SMANAGEMENT2021

Management tenth edition
Stephen P. Robbins Mary Coulter
1–1
Learning outcomes
1. What management is, why management is
important, what managers do,…
2. Distinguish among planning, organizing,
leading, and controlling
3. Why managers should strive to create ethical
organizational cultures
4. How managers group tasks into jobs that are
motivating and satisfying for employees
5. Why groups and teams are key contributors to
organizational effectiveness
1–2
Content
• Chap 1: Introduction to Management
• Chap 2: Management History
• Chap 3: Organizational Culture and Environment
• Chap 4: Managing in a Global Environment
• Chap 5: SR and Managerial Ethics
• Chap 6: Managers As Decision Makers
• Chap 7: Foundations of Planning
• Chap 8: Strategic Management
• Chap 9: Organizational Structure and Design
1–3
Content
• Chap 10: Human Resources Management
• Chap 11: Managing Teams
• Chap 12: Managing Change and Innovation
• Chap 13: Understanding Individual Behavior
• Chap 14: Managers and Communications
• Chap 15: Motivating Employees
• Chap 16: Managers As Leaders
• Chap 17: Introduction to Controlling
• Chap 18: Managing Operations
1–4
Learning Outcomes
1. Describe what management is, why
management is important, what managers do,…
2. Distinguish among planning, organizing,
leading, and controlling
3. Explain why managers should strive to create
ethical organizational cultures
4. Explain how managers group tasks into jobs
that are motivating and satisfying for employees
5. Explain why groups and teams are key
contributors to organizational effectiveness
1–5
References
1. Stephen P. Robbins/ Mary Coulter, 10th
edition, Prentice Hall, 2008.
2. Stephen Robbins/ Mary Coulter/ Rolf
Bergman/ Ian Stagg, Prentice Hall, 2008.
3. Essentials of Contemporary Management, 3rd
edition, Gareth R. Jones/ Jennifer George,
McGraw-Hill, 2007.
4. Management: A Practical Introduction, Kinicki/
Williams, McGraw-Hill, 2008.
5. Principles of management, Charlse. W.L Hill/
Steven L. McShane, McGraw-Hill, 2008
1–6
Course Evaluation
1. Attendance (10%)
2. Class Activities, Midterm, Presentation (30%)
3. Final paper (60%)
1–7
Presentation
1. Group working (8-9 students/group)
2. Softcopy (phamhungcuong.cs2@ftu.edu.vn)
3. Evaluation:
- Content 20%
- IT Skills 20%
- Contributions 20%
- Speaking skill 20%
- Case study 20%
4. Time max: 60 minutes/group
5. Schedule as planned
1–8
Course schedule
Chap Name Group Date
1 Introduction to Management 9/11
2 Management History Reading

Organizational Culture and
3 11/11
Environment
4 Managing in a Global Environment 13/11
5 SR and Managerial Ethics Reading
6 Managers as Decision Makers 16/11
7 Foundations of Planning 18/11
8 Strategic Management Reading

Organizational Structure and
9 20/11
Design 1–9
Course schedule
Chap Name Group Date
10 Human Resources Management 23/11
11 Managing Teams 25/11

Managing Change and
12 27/11
Innovation
13 Understanding Individual Behavior Reading
14 Managers and Communications 30/11
15 Motivating Employees 02/12
16 Managers As Leaders 04/12
17 Introduction to controlling 07/12
18 Managing operations Reading

1–10
Chapter
Introduction to
Management
1 and
Organizations
1–11
Learning outcomes
Follow this learning outline as you read and study this
chapter.
1.1 Who are managers?

1.2 What is management?
1.3 What do managers do?
1.4 What is an organization?
1.5 Why study management?
1–12
Chapter
Management
2 History
2–13
Learning outcomes
chapter.
2.1 Historical background of management

2.2 Classical approach
2.3 Quantitative approach
2.4 Behavioral approach
2.5 Contemporary approach
2–14
Chapter Organizational
3 Culture and
Environment
3–15
Learning outcomes
Follow this learning outline as you read and
study this chapter.
3.1 The manager: omnipotent or symbolic?
3.2 Organizational culture
3.3. Current organizational culture issues
3.4 The environment
3–16
Chapter Managing in a
4 Global
Environment
4–17
Learning outcomes
chapter.
4.1 What’s your global perspective?

4.2 Understanding the global environment
4.3 Doing business globally
4.4 Managing in a global environment
4–18
Chapter Social
5 Responsibility and
Managerial Ethics
5–19
Learning outcomes
chapter.
5.1 What is social responsibility?

5.2 Green management
5.3 Managers and ethical behavior
5.4 Encouraging ethical behavior
5.5 Social responsibility and ethics issues in
today’s world
5–20
Chapter Managers
6 as
Decision Makers
6–21
Learning outcomes
study this chapter.
6.1 The decision-making process

6.2 Managers making decisions
6.3 Types of decisions and decision-making
conditions
6.4 Decision-making styles
6.5 Effective decision making in today’s world
6–22
Chapter
Foundations of
7 Planning
7–23
Learning outcomes
chapter.
7.1 The what and why of planning

7.2 Goals and plans
7.3 Setting goals and developing plans
7.4 Contemporary issues in planning
7–24
Chapter
Strategic
8 Management
8–25
Learning outcomes
chapter.
8.1 Strategic management
8.2 The strategic management process
8.3 Corporate strategies
8.4 Competitive strategies
8.5 Current strategic management issues
8–26
9 Structure and
Design
9–27
Learning outcomes
chapter.
9.1 Defining organizational structure
9.2 Mechanistic and Organic structures
9.3 Common organizational designs
9–28
Chapter
Managing
10 Human
Resources
10–29
Learning outcomes
chapter.
10.1 The human resource management process
10.2 Identifying and selecting competent employees
10.3 Providing employees with needed skills
and knowledge
10.4 Retaining competent, high performing employees
10.5 Contemporary issues in managing human
resources
10–30
Chapter
Managing
11 Teams
11–31
Learning outcomes
chapter.
11.1 Groups and group development
11.2 Work group performance and satisfaction
11.3 Turning groups into effective teams
11.4 Current challenges in managing teams
11–32
Chapter Managing Change

12 and
Innovation
12–33
Learning outcomes
chapter.
12.1 The change process
12.2 Managing organizational change
12.3 Managing resistance to change
12.4 Contemporary issues in managing change
12.5 Stimulating innovation
12–34
Chapter Understanding
13 Individual
Behavior
13–35
Learning outcomes
chapter.
13.1 Focus and goals of individual behavior
13.2 Attitudes and performance
13.3 Personality
13.4 Learning
13.5 Contemporary OB issues
13–36
Chapter
Managers
14 and
Communications
14–37
Learning outcomes
chapter.
14.1 The nature and function of communication
14.2 Methods of interpersonal communication
14.3 Effective interpersonal communication
14.4 Organizational communication
14.5 Information technology and communication
14.6 Communication issues in today’s organization
14–38
Chapter
Motivating
15 Employees
15–39
Learning outcomes
chapter.
15.1 What is motivation?
15.2 Early theories of motivation
15.3 Contemporary theories of motivation
15.4 Current issues in motivation
15–40
Chapter
Managers As
16 Leaders
16–41
Learning outcomes
chapter.
16.1 Who are leaders and what is leadership
16.2 Early leadership theories
16.3 Contingency theories of leadership
16.4 Contemporary views of leadership
16.5 Leadership issues in the twenty-first
century
16–42
Chapter Introduction
17 to
Controlling
17–43
Learning outcomes
chapter.
17.1 What is control and why is it important?
17.2 The control process
17.3 Controlling organizational performance
17.4 Tools for measuring organizational
performance
17.5 Contemporary issues in control
17–44
Chapter
Managing
18 Operations
18–45
Learning outcomes
chapter.
18.1 The role of operations management
18.2 What is value chain management and why is
it important?
18.3 Managing operations by using value chain
management
18.4 Current issues in operations management
18–46
Chapter
Introduction to
Management
1 and
Organizations
1–47
Learning outcomes
chapter.
1.1 Who are managers?

1.2 What is management?
1.3 What do managers do?
1.4 What is an organization?
1.5 Why study management?
1–48
Exhibit 1–1 Women in managerial positions around
the world
Women in Women in Top

Management Manager’s Job
Australia 41.9 percent 3.0 percent

Canada 36.3 percent 4.2 percent
Germany 35.6 percent N/A
Japan 10.1 percent N/A
Philippines 57.8 percent N/A
United States 50.6 percent 2.6 percent
1–49
What is management?
• Managerial concerns
 Efficiency
 “Doing things right”
 Effectiveness
 “Doing the right things”
1–50
Exhibit 1–3 Effectiveness and Efficiency in
management
1–51
What do managers do?
• Three approaches to defining what managers do
 Functions they perform
 Roles they play
 Skills they need
1–52
Exhibit 1–4 Management functions
1–53
Exhibit 1.5 Mintzberg’s managerial roles
• Interpersonal roles
• Informational roles
• Decisional roles
Adapted from Mintzberg, Henry, The Nature of Managerial Work, 1st Edition, © 1980, pp. 93–94..
1–54
Exhibit 1–6 Skills needed at different
management levels
1–55
How is the manager’s job
changing?
• Increasing importance of customers
 Customers
• Innovation
 Doing things differently, exploring new territory, and
taking risks
1–56
Why study management?
• Value of studying management
 Universality of management
 Reality of work
 Rewards and challenges of being a manager
1–57
Chapter
Management
2 History
2–58
Learning outcomes
chapter.
2.1 Historical background of management

2.2 Classical approach
2.3 Quantitative approach
2.4 Behavioral approach
2.5 Contemporary approach
2–59
Historical background of
management
• Ancient management
 Egypt (pyramids) and China (Great Wall)
 Venetians (floating warship assembly lines)
• Adam Smith
 Published The Wealth of Nations in 1776
• Industrial revolution
 Substituted machine power for human labor
 Created large organizations in need of management
2–60
Exhibit 2–1 Major approaches to management
2–61
Major approaches to
management
• Classical
• Quantitative
• Behavioral
• Contemporary
2–62
Scientific management
• Fredrick Winslow Taylor
 “Father” of scientific management
 Published Principles of Scientific Management (1911)
 Theory of scientific management
– Using scientific methods to define the “one best way” for a
job to be done:
• Putting the right person on the job with the correct tools
and equipment
• Having a standardized method of doing the job
• Providing an economic incentive to the worker
2–63
Exhibit 2–2 Taylor’s scientific management principles
1. Develop a science for each element of an individual’s work, which

will replace the old rule-of-thumb method.
2. Scientifically select and then train, teach, and develop the worker.
3. Heartily cooperate with the workers so as to ensure that all work
is done in accordance with the principles of the science that has
been developed.
4. Divide work and responsibility almost equally between
management and workers. Management takes over all work for
which it is better fitted than the workers.
2–64
General administrative theory
• Henri Fayol
 Believed that the practice of management was distinct
from other organizational functions
 Developed principles of management that applied to
all organizational situations
• Max Weber
 Developed a theory of authority based on an ideal
type of organization (bureaucracy)
2–65
Scientific management
• Frank and Lillian Gilbreth
 Focused on increasing worker productivity through
the reduction of wasted motion
 Developed the microchronometer to time worker
motions and optimize work performance
• How do today’s managers use scientific
management?
 Use time and motion studies to increase productivity
 Hire the best qualified employees
 Design incentive systems based on output
2–66
Exhibit 2–3 Fayol’s 14 principles of
management
1. Division of work 7. Remuneration
2. Authority 8. Centralization
3. Discipline 9. Scalar chain
4. Unity of command 10. Order
5. Unity of direction 11. Equity
6. Subordination of 12. Stability of tenure

