncertainty? 63 The External Environment 64

General Environment 65

Manager’s Shoptalk: Creating Guanxi in China sixty seven Task Environment sixty nine

The Organization–Environment Relationship seventy two Environmental Uncertainty 72 | Adapting to the Environment 73




The Internal Environment: Corporate Culture 75 Symbols 77 | Stories seventy seven | Heroes seventy seven Slogans 78 | Ceremonies seventy eight

Environment and Culture 78 Adaptive Cultures seventy nine | Types of Cultures seventy nine

New Manager Self-Test: Culture Preference eighty two Shaping Corporate Culture for Innovative Response 82

Managing the High-Performance Culture 83 | Cultural Leadership eighty five

A Manager’s Essentials: What Have We Learned? 85 Discussion Questions 86 Management in Practice: Experiential Exercise 87 Management in Practice: Ethical Dilemma 87 Case for Critical Analysis 88 ON THE JOB VIDEO CASE 89 BIZ FLIX VIDEO CASE ninety Endnotes Managing in a Global Environment 94 Are You Ready To Work Internationally? ninety five A Borderless World 96 Getting Started Internationally 98

Exporting ninety eight | Outsourcing ninety nine | Licensing ninety nine Direct Investing a hundred | China Inc. 101

The International Business Environment 102 The Economic Environment 103

Economic Development 103 | Resource and Product Markets 103 | Exchange Rates 104

The Legal-Political Environment 104 The Sociocultural Environment one hundred and five

Social Values a hundred and five Manager’s Shoptalk: How Well Do You Play The Culture Game? 108

Communication Differences 109 | Other Cultural Characteristics a hundred and ten

International Trade Alliances 111 GAT T and the World Trade Organization 112 | European Union 112 | North American Free Trade Agreement (NAF TA) 113

The Globalization Backlash 113 Multinational Corporations 114 Managing in a Global Environment a hundred and fifteen

Developing Cultural Intelligence 115 | Managing Cross-Culturally 116

New Manager Self-Test: Are You Culturally Intelligent? 117 A Manager’s Essentials: What Have We Learned? 119 Discussion Questions one hundred twenty Management in Practice: Experiential Exercise one hundred twenty Management in Practice: Ethical Dilemma 121 Case for Critical Analysis 122 ON THE JOB VIDEO CASE 123 BIZ FLIX VIDEO CASE 124 Endnotes Managing Ethics and Social Responsibility 128 Will You Be a Courageous Manager? 129 What Is Managerial Ethics? one hundred thirty Ethical Dilemmas: What Would You Do? 131 Criteria for Ethical Decision Making 132

Utilitarian Approach 132 Individualism Approach 132 | Moral-Rights Approach 133 | Justice Approach 133

Manager Ethical Choices 134 Manager’s Shoptalk: How to Challenge the Boss on Ethical Issues 136 New Manager Self-Test: Self and Others 137 What Is Corporate Social Responsibility? 138

Organizational Stakeholders 138 | The Bottom of the Pyramid a hundred and forty

The Ethic of Sustainability 141 Evaluating Corporate Social Responsibilit y 142 Managing Company Ethics and Social Responsibilit y one hundred forty four

Code of Ethics 144 | Ethical Structures one hundred forty five | Whistle-Blowing 146 | The Business Case for Ethics and Social Responsibility 147

A Manager’s Essentials: What Have We Learned? 148 Discussion Questions 148 Management in Practice: Experiential Exercise 149 Management in Practice: Ethical Dilemma a hundred and fifty Case for Critical Analysis one hundred fifty ON THE JOB VIDEO CASE 151 BIZ FLIX VIDEO CASE 152 Endnotes 153 Continuing Case Managerial Planning and Goal Setting 158 Does Goal Set ting Fit Your Management Style? 159 Overview of Goals and Plans 160

Levels of Goals and Plans 160 | Purposes of Goals and Plans a hundred and sixty | The Organizational Planning Process 162

Goals in Organizations 162 New Manager Self-Test: Your Approach to Studying 163

Organizational Mission 163 Goals and Plans 164 | Aligning Goals with Strategy Maps 166




Operational Planning 167 Criteria for Effective Goals 168 | Management by Objectives 168 | Single-Use and Standing Plans 171

Manager’s Shoptalk: Regulating E-Mail within the Workplace 171 Planning for a Turbulent Environment 172

Contingency Planning 172 | Building Scenarios 173 | Crisis Planning 173

Planning for High Performance 175 Traditional Approaches to Planning a hundred seventy five | High- Performance Approaches to Planning one hundred seventy five

A Manager’s Essentials: What Have We Learned? 178 Discussion Questions 178 Management in Practice: Experiential Exercise 179 Management in Practice: Ethical Dilemma 179 Case for Critical Analysis a hundred and eighty ON THE JOB VIDEO CASE 181 BIZ FLIX VIDEO CASE 182 Endnotes Strategy Formulation and Implementation 184 What Is Your Strategy Strength? 185 Thinking Strategically 186 New Manager Self-Test: Your Approach to Studying, Part What Is Strategic Management? 188

Purpose of Strategy 188 | Levels of Strategy a hundred ninety The Strategic Management Process 191

Strategy Formulation Versus Execution 191 | SWOT Analysis 192

Formulating Corporate-Level Strategy 194 Portfolio Strategy 194 | The BCG Matrix 194 | Diversifi cation Strategy 195

Formulating Business-Level Strategy 196 Porter’s Five Competitive Forces 196 | Competitive Strategies 198

New Trends in Strategy 199 Innovation from Within 200 | Strategic Partnerships 200

Global Strategy 200 Globalization 201 | Multidomestic Strategy 202 | Transnational Strategy 202

Strategy Execution 203 Manager’s Shoptalk: Tips for Effective Strategy Execution 204

A Manager’s Essentials: What Have We Learned? 205 Discussion Questions 206 Management in Practice: Experiential Exercise 206 Management in Practice: Ethical Dilemma 207 Case for Critical Analysis 207 ON THE JOB VIDEO CASE 208 BIZ FLIX VIDEO CASE 209 Endnotes Managerial Decision Making 212 How Do You Make Decisions? 213 Types of Decisions and Problems 214

Programmed and Nonprogrammed Decisions 214 | Facing Certainty and Uncertainty 215

Decision-Making Models 217 The Ideal, Rational Model 217 | How Managers Actually Make Decisions 218

New Manager Self-Test: Making Important Decisions 220

Political Model 221 Decision-Making Steps 222

Recognition of Decision Requirement 222 | Diagnosis and Analysis of Causes 222 | Development of Alternatives 223 | Selection of Desired Alternative 224 | Implementation of Chosen Alternative 224 | Evaluation and Feedback 225

Personal Decision Framework 226 Why Do Managers Make Bad Decisions? 227 Innovative Group Decision Making 228 Manager’s Shoptalk: Evidence-Based Management 229

Start with Brainstorming 229 Engage in Rigorous Debate 230 | Avoid Groupthink 230 | Know When to Bail 231

A Manager’s Essentials: What Have We Learned? 231 Discussion Questions 232 Management in Practice: Experiential Exercise 232 Management in Practice: Ethical Dilemma 233 Case for Critical Analysis 234 ON THE JOB VIDEO CASE 235 BIZ FLIX VIDEO CASE 236 Endnotes 237 Continuing Case Designing Adaptive Organizations 242 What Are Your Leadership Beliefs? 243 Organizing the Vertical Structure 244

Work Specialization 244 | Chain of Command 245 | Span of Management 247

Manager’s Shoptalk: How to Delegate 248 Centralization and Decentralization 250

Departmentalization 250 Vertical Functional Approach 252 | Divisional Approach 252 | Matrix Approach 254 | Team




Approach 255 | The Virtual Network Approach 256 | Advantages and Disadvantages of Each Structure 258

Organizing for Horizontal Coordination 260 The Need for Coordination 260 | Task Forces, Teams, and Project Management 262 Reengineering 263

Struc ture Follows Strategy 264 New Manager Self-Test: Authority Role Models 266 A Manager’s Essentials: What Have We Learned? 268 Discussion Questions 268 Management in Practice: Experiential Exercise 269 Management in Practice: Ethical Dilemma 270 Case for Critical Analysis 270 ON THE JOB VIDEO CASE 272 BIZ FLIX VIDEO CASE 272 Endnotes Managing Change and Innovation 276 Are You Innovative? 277 Innovation and the Changing Workplace 278 Changing Things: New Products and Technologies 279

Exploration 279 | Cooperation 281 Entrepreneurship 284

New Manager Self-Test: Taking Charge of Change 286 Changing People and Culture 287

Training and Development 287 | Organization Development 287

Implementing Change 291 Need for Change 291 | Resistance to Change 291

Manager’s Shoptalk: Making Change Stick 292 Force-Field Analysis 293 | Implementation Tactics 294

A Manager’s Essentials: What Have We Learned? 296 Discussion Questions 296 Management in Practice: Experiential Exercise 297 Management in Practice: Ethical Dilemma 298 Case for Critical Analysis 299 ON THE JOB VIDEO CASE 300 BIZ FLIX VIDEO CASE 301 Endnotes Managing Human Resources 306 Getting the Right People on the Bus 307 The Strategic Role of HRM Is to Drive Organizational Performance 308

The Strategic Approach 308 | Building Human Capital to Drive Performance 309 | Globalization 311

The Impac t of Federal Legislation on HRM 311 New Manager Self-Test: What Is Your HR Work Orientation? 313 The Changing Nature of Careers 314

The Changing Social Contract 314 | Innovations in HRM 315

Finding the Right People 316 Human Resource Planning 317 | Recruiting 318 Selecting 321

Manager’s Shoptalk: What Makes a Good Interview Go Bad? 323 Managing Talent 324

Training and Development 324 | Performance Appraisal 326

Maintaining an Effective Workforce 329 Compensation 329 | Benefi ts 330 Termination 330

A Manager’s Essentials: What Have We Learned? 331 Discussion Questions 332 Management in Practice: Experiential Exercise 332 Management in Practice: Ethical Dilemma 333 Case for Critical Analysis 334 ON THE JOB VIDEO CASE 335 BIZ FLIX VIDEO CASE 336 Endnotes Managing Diversity 340 Do You Know Your Biases? 341 The Changing Workplace 342

Diversity within the United States 343 | Diversity on a Global Scale 345

Manager’s Shoptalk: A Guide for Expatriate Managers in America 346 Managing Diversity 346

What Is Diversity? 346 | Dividends of Workplace Diversity 348

Factors Shaping Personal Bias 350 Prejudice, Discrimination, and Stereotypes 350 | Ethnocentrism 352

Factors Affecting Women’s Careers 353 Glass Ceiling 353 | Opt-Out Trend 354

New Manager’s Self-Test: Are You Tuned Into Gender Differences? 355

The Female Advantage 356 Cultural Competence 356 Diversity Initiatives and Programs 358

Changing Structures and Policies 358 | Expanding Recruitment Efforts 358 | Establishing Mentor Relationships 358 | Accommodating Special Needs 360 | Providing Diversity Skills Training 360 | Increasing Awareness of Sexual Harassment 361

New Diversity Initiatives 362 Multicultural Teams 362 | Employee Network Groups 362

A Manager’s Essentials: What Have We Learned? 363 Discussion Questions 364 Management in Practice: Experiential Exercise 365 Management in Practice: Ethical Dilemma 366 Case for Critical Analysis 367 ON THE JOB VIDEO CASE 368 BIZ FLIX VIDEO CASE 369 Endnotes 370 Continuing Case 374



thirteen Dynamics of Behavior in Organizations 376 Are You Self-Confi dent? 377 Organizational Behavior 378 Attitudes 378

Components of Attitudes 379 | High-Performance Work Attitudes 380 | Confl icts Among Attitudes 382

Perception 382 Perceptual Selectivity 383 | Perceptual Distortions 384 | Attributions 384

Personality and Behavior 385 Personality Traits 386 | Emotional Intelligence 388 | Attitudes and Behaviors Infl uenced by Personality 388

New Manager Self-Test: What’s Your EQ? 389 Manager’s Shoptalk: Bridging the Personality Gap 390

Person–Job Fit 393 Learning 394

The Learning Process 394 | Learning Styles 395 Stress and Stress Management 396

Type A and Type B Behavior 397 | Causes of Work Stress 397 | Innovative Responses to Stress Management 398

A Manager’s Essentials: What Have We Learned? 399 Discussion Questions four hundred Management in Practice: Experiential Exercise four hundred Management in Practice: Ethical Dilemma 403 Case for Critical Analysis 403 ON THE JOB VIDEO CASE 405 BIZ FLIX VIDEO CASE 405 Endnotes Leadership 408 What’s Your Personal Style? 409 The Nature of Leadership 410 Contemporary Leadership 410

Level 5 Leadership 411 | Interactive Leadership 412

New Manager Self-Test: Interpersonal Patterns 413 From Management to Leadership 414 Leadership Traits 415 Behavioral Approaches 415

Ohio State Studies 416 | Michigan Studies 416 The Leadership Grid 417

Contingency Approaches 418 Hersey and Blanchard’s Situational Theory 418 | Fiedler’s Contingency Theory 419 | Matching Leader Style to the Situation 420 | Substitutes for Leadership 421

Charismatic and Transformational Leadership 422 Charismatic and Visionary Leadership 422

Manager’s Shoptalk: Are You a Charismatic Leader? 423

Transformational Versus Transactional Leadership 424 Followership 424 Power and Infl uence 426

Position Power 426 | Personal Power 427 | Other Sources of Power 427 | Interpersonal Infl uence Tactics 428

Leadership as Service 429 Servant Leadership 429 | Moral Leadership 430

A Manager’s Essentials: What Have We Learned? 431 Discussion Questions 432 Management in Practice: Experiential Exercise 432 Management in Practice: Ethical Dilemma 433 Case for Critical Analysis 434 ON THE JOB VIDEO CASE 435 BIZ FLIX VIDEO CASE 436 Endnotes Motivating Employees 440 Are You Engaged or Disengaged? 441 The Concept of Motivation 442 Content Perspectives on Motivation 443

The Hierarchy of Needs 443 | ERG Theory 445 | A Two-Factor Approach to Motivation 446 | Acquired Needs 447

Process Perspectives on Motivation 448 Goal-Setting 448 | Equity Theory 449 | Expectancy Theory 450

New Manager Self-Test: Your Approach to Motivating Others 452 Reinforcement Perspective on Motivation 452 Job Design for Motivation 454

Job Simplifi cation 454 | Job Rotation 455 Manager’s Shoptalk: The Carrot-and-Stick Controversy 455

Job Enlargement 456 | Job Enrichment 456 | Job Characteristics Model 457

Innovative Ideas for Motivating 458 Empowering People to Meet Higher Needs 459 Giving Meaning to Work Through Engagement 460

A Manager’s Essentials: What Have We Learned? 462 Discussion Questions 463 Management in Practice: Experiential Exercise 463 Management in Practice: Ethical Dilemma 464 Case for Critical Analysis 465 ON THE JOB VIDEO CASE 466 BIZ FLIX VIDEO CASE 467 Endnotes 468




16 Managing Communication 470 Are You Building a Personal Network? 471 Communication Is the Manager’s Job 472

What Is Communication? 473 | The Communication Process 474

Communicating Among People 475 Manager’s Shoptalk: Breaking Down Language Barriers 475

Communication Channels 476 | Communicating to Persuade and Infl uence Others 478 | Gender Differences in Communication 479 | Nonverbal Communication 480 | Listening 480

New Manager Self-Test: What Is Your Social Disposition? 482 Organizational Communication 483

Formal Communication Channels 483 | Team Communication Channels 486 | Personal Communication Channels 487

Innovations in Organizational Communication 489 Dialogue 489 | Crisis Communication 490 | Feedback and Learning 491 | Climate of Trust and Openness 492

A Manager’s Essentials: What Have We Learned? 492 Discussion Questions 493 Management in Practice: Experiential Exercise 494 Management in Practice: Ethical Dilemma 495 Case for Critical Analysis 496 ON THE JOB VIDEO CASE 497 BIZ FLIX VIDEO CASE 498 Endnotes Leading Teams 502 How Do You Like to Work? 503 Why Teams at Work? 504

What Is a Team? 504 | The Dilemma of Teams 505

How to Make Teams Effective 506 Model of Team Effectiveness 506 | Effective Team Leadership 507

Types of Teams 507 Formal Teams 507 | Self-Directed Teams 508

Innovative Uses of Teams 509 Virtual Teams 509 | Global Teams 511

Team Characteristics 512 Size 512 | Diversity 512 | Member Roles 513

Team Processes 513 Stages of Team Development 514 | Team Cohesiveness 516 | Team Norms 517

Managing Team Confl ict 517 Balancing Confl ict and Cooperation 518 | Causes of Confl ict 519 | Styles to Handle Confl ict 519 Negotiation 520

New Manager Self-Test: Managing Confl ict 522 Work Team Effectiveness 522

Productive Output 523 | Satisfaction of Members 523 | Capacity to Adapt and Learn 523

Manager’s Shoptalk: How to Run a Great Meeting 524 A Manager’s Essentials: What Have We Learned? 525 Discussion Questions 525 Management in Practice: Experiential Exercise 526 Management in Practice: Ethical Dilemma 526 Case for Critical Analysis 527 ON THE JOB VIDEO CASE 529 BIZ FLIX VIDEO CASE 530 Endnotes 531 Continuing Case Managing Quality and Performance 536 What Is Your Attitude Toward Organizational Regulation and Control? 537 The Meaning of Control 538 Manager’s Shoptalk: Cyberslackers Beware: The Boss Is Watching 539

Choosing Standards and Measures 539 The Balanced Scorecard 540

Feedback Control Model 541 Steps of Feedback Control 541 | Application to Budgeting 544

Financial Control 546 Financial Statements 546 | Financial Analysis: Interpreting the Numbers 547

The Changing Philosophy of Control 548 Hierarchical versus Decentralized Approaches 548 | Open-Book Management 550

New Manager Self-Test: What Is Your Control Approach? 551 Total Quality Management 552

TQM Techniques 553 | TQM Success Factors 556

Trends in Quality and Financial Control 557 International Quality Standards 557 | New Financial Control Systems 557

A Manager’s Essentials: What Have We Learned? 559 Discussion Questions 560




Management in Practice: Experiential Exercise 561 Management in Practice: Ethical Dilemma 561 Case for Critical Analysis 562 ON THE JOB VIDEO CASE 564 BIZ FLIX VIDEO CASE 565 Endnotes Managing the Value Chain, Information Technology, and E-Business 568 Which Side of Your Brain Do You Use? 569 The Organization As a Value Chain 570

Manufacturing and Service Operations 571 | Supply Chain Management 572

Facilities Layout 573 Process Layout 573

New Manager Self-Test: Political Skills 574 Product Layout 574 | Cellular Layout 576 | Fixed-Position Layout 576

Technology Automation 576 Radio-Frequency Identifi cation (RFID) 577 | Flexible Manufacturing Systems 577 | Lean Manufacturing 578

Inventory Management 578 The Importance of Inventory 579 | Just-in-Time Inventory 579

Information Technology Has Transformed Management 580

Boundaries Dissolve; Collaboration Reigns 580 | Knowledge Management 580 | Management Information Systems 581 | Enterprise Resource Planning Systems 582

Manager’s Shoptalk: Putting Performance Dashboards to Work 583 A New Generation of Information Technology 585 The Internet and E-Business 586 [newline]
E-Business Strategy: Market Expansion 588 | E-Business Strategy: Increasing Effi ciency 589

A Manager’s Essentials: What Have We Learned? 589 Discussion Questions 590 Management in Practice: Experiential Exercise 591 Management in Practice: Ethical Dilemma 591 Case for Critical Analysis 592 ON THE JOB VIDEO CASE 593 BIZ FLIX VIDEO CASE 594 Endnotes 595 Continuing Case 598

Appendix A: Managing Small Business Start-Ups 601 Glossary 625 Name Index 639 Company Index 653 Subject Index 657


This page intentionally left clean

Management RICHARD L. DAFT

Vanderb i l t Un i ve r s i t y


© G










L ea

rn in

g O

ut co

m es

C h

ap te

r O

ut lin

e After studying this chapter, you should have the ability to: 1. Describe the four administration features and the kind of management

activity related to each.

2. Explain the distinction between effi ciency and effectiveness and their significance for organizational efficiency.

3. Describe conceptual, human, and technical abilities and their relevance for managers.

four. Describe management types and the horizontal and vertical differences between them.

5. Defi ne ten roles that managers carry out in organizations.

6. Appreciate the manager’s role in small businesses and nonprofi t organizations.

7. Understand the personal challenges involved in turning into a brand new supervisor.

8. Discuss characteristics of the new office and the brand new administration competencies wanted to cope with today’s turbulent environment.

Are You Ready to Be a Manager? Why Innovation Matters The Defi nition of Management The Four Management Functions

Planning Organizing Leading Controlling

Organizational Performance Management Skills

Conceptual Skills Human Skills Technical Skills When Skills Fail

Management Types Vertical Differences Horizontal Differences

What Is It Like to Be a Manager? Making the Leap: Becoming a

New Manager New Manager Self-Test: Manager

Achievement Manager Activities Manager Roles

Managing in Small Businesses and Nonprofi t Organizations

Management and the New Workplace New Workplace Characteristics New Management Competencies


Innovative Management for Turbulent Times

C ontrolling


P lanning


Environm ent


4O rganizing

5Leading Introduction



Welcome to the world of administration. Are you prepared for it? This questionnaire will assist you to see whether your pri- orities align with the calls for placed on today’s manag- ers. Rate every of the following gadgets primarily based on what you think is the suitable emphasis for that task to your success as a new supervisor of a department. Your task is to price the highest 4 precedence gadgets as “High Priority” and the opposite 4 as “Low Prioity.” You will have four of the objects rated excessive and four rated low.

High Priority

Low Priority

1. Spend 50 percent or extra of your time in the care and feeding of individuals.

2. Make sure individuals understand that you’re in command of the department.

3. Use lunches to satisfy and network with peers in different departments.

4. Implement the modifications you believe will enhance department efficiency.

5. Spend as a lot time as possible speaking with and listening to subordinates.

6. Make certain jobs get out on time.

7. Reach out to your boss to discuss his expectations for you and your division.

8. Make certain you set clear expec- tations and insurance policies on your department.

SCORING & INTERPRETATION: All eight items within the listing could additionally be essential, but the odd-numbered objects are thought-about more necessary than the even-numbered objects for long-term success as a supervisor. If you checked three or 4 of the odd-numbered gadgets, think about your- self ready for a management place. A successful new supervisor discovers that lots of time has to be spent within the care and feeding of people, including direct reports and colleagues. People who fail in new administration jobs often achieve this as a outcome of they’ve poor working relationships or they misjudge management philosophy or cultural values. Developing good relationships in all instructions is typically more necessary than holding on to old work skills or emphasizing management and task outcomes. Success- ful outcomes sometimes will happen when relationships are strong. After a 12 months or so in a managerial position, successful folks learn that more than half their time is spent net- working and constructing relationships.

Many new managers anticipate to have power, to be in management, and to be personally liable for departmental outcomes. A massive surprise for many individuals after they fi rst step into a administration role is that they’re much less in command of issues than they expected. Managers are depending on subordinates more than vice-versa as a end result of they are evaluated on the work of different individuals quite than on their very own work. In a world of speedy change, surprising occasions, and uncertainty, organizations want man- agers who can construct networks and pull individuals together toward widespread goals.

The nature of management is to motivate and coordinate others to cope with numerous and far-reaching challenges. For instance, Bruce Moeller, CEO of DriveCam, begins his work day by walking round visiting managers in operations, market- ing, sales, engineering, fi nance, and so forth. Those managers, in flip, walk around talking with their direct stories, and on down the line. Moeller believes continual, free-fl owing communication retains everybody “on the identical page” and helps employ- ees meet targets at DriveCam, a company that sells and installs video recorders that monitor the behavior of economic drivers.2


In the previous, many managers did train tight control over employees. But the fi eld of management is present process a revolution that asks managers to do more with less, to engage complete staff, to see change rather than stability as pure, and to encourage vision and cultural values that enable individuals to create a very collaborative and produc- tive office. In today’s work environment, managers rely less on command and con- trol and more on coordination and communication. This approach differs signifi cantly from a standard mind-set that emphasizes tight top-down management, employee separa- tion and specialization, and management by impersonal measurement and evaluation.

This textbook introduces and explains the process of management and the chang- ing methods of excited about the world which are critical for managers. By reviewing the actions of some profitable and not-so-successful managers, you’ll study the fundamentals of administration. By the top of this chapter, you will already acknowledge some of the abilities managers use to maintain organizations on observe, and you’ll start to grasp how managers can achieve astonishing outcomes by way of individuals. By the tip of this guide, you will perceive fundamental management abilities for planning, organizing, main, and controlling a division or entire group.

WHY INNOVATION MAT TERS The theme of this textual content is innovation. To gain or hold a competitive edge, managers have renewed their emphasis on innovation, shifting away from a relentless focus on controlling costs towards investing in the future. In a survey of nearly 1,000 executives in North America, Europe, South America, and Asia, 86 % agreed that “innova- tion is extra important than value discount for long-term success.”3

Why does innovation matter? Innovations in products, providers, administration sys- tems, production processes, company values, and other elements of the group are what keeps companies growing, altering, and thriving. Without innovation, no company can survive over the long run. The rising clout and experience of compa- nies in growing international locations, significantly China and India, have many Western man- agers nervous. In a hypercompetitive international surroundings, corporations should innovate more—and extra quickly—than ever. Throughout this text, we are going to highlight various companies that refl ect this new innovation imperative. In addition, Chapter 10 dis- cusses innovation and alter intimately. First, let’s begin our adventure into the world of administration by learning some fundamentals about what it means to be a supervisor.

