M Management 3rd Edition Bateman Solutions Manual Full Chapter PDF

M Management 3rd Edition Bateman
Solutions Manual
Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/m-management-3rd-edition-bateman-solutions-manual/
Chapter 7 – Organizing for Action
Organizing for Action

Chapter 7
CHAPTER CONTENTS
Learning Objectives 2
Key Student Questions 2
Class Roadmap 4
Key Terms Presented in This Chapter 11
Sustainability Box 12
Lecturettes 14
Suggested Discussion Questions 19
Examples 24
Expanded PowerPoint Slide Show 27
Supplemental Features 32
Chapter Videos 32
Young Manager Clips 34
Manager’s Hot Seat 34
Self-Assessment 34
Test Your Knowledge 34
7-1
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
LEARNING OBJECTIVES
LO 1 Define the fundamental characteristics of organization structure

LO 2 Distinguish between the four dimensions of an organization’s vertical
structure
LO 3 Give examples of four basic forms of horizontal structures of organiza-
tions
LO 4 Describe important mechanisms used to coordinate work
LO 5 Discuss how organizations can improve their agility through their strat-
egy, commitment to customers, and use of technology
KEY STUDENT QUESTIONS
This chapter is such a wealth of information that you may be overrun with student questions as you lec-
ture. Two popular topics for questions include specifics about organizational design, and delegation. For
instance, your students may ask:

1. “What is the most widely used approach to organizational structure in
U.S. businesses and what are the reasons it is used most?”
2. “What is the difference between the board of directors and the chief
executive officers?”
3. “How can a manager overcome his or her fears of delegating?”
4. “What different things can managers do to increase the likelihood that
their associates will follow through with delegated tasks?”
While these questions generally have straightforward answers, they also provide opportunities to examine
some of the complexities of organizational structure. For example:
1. While most mid- to large-size organizations in the U.S. today have a functional structure, the majority
of U.S. companies are small, entrepreneurial firms. These firms tend to have very organic structures
since they have few employees, so all employees must do everything.
2. The apparent answer to this question is that the CEO is an employee of the organization, while the
board of directors is an outside governing body, whose members are not employees of the organiza-
tion. Most organizations have strict independence standards which apply to the board of directors.
However, when answering this question, you might also discuss how boards of directors pick new
members (they are typically chosen by the CEO) and what kinds of rewards people get for being on
boards of directors (everything from deferred compensation, to life insurance, to limousine service!)
3. The answer here is that “fear” is often a manager’s sense that what has been delegated will not be
done, or will be done incorrectly. This can be overcome by working with the employee to clarify ex-
pectations, giving the employee the right training to do the job, and setting up regular checkpoints to
assess progress. This question also presents a good opportunity to discuss how delegation differs from
the perspective of the employee and the manager.
7-2
Teaching Tip:
Ask everyone in the class to write down what they think the word “fear” refers to in this question.
Then get students who have been managers to share their answers, followed by students who
have been employees. The employee group is likely to see ‘fear’ as worry about being upstaged
by an employee, while the manager group is likely to see “worry” as concern that the employee
won’t do the job right.
4. Employees will be more likely to follow through on their tasks if they know why they are doing those
tasks, if they consider the tasks to be important, and they have a say in how to do the tasks, and if they
are rewarded for those tasks. In addition, clear expectations, training, and regular checkpoints also
help to be sure that the tasks will be done on time.
7-3
CLASS ROADMAP
LO1 - Fundamentals of Organizing
1.1 Differentiation creates specialized jobs

1. Differentiation is an aspect of the organization’s internal environment created by
job specialization and the division of labor.
2. The organization is comprised of many different units that work on different kinds
of tasks, using different skills and work methods.
a. Division of labor – work of the organization is subdivided into smaller tasks.
b. Specialization refers to the fact that different people or groups often perform
specific parts of the entire task.
1.2 Integration coordinates employees’ efforts

1. Integration means that these differentiated units are put back together so that work
is coordinated into an overall product.
2. Coordination refers to the procedures that link the various parts of the organization
to achieve the organization’s overall mission.
LO2 - The Vertical Structure
2.1 Authority is granted formally and informally

1. Corporate governance describes the oversight of the firm by its executive staff and
its board of directors.
2. Authority is the legitimate right to make decisions and to tell other people what to
do.
3. Authority resides in positions rather than in people.
4. Board of directors led by the chair, makes major decisions affecting the organiza-
tion, subject to corporate charter and bylaw provisions.
a. The board performs at least three major sets of duties:
i. selecting, assessing, rewarding, and perhaps replacing the CEO
ii. determining the firm’s strategic direction and reviewing financial perfor-
mance
iii. assuring ethical, socially responsible, and legal conduct.
b. Boards made up of strong, independent outsiders are more likely to provide dif-
ferent information and perspectives and to prevent big mistakes.
5. The chief executive officer is personally accountable to the board and to the owners
for the organization’s performance.
a. The CEO usually holds two positions either as the chair of the board or the
president of the organization.
6. The top management teams
a. These teams comprise a group of key members of the management team, which
shares the authority of the CEO.
7-4
b. Usually comprised of the CEO, president, chief operating officer, chief finan-
cial officer, and other key executives.
Hierarchy defines levels of authority

1. Top management
a. Hierarchy is the authority levels of the organizational pyramid.
b. The CEO occupies the top position and is the senior member of top manage-
ment.
c. Presidents and vice presidents are also included in the top management.
2. Middle management
a. This is the second broad level.
b. Made up of managers who are in charge of plants or departments.
3. Operational management
a. This is the lowest level of management.
b. It includes office managers, sales managers, supervisors, and other first-line
managers as well as the employees who report directly to them.
2.2 Span of control determines a manager’s authority

1. Span of control is the number of subordinates who report directly to an executive
or supervisor.
2. Narrow spans build a tall organization with many reporting levels.
3. Wide spans create a flat organization with fewer reporting levels.
4. The optimal span of control depends of a number of factors:
i. Is the work clearly defined and unambiguous?
ii. Are subordinates highly trained and have access to information?
iii. Is the manager highly capable and supportive?
iv. Are jobs similar and performance measures comparable?
v. Do subordinates prefer autonomy to close supervisory control?
If the answer is yes to these questions then the span can be wider; if no is the an-
swer then the span should be narrower.
2.3 Delegation is how managers use others’ talents

1. Delegation is the assignment of new or additional responsibilities to a subordinate.
2. Responsibility and accountability must be looked at before delegating any authori-
ty.
3. Responsibility is an assignment of a task that an employee is supposed to carry out.
4. Authority means that the person has the power and the right to make decisions,
gives orders, draws upon resources, and does whatever else is necessary to fulfill
the responsibility.
5. Accountability is the expectation that employees perform a job, take corrective ac-
tion when necessary, and report upward on the status and quality of their perfor-
mance.
6. Advantages of delegation
a. Allows managers to accomplish much more than they would be able to do on
their own
b. Helps develop effective subordinates
7-5
7. How should managers delegate?

a. Steps in Effective Delegation
b. Some tasks should not be delegated (i.e. disciplining subordinates)
2.4 Decentralization spreads decision-making power

1. A centralized organization is an organization in which high-level executives make
most decisions and pass them down to lower levels for implementation.
2. A decentralized organization is an organization in which lower-level managers
make important decisions.
LO3 - The Horizontal Structure
A. As the task of an organization becomes increasingly complex, the organization inevita-

bly must be subdivided or departmentalized into smaller units or departments.
B. Line departments are units that deal directly with the organization’s primary goods and
services; they make things, sell things, or provide customer service.
C. Staff departments are those that provide specialized or professional skills that support
line departments such as research, legal, accounting, public relations, and human re-
sources department.
3.1 Functional organizations foster efficient experts

1. In a functional organization, jobs are specialized and grouped according to busi-
ness functions and the skills they require.
3.2 Divisional organizations develop a customer focus

1. Divisional organization incorporates departmentalization that groups units around
products, customers, or geographic regions. (Figure 6.4)
2. Product division – all functions that contribute to a given product are organized un-
der one manager.
a. Information needs are managed more easily.
b. People have a full-time commitment to a particular product line.
c. Task responsibilities are clear.
d. People receive broader training.
3. Customer and geographical divisions
a. Customer divisions are structured around the customer needs and provide
faster, better service.
b. Geographic divisions are structured around specific regions, districts, terri-
tories, and country.
3.3 Matrix organizations try to be the best of both worlds

1. The matrix organization is an organization composed of dual reporting relation-
ships in which some managers report to two superiors a functional manager, and a
product manager. (Figure 6.5)
2. It is a hybrid form of organization in which functional and divisional forms over-
lap.
3. Advantages of the Matrix design
7-6
4. Disadvantages of the Matrix design

5. Matrix Survival Skills
6. The Matrix Form Today
a. Today’s matrix is not a form, but a process
3.4 Network organizations are built on collaboration

1. The network organization is a collection of independent, mostly single-function
firms that collaborate on a product or service. (Figure 6.6)
2. The dynamic network is also called the modular or virtual corporation. It is a very
flexible version of the network organization.
3. Successful networks offer flexibility, innovation, quick responses to threats and
opportunities, and reduced costs and risks. But to be successful, they must
a. choose the right specialty
b. choose collaborators that are also excellent, but provide complementary
strengths
c. make certain that all parties fully understand the strategic goals of the partner-
ship
d. be able to trust all parties with strategic information and trust that collaborators
will deliver, even when business demands are heavy.
LO4 - Organizational Integration
4.1 Standardization coordinates work through rules and routines

1. Standardization is establishing common rules and procedures that apply uniformly
to everyone.
2. These rules and procedures should apply to most (if not all) situations.
4.2 Plans set a common direction

1. Interdependent units are required to meet deadlines and objectives that contribute to
a common goal.
2. It does not require the same high degree of stability and routinization required for
coordination by standardization.
3. Employees are free to modify and adapt their actions, as long as deadlines and tar-
gets required.
4.3 Mutual adjustment allows flexible coordination