individual interests to of personnel
the general interest 13. Initiative
14. Esprit de corps
2–67
Exhibit 2–4 Weber’s bureaucracy
2–68
Quantitative approach to
management
• Quantitative approach
 Also called operations research or management
science
 Evolved from mathematical and statistical methods
developed to solve WWII military logistics and quality
control problems
 Focuses on improving managerial decision making by
applying:
 Statistics, optimization models, information models, and
computer simulations
2–69
Exhibit 2–5 What is quality management?
Intense focus on the customer
Concern for continual improvement
Process-focused
Improvement in the quality of everything
Accurate measurement
Empowerment of employees
2–70
Understanding organizational
behavior
• Organizational behavior (OB)
 Study of the actions of people at work; people are the
most important asset of an organization
• Early OB advocates
 Robert Owen
 Hugo Munsterberg
 Mary Parker Follett
 Chester Barnard
2–71
Hawthorne Studies
•A series of productivity experiments conducted
at Western Electric from 1924 to 1932.
•Experimental findings
Productivity unexpectedly increased under imposed
adverse working conditions.
Effect of incentive plans was less than expected.
•Research conclusion
Social norms, group standards and attitudes more
strongly influence individual output and work behavior
than do monetary incentives.
2–72
Systems approach
• System defined
 A set of interrelated and interdependent parts
arranged in a manner that produces a unified whole.
• Basic types of systems
 Closed systems
 Are not influenced by and do not interact with their
environment (all system input and output is internal).
 Open systems
 Dynamically interact to their environments by taking in inputs
and transforming them into outputs that are distributed into
their environments.
2–73
Exhibit 2–7 Organization as an open
system
2–74
Implications of the systems
approach
• Coordination of the organization’s parts is
essential for proper functioning of the entire
organization.
• Decisions and actions taken in one area of the
organization will have an effect in other areas of
the organization.
• Organizations are not self-contained and,
therefore, must adapt to changes in their
external environment.
2–75
Contingency approach
• Contingency approach defined
 Also sometimes called the situational approach.
 There is no one universally applicable set of
management principles (rules) by which to manage
organizations.
 Organizations are individually different, face different
situations (contingency variables), and require
different ways of managing.
2–76
Exhibit 2–8 Popular contingency variables
• Organization size
• As size increases, so do the problems of coordination.
• Routineness of task technology
• Routine technologies require organizational structures,
leadership styles, and control systems that differ from those
required by customized or non-routine technologies.
• Environmental uncertainty
• What works best in a stable and predictable environment may
be totally inappropriate in a rapidly changing and unpredictable
environment.
• Individual differences
• Individuals differ in terms of their desire for growth, autonomy,
tolerance of ambiguity, and expectations.
2–77
3 Culture and
Environment
3–78
Learning outcomes
study this chapter.
3.1 The manager: omnipotent or symbolic?
3.2 Organizational culture
3.3. Current organizational culture issues
3.4 The environment
3–79
Manager: Omnipotent or
Symbolic?
• Omnipotent view of management
 Managers are directly responsible for an
organization’s success or failure.
 Quality of the organization is determined by the
quality of its managers.
 Managers are held accountable
for an organization’s performance,
yet it is difficult to attribute
good or poor performance
directly to their influence
on the organization.
3–80
Manager: Omnipotent or
Symbolic?
• Symbolic view of management
 Much of an organization’s success or failure is due to
external forces outside of managers’ control.
 Ability of managers to affect outcomes is influenced
and constrained by external factors.
 Economy, customers, governmental policies, competitors,
industry conditions,
technology, and the actions of
previous managers
 Managers symbolize control and
influence through their action.
3–81
Organization’s culture
• Organizational culture
 A system of shared meanings and common beliefs
held by organizational members that determines, in a
large degree, how they act towards each other.
 “The way we do things around here.”
 Values, symbols, rituals, myths, and practices
 Implications:
 Culture is a perception.
 Culture is shared.
 Culture is descriptive.
3–82
Exhibit 3–2 Dimensions of organizational culture
3–83
Strong versus Weak cultures
• Strong cultures
 Are cultures in which key values are deeply and
widely held.
 Have a strong influence on organizational members.
• Factors Influencing the strength of culture
 Size of the organization
 Age of the organization
 Rate of employee turnover
 Strength of the original culture
 Clarity of cultural values and beliefs
3–84
Benefits of a strong culture
• Creates a stronger employee commitment to the
organization.
• Aids in the recruitment and socialization of new
employees.
• Fosters higher organizational
performance by instilling and
promoting employee initiative.
3–85
Organizational culture
• Sources of organizational culture
 Organization’s founder
 Past practices of the organization
 Behavior of top management
• Continuation of the organizational culture
 Recruitment of like-minded employees who “fit”
 Socialization of new employees to help them adapt to
the culture
3–86
How culture affects managers
• Cultural constraints on managers
 Whatever managerial actions the organization
recognizes as proper or improper on its behalf
 Whatever organizational activities the organization
values and encourages
 Overall strength or weakness of the organizational
culture
Simple rule for getting ahead in an organization:

Find out what the organization rewards and act accordingly.
3–87
Exhibit 3–6 Managerial decisions affected by culture
Planning
• Degree of risk that plans should contain
• Whether plans should be developed by individuals or teams
• Degree of environmental scanning in which management will
engage
Organizing
• How much autonomy should be designed into employees’ jobs
• Whether tasks should be done by individuals or in teams
• Degree to which department managers interact with each other
3–88
Exhibit 3–6 Managerial decisions affected by culture
Leading
• Degree to which managers are concerned with increasing
employee job satisfaction
• What leadership styles are appropriate
• Whether all disagreements—even constructive ones—should
be eliminated
Controlling
• Whether to impose external controls or to allow employees to
control their own actions
• What criteria should be emphasized in employee performance
evaluations
• What repercussions will occur from exceeding one’s budget
3–89
Organization culture issues
• Creating an ethical • Creating an innovative
culture culture
 High in risk tolerance  Challenge and
 Low to moderate involvement
aggressiveness  Freedom
 Focus on means as  Trust and openness
well as outcomes  Idea time
 Playfulness/humor
 Conflict resolution
 Debates
 Risk-taking
3–90
Exhibit 3–7 Creating a more ethical culture
• Be a visible role model

• Communicate ethical expectations
• Provide ethics training
• Visibly reward ethical acts and punish unethical
ones
• Provide protective mechanisms so employees can
discuss ethical dilemmas and report unethical
behavior without fear
3–91
Defining the external
environment
• External environment
 Those factors and forces outside the organization that
affect the organization’s performance.
• Components of the external environment
 Specific environment
 General environment
3–92
Exhibit 3–9 The external environment
3–93
Chapter Managing in a
4 Global
Environment
4–94
Learning outcomes
chapter.
4.1 What’s your global perspective?

4.2 Understanding the global environment
4.3 Doing business globally
4.4 Managing in a global environment
4–95
Global marketplace
• Opportunities and Challenges
 Coping with the sudden appearance of new
competitors
 Acknowledging cultural, political, and economic
differences
 Dealing with increased uncertainty, fear, and anxiety
 Adapting to changes in the global environment
 Avoiding parochialism
4–96
What’s your global
perspective?
• Parochialism
 Is viewing the world solely through one’s own eyes
and perspectives.
 Is not recognizing that others have different ways of
living and working.
 Is a significant obstacle for managers working in a
global business world.
 Is falling into the trap of ignoring others’ values and
customs and rigidly applying an attitude of “ours is
better than theirs” to foreign cultures.
4–97
Adopting a global perspective
• Ethnocentric attitude
 Parochialistic belief that the best work approaches
and practices are those of the home country.
• Polycentric attitude
 The view that the managers in the host country know
the best work approaches and practices for running
their business.
• Geocentric attitude
 A world-oriented view that focuses on using the best
approaches and people from around the globe.
4–98
Different types of international
organizations
• Multinational Corporation (MNC)
• Multidomestic Corporation
• Global Company
• Transnational corporation (Borderless
organization)
4–99
Exhibit 4–3 How organizations go global
4–100
Economic environment
• Economic systems
 Free market economy
 Planned economy
• Monetary and Financial factors
 Currency exchange rates
 Inflation rates
 Diverse tax policies
4–101
Cultural environment
• National culture
 Is the values and attitudes shared by individuals from
a specific country that shape their behavior and their
beliefs about what is important.
 May have more influence on an organization than the
organization culture.
4–102
Global management
in today’s world
• Challenges
 Openness associated with globalization
 Significant cultural differences (e.g., Americanization)
 Adjusting leadership styles and management
approaches
• Risks
 Loss of investments in unstable countries
 Increased terrorism
 Economic interdependence
4–103
Chapter Social
5 Responsibility and
Managerial Ethics
5–104
Learning outcomes
chapter.
5.1 What is social responsibility?

5.2 Green management
5.3 Managers and ethical behavior
5.4 Encouraging ethical behavior
5.5 Social responsibility and ethics issues in
today’s world
5–105
From obligation to
responsiveness to responsibility
• Social obligation
• Social responsiveness
• Social responsibility
5–106
Exhibit 5–2 Arguments for and against social responsibility
• For • Against
 Public expectations  Violation of profit
 Long-run profits maximization
 Ethical obligation  Dilution of purpose
 Public image  Costs
 Better environment  Too much power
 Discouragement of further  Lack of skills
governmental regulation  Lack of accountability
 Balance of responsibility
and power
 Stockholder interests
 Possession of resources
 Superiority of prevention
over cures
5–107
Does social responsibility pay?
• Studies appear to show a positive relationship
between social involvement and the economic
performance of firms.
• A general conclusion is that a firm’s social
actions do not harm its long-term performance.
5–108
Greening of management
• Recognition of the close link between an
organization’s decision and activities and its
impact on the natural environment.
 Global environmental problems facing managers:
 Air, water, and soil pollution from toxic wastes
 Global warming from greenhouse gas emissions
 Natural resource depletion
5–109
How organizations go green
• Legal (or Light Green) approach
 Firms simply do what is legally required by obeying laws, rules,
and regulations willingly and without legal challenge.
• Market approach
 Firms respond to the preferences of their customers for
environmentally friendly products.
• Stakeholder approach
 Firms work to meet the environmental demands of multiple
stakeholders—employees, suppliers, and the community.
• Activist approach
 Firms look for ways to respect and preserve environment and be
actively socially responsible.
5–110
Factors that affect employee
ethics
• Moral development
• Individual characteristics
• Structural variables
• Organization’s culture
• Intensity of the ethical issue
5–111
How managers can improve
ethical behavior in an organization
1. Hire individuals with high ethical standards
2. Establish codes of ethics and decision rules
3. Lead by example
4. Set realistic job goals and include ethics in
performance appraisals
5. Provide ethics training
6. Conduct independent social audits
7. Provide support for individuals facing ethical
dilemmas
5–112
Managing ethical lapses and
social irresponsibility
• Provide ethical leadership
• Protect employees who raise ethical issues
(whistle-blowers)
5–113
Businesses promoting positive
social change
• Corporate philanthropy
 Campaigns
 Donations
 Funding own foundations
• Employee volunteering efforts

 Team volunteering
 Individual volunteering during work hours
5–114
Chapter Managers
6 as
Decision Makers
6–115
Learning outcomes
study this chapter.
6.1 The decision-making process