THE DEFINITION OF MANAGEMENT Every day, managers remedy diffi cult issues, turn organizations around, and obtain astonishing performances. To be successful, each group needs good managers.

What characteristic do all good managers have in common? They get issues done via their organizations. Managers are the manager operate of the organization, responsible for building and coordinating a whole system somewhat than performing specifi c tasks. That is, somewhat than doing all of the work themselves, good managers cre- ate the systems and situations that allow others to carry out those tasks. As a boy, Wal-Mart founder Sam Walton made $4,000 a 12 months at his paper route. How? Walton had a natural talent for management, and he created a system whereby he hired and coordinated others to assist ship papers somewhat than merely delivering what he could on his personal.four

By creating the best systems and setting, managers be certain that the depart- ment or group will survive and thrive past the tenure of any specifi c super- visor or manager. Consider that Jack Welch was CEO of General Electric by way of 20 amazingly profitable years, but the leadership transition to Jeff Immelt in 2001 was as smooth as silk, and GE has stayed at or close to the highest of lists corresponding to Fortune mag- azine’s “Most Admired Companies,” the Financial Times “most respected” survey,


1 and Barron’s most admired companies. People who have studied GE aren’t shocked. The company has thrived for more than a century because managers created the proper setting and methods. In the late 1800s, CEO Charles Coffi n emphasised that GE’s most important product was not lightbulbs or transformers, but managerial expertise. Managers at GE spend an enormous amount of time on human assets issues—recruiting, coaching, appraising, men- toring, and developing leadership talent for the lengthy run.5

Recognizing the function and importance of other individuals is a key side of fine management. Early twentieth-century management scholar Mary Parker Follett defi ned manage- ment as “the art of getting things carried out through individuals.”6

More lately, famous management theorist Peter Drucker said that the job of managers is to provide path to their organizations, present management, and resolve tips on how to use organizational resources to accomplish goals.7 Getting things carried out through folks and different assets and pro- viding management and direction are what managers do. These activities apply not solely to top executives corresponding to Eric Schmidt of Google or Indra Nooyi of PepsiCo, but in addition to the supervisor of a restaurant in your house town, the chief of an airport safety team, a supervisor of an accounting division, or a director of sales and advertising. Thus, our defi nition of administration is as follows:

Management is the attainment of organizational targets in an effective and effi – cient manner through planning, organizing, leading, and controlling organizational sources.

This defi nition holds two important ideas: (1) the four functions of planning, orga- nizing, main, and controlling, and (2) the attainment of organizational goals in an effective and effi cient method. Let’s fi rst take a glance at the four major administration capabilities. Later within the chapter, we’ll focus on organizational effectiveness and effi ciency, in addition to the multitude of expertise managers use to successfully perform their jobs.

As a new supervisor, keep in mind that management means getting things done through other people. You can’t do it all your self. As a manager, your job is to create the surroundings and conditions that have interaction other individuals in goal accomplishment.

THE FOUR MANAGEMENT FUNCTIONS Exhibit 1.1 illustrates the method of how managers use sources to attain organiza- tional targets by way of the capabilities of planning, organizing, main, and controlling. Although some administration theorists identify additional administration capabilities, corresponding to staffi ng, speaking, or choice making, these extra functions will be mentioned as subsets of the 4 primary capabilities in Exhibit 1.1. Chapters of this guide are dedicated to the multiple actions and abilities related to each function, in addition to to the environment, international competitiveness, and ethics, which infl uence how managers perform these functions.

Planning Planning means identifying goals for future organizational efficiency and decid- ing on the tasks and use of resources wanted to attain them. In other words, mana- gerial planning defi nes the place the group wants to be sooner or later and the way


© P






H /T






A enterprise could develop from a founder’s talent, however good administration and imaginative and prescient can take it to the next degree. Tattoo artists Ami James (left) and Chris Núñez (right) began the enterprise Miami Ink, which is the namesake of the TLC/ Discovery actuality tv program in its fourth season in 2008. The partners pitched the idea for the present with a pal and turned their enterprise into essentially the most well-known tattoo design studio within the United States. Planning for all times after actuality TV, James and Núñez are creating one other Miami tattoo studio, Love Hate Tattoo, as a outcome of TLC/Discovery will own the rights to the name Miami Ink when the collection ends.

mmmmmmanagement The attainmentntntt t ooooof organizational objectives in an eeeeefffe ective and effi cient manner tttthhrough planning, organizing, lllleeeading, and controlling ooooorganizational assets.

ppppplanning The management fffufuunction concerned with defi n– iiinnng objectives for future organiza- tttiioiionalnal pe perforformarmancence an and dd deciecidd- iiininnng on the duties and assets nnnnnneeded to realize them.


to get there. An example of fine planning comes from Time Warner, Inc., where the advertising chiefs of the various divisions—HBO, Time Inc., Turner Broadcasting, Warner Bros., AOL, New Line Cinema, and Time Warner Cable—get collectively each three weeks to talk about future projects and the way the divisions can work together to make them more successful. Thanks to cautious planning, for instance, virtually each division is involved in promoting major fi lms corresponding to The Golden Compass, Hairspray, and The Lord of the Rings trilogy.eight

Organizing Organizing usually follows planning and refl ects how the organization tries to perform the plan. Organizing includes assigning duties, grouping duties into depart- ments, delegating authority, and allocating sources across the group. In current

years, companies as diverse as IBM, the Catholic Church, Motorola, and the Federal Bureau of Investigation have undergone structural reorganizations to accommodate their changing plans. At Avon Products, where sales have stalled and overhead prices have run amok, CEO Andrea Jung recently trimmed seven layers of management and reorganized the company right into a construction the place more decisions and functions are handled on a world foundation to attain greater effi ciency of scale.9

Leading Leading is the use of infl uence to motivate employees to achieve organizational objectives. Leading means creat- ing a shared culture and values, speaking objectives to employees throughout the group, and infusing employees with the need to perform at a excessive stage. Leading includes motivating whole departments and divisions as properly as those individuals working immedi- ately with the supervisor. In an period of uncertainty, international competition, and a growing diversity of the workforce, the flexibility to shape culture, talk objectives, and encourage workers is crucial to enterprise success.

E X H I B I T 1 .1 The Process of Management

© EL











As Chairman and CEO of Google, Eric Schmidt works with co-founders Sergey Brin and Larry Page to strike the right steadiness between innovation and self-discipline. These managers place a high priority on main by way of shared values and targets to keep Google’s employees motivated and energized. Yet from his expertise of engineering a turnaround at struggling Novell, Schmidt knows the opposite management functions of planning, organizing, and controlling are simply as important for achievement. In discussing his administration position at Google, Schmidt says, “I keep issues targeted.”

oooooorganizing The managemennttt tt fffufuunff ction involved with assign– iiinnng duties, grouping tasks into ddddddepdd artments, and allocating rrrrereesr ources t to d departtme tnts.

llllleading TheThe ma managnagemeementnt ffffuuunction that involves the uuuuuuse of infl uence to inspire eeeeemmployees to achieve the oooorororgrgo anization’s goals.


1 One doesn’t need to be a properly known high manager to be an exceptional leader.

Many managers working quietly in each large and small organizations around the world also present strong leadership within departments, groups, nonprofi t organiza- tions, and small companies. For example, Cara Kakuda is an area general manager in Hawaii for Nextel Partners, the rural-market division of Nextel Communications. Kakuda earned the job because of her ability to inspire and inspire workers. “Peo- ple give her 150 p.c,” said a Nextel government.10

Controlling Controlling is the fourth perform within the management course of. Controlling means monitoring employees’ activities, figuring out whether or not the group is on tar- get towards its objectives, and making corrections as necessary. Managers must make positive that the group is moving towards its goals. Trends toward empowerment and belief of workers have led many firms to put less emphasis on top- down management and more emphasis on coaching employees to monitor and proper themselves.

Information technology helps managers provide wanted organizational control with out strict top-down constraints. Companies similar to Cisco Systems and Oracle use the Internet and different data know-how to coordinate and monitor just about each aspect of operations, which enables managers to maintain tabs on perfor- mance without maintaining every day authoritarian control over employees.11

ORGANIZATIONAL PERFORMANCE The different part of our defi nition of management is the attainment of organizational targets in an effi cient and effective manner. Management is so essential as a end result of organizations are so important. In an industrialized society where complicated tech- nologies dominate, organizations bring together knowledge, people, and raw mate- rials to perform tasks no particular person might do alone. Without organizations, how may expertise be supplied that allows us to share info all over the world in an instant; electrical energy be produced from large dams and nuclear power vegetation; and hundreds of videogames, compact discs, and DVDs be made out there for our entertainment? Organizations pervade our society, and managers are answerable for seeing that sources are used correctly to realize organizational goals.

Our formal defi nition of an organization is a social entity that’s goal directed and deliberately structured. Social entity means being made up of two or extra folks. Goal directed means designed to attain some consequence, corresponding to make a profi t (Wal-Mart), win pay will increase for members (AFL-CIO), meet religious wants (United Methodist Church), or present social satisfaction (college sorority). Deliberately structured implies that tasks are divided and accountability for their performance is assigned to orga- nization members. This defi nition applies to all organizations, including both profi t and nonprofi t. Small, offbeat, and nonprofi t organizations are extra numerous than large, visible corporations—and just as important to society.

Based on our defi nition of management, the manager’s accountability is to coor- dinate assets in an efficient and effi cient manner to perform the organization’s targets. Organizational effectiveness is the degree to which the organization achieves a acknowledged objective, or succeeds in accomplishing what it tries to do. Organizational effec- tiveness means offering a product or service that customers value. Organizational effi ciency refers to the quantity of resources used to attain an organizational objective. It relies on how much raw supplies, money, and persons are essential for producing a given volume of output. Effi ciency may be calculated as the quantity of assets used to produce a services or products. Effi ciency and effectiveness can each be excessive in the same organization. Managers at retailer Target, as an example, frequently look for ways to increase effi ciency while also meeting the company’s quality and buyer satisfaction goals.

ccccccontrolling The managementntt t fffufuuunction concerned with moni– tttooort ing employees’ actions, keep— iiininnng the organization on monitor ttttoowt ard its targets, and making ccccoorrections as wanted.

oooorganization A social entity ttthhat is goal directed and delib- eeeerrately structured.

eeeeeffectiveness The diploma to ch the organization achievesss aaaa acknowledged aim.

eeeeeffi ciency The use of minimall rrrrreesources—raw materials, monn— eeeeyeyy, andd peoplle—to prodduce a ddddddesd ired quantity of output.


Expect extra, pay much less. An astonishing 97 percent of Americans recognize Target’s red-and- white bull’s-eye brand, and almost as many are conversant in the slogan. “Sometimes we focus slightly bit extra on the ‘pay much less,’ generally on the ‘expect extra,’ however the guardrails are there,” says Gregg Steinhafel, who took over as CEO of the stylish retailer in May 2008.

Target’s slogan not solely offers a promise to clients, it additionally refl ects the company’s emphasis on both effectiveness and effi ciency. Target has an elite, secret staff, known as the “creative cabinet” that is made up of outsiders of various ages, pursuits, and nationalities who provide ideas and insights that keep the corporate on the cutting fringe of shopper tendencies and give their input relating to managers’ strategic initiatives. Innovation, design, and high quality are key objectives, and managers concentrate on providing a fun store experience and a novel, exciting product line. At the same time, they keep a close eye on prices and working effi cien- cies to keep prices low. “I speak lots about gross margin price and the vital thing drivers to improve our metrics and performance,” Steinhafel says. In its SuperTarget centers, the retailer is ready to constantly underprice supermarkets on groceries by about 10 p.c to 15 percent and comes very near Wal-Mart’s rock-bottom costs.

As the economic system slows, Target, like other retailers, has found the necessity to regulate employee hours and look for different effi ciencies, which has drawn unfavorable consideration from employee advocacy groups. Managers should walk a fi ne line to continue to meet their goals for both effi ciency and effectiveness.12

All managers have to pay attention to prices, but severe price slicing to improve effi ciency can typically harm organizational effectiveness. The ultimate responsibil- ity of managers is to attain excessive efficiency, which is the attainment of organiza- tional objectives by utilizing assets in an effi cient and effective method.

MANAGEMENT SKILLS A manager’s job is complicated and multidimensional and, as we shall see throughout this book, requires a range of abilities. Although some management theorists suggest a long listing of skills, the mandatory abilities for managing a division or a company can be summarized in three classes: conceptual, human, and technical.thirteen As illus- trated in Exhibit 1.2, the appliance of those expertise changes as managers move up within the organization. Although the diploma of every talent needed at totally different ranges of an organization could differ, all managers must possess expertise in each of these essential areas to perform successfully.

Conceptual Skills Conceptual ability is the cognitive capability to see the group as a complete system and the relationships among its parts. Conceptual skill includes the manager’s think- ing, information processing, and planning abilities. It includes knowing the place one’s department fi ts into the entire organization and how the group fi ts into the business, the neighborhood, and the broader enterprise and social environment. It means the power to assume strategically—to take the broad, long-term view—and to identify, consider, and clear up complex issues.14


In no

va ti

ve W


pppppperformance The organiza- tttiion’s ability to attain its goals bbbbbyy bb using resources in an ef- fififififificfi fifi ient and effective manner.

cccconceptual skill The cogni- tttiiive ability to see the orga- nnnnnnization as a complete and the rrrrerereelelr ationshipps among ig ts parp ts.

E X H I B I T 1 . 2 Relationship of Conceptual, Human, and Technical Skills to Management


1 Conceptual expertise are wanted by all managers but are particularly important for

managers on the top. Many of the responsibilities of top managers, corresponding to determination making, resource allocation, and innovation, require a broad view. Consider how current strategic changes at General Electric refl ect the conceptual skills of CEO Jeff Immelt. Immelt is remaking GE by considering on a broad, long-term scale in regards to the types of products and services folks around the world are going to want in the future. He’s pushing for growth by investing closely in fundamental scientifi c and tech- nological research, looking toward the needs of developing countries, and making structural and cultural adjustments that focus GE towards creating revolutionary products and services to satisfy shifting buyer needs.15

Human Skills Human talent is the manager’s ability to work with and thru different individuals and to work effectively as a group member. Human ability is demonstrated in the way a man- ager pertains to other folks, including the power to inspire, facilitate, coordinate, lead, communicate, and resolve confl icts. A supervisor with human skills allows sub- ordinates to precise themselves without fear of ridicule, encourages participation, and shows appreciation for employees’ efforts. Heather Coin, manager of the Sher- man Oaks, California, department of The Cheesecake Factory, demonstrates exceptional human abilities. She considers motivating and praising her workers a top precedence. “I actually attempt to hunt down moments because it’s so exhausting to,” she says. “You might defi nitely go for days with out doing it. You need to consciously make that decision [to show appreciation].”16

Human abilities are essential for managers who work with workers immediately each day. Organizations frequently lose good folks due to front-line bosses who fail to point out respect and concern for employees.17 However, human skills are becoming more and more necessary for managers in any respect ranges. In the previous, many CEOs may get by with out good people expertise, but not. Today’s workers, boards, clients, and communities are demanding that high execu- tives demonstrate an ability to inspire respect, loyalty, and even affection rather than fear. “People are expecting more from the companies they’re working for, more from the businesses they’re doing business with, and more from the com- panies they’re buying from,” says Raj Sisodia, a professor of selling at Bentley College and co-author of a recent e-book called Firms of Endearment.18

Technical Skills Technical talent is the understanding of and profi ciency within the efficiency of specifi c tasks. Technical skill consists of mastery of the methods, techniques, and tools concerned in specifi c features corresponding to engineering, manufacturing, or fi nance. Tech- nical ability also contains specialized information, analytical capacity, and the competent use of tools and strategies to resolve issues in that specifi c discipline. Technical skills are significantly essential at lower organizational ranges. Many managers get promoted to their fi rst administration jobs by having wonderful technical expertise. How- ever, technical skills turn out to be less important than human and conceptual abilities as managers transfer up the hierarchy. For instance, in his seven years as a manufactur- ing engineer at Boeing, Bruce Moravec developed superb technical abilities in his space of operation. But when he was asked to lead the group designing a new fuselage for the Boeing 757, Moravec found that he needed to rely closely on human skills so as to acquire the respect and confi dence of people who worked in areas he knew little about.19

Complete the experiential train on web page 25 that pertains to management expertise. Refl ect on the strength of your preferences among the three abilities and the implications for you as a supervisor.


hhhhhhhuman ability The capacity to with and through different pppppeop ple and to work effectively aaaass a group member.

tttttechnical ability TheThe un underder- ssssttas nding of and profi ciency iiinnnnn thethe pe perforformarmancence of of sp speciecificfi c ttttataasastt ks.


When Skills Fail Everyone has fl aws and weaknesses, and these shortcomings turn into most appar- ent beneath circumstances of fast change and uncertainty.20 Therefore, throughout turbulent instances, managers really have to stay on their toes and apply all their expertise and com- petencies in a way that benefi ts the group and its stakeholders—employees, clients, investors, the community, and so forth. In recent years, quite a few extremely publicized examples confirmed us what happens when managers fail to effectively and ethically apply their expertise to fulfill the demands of an unsure, quickly altering world. Companies similar to Enron, Tyco, and WorldCom have been fl ying excessive in the 1990s however came crashing down underneath the burden of fi nancial scandals. Others, similar to Rub- bermaid and Kmart, are struggling due to years of management missteps.

Although company greed and deceit grab the headlines, many more firms falter or fail less spectacularly. Managers fail to hearken to customers, misinterpret sig- nals from the marketplace, or can’t construct a cohesive team and execute a strategic plan. Over the previous a quantity of years, many CEOs, together with Bob Nardelli at Home Depot, Carly Fiorina at Hewlett-Packard, and Michael Eisner at Disney have been ousted due to their failure to implement their strategic plans or hold stakeholders pleased.

Recent examinations of struggling organizations and executives provide a glimpse into the errors managers usually make in a turbulent surroundings.21 One of the big- gest blunders is managers’ failure to grasp and adapt to the rapid pace of change on the earth around them. A associated downside is top managers who create a local weather of fear in the organization so that persons are afraid to inform the truth and try primarily to avoid the boss’s wrath. Thus, bad information will get hidden and impor- tant alerts from the market are missed. People cease thinking creatively, keep away from accountability, and should even slide into unethical habits if it retains them on the boss’s good facet.22

Other critical management missteps embrace poor communication abilities and fail- ure to hear; poor interpersonal expertise; treating employees as instruments for use; a failure to clarify path and efficiency expectations; suppressing dissenting viewpoints; and the lack to construct a management group characterised by mutual trust and respect.23 Bob Nardelli was pressured out at Home Depot largely as a outcome of he was unable to construct belief and cohesiveness amongst his board and management group, and his brusque and unfeeling type alienated executives and rank and fi le employees alike. Using expletives for emphasis at one meeting quickly after his arrival as CEO, Nardelli reportedly said, “You guys don’t know tips on how to run a . . . enterprise.” At the annual assembly the place shareholder advocates had been protesting Nardelli’s extravagant pay bundle, the CEO restricted shareholder questions to one minute, sealing his image as a callous executive unwilling to listen and compromise. He tried to redeem himself by occurring a “listening tour,” but the injury had been done.24 Contrast Nardelli’s method with that of Jim McNerney, who spent his fi rst six months as CEO of Boeing talking with workers across the firm to grasp Boeing’s strengths and challenges and emphasizing the necessity for cooperation and teamwork.25

MANAGEMENT TYPES Managers use conceptual, human, and technical expertise to perform the four manage- ment functions of planning, organizing, main, and controlling in all organiza- tions—large and small, manufacturing and service, profi t and nonprofi t, traditional and Internet-based. But not all managers’ jobs are the same. Managers are responsi- ble for various departments, work at totally different levels within the hierarchy, and meet dif- ferent necessities for reaching excessive efficiency. Twenty-fi ve-year-old Daniel Wheeler is a fi rst-line supervisor in his fi rst management job at Del Monte Foods, the place he’s immediately concerned in selling products, approving packaging sleeves, and organizing people to host sampling occasions.26 Kevin Kurtz is a middle manager at Lucasfi lm, the place he works with employees to develop marketing campaigns


1 for a variety of the entertainment company’s hottest fi lms.27 And Domenic Antonellis is CEO of the New England Confectionary Co. (Necco), the corporate that makes these tiny pastel sweet hearts stamped with phrases corresponding to “Be Mine” and “Kiss Me.”28 All three are managers and should contribute to planning, organizing, leading, and controlling their organizations—but in several quantities and ways.

Vertical Differences An important determinant of the manager’s job is hierarchical level. Exhibit 1.3 illus- trates the three ranges in the hierarchy. A current study of greater than 1,four hundred managers examined how the manager’s job differs throughout these three hierarchical ranges and located that the first focus adjustments at different levels.29 For fi rst-level managers, the main concern is facilitating individual employee efficiency. Middle manag- ers, though, are concerned much less with particular person performance and more with linking teams of people, such as allocating assets, coordinating groups, or placing top management plans into motion across the group. For top-level managers, the first focus is monitoring the external surroundings and determining the most effective strat- egy to be competitive.

Let’s look in more element at differences across hierarchical ranges. Top managers are at the high of the hierarchy and are responsible for the entire group. They have such titles as president, chairperson, govt director, chief executive offi cer (CEO), and executive vp. Top managers are liable for setting organizational targets, defi ning methods for achieving them, monitoring and deciphering the exterior environment, and making choices that have an effect on the entire group. They look to the long-term future and concern themselves with general environmental tendencies and the organization’s overall success. Top managers are also answerable for communicating a shared imaginative and prescient for the group, shaping corporate tradition, and nurturing an entrepre- neurial spirit that can help the corporate innovate and hold tempo with fast change.30

tttttotop supervisor A manager whoo o iiisssss s atat thethe to high op of tf thehe orgorganianizatzationionaall aal hhhhhhiehhieh rarrarchychy an and id is rs respesponsonsiblible fe forrorr tttthhhhethththehet en entirtire oe orgargag niznizatiationon.

Text not obtainable as a result of copyright restrictions


Middle managers work at middle ranges of the orga- nization and are liable for business units and major departments. Examples of middle managers are depart- ment head, division head, supervisor of high quality management, and director of the research lab. Middle managers typi- cally have two or extra management ranges beneath them. They are liable for implementing the overall strate- gies and policies defi ned by top managers. Middle man- agers generally are involved with the near future somewhat than with long-range planning.

The middle manager’s job has modified dramati- cally over the previous two decades. Many organizations improved effi ciency by shedding center managers and slashing middle administration ranges. Traditional pyrami- dal group charts have been fl attened to permit informa- tion to fl ow rapidly from prime to backside and decisions to be made with greater speed. Exhibit 1.3 illustrates the shrinking middle management.

Yet at the identical time as middle administration ranges have been decreased, the center manager’s job has taken on a new vital- ity. Rather than managing the fl ow of information up and down the hierarchy, middle managers create horizontal net-

works that can assist the organization act shortly. Research reveals that center managers play a vital function in driving innovation and enabling organizations to respond to rapid shifts within the environment.31 As Ralph Stayer, CEO of Johnsonville Sausage mentioned, “Leaders can design fantastic methods, however the success of the organization resides in the execu- tion of those strategies. The people in the middle are those who make it work.”32

Middle managers’ standing has additionally escalated because of the rising use of teams and projects. Strong project managers are in sizzling demand. A project manager is liable for a brief lived work project that includes the participa- tion of individuals from varied functions and ranges of the group, and maybe from outdoors the company as well. Many of today’s middle managers work with a big selection of projects and groups at the same time, a few of which cross geographical and cultural in addition to useful boundaries.

First-line managers are immediately answerable for the manufacturing of products and services. They are the fi rst or second degree of management and have such titles as supervisor, line supervisor, part chief, and offi ce manager. They are liable for teams of nonmanagement employees. Their major concern is the appliance of guidelines and procedures to attain effi cient manufacturing, present technical assistance, and motivate subordinates. The time horizon at this level is short, with the empha- sis on carrying out day-to-day goals. For example, Alistair Boot manages the menswear department for a John Lewis division retailer in Cheadle, England.33

Boot’s duties embrace monitoring and supervising shop fl oor employees to ensure gross sales procedures, security rules, and customer support policies are adopted. This kind of managerial job may additionally involve motivating and guiding younger, typically inexperienced employees, providing help as needed, and ensuring adherence to firm policies.

Horizontal Differences The different major distinction in administration jobs happens horizontally throughout the orga- nization. Functional managers are responsible for departments that perform a sin- gle practical task and have staff with similar coaching and expertise. Functional departments embody promoting, sales, fi nance, human assets, manufacturing, and accounting. Line managers are responsible for the manufacturing and advertising departments that make or promote the product or service. Staff managers are in control of departments similar to fi nance and human sources that support line departments.

mmmmmmiddle manager A managerrr works on the middle levelsss ooooof the group and is re- ssssspponsible for main departmentss…

ppppproject supervisor A managerr rrrreesponsible for a brief lived project that entails the pppparparticticipaipatiotion on of of othether pr peopeoplele fffrffrrofr m various capabilities and lllleeevels of the group.

fififififi rst-line manager A mA mana- ggggggerg who is on the fi rst or second mmmmmmanmmanageagemenment lt leveevel al andnd isis dirdirectectlylyyyy lyly rrrrreesr ponsible for the manufacturing oooofof goodds dand se irvices.

fffffunctional manager A manaa—- gggggger who is responsible for a ddddddepartment that performs a sssssiingle useful task and has eeeeemmployees with related trainingggg aaaaannd expertise.