1. Involves feedback and discussions to jointly figure out how to approach problems
and devise solutions that are agreeable to everyone.
2. Can be very effective when problems are novel and cannot be programmed in ad-
vance with rules, procedures, or plans.
4.4 Coordination requires communication

1. Reducing the need for information
2. Increasing information processing capability
3. Managing high information-processing demands
7-7
LO5 - Organizational Agility
5.1 Strategies promote organizational agility

1. Organizing around core competencies
a. A well-understood, well-developed core competence can enhance a company’s
responsiveness and competitiveness.
b. Managers who want to strengthen their firms’ competitiveness via core compe-
tencies need to focus on several related issues:
i. Identify existing core competencies.
ii. Acquire or build core competencies that will be important for the future.
iii. Keep investing in competencies so that the firm remains world-class and
better than competitors.
iv. Extend competencies to find new applications and opportunities for the
markets of tomorrow.
2. Strategic Alliances
a. A strategic alliance is a formal relationship created with the purpose of joint
pursuit of mutual goals.
b. In a strategic alliance, individual organizations share administrative authority,
form social links, and accept joint ownership.
c. The best alliances are true partnerships that meet these criteria:
i. Individual excellence - both partners add value.
ii. Importance - both partners contribute to meeting strategic objectives.
iii. Interdependence - both partners need each other.
iv. Investment - partners devote resources to the relationship.
v. Information - partners communicate openly.
vi. Integration - partners develop shared ways of operating.
vii. Institutionalization - relationship has formal status
viii. Integrity - both partners are trustworthy
3. Learning organizations
a. A learning organization is an organization skilled at creating, acquiring, and
transferring knowledge, and modifying its behavior to reflect new knowledge
and insights.
4. High involvement organization
a. A high-involvement organization is one in which top management ensures that
there is consensus about the direction in which the business is heading.
b. Organizational form is a flat, decentralized structure built around a customer,
product or service.
5. The impact of organizational size
a. The case for big.
i. Scale economies - lower costs per unit of production
ii. Economies of scope – economies in which materials and processes em-
ployed in one product can be used to make other, related products.
b. The case for small.
i. As firms get larger customers begin to view their products as having lower
quality.
ii. Small companies can:
7-8
a.) move fast

b.) provide quality goods and services to targeted market niches
c.) inspire greater involvement from their people
d.) outmaneuver big bureaucracies.
c. Being big and small
i. To avoid problems of growth and size, companies decentralize decision
making and organize around small, adaptive, team-based work units.
d. Downsizing
i. Companies downsize in an attempt to gain the responsiveness of a small
company.
ii. Downsizing is the planned elimination of positions or jobs.
iii. Rightsizing is a successful effort to achieve an appropriate size at which the
company performs most effectively.
iv. To ease the pain of downsizing firms engage in a number of positive prac-
tices such as:
a.) Choose positions to be eliminated based on careful analysis and strate-
gic thinking.
b.) Train people to cope with the new situation.
c.) Identify and protect talented people.
d.) Give special attention and help to those who have lost their jobs.
e.) Communicate constantly with people about the process.
f.) Emphasize positive future and people’s new roles in attaining it.
v. Survivor’s syndrome is the loss of productivity and morale in employees
who remain after a downsizing.
5.2 Agile organizations focus on customers

1. Total quality management (TQM) is an integrative approach to management that
supports the attainment of customer satisfaction through a wide variety of tools and
techniques that result in high-quality goods and services.
a. Deming’s “14 points” of quality.
i. Create constancy of purpose
ii. Adopt the new philosophy
iii. Cease dependence on mass inspection
iv. End the practice of awarding business based on price tag alone
v. Improve constantly the system of production and service
vi. Institute training and retraining
vii. Institute leadership
viii. Drive out fear
ix. Break down barriers among departments
x. Eliminate slogans, exhortations and arbitrary targets
xi. Eliminate numerical quotas
xii. Remove barriers to pride in workmanship
xiii. Institute a vigorous program of education and retraining
xiv. Take action to accomplish the transformation
2. Commitment to total quality requires a thorough, extensive, integrated approach to
organizing.
7-9
3. ISO 9000 is a series of quality standards developed by a committee working under

the International Organization for Standardization to improve total quality in all
businesses for the benefit of producers and consumers.
5.3 Technology can support agility

1. Technology configurations
a. Small batch technologies – when goods or services are provided in very low
volume or small batches, a company that does such work is called a job shop.
b. Large batch technologies or mass production technologies produce goods and
services in high volume.
c. Continuous process technologies are a process that is highly automated and
has a continuous production flow.
2. Organizing for flexible manufacturing.
a. Mass customization is the production of varied, individually customized prod-
ucts at the low cost of standardized, mass-produced products. (See Table 6.1)
b. Companies organize around a dynamic network of relatively independent oper-
ating units with each unit performing a specific process or task called a module.
c. Computer-integrated manufacturing encompasses the use of computer-aided
design and computer-aided manufacturing to sequence and optimize a number
of production processes.
d. Flexible factories are manufacturing plants that have short production runs, are
organized around products, and use decentralized scheduling.
e. Lean manufacturing is an operation that strives to achieve the highest possible
productivity and total quality, cost effectively, by eliminating unnecessary steps
in the production process and continually strives for improvement.
i. For the lean approach to result in a more effective operation, the following
conditions must be met:
a.) People are broadly trained rather than specialized.
b.) Communication is informal and horizontal among line workers.
c.) Equipment is general purpose.
d.) Work is organized in teams, or cells, that produce a group of similar
products.
e.) Supplier relationships are long-term and cooperative.
f.) Product development is concurrent, not sequential, and is done by cross-
functional teams.
f. Organizing for speed: Time-based competition (TBC)
i. Just-in-time operations (JIT) is a system that calls for subassemblies and
components to be manufactured in very small lots and delivered to the next
stage of the production process just as they are needed.
ii. Simultaneous engineering is a design approach in which all relevant func-
tions cooperate jointly and continually in a maximum effort aimed at pro-
ducing high-quality production that meets customers’ needs.
7-10
KEY TERMS PRESENTED IN THIS CHAPTER
Accountability The expectation that employees will perform a job, take corrective action when neces-
sary, and report upward on the status and quality of their performance
Authority The legitimate right to make decisions and to tell other people what to do
Broker A person who assembles and coordinates participants in a network
Centralized organization An organization in which high-level executives make most decisions and pass
them down to lower levels for implementation
Continuous process A process that is highly automated and has a continuous production flow
Coordination The procedures that link the various parts of an organization for the purpose of achieving
the organization’s overall mission
Coordination by mutual adjustment Units interact with one another to make accommodations to achieve
flexible coordination
Coordination by plan Interdependent units are required to meet deadlines and objectives that contribute
to a common goal
Decentralized organization An organization in which lower-level managers make important decisions
Delegation The assignment of new or additional responsibilities to a subordinate
Departmentalization Subdividing an organization into smaller subunits
Differentiation An aspect of the organization’s internal environment created by job specialization and
the division of labor
Division of labor the assignment of different tasks to different people or groups
Divisional organization Departmentalization that groups units around products, customers, or geograph-
ic regions
Dynamic network Temporary arrangements among partners that can be assembled and reassembled to
adapt to the environment
Formalization the presence of rules and regulations governing how people in the organization interact
Functional organization Departmentalization around specialized activities such as production, market-
ing, and human resources
High-involvement organization An organization in which top management ensures that there is consen-
sus about the direction in which the business is heading
Integration the degree to which differentiated work units work together and coordinate their efforts
ISO 9001 A series of quality standards developed by a committee working under the International Or-
ganization for Standardization to improve total quality in all businesses for the benefit of producers
and consumers
Just-in-time (JIT) A system that calls for subassemblies and components to be manufactured in very
small lots and delivered to the next stage of the production process just as they are needed
Large batch Technologies that produce goods and services in high volume
Lean manufacturing An operation that strives to achieve the highest possible productivity and total
quality, cost-effectively, by eliminating unnecessary steps in the production process and continually
striving for improvement
7-11
Learning organization An organization skilled at creating, acquiring, and transferring knowledge, and at
modifying its behavior to reflect new knowledge and insights
Line departments Units that deal directly with the organization’s primary goods and services
Mass customization The production of varied, individually customized products at the low cost of stand-
ardized, mass-produced products
Matrix organization An organization composed of dual reporting relationships in which some managers
report to two superiors – a functional manager and a divisional manager
Mechanistic organization A form of organization that seeks to maximize internal efficiency.
Modular network temporary arrangements among partners that can be assembled and reassembled to
adapt to the environment; also called virtual network
Network organization A collection of independent, mostly single-function firms that collaborate on a
good or service
Organic structure An organizational form that emphasizes flexibility.
Organization chart the reporting structure and division of labor in an organization
Responsibility The assignment of a task that an employee is supposed to carry out
Small batch Technologies that produce goods and services in low volume
Span of control The number of subordinates who report directly to an executive or supervisor
Specialization A process in which different individuals and units performs different tasks
Staff departments Units that support line departments
Standardization Establishing common routines and procedures that apply uniformly to everyone
Strategic alliance A formal relationship created among independent organizations with the purpose of
joint pursuit of mutual goals
Technology The systematic application of scientific knowledge to a new product, process, or service
Total quality management (TQM) An integrative approach to management that supports the attainment
of customer satisfaction through a wide variety of tools and techniques that result in high-quality
goods and services
Unity-of-command principle A structure in which each worker reports to one boss, who in turn reports
to one boss
SUSTAINABILITY BOX
Kiva’s Network Reaches across the Globe