6.2 Managers making decisions
6.3 Types of decisions and decision-making
conditions
6.4 Decision-making styles
6.5 Effective decision making in today’s world
6–116
Exhibit 6–1
The decision-making
process
6–117
Exhibit 6–5 Decisions in the management functions
6–118
Making decisions
• Rationality
 Managers make consistent, value-maximizing choices
with specified constraints.
 Assumptions are that decision makers:
 Are perfectly rational, fully objective, and logical.
 Have carefully defined the problem and identified all viable
alternatives.
 Have a clear and specific goal
 Will select the alternative that maximizes outcomes in the
organization’s interests rather than in their personal interests.
6–119
Making decisions
• Bounded rationality
 Managers make decisions rationally, but are limited
(bounded) by their ability to process information.
 Assumptions are that decision makers:
 Will not seek out or have knowledge of all alternatives
 Will satisfice—choose the first alternative encountered that
satisfactorily solves the problem—rather than maximize the
outcome of their decision by considering all alternatives and
choosing the best.
 Influence on decision making
 Escalation of commitment: an increased commitment to a
previous decision despite evidence that it may have been
wrong.
6–120
Role of intuition
• Intuitive decision making

 Making decisions on the basis of experience, feelings,
and accumulated judgment.
6–121
Types of problems and decisions
• Structured problems
 Involve goals that are clear.
 Are familiar (have occurred before).
 Are easily and completely defined—information about
the problem is available and complete.
• Programmed decision
 A repetitive decision that can be handled by a routine
approach.
6–122
Types of programmed decisions
• Procedure
 A series of interrelated steps that a manager can use
to respond (applying a policy) to a structured problem.
• Rule
 An explicit statement that limits what a manager or
employee can or cannot do.
• Policy
 A general guideline for making a decision about a
structured problem.
6–123
Policy, Procedure, and Rule
Examples
• Policy
 Accept all customer-returned merchandise.
• Procedure
 Follow all steps for completing merchandise return
documentation.
• Rules
 Managers must approve all refunds over $50.00.
 No credit purchases are refunded for cash.
6–124
Problems and Decisions
• Unstructured problems
 Problems that are new or unusual and for which
information is ambiguous or incomplete.
 Problems that will require custom-made solutions.
• Nonprogrammed decisions
 Decisions that are unique and nonrecurring.
 Decisions that generate unique responses.
6–125
Decision-making styles
• Linear thinking style
 A person’s preference for using external data and
facts and processing this information through rational,
logical thinking
• Nonlinear thinking style

 A person’s preference for internal sources of
information and processing this information with
internal insights, feelings, and hunches
6–126
Decision-making biases and errors
• Heuristics
• Overconfidence bias
• Immediate gratification bias
• Anchoring effect
• Selective perception bias
• Confirmation bias
• Framing bias
• Availability bias
• Representation bias
• Randomness bias
• Sunk costs errors
• Self-serving bias
• Hindsight bias
6–127
Decision making for today’s world
• Guidelines for making effective decisions:
 Understand cultural differences.
 Know when it’s time to call it quits.
 Use an effective decision making process.
• Habits of highly reliable organizations (HROs)
 Are not tricked by their success.
 Defer to the experts on the front line.
 Let unexpected circumstances provide the solution.
 Embrace complexity.
 Anticipate, but also anticipate their limits.
6–128
Characteristics of an effective
decision-making process
• It focuses on what is important.
• It is logical and consistent.
• It acknowledges both subjective and objective thinking
and blends analytical with intuitive thinking.
• It requires only as much information and analysis as is
necessary to resolve a particular dilemma.
• It encourages and guides the gathering of relevant
information and informed opinion.
• It is straightforward, reliable, easy to use, and flexible.
6–129
Chapter
Foundations of
7 Planning
7–130
Learning outcomes
chapter.
7.1 The what and why of planning

7.2 Goals and plans
7.3 Setting goals and developing plans
7.4 Contemporary issues in planning
7–131
Planning and Performance
• Relationship between planning and performance
 Formal planning
 Quality of planning and implementation affects
performance more than the extent of planning.
 External environment can reduce the impact of
planning on performance.
 Formal planning must be used for several years
before planning begins to affect performance.
7–132
How do managers plan?
• Elements of planning
 Goals (also Objectives)
 Desired outcomes for individuals, groups, or entire
organizations
 Provide direction and evaluation performance criteria
 Plans
 Documents that outline how goals are to be accomplished
 Describe how resources are to be allocated and establish
activity schedules
7–133
Types of goals
• Financial goals
• Strategic goals
• Stated goals versus real goals
• Strategic plans
• Operational plans
• Long-term plans
• Short-term plans
• Specific plans
• Directional plans
• Single-use plan
• Standing plans
7–134
Setting goals and developing
plans
• Traditional goal setting
 Broad goals are set at the top of the organization.
 Goals are then broken into sub-goals for each
organizational level.
 Assumes that top management knows best because
they can see the “big picture.”
 Goals are intended to direct, guide, and constrain
from above.
 Goals lose clarity and focus as lower-level managers
attempt to interpret and define the goals for their
areas of responsibility.
7–135
Setting goals and developing
plans
• Management By Objectives (MBO)
 Specific performance goals are jointly determined by
employees and managers.
 Progress toward accomplishing goals is periodically
reviewed.
 Rewards are allocated on the basis of progress
towards the goals.
 Key elements of MBO
7–136
Exhibit 7–3 Steps in a typical MBO program
1. Organization’s overall objectives and strategies are formulated.
2. Major objectives are allocated among divisional and departmental
units.
3. Unit managers collaboratively set specific objectives for their units with
their managers.
4. Specific objectives are collaboratively set with all department
members.
5. Action plans, defining how objectives are to be achieved, are specified
and agreed upon by managers and employees.
6. Action plans are implemented.
7. Progress toward objectives is periodically reviewed, and feedback is
provided.
8. Successful achievement of objectives is reinforced by performance-
based rewards.
7–137
Steps in goal setting
1. Review the organization’s mission statement.
Do goals reflect the mission?
2. Evaluate available resources.
Are resources sufficient to accomplish the mission?
3. Determine goals individually or with others.
Are goals specific, measurable, and timely?
4. Write down the goals and communicate them.
Is everybody on the same page?
5. Review results and whether goals are being met.
What changes are needed in mission, resources, or goals?
7–138
Developing plans
• Contingency factors in a manager’s planning
 Manager’s level in the organization
 Strategic plans
 Operational plans
 Degree of environmental uncertainty
 Stable environment
 Dynamic environment
 Length of future commitments
 Commitment concept
7–139
Exhibit 7–5 Planning in the hierarchy of
organizations
7–140
Approaches to planning
• Establishing a formal planning department
 A group of planning specialists who help managers
write organizational plans.
 Planning is a function of management; it should never
become the sole responsibility of planners.
• Involving organizational members in the process

 Plans are developed by members of organizational
units at various levels and then coordinated with other
units across the organization.
7–141
Contemporary issues
in planning
• Criticisms of planning
 Planning may create rigidity.
 Plans cannot be developed for dynamic
environments.
 Formal plans cannot replace intuition and creativity.
 Planning focuses managers’ attention on today’s
competition not tomorrow’s survival.
 Formal planning reinforces today’s success, which
may lead to tomorrow’s failure.
 Just planning isn’t enough.
7–142
Contemporary issues in
planning
• Effective planning in dynamic environments
 Develop plans that are specific but flexible.
 Understand that planning is an ongoing process.
 Change plans when conditions warrant.
 Persistence in planning eventually pay off.
 Flatten the organizational hierarchy to foster the
development of planning skills at all organizational
levels.
7–143
Chapter
Strategic
8 Management
8–144
Learning outcomes
chapter.
8.1 Strategic management
8.2 The strategic management process
8.3 Corporate strategies
8.4 Competitive strategies
8.5 Current strategic management issues
8–145
Why is strategic management
important?
1. It results in higher organizational performance.

2. It requires that managers examine and adapt
to business environment changes.
3. It coordinates diverse organizational units,
helping them focus on organizational goals.
8–146
Types of organizational
strategies
• Corporate strategies
 Top management’s overall plan for the entire
organization and its strategic business units
• Types of corporate strategies

 Growth
 Stability
 Renewal
8–147
Corporate strategies
• Growth strategy
 Seeking to increase the organization’s business by
expansion into new products and markets.
• Types of growth strategies

 Concentration
 Vertical integration
 Horizontal integration
 Diversification
8–148
• Stability strategy
 A strategy that seeks to maintain the status quo to
deal with the uncertainty of a dynamic environment,
when the industry is experiencing slow- or no-growth
conditions, or if the owners of the firm elect not to
grow for personal reasons.
8–149
• Renewal strategies
 Developing strategies to counter organization
weaknesses that are leading to performance declines.
 Retrenchment
 Turnaround
8–150
Corporate portfolio analysis
• Managers manage portfolio (or collection) of businesses
using a corporate portfolio matrix such as the BCG
Matrix.
• BCG matrix
 Developed by the Boston Consulting Group
 Considers market share and industry growth rate
 Classifies firms as:
 Cash cows
 Stars
 Question marks
 Dogs
8–151
Exhibit 8–4 The BCG matrix
8–152
Competitive strategies
• Competitive strategy
 A strategy focused on how an organization will
compete in each of its SBUs (strategic business
units).
8–153
Role of competitive advantage
• Competitive advantage
 An organization’s distinctive competitive edge.
• Quality as a competitive advantage

 Differentiates the firm from its competitors.
 Can create a sustainable competitive advantage.
 Represents the company’s focus on quality
management to achieve continuous improvement and
meet customers’ demand for quality.
8–154
Role of competitive advantage
• Sustainable competitive advantage
 Continuing over time to effectively exploit resources
and develop core competencies that enable an
organization to keep its edge over its industry
competitors.
8–155
Exhibit 8–5 Five forces model
Source: Based on M.E. Porter, Competitive Strategy: Techniques for

Analyzing Industries and Competitors (New York: The Free Press, 1980).
8–156
Types of competitive strategies
• Cost leadership strategy
• Differentiation strategy
• Focus strategy
8–157
Strategic management today
• Strategic flexibility
• New directions in organizational strategies
 E-business
 Customer service
 Innovation
8–158
Strategies for applying
e-Business techniques
• Cost leadership
• Differentiation
• Focus
8–159
Customer service strategies
• Giving the customers what they want.
• Communicating effectively with them.
• Providing employees with customer service
training.
8–160
Innovation strategies
• Possible events
 Radical breakthroughs in products
 Application of existing technology to new uses
• Strategic decisions about innovation
 Basic research
 Product development
 Process innovation
• First mover
 An organization that brings a product innovation to
market or use a new process innovations
8–161
9 Structure and
Design
9–162
Learning outcomes
chapter.
9.1 Defining organizational structure
9.2 Mechanistic and Organic structures
9.3 Common organizational designs
9–163
Designing organizational structure
• Organizing
 Arranging and structuring work to accomplish an organization’s
goals
• Organizational structure
 The formal arrangement of jobs within an organization
• Organizational design
 A process involving decisions about six key elements:
 Work specialization
 Departmentalization
 Chain of command
 Span of control
 Centralization and decentralization
 Formalization
9–164
Exhibit 9–1 Purposes of organizing
• Divides work to be done into specific jobs and

departments.
• Assigns tasks and responsibilities associated with
individual jobs.
• Coordinates diverse organizational tasks.
• Clusters jobs into units.
• Establishes relationships among individuals, groups,
and departments.
• Establishes formal lines of authority.
• Allocates and deploys organizational resources.
9–165
Organizational structure
• Chain of command
 Continuous line of authority that extends from upper
levels of an organization to the lowest levels of the
organization and clarifies who reports to whom.
9–166
• Authority
 Rights inherent in a managerial position to tell people
what to do and to expect them to do it.
• Responsibility
 Obligation or expectation to perform.
• Unity of command
 Concept that a person should have one boss and
should report only to that person.
9–167
• Span of control
 Number of employees who can be effectively and efficiently
supervised by a manager.
 Width of span is affected by:
 Skills and abilities of the manager
 Employee characteristics
 Characteristics of the work being done
 Similarity of tasks
 Complexity of tasks
 Physical proximity of subordinates
 Standardization of tasks
 Sophistication of the organization’s information system
 Strength of the organization’s culture
 Preferred style of the manager
9–168
• Centralization
 Degree to which decision making is concentrated at
upper levels in the organization.
• Decentralization
 Organizations in which decision making is pushed
down to the managers who are closest to the action.
• Employee empowerment
 Increasing the decision-making authority (power) of
employees.
9–169
Exhibit 9–4 Factors that influence the amount of
centralization and decentralization
• More centralization
 Environment is stable.
 Lower-level managers are not as capable or experienced at
making decisions as upper-level managers.
 Lower-level managers do not want to have a say in decisions.
 Decisions are relatively minor.
 Organization is facing a crisis or the risk of company failure.
 Company is large.
 Effective implementation of company strategies depends on
managers retaining say over what happens.
9–170
Exhibit 9–4 Factors that influence the amount
of centralization and decentralization
• More decentralization
 Environment is complex, uncertain.
 Lower-level managers are capable and experienced at making
decisions.
 Lower-level managers want a voice in decisions.
 Decisions are significant.
 Corporate culture is open to allowing managers to have a say in
what happens.
 Company is geographically dispersed.
 Effective implementation of company strategies depends on
managers having involvement and flexibility to make decisions.
9–171
• Formalization
 Degree to which jobs within the organization are
standardized and the extent to which employee
behavior is guided by rules and procedures.
 Highly formalized jobs offer little discretion over what is to be
done.
 Low formalization means fewer constraints on how
employees do their work.
9–172
Exhibit 9–5 Mechanistic versus Organic organization
• High specialization • Cross-functional teams