Supported partially by USAID and printed by The Killid Group, a media firm headquartered in Kabul, Mursal is the fi rst nationally distributed women’s journal in Afghanistan’s history. Aimed at average ladies, most of whom are illiterate because of the lack of educational opportunities, the publication makes liberal use of photographs to cowl a broad range of women’s points. It is the job of center managers, such because the Mursal editors proven right here speaking with board member Palwasha Hassan, to assist notice an organization’s strategic goals, which are sometimes defi ned by high management.

© S






T/ A







1 General managers are liable for a number of depart-

ments that carry out different functions. A basic manager is liable for a self-contained division, corresponding to a Macy’s department retailer or a General Motors assembly plant, and for all of the functional departments within it. Project manag- ers even have general management responsibility as a result of they coordinate folks across several departments to accomplish a specifi c project.

WHAT IS IT LIKE TO BE A MANAGER? Unless somebody has really carried out managerial work, it is hard to understand exactly what managers do on an hour-by-hour, day-to-day basis. The manager’s job is so numerous that a selection of research have been undertaken in an try to describe precisely what happens. The ques- tion of what managers actually do to plan, organize, lead, and management was answered by Henry Mintzberg, who adopted managers around and recorded all their activi- ties.34 He developed a description of managerial work that included three general characteristics and ten roles. These characteristics and roles, discussed within the following sec- tions, have been supported in subsequent research.35

More latest analysis has checked out what managers like to do. The analysis discovered that each female and male managers across fi ve completely different countries reported that they most get pleasure from activities corresponding to main others, networking, and leading inno- vation. Activities managers like least include controlling subordinates, handling paperwork, and managing time pressures.36 Many new managers particularly fi nd the extreme time pressures of management, the load of administrative paper- work, and the challenge of directing others to be quite annoying as they regulate to their new roles and responsibilities. Indeed, the initial leap into management can be one of many scariest moments in a person’s career.

How will you make the transition to a new manager’s position? Complete the New Manager Self-Test on web page 14 to see how prepared you’re to step into a management role.

Making the Leap: Becoming a New Manager Many people who are promoted into a supervisor position have little idea what the job really entails and obtain little training about tips on how to deal with their new role. It’s no wonder that, among managers, fi rst-line supervisors tend to experience probably the most job burnout and attrition.37

Organizations often promote the star performers—those who show indi- vidual experience of their space of responsibility and have a capability to work properly with others—both to reward the person and to construct new expertise into the managerial ranks. But making the shift from particular person contributor to manager is often tricky. Dianne Baker, an expert nurse who was promoted to supervisor of an out-patient cardiac rehabilitation middle, rapidly found herself overwhelmed by the challenge of supervising former friends, keeping up with paperwork, and understanding fi nancial and operational issues.38 Baker’s expertise is duplicated every day as new man- agers struggle with the transition to their new jobs. Harvard professor Linda Hill


© N



The father-son staff of Don (left) and Donnie (right) Nelson have each held the position of basic manager for the NBA Mavericks. In 1997, when Don Nelson took over as common manager and head coach of the Mavericks, the bas- ketball team was in a freefall. Donnie joined his father the following yr as assistant coach to help build the staff. They have been rewarded for his or her efforts in 2003 when the group broke by way of with a dynamic defense. Donnie moved into the general manager position in 2005 when his father stepped down and loved overseeing the Mavericks play in the NBA fi nals in 2007 and 2008.

ggggggeneral manager A managererrrr is answerable for a number of ddddddepartments that carry out dddddifferent functions.


adopted a bunch of 19 managers over the fi rst 12 months of their managerial careers and located that one key to success is to acknowledge that turning into a manager involves more than learning a model new set of skills. Rather, turning into a manager means a pro- found transformation in the greatest way individuals consider themselves, called personal identification, that features letting go of deeply held attitudes and habits and studying new ways of considering.39 Exhibit 1.four outlines the transformation from individual performer to supervisor.

Recall our earlier discussion of the role of manager as the executive operate of the group, the particular person who builds methods rather than doing specifi c duties. The indi- vidual performer is a specialist and a “doer.” His or her thoughts is conditioned to think by way of performing specifi c tasks and activities as expertly as attainable. The manager, however, needs to be a generalist and study to coordinate a broad vary of activi- ties. Whereas the person performer strongly identifi es along with his or her specifi c tasks, the manager has to establish with the broader organization and business.

In addition, the individual performer gets things accomplished principally by way of his or her personal efforts, and develops the habit of relying on self rather than others. The man- ager, although, will get issues done via different people. Indeed, one of the most frequent errors new managers make is eager to do all of the work themselves somewhat than

Manager Achievement

Rate every item beneath based mostly in your orientation toward personal achievement. Read each item and check both Mostly True or Mostly False as you are feeling right now.

Mostly True

Mostly False

1. I benefit from the feeling I get from mastering a new ability.

2. Working alone is often better than working in a gaggle.

3. I like the feeling I get from successful.

four. I prefer to develop my skills to a high level.

5. I rarely rely upon anybody else to get issues accomplished.

6. I am incessantly probably the most priceless contributor to a group.

7. I like competitive situations.

eight. To get ahead, it is impor- tant to be seen as a winner.

SCORING AND INTERPRETATION: Give your self one point for every Mostly True answer. In this case, a low rating is healthier. A excessive score means a give consideration to private achievement separate from others, which is good for a specialist or individual contributor. However, a supervisor is a generalist who gets issues accomplished via others. A need to be a winner might put you in competitors along with your people quite than a give consideration to creating their abilities. As a manager, you’ll not succeed as a lone achiever who doesn’t facilitate and coordinate others. If you checked three or fewer as Mostly True, your basic orientation is good. If you scored six or greater, your focus is on being a person winner. You will want to shift your perspective to turn into a wonderful supervisor.

N ew

M an

ag er

S el

f-T es




delegating to others and creating others’ abilities.forty Lisa Drakeman made this mis- take when she moved from educating religion to being CEO of a biotechnology startup.

Lisa Drakeman was teaching religion at Princeton when her husband asked her to assist out at Medarex, a new biotechnology company he founded to develop antibody-based medicines for most cancers, infl ammation, and infectious illness. Drakeman began performing varied duties part-time, however quickly discovered herself heading up a by-product firm, Genmab AS of Denmark.

One of the toughest issues Drakeman had to study was to stop doing everything herself. In the start, she attended each meeting, interviewed every job candidate, and skim each draft of medical trial designs. She quickly realized that she couldn’t master each element and that attempting to do so would stall the company’s growth. Although it was hard to step again, Drake- man eventually made the transition from doing individual duties to performing the chief function. She established clear procedures and began delegating the small print of merchandise and scientific trials to others. Rather than interviewing job candidates herself, she set up human assets methods to enable others to interview, hire, and train employees. By growing from particular person performer to supervisor, Drakeman helped Genmab develop from 25 workers to around 200 within a few years.41

Another drawback for many new managers is that they expect to have greater free- dom to do what they think is greatest for the group. In reality, although, manag- ers fi nd themselves hemmed in by interdependencies. Being a successful manager means considering in terms of building groups and networks, becoming a motivator and organizer inside a extremely interdependent system of individuals and work. Although the distinctions might sound simple in the summary, they are anything however. In essence, becoming a supervisor means becoming a new individual and viewing oneself in a com- pletely new way.

Can you make a personal transformation from individual performer to manager, carrying out work by participating and coordinating other people? Look back at your outcomes on the questionnaire initially of this chapter to see how your priorities align with the demands placed on a manager.

Lisa Drakeman, Genmab AS

In novative W



• Specialist, performs particular tasks

• Gets issues carried out by way of own efforts

• An individual actor

• Works relatively independently

• Generalist, coordinates numerous tasks

• Gets things accomplished through others

• A community builder

• Works in highly interdependent manner

From Individual Identity

To Manager Identity

E X H I B I T 1 . four Making the Leap from Individual Performer to Manager

SOURCE: Based on Exhibit 1.1, “Transformation of Identity,” in Linda A. Hill, Becoming a Manager : Mastery of a New Identity, 2nd ed. (Boston, MA: Harvard Business School Press, 2003): 6.


Many new managers need to make the transformation in a “trial by fi re,” learning on the job as they go, but organizations are starting to be extra aware of the necessity for brand spanking new supervisor coaching. The value to organizations of shedding good employees who can’t make the transition is larger than the value of providing coaching to help new managers cope, be taught, and grow. In addition, a few of today’s organizations are utilizing nice care in selecting folks for managerial positions, including making certain that every candidate understands what management involves and really desires to be a manager. A career as a supervisor could be extremely rewarding, but it can additionally be annoying and irritating. The Manager’s Shoptalk additional examines a variety of the challenges new managers face. After studying the Shoptalk, are you capable to reply “Yes” to the query “Do I really need to be a manager?”

Is management for you? Becoming a manager is considered by most individuals to be a positive, forward-looking profession move and, certainly, life as a manager presents interesting features. However, it also holds many challenges, and not each person shall be happy and fulfi lled in a administration position. Here are a number of the points would-be managers ought to think about earlier than deciding they need to pursue a man- agement profession:

1. Th e increased workload. It isn’t unusual for managers to work 70 to 80 hours per week, and some work even longer hours. A manager’s job all the time starts before a shift and ends hours after the shift is over. When Ray Sarnacki was pro- moted to manager at an aerospace company, he found himself annoyed by the incessant journey, endless paperwork, and crowded meeting sched- ule. He eventually left the job and found happi- ness ready earning about one-fi fth of his peak managerial wage.

2. Th e problem of supervising former peers. This problem can be one of the toughest for brand spanking new manag- ers. They frequently wrestle to fi nd the proper approach, with some attempting too hard to stay “one of the gang,” and others asserting their authority too harshly. In nearly all cases, the transition from a peer-to-peer relationship to a manager-to-subordinate one is difficult and annoying.

3. Th e headache of duty for other folks. A lot of individuals get into administration because they like the idea of having power, however the real- ity is that many managers really feel overwhelmed by the responsibility of hiring, supervising, and dis- ciplining others. New managers are sometimes aston- ished on the amount of time it takes to handle

“people issues.” Kelly Cannell, who give up her job as a supervisor, places it this way: “What’s the massive deal [about managing people]? The big deal is that individuals are human. . . . To be a good man- ager, you have to mentor them, hearken to their issues, counsel them, and on the finish of the day you still have your individual work in your plate. . . . Don’t take the duty frivolously, because it does not matter what you assume, managing people is not easy.”

4. Being caught in the center. Except for those in the high echelons, managers fi nd themselves performing as a backstop, caught between higher administration and the workforce. Even when managers disagree with the selections of top executives, they’re liable for implement- ing them.

For some people, the frustrations of administration aren’t value it. For others, management is a fulfi ll- ing and satisfying career choice and the emotional rewards can be great. One key to being happy as a supervisor could additionally be fastidiously evaluating whether you’ll be able to reply sure to the question, “Do I really need to be a manager?”

SOURCES: Erin White, “Learning to Be the Boss,” The Wall Street Journal, November 21, 2005; Jared Sandberg, “Down Over Moving Up: Some New Bosses Find They Hate Their Jobs,” The Wall Street Journal, July 27, 2005; Heath Row, “Is Management for Me? That Is the Question,” Fast Company (February–March 1998): 50–52; Timothy D. Schellhardt, “Want to Be a Manager? Many People Say No, Calling Job Miser- able,” The Wall Street Journal, April four, 1997; and Matt Murray, “Managing Your Career—The Midcareer Crisis: Am I in This Business to Become a Manager?” The Wall Street Journal, July 25, 2000.

Do You Really Want To Be A Manager?

M an

ag er

’s Sh

op ta



1 Manager Activities Most new managers are unprepared for the number of actions managers routinely carry out. One of essentially the most interesting fi ndings about managerial actions is how busy managers are and how hectic the typical workday can be.

Adventures in Multitasking Managerial activity is characterised by variety, fragmentation, and brevity.forty two The widespread and voluminous nature of a manager’s involvements leaves little time for quiet refl ection. The average time spent on anybody exercise is lower than nine minutes.

Managers shift gears shortly. Signifi cant crises are interspersed with trivial occasions in no predictable sequence. Every manager’s job, while typically not as poten- tially harmful, is comparable in its range and fragmentation to that of U.S. Marine Corps offi cers managing the reconstruction efforts in Iraq. Consider the various occasions in a typical day for Capt. Sean Miller in Fallujah, Iraq:43

▪ Begins the day meeting with tribal sheiks and local offi cials to determine which proj- ects to fi nance.

▪ Drives to a command center to check the standing of a job that a contractor has left unfi nished.

▪ Walks to a close-by school to discuss awards for faculty kids who recite passages from the Koran.

▪ Is interrupted by a handful of folks who have include questions or calls for: one asks a couple of relative he says had been detained a quantity of years in the past; one other pushes a contract for evaluate into Miller’s arms; a third is looking for work; and so on.

▪ Finally returns to the discussion of scholar awards. ▪ Agrees to a tour of the school, where a contractor explains his request for a $50,000

generator that Miller thinks may be obtained for $8,000. ▪ Checks the recently cleaned grounds at one other college and fi nds that papers and

other trash once again litter the realm. ▪ Notices a person working a pipe from his roof and warns him in opposition to working his

sewage to the varsity. ▪ Calms and directs his marines, who grow skittish as youngsters, some in their higher

teens, rush from the college constructing. ▪ Stops by a café to listen to young men’s complaints that they’re asked to pay bribes

to get a job on the police pressure. ▪ Near sundown, takes pictures of a still-damaged cemetery door that contractors have

been paid to repair.

Life on Speed Dial The supervisor performs quite lots of work at an unrelenting tempo.forty four Managers’ work is quick paced and requires great vitality. The managers observed by Mintzberg processed 36 items of mail every day, attended eight meetings, and took a tour through the constructing or plant. As quickly as a manager’s daily calendar is about, surprising disturbances erupt. New conferences are required. During time away from the offi ce, executives catch up on work-related studying, paperwork, telephone calls, and e-mail. Technology, similar to e-mail, instant messaging, cell phones, and laptops, inten- sifi es the tempo. For example, Brett Yormark of the New Jersey Nets typically responds to about 60 messages earlier than he even shaves and clothes for the day.forty five

The fast tempo of a manager’s job is illustrated by Heather Coin, the Cheese- cake Factory manager we launched earlier within the chapter. “I actually try to maintain the plates spinning,” Coin says, comparing her management job to a circus act. “If I see a plate slowing down, I go and give it a spin and transfer on.” She arrives at work about 9:30 a.m. and checks the fi nancials for a way the restaurant carried out the day


before. Next comes a workers assembly and various personnel duties. Before and after the lunch shift, she’s pitching in with no matter must be done—making salads within the kitchen, expediting the meals, bussing the tables, or speaking with guests. After lunch, from three:00 to 4:30 p.m., Heather takes care of administrative duties, paperwork, or conferences with upper administration, media, or group organizations. At 4:30, she holds a shift-change meeting to ensure a clean transition from the day crew to the evening crew. Throughout the day, Heather additionally mentors staff members, which she con- siders probably the most rewarding a half of her job. After the night rush, she normally heads for residence about 10 p.m., the end of another 12.5-hour day.forty six

Manager Roles Mintzberg’s observations and subsequent analysis point out that various supervisor actions could be organized into 10 roles.47 A role is a set of expectations for a man- ager’s conduct. Exhibit 1.5 supplies examples of every of the roles. These roles are divided into three conceptual classes: informational (managing by information); interpersonal (managing via people); and decisional (managing by way of action). Each position represents actions that managers undertake to finally accomplish the functions of planning, organizing, leading, and controlling. Although it is essential to separate the components of the manager’s job to understand the different roles and activities of a supervisor, it is essential to keep in thoughts that the real job of manage- ment can’t be practiced as a set of impartial elements; all of the roles interact in the actual world of management. As Mintzberg says, “The supervisor who solely communicates or solely conceives never gets anything accomplished, while the manager who solely ‘does’ finally ends up doing it all alone.”48

Informational Roles Informational roles describe the activities used to maintain and develop an info network. General managers spend about 75 %

Category Role Activity

Informational Monitor Seek and receive info, scan periodicals and reports, preserve personal contacts.

Disseminator Forward data to different organization mem- bers; send memos and reviews, make telephone calls.

Spokesperson Transmit information to outsiders by way of speeches, reports, memos.

Interpersonal Figurehead Perform ceremonial and symbolic duties corresponding to greeting guests, signing legal paperwork.

Leader Direct and inspire subordinates; train, counsel, and talk with subordinates.

Liaison Maintain data hyperlinks each inside and out of doors group; use e-mail, telephone calls, conferences.

Decisional Entrepreneur Initiate improvement tasks; establish new ideas, delegate concept accountability to others.

Disturbance handler Take corrective action during disputes or crises; resolve confl icts amongst subordinates; adapt to environmental crises.

Resource allocator Decide who gets assets; schedule, budget, set priorities.

Negotiator Represent division during negotiation of union contracts, sales, purchases, budgets; represent departmental interests.

SOURCES: Adapted from Henry Mintzberg, The Nature of Managerial Work (New York: Harper & Row, 1973), pp. 92�93; and Henry Mintzberg, “Managerial Work: Analysis from Observation,” Management Science 18 (1971): B97�B110.

E X H I B I T 1 . 5 Ten Manager Roles

rrrrrorole AA sA s tetet fofof expexp tectect tiatiationsons ffo forr oooooononne’’s b hbeh iavior.


1 of their time talking to other people. The monitor position includes seeking current data from many sources. The manager acquires info from others and scans written supplies to stay properly informed. The disseminator and spokesperson roles are just the alternative: The manager transmits present data to others, both inside and out of doors the group, who can use it. One colorful instance of the spokesperson role is Mick Jagger of the Rolling Stones. The rock band is run like a large, mul- tinational group with Jagger because the CEO. Jagger surrounds himself not only with gifted artists, but in addition with sophisticated and experienced business executives. Yet it’s Jagger who usually deals with the media and packages the band’s image for a worldwide viewers.49

Interpersonal Roles Interpersonal roles pertain to rela- tionships with others and are related to the human abilities described earlier. The fi gurehead function includes dealing with ceremonial and symbolic activities for the division or group. The supervisor represents the organization in his or her formal managerial capability as the pinnacle of the unit. The presentation of employee awards by a division manager at Taco Bell is an instance of the fi gurehead role. The chief function encompasses relationships with subordinates, including motivation, communication, and infl u- ence. The liaison position pertains to the event of information sources each inside and outdoors the group. Stephen Baxter, managing director of Scotland’s Glas- gow Airport, illustrates the liaison role. Baxter led a speedy growth of the airport by coordinating with executives at other organizations to fi nd methods to woo new airlines to use Glasgow. He recently took on an extra function as president of the Glasgow chamber of commerce, enabling him to develop extra sources of data and help.50

Decisional Roles Decisional roles pertain to these events about which the man- ager must make a selection and take motion. These roles often require conceptual in addition to human abilities. The entrepreneur role involves the initiation of change. Managers are constantly serious about the future and tips on how to get there.51 Managers become conscious of problems and search for innovations that can right them. Susan Whit- ing, Chief of Research for Nielsen Media Research, scheduled dozens of particular person and group meetings with purchasers to talk about the way to adapt the Nielsen ratings for an period by which increasingly reveals are being seen on computer systems, video iPods, and other digital devices.fifty two The disturbance handler function involves resolving confl icts amongst subordinates or between the manager’s department and other departments. The resource allocator position pertains to decisions about tips on how to allocate people, time, equipment, money, and other resources to realize desired outcomes. The supervisor should decide which tasks receive finances allocations, which of a number of buyer complaints receive precedence, and even the means to spend his or her own time. The nego- tiator position includes formal negotiations and bargaining to realize outcomes for the manager’s unit of accountability. The supervisor meets and formally negotiates with others—a provider a couple of late delivery, the controller concerning the need for extra price range resources, or the union a few employee grievance.

The relative emphasis a supervisor puts on these ten roles is dependent upon numerous factors, such as the manager’s position in the hierarchy, pure expertise and talents, kind of organization, or departmental targets to be achieved. For example, Exhibit 1.6 illustrates the various significance of the chief and liaison roles as reported in a survey of top-, middle-, and lower-level managers. Note that the significance of the chief position usually declines whereas the significance of the liaison role increases as a manager strikes up the organizational hierarchy.






V. C


Small enterprise owners usually assume a quantity of management roles. Here on the right Susan Solovic, founder and CEO of, features as spokesperson in an interview with Tess Rafols of KTVK. She also is an entrepreneur, developing new ideas for the web tv channel. Solovic fi lls the monitor function by keeping a watch on present developments that could be helpful to her evolv- ing company as nicely as to the small businesses her channel serves.


Other elements, similar to altering environmental situations, may decide which roles are more necessary for a manager at any given time. A high manager may frequently put more emphasis on the roles of spokesperson, fi gurehead, and negotia- tor. However, the emergence of recent rivals could require extra consideration to the monitor role, or a severe decline in employee morale and course might mean that the CEO has to put more emphasis on the leader position. A marketing supervisor may concentrate on interpersonal roles because of the significance of non-public contacts in the advertising course of, whereas a fi nancial manager may be more likely to emphasize decisional roles corresponding to resource allocator and negotiator. Despite these variations, all managers carry out informational, interpersonal, and decisional roles to fulfill the needs of the group. Managers keep alert to needs each inside and outdoors the group to determine what roles are most important at numerous occasions.

MANAGING IN SMALL BUSINESSES AND NONPROFIT ORGANIZATIONS Small businesses are rising in significance. Hundreds of small businesses are opened every month, but the surroundings for small enterprise today is extremely compli- cated. Small firms generally have diffi culty developing the managerial dexter- ity wanted to outlive in a turbulent environment. One survey on tendencies and future developments in small enterprise found that nearly half of respondents noticed inade- quate management abilities as a threat to their companies, as compared to lower than 25 percent of bigger organizations.fifty three Appendix A provides detailed information about managing in small businesses and entrepreneurial startups.

See also  Scholarships In Australia For Indian Students

One interesting fi nding is that managers in small businesses have a tendency to emphasize roles totally different from these of managers in large corporations. Managers in small com- panies often see their most essential function as that of spokesperson because they want to promote the small, rising company to the skin world. The entrepreneur position can be crucial in small companies as a result of managers should be revolutionary and help their organizations develop new ideas to stay competitive. Small-business manag- ers are likely to rate lower on the leader function and on information-processing roles, com- pared with their counterparts in giant firms.

E X H I B I T 1 . 6 Hierarchical Levels and Importance of Leader and Liaison Roles

SOURCE: Based on information from A. I. Kraut, P. R. Pedigo, D. D. McKenna, and M. D. Dunnette, “The Role of the Manager: What’s Really Important in Different Management Jobs,” Academy of Management Executive 3 (1989), 286�293.


1 Nonprofi t organizations also represent a significant utility of management

talent. Organizations such because the Salvation Army, Nature Conservancy, Greater Chicago Food Depository, Girl Scouts, and Cleveland Orchestra all require wonderful management. The capabilities of planning, organizing, leading, and controlling apply to nonprofi ts simply as they do to business organizations, and managers in nonprofi t organizations use similar skills and carry out comparable activities. The primary differ- ence is that managers in companies direct their actions toward earning money for the company, whereas managers in nonprofi ts direct their efforts toward generating some type of social impact. The unique traits and wishes of nonprofi t organi- zations created by this distinction present distinctive challenges for managers.54

Financial sources for nonprofi t organizations typically come from government appropriations, grants, and donations rather than from the sale of products or services to customers. In companies, managers focus on enhancing the organization’s services and products to extend sales revenues. In nonprofi ts, however, companies are usually offered to nonpaying purchasers, and a significant drawback for many organizations is secur- ing a gentle stream of funds to proceed working. Nonprofi t managers, committed to serving shoppers with restricted resources, must focus on keeping organizational costs as little as potential.55 Donors generally need their money to go directly to helping cli- ents quite than for overhead costs. If nonprofi t managers can’t demonstrate a extremely effi cient use of sources, they might have a hard time securing further donations or government appropriations. Although the Sarbanes-Oxley Act (the 2002 corporate governance reform law) doesn’t apply to nonprofi ts, for instance, many are adopting its tips, striving for larger transparency and accountability to spice up credibility with constituents and be extra aggressive when looking for funding.56

In addition, as a result of nonprofi t organizations wouldn’t have a traditional backside line, managers typically battle with the question of what constitutes outcomes and effective- ness. It is straightforward to measure dollars and cents, but the metrics of success in nonprofi ts are much more ambiguous. Managers need to measure intangibles corresponding to “improve public well being,” “make a difference within the lives of the disenfranchised,” or “increase appreciation for the arts.” This intangible nature additionally makes it extra diffi cult to gauge the efficiency of employees and managers. An added complication is that managers usually rely upon volunteers and donors who cannot be supervised and managed in the same means a business manager offers with employees.

The roles defi ned by Mintzberg also apply to nonprofi t managers, but these might differ considerably. We may anticipate managers in nonprofi t organizations to place more emphasis on the roles of spokesperson (to “sell” the group to donors and the public), chief (to construct a mission-driven neighborhood of workers and volunteers), and resource allocator (to distribute authorities assets or grant funds that are usually assigned top-down).

Managers in all organizations—large corporations, small companies, and nonprofi t organizations—carefully integrate and regulate the management features and roles to meet challenges inside their own circumstances and keep their organizations healthy.

MANAGEMENT AND THE NEW WORKPLACE Rapid environmental shifts, similar to modifications in expertise, globalization, and shifting social values, are inflicting elementary transformations which have a dramatic influence on the manager’s job. These transformations are refl ected in the transition to a model new workplace, as illustrated in Exhibit 1.7.