Imagine a not-for-profit network that invites strangers to lend money to other strangers—
entrepreneurs scrambling to survive in developing countries. The loans are repaid 99 percent of the
time. Aside from the likely repayment, the lender realizes no return on the investment—just the
satisfaction of helping another individual succeed.
Pie in the sky? That’s what venture capitalists told Matt and Jessica Flannery when the pair outlined
their idea for a person- to-person micro-lending organization. Yet today Kiva is making a difference
in the lives of hundreds of thousands of entrepreneurs in developing countries.
7-12
Here’s how this network organization works. Would-be lenders visit Kiva’s website
(www.kiva.org), review the pictures and stories of the entrepreneurs profiled there, select one or
more to support (lending $25 to $150 per individual entrepreneur), and wire the money. PayPal
forwards the cash to a microfinance institution (MFI) in the entrepreneur’s country. The MFI pro-
cesses the loan, delivering the money in local currency to the individual’s home. These “bankers on
bikes” charge, on average, 20 percent interest—a far cry from the going rate of 100 to 200 percent
in developing countries.
Since its launch six years ago, Kiva has facilitated over $264 million in loans to 690,000 entrepre-
neurs in 61 countries. Over 649,000 Kiva users have funded a loan, with the average amount of each
loan being $385. Most are repaid within a year; only about 1 percent go into default.
The first recipient of Kiva funding was a Ugandan woman who operated a fish market. A $550 loan
enabled her to expand her business and hire extra help. She repaid the loan within months.
Who provides the loans? Contributors are evenly distributed from ages 25 to 60. Slightly more than
half are male; two- thirds earn more than $50,000 a year. By contrast, more women than men re-
ceive Kiva loans (women also have a higher repayment rate). While most not-for- profit organiza-
tions siphon off as much as 50 percent of contributions for administrative expenses, 100 percent of
the money donated to Kiva goes for loans.
Shah remarks, “The concept of getting a little bit of credit and someone taking a bet on you so you
can pull yourself up by your bootstraps is very American.” Maybe so, but its impact has been felt in
dozens of countries.
DISCUSSION QUESTIONS AND SUGGESTED ANSWERS
1. How might the flexibility of a network organization enable Kiva to meet a need
more effectively than traditional lenders can?
The bureaucratic organizational structure of traditional lenders would not be able to meet
the needs of the entrepreneurs in the Kiva program. While traditional lenders would look
at a person’s credit score to determine the feasibility of loaning money to an entrepre-
neur, individual investors are making the decision to take the risk an invest in a person’s
business.
2. Who are the collaborators in Kiva? How does the organization cultivate trust
among these participants?
The collaborators include the lenders, the individual entrepreneurs and the Kiva organiza-
tion. The Kiva organization is more of a dynamic network that provides critical strategic
information that promotes trust and transparency. Since the information is available for
lenders to view, they are more willing and trusting to invest money in potential individual
entrepreneurs. All three collaborators bring a strength to the network, the lenders bring
money, the individual entrepreneurs bring the business plan and the motivation to suc-
ceed and Kiva brings the communication and coordination. The complementary
strengths provided by each collaborator make for a strong network.
7-13
LECTURETTES
LECTURETTE 7.1: The Managerial Span of Control
THE MANAGERIAL SPAN OF CONTROL PRINCIPLE
1. The managerial span of control refers to the number of subordinates that a given manager can effec-
tively direct. For decades, management thinkers have struggled with the issue of the managerial span
of control because it directly impacts the size and shape of the organizational structure of a business,
and it impacts both the effectiveness and efficiency of the work process.
GRAICUNAS’S THEORY
1. In 1933, A.V. Graicunas published an article, “Relationship in Organization,” in The Bulletin of the
International Management Institute in which he established his theory of the span of managerial con-
trol. Graicunas noted that when dealing with subordinates, the manager had to consider not only the
direct relationships between himself or herself and each subordinate as an individual, but also his or
her relationships with different groups of subordinates as well as the cross relationships among all
members of the work group. Graicunas recognized that the total of these relationships was quite nu-
merous within a large work group.
2. Graicunas’ research led him to find that the manager’s direct relationships increased in proportion to
the additional size of the group. However, he found that the group and cross relationships increased
more than proportionately.
3. The resulting Granicunas Theory calculates the number of possible relationships in a work group
from the formula:
R = n (2(n-1) + n – 1)
Where R = the number of relationships, and n = the number of subordinates managed. For example,
if a manager must supervise three subordinates, the total number of possible relationships in the work
group is calculated as R = 3(22 + 3 – 1) = 18. As the number of subordinates is increased, the total
number of possible relationships grows rapidly. For instance, if the number of subordinates is in-
creased to five, the number of relationships increases
to R = 5(24 + 5 – 1) = 100.
CONSEQUENCES OF THE SPAN OF MANAGEMENT
1. Since the number of relationships with which a manager must deal increases geometrically as subor-
dinates are added to the work group, the span of management becomes a critical organizational factor.
For many jobs, it is found that a manager has difficulty directing more than five or six people. In oth-
er jobs, spans of managerial control have been expanded to 50 or more.
2. Where the work is unstructured, as in a research laboratory, the span of management is quite low.
However, on an assembly line, where the work is highly structured, larger spans of control are usually
possible.
7-14
3. Subordinate relationships are more positive and control is maximized by small or “narrow” spans of
management. However, narrow spans of control cost money in terms of salaries, fringe benefits,
space and other support factors. Perhaps an even more serious problem with narrow spans of control
is the cost of longer communication and authority channels. Narrow spans slow down the flow of es-
sential information and delimit the delegation of authority.
4. On the other hand, wide spans of managerial control often result in overworked and stressed-out
managers, ineffective decision-making, and inefficient operations that tend to go out of control.
1. EXPANDING THE SIZE OF THE SPAN OF MANAGEMENT
1. Obviously, it is in the best interests of the organization to keep the spans of control as wide as possi-
ble without allowing the process to get out of control. As a result, researchers have established a
number of ways by which organizations may attempt to increase the span of management without ad-
verse effects on the organization. Some of those techniques for increasing the span of control are
listed below:
➢ Reduce the amount of personal contacts required.

➢ Improve the management skills of the managers.
➢ Instruct managers to spend more time in direct supervision of subordinates.
➢ Have more of the planning done by a planning staff or by senior managers, to free lower
managers from the time-consuming task of planning.
➢ Make sure that plans and goals are clearly stated.
➢ Try to implement plans that do not require constant change and alteration.
➢ Reduce the importance of the decisions the manager and his or her group have to make.
➢ Reduce the variety of problems the manager and his or her group have to solve.
➢ Locate the manager in close proximity to the work to be managed.
➢ Design the work so that it features repetitive tasks.
➢ Decrease the complexity of operations.
➢ Design jobs so that less training and expertise is needed.
➢ Reduce the need for the coordination of work functions.
➢ Increase the ability level of the subordinates.
➢ Facilitate and encourage delegation to subordinates.
➢ Improve the clarity of authority delegations.
➢ Use more support from staff.
➢ Use more technical support such as robots and computers.
➢ Improve communications.
➢ Improve the management information system.1
LECTURETTE 7.2: The Ideal and Future of Bureaucracy
THE IDEAL BUREAUCRACY
1. Max Weber, a German sociologist, made his mark on management theory when he developed his
concept of bureaucracy. As large organizations were evolving out of the industrial revolution, they
1 Adapted from G.G. Fisch, “Stretching the Span of Management,” Harvard Business Review, September-October 1962, 80-81; A.V
Graicunas, “Relationship in Organization,” Bulletin of the International Management Institute, 1933; Harold KoontZ, “Making Theory
Operational: The Span of Management,” The Journal of Management Studies, October 1966, 229-243; Lyndall Urwick, “The Man-
ager’s Span of Control,” Harvard Business Review, May-June 1956, 39-47; Lyndall Urwick, Scientific Principles and Organization
(New York; American Management Association, 1938).
7-15
clearly lacked a basis for orderly organization and management. To meet this need, Weber designed
his “ideal bureaucracy” to improve the operations of large, complex organizations.
2. Weber coined the term “bureaucracy” based on the German word, “buro,” which meant office. We-
ber’s ideal bureaucracy was a large organization that operated on a rational basis.
3. Weber understood that the “ideal bureaucracy” did not exist anywhere, but he advocated that manag-
ers should work to that end by creating organizations with the following characteristics:
Specialization of Labor Tasks should be broken down into routine, well-defined activi-
ties so that all employees would know exactly what is expected
of them and would become, in a short time, expert in their spe-
cific task assignments.
Formal Rules and Procedures There should be a documentation of rules and procedures that
would clearly:
➢ Delineate work behaviors.

➢ Facilitate work coordination.
➢ Ensure uniformity of work and behavior.
Impersonality Once rules, procedures, and sanctions are documented, and they
should be uniformly applied to all employees, with no adjust-
ment for personalities or other personal considerations.
Well-defined Hierarchy Positions should be placed in multiple levels, with precise report-
ing relationships among levels. The hierarchy provides for the
supervision of lower-level offices by higher-level ones, a method
for handling exceptions, and the ability to establish accountabil-
ity.
Career Advancement Based Employee selection, placement, and promotion on Merit should
be based on the individual qualifications and performance of the
employee.
THE OFFICERS IN A BUREAUCRACY
1. According to Weber, one of the critical features of the ideal bureaucracy was the appointment of its
officers. It was his contention that all organizational officers (managers) should be appointed and
should function according to the following criteria:
➢ Officers (managers) are free as individuals and are subject to organizational authority only in
terms of their impersonal, official obligations.
➢ Officers (managers) are to be organized in a clearly established hierarchy of offices.
➢ Each managerial office should have a clearly defined sphere of competence.
➢ Each managerial office should be filled in a spirit of a free contractual relationship.
➢ Candidates for the managerial offices should be selected on the basis of technical qualifications.
➢ Officers (managers) should be compensated through fixed salaries, with salary scales graded pri-
marily on the basis of rank in the organizational hierarchy. The employing institution would not
have the right to terminate an officer’s appointment, except under certain circumstances. Howev-
er, the officer is always free to resign the position.
➢ Once appointed to a position, that office should be treated as the sole, or at least the fundamental,
occupation of the office-holder.
7-16
➢ Serving as an organizational officer should be perceived as a career with a system of promotion