• Rigid departmentalization • Cross-hierarchical teams
• Clear chain of command • Free flow of information
• Narrow spans of control • Wide spans of control
• Centralization • Decentralization
• High formalization • Low formalization
9–173
Contingency factors
• Structural decisions are influenced by:
 Overall strategy of the organization
 Size of the organization
 Technology use by the organization
 Degree of environmental uncertainty
9–174
Contingency factors
• Strategy frameworks:
 Innovation
 Pursuing competitive advantage through meaningful and
unique innovations favors an organic structuring.
 Cost minimization
 Focusing on tightly controlling costs requires a mechanistic
structure for the organization.
9–175
Contingency factors
• Strategy and structure
 Achievement of strategic goals is facilitated by
changes in organizational structure that
accommodate and support change.
• Size and structure

 As an organization grows larger, its structure tends to
change from organic to mechanistic with increased
specialization, departmentalization, centralization,
and rules and regulations.
9–176
Contingency factors
• Technology and structure
 Organizations adapt their structures to their
technology.
 Woodward’s classification of firms based on the
complexity of the technology employed:
 Unit production
 Mass production
 Process production
 Routine technology = mechanistic organizations
 Non-routine technology = organic organizations
9–177
Contingency factors
• Environmental uncertainty and structure
 Mechanistic organizational structures tend to be most
effective in stable and simple environments.
 Flexibility of organic organizational structures is better
suited for dynamic and complex environments.
9–178
Common organizational designs
• Traditional designs
 Simple structure
 Functional structure
 Divisional structure
• Contemporary organizational designs
 Team structures
 Matrix and project structures
 Boundaryless organization
9–179
Removing external boundaries
• Virtual organization
 An organization that consists of a small core of full-time
employees and that temporarily hires specialists to work on
opportunities that arise.
• Network organization
 A small core organization that outsources its major business
functions in order to concentrate on what it does best.
• Modular organization
 A manufacturing organization that uses outside suppliers to
provide product components for its final assembly operations.
9–180
Today’s organizational design
challenges
• Keeping Employees Connected
 Widely dispersed and mobile employees
• Building a Learning Organization
• Managing Global Structural Issues
 Cultural implications of design elements
9–181
Organizational designs
• Learning organization
 An organization that has developed the capacity to
continuously learn, adapt, and change through the
practice of knowledge management by employees.
 Characteristics of a learning organization:
 An open team-based organization design that empowers
employees
 Extensive and open information sharing
 Leadership that provides a shared vision of the organization’s
future.
 A strong culture of shared values, trust, openness, and a
sense of community.
9–182
Chapter
Managing
10 Human
Resources
10–183
Learning outcomes
chapter.
10.1 The human resource management process
10.2 Identifying and selecting competent employees
10.3 Providing employees with needed skills
and knowledge
10.4 Retaining competent, high performing employees
10.5 Contemporary issues in managing human
resources
10–184
HRM process
• Functions of the HRM process
 Ensuring that competent employees are identified and
selected.
 Providing employees with up-to-date knowledge and
skills to do their jobs.
 Ensuring that the organization retains competent and
high-performing employees.
10–185
Exhibit 10–2 Human Resource Management process
10–186
Environmental factors affecting
HRM
• Employee labor unions
 Organizations that represent workers and seek to
protect their interests through collective bargaining.
• Governmental laws and regulations
 Limit managerial discretion in hiring, promoting, and
discharging employees.
10–187
Managing Human Resources
• Human Resource (HR) planning
 Process by which managers ensure that they have
the right number and kinds of people in the right
places, and at the right times, who are capable of
effectively and efficiently performing their tasks.
 Helps avoid sudden talent shortages and surpluses.
 Steps in HR planning
10–188
Recruitment and Decruitment
• Recruitment
 Process of locating, identifying, and attracting capable
applicants to an organization
• Decruitment
 Process of reducing a surplus of employees in the
workforce of an organization
• Online recruiting
 Recruitment of employees through the Internet
10–189
Selection
• Selection process
 Process of screening job applicants to ensure that the
most appropriate candidates are hired.
• What is selection?
 An exercise in predicting which applicants, if hired,
will be (or will not be) successful in performing well on
the criteria the organization uses to evaluate
performance.
 Selection errors
10–190
Validity and Reliability
• Validity (of prediction)
 Proven relationship between the selection device
used and some relevant criterion for successful
performance in an organization.
• Reliability (of prediction)
 Degree of consistency with which a selection device
measures the same thing.
10–191
Exhibit 10–7 Selection tools
• Application forms
• Written tests
• Performance simulations tests
• Interviews
• Background investigations
• Physical examinations
10–192
Employee performance
management
• Performance management system
 A process of establishing performance standards and
appraising employee performance.
10–193
Exhibit 10–10 Advantages and Disadvantages of performance
appraisal methods
Method Advantage Disadvantage

Written Simple to use More a measure of evaluator’s writing
essays ability than of employee’s actual
performance
Critical Rich examples; behaviorally Time-consuming; lack quantification
incidents based
Graphic Provide quantitative data; Do not provide depth of job behavior
rating scales less time-consuming than assessed
others
BARS Focus on specific and Time-consuming; difficult to develop
measurable job behaviors
Multiperson Compares employees with Unwieldy with large number of
comparisons one another employees; legal concerns
MBO Focuses on end goals; Time-consuming
results oriented
360-degree Thorough Time-consuming
appraisals
10–194
Compensation and Benefits
• Benefits of a fair, effective, and appropriate
compensation system
 Helps attract and retain high-performance employees
 Impacts the strategic performance of the firm
• Types of compensation
 Base wage or salary
 Wage and salary add-ons
 Incentive payments
 Skill-based pay
 Variable pay
10–195
Exhibit 10–11 Factors that influence compensation
and benefits
Sources: Based on R.I. Henderson, Compensation Management, 6 th ed. (Upper Saddle River, NJ: Prentice Hall, 1994),
pp. 3–24; and A. Murray, “Mom, Apple Pie, and Small Business,” Wall Street Journal, August 15, 1994, p. A1
10–196
Contemporary issues in
managing Human Resources
• Managing downsizing
 Planned elimination of jobs in an organization
• Managing workforce diversity
 Widen the recruitment net for diversity
 Ensure selection without discrimination
 Provide orientation and training that is effective
10–197
Exhibit 10–12 Tips for managing downsizing
• Communicate openly and honestly

• Follow any laws regulating severance pay or benefits
• Provide support/counseling for surviving employees
• Reassign roles according to individuals’ talents and
backgrounds
• Focus on boosting morale
10–198
Chapter
Managing
11 Teams
11–199
Learning outcomes
chapter.
11.1 Groups and group development
11.2 Work group performance and satisfaction
11.3 Turning groups into effective teams
11.4 Current challenges in managing teams
11–200
Exhibit 11–1 Examples of formal groups
• Command groups
 Groups that are determined by the organization chart
and composed of individuals who report directly to a
given manager.
• Task groups
 Groups composed of individuals brought together to
complete a specific job task; their existence is often
temporary because once the task is completed, the
group disbands.
11–201
Exhibit 11–1 Examples of formal groups
• Cross-functional teams
 Groups that bring together the knowledge and skills of
individuals from various work areas or groups whose
members have been trained to do each others’ jobs.
• Self-managed teams
 Groups that are essentially independent and in
addition to their own tasks, take on traditional
responsibilities such as hiring, planning and
scheduling, and performance evaluations.
11–202
Exhibit 11–2 Stages of group development
11–203
External conditions imposed on
the group
 Organization’s strategy
 Authority relationships
 Formal regulations
 Available organizational resources
 Employee selection criteria
 Performance management (appraisal) system
 Organizational culture
 General physical layout of work space
11–204
Group member resources
• Knowledge
• Skills
• Abilities
• Personality traits
11–205
Group structure
• Role
 Set of expected behavior patterns attributed to
someone who occupies a given position in a social
unit that assists the group in task accomplishment or
maintaining group member satisfaction.
 Role conflict
 Role ambiguity
11–206
Group structure
• Norms
 Acceptable standards or expectations that are shared
by the group’s members.
• Common types of norms
 Effort and performance
 Dress
 Loyalty
11–207
Group structure
• Conformity
 Individuals conform in order to be accepted by
groups.
 Group pressures can have an effect on an individual
member’s judgment and attitudes.
 Effect of conformity is not as strong as it once was,
although still a powerful force.
 Groupthink
 Extensive pressure of others in a strongly cohesive or
threatened group that causes individual members to change
their opinions to conform to that of the group.
11–208
Group structure
• Status system
 Formal or informal prestige grading, position, or
ranking system for members of a group that serves as
recognition for individual contributions to the group
and as a behavioral motivator.
 Formal status systems are effective when the perceived
ranking of an individual and the status symbols accorded that
individual are congruent.
11–209
Group structure: Group size
• Small groups • Social Loafing
 Complete tasks faster than  Tendency for individuals to
larger groups. expend less effort when
 Make more effective use of working collectively than
facts. when working individually.
• Large groups
 Solve problems better than
small groups.
 Are good for getting diverse
input.
 Are more effective in fact-
finding.
11–210
Group structure
• Group cohesiveness
 Degree to which members are attracted to a group
and share the group’s goals.
 Highly cohesive groups are more effective and productive
than less cohesive groups when their goals aligned with
organizational goals.
11–211
Exhibit 11–5 The relationship between cohesiveness
and productivity
11–212
Group processes: Conflict
management
• Conflict
 Perceived incompatible differences in a group
resulting in some form of interference with or
opposition to its assigned tasks.
 Traditional view
 Human relations view
 Interactionist view
11–213
management
• Categories of conflict
 Functional conflicts are constructive.
 Dysfunctional conflicts are destructive.
• Types of conflict
 Task conflict
 Relationship conflict
 Process conflict
11–214
management
• Techniques to manage conflict:
 Avoidance
 Accommodation
 Forcing
 Compromise
 Collaboration
11–215
Group tasks and group
effectiveness
• Highly complex and interdependent tasks
require:
 Effective communications
 Controlled conflict
11–216
Advantages of using teams
• Teams outperform individuals.
• Teams provide a way to better use employee
talents.
• Teams are more flexible and responsive.
• Teams can be quickly
assembled, deployed,
refocused, and disbanded.
11–217
What is a work team?
• Work team
 A group whose members work intensely on a specific
common goal using their positive synergy, individual
and mutual accountability, and complementary skills.
• Types of teams
 Problem-solving teams
 Self-managed work teams
 Cross-functional teams
 Virtual teams
11–218
Types of teams
• Problem-solving teams
 Employees from the same department and functional
area who are involved in efforts to improve work
activities or to solve specific problems.
• Self-managed work teams