New Workplace Characteristics The primary characteristic of the new workplace is the digitization of enterprise, which has radically altered the character of work, workers, and the workplace itself.57 The old office is characterized by routine, specialized duties, and


standardized control procedures. Employees usually perform their jobs in a single specifi c firm facility, corresponding to an car manufacturing facility situated in Detroit or an insurance agency positioned in Des Moines. Individuals consider doing their own specifi c duties, and managers are cautious about sharing data and infor- mation across boundaries. The organization is coordinated and controlled via the vertical hierarchy, with decision-making authority residing with upper-level managers.

In the model new workplace, by contrast, work is free-fl owing and fl exible. Structures are fl atter, and lower-level workers make choices primarily based on widespread informa- tion and guided by the organization’s mission and values.fifty eight Empowered workers are anticipated to seize opportunities and solve issues as they emerge. Knowledge is broadly shared, and folks throughout the corporate keep up a correspondence with a broad vary of colleagues via advanced know-how. The valued worker is one who learns rapidly, shares knowledge, and is comfortable with risk, change, and ambiguity. Peo- ple expect to work on a selection of projects and jobs all through their careers quite than staying in a single fi eld or with one firm.

The new office is organized round networks quite than rigid hierarchies, and work is usually digital, with managers having to supervise and coordinate people

who never truly “come to work” within the traditional sense.fifty nine Flexible hours, telecommuting, and virtual teams are more and more well-liked methods of working that require new expertise from managers. Using digital groups allows organizations to faucet the most effective folks for a specific job, regardless of the place they are positioned. Teams could include exterior contractors, suppliers, clients, opponents, and interim managers. Interim managers are manag- ers who are not affi liated with a specifi c group however work on a project-by- project basis or provide exper- tise to organizations in a specifi c space.60 This method allows a company to benefi t from specialist abilities with- out making a long-term dedication, and it provides fl exibility for managers who like the problem, selection, and studying that comes from working in a wide range of organizations.

Technology also allows corporations to shift signifi – cant chunks of what have been once thought of core func- tions to outsiders through outsourcing, joint ventures, and other complicated alliances. U.S. corporations have been send- ing manufacturing work to other international locations for years to chop prices. Now, high-level data work can additionally be being outsourced to countries similar to India, Malaysia, and South Africa.61

The New Workplace The Old Workplace

Characteristics Technology Digital Mechanical

Work Flexible, digital Structured, localized

Workforce Empowered; various Loyal workers; homogeneous

Management Competencies Leadership Empowering Autocratic

Doing Work By teams By individuals

Relationships Collaboration Confl ict, competitors

E X H I B I T 1 . 7 The Transition to a New Workplace

© B





S/ A






At New York City’s Colors, a project of the Restaurant Opportunities Center, collaboration and teamwork are the keys to success. Many of the restaurant’s employee-owners, immigrants hailing from about 22 different nations, worked within the World Trade Center’s North Tower Windows on the World restaurant earlier than its destruction on September 11, 2001. They share a strong commitment to a mission of honoring the seventy three Windows staff who died and improving the restaurant trade working circumstances. General supervisor Stefan Mailvaganam (left), shown with head chef Raymond Mohan (right), says the aim of Colors is to be “a restaurant with a conscience.”

iiiiinininterim supervisor A mA mA manan-an aaaaagger who is not affi liated with aa sssssppecifi c organization but works ooooon a project-by-project foundation or ppppprovides expertise to organiza- ttttiiioot ns in a specifi c area.


1 New Management Competencies In the face of these transitions, managers must rethink their strategy to organizing, directing, and motivating staff. Today’s greatest managers surrender their command- and-control mind-set to focus on teaching and providing steerage, creating organi- zations that are quick, fl exible, revolutionary, and relationship-oriented.

Instead of “management-by-keeping-tabs,” managers employ an empowering lead- ership type.62 When people are working at scattered locations, managers can’t con- tinually monitor behavior. In addition, they are sometimes coordinating the work of people who aren’t underneath their direct control, similar to those in associate organiza- tions. They need to set clear expectations, information individuals toward objective accomplishment through imaginative and prescient, values, and regular communication, and develop a level of trust in employees’ dedication to getting the job done.

Read the moral dilemma on page 25 that pertains to managing within the new office. Think about what you would do and why to start understanding how you will solve thorny administration problems.

Success within the new office is dependent upon the strength and quality of collabora- tive relationships. New ways of working emphasize collaboration throughout functions and hierarchical levels as properly as with other corporations. Team-building expertise are essential. Instead of managing a department of staff, many managers act as group leaders of ever-shifting, momentary tasks. When a manager at IBM needs to staff a project, she or he offers a listing of expertise needed to the human resources division, which supplies a pool of people who are qualifi ed. The supervisor then puts together one of the best combination of individuals for the project, which frequently means pulling folks from many different places. IBM estimates that about forty % of its workers participate in digital teams.63

The shift to a model new means of managing isn’t straightforward for conventional managers who are accustomed to being “in charge,” making all the choices, and figuring out where their subordinates are and what they’re doing at every moment. Even many new manag- ers have a hard time with today’s fl exible work setting. Managers of depart- ments participating in Best Buys’ Results-Only Work Environment program, which allows staff to work anyplace, anytime as lengthy as they complete assignments and meet objectives, for example, fi nd it diffi cult to keep themselves from checking to see who’s logged onto the company network.sixty four

Even more modifications and challenges are on the horizon for organizations and managers. It’s an exciting time to be entering the fi eld of management. Throughout this e-book, you will study rather more about the new workplace, about the new and dynamic roles managers are taking half in within the twenty-fi rst century, and about how you can be an effective supervisor in a complex, ever-changing world.


▪ This chapter introduced the topic of management and defi ned the kinds of roles and activities managers carry out. Managers are responsible for attaining organi- zational objectives in an effi cient and effective method through the four administration features of planning, organizing, leading, and controlling. Managers are the manager operate of the organization. Rather than performing specifi c tasks, they’re responsible for creating techniques and circumstances that enable others to attain excessive performance.

▪ To carry out the four functions, managers need three types of skills—conceptual, human, and technical. Conceptual abilities are extra important at high levels of the



organization; human skills are essential in any respect levels; and technical skills are most important for fi rst-line managers.

▪ A manager’s job varies relying on whether or not one is a prime supervisor, middle man- ager, or fi rst-line supervisor. A manager’s job may differ throughout the group, to include project managers and interim managers as nicely as functional managers (including line managers and employees managers) and common managers.

▪ Becoming a manager requires a shift in considering. New managers usually struggle with the challenges of coordinating a broad range of people and activities, del- egating to and growing others, and referring to former peers in a new method.

▪ Managers’ activities are associated with ten roles: the informational roles of monitor, disseminator, and spokesperson; the interpersonal roles of fi gurehead, chief, and liaison; and the decisional roles of entrepreneur, disturbance handler, useful resource allocator, and negotiator.

▪ Rapid and dramatic change in current times has triggered signifi cant shifts within the office and the manager’s job. Rather than managing by command and con- trol, managers of right now and tomorrow use an empowering management type that focuses on imaginative and prescient, values, and communication. Team-building skills are essential. Instead of simply directing duties, managers focus on constructing relationships, which can embody customers, companions, and suppliers.

1. How do you’re feeling about having a manager’s respon- sibility in today’s world characterised by uncer- tainty, ambiguity, and sudden adjustments or threats from the environment? Describe some abilities and qualities which are essential to managers beneath these situations.

2. Assume you’re a project manager at a biotech- nology company, working with managers from analysis, manufacturing, and advertising on a major product modifi cation. You discover that every memo you obtain from the marketing manager has been copied to senior management. At every firm function, she spends time speaking to the big pictures. You are also conscious that sometimes whenever you and the opposite project members are slaving away over the project, she is enjoying golf with senior manag- ers. What is your analysis of her behavior? As project supervisor, what do you do?

3. Jeff Immelt of GE stated that probably the most priceless thing he realized in business school was that “there are 24 hours in a day, and you ought to use all of them.” Do you agree or disagree? What are a few of the advantages to this method to being a manager? What are a variety of the drawbacks?

four. Why do some organizations seem to have a model new CEO yearly or two, whereas others have high leaders who stick with the corporate for many years (e.g., Jack Welch’s 20 years as CEO at General Elec- tric)? What factors about the supervisor or about the firm might account for this difference?

5. Is effi ciency or effectiveness more necessary to orga- nizational performance? Can managers improve both simultaneously?

6. You are a bright, hard-working entry-level man- ager who fully intends to stand up by way of the ranks. Your efficiency analysis provides you excessive marks on your technical skills but low marks in phrases of folks expertise. Do you suppose peo- ple expertise could be realized, or do you have to rethink your career path? If individuals abilities may be learned, how would you go about it?

7. If managerial work is characterised by variety, frag- mentation, and brevity, how do managers perform primary administration functions such as planning, which would appear to require refl ection and analysis?

eight. A faculty professor told her college students, “The pur- pose of a management course is to show students about management, not to train them to be man- agers.” Do you agree or disagree with this state- ment? Discuss.

9. Discuss a few of the methods organizations and jobs modified over the past 10 years. What changes do you anticipate over the following 10 years? How would possibly these changes affect the manager’s job and the talents a supervisor needs to be successful?

10. How might the instructing of a administration course be designed to help people make the transition from particular person performer to supervisor so as to prepare them for the challenges they’ll face as new managers?




Management Aptitude Questionnaire

Rate each of the following questions based on the next scale: 1 I am never like this. 2 I am rarely like this. three I am typically like this. four I am usually like this. 5 I am always like this.

1. When I have numerous tasks or homework to do, I set priorities and organize the work around deadlines. . Most folks would describe me as an excellent listener. . When I am deciding on a specific course of

action for myself (such as hobbies to pursue, lan- guages to study, which job to take, special tasks to be involved in), I typically think about the long- term (three years or more) implications of what I would select to do. . I prefer technical or quantitative programs rather

than these involving literature, psychology, or sociology. . When I actually have a critical disagreement with some-

one, I hang in there and discuss it out until it is com- pletely resolved. . When I really have a project or assignment, I actually

get into the small print quite than the “big picture” points. . I would quite sit in entrance of my computer than

spend lots of time with individuals. . I try to embrace others in actions or discussions. . When I take a course, I relate what I am learn-

ing to other courses I took or concepts I discovered elsewhere. . When someone makes a mistake, I need to cor-

rect the particular person and let him or her know the correct answer or strategy. . I think it’s higher to be effi cient with my time when speaking with someone, rather than worry in regards to the different person’s wants, so that I can get on with my actual work. . I know my long-term vision of career, family, and

other activities and have thought it over fastidiously. . When fixing issues, I would a lot somewhat

analyze some knowledge or statistics than meet with a group of people. . When I am working on a bunch project and some-

one doesn’t pull a justifiable share of the load, I am extra prone to complain to my pals rather than con- front the slacker. . Talking about concepts or concepts can get me really

enthused or excited. . The type of management course for which this

e-book is used is largely a waste of time. . I think it’s higher to be polite and to not harm peo-

ple’s feelings. . Data or issues interest me more than individuals. Scoring and Interpretation

Subtract your scores for questions 6, 10, 14, and 17 from the number 6, and then add the entire factors for the next sections: 1, three, 6, 9, 12, 15 Conceptual abilities total score _____ 2, 5, 8, 10, 14, 17 Human skills whole rating _____ four, 7, eleven, thirteen, 16, 18 Technical skills whole score _____

These skills are three abilities needed to be a great supervisor. Ideally, a manager ought to be robust (though not essentially equal) in all three. Anyone noticeably weaker in any of the talents should take programs and browse to construct up that skill. For further background on the three skills, please refer to the reason on pages 8–9.

NOTE: This train was contributed by Dorothy Marcic.



Can Management Afford to Look the Other Way?

Harry Rull had been with Shellington Pharmaceuti- cals for 30 years. After a tour of responsibility in the numerous vegetation and 7 years overseas, Harry was back at headquarters, wanting forward to his new function as vp of U.S. marketing. Two weeks into his new job, Harry received some unsettling news about one of the managers beneath his supervision. Over informal lunch conversation, the direc- tor of human resources talked about that Harry should anticipate a phone name about Roger Jacobs, manager of recent product development. Jacobs had a historical past of being “pretty horrible” to his subordinates, she stated, and one disgruntled employee requested to speak to some- one in senior administration. After lunch, Harry did some follow-up work. Jacobs’ efficiency evaluations had been stellar, but his personnel fi le also contained a giant quantity of notes documenting charges of Jacobs’ mistreatment of subordinates. The complaints ranged from “inappropriate and derogatory remarks” to sub- sequently dropped costs of sexual harassment. What was extra disturbing was that the amount as well as the severity of complaints had increased with every of Jacobs’ ten years with Shellington. When Harry questioned the company president concerning the issue, he was informed, “Yeah, he’s had some issues, however you can’t just replace somebody with a watch for model new products. You’re a bottom-line guy; you understand why we let these things slide.” Not

sure how to deal with the situation, Harry met briefl y with Jacobs and reminded him to “keep the team’s morale up.” Just after the assembly, Sally Barton from HR referred to as to let him know that the problem she’d talked about over lunch had been labored out. How- ever, she warned, one other employee had now come forward demanding that her complaints be addressed by senior management.

What Would You Do?

1. Ignore the problem. Jacobs’ contributions to new product development are too useful to danger los- ing him, and the problems over the past ten years have always labored themselves out anyway. No sense beginning something that might make you look dangerous.

2. Launch a full-scale investigation of worker com- plaints about Jacobs, and make Jacobs conscious that the documented historical past over the past ten years has put him on thin ice.

3. Meet with Jacobs and the employee to try to resolve the present concern, then begin working with Sally Barton and other senior managers to develop stronger insurance policies regarding sexual harassment and therapy of staff, together with clear-cut proce- dures for handling complaints.

SOURCE: Based on Doug Wallace, “A Talent for Mismanagement: What Would You Do?” Business Ethics 2 (November�December 1992): 3�4.


Elektra Products, Inc.

Barbara Russell, a manufacturing vice chairman, walked into the month-to-month companywide meeting with a lightweight step and a hopefulness she hadn’t felt in a very long time. The company’s new, dynamic CEO was going to announce a brand new era of employee involvement and empowerment at Elektra Products, an 80-year-old, publicly held firm that had as quickly as been a quantity one manufacturer and retailer of electrical merchandise and provides. In recent years, the company skilled a host of issues: market share was declining in the face of elevated overseas and home competitors; new product concepts have been few and much between; depart- ments such as manufacturing and sales barely spoke to one another; morale was at an all-time low, and a lot of staff were actively seeking different jobs. Everyone wanted a dose of hope. Martin Griffi n, who had been employed to revive the failing company, briskly opened the meeting with a

challenge: “As we face increasing competition, we need new ideas, new energy, new spirit to make this company nice. And the supply for this alteration is you—each one of you.” He then went on to clarify that under the new empowerment campaign, employ- ees could be getting more information about how the company was run and would have the flexibility to work with their fellow staff in new and inventive ways. Martin proclaimed a new era of trust and cooperation at Elektra Products. Barbara felt the joy stir- ring inside her; but as she appeared around the room, she saw lots of the other staff, including her pal Simon, rolling their eyes. “Just one other pile of company crap,” Simon stated later. “One minute they struggle downsizing, the next reengineering. Then they dabble in restructuring. Now Martin desires to push empowerment. Garbage like empowerment isn’t an different alternative to onerous work and somewhat faith within the individuals who have been with this firm for years. We made



1 it great as soon as, and we are able to do it again. Just get out of our method.” Simon had been a manufacturing engineer with Elektra Products for greater than 20 years. Barbara knew he was extremely loyal to the company, however he—and plenty of others like him—were going to be an impediment to the empowerment efforts. Top administration assigned chosen managers to several problem-solving groups to come up with concepts for implementing the empowerment marketing campaign. Bar- bara loved her task as group chief of the man- ufacturing team, working on ideas to improve how retail stores obtained the merchandise they needed when they wanted it. The group thrived, and trust blossomed among the many members. They even spent nights and weekends working to complete their report. They have been proud of their ideas, which they believed have been revolutionary however easily achievable: allow a supervisor to follow a product from design via gross sales to cus- tomers; permit salespeople to refund up to $500 worth of merchandise on the spot; make data avail- able to salespeople about future merchandise; and swap sales and manufacturing personnel for brief intervals to allow them to get to know one another’s jobs. When the group presented its report to division heads, Martin Griffi n was enthusiastic. But shortly into the meeting he had to excuse himself because of a late-breaking cope with a major ironmongery store chain. With Martin absent, the department heads quickly formed a wall of resistance. The director of human resources complained that the ideas for person- nel changes would destroy the carefully crafted job

classes that had just been completed. The fi nance department argued that permitting salespeople to make $500 refunds would create a gold mine for unethi- cal clients and salespeople. The authorized department warned that offering information to salespeople about future products would invite industrial spying. The group members had been surprised. As Barbara mulled over the latest turn of occasions, she thought-about her choices: maintain her mouth shut; take an opportunity and confront Martin about her sincerity in making empow- erment work; push slowly for reform and work for gradual help from the other teams; or look for one other job and depart an organization she actually cares about. Barbara realized she was looking at no easy choices and no easy answers.


1. How may high administration have accomplished a better job altering Elektra Products into a model new kind of organi- zation? What would possibly they do now to get the empower- ment process back on track?

2. Can you think of methods Barbara could have prevented the issues her team faced in the assembly with division heads?

three. If you have been Barbara Russell, what would you do now? Why?

SOURCE: Based on Lawrence R. Rothstein, “The Empowerment Effort That Came Undone,” Harvard Business Review (January– February 1995): 20–31.


Numi Organic Tea: Innovative Management for Turbulent Times When Danielle Oviedo confirmed up for her fi rst day as the manager of the Distribution Center at Numi Organic Tea in Oakland, California, her new direct stories weren’t pleased concerning the change. They liked Oviedo’s predecessor, who was extra like a pal to them. Numi’s director of operations, Brian Durkee, was looking for somebody with specifi c expertise and expertise when he hired Danielle; recognition wasn’t on the record. Durkee employed Danielle because of her effectiveness and success as a manager in pre- vious positions. She also had experience leading a lot greater groups in related departments. Growing 180 p.c in one year can wreak havoc at a small company like Numi; Durkee needed managers who may reply to the calls for of rapid enlargement,

decrease the bumps alongside the best way, and develop with the organization. Prior to Danielle’s arrival, lead instances for customer orders had been removed from competitive, and Numi’s incapability to course of orders effi ciently had caught up with them. Most of Numi’s meals service prospects sell Numi teas exclusively of their cafes, eating places, or resorts. Although loyal prospects love Numi’s products, some have been considering taking their enterprise elsewhere because stock receipt was unpredictable. Danielle rapidly observed that each worker within the Distribution Center tended to perform his or her task in isolation with little consideration to anything else. To solve this problem, she skilled all the Distribu- tion Center employees in each crucial task and pro- cess, explaining how all of the pieces fi t together. In the longer term, everybody on her workers would carry out multiple duties relying on what urgent deadlines loomed.


In Good Company A corporate takeover brings star advertising execu- tive Dan Foreman (Dennis Quaid) a new boss who’s half his age. Carter Duryea (Topher Grace), Dan’s new boss, needs to prove his value as the brand new mar- keting chief at Sports America, Waterman Publish- ing’s fl agship journal. Carter applies his distinctive approaches whereas courting Dan’s daughter, Alex (Scar- lett Johansson).

Management Behavior

This sequence begins with Carter Duryea getting into Dan Foreman’s offi ce. It follows Foreman’s interac- tion with Teddy K. (Malcolm McDowell), Globecom CEO, after Teddy K.’s speech. Carter Duryea enters while saying, “Oh, my God, Dan. Oh, my God.” Mark

Steckle (Clark Gregg) quickly follows. The sequence ends with Carter asking, “Any ideas?” Dan Forman says, “One.” The fi lm cuts to the two of them arriving at Eugene Kalb’s (Philip Baker Hall) offi ce constructing.

What to Watch for and Ask Yourself

▪ Which administration skills mentioned on this chapter does Mark Steckle possess? Which does he lack?

▪ The sequence reveals three people who symbolize totally different hierarchical levels in the company. Which hierarchical levels do you attribute to Carter Dur- yea, Dan Foreman, and Mark Steckle?

▪ Critique the conduct shown within the sequence. What are the optimistic and negative aspects of the behav- ior shown?


A great example of today’s new supervisor, Danielle helped her staff understand their jobs on a conceptual degree so they could see how their work and success linked directly to Numi’s bigger goals and success. Turning this very totally different group of workers into a well-oiled staff that felt invested in the future of the corporate didn’t occur overnight. Some individuals resisted and resented the added responsibility; they weren’t used to the fl exibility or elevated communi- cation required by this new means of working. Eventually Danielle’s group began to click on. Their new-found effectiveness, mixed with her plan- ning and organizing abilities, in addition to some key inno- vations, made a large effect on lead times. With extra tweaks and time to practice the new Distri- bution Center regime, Danielle’s staff reduce lead times for worldwide orders by about seventy five percent—from 15 to 5 days. Lead times for home orders histori- cally averaged three to five days. Since Danielle has gotten things beneath control, orders often ship the same day or inside a most of two to 3 days. Numi’s customer support supervisor, Cindy Graf- fort, is thrilled about Danielle’s achievements and stated none of these adjustments have been potential earlier than Dan- ielle arrived, even though serious makes an attempt had been made previously to deal with ineffi ciencies. According to Cindy, the dramatic adjustments had been a direct results of Danielle’s capacity to come up with progressive options to the problems plaguing the Distribution

Center. When asked for extra perception into Danielle’s managerial success, Cindy can’t say enough about Danielle’s spectacular human skills. Unlike old-school managers, who would hide in their warehouse offi ces and manage staff from afar, Danielle often may be discovered on the fl oor “working together with her teammates to make sure they perceive the process and being supportive.” According to Durkee, Danielle is a “calm and assertive chief [who people] seize on to . . . and fol- low.” No matter how loopy issues get within the ware- home with huge, time-sensitive orders coming in and going out, Danielle retains a “calm, cool head,” which helps her group keep calm and focused. She inspires confi dence that every thing will get done—and it does. As for Danielle’s take on her administration fashion, she thinks her practice of asking team members for his or her recommendations yields amazing results. While she implements lots of their ideas, the true coup is that her group members come to work daily understanding anything is feasible.

Discussion Questions

1. What are some drawbacks of Danielle’s predeces- sor’s tendency to treat her employees like friends?

2. How likely is Danielle to become a candidate for top management someday?

3. Can conceptual abilities be cultivated easily? Explain.



1. This questionnaire is tailored from analysis fi ndings reported in Linda A. Hill, Becoming a Manager: How New Managers Master the Challenges of Leadership, 2nd ed. (Boston, MA: Harvard Business School Press, 2003); and John J. Gabarro, The Dynamics of Taking Charge (Boston, MA: Harvard Business School Press, 1987). Bruce Moeller, as informed to Stepha-2. nie Clifford, “The Way I Work,” Inc. Magazine (July 2007): 88–91. Darrell Rigby and Barbara 3. Bilodeau,“The Bain 2005 Manage- ment Tool Survey,”Strategy & Lead- ership 33, no. 4 (2005): 4–12. Todd G. Buchholz, “The Right Stuff to 4. be CEO,” The Conference Review Board (November–December 2007): thirteen. Geoffrey Colvin, “What Makes GE 5. Great?” Fortune (March 6, 2006): 90–96; and Betsy Morris, “The GE Mystique,” Fortune (March 6, 2006): 98–104. James A. F. Stoner and R. Edward 6. Freeman, Management, 4th ed. (Englewood Cliffs, NJ: Prentice Hall, 1989). Peter F. Drucker, 7. Management Tasks, Responsibilities, Practices (New York: Harper & Row, 1974). George Anders, “AOL’ s True Believers,” 8. Fast Company (July 2002): 96–104. Nanette Byrnes, “Avon: More Than 9. Cosmetic Changes,” BusinessWeek (March 12, 2007): 62–63. Jacy L. Youn, “True Calling,” 10. Hawaii Business (July 1, 2005): 13. Eryn Brown, “Nine Ways to Win on 11. the Web,” Fortune (May 24, 1999): 112–125. Jennifer Reingold, “Target’s Inner 12. Circle,” Fortune (March 31, 2008): 74–86. Robert L. Katz, “Skills of an Effective thirteen. Administrator,” Harvard Business Review fifty two (September–October 1974): 90–102. Troy V. Mumford, Michael A. 14. Campion, and Frederick P. Morgeson, “The Leadership Skills Strataplex: Leadership Skills Requirements Across Organization- al Levels,” The Leadership Quarterly 18 (2007): 154–166.