based on achievement or authority, or both.
➢ The officer (manager) works apart from the ownership.
➢ The officer (manager) should be subject to a system of strict discipline and control with respect to
the conduct of the office.
THE COMING DEATH OF BUREAUCRACY
1. Contemporary management writers, reflecting the public’s negative attitude toward modern-day bu-
reaucracies with their red tape and complexities, argue that bureaucracies will die unless they are able
to adapt to the change in their environments.
2. Weber would agree because he never envisioned the sort of bureaucracy that has evolved and re-
placed his “ideal bureaucracy.”
Over the years, bureaucracies have moved away from Weber’s ideal and have assumed a number
of negative characteristics, which will probably cause their demise. Specifically, they:
➢ No longer allow for adequate personal growth and development.
➢ Foster “groupthink” and stubborn conformity to norms.
➢ Fail to consider the informal organization and the people problems therein.
➢ Have obsolete control systems.
➢ Have no judicial process.
➢ Have no mechanism for resolving differences and conflicts that occur between ranks and be-
tween functional work groups.
➢ Stifle communication and creative ideas.
➢ Fail to utilize the full value of their human resources due to employee fear and mistrust.
➢ Cannot assimilate the wave of new technology.
➢ Modify the personalities of their members who reflect the dull and conditioned “organization
man.”
3. Bureaucracies must clean up their acts or die.2
LECTURETTE 7.3: Organizational Culture
ORGANIZATIONAL CULTURE DEFINED
1. The concept of organizational culture has evolved from a number of definitions, such as:
➢ The way we do things around here.
➢ A belief system that is shared by members of the organization.
➢ The collective programming of the mind.
➢ Collective understandings.
➢ Strong, widely shared core values.
➢ A set of shared beliefs communicated through a variety of symbolic media.
➢ A set of symbols, ceremonies, and myths that communicate the fundamental values and beliefs of
the organization to its employees.
2. Texts define corporate culture as a set of important assumptions about the organization and its goals,
problems, and practices that members of the company share.
3. It seems clear that these definitions of organizational culture agree; that it is a shared system of core
values.
2 Adapted from Warren Bennis, “The Coming Death of Bureaucracy,” Think, March 1986, 30-35; Warren Bennis, “Beyond Bureau-
cracy,” American Bureaucracy, 1970, 3-16; Max Waber, “The Ideal of Bureaucracy,” from M Weber, The Theory of Social and Eco-
nomic Organizations, translated by A. Henderson and T. Parsons (New York: the Free Press, 1947); William Wolf, the Management
of Personnel (San Francisco: Wadsworth Publishing Co., Inc., 1961), 8-43.
7-17
THE NATURE OF ORGANIZATIONAL CULTURE
1. Those shared organizational values that define organizational culture have the following characteris-
tics:
➢ Individual initiative – that degree of responsibility, freedom, and independence that individuals
enjoy.
➢ Risk Tolerance – that degree to which members are encouraged to be innovative and risk-taking.
➢ Direction – that degree to which the organization creates clear performance objectives.
➢ Integration – that degree to which organizational work units are encouraged to work in a coopera-
tive manner.
➢ Management Support – that degree to which management provides open communication, assis-
tance, trust, and support to subordinates.
➢ Control – the amount of rules and regulations and the amount of close supervision that is utilized
to control subordinates.
➢ Identity – that degree to which members identify with the organization.
➢ Reward System – that degree to which rewards are allocated based on employee performance.
➢ Conflict Tolerance – that degree to which employees are encouraged to air conflicts and criti-
cisms openly.
➢ Communication Patterns – that degree to which organizational communication is restricted to the
formal hierarchy.
2. The shared beliefs and core values that constitute organizational culture are transmitted to employees
by way of rites and ceremonies, stories, legends, and myths.
➢ Rites and ceremonies are elaborately planned activities at a special event. There are four types of
rites used by organizations to transmit culture to their members. The rites of:
➢ Passage facilitates the transition of a member into new roles. For instance, all new employees go
through new employee indoctrination.
➢ Enhancement emphasizes social identity and status. For example, some firms have annual awards
dinners.
➢ Renewals are developmental activities that increase member status. For an example, a member
might be selected to attend a special training program.
➢ Integration creates common bonds among members and commitment to the organization. For ex-
ample, a department might hold an annual picnic.
➢ Stories are true narratives through which organizational information is shared among members.
➢ Legends are organizational history stories that may be, at least, partly fictional.
➢ Myths convey consistent values but are not based on fact.
3. An organization’s dominant culture delineates the core values that are shared by most of the mem-
bers.
4. Subcultures are minicultures that tend to exist within specific departments or work groups.
5. Core values are the dominant values of an organization that are shared by all its members.
MANAGING CULTURAL CHANGE
1. Major organizational change must be preceded by changes in the organization’s culture. Therefore,
culture is seen as a phenomenon that management must learn to manage. Organizational culture can
be changed by using the following strategies:
➢ Conduct a cultural audit to be sure the present culture is well understood.
➢ Create a cultural vision, a cultural dream that exemplifies desired core values.
➢ Involve organizational members in the change process.
➢ Communication is the key tool for the management of culture.
➢ Reward systems must be made to reinforce the new culture and its core values.
7-18
➢ Top management commitment to the change is essential.

➢ Establish a socialization process that effectively indoctrinates new employees with respect to the
new culture.
➢ Be patient with the process, for it takes time to inculcate a new culture.3
SUGGESTED DISCUSSION QUESTIONS AND RESPONSES
1. What are some advantages and disadvantages of being in the CEO position?
The advantage of being a CEO is that, from an organizational perspective, this is the position of pow-
er. In theory, whatever he or she says is implemented. It is a position that provides the individual
with an opportunity to focus on the overall strategy and development of the company. Also, a CEO’s
compensation generally consists of relatively high salary and a bonus package as well as many perks
such as a company car, an expense account, etc.
The disadvantages of the position are that the CEO is often responsible to a board of directors and
stockholders. He or she is the person on whom everybody focuses when things go wrong. The posi-
tion usually involves a lot of work and can be extremely stressful.
2. Would you like to sit on a board of directors? Why or why not? If you did serve on a board,
what kind of organization would you prefer? As a board member, in what kinds of activities do
you think you would most actively engage?
The idea of serving on a board of directors will appeal to some students and not to others. Some will
see it as an opportunity to be involved, on a limited basis, in the direction of an organization, and
some may mention the financial benefits of board membership (although many board members serve
on a voluntary basis—especially in the case of nonprofit organizations). Others, however, will be
afraid of the responsibility given the increased visibility of board members and their growing legal re-
sponsibility for the actions of the organization.
As to the type of organization they would prefer, many may choose a nonprofit essentially as a means
of serving society. They will feel there is great satisfaction to be gained from giving time and effort
to helping those who are less fortunate. Others may see serving on the board of a business entity as a
more meaningful role. And there may be the compensation!
Students will see their potential involvement in terms of their own interests. Some may see them-
selves serving on the finance committee while others may feel more comfortable on the compensation
committee.
3 Adapted from R. Draft, Organization Theory and Design (Saint Paul, MN.: West Publishing Co., 1992), 317-325; B Duhaime, “Cre-
ating a New Company Culture,” Fortune, January 15, 1990, 127; K. Gregory, “Native-View Paradigms: Multiple Cultures and Culture
Conflicts in Organizations,” Organizational Behavior, 3rd ed. (Boston: Houghton Mifflin Co., 1992, 624-639; R. Pascale, “Fitting New
Employees into the Company Culture.” Fortune, May 28, 1984, 28; Harrison Trice and Janice Beyer, “Studying Organizational Cul-
tures through Rites and Ceremonies,” Academy of Management Review 9, 1984, 654-659.
7-19
3. Interview a member of a board of directors and discuss the member’s perspectives on his or her
role.
Suggest to the students that they ask some of the following questions:
➢ How much time do you devote each month to the board’s activities? Do you think this is suffi-
cient? Or too much?
➢ Do you feel you really understand what is going on in the organization? Or do you feel you are
getting a distorted view?
➢ Do you really understand the financial data with which you are provided?
➢ Are the board meetings meaningful? Or do you sometimes feel they are a waste of time?
4. Pick a job you have held and describe it in terms of span of control, delegation, responsibility,
authority, and accountability.
Those students who have not held a management position may not relate to the aspects of authority
and span of control. However, they should be able to describe the responsibilities that were delegated
to them and the ways in which they were accountable.
Those students who have held a managerial position may be able to demonstrate the various factors
(such as span of control, delegation, and etc.) by drawing an organization chart and showing the
working relationships.
5. Why do you think managers have difficulty delegating? What can be done to overcome these
difficulties?
Ultimately, in any organization, managers are responsible for the activities of those individuals who
report to them. If they do something themselves, they know that it was done correctly (or at least in
the way they think it should be done). Delegating responsibility represents a loss of control, and
managers are often reluctant to do so because it puts their reputation and, possibly their career, in the
hands of somebody else.
What can be done to overcome this? Managers can be trained to delegate. There are numerous
courses offered on “how to delegate” and “effective delegation for the manager.” From a practical
point of view, managers can delegate a task to subordinates, oversee their efforts, and ensure ongoing
reporting so that, at no time is the task out of control. Then, as subordinates learn and demonstrate
their ability, the supervision and reporting can be withdrawn until, eventually, the managers are con-
fident that the subordinates will do the task as well as they could.
6. Consider an organization in which you have worked, draw its organization chart, and describe
it using terms in this chapter. How did you like working there, and why?
Most students will have held a position in some organization and thus should be able to draw the or-
ganization chart. It may help for them to do it by name rather than position.
Among the terms that should be used are span of control, delegation, responsibility, and authority.
In terms of whether or not they liked working there, it may be helpful to ask whether or not the way
the organization was structured (i.e., the organization chart and the reporting relationships) helped in
making it enjoyable, or was it one of the reasons why students did not enjoy working for the organiza-
tion.
7-20
7. Would you rather work in a functional or divisional organization? Why?
A functional organization is one in which the unit or group focuses on one activity (e.g., production,
marketing, finance, etc.), whereas, in a product organization, the group handles all the functional ac-
tivities (such as production and marketing) for the product.
Some students may prefer the functional organization because they wish to specialize and become
highly skilled in that specialization. They may comment that they “want to be accountants not mar-
keters.” Others may see the product organization as giving them a much wider range of opportunities
and may state that it will: offer the opportunity to learn everything about the business.”
Question: why do some students select one approach and some another? Answer: different person-
ality types, different goals and objectives, etc.
8. If you learned that a company had a matrix structure, would you be more or less interested in
working there? Explain your answer. How would you prepare yourself to work effectively in a
matrix?
It might be appropriate to start the discussion question with another question, namely: What differ-
ence do you think working for a company with a matrix organization has from the employee’s per-
spective.
Some students will welcome the idea of working for two superiors. They will feel that it will give
them a broader perspective on the company and provide more opportunities for learning and ad-
vancement. Others, however, will view the prospect of working for two superiors rather frightening.
They will feel uncomfortable working in an environment with multiple demands and, sometimes,
conflicting orders.
The key to working for two bosses is communication and working in a matrix organization probably
means that the individual has to be more proactive or aggressive in determining exactly what is re-
quired and in communicating effectively with both individuals when there is conflict or ambiguity.
9. Brainstorm a list of methods for integrating interdependent work units. Discuss the activities
that need to be undertaken and the pros and cons of each approach.
Interdependent units are often integrated by people who have boundary roles. Boundary roles are
those in which an individual spends time outside the organization, interacting with other people and
organizations. Examples of boundary roles are jobs in sales, purchasing, customer service, public re-
lations, advertising, and recruiting, and the roles of these individuals should be reasonably easy to de-
fine. Student responses will vary according to the pros and con’s associated with their chosen ap-
proach. The advantages and disadvantages may depend on the business experiences of the student.
10. What is a core competence? Generate some examples of companies with distinctive competen-
cies, identifying what those competencies are. Brainstorm some creative new products and
markets to which these competencies could be applied.
A core competence is the capability – knowledge, expertise or skill – that underlies a company’s abil-
ity to be a leader in providing a range of specific goods and services.
It may help students if they address this question in terms of the functional areas of business. For ex-
ample, Intel obviously has a core competence in the research and development area. It continues to
7-21
develop new chips that enable it to be a leader. To date, other firms always have been one step be-
hind. Coca Cola and Pepsi Cola both have core competencies in the advertising and marketing areas
that enable them to lead the field. Firms located in China, Hong Kong, Taiwan, and South Korea have
core competencies in the production area as a result of their low labor costs, etc.
11. If you were going into business for yourself, what would be your core competencies? What
competencies do you have now, and what competencies are you going to develop? Describe
what your role would be in a network organization and the competencies and roles of other
firms you would want in your network.
Students (especially those at the undergraduate level) may feel that although they have a number of
attributes (enthusiasm, willingness to work hard, a bright idea for a new product or service, etc.), they
have no core competencies (nothing that will enable them to be leaders in a specific field). They may
well argue that not very many people are leaders and that relatively few firms have core competencies
unmatched by their competition.
Students should be instructed to make a list of their skills and attributes…and of the skills and attrib-
utes they plan to develop in the years ahead. This will enable them to develop some ideas as to their
core competencies.
As students identify their core competencies with regard to a network organization, they should also
begin to recognize some of their personal weaknesses and thus the skills that they would hope to find
in others in the network. An accounting student might want to see expertise in the areas of sales and
marketing while a student who felt at home in the production area might look for an individual with
engineering capabilities.
12. Using an Internet search engine, search for “strategic alliance,” and identify three recently
formed alliances. For each alliance, identify whether the companies’ other products are gener-
ally competitors or complementary products. What are the goals of the alliance? What brought
them together? Discuss whether you think a strategic alliance is an effective way for these or-
ganizations to meet their goals.
Students are likely to find examples of recent alliances between major corporations – especially in
high-tech areas such as computers, telephones, cable television, entertainment, data and information
transfer. These alliances bring together firms with very different skills as they attempt to position
themselves for the coming education and information revolution.
13. What skills will you need to work effectively in (1) a network organization; (2) a learning organ-
ization; (3) a high-involvement organization. Be specific, generating long lists. Would you enjoy
working in these environments? Why or why not? What can you do to prepare yourself for
these eventualities?
To work effectively in these three types of organizations requires many of the same business skills
and capabilities since the three types are not mutually exclusive. The management of many firms
would probably argue that they had some of the characteristics of all three-organization types.
The network organization describes a web of interrelationships among many firms. They are flexible
arrangements among designers, suppliers, producers, distributors, and customers where each firm is
able to pursue its own distinctive competence.
7-22
As defined, a learning organization is an organization “skilled at creating, acquiring, and transferring