 A formal group of employees who operate without a
manager and responsible for a complete work
process or segment.
11–219
Types of teams
• Cross-functional teams
 A hybrid grouping of individuals who are experts in
various specialties and who work together on various
tasks.
• Virtual teams
 Teams that use computer technology to link
physically dispersed members in order to achieve a
common goal.
11–220
Exhibit 11–10 Characteristics of effective teams
11–221
Current challenges in managing
teams
• Getting employees to:
 Cooperate with others
 Share information
 Confront differences
 Sublimate personal
interest for the greater
good of the team
11–222
Managing global teams
• Group member resources
 Unique cultural characteristics of team members
 Avoiding stereotyping
• Group structure
 Conformity—less groupthink
 Status—varies in importance among cultures
 Social loafing—predominately a Western bias
 Cohesiveness—more difficult to achieve
• Group processes—capitalize on diverse ideas.
• Manager’s role—a communicator sensitive to the type of
global team to use.
11–223
Understanding social networks
• Social network
 Patterns of informal connections among individuals
within groups.
• Importance of social networks
 Relationships can help or hinder team effectiveness.
 Relationships improve team goal attainment and
increase member commitment to the team.
11–224
Chapter Managing Change

12 and
Innovation
12–225
Learning outcomes
chapter.
12.1 The change process
12.2 Managing organizational change
12.3 Managing resistance to change
12.4 Contemporary issues in managing change
12.5 Stimulating innovation
12–226
Exhibit 12–1 External and internal forces for change
• External • Internal
• Changing consumer • New organizational
needs and wants strategy
• New governmental laws • Change in composition
• Changing technology of workforce
• Economic changes • New equipment
• Changing employee
attitudes
12–227
What is change?
• Characteristics of change
 Is constant yet varies in degree and direction
 Produces uncertainty yet is not completely
unpredictable
 Creates both threats and opportunities
Managing change is an integral part
of every manager’s job.
12–228
The change process
• Calm Waters Metaphor
 Lewin’s description of the change process as a break
in the organization’s equilibrium state
 Unfreezing
 Changing
 Refreezing
• White-Water Rapids Metaphor

 Lack of environmental stability and predictability
requires that managers and organizations continually
adapt (manage change actively) to survive.
12–229
Organizational change and
change agents
• Organizational change
 Any alterations in the people, structure, or technology
of an organization
• Change agents
 Persons who act as catalysts and assume the
responsibility for managing the change process.
• Types of change agents
 Managers
 Nonmanagers
 Outside consultants
12–230
Exhibit 12–3 Three types of change
12–231
Types of change
• Structure
 Changing an organization’s structural components or its
structural design
• Technology
 Adopting new equipment, tools, or operating methods that
displace old skills and require new ones
• People
 Changing attitudes, expectations, perceptions, and behaviors
of the workforce
12–232
Managing resistance to change
• Why people resist change?
 Ambiguity and uncertainty that change introduces
 Comfort of old habits
 A concern over personal loss of status, money,
authority, friendships, and personal convenience
 Perception that change is incompatible with the goals
and interest of the organization
12–233
Issues in managing change
• Changing organizational cultures

 Cultures are naturally resistant to change.
 Conditions that facilitate cultural change:
 Occurrence of a dramatic crisis
 Leadership changing hands
 A young, flexible, and small organization
 A weak organizational culture
12–234
Exhibit 12–6 Strategies for managing cultural change
• Set the tone through management behavior; top managers,
particularly, need to be positive role models.
• Create new stories, symbols, and rituals to replace those currently in
use.
• Select, promote, and support employees who adopt the new values.
• Redesign socialization processes to align with the new values.
• Encourage acceptance of the new values, change the reward
system.
• Replace unwritten norms with clearly specified expectations.
• Shake up current subcultures through job transfers, job rotation,
and/or terminations.
• Work to get consensus through employee participation and creating
a climate with a high level of trust.
12–235
• Handling employee stress

 Stress
 Adverse reaction people have to excessive pressure placed
on them from extraordinary demands, constraints, or
opportunities.
 Functional Stress
 How potential stress becomes actual stress
 When there is uncertainty over the outcome.
 When the outcome is important.
12–236
• Reducing stress
 Engage in proper employee selection
 Use realistic job interviews for reduce ambiguity
 Improve organizational communications
 Develop a performance planning program
 Use job redesign
 Provide a counseling program
 Offer time planning management assistance
 Sponsor wellness programs
12–237
• Making change happen successfully

 Embrace change—become a change-capable
organization.
 Create a simple, compelling message explaining why
change is necessary.
 Communicate constantly and honestly.
 Foster as much employee participation as possible—
get all employees committed.
 Encourage employees to be flexible.
 Remove those who resist and cannot be changed.
12–238
Exhibit 12–8 Characteristics of change-capable
organizations
• Link the present and • Ensure diverse teams

the future • Encourage mavericks
• Make learning a way of • Shelter breakthroughs
life
• Integrate technology
• Actively support and
encourage day-to-day • Build and deepen trust
improvements and
changes
12–239
Stimulating innovation
• Creativity
 Ability to combine ideas in a unique way or to make
an unusual association.
• Innovation
 Turning the outcomes of the creative process into
useful products, services, or work methods.
12–240
• Structural variables
 Adopt an organic structure
 Make available plentiful resources
 Engage in frequent inter-unit communication
 Minimize extreme time pressures on creative
activities
 Provide explicit support for creativity
12–241
• Cultural variables
 Accept ambiguity
 Tolerate the impractical
 Have low external controls
 Tolerate risk taking
 Tolerate conflict
 Focus on ends rather than means
 Develop an open-system focus
 Provide positive feedback
12–242
• Human resource variables
 Actively promote training and development to keep
employees’ skills current.
 Offer high job security to encourage risk taking.
 Encourage individual to be “champions” of change.
• Idea champion
 Dynamic self-confident leaders who actively and
enthusiastically inspire support for new ideas, build
support, overcome resistance, and ensure that
innovations are implemented.
12–243
Chapter Understanding
13 Individual
Behavior
13–244
Learning outcomes
chapter.
13.1 Focus and goals of individual behavior
13.2 Attitudes and performance
13.3 Personality
13.4 Learning
13.5 Contemporary OB issues
13–245
Focus and goals of individual
behavior
• Organizational behavior (OB)
 Actions of people at work
• Focus of organizational behavior
 Individual behavior
 Attitudes, personality, perception, learning, and motivation
 Group behavior
 Norms, roles, team building, leadership, and conflict
 Organizational
 Structure, culture, and human resource policies and practices
13–246
Goals of organizational behavior
 To explain, predict and influence behavior
• Employee Productivity
 A performance measure of both efficiency and
effectiveness
• Absenteeism
 Failure to report to work when expected
• Turnover
 Voluntary and involuntary
permanent withdrawal from
an organization
13–247
Important employee behaviors
• Organizational citizenship behavior (OCB)

 Discretionary behavior that is not a part of an
employee’s formal job requirements, but which
promotes the effective functioning of the organization.
• Job satisfaction
 Individual’s general attitude
toward his or her job
13–248
Important employee behaviors
• Workplace misbehavior
 Any intentional employee behavior that has negative
consequences for the organization or individuals
within the organization.
 Types of misbehavior
 Deviance
 Aggression
 Antisocial behavior
 Violence
13–249
Psychological factors affecting
employee behavior
• Employee
Productivity
• Attitudes
• Absenteeism
• Personality • Turnover
• Organizational
• Perception Citizenship
• Job Satisfaction
• Learning • Workplace
Misbehavior
13–250
Psychological factors – attitudes
• Attitudes
 Evaluative statements—either favorable or
unfavorable—concerning objects, people, or events
• Components of an attitude
 Cognitive component
 Affective component
 Behavioral component
13–251
• Job satisfaction
 Job satisfaction is affected by level of income earned
and by the type of job a worker does.
• Job satisfaction and productivity
 Correlation between satisfaction and productivity is
fairly strong.
 Organizations with more satisfied employees are
more effective than those with fewer satisfied
employees.
13–252
• Job satisfaction and absenteeism
 Satisfied employees tend to have lower levels of
absenteeism, although satisfied employees are bound
to take company approved days off (e.g. sick days)
• Job satisfaction and turnover
 Satisfied employees have lower levels of turnover;
dissatisfied employees have higher levels of turnover.
 Turnover is affected by the level of employee
performance.
13–253
• Job satisfaction and customer satisfaction
 Level of job satisfaction for frontline employees is
related to increased customer satisfaction and loyalty.
 Interaction with dissatisfied customers can increase
an employee’s job dissatisfaction.
 Actions to increase job satisfaction for customer
service workers
13–254
• Job satisfaction and organizational citizenship

behavior (OCB)
 Relationship between job satisfaction and OCB is
tempered by perceptions of fairness
 Individual OCB is influenced by work group OCB
• Job satisfaction and workplace misbehavior
 Dissatisfied employees will respond somehow
 Not easy to predict exactly how they’ll respond
13–255
• Job involvement
 Degree to which an employee identifies with his or
her job, actively participates in it, and considers his or
her performance to be important to his or her self-
worth.
13–256
• Organizational commitment
 Is the degree to which an employee identifies with a
particular organization and its goals and wishes to
maintain membership in the organization.
 Leads to lower levels of both absenteeism and
turnover.
 Could be becoming an outmoded measure as the
number of workers who change employers increases.
13–257
• Perceived organizational support
 Is the general belief of employees that their
organization values their contribution and cares about
their well-being.
 Represents the commitment of the organization to the
employee.
 Providing high levels of support increases job
satisfaction and lower turnover.
13–258
Attitudes and Insistency
• People seek consistency in two ways:
 Consistency among their attitudes.
 Consistency between their attitudes and behaviors.
• If an inconsistency arises, individuals:
 Alter their attitudes or
 Alter their behavior or
 Develop a rationalization for the inconsistency
13–259
Cognitive dissonance theory
• Cognitive dissonance
 Any incompatibility or inconsistency between attitudes
or between behavior and attitudes.
 Any form of inconsistency is uncomfortable and individuals
will try to reduce the dissonance.
 Intensity of the desire to reduce the dissonance is
influenced by:
 Importance of the factors creating the dissonance.
 Degree to which an individual believes that the factors
causing the dissonance are controllable.
 Rewards available to compensate for the dissonance.
13–260
Attitude surveys
• Attitude surveys
 A instrument/document that presents employees with
a set of statements or questions eliciting how they
feel about their jobs, work groups, supervisors, or
their organization.
 Provide management with feedback on employee
perceptions of the organization and their jobs.
13–261
Exhibit 13–3 Sample employee survey
• To measure employee attitudes, some KFC and