Geoffrey Colvin, “The Bionic Man-15. ager,” Fortune (September 19, 2005): 88–100. Spielberg, “The Cheesecake Factory.”16. Sue Shellenbarger, “From Our 17. Readers: The Bosses That Drove Me to Quit My Job,” The Wall Street Journal (February 7, 2000): B1. Quoted in Linda Tischler, “The 18. CEO’s New Clothes,” Fast Company (September 2005): 27–28. Eric Matson, “Congratulations, 19. You’re Promoted. (Now What?),” Fast Company (June–July 1997): 116–130. Clinton O. Longenecker, Mitch-20. ell J. Neubert, and Laurence S. Fink, “Causes and Consequences of Managerial Failure in Rapidly Changing Organizations,” Business Horizons 50 (2007): 145–155. Based on Sydney Finkelstein, “7 21. Habits of Spectacularly Unsuc- cessful Executives,” Fast Company (July 2003): 84–89; S. Finkelstein, Why Smart Executives Fail (New York: Portfolio, 2003); Charan and Useem, “Why Companies Fail”; and John W. Slocum Jr., Cass Ragan, and Albert Casey, “On Death and Dying: The Corporate Leadership Capacity of CEOs,” Organizational Dynamics 30, no. three (Spring 2002): 269–281. Patricia Wallington, “Toxic!” 22. CIO (April 15, 2006): 34–36. Based on Longenecker, et al., 23. Causes and Consequences of Managerial Failure in Rapidly Changing Orga- nizations; Finkelstein, “7 Habits of Spectacularly Unsuccessful Execu- tives”; Charan and Useem, “Why Companies Fail”; and Slocum et al., “On Death and Dying.” Alan Murray, “Behind Nardelli’s 24. Abrupt Exit; Executive’s Fatal Flaw: Failing to Understand New Demands on CEOs,” The Wall Street Journal, January four, 2007; Brian Grow, “Out at Home Depot,” Business- Week (January 15, 2007): 56–62. Diane Brady, “‘Being Mean is So 25. Last Millennium,’” BusinessWeek (January 15, 2007), sidebar in Murray, “Behind Nardelli’s Abrupt Exit.”

Eileen Sheridan, “Rise: Best Day, 26. Worst Day,” The Guardian (September 14, 2002): 3. Heath Row, “Force Play” (Company 27. of Friends column), Fast Company (March 2001): forty six. Charles Fishman, “Sweet Company,” 28. Fast Company (February 2001): 136–145. A. I. Kraut, P. R. Pedigo, D. D. 29. McKenna, and M. D. Dunnette, “The Role of the Manager: What’s Really Important in Different Man- agement Jobs,” Academy of Manage- ment Executive 19, no. four (2005): 122–129. Christopher A. Bartlett and 30. Sumantra Ghoshal, “Changing the Role of Top Management: Be- yond Systems to People,” Harvard Business Review (May–June 1995): 132–142; and Sumantra Ghoshal and Christopher A. Bartlett, “Chang- ing the Role of Top Management: Beyond Structure to Processes,” Harvard Business Review (January– February 1995): 86–96. Quy Nguyen Huy, “In Praise of Mid-31. dle Managers,” Harvard Business Review (September 2003): 72–79; Rosabeth Moss Kanter, On the Frontiers of Management (Boston: Harvard Business School Press, 2003). Lisa Haneberg, “Reinventing Middle 32. Management,” Leader to Leader (Fall 2005): 13–18. Miles Brignall, “Rise; Launch Pad: 33. The Retailer; Alistair Boot, An As- sistant Manager on the John Lewis Store in Cheadle, Talks to Miles Brignall,” The Guardian (October 4, 2003): 3. Henry Mintzberg, 34. The Nature of Managerial Work (New York: Harper & Row, 1973); and Mintzberg, “Rounding Out the Manager’s Job,” Sloan Management Review (Fall 1994): 11–26. Robert E. Kaplan, “Trade Routes: 35. The Manager’s Network of Rela- tionships,” Organizational Dynamics (Spring 1984): 37–52; Rosemary Stewart, “The Nature of Manage- ment: A Problem for Management Education,” Journal of Management



Studies 21 (1984): 323–330; John P. Kotter, “What Effective General Managers Really Do,” Harvard Busi- ness Review (November–December 1982): 156–167; and Morgan W. McCall, Jr., Ann M. Morrison, and Robert L. Hannan, “Studies of Man- agerial Work: Results and Methods,” Technical Report No. 9, Center for Creative Leadership, Greensboro, NC, 1978. Alison M. Konrad, Roger Kashlak, 36. Izumi Yoshioka, Robert Waryszak, and Nina Toren, “What Do Manag- ers Like to Do? A Five-Country Study,” Group and Organizational Management 26, no. four (December 2001): 401–433. For a evaluation of the issues faced 37. by fi rst-time managers, see Linda A. Hill, “Becoming the Boss,” Harvard Business Review (January 2007): 49–56; Loren B. Belker and Gary S. Topchik, The First-Time Manager: A Practical Guide to the Manage- ment of People, fifth ed. (New York: AMACOM, 2005); J. W. Lorsch and P. F. Mathias, “When Professionals Have to Manage,” Harvard Busi- ness Review (July–August 1987): 78–83; R. A. Webber, Becoming a Courageous Manager: Overcoming Career Problems of New Managers (Englewood Cliffs, NJ: Prentice Hall, 1991); D. E. Dougherty, From Technical Professional to Corporate Manager: A Guide to Career Transi- tion (New York: Wiley, 1984); J. Falvey, “The Making of a Manager,” Sales and Marketing Management (March 1989): 42–83; M. K. Badawy, Developing Managerial Skills in Engineers and Scientists: Succeeding as a Technical Manager (New York: Van Nostrand Reinhold, 1982); and M. London, Developing Managers: A Guide to Motivating and Prepar- ing People for Successful Managerial Careers (San Francisco: Jossey-Bass, 1985). Erin White, “Learning to Be the 38. Boss; Trial and Error Is the Norm as New Managers Figure Out How to Relate to Former Peers,” The Wall Street Journal, November 21, 2005. This discussion is based on Linda 39. A. Hill, Becoming a Manager: How New Managers Master the Chal- lenges of Leadership, 2nd ed. (Boston, MA: Harvard Business

School Press, 2003), pp. 6–8; and L.A. Hill, “Becoming the Boss,” Harvard Business Review (January 2007): 49–56. See additionally “Boss’s First Steps,” sidebar forty. in White, “Learning to Be the Boss”; and Belker and Topchik, The First- Time Manager. Jeanne Whalen, “Chance Turns forty one. a Teacher right into a CEO; Religion Lecturer Leaves Academic Path and Learns to Run a Biotech Start-Up,” Theory & Practice column, The Wall Street Journal, October 17, 2005. Henry Mintzberg, “Managerial forty two. Work: Analysis from Observation,” Management Science 18 (1971): B97–B110. Based on Damien Cave, “A Tall Or-43. der for a Marine: Feeding the Hand That Bit You,” The New York Times, December 30, 2007. Mintzberg, “Managerial Work.”44. Matthew Boyle and Jia Lynn Yang, 45. “All in a Day’s Work,” Fortune (March 20, 2006): 97–104. Spielberg, “The Cheesecake Factory.”46. Lance B. Kurke and Howard E. 47. Aldrich, “Mintzberg Was Right!: A Replication and Extension of The Nature of Managerial Work,” Man- agement Science 29 (1983): 975–984; Cynthia M. Pavett and Alan W. Lau, “Managerial Work: The Infl uence of Hierarchical Level and Functional Specialty,” Academy of Management Journal 26 (1983): 170–177; and Colin P. Hales, “What Do Manag- ers Do? A Critical Review of the Evidence,” Journal of Management Studies 23 (1986): 88–115. Mintzberg, “Rounding out the Man-48. ager’s Job.” Andy Serwer, “Inside the Rolling forty nine. Stones Inc.,” Fortune (September 30, 2002): 58–72. Valerie Darroch, “High Flyer with 50. Feet on Home Ground; Gorbals- Born Stephen Baxter Combines His Role as Glasgow Airport Boss with Heading the City’s Chamber of Commerce,” Sunday Herald, February 6, 2005. Harry S. Jonas III, Ronald E. Fry, and 51. Suresh Srivastva, “The Offi ce of the CEO: Understanding the Executive Experience,” Academy of Manage- ment Executive four (August 1990): 36–48.

Carol Hymowitz, “Smart Execu-52. tives Shed Some Traditional Tasks to Focus on Key Areas,” The Wall Street Journal, June 19, 2006. Edward O. Welles, “There Are No 53. Simple Businesses Anymore,” The State of Small Business (1995): 66–79. This part relies on Peter F. 54. Drucker, Managing the Non-Profi t Organization: Principles and Prac- tices (New York: HarperBusiness, 1992); and Thomas Wolf, Manag- ing a Nonprofi t Organization (New York: Fireside/Simon & Schuster, 1990). Christine W. Letts, William P. Ryan, fifty five. and Allen Grossman, High Perfor- mance Nonprofi t Organizations (New York: Wiley & Sons, 1999), pp. 30–35. Carol Hymowitz,“In Sarbanes-56. Oxley Era, Running a Nonprofi t Is Only Getting Harder,” The Wall Street Journal, June 21, 2005; and Bill Birchard, “Nonprofi ts by the Numbers,” CFO (June 2005): 50–55. This part relies on “The 57. New Organization: A Survey of the Company,” The Economist (January 21, 2006); Harry G. Barkema, Joel A. C. Baum, and Elizabeth A. Mannix, “Manage- ment Challenges in a New Time,” Academy of Management Jour- nal forty five, no. 5 (2002): 916–930; Michael Harvey and M. Ronald Buckley, “Assessing the ‘Conven- tional Wisdoms’ of Management for the twenty first Century Organiza- tion,” Organizational Dynamics 30, no. 4 (2002): 368–378; and Toby J. Tetenbaum, “Shifting Para- digms: From Newton to Chaos,” Organizational Dynamics (Spring 1998): 21–32. Caroline Ellis, “The Flattening Cor-58. poration,” MIT Sloan Management Review (Summer 2003): 5. Christopher Rhoads and Sara Silver, 59. “Working at Home Gets Easier,” The Wall Street Journal, December 29, 2005; Edwards, “Wherever You Go, You’re on the Job”; and Kelley Holland, “When Work Time Isn’t Face Time,” The New York Times, De- cember 3, 2006. Kerr Inkson, Angela Heising, and 60. Denise M. Rousseau, “The Interim


1 Manager: Prototype of the twenty first Century Worker,” Human Relations fifty four, no. 3 (2001): 259–284. Keith H. Hammonds, “Smart, 61. Determined, Ambitious, Cheap: The New Face of Global

Competition,” Fast Company (February 2003): 91–97. Holland, “When Work Time Isn’t sixty two. Face Time.” Carla Johnson, “Managing Virtual 63. Teams,” HR Magazine (June 2002):

69–73; “The New Organisation,” The Economist (January 21, 2006). Holland, “When Work Time Isn’t 64. Face Time.”


L ea

rn in

g O

ut co

m es

C h

ap te

r O

ut lin


© G









After learning this chapter, you want to be in a position to:

1. Understand how historic forces infl uence the apply of administration.

2. Identify and explain major developments within the historical past of administration thought.

three. Describe the most important components of the classical and humanistic man- agement views.

four. Discuss the management science perspective and its current use in organizations.

5. Explain the main ideas of techniques theory, the contingency view, and complete high quality administration.

6. Explain what a learning group is and why this strategy has turn out to be essential lately.

7. Describe the management modifications caused by a technology- pushed office, together with the function of provide chain management, cus- tomer relationship management, and outsourcing.

Are You a New-Style or an Old-Style Manager?

Management and Organization Classical Perspective

Scientifi c Management Bureaucratic Organizations Administrative Principles

Humanistic Perspective Human Relations Movement Human Resources Perspective Behavioral Sciences Approach

New Manager Self-Test: Evolution of Style Management Science Perspective Recent Historical Trends

Systems Theory Contingency View Total Quality Management

Innovative Management Thinking For Turbulent Times The Learning Organization Managing the Technology-Driven



The Evolution of Management Thinking

C ontrolling


P lanning


Environm ent


4O rganizing

5Leading Introduction



The following are varied behaviors that a supervisor could engage in when regarding subordinates. Read each state- ment fastidiously and fee each Mostly True or Mostly False to refl ect the extent to which you’d use that behavior.

Mostly True

Mostly False

1. Closely supervise my subordinates to have the ability to get higher work from them.

2. Set the targets and goals for my subordinates and promote them on the merits of my plans.

three. Set up controls to make certain that my subordinates are getting the job accomplished.

four. Make certain that my subordinates’ work is planned out for them.

5. Check with my subordinates daily to see in the occasion that they want any help.

6. Step in as quickly as reports indi- cate that the job is slipping.

7. Push my individuals to satisfy sched- ules if needed.

8. Have frequent meetings to study from others what’s going on.

SCORING AND INTERPRETATION: Add the whole number of Mostly True solutions and mark your rating on the size under. Theory X tends to be “old-style” manage- ment and Theory Y “new-style,” as a end result of the types are based mostly on different assumptions about people. To study more about these assumptions, you presumably can discuss with Exhibit 2.four and review the assumptions associated to Theory X and Theory Y. Strong Theory X assumptions are typically con- sidered inappropriate for today’s office. Where do you fi t on the X–Y scale? Does your rating refl ect your per- ception of yourself as a current or future manager?

X-Y Scale

Theory X Theory Y

The fi eld of management is undergoing tremendous change. The questionnaire you just accomplished describes two differing philosophies about how individuals ought to be man- aged, and you will study more about these concepts on this chapter. Both approaches still apply in today’s organizations. However, many managers fi nd themselves caught in a scenario the place the strategies and patterns that stored the group successful in the past no longer seem right to keep it thriving today and into the longer term.

Management philosophies and organizational varieties change over time to fulfill new needs. The workplace of right now is completely different from what it was 50 years ago— certainly, from what it was even 10 years in the past. Yet some concepts and practices from the previous are still extremely relevant and applicable to administration.

Many students marvel why history issues to managers. A historical perspective provides a broader mind-set, a means of searching for patterns and determining whether they recur across time durations. For example, sure management practices that seem fashionable, such as open-book management or employee inventory ownership, have actually been round for a long time. These strategies have repeatedly gained and misplaced reputation since the early twentieth century because of historic forces.2 A study of the previous contributes to understanding both the present and the future. It is a method of learning from others’ errors so as not to repeat them; studying from others’ successes so as to repeat them in the acceptable scenario; and most of all, learning to grasp why things happen to improve our organizations in the future.

This chapter supplies an summary of the ideas, theories, and administration philos- ophies that have contributed to creating the office what it’s today. We study


several administration approaches which were in style and profitable throughout the 20th century. The fi nal section of the chapter seems at some current developments and present approaches that construct on this basis of management understanding. This basis illustrates that the worth of studying administration lies not in studying cur- hire facts and research but in creating a perspective that may facilitate the broad, long-term view needed for management success.

MANAGEMENT AND ORGANIZATION Studying historical past doesn’t imply merely arranging events in chronological order; it means growing an understanding of the influence of societal forces on organiza- tions. Studying history is a way to obtain strategic pondering, see the massive image, and improve conceptual abilities. Let’s begin by inspecting how social, political, and eco- nomic forces have infl uenced organizations and the practice of administration.three

Social forces check with these features of a culture that guide and infl uence relation- ships among folks. What do folks value? What do folks need? What are the standards of behavior among people? These forces form what is called the social contract, which refers back to the unwritten, frequent guidelines and perceptions about relation- ships among folks and between staff and administration.

A signifi cant social force right now is the changing attitudes, ideas, and values of Gen- eration Y employees (sometimes known as Nexters).4 These young workers, the most edu- cated technology in the historical past of the United States, grew up technologically adept and globally acutely aware. Unlike many staff of the previous, they typically are not hesitant to query their superiors and challenge the standing quo. They need a work setting that’s challenging and supportive, with access to cutting-edge technology, opportu- nities to study and additional their careers and private objectives, and the ability to make substantive selections and changes in the workplace. In addition, Gen Y employees have prompted a growing concentrate on work/life stability, refl ected in trends corresponding to telecom- muting, fl extime, shared jobs, and organization-sponsored sabbaticals.

Political forces discuss with the infl uence of political and authorized establishments on people and organizations. Political forces embody basic assumptions underlying the political system, such as the desirability of self-government, property rights, contract rights, the defi nition of justice, and the willpower of innocence or guilt of against the law. The unfold of capitalism throughout the world has dramatically altered the enterprise panorama. The dominance of the free-market system and growing interdependencies among the many world’s nations require organizations to operate differently and manag- ers to think in new methods. At the identical time, sturdy anti-American sentiments in many components of the world create challenges for U.S. companies and managers.

Economic forces pertain to the provision, manufacturing, and distribution of assets in a society. Governments, army businesses, church buildings, faculties, and busi- ness organizations in every society require assets to achieve their goals, and eco- nomic forces infl uence the allocation of scarce resources. One pattern is the growing economic energy of less-developed countries. The rapid progress of China and India and their rise within the global marketplace dominated the 2007 World Bank-International Monetary Fund annual conferences, for instance.5 Another force is the shifting of the economic system of the United States and other developed international locations, with the sources of wealth, the fundamentals of distribution, and the nature of economic choice making present process signifi cant changes. Today’s economy is predicated as much on concepts, informa- tion, and knowledge as it’s on materials assets. Supply chains and distribution of resources have been revolutionized by digital know-how. Surplus inventories, which as soon as may trigger recessions, are declining or fully disappearing.6

As a new supervisor, do you respect a historic perspective to help you interpret current alternatives and problems? Social, financial, and political forces often repeat themselves, so your understanding will facilitate a broader view of how organizations adapt and reach today’s environment.


ssssssocial forces The elements of aaa a ccccuulc ture that information and infl uenceee e rrrreelr ationships amongst people— ttthhheir values, wants, and standarddsss ooooffoff behbehaviavioror.

pppppolitical forces The infl uencee ooooff oo political and authorized institutionsss ooooonn o folks and organizations.

eeeeconomic forces Forces that aaaaafffect the provision, productionn,,,, aaaaannda distribution of a society’s re– ssssosoouous rces among cg omppeting g userss.s..


1 Management practices and perspectives differ in response to these social, political,

and financial forces within the larger society. During diffi cult occasions, managers search for concepts to help them cope with environmental turbulence and hold their organizations vital. The Manager’s Shoptalk lists all kinds of concepts and strategies used by today’s managers. Management thought life cycles have been growing shorter as the tempo of change has elevated. A latest study by professors at the University of Loui- siana at Lafayette discovered that, from the Nineteen Fifties to the Nineteen Seventies, it typically took greater than a decade for interest in a preferred administration concept to peak. By the 1990s, the interval had shrunk to fewer than three years.7

Over the history of management, many fashions and fads have appeared. Critics argue that new strategies could not characterize everlasting options. Others really feel that managers undertake new methods for steady improvement in a fast-changing world.

In 1993, Bain and Company started a big analysis project to interview and survey thousands of corpo- price executives about the 25 hottest manage- ment tools and methods. The list for 2007 and their usage rates are under. How many instruments do you know? For extra info on specifi c instruments, go to the Bain web site: /management_tools/ home.asp.

Fashion. Over the last decade, tools corresponding to activity-based management, one-to-one marketing, sce- nario planning, and digital groups have dropped out

of the top 25. Business course of reengineering has been mercurial, with 69% utilization in 1995, dropping to 38% in 2000, growing again to 69% in 2007.

Global. North American executives usually tend to look outward, using strategic alliances and collaborative innovation greater than companies in different parts of the world. European executives are big customers of customer segmentation. Latin American executives use the fewest number of instruments. Asia-Pacifi c execu- tives report larger use of newer tools like shopper ethnography and corporate blogs.

SOURCE: Copyright 2007 by Emerald Group Publishing Limited. Reproduced with permission of Emerald Group Publishing Limited in the format Textbook by way of Copyright Clearance Center.

Contemporary Management Tools

M an

ag er

’s Sh

op ta


Significantly below total



Significantly above general


Mean 62%

RFID Corporate Blogs

Consumer Ethnography Offshoring Six Sigma

Mergers and Acquisitions Loyalty Management Tools

Collaborative Innovation Lean Operations

Shared Service Centers Total Quality Management

Growth Strategy Tools Supply Chain Management

Balanced Scorecard Strategic Alliances

Knowledge Management Scenario and Contingency Planning

Business Process Reengineering Outsourcing

Core Competencies Mission and Vision Statements

Benchmarking Customer Segmentation

Customer Relationship Management Strategic Planning

23% 30%

35% 37%

40% 50% 51% 53% 54% 55%

64% 65% 66% 66% 68% 69% 69% 69%

77% 79% 79% 81% 82% 84%


E X H I B I T 2 .1 Management Perspectives over Time

Recent challenges corresponding to a troublesome economy and rocky inventory market, environ- psychological and organizational crises, lingering anxieties over war and terrorism, and the public suspicion and skepticism resulting from company scandals have left today’s executives trying to find any management tool—new or old—that might help them get essentially the most out of limited assets. This search for steerage is refl ected in a prolifera- tion of books, scholarly articles, and conferences dedicated to examining management fashions and trends.8 Exhibit 2.1 illustrates the evolution of signifi cant management views over time, each of which shall be examined within the remainder of this chap- ter. The timeline refl ects the dominant time interval for each method, however parts of every are nonetheless utilized in today’s organizations.

CLASSICAL PERSPECTIVE The apply of administration may be traced to 3000 b.c., to the fi rst government organizations developed by the Sumerians and Egyptians, but the formal study

of management is comparatively latest.9 The early study of management as we all know it right now started with what is now referred to as the classical perspective.

The classical perspective on manage- ment emerged through the nineteenth and early twentieth centuries. The manufacturing unit system that started to appear in the 1800s posed challenges that earlier organizations had not encountered. Problems arose in tooling the vegetation, organizing managerial construction, coaching workers (many of them non-English-speaking immigrants), scheduling advanced manufacturing oper- ations, and coping with elevated labor dissatisfaction and resulting strikes.

These myriad new problems and the event of huge, complex organiza- tions demanded a new approach to coordi- nation and management, and a “new sub-species ©








N , N




Frederick Winslow Taylor (1856–1915). Taylor’s theory that labor productiveness might be improved by scientifi cally determined management practices earned him the standing of “father of scientifi c management.”

ccccclclassical perspective A mmmmmanagement perspective that eeeeemmerged in the course of the nineteenthh aaaannd early twentieth centuries ttthhat emphasized a rational, sssscsccis ent fiifi c approachh to thhe studdyy oooooff o administration and sought to mmmm kmmakm e orga iniz tiations f effifi ciientt oooopopopepeopeperatratingingg ma machichinesnes..


1 of economic man—the salaried manager”10—was born. Between 1880 and 1920, the number of professional managers within the United States grew from 161,000 to greater than 1 million.11 These skilled managers started growing and testing solutions to the mounting challenges of organizing, coordinating, and controlling massive numbers of people and growing worker productiveness. Thus started the evolution of recent administration with the classical perspective.

This perspective incorporates three subfi elds, every with a barely completely different emphasis: scientifi c administration, bureaucratic organizations, and administrative ideas.12

Scientifi c Management Scientifi c management emphasizes scientifi cally determined jobs and administration practices as the best way improve effi ciency and labor productivity. In the late 1800s, a younger engineer, Frederick Winslow Taylor (1856–1915), proposed that staff “could be retooled like machines, their bodily and mental gears recalibrated for higher productiveness.”13 Taylor insisted that improving productivity meant that management itself must change and, additional, that the manner of change could probably be deter- mined only by scientifi c study; hence, the label scientifi c administration emerged. Taylor instructed that selections primarily based on guidelines of thumb and custom be replaced with pre- cise procedures developed after careful study of particular person conditions.14

Taylor’s philosophy is encapsulated in his assertion, “In the previous the person has been fi rst. In the longer term, the system have to be fi rst.”15 The scientifi c management ap- proach is illustrated by the unloading of iron from rail automobiles and reloading fi nished steel for the Bethlehem Steel plant in 1898. Taylor calculated that with correct move- ments, instruments, and sequencing, each man was able to loading 47.5 tons per day as a substitute of the standard 12.5 tons. He also labored out an incentive system that paid each man $1.eighty five a day for meeting the model new normal, an increase from the previous rate of $1.15. Productivity at Bethlehem Steel shot up in a single day.

Although often recognized as the father of scientifi c management, Taylor was not alone on this area. Henry Gantt, an associ- ate of Taylor’s, developed the Gantt chart—a bar graph that measures deliberate and accomplished work alongside every stage of manufacturing by time elapsed. Two different important pioneers in this space had been the husband-and-wife staff of Frank B. and Lillian M. Gilbreth. Frank B. Gilbreth (1868–1924) pioneered time and motion study and arrived at lots of his administration strategies independen- tly of Taylor. He careworn effi ciency and was recognized for his quest for the one best approach to do work. Although Gilbreth is understood for his early work with brick- layers, his work had great impact on medical sur- gery by drastically lowering the time sufferers spent on the working table. Surgeons have been in a position to save countless lives through the applying of time and movement study. Lillian M. Gilbreth (1878–1972) was extra involved in the human side of work. When her husband died on the age of 56, she had 12 children ages 2 to 19. The undaunted “fi rst lady of management” went right on with her work. She presented

© T









Automaker Henry Ford made in depth use of Frederick Taylor’s scientifi c administration methods, as illustrated by this meeting of an vehicle at a Ford plant circa 1930. Ford replaced employees with machines for heavy lifting and transferring autos from one worker to the subsequent. This decreased employee hours and improved effi ciency and productivity. Under this technique, a Ford rolled off the assembly line each 10 seconds.

sssssscientifi c management A ssssuubuubfiefi eldld ofof thethe cl classassicaical ml manaanage–ge mmmmenmmment pt perserspecpectivtive te thathat em emphapha- ssssiisiizss ded isci tentifiifi lcallly y ddetermiinedd ccccchhanges in administration prac- tttiiiices as the solution to improvinggggg llllalaaababl or prop ductivityy.

Lillian M. Gilbreth (1878–1972), Frank B. Gilbreth (1868–1924). This husband-and-wife team contributed to the ideas of scientifi c management. His growth of time and motion research and her work in industrial psychology pioneered lots of today’s management and human useful resource methods.

© U




D &





/C O




a paper rather than her late husband, continued their seminars and consulting, lec- tured, and finally turned a professor at Purdue University.16 She pioneered within the fi eld of industrial psychology and made substantial contributions to human useful resource management.