knowledge and at modifying its behavior to reflect new knowledge and insights,” and, to work effec-
tively in this environment, you will have to be skilled at problem solving, experimenting with new
approaches, learning from your own experiences, learning from other organizations, and spreading
knowledge quickly and efficiently. Most importantly, you have to feel excited by this type of dynamic
environment.
In order to work effectively in a high-involvement organization, you have to be able to communicate

with speed and clarity both up and down the organization since it is relying on your inputs. You have
to be a decision-maker (which means you have to enjoy taking responsibility and risks), and you have
to be highly knowledgeable about the customer, product, or service since this is the focus of this type
of organization.
Whether or not individual students will think they will enjoy working in these different types of or-
ganizations will depend largely on their personalities. Individuals who see themselves, as loners will
probably not feel at home in a high—involvement organization. And those who prefer a very stable
environment will obviously not wish to be employed by a learning organization that prides itself on
its ability to change rapidly.
Obviously additional education and training (in both technical areas and in communications, decision
making, etc.) would help prepare individuals to function better in these various types of organizations.
However, changing an individual’s personality is far more difficult, and many students, finding them-
selves in one of these organizations, may be better advised to look for other corporate environments
more consistent with their personal style.
14. Considering the potential advantages of large and small size, would you describe the “feel” of
your college or university as big, small, or small-within-big? Why? What might make it feel dif-
ferent?
In the case of a college or university, size normally (but not always) offers prestige, a broader range
of courses and facilities, greater support for students, greater academic achievement on the part of the
faculty, and stability. A small college or university, by contrast, generally offers smaller classes and a
greater sense of intimacy and friendliness. However, it often has limited facilities, a limited range of
courses, and ongoing concerns over its fiscal stability. At some colleges and universities, the life of
the institutions is built around individual houses, fraternities and sororities, clubs, etc., and it achieves
a “small-within-big” environment.
Changing the environment or “feel” of a college is not an easy task. A large institution can establish
individual colleges and actively foster close interactions both among the students and between the
faculty and students to try to create a “smaller” atmosphere. By contrast, a small college can seek to
match the facilities of the larger institutions in both the academic and sporting areas.
Students will have had very different experiences. Some will describe companies where people ar-
rived early and left late, where people brought brown bag lunches so that they could work through the
lunch period, and where people took a certain pride in how many Saturdays and Sundays they were in
the office. Others will describe companies where people went to a local pub after work or got together
on weekends for parties. And yet others will describe the job as merely being from 9 to 5 with every-
body coming in at different times and not really paying much attention to what others did.
The text suggests four sources of clues about the corporate culture:
7-23
➢ Corporate mission statement and official goals.

➢ Business practices.
➢ Symbols, rites, and ceremonies.
➢ The stories people tell.
Students will probably comment first on the business practices of the organization, and then remem-
ber the symbols, rites and ceremonies, and finally start to tell stories.
Question: does this mean that the corporate mission statement and the official goals aren’t too im-
portant in setting culture?
EXAMPLES
Example 7.1 - Integration: The KSS Design Group is an architectural and design practice that
was founded in 1991. Their core competency is integration - their home page boasts that “Our
range of services includes master planning, architecture, interior design, graphics and branding,
and we can bring these disciplines together into a seamless package for any given project.” In an
article in “Design Week”, Sara Wilkins discusses the need to break down the traditional division-
al structure of most creative companies - KSS tries to “actively and positively mix our varied skill
sets.”4 She stresses the role education and communication have played in helping to integrate the
various functions of her organization, and she says that KSS continually invests in training, both
for their employees and their clients. They also pull people together by making sure that every-
one in the organization works in all of the diverse industry sectors served by KSS, and by having
regular internal project reviews, where everyone in the organization is given the opportunity to
offer objective opinions about projects.
Example 7.2 – Board of directors: Real Estate Investment Trusts (REITs) provide their inves-
tors with income based on owning and operating real estate, including apartments, shopping cen-
ters, homes, and other properties. Like many other types of organizations, their boards of direc-
tors have seen changes related to the Sarbanes-Oxley Act. One REIT, the Mills Corporation, was
acquired in 2007 after an SEC investigation found problems with the company’s accounting rec-
ords. The CEO stepped down as a result of the investigation, but there were several questions
raised about whether or not the company’s board of directors should have reined in Mills’ expan-
sion plans before they got out of control. An example of more appropriate board behavior can be
found in the story of Developers Diversified Realty (DDR), which was considering going into a
joint development venture in China. DDR’s board of directors voted down the plan, saying that
any investment in China should be part of a long-term strategy, and not a one-time deal.5
Example 7.3 – Span of control: The Friendly Ice Cream Corporation manufactures and serves
ice cream, along with operating 530 company and franchised restaurants throughout the North-
east. In 2005 Friendly’s restructured their management team, and 1) reduced spans of control for
front-line and second-line supervisors, 2) created a new recognition and reward program for serv-
ers, and 3) created an Internet-based guest feedback system. These changes were designed to
help Friendly’s obtain higher margin revenues by helping employees to work more efficiently.6
4
Design Week, “The one stop creative shop” September 20, 2007, pg. 22.
5
Filisko, G.M., “Looking out for shareholders.” National Real Estate Investor. Aug. 2007, Issue 8, pg. 40
6
Business Wire. “Friendly Ice Cream Corporation reports second quarter 2005 results.” August 4, 2005. Online at
http://biz.yahoo.com/bw/050804/45877.html.
7-24
Example 7.4 - Delegation: Students may not realize it, but one of the most important things a
first level fire officer does when first arriving on the scene of a fire is to delegate responsibilities.
The way firefighters approach a fire depends on the officer’s ability to:
• Analyze the emergency scene conditions (elements of size-up)