Long John Silver’s restaurants ask employees
to react to statements such as:
• My restaurant is a great place to work.
• People on my team help out, even if it is not their job.
• I am told whether I am doing good work or not.
• I understand the employee benefits that are available
to me.
13–262
Importance of attitudes
• Implication for managers
 Attitudes warn of potential behavioral problems
 Attitudes influence behaviors of employees
 Employees will try to reduce dissonance unless:
 Managers identify the external sources of dissonance.
 Managers provide rewards compensating for the dissonance.
13–263
Psychological factors –
personality
• Personality
 Unique combination of emotional, thought and
behavioral patterns that affect how a person reacts
and interacts with others.
13–264
Classifying personality traits
• Myers Briggs Type Indicator (MBTI®)
 A general personality assessment tool that
measures the personality of an individual using four
categories:
 Social interaction: Extrovert or Introvert (E or I)
 Preference for gathering data: Sensing or Intuitive (S or N)
 Preference for decision making: Feeling or Thinking (F or T)
 Style of decision making: Perceptive or Judgmental (P or J)
13–265
Big-Five Model
• Extraversion • Emotional Stability
 Sociable, talkative, and  Calm, enthusiastic, and
assertive secure or tense, nervous,
and insecure
• Agreeableness
 Good-natured, cooperative,
• Openness to Experience
and trusting  Imaginative, artistically
sensitive, and intellectual
• Conscientiousness
 Responsible, dependable,
persistent, and
achievement oriented
13–266
Additional personality insights
• Locus of control
 Internal locus
 External locus
• Machiavellianism (Mach)
 Degree to which an individual is pragmatic, maintains
emotional distance, and seeks to gain and manipulate
power—ends can justify means.
13–267
Additional personality
insights
• Self-esteem (SE)
 Degree to which people like or dislike themselves
 High SEs
 Believe in themselves and expect success.
 Take more risks and use unconventional approaches.
 Are more satisfied with their jobs than low SEs.
 Low SEs
 Are more susceptible to external influences.
 Depend on positive evaluations from others.
 Are more prone to conform than high SEs.
13–268
insights
• Self-monitoring
 An individual’s ability to adjust his or her behavior to
external, situational factors.
 High self-monitors:
 Are sensitive to external cues and behave differently in
different situations.
 Can present contradictory public persona and private
selves—impression management.
 Low self-monitors
 Do not adjust their behavior to the situation.
 Are behaviorally consistent in public and private.
13–269
insights
• Risk taking
 Propensity (or willingness) to take risks.
 High risk-takers take less time and require less information
than low risk-takers when making a decision.
 Organizational effectiveness is maximized when the
risk-taking propensity of a manager is aligned with
the specific demands of the job assigned to the
manager.
13–270
Personality types in different
cultures
• Big Five model is used in cross-cultural studies.
 Differences are found in the emphasis of dimensions.
• No common personality types for a given
country
 A country’s culture influences the dominant
personality characteristics of its people.
• Global managers need to understand
personality trait differences from the perspective
of each culture.
13–271
Emotions
• Emotions
 Intense feelings (reactions) that are directed at
specific objects (someone or something)
 Universal emotions:
 Anger
 Fear
 Sadness
 Happiness
 Disgust
 Surprise
13–272
Emotional intelligence
• Emotional intelligence (EI)
 Ability to notice and to manage emotional cues and
information.
 Dimensions of EI:
 Self-awareness
 Self-management
 Self-motivation
 Empathy
 Social skills
13–273
Implications for managers
• Employee selection
 Holland’s Personality-Job Fit Theory
• Helps in understanding employee behavior(s)
• By understanding others’ behavior(s), can work
better with them
13–274
Understanding personality
differences
• Personality Job Fit Theory (Holland)
 An employee’s job satisfaction and likelihood of
turnover depends on the compatibility of the
employee’s personality and occupation.
 Key points of the theory:
 There are differences in personalities.
 There are different types of jobs.
 Job satisfaction and turnover are related to the match

between personality and job for an individual.
13–275
Psychological factors – perception
• Perception
 A process by which individuals give meaning (reality)
to their environment by organizing and interpreting
their sensory impressions.
• Factors influencing perception:
 Perceiver’s personal characteristics—interests,
biases and expectations
 Target’s characteristics—distinctiveness, contrast,
and similarity
 Situation (context) factors—place, time, location—
draw attention or distract from the target
13–276
Exhibit 13.6 Perception challenges: What do you see?
13–277
How we perceive people
• Attribution theory
 How the actions of individuals are perceived by others
depends on what meaning (causation) we attribute to
a given behavior.
 Internally caused behavior
 Externally caused behavior
 Determining the source of behaviors:
 Distinctiveness
 Consensus
 Consistency
13–278
Exhibit 13.7 Attribution theory
13–279
How we perceive people
• Attribution theory – errors and biases

 Fundamental attribution error
 Tendency to underestimate the influence of external factors
and to overestimate the influence of internal or personal
factors.
 Self-serving bias
 Tendency of individuals to attribute their successes to internal
factors while blaming personal failures on external factors.
13–280
Shortcuts used in judging
others
• Assumed similarity
 Assuming that others are more like us than they
actually are.
• Stereotyping
 Judging someone on the basis of our perception of a
group he or she is a part of.
• Halo effect
 Forming a general impression of a person on the
basis of a single characteristic of that person.
13–281
Implications for managers
• Employees react to perceptions
• Pay close attention to how employees perceive
their jobs and management actions
13–282
Psychological factors – learning
• Learning
 Any relatively permanent change in behavior that
occurs as a result of experience.
 Almost all complex behavior is learned.
 Learning is a continuous, life-long process.
 The principles of learning can be used to shape behavior.
• Theories of learning:
 Operant conditioning
 Social learning
13–283
Learning
• Operant conditioning (B.F. Skinner)
 Theory that behavior is a function of its consequences
and is learned through experience.
 Operant behavior: voluntary or learned behaviors
 Behaviors are learned by making rewards contingent to
behaviors.
 Behavior that is rewarded (positively reinforced) is likely to be
repeated.
 Behavior that is punished or ignored is less likely to be
repeated.
13–284
Learning
• Social learning
 Theory that individuals learn through their
observations of others and through their direct
experiences.
 Attributes of models that influence learning:
 Attentional
 Retention
 Motor reproduction
 Reinforcement
13–285
Shaping: A managerial tool
• Shaping behavior
 Attempting to “mold” individuals by guiding their
learning in graduated steps such that they learn to
behave in ways that most benefit the organization.
 Shaping methods:
 Positive reinforcement
 Negative reinforcement
 Punishment
 Extinction
13–286
Implications for
managers
• If managers want behavior A but reward
behavior B, employees will engage in behavior
B.
• Employees will look to managers as models.
Good manager behavior will promote good
employee behavior.
13–287
Contemporary issues in OB
• Managing generational differences in the
workplace
 Gen Y: individuals born after 1978
 Bring new attitudes to the workplace that reflect wide arrays
of experiences and opportunities
 Want to work, but don’t want work to be their life
 Challenge the status quo
 Have grown up with technology
13–288
Contemporary issues in OB
• Managing negative behavior in the workplace
 Tolerating negative behavior sends the wrong
message to other employees
 Both preventive and responsive actions to negative
behaviors are needed:
 Screening potential employees
 Responding immediately and decisively to unacceptable
behavior
 Paying attention to employee attitudes
13–289
Chapter
Managers
14 and
Communications
14–290
Learning outcomes
chapter.
14.1 The nature and function of communication
14.2 Methods of interpersonal communication
14.3 Effective interpersonal communication
14.4 Organizational communication
14.5 Information technology and communication
14.6 Communication issues in today’s organization
14–291
Four functions of
communication
Control Motivation
Functions of
communication
Emotional
Information
expression
14–292
Exhibit 14–1 Interpersonal Communication
Process
14–293
Interpersonal communication
methods
• Face-to-face • Hotlines
• Telephone • E-mail
• Group meetings • Computer conferencing
• Formal presentations • Voice mail
• Memos • Teleconferences
• Traditional Mail • Videoconferences
• Fax machines
• Employee publications
• Bulletin boards
• Audio- and videotapes
14–294
Evaluating communication
methods
• Feedback • Time-space constraint
• Complexity capacity • Cost
• Breadth potential • Interpersonal warmth
• Confidentiality • Formality
• Encoding ease • Scanability
• Decoding ease • Time consumption
14–295
• Nonverbal communication
 Communication that is transmitted without words
 Body language
 Verbal intonation
14–296
barriers
Filtering
National
culture Emotions
Language Interpersonal Information

communication overload
Defensiveness
14–297
Exhibit 14–3 Active listening behaviors
Source: Based on P.L. Hunsaker, Training in Management

Skills (Upper Saddle River, NJ: Prentice Hall, 2001).
14–298
communication
• Formal communication
 Communication that follows the official chain of
command or is part of the communication required to
do one’s job.
• Informal communication
 Communication that is not defined by the
organization’s structural hierarchy.
14–299
communication networks
• Chain network
 Communication flows according to the formal chain of
command, both upward and downward.
• Wheel network
 All communication flows in and out through the group
leader (hub) to others in the group.
• All-channel network
 Communications flow freely among all members of
the work team.
14–300
Grapevine
• An informal organizational communication
network that is active in almost every
organization.
 Provides a channel for issues not suitable for formal
communication channels.
 Impact of information passed along the grapevine can
be countered by open and honest communication
with employees.
14–301
Understanding information
technology
• Benefits of information technology (IT)
 Increased ability to monitor individual and team
performance
 Better decision making based on more complete
information
 More collaboration and
sharing of information
 Greater accessibility
to coworkers
14–302
How IT affects organization
• Removes the constraints of time and distance
• Provides for the sharing of information
• Integrates decision making and work
• Creates problems of constant accessibility to
employees
14–303
Current communication issues
• Managing communication in an Internet world
 Legal and security issues
 Lack of personal interaction
• Managing the organization’s knowledge
resources
 Build online information databases that employees
can access.
 Create “communities of practice” for groups of people
who share a concern, share expertise, and interact
with each other.
14–304
Communication and customer
service
• Communicating effectively with customers
 Recognize the three components of the customer
service delivery process
 Develop a strong service culture focused on the
personalization of service to each customer.
14–305
“Politically correct”
communication
• Do not use words or phrases that stereotype,
intimidate, or offend individuals based on their
differences.
• However, choose words carefully to maintain as
much clarity as possible in communications.
14–306
Chapter
Motivating
15 Employees
15–307
Learning outcomes
chapter.
15.1 What is motivation?
15.2 Early theories of motivation
15.3 Contemporary theories of motivation
15.4 Current issues in motivation
15–308
Early theories of motivation
• Maslow’s Hierarchy of Needs
• McGregor’s Theories X and Y
• Herzberg’s Two-Factor Theory
• McClelland’s Three Needs Theory
15–309
• Maslow’s Hierarchy of Needs Theory
 Needs were categorized as five levels of lower- to
higher-order needs.
 Individuals must satisfy lower-order needs before they can
satisfy higher order needs.
 Satisfied needs will no longer motivate.
 Motivating a person depends on knowing at what level that
person is on the hierarchy.
 Hierarchy of needs
 Lower-order (external)
 Higher-order (internal)
15–310
• McGregor’s Theory X and Theory Y

 Theory X
 Assumes that workers have little ambition, dislike work, avoid
responsibility, and require close supervision.
 Theory Y
 Assumes that workers can exercise self-direction, desire
responsibility, and like to work.
 Assumption:
 Motivation is maximized by participative decision making,
interesting jobs, and good group relations.
15–311
• Herzberg’s Motivation-Hygiene Theory

 Job satisfaction and job dissatisfaction are created by
different factors.
 Hygiene factors
 Motivators
 Attempted to explain why job satisfaction does not
result in increased performance.
 Opposite of satisfaction is not dissatisfaction, but rather no
satisfaction.
15–312
Exhibit 15–2 Herzberg’s Motivation-Hygiene Theory
15–313
Exhibit 15–3 Contrasting views of satisfaction-
dissatisfaction
15–314
Motivation and needs
• Three-Needs Theory (McClelland)
 There are three major acquired needs that are major
motives in work.
 Need for achievement (nAch)
 Need for power (nPow)
 Need of affiliation (nAff)
15–315
Contemporary theories of
motivation
• Goal-setting theory
• Reinforcement theory
• Designing motivating jobs
• Equity theory
• Expectancy theory
15–316
Motivation and goals
• Goal-setting theory
 Proposes that setting goals that are accepted,
specific, and challenging yet achievable will result in
higher performance than having no or easy goals.
 Is culture bound to the U.S. and Canada.
• Benefits of participation in goal-setting
 Increases the acceptance of goals.
 Fosters commitment to difficult, public goals.
 Provides for self-feedback (internal locus of control)
that guides behavior and motivates performance (self-
efficacy).
15–317
Motivation and behavior
• Reinforcement theory
 Assumes that a desired behavior is a function of its
consequences, is externally caused, and if reinforced,
is likely to be repeated.
 Positive reinforcement is preferred for its long-term effects on
performance.
 Ignoring undesired behavior is better than punishment which
may create additional dysfunctional behaviors.
15–318
Designing motivating jobs
• Job design
 Way into which tasks can be combined to form
complete jobs.
 Factors influencing job design
 Job enlargement
 Job enrichment
15–319
• Job Characteristics Model (JCM)