Exhibit 2.2 exhibits the basic ideas of scientifi c administration. To use this strategy, managers ought to develop commonplace methods for doing every job, choose staff with the suitable abilities, prepare workers in the usual methods, assist staff and eliminate interruptions, and provide wage incentives.

The ideas of scientifi c administration that began with Taylor dramatically increased productiveness throughout all industries, and they’re still essential today. A current Harvard Business Review article discussing innovations that formed trendy administration puts scientifi c management on the high of its record of 12 infl uential innovations. Indeed, the ideas of creating a system for optimum effi ciency and organizing work for maxi- mum productivity are deeply embedded in our organizations.17

However, as a end result of scientifi c administration ignored the social context and workers’ needs, it led to elevated confl ict and sometimes violent clashes between managers and staff. Under this method, staff typically felt exploited—a sharp distinction from the concord and cooperation that Taylor and his followers had envisioned.

Bureaucratic Organizations A systematic method developed in Europe that seemed on the organization as a complete is the bureaucratic organizations method, a subfi eld inside the classical per- spective. Max Weber (1864–1920), a German theorist, launched many of the ideas on bureaucratic organizations.18

During the late 1800s, many European organizations were managed on a per- sonal, family-like foundation. Employees were loyal to a single particular person rather than to the group or its mission. The dysfunctional consequence of this manage- ment apply was that resources have been used to comprehend particular person wishes quite than organizational targets. Employees in effect owned the group and used assets for their very own gain somewhat than to serve clients. Weber envisioned organizations that might be managed on an impersonal, rational basis. This form of group was called a forms. Exhibit 2.3 summarizes the six character- istics of bureaucracy as specifi ed by Weber.

Weber believed that an organization based on rational authority could be extra effi cient and adaptable to change as a end result of continuity is related to formal construction and positions rather than to a selected particular person, who may go away or die. To Weber, rationality in organizations meant employee choice and advancement based

E X H I B I T 2 . 2 Characteristics of Scientifi c Management

General Approach

• Developed normal methodology for performing every job. • Selected workers with applicable talents for each job. • Trained staff in normal methods. • Supported workers by planning their work and eliminating interruptions. • Provided wage incentives to staff for elevated output.


• Demonstrated the importance of compensation for efficiency. • Initiated the careful study of tasks and jobs. • Demonstrated the significance of personnel choice and training.


• Did not respect the social context of labor and better needs of staff. • Did not acknowledge variance amongst individuals. • Tended to treat employees as uninformed and ignored their ideas and recommendations.

bbbbbbbbureaucratic organizations AAAAAAA sA ubfi eld of the classical manage– mmmmmment perspective that emphasizedd mmmmmanmmanageagemenment ot on an an in impempersorsonalnal, r, raa–aa ttttiioott nal foundation via such elementtss aaaaass a lcle larl dy d fiefi dned au htho irity a dnd rrrrereesr pon ibsibiliilitty, f formall reco drd- kkkkkee iping, dand separ iation fof mmmmmmanagement and possession.



not on whom you know, however somewhat on competence and technical qualifi cations, which are assessed by examination or based on coaching and expertise. The group depends on rules and written records for continuity. In addition, guidelines and procedures are impersonal and applied uniformly to all staff. A clear division of labor arises from distinct defi nitions of authority and accountability, legitimized as offi cial duties. Positions are organized in a hierarchy, with each position under the authority of a better one. The manager depends not on his or her personality for efficiently giving orders however on the legal energy invested within the managerial place.

Read the ethical dilemma on pages 53–54 that pertains to issues of bureaucracy. What would it be like so that you just can be a manager in a bureaucratic organization? Would you thrive in that environment?

The time period paperwork has taken on a adverse that means in today’s organizations and is associated with endless guidelines and pink tape. We have all been annoyed by waiting in long traces or following seemingly silly procedures. However, rules and different bureaucratic procedures provide a standard means of dealing with employees. Everyone gets equal treatment, and everybody knows what the principles are. This foun- dation enables many organizations to turn into extraordinarily effi cient. Consider United Parcel Service (UPS), generally called Big Brown.


E X H I B I T 2 . three Characteristics of Weberian Bureaucracy

SOURCE: Adapted from Max Weber, The Theory of Social and Economic Organizations, ed. and trans. A.M. Henderson and Talcott Parsons (New York: Free Press, 1947), pp. 328–337.


UPS specializes within the delivery of small packages, delivering greater than thirteen million every busi- ness day. In addition, UPS is gaining market share in air service, logistics, and world infor- mation services. Why has UPS been so successful? One necessary issue is the idea of paperwork. UPS is certain up in guidelines and laws. It teaches drivers an astounding 340 steps for how to correctly deliver a package—such as how to load the truck, the method to fasten their seat belts, how to stroll, and the way to carry their keys. Specifi c security rules apply to driv- ers, loaders, clerks, and managers. Strict gown codes are enforced—clean uniforms (called browns), every day, black or brown polished shoes with nonslip soles, no beards, no hair under the collar, and so forth. Supervisors conduct three-minute inspections of drivers every day. The firm additionally has rules specifying cleanliness standards for buildings, vans, and other properties. No eating or drinking is permitted at worker desks. Every supervisor is given bound copies of policy books and is predicted to make use of them.

UPS has a well-defi ned division of labor. Each plant consists of specialized drivers, load- ers, clerks, washers, sorters, and maintenance personnel. UPS thrives on written information, and it has been a pacesetter in using new know-how to boost reliability and effi ciency. Drivers use a computerized clipboard to trace every thing from miles per gallon to data on parcel delivery. All drivers have every day worksheets that specify efficiency objectives and work output.

Technical qualifi cation is the criterion for hiring and promotion. The UPS policy guide says the chief is expected to have the knowledge and capability to justify the position of lead- ership. Favoritism is forbidden. The bureaucratic mannequin works simply fi ne at UPS, “the tightest ship in the transport enterprise.”19

Administrative Principles Another major subfi eld within the classical perspective is named the adminis- trative principles approach. Whereas scientifi c administration targeted on the produc- tivity of the person employee, the administrative principles strategy centered on the entire group. The contributors to this strategy included Henri Fayol, Mary Parker Follett, and Chester I. Barnard.

Henri Fayol (1841–1925) was a French mining engineer who labored his method as much as become head of a major mining group known as Comambault. Comambault sur- vives right now as part of Le Creusot-Loire, the biggest mining and metallurgical group in central France. In his later years, Fayol wrote down his ideas on administration, based largely on his own management experiences.20

In his most signifi cant work, General and Industrial Management, Fayol mentioned 14 common ideas of administration, several of which are part of management phi- losophy today. For instance:

▪ Unity of command. Each subordinate receives orders from one—and only one—superior.

▪ Division of work. Managerial work and technical work are amenable to special- ization to provide extra and better work with the same amount of effort.

▪ Unity of direction. Similar actions in an organization ought to be grouped collectively beneath one manager.

▪ Scalar chain. A chain of authority extends from the highest to the underside of the orga- nization and may embrace every employee.

Fayol felt that these principles could probably be applied in any organizational setting. He also identifi ed fi ve basic functions or elements of management: planning, organizing, commanding, coordinating, and controlling. These capabilities underlie much of the gen- eral approach to today’s administration concept.

Mary Parker Follett (1868–1933) was skilled in philosophy and political science at what today is Radcliffe College. She applied herself in many fi elds, together with social psychology and administration. She wrote of the significance of widespread superordinate goals for lowering confl ict in organizations.21 Her work was in style with business- people of her day but was often missed by administration scholars.22 Follett’s concepts

United Parcel Service (UPS)

In no

va ti

ve W


aaaaaadministrative ideas AAAA AAA sssssuubs fi eld of the classical managee— mmmmmment perspective that focuses oooonon thethe to totaltal or organganizaizatiotion rn rathatherer tttthhatt n the individual worker, ddddd lddeld iine iating hthe management fffufuffuunfu tictions f of l planniing, orga iniz- iiinnnng, comm dandiing, coordidin iating,g, aaaaannd controlling.


1 served as a contrast to scientifi c administration and are reemerging as relevant for modern managers dealing with rapid modifications in today’s global environment. Her method to leadership careworn the importance of individuals rather than engineering techniques. She supplied the pithy admonition, “Don’t hug your blueprints,” and ana- lyzed the dynamics of management-organization interactions. Follett addressed points which are timely today, such as ethics, power, and the means to lead in a means that encourages staff to offer their finest. The concepts of empowerment, facilitating rather than con- trolling employees, and permitting employees to act relying on the authority of the state of affairs opened new areas for theoretical study by Chester Barnard and others.23

Chester I. Barnard (1886–1961) stud- ied economics at Harvard but did not obtain a degree because he lacked a course in laboratory science. He went to work in the statistical department of AT&T and in 1927 turned president of New Jersey Bell. One of Barnard’s signifi – cant contributions was the concept of the informal group. The casual orga- nization happens in all formal organizations and consists of cliques and naturally occur- ring social groupings. Barnard argued that organizations usually are not machines and stressed that informal relationships are highly effective forces that may assist the organi- zation if properly managed. Another sig- nifi cant contribution was the acceptance theory of authority, which states that peo- ple have free will and might choose whether to follow management orders. People typically comply with orders as a end result of they per- ceive optimistic benefi t to themselves, however they do have a selection. Managers ought to treat workers correctly as a result of their acceptance of authority could also be criti- cal to group success in necessary conditions.24

The total classical perspective as an approach to administration was very highly effective and gave corporations funda- mental new skills for establishing excessive productiveness and efficient therapy of staff. Indeed, the United States surged forward of the world in manage- ment methods, and different nations, particularly Japan, borrowed closely from American ideas.

HUMANISTIC PERSPECTIVE Mary Parker Follett and Chester Barnard were early advocates of a extra humanis- tic perspective on management that emphasised the significance of understanding human behaviors, wants, and attitudes within the workplace in addition to social interactions and group processes.25 We will talk about three subfi elds based on the humanistic per- spective: the human relations motion, the human resources perspective, and the behavioral sciences approach.

hhhhhhhumanistic perspective AAAAAAA administration perspective tttthhat emerged close to the late nnnnnninn eteenth century and eeeemmpe hasized understanding hhhhhuman habits, needs, and aaaatttitudes in the workplace.

This 1914 photograph shows the initiation of a model new arrival at a Nebraska planting camp. This initiation was not part of the formal rules and illustrates the signifi cance of the casual or- ganization described by Barnard. Social values and behaviors have been powerful forces that could help or harm the planting organization relying on how they had been managed.









Mary Parker Follett (1868–1933). Follett was a major contributor to the administrative ideas strategy to management. Her emphasis on employee participa- tion and shared targets among managers was embraced by many businesspeople of the day and has been lately “rediscov- ered” by corporate America.




, M A


















Y, U



Human Relations Movement The human relations movement was primarily based on the concept really efficient management comes from within the particular person employee quite than from strict, authoritarian con- trol.26 This faculty of thought acknowledged and immediately responded to social pressures for enlightened therapy of staff. The early work on industrial psychology and personnel selection received little consideration due to the prominence of scien- tifi c administration. Then a collection of research at a Chicago electric firm, which came to be known as the Hawthorne research, changed all that.

Beginning about 1895, a battle developed between producers of gas and electrical lighting fi xtures for control of the residential and industrial market.27 By 1909, electric lighting had begun to win, but the increasingly effi cient electrical fi xtures used less total energy. The electrical corporations began a campaign to persuade industrial customers that they wanted extra light to get more productiveness. When promoting didn’t work, the trade began utilizing experimental tests to show their argument. Managers were skeptical concerning the outcomes, so the Committee on Industrial Lighting (CIL) was set up to run the tests. To additional add to the tests’ credibility, Thomas Edi- son was made honorary chairman of the CIL. In one test location—the Hawthorne plant of the Western Electric Company—some fascinating events occurred.

The main a half of this work involved four experimental and three management groups. In all, fi ve completely different tests were performed. These pointed to the significance of factors aside from illumination in affecting productivity. To more rigorously study these fac- tors, numerous different experiments were conducted.28 The outcomes of essentially the most well-known study, the fi rst Relay Assembly Test Room (RATR) experiment, were extremely con- troversial. Under the steering of two Harvard professors, Elton Mayo and Fritz Roethlisberger, the RATR research lasted almost six years (May 10, 1927 to May four, 1933) and concerned 24 separate experimental periods. So many factors had been modified and so many unforeseen components uncontrolled that scholars disagree on the components that actually contributed to the final improve in performance over that time interval. Most early interpretations, nevertheless, agreed on one factor: Money was not the cause of the increased output.29 It was believed that the issue that best defined elevated

output was human relations. Employees carried out bet- ter when managers handled them in a constructive manner. Recent re-analyses of the experiments have revealed that numerous components have been completely different for the workers concerned, and a few counsel that money might well have been the only most necessary factor.30 An interview with one of the unique individuals revealed that simply moving into the experimental group had meant a huge enhance in earnings.31

These new data clearly show that cash mattered an excellent deal at Hawthorne. In addition, employee productiv- ity elevated partly on account of the elevated feelings of importance and group delight staff felt by virtue of being selected for this necessary project.32 One unin- tended contribution of the experiments was a rethinking of fi eld analysis practices. Researchers and students real- ized that the researcher can infl uence the outcome of an experiment by being too intently involved with analysis topics. This phenomenon has come to be generally identified as the Hawthorne impact in research methodology. Subjects behaved differently because of the active participation of researchers within the Hawthorne experiments.33

From a historic perspective, whether the research have been academically sound is of less importance than the fact that they stimulated an increased interest in look- ing at workers as greater than extensions of manufacturing















This is the Relay Room of the Western Electric Hawthorne, Illinois, plant in 1927. Six ladies worked in this relay assembly check room through the controversial experiments on employee productiveness. Professors Mayo and Roethlisberger evaluated circumstances such as rest breaks and workday size, bodily health, quantity of sleep, and food regimen. Experimental modifications have been totally mentioned with the ladies and have been deserted in the event that they disapproved. Gradually the researchers began to realize they’d created a change in supervisory type and human relations, which they believed was the true cause of the increased productiveness.

hhhhhhhuman relations movementtt AAAAAA mA ovement in administration ttthhhittt nking and apply that em- pppphapppphap sizsizeses satsatisfisfactactionion of of em emploploy–y eeeeeees’b’ b iasic n deeds a ts thhe kkey t to iiinnnncreased worker productivity.

HHHHHawthorne studies A sequence ooooof experiments on worker pro- dddddductivity begun in 1924 on the HHHHHHawthorne plant of Western EEEEEElectric Company in Illinois; aaaaatttributed employees’ increased ooooouutput to managers’ higher treat– mmmmmmmemenm t of them throughout tg he study.dy.yy


1 equipment. The interpretation that employees’ output increased when managers handled them in a optimistic method started a revolution in worker treatment for improv- ing organizational productiveness. Despite fl awed methodology or inaccurate conclu- sions, the fi ndings offered the impetus for the human relations movement. This strategy formed administration concept and apply for properly over a quarter-century, and the assumption that human relations is the best strategy for rising productiveness persists right now.

Before reading on, take the New Manager Self-Test on page 44. This take a look at provides you with suggestions about how your private manager body of reference pertains to the human resources and other views described on this chapter.

Human Resources Perspective The human relations movement initially espoused a dairy farm view of management— contented cows give more milk, so satisfi ed employees will give more work. Gradually, views with deeper content material started to emerge. The human sources perspective main- tained an curiosity in employee participation and considerate management but shifted the emphasis to think about the day by day duties that folks carry out. The human sources per- spective combines prescriptions for design of job duties with theories of motivation.34

In the human assets view, jobs ought to be designed so that tasks aren’t perceived as dehumanizing or demeaning but as a substitute enable employees to use their full potential. Two of the best-known contributors to the human resources perspective had been Abraham Maslow and Douglas McGregor.

Abraham Maslow (1908–1970), a practicing psychologist, noticed that his patients’ issues usually stemmed from an lack of ability to satisfy their needs. Thus, he generalized his work and advised a hierarchy of needs. Maslow’s hierarchy started with physiological wants and progressed to security, belongingness, esteem, and, fi nally, self-actualization wants. Chapter 15 discusses his ideas in additional element.

Douglas McGregor (1906–1964) had turn out to be annoyed with the early simplis- tic human relations notions while president of Antioch College in Ohio. He chal- lenged each the classical perspective and the early human relations assumptions about human behavior. Based on his experiences as a manager and consultant, his coaching as a psychologist, and the work of Maslow, McGregor formulated his Theory X and Theory Y, which are explained in Exhibit 2.4.35 McGregor believed


E X H I B I T 2 . four Theory X and Theory Y

Assumptions of Theory X

• The average human being has an inherent dislike of labor and will avoid it if attainable. • Because of the human attribute of dislike for work, most people must be coerced,

controlled, directed, or threatened with punishment to get them to put forth sufficient effort towards the achievement of organizational goals. [newline]
• The common human being prefers to be directed, needs to keep away from accountability, has relatively little ambition, and desires safety above all.

Assumptions of Theory Y

• The expenditure of bodily and psychological effort in work is as natural as play or relaxation. The common human being doesn’t inherently dislike work.

• External management and the risk of punishment aren’t the one means for bringing about effort towards organizational objectives. A particular person will exercise self-direction and self-control within the service of objectives to which he or she is committed.

• The common human being learns, under correct conditions, not solely to simply accept but to seek responsibility.

• The capability to exercise a relatively high degree of creativeness, ingenuity, and creativity in the resolution of organizational issues is broadly, not narrowly, distributed within the population.

• Under the conditions of modern industrial life, the mental potentialities of the typical human being are solely partially utilized.

SOURCE: Douglas McGregor, The Human Side of Enterprise (New York: McGraw-Hill, 1960), pp. 33–48.

hhhhhhhuman resources ppppperspective A administration pppperspective that implies jobs sssshhoshhoulduld be be de desigsignedned to to me meetet hhhhhhigh her-level wants by permitting kers to make use of their full pppppototpopppp ential.


Evolution of Style

This questionnaire asks you to explain yourself. For each item, give the quantity “4” to the phrase that best describes you, “3” to the merchandise that is subsequent finest, and on down to “1” for the item that is least like you.

1. My strongest abilities are: _____ a. Analytical expertise

_____ b. Interpersonal abilities

_____ c. Political abilities

_____ d. Flair for drama

2. The best approach to describe me is: _____ a. Technical professional

_____ b. Good listener

_____ c. Skilled negotiator

_____ d. Inspirational chief

3. What has helped me the most to be successful is my ability to: _____ a. Make good decisions

_____ b. Coach and develop folks

_____ c. Build robust alliances and a power base

_____ d. Inspire and excite others

four. What persons are most likely to note about me is my: _____ a. Attention to element

_____ b. Concern for individuals

_____ c. Ability to reach the face of confl ict and opposition

_____ d. Charisma

5. My most important management trait is: _____ a. Clear, logical thinking

_____ b. Caring and support for others

_____ c. Toughness and aggressiveness

_____ d. Imagination and creativity

6. I am greatest described as: _____ a. An analyst

_____ b. A humanist

_____ c. A politician

_____ d. A visionary

INTERPRETATION: New managers usually view their world through a number of psychological frames of reference. (1) The structural body of reference sees the organization as a machine that might be economically effi cient and that gives a man- ager with formal authority to achieve goals. This supervisor body became sturdy during the period of scientifi c administration and bureaucratic admin- istration. (2) The human resource body sees the group as individuals, with supervisor emphasis given to help, empowerment, and belonging. This supervisor frame gained significance with the rise of the humanistic perspective. (3) The political body sees the organization as a competition for sources to realize objectives, with manager empha- sis on negotiation and hallway coalition build- ing. This frame refl ects the need within techniques theory to have all elements working collectively. (4) The symbolic frame of reference sees the group as theater—a place to attain dreams—with manager emphasis on symbols, imaginative and prescient, tradition, and inspira- tion. This manager frame is important for studying organizations.

Which body refl ects your way of viewing the world? The fi rst two frames of reference—structural and human resource—are extra important for new managers. These two frames normally are mastered fi rst. As new managers gain expertise and transfer up the group, they should acquire political expertise and in addition study to use symbols for communica- tion. It is important for new managers not to be caught for years in a method of viewing the organiza- tion because their progress could additionally be limited. Many new managers evolve via and grasp every of the four frames as they turn out to be extra expert and skilled

SCORING: Higher rating represents your way of viewing the organization and can infl uence your management type. Compute your scores as follows:

ST � 1a � 2a � 3a � 4a � 5a � 6a � _______

HR � 1b � 2b � 3b � 4b � 5b � 6b � ______

PL � 1c � 2c � 3c � 4c � 5c � 6c � ________

SY � 1d � second � 3d � 4d � 5d � 6d � ______

SOURCE: © 1988, Leadership Frameworks, 440 Boylston Street, Brookline, MA 02146. All rights reserved. Used with permission.

N ew

M an

ag er

S el

f-T es



1 that the classical perspective was based mostly on Theory X assumptions about workers. He additionally felt that a barely modifi ed model of Theory X fi t early human relations ideas. In other words, human relations concepts did not go far sufficient. McGregor proposed Theory Y as a more sensible view of staff for guiding management pondering.

Look again at your scores on the questionnaire firstly of this chapter associated to Theory X and Theory Y. How will your management assumptions about folks fi t into an organization today?

The level of Theory Y is that organizations can benefit from the imagination and intellect of all their staff. Employees will exercise self-control and will con- tribute to organizational objectives when given the chance. A few firms right now still use Theory X administration, but many are using Theory Y strategies. Consider how hearing-aid maker Oticon applies Theory Y assumptions to faucet into employee creativity and mind energy.

Oticon, a Danish company that made the world’s fi rst digital listening to assist, was as quickly as a typical hierarchical group with a somewhat stodgy culture. That all modified in the early Nineteen Nineties, when chief govt Lars Kolind turned everything on its head by throwing out the old struc- tures and controls.

Kolind believed workers could be extra creative, more productive, and extra satisfi ed if they’d fewer controls and limitations. Suddenly, employees were free to work on any proj- ect and be part of any team they selected. There was no hierarchy, no group charts, no titles, and few rules. Permanent desks have been accomplished away with in favor of fi ling cupboards on wheels that individuals pushed from project to project. Kolind known as it “the spaghetti organization” as a result of the corporate held collectively without a fi xed structure. Ideas started effervescent up and turning into scorching new products, similar to a hearing aid that required much less adjustment. Productivity elevated, and gross sales and profi ts soared.

Some of the old structures had been reinstated as the corporate grew larger and after Kolind left the company. For example, everyone now reports to a direct supervisor, and people not have full freedom to choose tasks. New top leaders imagine some construction is helpful as long as staff aren’t constrained and burdened by tight controls. The Theory Y spirit survives at Oticon, helping to keep the company an innovation leader.36

Behavioral Sciences Approach The behavioral sciences strategy uses scientifi c methods and draws from soci- ology, psychology, anthropology, economics, and different disciplines to develop theories about human habits and interplay in an organizational setting. This method can be seen in practically each organization. When IBM conducts analysis to discover out the best set of tests, interviews, and worker profi les to make use of when selecting new employees, it’s utilizing behavioral science techniques. When Best Buy electronics stores prepare new managers in the methods of worker motivation, many of the theories and fi ndings are rooted in behavioral science research.

One specifi c set of management strategies based within the behavioral sciences method is organization development (OD). In the Seventies, group development advanced as a separate fi eld that utilized the behavioral sciences to improve the orga- nization’s health and effectiveness via its capability to cope with change, enhance internal relationships, and enhance problem-solving capabilities.37 The strategies and ideas of group improvement have since been broadened and expanded to handle the rising complexity of organizations and the setting, and OD



In novative W


bbbbbbbehavioral sciences strategy h AAAAAAA subfi eld of the humanistic mmmmmmanagement perspective that aaaaapppa lies social science in an oooorgo anizational context, drawinggg g ffffrrom economics, psychology, ssssoociology, and other discipliness.


remains to be a vital method for managers. OD shall be mentioned in detail in Chapter 10. Other concepts that grew out of the behavioral sciences strategy embody matrix organizations, self-managed teams, ideas about company culture, and administration by wandering round. Indeed, the behavioral sciences strategy has infl uenced the overwhelming majority of instruments, strategies, and approaches that managers have utilized to organi- zations for the rationale that Nineteen Seventies.

All the remaining chapters of this book contain research fi ndings and manage- ment purposes that might be attributed to the behavioral sciences method.

MANAGEMENT SCIENCE PERSPECTIVE World War II caused many management changes. The large and complex problems related to modern international warfare offered managerial determination makers with the need for extra sophisticated instruments than ever before. The management science perspective emerged to deal with these issues. This view is distinguished for its software of arithmetic, statistics, and different quantitative methods to administration deci- sion making and drawback fixing. During World War II, teams of mathematicians, physicists, and other scientists had been formed to solve army issues. Because these problems frequently concerned transferring massive quantities of materials and enormous numbers of people shortly and effi ciently, the strategies had obvious purposes to large-scale business fi rms.38

Management scholar Peter Drucker’s 1946 book Concept of the Corporation sparked a dramatic increase within the educational study of business and administration. Picking up on techniques developed for the military, scholars began cranking out numerous mathematical instruments for corporate managers, corresponding to the application of linear pro- gramming for optimizing operations, statistical process control for high quality manage- ment, and the capital asset pricing mannequin.39

These efforts were enhanced with the development and perfection of the com- puter. IBM introduced the fi rst automatic, common function laptop in 1944. It was basically a calculator with 760,000 components and 500 miles of wire that took eleven seconds to perform simple division.40 Further developments over the Fifties and Nineteen Sixties made this new device increasingly useful as a knowledge processor, reporting system, and knowledge repository for managers.forty one Coupled with the growing body of statistical techniques, computer systems made it possible for managers to collect, store, and process large volumes of knowledge for quantitative determination making.42 Let’s take a look at three subsets of the manage- ment science perspective.