• Develop an initial (preliminary) incident action plan
• Implement the (initial) action plan at an emergency operation.
According to a 2007 article in “Firehouse”7, these actions are equivalent to “calling a play” in
football. If the fire officer calls the right play, all of the responding firefighters will know exactly
what they are to do, and chances of injury will be minimized.
Example 7.5 – Functional and divisional organization: The Allstate Insurance Company com-
bines functional and divisional organization structures by separating the company into three divi-
sions - Personal Property & Casualty, Business Insurance, and Financial (Life and Savings).
Within each of these divisions are functional departments such as Human Resources, Finance,
Underwriting, etc. The Sales and Claims departments are company-wide departments, since all
Allstate sales agents sell all three kinds of insurance, and claims representatives can handle any
type of claim.
Example 7.6 – Matrix structure: Phillips, a large Dutch electrical company, has had a matrix
structure from the end of World War II, organized on both national lines and product divisions.
For example, the head of a washing machine division in Italy might report to both the head of
Philips in Italy as well as a washing machine executive in the Netherlands. Recently, however,
the company began modifying its matrix structure to improve accountability within the organiza-
tion. Under the slogan “One Phillips”, the company is gradually encouraging employees to col-
laborate with people outside of their divisions, and to move around in their careers, rather than
staying in one geographical location or with one product.8
Example 7.7 – Network organization: Jay Galbraith has coined the term “The Front-Back Or-
ganization” to refer to companies, which are structured one way near customers, and another way
near operations. For example, The Gap organizes its stores geographically, giving individual
store managers a fair amount of autonomy in operations. However, the manufacturing operations,
research and design, accounting, and other corporate departments are organized functionally,
making them more efficient. The “go-between” is the Marketing Department, which is charged
with taking information from the stores and making sure it gets to the corporate departments, and
vice-versa.9
Example 7.8 - Standardization: According to the telecom glossary the International Standards
Organization (ISO) is “An organization established to promote the development of standards to
facilitate the international exchange of goods and services, and to develop mutual cooperation in
areas of intellectual, scientific, technological, and economic activity.” Most large global high-
tech companies proudly display banners stating that they are “ISO XXXXX certified.” In 2009,
ISO will publish an International Standard for social responsibility.10 If a company chooses to
follow ISO 26000, it will be one more way for it to coordinate the activities of its employees with
regard to social responsibility around the world.
7
Emery, Mark. “The ten commandments of intelligent and safe fireground operations.” Firehouse. Aug. 2007, Vol. 32, Iss. 8, pg. 72.
8
The Economist. “The matrix master. January 21, 2006.
9
Galbraith, Jay. Designing Organizations: An Executive Briefing on Strategy, Structure, and Process. Jossey-Bass, 1995.
10
Parkinson, Alex. “ISO takes steps to standardize social responsibility.” The Accountant. Oct. 31, 2006, pg. 7.
7-25
Example 7.9 – Strategic alliance: Verizon and SoftBank Telecom have entered into a strategic
alliance agreement that benefits multinational customers of both companies doing business in Ja-
pan.11
Example 7.10 – Scale vs. scope economies: Another way of defining the difference between
economies of scale and economies of scope is given by Gary Wolff of the Pacific Institute:
• A ‘scale economy’ exists when a bigger facility will be less expensive per unit
• A ‘scope economy’ exists when one facility delivers two services at a lower cost than two fa-
cilities, each delivering one service. In economies of scope, a single change can have bene-
fits across multiple sectors. For example, rainwater harvesting can both improve the water
supply, and reduce the need for runoff management.12
Example 7.11 – Being big and small: Bell Business Solutions of Montreal is clearly a big busi-
ness - it has 800 people on staff. But because the company developed out of a merger of many
smaller telecom ventures, they use an entrepreneurial style of management to stay small. They
have four line units and two support units, which serve as resources to the line units. All of the
units are individual profit centers, and consumers see the heads of each division as being at the
top of the company.13
Example 7.12 – Organizing for customer responsiveness: Jim Yee, at the Union Bank of Cali-
fornia knows that his company serves a niche market, and that customer attention is critical to
providing the services people have come to expect. He focuses on supporting the bank’s strategy
by running a process engineering department that is commissioned to look at foundational pro-
cesses across the bank from a customer point of view.14
Example 7.13 – Lean manufacturing: Buck Knives in Post Falls, Idaho had a problem. They
were warehousing large amounts of partially made knives, and those knives took up floor space,
and had to be tracked. Lean manufacturing, or looking at production from the perspective of the
customer, solved this problem. Now the company uses value stream analysis to determine which
actions have the most value for the customer, and Kaizen Events to determine how to do these ac-
tions most effectively. The company uses work cells of 12 to 13 people to make products from
beginning to end, thereby increasing efficiency. At any given point in time, the company will
have knife parts or completed knives, but nothing in-between, thereby avoiding the inventory
problems the company had earlier.15
11
Verizon Business. “Verizon enters strategic alliance.” Total Telecom, June 25, 2007.
12
Cascio, Jamais. “World Environment Day -- Water Challenges” Online at http://www.worldchanging.com/archives/002826.html.
13
Belford, Terrence. “Big lessons from little divisions: Intrapreneurship 101” National Post’s Financial Post and FP Investing (Cana-
da), March 23, 2006, Pg. SR3.
14
Valentine, L. “Reengineering with a Customer Focus.” Bank Systems and Technology, June 1, 2007, pg. 22.
15
Satren, Mike. “Learning Lean.” Post Falls Press, August 14, 2005. Online at
www.postfallspress.com/articles/2005/08/14/business/bus01.prt
7-26
EXPANDED POWERPOINT SLIDE SHOW
These expanded PowerPoint slides can be used to supplement the lecture material.
EXPANDED POWERPOINT EXPANDED POWERPOINT EXPANDED POWERPOINT

SLIDE 1 SLIDE 2 SLIDE 3
Chapter Title Learning Objectives: LO1 – LO5 Organization Chart

Conventional Organization Chart Fundamentals of Organizing Division of Labor and Specializa-
tion

Coordination Authority Authority in Organizations
7-27

Span of Control Question Delegation

Responsibility & Accountability Advantages of Delegation Steps in Effective Delegation

Centralized vs. Decentralized De- Horizontal Structure The Functional Organization
cision-Making
7-28

The Functional Organization Advantages of Functional Organi- Divisional organization
zation

Advantages of the Product Ap- The Divisional Organization Matrix organization
proach

Matrix Organizational Structure Advantages of a Matrix Design Disadvantages of a Matrix Design
7-29

Network Organizations The Network Organization Modular Network and Broker
Dynamic network & Broker

Question Standardization & Formalization Coordination by plan

Coordination by Mutual Adjust- Managing High Information- Reducing the Need for Infor-
ment Processing Demands mation
7-30

Strategic Alliances The Learning Organization The High-involvement organiza-
tion
EXPANDED POWERPOINT
SLIDE 40
Chapter Video
7-31
SUPPLEMENTAL FEATURES
Please see the following materials in Connect
CHAPTER VIDEOS
Brewing a Better Starbucks – Run time: 5:20
Starbucks, which began over 40 years ago with a single store in Seattle, has grown to over 17,000 stores
around the globe. In 2000, CEO Howard Schultz stepped down to focus on expansion. However, the
recession that began in 2007 had a significant impact on Starbucks, and Schultz returned to the CEO role
in 2008 and closed hundreds of stores to reduce costs. Schultz says there is now a renewed focus on cof-
fee, the product that put Starbucks on the map. Every day in the tasting room in the Seattle headquarters
the tasting team “tests” dozens of batches of coffee from around the world. Starbucks is now steaming
ahead in a more controlled growth mode these days.
1. Schultz claims that Starbucks is in the people business of serving coffee, but the compa-
ny is releasing new products such as tea, nutrition bars, etc. Will introducing these new
products help Starbucks build on its existing core competencies, or will it dilute the com-
pany’s focus?
Some people will claim that it will build upon Starbuck’s core business, while others will say
that it will dilute their core competency, coffee. The reality is, most companies have complimen-
tary items or what Schultz’s refers to as adjacent products in their business strategy. Starbucks is
now realizing that they don’t need to stand on coffee alone. These ancillary products can and
will make up a significant amount of revenue in their business model.
2. How does Schultz demonstrate the concept of organizational agility?
Organizational agility has to do with building around a well-developed core competency. Part of
promoting this agility has to do with re-investing in the company’s core competency for the fu-
ture. This was evident with the tasting room where partners slurped and tasted different coffee
on a daily basis looking for the next great taste. In addition, the video discussed the new brewing
equipment that makes the world’s best cup of coffee. This innovative equipment gives them a
competitive advantage over their competitors.
3. Based upon the video, would you describe Starbucks as a high-involvement organiza-
tion? Why or why not?
A high-involvement organization is one in which top management ensure that there is consensus
about the direction of the organization and the organizational structure is flat and decentralized.
Starbucks refers to their employees as partners, so from this perspective, you might conclude that
they are a high-involvement organization. On the other hand, it is hard to conclude from a small
7-32
video clip of whether or not the employees had input into the direction of promoting adjacent
products, developing a new brewing system, etc.
4. Starbucks customers expect a Vanilla Latte to taste the same, whether they are in Mos-
cow, Russia or Moscow, Idaho. How does this affect the concept of decentralization in an
organization like Starbucks?
From this perspective, you would have to say that Starbucks is not decentralized. This is not a
bad thing though. As mentioned in the question, you want a Vanilla Latte to taste the same
whether in Russia or the U.S. The only way to make this happen is by having some central con-
trol on how a Vanilla Latte is made at each location. A decentralized organization is allowing
lower-level managers or partners make important decisions. This can still happen within Star-
bucks by allowing them to make important decisions, they just don’t have the authority to change
the way products are made.
Zappos Delivers Happiness – Run time 7:20
Zappos’ CEO Tony Hsieh has created a unique organization, not only for its customers (who get free
shipping and free returns for up to a year), but also for its employees. Zappos has kept its call center in
the U.S. and its employees are part of the “customer loyalty team.” Call center employees are given no
scripts and no time limit for phone calls. They are given leeway to do whatever it takes to make a cus-
tomer happy. Hsieh also wants to make his 1,400 employees happy. He says that he wants them to see
their work as a calling, not just a job or a career. The company promotes a fun environment and empow-
erment for its workers. The company goes as far as offering employees up to $3000 to quit work as a way
to test the quality of their employee friendly environment. Hsieh believes that ultimately this approach
makes the world a better place.
1. Zappos gives its employees flexibility to “do whatever it takes” to make the customer
happy. What are the potential disadvantages to this approach?
The biggest disadvantage is that empowering the employee to make a decision could cost the
company money. For example, the Customer Loyalty Team Member could accept back a pair of
shoes that a customer had worn for a year and decided they wanted to return them. In the long
run, is this a bad decision though? The philosophy is, if you have a happy customer, you will
have a repeat customer.
2. Would you be comfortable working in a freewheeling, zany culture like the one at Zap-
pos? Why or why not?
Everyone will have to make his or her own decision about this question. Some people will love
this work environment, while other employees will not. Some employees like structure and
boundaries. If you were this type of person, you probably would not fit well in this type of work
environment or company culture.
7-33
3. Zappos delegates significant responsibility to its customer loyalty team. What steps can
Zappos managers take to ensure that this delegation is effective for both the company and
the employee?
Delegation is the assignment of responsibility to a subordinate. Delegation allows for managers