 A conceptual framework for designing motivating jobs
that create meaningful work experiences that satisfy
employees’ growth needs.
 Five primary job characteristics:
 Skill variety
 Task identity
 Task significance
 Autonomy
 Feedback
15–320
• Suggestions for using the JCM

 Combine tasks (job enlargement) to create more
meaningful work.
 Create natural work units to make employees’ work
important and whole.
 Establish external and internal client relationships to
provide feedback.
 Expand jobs vertically (job enrichment) by giving
employees more autonomy.
 Open feedback channels to let employees know how
well they are doing.
15–321
Equity theory
 Proposes that employees perceive what they get from
a job situation (outcomes) in relation to what they put
in (inputs) and then compare their inputs-outcomes
ratio with the inputs-outcomes ratios of relevant
others.
 Employee responses to perceived inequities
 Employees are concerned with both the absolute and
relative nature of organizational rewards.
15–322
Expectancy theory
 States that an individual tends to act in a certain way
based on the expectation that the act will be followed
by a given outcome and on the attractiveness of that
outcome to the individual.
 Key to the theory is understanding and managing
employee goals and the linkages among and
between effort, performance and rewards.
 Effort
 Performance
 Rewards (goals)
15–323
Expectancy theory
• Expectancy relationships
 Expectancy (effort-performance linkage)
 Perceived probability that an individual’s effort will result in a
certain level of performance.
 Instrumentality
 Perception that a particular level of performance will result in
the attaining a desired outcome (reward).
 Valence
 Attractiveness/Importance of the performance reward
(outcome) to the individual.
15–324
Current issues in motivation
• Cross-cultural challenges
 Motivational programs are most applicable in cultures
where individualism and achievement are cultural
characteristics
 Uncertainty avoidance of some cultures inverts Maslow’s
needs hierarchy.
 Need for achievement (nAch) is lacking in other cultures.
 Collectivist cultures view rewards as “entitlements” to be
distributed based on individual needs, not individual
performance.
 Cross-Cultural Consistencies
 Interesting work is widely desired, as is growth, achievement,
and responsibility.
15–325
Motivating unique groups
of workers
• Motivating diverse workforce
 Motivating a diverse workforce through flexibility:
 Men desire more autonomy than do women.
 Women desire learning opportunities, flexible work
schedules, and good interpersonal relations.
15–326
of workers
• Motivating diverse workforce
 Compressed workweek
 Flexible work hours (flextime)
 Job sharing
 Telecommuting
• Motivating professionals
 Characteristics of professionals
 Motivators for professionals
15–327
of workers
• Motivating contingent workers
 Opportunity to become a permanent employee
 Opportunity for training
 Equity in compensation and benefits
• Motivating low-skilled, minimum-wage
employees
 Employee recognition programs
 Provision of sincere praise
15–328
Current issues in
motivation
• Designing appropriate rewards programs
 Open-book management
 Employee recognition programs
 Pay-for-performance
 Stock option programs
15–329
From theory to practice:
guidelines for motivating
employees
• Recognize individual • Check the system for
differences equity
• Match people to jobs • Use recognition
• Use goals • Show care and concern
• Ensure that goals are for employees
perceived as attainable • Don’t ignore money
• Individualize rewards
• Link rewards to
performance
15–330
Chapter
Managers As
16 Leaders
16–331
Learning outcomes
chapter.
16.1 Who are leaders and what is leadership
16.2 Early leadership theories
16.3 Contingency theories of leadership
16.4 Contemporary views of leadership
16.5 Leadership issues in the twenty-first
century
16–332
Early leadership theories
• Trait Theories (1920s -1930s)
 Research focused on identifying personal
characteristics that differentiated leaders from non-
leaders was unsuccessful.
 Later research on the leadership process identified
seven traits associated with successful leadership:
 Drive, the desire to lead, honesty and integrity, self-
confidence, intelligence, job-relevant knowledge, and
extraversion.
16–333
• Behavioral theories
 University of Iowa studies (Kurt Lewin)
 Identified three leadership styles:
– Autocratic style
– Democratic style
– Laissez faire style
 Research findings: mixed results
– No specific style was consistently better for producing
better performance.
– Employees were more satisfied under a democratic leader
than an autocratic leader.
16–334
 Ohio State Studies
 Identified two dimensions of leader behavior:
– Initiating structure
– Consideration
 Research findings: mixed results
– High-high leaders generally, but not always, achieved high
group task performance and satisfaction.
– Evidence indicated that situational factors appeared to
strongly influence leadership effectiveness.
16–335
 University of Michigan Studies
 Identified two dimensions of leader behavior:
– Employee oriented
– Production oriented
 Research findings:
– Leaders who are employee oriented are strongly
associated with high group productivity and high job
satisfaction.
16–336
Managerial grid
• Managerial grid
 Appraises leadership styles using two dimensions:
 Concern for people
 Concern for production
 Places managerial styles in five categories:
 Impoverished management
 Task management
 Middle-of-the-road management
 Country club management
 Team management
16–337
Exhibit 16–3
Managerial
grid
Source: Reprinted by permission of Harvard Business Review. An exhibit from “Breakthrough in Organization Development” by Robert R. Blake, Jane S. Mouton,
Louis B. Barnes, and Larry E. Greiner, November–December 1964, p. 136. Copyright © 1964 by the President and Fellows of Harvard College. All rights reserved.
16–338
Contingency theories of
leadership
• Fiedler Model
 Proposes that effective group performance depends
upon the proper match between the leader’s style of
interacting with followers and the degree to which the
situation allows the leader to control and influence.
 Assumptions:
 A certain leadership style should be most effective in different
types of situations.
 Leaders do not readily change leadership styles.
16–339
leadership
• Fiedler Model
 Least-preferred co-worker (LPC) questionnaire
 Determines leadership style by measuring responses to 18
pairs of contrasting adjectives.
– High score
– Low score
 Situational factors in matching leader to the situation:
 Leader-member relations
 Task structure
 Position power
16–340
leadership
• Hersey and Blanchard’s situational leadership
theory (SLT)
 Argues that successful leadership is achieved by
selecting the right leadership style which is contingent
on the level of the followers’ readiness.
 Acceptance
 Readiness
 Leaders must relinquish control over and contact with
followers as they become more competent.
16–341
leadership
theory (SLT)
 Creates four specific leadership styles incorporating
Fiedler’s two leadership dimensions:
 Telling
 Selling
 Participating
 Delegating
16–342
leadership
theory (SLT)
 Posits four stages follower readiness:
 R1: followers are unable and unwilling
 R2: followers are unable but willing
 R3: followers are able but unwilling
 R4: followers are able and willing
16–343
leadership
• Path-Goal Model
 States that the leader’s job is to assist his or her
followers in attaining their goals and to provide
direction or support to ensure their goals are
compatible with organizational goals.
 Leaders assume different leadership styles at
different times depending on the situation:
 Directive leader
 Supportive leader
 Participative leader
 Achievement oriented leader
16–344
Exhibit 16–5 Path-Goal Theory
16–345
Contemporary views of
leadership
• Transactional leadership
 Leaders who guide or motivate their followers in the
direction of established goals by clarifying role and
task requirements.
• Transformational leadership
 Leaders who inspire followers to transcend their own
self-interests for the good of the organization by
clarifying role and task requirements.
16–346
leadership
• Charismatic leadership
 An enthusiastic, self-confident leader whose
personality and actions influence people to behave in
certain ways.
 Characteristics of charismatic leaders:
 Have a vision.
 Are able to articulate the vision.
 Are willing to take risks to achieve the vision.
 Are sensitive to the environment and follower needs.
 Exhibit behaviors that are out of the ordinary.
16–347
leadership
• Visionary leadership
 A leader who creates and articulates a realistic,
credible, and attractive vision of the future that
improves upon the present situation.
• Visionary leaders have the ability to:
 Explain the vision to others.
 Express the vision not just verbally but through
behavior.
 Extend or apply the vision to different leadership
contexts.
16–348
leadership
• Team leadership characteristics
 Having patience to share information
 Being able to trust others and to give up authority
 Understanding when to intervene
• Team leader’s job
 Managing the team’s external boundary
 Facilitating the team process
 Coaching, facilitating, handling disciplinary problems,
reviewing team and individual performance, training, and
communication
16–349
Leadership issues in the 21st
century
• Managing power
 Legitimate power  Expert power
 Power a leader has as a  Influence a leader can
result of his or her position. exert as a result of his or
her expertise, skills, or
 Coercive power
knowledge.
 Power a leader has to
punish or control.  Referent power
 Power of a leader that arise
 Reward power
because of a person’s
 Power to give positive desirable resources or
benefits or rewards. admired personal traits.
16–350
Developing trust
• Credibility (of a Leader)
 Assessment of a leader’s honesty, competence, and
ability to inspire by his or her followers
• Trust
 Is the belief of followers and others in the integrity,
character, and ability of a leader
 Dimensions of trust: integrity, competence, consistency,
loyalty, and openness
 Is related to increases in job performance,
organizational citizenship behaviors, job satisfaction,
and organization commitment
16–351
Empowering employees
• Empowerment
 Involves increasing the decision-making discretion of
workers such that teams can make key operating
decisions in develop budgets, scheduling workloads,
controlling inventories, and solving quality problems
 Why empower employees?
 Quicker responses problems and faster decisions
 Addresses the problem of increased spans of control in
relieving managers to work on other problems
16–352
Cross-cultural leadership
• Universal elements of
effective leadership
 Vision
 Foresight
 Providing encouragement
 Trustworthiness
 Dynamism
 Positiveness
 Proactiveness
16–353
Gender differences and
leadership
• Research findings
 Males and females use different styles:
 Women tend to adopt a more democratic or participative style
unless in a male-dominated job.
 Women tend to use transformational leadership.
 Men tend to use transactional leadership.
16–354
Leader training
 More likely to be successful with individuals who are
high self-monitors than with low self-monitors.
 Individuals with higher levels of motivation to lead are
more receptive to leadership development
opportunities
• Can teach:
 Implementation skills
 Trust-building
 Mentoring
 Situational analysis
16–355
Substitutes for leadership
• Follower characteristics
 Experience, training, professional orientation, or the
need for independence
• Job characteristics
 Routine, unambiguous, and satisfying jobs
• Organization characteristics
 Explicit formalized goals, rigid rules and procedures,
or cohesive work groups
16–356
Chapter Introduction
17 to
Controlling
17–357
Learning outcomes
chapter.
17.1 What is control and why is it important?
17.2 The control process
17.3 Controlling organizational performance
17.4 Tools for measuring organizational
performance
17.5 Contemporary issues in control
17–358
Why is control important?
• As the final link in management functions:
 Planning
 Controls let managers know whether their goals and plans
are on target and what future actions to take.
 Empowering employees
 Control systems provide managers with information and
feedback on employee performance.
 Protecting the workplace
 Controls enhance physical security and help minimize
workplace disruptions.
17–359
Control process
• Process of control
1. Measuring actual
performance
2. Comparing actual
performance against a
standard
3. Taking action to correct
deviations or inadequate
standards
17–360
Exhibit 17–2 Control process
17–361
Measuring: how and what we
measure
• Sources of • Control criteria
information (How) (What)
 Personal observation  Employees
 Statistical reports  Satisfaction
 Turnover
 Oral reports
 Absenteeism
 Written reports
 Budgets
 Costs
 Output
 Sales 17–362
Comparing
• Determining the degree of variation between
actual performance and the standard.
 Significance of variation is determined by:
 Acceptable range of variation from the standard (forecast or
budget).
 Size (large or small) and direction (over or under) of the
variation from the standard (forecast or budget).
17–363
Taking managerial action
• Courses of action
 “Doing nothing”
 Only if deviation is judged to be insignificant.
 Correcting actual (current) performance
 Immediate corrective action to correct the problem at once.
 Basic corrective action to locate and to correct the source of
the deviation.
 Corrective Actions
– Change strategy, structure, compensation scheme, or
training programs; redesign jobs; or fire employees
17–364
Taking managerial action
• Courses of action
 Revising the standard
 Examining the standard to ascertain whether or not the
standard is realistic, fair, and achievable.
– Upholding the validity of the standard.
– Resetting goals that were initially set too low or too high.
17–365
Controlling for organizational
performance
• What is performance?
 End result of an activity
• What is organizational
performance?
 Accumulated end results of all of the organization’s
work processes and activities
17–366
Organizational performance
measures
• Organizational productivity
 Productivity: overall output of goods and/or services
divided by the inputs needed to generate that output.
 Output
 Inputs
 Ultimately, productivity is a measure of how efficiently
employees do their work.
17–367
Organizational performance
measures
• Organizational effectiveness
 Measuring how appropriate organizational goals are
and how well the organization is achieving its goals.
 Systems resource model
 Process model
 Multiple constituencies model
17–368
Industry and company rankings
• Industry rankings on: • Corporate Culture