Operations research grew instantly out of the World War II army teams (called operational research groups in Great Britain and operations research groups in the United States).43 It consists of mathematical mannequin constructing and other purposes of quan- titative methods to managerial issues.

Operations administration refers again to the fi eld of administration that makes a speciality of the bodily manufacturing of goods or companies. Operations management specialists use quantitative methods to solve manufacturing issues. Some commonly used strategies are forecasting, inventory modeling, linear and nonlinear programming, queuing principle, scheduling, simulation, and break-even analysis.

Information know-how (IT) is the newest subfi eld of the administration science perspective, which is usually refl ected in administration info methods. These techniques are designed to offer relevant information to managers in a timely and cost-effi cient manner. More lately, info technology inside organizations developed to include intranets and extranets, in addition to various software applications that assist managers estimate costs, plan and observe production, handle initiatives, allocate sources, or schedule employees. Most of today’s organizations have departments of knowledge expertise specialists who use administration science strategies to solve complicated organizational problems.

mmmmmmanagement science ppppperspective A administration ppppperspective that emerged aaaaffter World War II and applpp ied mmmmmmatm hematics, statistics, and oooothotho er qua tintit ttatiive t te hchniiques tttootoo t manmanageageriarial pl probroblemlemss.


1 RECENT HISTORICAL TRENDS The post–World War II interval saw the rise of recent ideas, along with a continued strong curiosity in the human side of managing, corresponding to team and group dynamics and other concepts that relate to the humanistic perspective, as described earlier in the chapter. Among the approaches we’ve discussed, the humanistic perspective has remained most prevalent from the 1950s until at present. Three new ideas that appeared were methods theory, the contingency view, and whole high quality management.

Systems Theory A system is a set of interrelated elements that function as a complete to attain a typical purpose.forty four A system capabilities by buying inputs from the exterior setting, remodeling them ultimately, and discharging outputs again to the environ- ment. Exhibit 2.5 exhibits the basic techniques principle of organizations. It consists of fi ve parts: inputs, a metamorphosis process, outputs, suggestions, and the surroundings. Inputs are the fabric, human, fi nancial, or info assets used to produce items and companies. The transformation process is management’s use of production expertise to change the inputs into outputs. Outputs include the organization’s services. Feedback is knowledge of the results that infl uence the number of inputs in the course of the subsequent cycle of the method. The envi- ronment surrounding the group consists of the social, political, and economic forces famous earlier on this chapter.

Some ideas in systems principle signifi cantly affected management considering. They include open and closed techniques, synergy, and subsystem interdependencies.45

Open techniques must work together with the environment to outlive; closed systems need not. In the classical and management science views, organizations had been frequently regarded as closed techniques. In the management science perspective, closed system assumptions—the absence of external disturbances—are generally used to simplify problems for quantitative evaluation. In reality, nevertheless, all organiza- tions are open techniques, and the cost of ignoring the environment may be failure.

Synergy implies that the whole is larger than the sum of its elements. When an orga- nization is fashioned, one thing new comes into the world. Management, coordina- tion, and manufacturing that didn’t exist earlier than are actually current. Organizational units working together can accomplish more than those self same units working alone. The gross sales department depends on production, and vice versa.

E X H I B I T 2 . 5 The Systems View of Organizations

ssssssystem A set of interrelated pppparp ts that function as a complete ttttoo obtain a typical purpose.

sssssystems concept An extensionnn oooofof thethe hu humanmanististicic perperspespectictiveve tttthhatt t describes organizations aaaassass opeopen sn systystemsems ch charaaractecterizrizeded bbbbyy bbyy entroppy, y, syny erggy, y, and sub- sssssyyssyy tem interdeppendence.

oooopen system A system that iiinnnnteracts with the exterior eeeeennvironment.

cccclosed system A system ttthhhat does not interact with the eeeeexxternal environment.

sssssynergy The concept that the is greater than the sum ooooofofof fo itsi pap rts.


Subsystems rely upon one another as components of a system. Changes in one part of the group have an effect on other components. The group must be managed as a coordi- nated complete. Managers who understand subsystem interdependence are reluctant to make adjustments that do not recognize subsystem impact on the organization as a complete. Consider Toyota’s extremely profitable software of the “just-in-time” inven- tory management system, which aims to keep inventory at its lowest. Managers knew that the finest way to make the system work was to let employees on the factory fl oor con- trol the fl ow of supplies. Thus, the change in production required that the corporate additionally make adjustments in culture and construction. Toyota decentralized decision making so that staff doing the work had been empowered to make decisions about how to accomplish it. Cultural values have been shifted to encourage each employee to suppose creatively about improving his or her explicit piece of the organization and to see issues as alternatives for learning and bettering.forty six

As the example of Toyota exhibits, when managers study to think systemically, they’ve a strong tool for altering outcomes and enhancing efficiency. Systemic thinking means wanting each on the distinct elements of a scenario and on the inter- action amongst these components.forty seven The basic assumption of systemic thinking is that everything on the planet impacts and is affected by the issues around it. For instance, all managers know that value, price, volume, quality, and profi t are all inter- associated. Changing one will have an result on the others. However, most managers are inclined to suppose analytically, by breaking things down to their distinct elements. Systemic pondering takes an extra step. To assume systemically, managers look not solely at the distinct parts of a system or scenario but also on the interactions among these components, which are frequently changing and affecting one another in a different way. A systemic considering course of allows managers to get a handle on extremely advanced issues and situations in a method that analytical thinking can’t.

Contingency View A second modern extension to administration pondering is the contingency view. The classical perspective assumed a universalist view. Management ideas have been thought to be universal; that’s, no matter worked—leader type, bureaucratic structure—in one organization would work in one other. In enterprise education, how- ever, an alternate view exists. In this case view, each situation is believed to be unique. Principles aren’t universal, and one learns about administration by experi- encing a large number of case drawback situations. Managers face the duty of deter- mining what methods will work in every new situation.

To integrate these views the contingency view emerged, as illustrated in Exhibit 2.6.forty eight Here neither of the other views is seen as totally correct. Instead, cer- tain contingencies, or variables, exist for serving to management establish and under- stand situations. The contingency view tells us that what works in one setting won’t work in another. Contingency signifies that one factor is dependent upon other things and a manager’s response to a state of affairs is dependent upon figuring out key contingencies in an organizational state of affairs.

E X H I B I T 2 . 6 Contingency View of Management

sssssusubsystems Parts of a systemm tttthhat depend upon each other forr ttthhhhett ir ffunctioning.

sssssystemic pondering SeeSeeinging bbbbbbothh thhe didis itinct lelements fof a sssssiituation and the complicated and ccccchhanging interplay amongst ttthhhose elements.

ccccontingency view An exten- sssssiion of the humanistic perspec- tttiiive in which the profitable rrrrreesolution of organizational ppppproblems is believed to dependd ooooon managers’ identifi cation of kkkkkey variations within the state of affairs aaaatatat t a hand.


1 As a new supervisor, learn to think systemically. Learn to see each the discrete parts of a scenario in addition to the ever-changing interactions amongst elements. Identify necessary contingencies that can help you perceive a scenario and fi nd good solutions.

One important contingency, for example, is the industry during which the organization operates. The organizational structure that is efficient for an Internet company corresponding to Google would not be successful for a big auto manufacturer corresponding to Ford. A management- by-objectives (MBO) system that works properly in a manufacturing fi rm, in flip, may not be proper for a faculty system. When managers be taught to establish important pat- terns and traits of their organizations, they’ll then fi t solutions to these characteristics.

Total Quality Management The theme of quality is one other idea that permeates current administration pondering. The quality movement is strongly associated with Japanese companies, however these ideas emerged partly as a end result of American infl uence after World War II. The concepts of W. Edwards Deming, often known as the “father of the standard movement,” were initially scoffed at in the United States, however the Japanese embraced his theories and modifi ed them to help rebuild their industries into world powers.forty nine Japanese compa- nies achieved a signifi cant departure from the American model by gradually shifting from an inspection-oriented approach to quality management toward an strategy empha- sizing worker involvement within the prevention of quality issues.50

During the 1980s and into the 1990s, total quality administration (TQM), which focuses on managing the total group to ship high quality to clients, moved to the forefront in helping U.S. managers cope with global competitors. The method infuses quality values all through every activity inside a company, with front- line staff intimately concerned in the process. Four sig- nifi cant elements of quality management are worker involvement, concentrate on the client, benchmarking, and steady improvement.

Employee involvement signifies that attaining quality requires companywide participation in high quality management. All workers are targeted on the customer; corporations fi nd out what customers want and attempt to meet their needs and expectations. Benchmarking refers to a course of whereby firms fi nd out how others do something better than they do after which try to imitate or improve on it. Con- tinuous improvement is the implementation of small, incre- mental improvements in all areas of the organization on an ongoing foundation. TQM is not a quick fi x, however companies corresponding to General Electric, Texas Instruments, Procter & Gamble, and DuPont achieved astonishing results in effi – ciency, quality, and buyer satisfaction via whole quality management.fifty one TQM continues to be an necessary part of today’s organizations, and managers consider bench- marking specifically a highly effective and satisfying management technique.52









The inclusion of Hyundai Motor Company’s Elantra SE and Santa Fe in the 2008 prime ten autos by Consumer Reports reveals how dedication to complete quality administration can enhance a company’s merchandise and market position. When Hyundai entered the U.S. market in 1999, its autos received low quality ratings from consumers. First, managers increased the standard staff from a hundred to 865 folks and held quality seminars to train employees. They also benchmarked products, utilizing car lifts and high-intensity spotlights to check in opposition to competing brands. Committing to steady enchancment, Hyundai delayed several new fashions to resolve issues. Within fi ve years Hyundai earned quality scores similar to Honda and simply behind Toyota.

ttttotototal high quality management ((((TQM) A idea that fffffoocuses on managing the entire oooorganization to deliver quality tttoo customers. Four signig fi cant eeeelleee ments of TQM are employeee iiiinnnvolvement,, focus on the cccccuusc tomer, benchmarking, and ccccoononcoc tinuous imprp ovement.


Some of today’s firms pursue highly formidable high quality goals to demonstrate their commitment to bettering high quality. For example, Six Sigma, popularized by Motor- ola and General Electric, specifi es a aim of no more than 3.four defects per million elements. However, the term also refers to a broad quality management approach that emphasizes a disciplined and relentless pursuit of higher quality and decrease costs. TQM shall be mentioned intimately in Chapter 18.

INNOVATIVE MANAGEMENT THINKING FOR TURBULENT TIMES All of the concepts and approaches discussed thus far on this chapter go into the combination that makes up fashionable administration. A current guide on management thinking signifies dozens of concepts and techniques in current use that can hint their roots to those his- torical views.53 In addition, progressive ideas continue to emerge to handle administration challenges in today’s turbulent world. Organizations experiment with new ways of managing that more adequately reply to the calls for of today’s setting and clients. Two latest innovations in administration embody the shift to a studying organization and managing the technology-driven workplace.

The Learning Organization One of the toughest challenges for managers at present is to get individuals centered on adap- tive change to meet the calls for of an unsure and rapidly altering setting. Few problems at present come with ready-made options, they usually require that people all through the corporate think in new methods and be taught new values and attitudes.fifty four These wants demand a brand new approach to management and a new kind of organization.

Managers began thinking about the idea of the training organization after the publication of Peter Senge’s guide, The Fifth Discipline: The Art and Practice of Learning Organizations.fifty five Senge described the kind of adjustments managers needed to undergo to assist their organizations adapt to an increasingly chaotic world. These concepts progressively developed to explain characteristics of the organization itself. The studying organiza- tion can be defi ned as one during which everyone is engaged in identifying and solv- ing problems, enabling the group to continuously experiment, change, and enhance, thus growing its capacity to develop, be taught, and obtain its purpose.

The essential concept is drawback solving, in distinction to the traditional group designed for effi ciency. In the learning organization all workers search for issues, such as understanding particular buyer wants. Employees additionally clear up issues, which suggests putting issues together in distinctive methods to satisfy a customer’s wants. Today’s greatest managers know that sustained competitive benefit can come solely by creating the learning capability of everyone in the organization.

Managing the Technology-Driven Workplace The shift to the training group goes hand-in-hand with the current transition to a technology-driven office. Today, many employees perform much of their work on computer systems and may fit in virtual groups, linked electronically to colleagues around the globe. Even in factories that produce bodily items, machines have taken over much of the routine and uniform work, liberating workers to use more of their minds and abilities. Moreover, firms are using expertise to keep up a correspondence with clients and collaborate with different organizations on an unprecedented scale.

Supply Chain Management Supply chain management refers to managing the sequence of suppliers and purchasers, covering all levels of processing from obtain- ing uncooked materials to distributing fi nished goods to consumers.56 Exhibit 2.7 illustrates

lllllelelearning organization An ooooorganization during which everyoneee iiisss engaged in identifying and ssssolsools iving p brobllems, enablibling ththe oooorgorganianizatzationion to to co contintinuonuousluslyy eeeeexxpeexxperierimenment,t, impimprovrove,e, andand iiinnncinncreareasese itsits ca capabpabiliilityty.

sssssupply chain administration MMMMMManaging the sequence of sup— pppppliers and purchasers, coveringg aaaaalll stages of processing from ooooobtaining raw supplies to dis- tttrrributing fi nished items to fi nall cccccuustomers.



a primary provide chain model. A supply chain is a network of a quantity of businesses and people which are linked through the fl ow of products or services.57 Today, many organizations manage the availability chain with subtle digital know-how. In the retail industry, Wal-Mart used end-to-end digital provide chain know-how as a aggressive weapon to expand rapidly in the United States and is now making an attempt to do the same all over the world. In India, for example, Wal-Mart managers are investing in an effi cient supply chain that can electronically link farmers and small manufac- turers directly to the stores, maximizing value for each ends.58 Supply chain manage- ment shall be mentioned intimately in Chapter 19.

As a brand new manager in today’s workplace, be prepared to use expertise as a device to construct relationships with workers, clients, and different organizations and to assist workers suppose and act creatively.

Customer Relationship Management One of today’s hottest functions of technology is for buyer relationship administration. Customer relationship manage- ment (CRM) systems use the newest data technol- ogy to keep in close touch with prospects and to collect and manage massive amounts of buyer knowledge. These information can help staff and managers act on customer insights, make higher choices, and supply superior customer service. For example, if you examine in at a Marriott lodge, it is doubtless that the desk clerk is well conscious of your past requests for a king-size bed, non-smoking room, and entry to the Internet in your room.fifty nine

There has been an explosion of curiosity in CRM in just a few short years. In the Manager’s Shoptalk on page 35, CRM is the second most used administration tool at eighty four per- cent. Only 35 p.c of corporations reported using CRM in 2000. How issues have changed! Meeting customer wants and needs is a primary aim for organizations, and using CRM to give clients what they really need offers a tremendous increase to customer support and satisfaction.


Suppliers Manufacturers

Flow of Products

Distributors Retailers

E X H I B I T 2 . 7 Supply Chain for a Retail Organization

SOURCE: Adapted from an exhibit from Global Supply Chain Games Project, Delft University and the University of Maryland, R. H. Smith School of Business, http:// :8080/opencms/export/sites/default/gscg/images/supplychain_simple.gif (accessed February 6, 2008).

© B









, L LC

/P R







The BMW subsidiary MINI offers prospects a voice in every thing from personalizing their credit cards to designing their automobiles. BMW Financial Services’s MINI Platinum Visa cardholders can customise the MINI image that graces their card by accessing the Web web page, proven here. There they will select from four physique styles, 36 totally different wheels, 21 physique colours, and 24 roof options. Similar software program allows people to customize their actual MINI automobiles. “No two MINIs are precisely alike,” the MINI Web site proclaims. This sort of collaborative customer expertise is the next step in buyer relationship administration (CRM), as firms court docket Internet-savvy Gen X and Gen Y consumers.
[newline]ccccccustomer relationship mmmmmanagement (CRM) SSSSyysS tems that help companies kkkkeep in close touch with customm– eeeeerrse , acquire and manage customeerrrr r dddddatd a, , and collaborate with cus- ttttoomt ers to offer the most valu– aaaaablblaba e pproducts and providers.


Outsourcing Information technology has also contributed to the rapid progress of outsourcing, which suggests contracting out selected functions or activities to other organizations that may do the work more price effi ciently. Today’s companies are out- sourcing like crazy to unlock cash for funding in long-term analysis and innova- tion. Outsourcing, like provide chain administration and CRM, requires that managers not only be technologically savvy but that they study to manage a posh internet of relationships. These relationships may reach far past the boundaries of the phys- ical group; they are constructed through fl exible e-links between an organization and its employees, suppliers, partners, and clients.60


▪ An understanding of the evolution of administration helps present and future managers respect where we are now and continue to progress toward bet- ter administration. Elements of assorted historical approaches go into the combination that makes up fashionable administration.

▪ Three main views on management evolved because the late 1800s: the clas- sical perspective, the humanistic perspective, and the management science perspective. Each perspective encompasses several specialized subfi elds that pro- vided important ideas nonetheless related in organizations at present.

▪ Recent extensions of those views include techniques concept, the contingency view, and whole high quality management. Systemic considering, which suggests look- ing not just at discrete elements of a scenario but in addition at the regularly changing interactions among the elements, is a strong tool for managing in a fancy environment.

▪ The most recent thinking about organizations was brought about by today’s turbulent times and the shift to a new workplace described in Chapter 1. Many managers are redesigning their corporations toward the educational group, which absolutely engages all employees in identifying and solving issues.

▪ The shift to a studying group goes hand-in-hand with the transition to a technology-driven office. Important new administration approaches embody supply chain administration, customer relationship management, and outsourc- ing. These approaches require managers to suppose in new ways about the position of employees, customers, and partners. Today’s greatest managers worth workers for their capacity to suppose, construct relationships, and share information, which is kind of completely different from the scientifi c administration perspective of a century in the past.

1. How do societal forces infl uence the follow and principle of management? Do you think new management methods are a response to these forces?

2. Based on your experience at work or faculty, describe some ways during which the principles of scientifi c man- agement and bureaucracy are still utilized in organiza- tions. Do you believe these traits will ever cease to be a part of organizational life? Discuss.

three. A administration professor once stated that for success- ful administration, studying the present was most important, studying the previous was subsequent, and learning the future was least necessary. Do you agree? Why?

four. As organizations become more technology-driven, which do you assume will turn out to be extra impor- tant—the management of the human factor of the group or the administration of technol- ogy? Discuss.


ooooooutsourcing Contracting outt sssselseelss tect ded ffun tictions or actitivitiities oooofooof o anan orgorganianizatzationion to to ot otherher ooooorrganizations that can do the k extra value effi ciently.y


1 5. Why do you think Mary Parker Follett’s concepts

tended to be in style with business people of her day but have been ignored by administration scholars? Why are her concepts appreciated more today?

6. Explain the basic concept underlying the contingency view. How would you go about figuring out key contingencies dealing with an organization?

7. Why can an event such because the Hawthorne studies be a major turning level within the historical past of manage- ment even if the thought is later shown to be in error? Discuss.

eight. What does it imply to “think systemically”? How would you apply systemic thinking to an issue

similar to poor efficiency in your present tutorial studies? To a problem with a romantic companion or family member?

9. Do you suppose administration principle will ever be as precise as theories in the fi elds of fi nance, account- ing, or experimental psychology? Why or why not?

10. In the Bain survey of management instruments, company blogs have been utilized in 30 percent of firms and still have the best projected growth charges amongst managers. What would possibly clarify this? Do you assume corporate blogs will ever turn into as well-liked as cus- tomer relationship administration systems?

Best Manager–Worst Manager

Think of two managers you could have known—the best and the worst. These managers might be anybody in a proper or informal administration position with respect to you, such as a coach, instructor, scholar club or team leader, a volunteer chief at a church or volunteer group, a boss at work, or a family member. List beneath the specifi c qualities and behaviors of every supervisor that made them the best and worst.

Best supervisor qualities and behaviors: ______________ ________________________________________________

Worst supervisor qualities and behaviors: ____________ ________________________________________________

Now describe the influence of each manager’s habits in your motivation and efficiency. How did the manager make you’re feeling, and how did the supervisor affect the performance of yourself and others in your situation? Were you and others motivated or de-moti- vated, performing at a minimum or maximum?

My feelings and efficiency ensuing from best supervisor: _______________________________________ ________________________________________________

My emotions and efficiency resulting from worst manager: _______________________________________ ________________________________________________

Your answers to the above questions are information factors. What principles of effective administration can you infer from the answers? Are differences in the best manager–worst supervisor conduct and impression associated to differences among the many classical perspective, human resources perspective, behavioral sciences strategy, administration science perspective, or the educational organization?

Divide into small teams of three to fi ve members. Each individual in flip will share your solutions with the group. Listen fastidiously. What are the widespread quali- ties, behaviors, and outcomes related to finest manager and worst supervisor across group members? ________________________________________________ ________________________________________________

Based on the evaluation, what are three practices the group recommends that managers use to be effective? 1. 2. 3.


The Supervisor

Karen Lowry, manager of a social service agency in a midsized city in Illinois, beloved to see her employ- ees learn and grow to their full potential. When a

uncommon opening for a supervising clerk occurred, Karen rapidly decided to provide Charlotte Hines a shot at the job. Charlotte had been with the company for 17 years and had shown herself to be a true chief. Charlotte



worked exhausting at being a great supervisor, just as she had all the time labored hard at being a top-notch clerk. She paid consideration to the human aspects of employee problems and launched trendy administration tech- niques that strengthened the complete agency. However, the Civil Service Board decided that a promotional examination must be given to fi nd a perma- nent placement for the supervising clerk position. For the sake of fairness, the exam was an open com- petition—anyone, even a new worker, might enroll and take it. The board wished the candidate with the best rating to get the job but allowed Karen, as manager of the agency, to have the fi nal say-so. Because she had accepted the provisional open- ing and proved herself on the job, Charlotte was upset that the entire clerical force was deemed quali- fi ed to take the take a look at. When the outcomes came back, she was devastated. Charlotte positioned twelfth within the fi eld of candidates while considered one of her newly employed clerks positioned fi rst. The Civil Service Board, impressed by the excessive score, is urging Karen to give the model new clerk the

permanent supervisory job. Karen wonders whether it’s truthful to base her determination only on the results of a written test.

What Would You Do?

1. Ignore the check. Charlotte has proved herself and deserves the job.

2. Give the job to the candidate with the very best rating. You don’t need to make enemies on the Civil Service Board, and, in any case, it is an objective method to choose a permanent placement.

three. Devise a extra comprehensive set of selection criteria—including test results as properly as super- visory experience, capability to motivate workers, and information of agency procedures—that may be defined and justifi ed to the board and to employees.

SOURCE: Based on Betty Harrigan, “Career Advice,” Working Woman (July 1986): 22–24.


In the early years of the new century, it wasn’t hard to see that SIA Corporation couldn’t maintain doing busi- ness the old school twentieth-century method. Chief data offi cer Jerry Seibert fully realized he owed his new place in the newly created knowledge administration division to this challenge. Headquartered in the Midwest, SIA was an umbrella group providing a variety of insurance coverage merchandise to industrial customers of all sizes throughout the country and, more and more, to multinational companies all through the world. Over the years it had diversifi ed into numerous kinds of insurance coverage by absorbing smaller firms till it now consisted of more than 30 separate business models. Each had its personal hierarchy, characterized by sturdy top-down administration and the well- defi ned rules and procedures typical of the insur- ance industry; just about every employee possessed specialized knowledge a couple of narrowly defi ned market area of interest. Upper-level management had given the mat- ter appreciable consideration and concluded that SIA’s refi ned division of labor into technical specialists wanted to provide way to a collaborative learning organi- zation, one the place worker empowerment and open data made it potential for a single underwriter to be educated about a variety of products. Jerry’s data management division, housed

within human assets, could make a contribution towards this goal. Jerry devised an elegant resolution, if he did say so himself. He oversaw the event of software that allowed any SIA employee to post a question, have that question directed only to those workers with rel- evant expertise, and then obtain an answer, typically in a matter of minutes and normally before the day was out. The only hitch was that hardly anyone was posting queries on the easy-to-use system. Why? Rachel Greenwell, a veteran SIA under- writer, clued him in. Especially after weathering a turbulent period, one that had seen plenty of layoffs in the insurance business, many staff considered the restructuring because the fi rst step in a course of that might lead to pink slips landing on their desks. Some workers, in reality, saw their own extremely spe- cialized knowledge as a type of job insurance coverage coverage. “I know that’s not what your knowledge-sharing efforts are about and that their fears are unfounded,” she reassured him. “But you’ve received about 9,999 other workers who are at least prepared to entertain the chance that sharing what they know isn’t of their best pursuits.”

See also  Scholarships Malaysia 2022 For SPM Leavers To Study Abroad Or Locally


1. What are a few of the social, political, and eco- nomic forces that are infl uencing SIA’s decision to become a learning organization?




Mitchell Gold � Bob Williams: The Evolution of Management Thinking Mitchell Gold and Bob Williams, founders of MG � BW, have had the mantra “Break the principles every time possible!” from the beginning. Following the outdated guidelines governing the upholstery manufacturing indus- attempt when they began their firm in 1989 would have put them on a path to destruction. Few, if any, management philosophies taking hold within the bigger business world had been on the minds of producing executives. Industry-wide, provide chain manage- ment and customer service was a joke. Total high quality management (TQM), let alone buyer resource administration (CRM), was nowhere to be discovered. When a customer placed an order for a custom upholstery sofa, a customer service representative (CSR) informed the client the couch would arrive in ten weeks. Ten weeks later, nevertheless, the couch wasn’t prepared and nobody knew when it would be.