to accomplish more and helps to develop subordinates. The key for managers to be successful in
this environment will be to communicate expectations and to provide proper training. Employ-
ees are going to make mistakes when responsibilities are delegated, but as long as managers use
the mistakes as learning opportunities, then delegation can be a powerful tool.
YOUNG MANAGER CLIPS

• Michael Kettner, Bar Manager
MANAGER’S HOT SEAT (MHS)

• The Unbalancing Act
• Virtual Workplace: Out of Office Reply
SELF-ASSESSMENTS
• Identify Your Preferred Organizational Structure
TEST YOUR KNOWLEDGE
• Mechanistic versus Organic Organizational Structures

• Allocating Authority
7-34
Another random document with
no related content on Scribd:
—Qu’y avait-il dans ce verre? dis-je épouvanté.
—Du poison, me répondit Pauline.
—Et vous l’avez bu! m’écriai-je.
—Savais-je que vous alliez venir? me dit Pauline en s’appuyant
contre la grille; car alors seulement elle se rappela qu’elle avait vidé
ce verre une heure ou deux avant mon arrivée.
—Souffrez-vous? lui dis-je.
—Pas encore, me répondit-elle.
Alors un espoir me vint.
—Et y avait-il longtemps que le poison était dans ce verre?
—Deux jours et deux nuits à peu près, car je n’ai pas pu calculer
le temps.
Je regardai de nouveau le verre, le détritus qui en couvrait le
fond me rassura un peu: pendant ces deux jours et ces deux nuits,
le poison avait eu le temps de se précipiter. Pauline n’avait bu que
de l’eau, empoisonnée il est vrai, mais peut-être pas à un degré
assez intense pour donner la mort.
—Il n’y a pas un instant à perdre, lui dis-je en l’enlevant sous un
de mes bras, il faut fuir pour trouver du secours.
—Je pourrai marcher, dit Pauline en se dégageant avec cette
sainte pudeur qui avait déjà coloré son visage.
Aussitôt nous nous acheminâmes vers la première porte, que
nous refermâmes derrière nous; puis nous arrivâmes à la seconde,
qui s’ouvrit sans difficulté, et nous nous retrouvâmes sous le cloître.
La lune brillait au milieu d’un ciel pur; Pauline étendit les bras, et
tomba une seconde fois à genoux.
—Partons, partons, lui dis-je, chaque minute est peut-être
mortelle.
—Je commence à souffrir, dit-elle en se relevant. Une sueur
froide me passa sur le front, je la pris dans mes bras comme j’aurais
fait d’un enfant, je traversai les ruines, je sortis du cloître et je
descendis en courant la montagne: arrivé sur la plage, je vis de loin
le feu de mes deux hommes.
—A la mer, à la mer! criai-je de cette voix impérative qui indique
qu’il n’y a pas un instant à perdre.
Ils s’élancèrent vers la barque et la firent approcher le plus près
qu’ils purent de la rive, j’entrai dans l’eau jusqu’aux genoux; ils
prirent Pauline de mes bras et la déposèrent dans la barque. Je m’y
élançai après elle.
—Souffrez-vous davantage?
—Oui, me dit Pauline.
Ce que j’éprouvais était quelque chose de pareil au désespoir:
pas de secours, pas de contre-poison; tout-à-coup je pensai à l’eau
de mer, j’en remplis un coquillage qui se trouvait au fond de la
barque, et je le présentai à Pauline.
—Buvez, lui dis-je.
Elle obéit machinalement.
—Qu’est-ce que vous faites donc? s’écria un des pêcheurs; vous
allez la faire vomir, c’te p’tite femme.
C’était tout ce que je voulais: un vomissement seul pouvait la
sauver. Au bout de cinq minutes elle éprouva des contractions
d’estomac d’autant plus douloureuses que, depuis trois jours, elle
n’avait rien pris que ce poison. Mais, ce paroxisme passé, elle se
trouva soulagée; alors je lui présentai un verre plein d’eau douce et
fraîche, qu’elle but avec avidité. Bientôt les douleurs diminuèrent,
une lassitude extrême leur succéda. Nous fîmes au fond de la
barque un lit des vestes de mes pêcheurs et de mon paletot: Pauline
s’y coucha, obéissante comme un enfant; presque aussitôt ses yeux
se fermèrent, j’écoutai un instant sa respiration; elle était rapide,
mais régulière: tout était sauvé.
—Allons, dis-je joyeusement à mes matelots, maintenant à
Trouville, et cela le plus vite possible: il y a vingt-cinq louis pour vous
en arrivant.
Aussitôt mes braves bateliers, jugeant que la voile était
insuffisante, se penchèrent sur leurs rames, et la barque glissa sur
l’eau comme un oiseau de mer attardé.
V.
Pauline rouvrit les yeux en rentrant dans le port; son premier