 Profits Audits
 Return on revenue • Compensation and
 Return on shareholders’ benefits surveys
equity • Customer satisfaction
 Growth in profits surveys
 Revenues per employee
 Revenues per dollar of
assets
 Revenues per dollar of
equity
17–369
Tools for measuring
organizational performance
• Feedforward control
 A control that prevents anticipated problems before
actual occurrences of the problem.
 Building in quality through design.
 Requiring suppliers conform to ISO 9002.
• Concurrent control
 A control that takes place while the monitored activity
is in progress.
 Direct supervision: management by walking around.
17–370
Tools for measuring
organizational performance
• Feedback control
 A control that takes place after an activity is done.
 Corrective action is after-the-fact, when the problem has
already occurred.
 Advantages of feedback controls:
 Provide managers with information on the effectiveness of
their planning efforts.
 Enhance employee motivation by providing them with
information on how well they are doing.
17–371
Exhibit 17–8 Types of control
17–372
Tools for measuring organizational
performance
• Balanced scorecard
 Is a measurement tool that uses goals set by
managers in four areas to measure a company’s
performance:
 Financial
 Customer
 Internal processes
 People/innovation/growth assets
 Is intended to emphasize that all of these areas are
important to an organization’s success and that there
should be a balance among them.
17–373
Information controls
• Purposes of information controls
 As a tool to help managers control other
organizational activities.
 Managers need the right information at the right time and in
the right amount.
 As an organizational area that managers need to

control.
 Managers must have comprehensive and secure controls in
place to protect the organization’s important information.
17–374
Information controls
• Management information systems (MIS)
 A system used to provide management with needed
information on a regular basis.
 Data
 Information
17–375
Benchmarking of best practices
• Benchmark
 Standard of excellence against which to measure and
compare.
• Benchmarking
 Is the search for the best practices among
competitors or noncompetitors that lead to their
superior performance.
 Is a control tool for identifying and measuring specific
performance gaps and areas for improvement.
17–376
Contemporary issues in control
• Cross-cultural issues
 Use of technology to increase direct corporate control
of local operations
 Legal constraints on corrective actions in foreign
countries
 Difficulty with the comparability of data collected from
operations in different countries
17–377
• Workplace concerns
 Workplace privacy versus workplace monitoring
 Employee theft
 Workplace violence
17–378
• Customer interactions
 Service profit chain
 Service capability affects service value which impacts
on customer satisfaction that, in turn, leads to
customer loyalty in the form of repeat business
(profit).
17–379
• Corporate governance
 System used to govern a corporation so that the
interests of the corporate owners are protected.
 Changes in the role of boards of directors
 Increased scrutiny of financial reporting (Sarbanes-Oxley Act
of 2002)
– More disclosure and transparency of corporate financial
information
– Certification of financial results by senior management
17–380
Chapter
Managing
18 Operations
18–381
Learning outcomes
chapter.
18.1 The role of operations management
18.2 What is value chain management and why is
it important?
18.3 Managing operations by using value chain
management
18.4 Current issues in operations management
18–382
What is operations management?
• Operations management
 Design, operation, and control of the transformation
process that converts such resources as labor and
raw materials into goods and services that are sold to
customers.
• Importance of operations management
 It encompasses both services and manufacturing.
 It is important in effectively and efficiently managing
productivity.
 It plays a strategic role in an organization’s
competitive success.
18–383
Exhibit 18–1 The operations system
18–384
Manufacturing and services
• Manufacturing organizations
 Use operations management in the transformation
process of turning raw materials into physical goods.
• Service organizations
 Use operations management in creating nonphysical
outputs in the form of services (the activities of
employees interacting with customers).
18–385
Managing productivity
• Productivity
 Overall output of goods or services produced divided
by the inputs needed to generate that output.
 A composite of people and operations variables.
• Benefits of increased productivity

 Economic growth and development
 Higher wages and profits without inflation
 Increased competitive capability due to lower costs
18–386
Exhibit 18–2 Deming’s 14 points for improving
productivity
• Plan for the long-term future. • Raise the quality of your line
• Never be complacent concerning the supervisors.
quality of your product. • Drive out fear.
• Establish statistical control over your • Encourage departments to work closely
production processes and require your together rather than to concentrate on
suppliers to do so as well. departmental or divisional distinctions.
• Deal with the best and fewest number • Do not adopt strictly numerical goals.
of suppliers. • Require your workers to do quality
• Find out whether your problems are work.
confined to particular parts of the • Train your employees to understand
production process or stem from the statistical methods.
overall process itself.
• Train your employees in new skills as
• Train workers for the job that you are the need arises.
asking them to perform.
• Make top managers responsible for
implementing these principles.
Source: W.E. Deming, “Improvement of Quality and Productivity Through
Action by Management,” National Productivity Review, Winter 1981–1982,
pp. 12–22. With permission. Copyright 1981 by Executive Enterprises, Inc.,
22 West 21st St., New York, NY 10010-6904. All rights reserved.
18–387
Value chain management
• Value
 Performance characteristics, features and attributes,
and any other aspects of goods and services for
which customers are willing to give up resources (i.e.,
spend money).
• Value chain
 Entire series of organizational work activities that add
value at each step beginning with the processing of
raw materials and ending with the finished product in
the hands of end users.
18–388
• What is value chain management?

 Process of managing the entire sequence of
integrated activities and information about product
flows along the entire value chain.
• Goal of value chain management
 To create a value chain strategy that fully integrates
all members into a seamless chain that meets and
exceeds customers’ needs and creates the highest
value for the customer.
18–389
Exhibit 18–3 Value chain strategy requirements
18–390
• Requirements for value chain management

 A new business model incorporating:
 Coordination and collaboration
 Investment in information technology
 Changes in organizational processes
 Committed leadership
 Flexible jobs and adaptable, capable employees
 A supportive organizational culture and attitudes
18–391
Exhibit 18–4 Obstacles to successful value chain
management
18–392
Current issues in managing
operations
• Technology’s role in manufacturing
• Concept of quality
• Quality initiatives
• Quality goals
18–393
Exhibit 18–5 Product quality dimensions
1. Performance—Operating characteristics
2. Features—Important special characteristics
3. Flexibility—Meeting operating specifications over some period of
time
4. Durability—Amount of use before performance deteriorates
5. Conformance—Match with preestablished standards
6. Serviceability—Ease and speed of repair or normal service
7. Aesthetics—How a product looks and feels
8. Perceived quality—Subjective assessment of characteristics
(product image)
Sources: Adapted from J.W. Dean, Jr., and J.R. Evans, Total Quality: Management, Organization and Society (St. Paul, MN: West Publishing Company,
1994); H.V. Roberts and B.F. Sergesketter, Quality is Personal (New York: The Free Press, 1993): D. Garvin, Managed Quality: The Strategic and Competitive
Edge (New York: The Free Press, 1988); and M.A. Hitt, R.D. Ireland, and R.E. Hoskisson, Strategic Management, 4th ed. (Cincinnati, OH: SouthWestern,
2001), p. 211.
18–394
Exhibit 18–5 Service quality dimensions
1. Timeliness—Performed in promised period of time

2. Courtesy—Performed cheerfully
3. Consistency—Giving all customers similar experiences each time
4. Convenience—Accessibility to customers
5. Completeness—Fully serviced, as required
6. Accuracy—Performed correctly each time
Sources: Adapted from J.W. Dean, Jr., and J.R. Evans, Total Quality: Management, Organization and Society (St. Paul, MN: West Publishing Company,
1994); H.V. Roberts and B.F. Sergesketter, Quality is Personal (New York: The Free Press, 1993): D. Garvin, Managed Quality: The Strategic and Competitive
Edge (New York: The Free Press, 1988); and M.A. Hitt, R.D. Ireland, and R.E. Hoskisson, Strategic Management, 4th ed. (Cincinnati, OH: SouthWestern,
2001), p. 211.
18–395
Current issues in managing
operations
• Mass customization
 Is a design-to-order concept that provides consumers
with a product when, where, and how they want it.
 Makes heavy use of technology (flexible manufacturing
techniques) and engages in a continual dialogue with
customers.
• Benefits of mass customization
 Creates an important relationship between the firm and
the customer in providing loyalty-building value to the
customer and in garnering valuable market information
for the firm.
18–396
THANK YOU!
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Management tenth edition

Stephen P. Robbins Mary Coulter

1 Introduction to Management 9/11

2 Management History Reading

5 SR and Managerial Ethics Reading

6 Managers as Decision Makers 16/11

7 Foundations of Planning 18/11

8 Strategic Management Reading

10 Human Resources Management 23/11

11 Managing Teams 25/11

14 Managers and Communications 30/11

15 Motivating Employees 02/12

16 Managers As Leaders 04/12

17 Introduction to controlling 07/12

18 Managing operations Reading

Stephen P. Robbins Mary Coulter

1.1 Who are managers?

Stephen P. Robbins Mary Coulter

2.1 Historical background of management

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

4.1 What’s your global perspective?

Stephen P. Robbins Mary Coulter

5.1 What is social responsibility?

Stephen P. Robbins Mary Coulter

6.1 The decision-making process

Stephen P. Robbins Mary Coulter

7.1 The what and why of planning

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Chapter Managing Change

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

Stephen P. Robbins Mary Coulter

1.1 Who are managers?

Women in Women in Top

Australia 41.9 percent 3.0 percent

Stephen P. Robbins Mary Coulter

2.1 Historical background of management

1. Develop a science for each element of an individual’s work, which

3. Discipline 9. Scalar chain

4. Unity of command 10. Order

5. Unity of direction 11. Equity

6. Subordination of 12. Stability of tenure

Stephen P. Robbins Mary Coulter

Simple rule for getting ahead in an organization:

• Be a visible role model

Stephen P. Robbins Mary Coulter

4.1 What’s your global perspective?

Stephen P. Robbins Mary Coulter

5.1 What is social responsibility?

• Employee volunteering efforts