Rules Broken by MG � BW Produce Mission-Style Furniture, Not Mission Statements

Until lately, furnishings manufacturers’ thought of mis- sion was limited to a style of heavy oak furniture. Gold and Williams had a clear sense of how they wanted to run their business, so they wrote it down. Following is a summarized version of the MG � BW mission:

▪ Guarantee consolation. ▪ Minimize costs to make sure value factors represent

understandable value to prospects.

▪ Enforce rigorous requirements for high quality supplies and quality control to achieve no returns and actual client satisfaction.

▪ Sincerely deal with all customers as we need to be handled.

▪ Create styling that we would like in our homes—inviting, warm, an oasis of quiet and calm.

▪ Manufacture merchandise in a method that preserves our rich environment for future generations.

Make a Profit from Cutting Corners

Furniture manufacturers are infamous for skimp- ing on materials whenever possible, particularly when the distinction may appear imperceptible to custom- ers. For example, many producers use low-cost supplies such as delicate woods, particleboard, or plastic to assemble their frames. MG � BW makes use of stable kiln- dried hardwoods, logged using sustainable strategies, to construct its products. Gold and Williams are con- vinced that using low-cost materials only hurts compa- nies ultimately.

Pay Factory Workers by the Hour

To meet delivery promises to prospects, MG � BW wanted to run a extra effi cient operation, so the com- pany instituted an incentive-based pay structure at its Taylorville, North Carolina, factory. Most production is finished by hand, so instead of hourly wages, factory workers receives a commission for each bit they complete. When they work quicker, all people wins. Quality assurance meetings involving representatives from the factory fl oor are held frequently to determine course of enhancements.

2. If you had been a specialist at SIA, how and why would you respond to the proposed changes? What steps would you recommend Jerry take to increase worker utilization of the knowledge-sharing system in par- ticular? How can he encourage SIA staff to share information?

three. What general obstacles would you foresee in a company such as SIA attempting to make the transition from a hierarchical, or bureaucratic, to a learning

organization? What are some common measures managers can take to easy the way?

SOURCES: Based on Megan Santosus, “Case Files: CNA Underwriting Knowledge,” CIO Magazine (September 1, 2002): / archive/090102/underwriting.html; and Eric Lesser and Laurence Prusak, “Preserving Knowledge in an Uncertain World,” MIT Sloan Management Review (Fall 2001): 101–102.


Casino Martin Scorcese’s fi lm is a lengthy, advanced, and fantastically photographed study of Las Vegas gam- bling casinos and their organized crime connections through the 1970s. It completes his trilogy that includes Mean Streets (1973) and Goodfellas (1990).1 Ambition, greed, drugs, and sex destroy the mob’s playing empire. The fi lm includes sturdy performances by Robert De Niro, Joe Pesci, and Sharon Stone. The vio- lence and the expletive-fi lled dialogue give Casino its R ranking.

Organizational Form

This scene is a part of “The Truth about Las Vegas” sequence that seems early within the fi lm. It follows the scenes of the casino deceiving the Japanese gambler. The scene begins with a close-up of Sam “Ace” Rothstein (Robert De Niro) standing between his two on line casino executives (Richard Amalfi tano and Richard F.

Strafella). In a voice-over narration he says, “In Vegas, everybody’s gotta watch all people else.” The scene ends after Rothstein describes the previous cheaters who monitor the playing fl oor with binoculars. The fi lm continues with the introduction of Ginger (Sharon Stone).

What to Watch for and Ask Yourself

▪ Which organizational type discussed in this chap- ter best fi ts this scene from Casino?

▪ Apply Fayol’s principles of management to this scene. Which ones seem within the scene? Give exam- ples from the scene of what you see.

▪ Compare the Theory X and Theory Y assumptions proven in Exhibit 2.four to this scene. Which assump- tions appear on this scene from Casino?

1 J. Craddock, ed., VideoHound’s Golden Movie Retriever (Detroit, MI: Gale Cengage Learning, 2008), p. 182.


Full Employee Benefits Are Optional

By trade requirements, MG � BW’s method to bene- fi ts is pretty uncommon. Apparently, offering full benefi ts to employees and beneficiant benefi ts to spouses, part- ners, and other family members is downright radical. For its staff, MG � BW additionally constructed a health- conscious café, a gym and indoor walking track, and the fi rst on-site daycare ever to exist in the furnishings business. College scholarships are awarded yearly to the employees’ kids as properly.

Cater to the Masses

Uninterested in catering to the bottom common denominator, MG � BW was the fi rst in its indus- try to goal a niché market. Gold likes to say, “Our emphasis is on taking excellent care of a small and highly choose number of prospects extraordinarily well.”

Strategic Alliances Are for Countries

To attain its prospects, MG � BW blazed new trails in channel strategy, beginning with a deal to supply

private-label furniture for Pottery Barn. Additional partners embody Crate & Barrel, Restoration Hard- ware, Chambers (catalog), and more. Thanks to another strategic coup, the W Hotels furnish their rooms with MG � BW’s furnishings, too. Gold and Williams have turn into the Couch Kings. The competitors tries to play by their guidelines now. As they have fun 20 years in enterprise and $100 million in sales, it seems their renegade strategies have paid off.

Discussion Questions

1. How does the humanistic perspective apply to MG � BW’s treatment of employees?

2. How does MG � BW’s strategy to manage- ment refl ect serious about open techniques and contingencies?

three. In what methods does MG � BW follow whole quality management?



This questionnaire is from William 1. Pfeiffer and John E. Jones, eds., “Supervisory Attitudes: The X–Y Scale,” The 1972 Annual Handbook for Group Facilitators (New York: John Wiley & Sons, 1972), pp. 65–68. This materials is used by permission of John Wiley & Sons, Inc. The X–Y scale was tailored from an instru- ment developed by Robert N. Ford of AT&T for in-house supervisor training. Eric Abrahamson, “Management 2. Fashion,” Academy of Management Review 21, no. 1 (January 1996): 254–285. Also see “75 Years of Management Ideas and Practice,” a complement to the Harvard Busi- ness Review (September–October 1997), for a broad overview of historical tendencies in management considering. Daniel A. Wren,three. The Evolution of Management Thought, 4th ed. (New York: Wiley, 1994). Much of the discussion of historic forces comes from Arthur M. Schlesinger, Political and Social History of the United States, 1829–1925 (New York: Macmillan, 1925); and Homer C. Hockett, Political and Social History of the United States, 1492–1828 (New York: Macmillan, 1925). Based on Stephanie Armour, “Gen-4. eration Y: They’ve Arrived at Work with a New Attitude,” USA Today (November 6, 2005): .com/money/workplace/ gen-y_x.htm; and Marnie E. Green, “Beware and Prepare: The Govern- ment Workforce of the Future,” Pub- lic Personnel Management (Winter 2000): 435ff. Aziz Hannifa, “India, China Growth 5. Dominates World Bank Meet,” India Abroad (New York edition), Novem- ber 2, 2007. Thomas Petzinger, Jr., “So Long 6. Supply and Demand,” The Wall Street Journal, January 1, 2000. Study reported in Phred Dvorak, 7. “Why Management Trends Quickly Fade Away (Theory and Practice column), The Wall Street Journal, June 26, 2006. See Keith Leslie, Mark A. Loch, and 8. William Schaninger, “Managing Your Organization by the Evidence,”

McKinsey Quarterly, Issue three (2006); Thomas H. Davenport, Laurence Prusak, and H. James Wilson, What’s the Big Idea? Creating and Capital- izing on the Best New Management Thinking (Boston: Harvard Business School Press, 2003); Daniel James Rowley, “Resource Reviews,” Acad- emy of Management Learning and Education 2, no. 3 (2003): 313–321; Jane Whitney Gibson, Dana V. Tesone, and Charles W. Blackwell, “Management Fads: Here Yesterday, Gone Today?” SAM Advanced Man- agement Journal (Autumn 2003): 12–17; David Collins, Management Fads and Buzzwords: Critical- Practices Perspective, (London, UK: Routledge, 2000); Timothy Clark, “Management Research on Fashion: A Review and Evaluation,” Human Relations 54, no. 12 (2001): 1650– 1661; Brad Jackson, Management Gurus and Management Fashions (London: Routledge, 2001); Patrick Thomas, Fashions in Management Research: An Empirical Analysis (Aldershot, UK: Ashgate, 1999). Daniel A. Wren, “Management His-9. tory: Issues and Ideas for Teaching and Research,” Journal of Manage- ment thirteen (1987): 339–350. Business historian Alfred D. Chan-10. dler, Jr., quoted in Jerry Useem, “Entrepreneur of the Century,” Inc. (20th Anniversary Issue, 1999): 159–174. Useem, “Entrepreneur of the 11. Century.” The following is predicated on Wren,12. Evolution of Management Thought, Chapters 4, 5; and Claude S. George, Jr., The History of Manage- ment Thought (Englewood Cliffs, NJ: Prentice-Hall, 1968), Chapter 4. Cynthia Crossen, “Early Industry 13. Expert Soon Realized a Staff Has Its Own Effi ciency,” The Wall Street Journal, November 6, 2006. Alan Farnham, “The Man Who 14. Changed Work Forever,” Fortune (July 21, 1997): 114; Charles D. Wrege and Ann Marie Stoka, “Cooke Creates a Classic: The Story Behind F. W. Taylor’s Principles of Scientifi c Management,” Academy of Management Review (October 1978): 736–749; Robert Kanigel, The

One Best Way: Frederick Winslow Taylor and the Enigma of Effi ciency (New York: Viking, 1997); and “The X and Y Factors: What Goes Around Comes Around,” special part in “The New Organisation: A Survey of the Company,” The Economist (January 21–27, 2006): 17–18. Quoted in Ann Harrington, “The 15. Big Ideas,” Fortune (November 22, 1999): 152–154. Wren,16. Evolution of Management Thought, 171; and George, History of Management Thought, 103–104. Gary Hamel, “The Why, What, and 17. How of Management Innovation,” Harvard Business Review (February 2006): 72–84; Peter Coy, “Cog or Co- Worker?” BusinessWeek (August 20 & 27, 2007): 58–60. Max Weber,18. General Economic History, trans. Frank H. Knight (London: Allen & Unwin, 1927); Max Weber, The Protestant Ethic and the Spirit of Capitalism, trans. Talcott Parsons (New York: Scribner, 1930); and Max Weber, The Theory of Social and Economic Organizations, ed. and trans. A. M. Henderson and Talcott Parsons (New York: Free Press, 1947). Kelly Barron, “Logistics in Brown,” 19. Forbes (January 10, 2000): 78–83; Scott Kirsner, “Venture Vérité: United Parcel Service,” Wired (Sep- tember 1999): 83–96; “UPS,” The Atlanta Journal and Constitution, April 26, 1992; and Kathy Goode, Betty Hahn, and Cindy Seibert, “United Parcel Service: The Brown Giant” (unpublished manuscript, Texas A&M University, 1981). Henri Fayol,20. Industrial and General Administration, trans. J. A. Coubrough (Geneva: Interna- tional Management Institute, 1930); Henri Fayol, General and Industrial Management, trans. Constance Storrs (London: Pitman and Sons, 1949); and W. J. Arnold et al., Business- Week, Milestones in Management (New York: McGraw-Hill, vol. I, 1965; vol. II, 1966). Mary Parker Follett,21. The New State: Group Organization: The Solution of Popular Government (London: Longmans, Green, 1918); and Mary



Parker Follett, Creative Experience (London: Longmans, Green, 1924). Henry C. Metcalf and Lyndall 22. Urwick, eds., Dynamic Administra- tion: The Collected Papers of Mary Parker Follett (New York: Harper & Row, 1940); Arnold, Milestones in Management. Follett,23. The New State; Metcalf and Urwick, Dynamic Administration (London: Sir Isaac Pitman, 1941). William B. Wolf,24. How to Understand Management: An Introduction to Chester I. Barnard (Los Angeles: Lucas Brothers, 1968); and David D. Van Fleet, “The Need-Hierarchy and Theories of Authority,” Human Rela- tions 9 (Spring 1982): 111–118. Gregory M. Bounds, Gregory H. 25. Dobbins, and Oscar S. Fowler, Man- agement: A Total Quality Perspective (Cincinnati, OH: South-Western Publishing, 1995), pp. 52–53. Curt Tausky,26. Work Organizations: Major Theoretical Perspectives (Itasca, IL: F. E. Peacock, 1978), p. 42. Charles D. Wrege, “Solving Mayo’s 27. Mystery: The First Complete Ac- rely of the Origin of the Haw- thorne Studies—The Forgotten Contributions of Charles E. Snow and Homer Hibarger,” paper pre- sented to the Management History Division of the Academy of Man- agement (August 1976). Ronald G. Greenwood, Alfred A. 28. Bolton, and Regina A. Greenwood, “Hawthorne a Half Century Later: Relay Assembly Participants Re- member,” Journal of Management 9 (Fall/Winter 1983): 217–231. F. J. Roethlisberger, W. J. Dickson, 29. and H. A. Wright, Management and the Worker (Cambridge, MA: Harvard University Press, 1939). H. M. Parson, “What Happened at 30. Hawthorne?” Science 183 (1974): 922–932; John G. Adair, “The Hawthorne Effect: A Reconsidera- tion of the Methodological Artifact,” Journal of Applied Psychology sixty nine, no. 2 (1984): 334–345; and Gordon Dia- per, “The Hawthorne Effect: A Fresh Examination,” Educational Studies 16, no. three (1990): 261–268. R. G. Greenwood, A. A. Bolton, and 31. R. A. Greenwood, “Hawthorne a Half Century Later,” pp. 219–221. F. J. Roethlisberger and W. J. Dick-32. son, Management and the Worker. Ramon J. Aldag and Timothy 33. M. Stearns, Management, 2nd ed.

(Cincinnati, OH: South-Western Publishing, 1991), pp. 47–48. Tausky,34. Work Organizations: Major Theoretical Perspectives, p. 55. Douglas McGregor,35. The Human Side of Enterprise (New York: McGraw- Hill, 1960), pp. 16–18. Jack Ewing, “No-Cubicle Culture,” 36. BusinessWeek (August 20 & 27, 2006): 60. Wendell L. French and Cecil H. Bell 37. Jr., “A History of Organizational De- velopment,” in Wendell L. French, Cecil H. Bell Jr., and Robert A. Zawacki, Organization Development and Transformation: Managing Ef- fective Change (Burr Ridge, IL: Irwin McGraw-Hill, 2000), pp. 20–42. Mansel G. Blackford and K. Austin 38. Kerr, Business Enterprise in American History (Boston: Houghton Miffl in, 1986), Chapters 10, 11; and Alex Groner and the editors of American Heritage and BusinessWeek, The American Heritage History of American Business and Industry (New York: American Heritage Publishing, 1972), Chapter 9. Geoffrey Colvin, “How Alfred P. 39. Sloan, Michael Porter, and Peter Drucker Taught Us All the Art of Management,” Fortune (March 21, 2005): 83–86. “90 Years in Business,” 40. The Confer- ence Board Review (September– October 2006): 30–39. Wren, 41. The Evolution of Management Thought. Joyce Thompson Heames and forty two. Michael Harvey, “The Evolution of the Concept of the ‘Executive’ from the 20th Century Manager to the twenty first Century Global Leader,” Journal of Leadership and Organizational Studies 13, no. 2 (2006): 29–41. Larry M. Austin and James 43. R. Burns, Management Science (New York: Macmillan, 1985). Ludwig von Bertalanffy, Carl G. 44. Hempel, Robert E. Bass, and Hans Jonas, “General Systems Theory: A New Approach to Unity of Science,” Human Biology 23 (December 1951): 302–361; and Kenneth E. Boulding, “General Systems Theory—The Skeleton of Science,” Management Science 2 (April 1956): 197–208. Fremont E. Kast and James E. forty five. Rosenzweig, “General Systems Theory: Applications for Organiza- tion and Management,” Academy

of Management Journal (December 1972): 447–465. “Teaming with Bright Ideas,” particular 46. section in “The New Organisation: A Survey of the Company,” The Economist (January 21–27, 2006): 4–16. The discussion of systemic pondering forty seven. is based on Gary Bartlett, “Systemic Thinking: A Simple Technique for Gaining Systemic Focus,” paper introduced at the International Conference on Thinking (2001), (accessed February 5, 2008). Fred Luthans, “The Contingency forty eight. Theory of Management: A Path Out of the Jungle,” Business Horizons 16 (June 1973): 62–72; and Fremont E. Kast and James E. Rosenzweig, Contingency Views of Organization and Management (Chicago: Science Research Associates, 1973). Samuel Greengard, “25 Visionaries forty nine. Who Shaped Today’s Workplace,” Workforce (January 1997): 50–59; and Harrington, “The Big Ideas.” Mauro F. Guillen, “The Age of fifty. Eclecticism: Current Organizational Trends and the Evolution of Mana- gerial Models,” Sloan Management Review (Fall 1994): 75–86. Jeremy Main, “How to Steal the Best 51. Ideas Around,” Fortune (October 19, 1992): 102–106. Darrell Rigby and Barbara Bilodeau, fifty two. “Bain’s Global 2007 Management Tools and Trends Survey,” Strategy & Leadership 35, no. 5 (2007): 9–16. Thomas H. Davenport and Laurence fifty three. Prusak, with Jim Wilson, What’s the Big Idea? Creating and Capitalizing on the Best Management Think- ing (Boston, MA: Harvard Busi- ness School Press, 2003). Also see Theodore Kinni, “Have We Run Out of Big Ideas?” Across the Board (March–April 2003): 16–21, and Joyce Thompson Heames and Michael Harvey, “The Evolution of the Concept of the Executive from the twentieth Century Manager to the 21st Century Global Leader,” Journal of Leadership and Organizational Studies 13, no. 2 (2006): 29–41. Ronald A. Heifetz and Donald L. fifty four. Laurie, “The Leader as Teacher: Cre- ating the Learning Organization,” Ivey Business Journal (January– February 2003): 1–9. Peter Senge,55. The Fifth Discipline: The Art and Practice of Learning


1 Organizations (New York: Doubleday/Currency, 1990). Defi nition based mostly on Steven A. fifty six. Melnyk and David R. Denzler, Operations Management: A Value Driven Approach (Burr Ridge, IL: Richard D. Irwin, 1996): 613. Global Supply Chain Games proj-57. ect, (accessed July 16, 2008).

Eric Bellman and Cecilie Rohwedder, fifty eight. “Western Grocer Modernizes Passage to India’s Markets,” The Wall Street Journal, November 28, 2007. “How Marriott Never Forgets a fifty nine. Guest,” BusinessWeek (February 12, 2000): seventy four.

Andy Reinhardt, “From Gearhead to 60. Grand High Pooh-Bah,” Business- Week (August 28, 2000): 129–130.


ContinuingCasept1 General Motors Part One: Introduction to Management General Motors Celebrates 100 Years of Change and Innovation

Of the various necessary dates in automotive historical past, September sixteen, 2008, marks each the tip of an period and a bold new beginning. On that historic Tuesday, keen crowds packed the Renaissance Center in Detroit, Michigan, to celebrate a once-in-a-lifetime event: the 100-year anniversary of General Motors (GM).

Following months of centennial-themed pageantry and parades, the American automaker’s towering headquarters had taken on a museumlike aura. On the ground fl oor sat immaculate showroom classics from the company’s fabled past: an orange 1963 Corvette Sting Ray, a pistachio 1952 Saab, a shiny black 1955 Chevrolet Bel Air coupe, an apple-green 1973 Opel GT. Auto fanatics, reporters, and GM staff alike gazed nostalgically on the rows of classic automobiles as the clock turned again to an excellent, bygone era in America’s historical past.

Despite the irresistible appeal projected by these solid-steel visitors from GM’s legendary past, it was an idea automobile from the company’s future that had the crowd’s engines revving on the principle fl oor. For years, management at GM had talked of introducing alternative-energy models that excite customers and shield the environment. Now, at this momentous cel- ebration, the speak was over, and GM pulled back the curtain on what it says is the means forward for the auto indus- attempt: the Chevy Volt.

With its aerodynamic design and forty miles of emissions-free driving on a single electrical charge, GM’s fi rst-ever plug-in electric vehicle is a far cry from the gas-guzzling vans and SUVs that delivered the company’s biggest fi nancial successes in current many years. Indeed, the Volt represents a sea change for the world’s largest auto manufacturer. Unlike hybrids that use electric power to enhance the mile- age of their gasoline engines, the Volt makes use of a gasoline generator to help the vary of its battery-powered electric drive unit. According to GM, driving the Volt will save homeowners $1,500 yearly in energy prices. It’s no surprise company offi cials cite the idea as proof of GM’s intention to lead the reinvention of the auto.

But the arrival of the Volt comes at a pivotal second in GM’s historical past. Ripple effects from an international mortgage disaster in 2008 triggered the industry’s worst

sales droop since September 11. Soaring energy prices in the identical period forced administration to abandon Hummer and different super-sized fashions that when represented hope for a fi nancial recovery. But the record goes on. GM additionally faces slumping shares, stupefying quarterly losses, ballooning debt, steep competitors from Toyota, pre- carious dealings with labor unions, and nearly insur- mountable fuel-effi ciency laws from the federal authorities.

If history is any indication, GM will tackle these challenges head on, displaying the same innova- tive spirit that gave the enterprise its fi rst a hundred years of producing excellence. Since its founding in 1908, the automaker has repeatedly demonstrated its robust capacity for innovation and alter. From speedom- eters (1901 Oldsmobile) and electrical headlights (1909 Cadillac) to computerized transmissions (1940 Oldsmo- bile) and mass-produced V-8 engines (1914 Cadillac), GM groups have given the world lots of of innova- tive fi rsts.

Whether it’s big-idea concepts that reshape the future or smaller improvements that improve current products, CEO Rick Wagoner and his management groups are creating the strategies that may guide the company successfully for the following a hundred years. In his speech introducing the Volt’s historic unveiling, Wagoner underscored the remarkable instances in which we live. “GM’s centennial comes at an incred- ible time in our business. The whole world is watching, hoping for a breakthrough in personal transportation that will tackle the very actual power and environmen- tal challenges dealing with the globe.”

The stakes have never been larger. If GM is to avoid becoming a museum of America’s nice auto- cellular manufacturing past, management should ship breakthrough concepts that once once more stoke consum- ers’ passions. With the Chevy Volt in production and a big cache of renowned brands including Cadillac, Chevrolet, Pontiac, and Saturn, there is each reason to believe GM will succeed.


1. Which management functions and abilities enabled GM’s leaders to create a bold imaginative and prescient for reinvent- ing the auto round green technology?

2. Identify social, political, and economic forces that have an effect on the auto trade and the apply of man- agement at GM.

three. Which historic management perspective fueled GM’s transformation into a producing power- home within the early twentieth century?




SOURCES: Robert Snell, “GM Unveils Its Chevy Volt at Centennial Celebration,” The Detroit News, September 16, 2008, (accessed October eight, 2008); Anita Lienert, “Aerodynamic Chevrolet Volt Electrifi es GM’s 100th-Anniversary Celebration,” Inside Line (September sixteen, 2008), /insideline (ac- cessed October 10, 2008); David Phillips, “Innovations Propel Success,” The Detroit News, September sixteen, 2008,

(accessed October 7, 2008); “GM Starts Its Next one hundred Years with New Approach,” The Bay City Times, September 28, 2008, .com/bcopinion/2008/09/gm_starts_its_next_100_years_w.html (accessed October 11, 2008); David Kiley, “J.D. Power: Retail Sales To Be 2 Million Lower in 2008,” BusinessWeek Online, October eight, 2008, /autos/autobeat/archives/2008/10/ jd_power_retail.html (accessed October eleven, 2008).


L ea

rn in

g O

ut co

m es

C h

ap te

r O

ut lin


© G










After studying this chapter, you must be succesful of:

1. Describe the final and task environments and the size of every.

2. Explain the strategies managers use to help organizations adapt to an unsure or turbulent surroundings.

3. Defi ne corporate tradition and give organizational examples.

4. Explain organizational symbols, stories, heroes, slogans, and ceremonies and their relationships to corporate culture.

5. Describe how company culture pertains to the environment.

6. Defi ne a cultural leader and explain the tools a cultural chief makes use of to create a high-performance tradition.

Are You Fit for Managerial Uncertainty? The External Environment

General Environment Task Environment

The Organization–Environment Relationship Environmental Uncertainty Adapting to the Environment

The Internal Environment: Corporate Culture Symbols Stories Heroes Slogans Ceremonies

Environment and Culture Adaptive Cultures Types of Cultures

New Manager Self-Test: Cultural Preference Shaping Corporate Culture for Innovative

Response Managing the High-Performance Culture Cultural Leadership

sixty three

The Environment and Corporate Culture

C ontrolling


P lanning


Environm ent


4O rganizing

5Leading Introduction



Do you approach uncertainty with an open mind? Think again to how you thought or behaved throughout a time of uncertainty if you were in a formal or casual management place. Please answer whether or not each of the following items was Mostly True or Mostly False in that circumstance.

Mostly True

Mostly False

1. Enjoyed hearing about new concepts even when working toward a deadline.

2. Welcomed unusual viewpoints of others even when we had been working under stress.

three. Made it a degree to attend trade trade reveals and firm occasions.

four. Specifi cally inspired others to specific opposing concepts and arguments.