mouvement fut tout à l’effroi; elle croyait avoir fait un rêve consolant;
et elle étendit les bras comme pour s’assurer qu’ils ne touchaient
plus les murs de son caveau; puis elle regarda autour d’elle avec
inquiétude.
—Où me conduisez-vous? me dit-elle.
—Soyez tranquille, lui répondis-je; ces maisons que vous voyez
devant vous appartiennent à un pauvre village; ceux qui l’habitent
sont trop occupés pour être curieux; vous y resterez inconnue aussi
longtemps que vous voudrez. D’ailleurs, si vous désirez partir, dites-
moi seulement où vous allez, et demain, cette nuit, à l’instant, je pars
avec vous, je vous conduis, je suis votre guide.
—Même hors de France?
—Partout!
—Merci, me dit-elle; laissez-moi seulement songer une heure à
cela; je vais essayer de rassembler mes idées, car en ce moment j’ai
la tête et le cœur brisés; toute ma force s’est usée pendant ces deux
jours et ces deux nuits, et je sens dans mon esprit une confusion qui
ressemble à de la folie.
—A vos ordres; quand vous voudrez me voir, vous me ferez
appeler. Elle me fit un geste de remercîment. En ce moment nous
arrivions à l’auberge.
Je fis préparer une chambre dans un corps de logis entièrement
séparé du mien, pour ne pas blesser la susceptibilité de Pauline;
puis je recommandai à notre hôtesse de ne lui monter que du
bouillon coupé, toute autre nourriture pouvant devenir dangereuse
dans l’état d’irritation et d’affaiblissement où devait être l’estomac de
la malade. Ces ordres donnés, je me retirai dans ma chambre.
Là, je pus me livrer tout entier au sentiment de joie qui
remplissait mon âme, et que, devant Pauline, je n’avais point osé
laisser éclater. Celle que j’aimais encore, celle dont le souvenir,
malgré une séparation de deux ans, était resté vivant dans mon
cœur, je l’avais sauvée, elle me devait la vie. J’admirais par combien
de détours cachés et de combinaisons diverses le hasard ou la
Providence m’avait conduit à ce résultat; puis tout-à-coup il me
passait un frisson mortel par les veines en songeant que, si une de
ces circonstances fortuites avait manqué; que si un seul de ces
petits événemens dont la chaîne avait formé le fil conducteur qui
m’avait guidé dans ce labyrinthe n’était pas venu au devant de moi,
à cette heure même, Pauline, enfermée dans un caveau, se tordrait
les bras dans les convulsions du poison ou de la faim; tandis que
moi, moi, dans mon ignorance, occupé ailleurs d’une futilité, d’un
plaisir peut-être, je l’eusse laissée agonisante ainsi, sans qu’un
souffle, sans qu’un pressentiment, sans qu’une voix fût venue me
dire: Elle se meurt, sauve-la!... Ces choses sont affreuses à penser,
et la peur de réflexion est la plus terrible. Il est vrai que c’est aussi la
plus consolante, car, après nous avoir fait épuiser le cercle du doute,
elle nous ramène à la foi, qui arrache le monde des mains aveugles
du hasard pour le remettre à la prescience de Dieu.
Je restai une heure ainsi, et, je te le jure, continua Alfred, pas
une pensée qui ne fût pure ne me vint au cœur ou à l’esprit. J’étais
heureux, j’étais fier de l’avoir sauvée; cette action portait avec elle sa
récompense, et je n’en demandais pas d’autre que le bonheur même
d’avoir été choisi pour l’accomplir. Au bout de cette heure elle me fit
demander: je me levai vivement, comme pour m’élancer vers sa
chambre, mais à la porte les forces me manquèrent, je fus obligé de
m’appuyer un instant contre le mur, et il fallut que la fille d’auberge
revînt sur ses pas en m’invitant à entrer, pour que je prisse sur moi
de surmonter mon émotion.
Elle s’était jetée sur son lit, mais sans se déshabiller. Je
m’approchai d’elle avec l’apparence la plus calme que je pus: elle
me tendit la main.
—Je ne vous ai pas encore remercié, me dit-elle: mon excuse est
dans l’impossibilité de trouver des termes qui expriment ma
reconnaissance. Faites la part de la terreur d’une femme dans la
position où vous m’avez trouvée, et pardonnez-moi.
—Écoutez-moi, madame, lui dis-je en essayant de réprimer mon
émotion, et croyez à ce que je vais vous dire. Il est de ces situations
si inattendues, si étranges, qu’elles dispensent de toutes les formes
ordinaires et de toutes les préparations convenues. Dieu m’a conduit
vers vous et je l’en remercie; mais ma mission n’est point accomplie,
je l’espère, et peut-être aurez-vous encore besoin de moi. Écoutez-
moi donc et pesez chacune de mes paroles.
Je suis libre... je suis riche... rien ne m’enchaîne sur un point de
la terre plutôt que sur un autre. Je comptais voyager, je partais pour
l’Angleterre sans aucun but; je puis donc changer mon itinéraire, et
me diriger vers telle partie de ce monde où il plaira au hasard de me
pousser. Peut-être devez-vous quitter la France? Je n’en sais rien, je
ne demande aucun de vos secrets, et j’attendrai que vous me
fassiez un signe pour former même une supposition. Mais, soit que
vous restiez en France, soit que vous la quittiez, disposez de moi,
madame, à titre d’ami ou de frère; ordonnez que je vous
accompagne de près, ou que je vous suive de loin, faites-vous de
moi un défenseur avoué, ou exigez que j’aie l’air de ne pas vous
connaître, et j’obéirai à l’instant; et cela, madame, croyez-le bien,
sans arrière-pensée, sans espoir égoïste, sans intention mauvaise.
Et maintenant que j’ai dit, oubliez votre âge, oubliez le mien, ou
supposez que je suis votre frère.
—Merci, me dit la comtesse avec une voix pleine d’une émotion
profonde; j’accepte avec une confiance pareille à votre loyauté; je
me remets tout entière à votre honneur, car je n’ai que vous au
monde: vous seul savez que j’existe.
Oui, vous l’avez supposé avec raison, il faut que je quitte la
France. Vous alliez en Angleterre, vous m’y conduirez; mais je n’y
puis pas arriver seule et sans famille; vous m’avez offert le titre de
votre sœur; pour tout le monde désormais je serai mademoiselle de
Nerval.
—Oh! que je suis heureux! m’écriai-je. La comtesse me fit signe
de l’écouter.
—Je vous demande plus que vous ne croyez peut-être, me dit-
elle; moi aussi j’ai été riche, mais les morts ne possèdent plus rien.
—Mais je le suis, moi, mais toute ma fortune...
—Vous ne me comprenez pas, me dit-elle, et, en ne me laissant
pas achever, vous me forcez à rougir.
—Oh! pardon.
—Je serai mademoiselle de Nerval, une fille de votre père, si
vous voulez, une orpheline qui vous a été confiée. Vous devez avoir
des lettres de recommandation; vous me présenterez comme
institutrice dans quelque pensionnat. Je parle l’anglais et l’italien
comme ma langue maternelle; je suis bonne musicienne, du moins
on me le disait autrefois, je donnerai des leçons de musique et de
langues.
—Mais c’est impossible! m’écriai-je.
—Voilà mes conditions, me dit la comtesse; les refusez-vous,
monsieur, ou les acceptez-vous, mon frère?
—Oh! tout ce que vous voudrez, tout, tout, tout!
—Eh bien! alors il n’y a pas de temps à perdre, il faut que demain
nous partions; est-ce possible?
—Parfaitement.
—Mais un passeport?
—J’ai le mien.
—Au nom de monsieur de Nerval?
—J’ajouterai: Et de sa sœur.
—Vous ferez un faux?
—Bien innocent. Aimez-vous mieux que j’écrive à Paris qu’on
m’envoie un second passeport?...
—Non, non... cela entraînerait une trop grande perte de temps.
D’où partirons-nous?
—Du Havre.
—Comment?
—Par le paquebot, si vous voulez.
—Et quand cela?
—A votre volonté.
—Pouvons-nous tout de suite?
—N’êtes-vous pas bien faible?
—Vous vous trompez, je suis forte. Dès que vous serez disposé
à partir, vous me trouverez prête.
—Dans deux heures.
—C’est bien. Adieu, frère.
—Adieu, madame.
—Ah! reprit la comtesse en souriant, voilà déjà que vous
manquez à nos conventions.
—Laissez-moi le temps de m’habituer à ce nom si doux.
—M’a-t-il donc tant coûté, à moi?
—Oh! vous!... m’écriai-je. Je vis que j’allais en dire trop. Dans
deux heures, repris-je, tout sera préparé selon vos désirs. Puis je
m’inclinai et je sortis.
Il n’y avait qu’un quart d’heure que je m’étais offert, dans toute la
sincérité de mon âme, à jouer le rôle de frère, et déjà j’en ressentais
toute la difficulté. Être le frère adoptif d’une femme jeune et belle est
déjà chose difficile; mais lorsqu’on a aimé cette femme, lorsqu’on l’a
perdue, lorsqu’on l’a retrouvée seule et isolée, n’ayant d’appui que
vous; lorsque le bonheur auquel on n’aurait osé croire, car on le
regardait comme un songe, est là près de vous en réalité, et qu’en
étendant la main on le touche, alors, malgré la résolution prise,
malgré la parole donnée, il est impossible de renfermer dans son
âme ce feu qu’elle couve, et il en sort toujours quelque étincelle par
les yeux ou par la bouche.
Je retrouvai mes bateliers soupant et buvant; je leur fis part de
mon nouveau projet de gagner Le Havre pendant la nuit, afin d’y être
arrivé au moment du départ du paquebot; mais ils refusèrent de
tenter la traversée dans la barque qui nous avait amenés. Comme ils
ne demandaient qu’une heure pour préparer un bâtiment plus solide,
nous fîmes prix à l’instant, ou plutôt ils laissèrent la chose à ma
générosité. J’ajoutai cinq louis aux vingt-cinq qu’ils avaient déjà
reçus; pour cette somme ils m’eussent conduit en Amérique.
Je fis une visite dans les armoires de mon hôtesse. La comtesse
s’était sauvée avec la robe qu’elle portait au moment où elle fut
enfermée, et voilà tout. Je craignais pour elle, faible et souffrante
comme elle l’était encore, le vent et le brouillard de la nuit; j’aperçus
sur la planche d’honneur un grand tartan écossais dont je
m’emparai, et que je priai madame Oseraie de mettre sur ma note;
grâce à ce châle et à mon manteau, j’espérais que ma compagne de
voyage ne serait pas incommodée de la traversée. Elle ne se fit pas
attendre, et lorsqu’elle sut que les bateliers étaient prêts, elle
descendit aussitôt. J’avais profité du temps qu’elle m’avait donné
pour régler tous mes petits comptes à l’auberge; nous n’eûmes donc
qu’à gagner le port et à nous embarquer.
Comme je l’avais prévu, la nuit était froide, mais calme et belle.
J’enveloppai la comtesse de son tartan, et je voulus la faire entrer
sous la tente que nos bateliers avaient faite à l’arrière du bâtiment
avec une voile; mais la sérénité du ciel et la tranquillité de la mer la
retinrent sur le pont; je lui montrai un banc, et nous nous assîmes
l’un près de l’autre.
Tous deux nous avions le cœur si plein de nos pensées, que
nous demeurâmes ainsi sans nous adresser la parole. J’avais laissé
retomber ma tête sur ma poitrine, et je songeais avec étonnement à
cette suite d’aventures étranges qui venaient de commencer pour
moi, et dont la chaîne allait probablement s’étendre dans l’avenir. Je
brûlais de savoir par quelle suite d’événemens la comtesse de
Beuzeval, jeune, riche, aimée en apparence de son mari, en était
arrivée à attendre, dans un des caveaux d’une abbaye en ruines, la
mort à laquelle je l’avais arrachée. Dans quel but et pour quel
résultat son mari avait-il fait courir le bruit de sa mort et exposé sur
le lit mortuaire une étrangère à sa place? Était-ce par jalousie?... ce
fut la première idée qui se présenta à mon esprit, elle était
affreuse.... Pauline aimer quelqu’un!.... Oh! alors voilà qui
désenchantait tous mes rêves; car pour cet homme qu’elle aimait
elle reviendrait à la vie sans doute; quelque part qu’elle fût, cet
homme la rejoindrait. Alors je l’aurais sauvée pour un autre; elle me
remercierait comme un frère, et tout serait dit; cet homme me
serrerait la main en me répétant qu’il me devait plus que la vie; puis
ils seraient heureux d’un bonheur d’autant plus sûr, qu’il serait
ignoré!... Et moi, je reviendrais en France pour y souffrir comme
j’avais déjà souffert, et mille fois davantage; car cette félicité, que
d’abord je n’avais entrevue que de loin, s’était rapprochée de moi,
pour m’échapper plus cruellement encore; et alors il viendrait un
moment peut-être où je maudirais l’heure où j’avais sauvé cette
femme, où je regretterais que, morte pour tout le monde, elle fût
vivante pour moi, loin de moi; et pour un autre, près de lui...
D’ailleurs, si elle était coupable, la vengeance du comte était juste...
A sa place je ne l’eusse pas fait mourir... mais certes... je l’eusse
tuée... elle et l’homme qu’elle aimait... Pauline aimant un autre!...
Pauline coupable!... Oh! cette idée me rongeait le cœur... Je relevai
lentement le front; Pauline, la tête renversée en arrière, regardait le
ciel, et deux larmes coulaient le long de ses joues.
—Oh! m’écriai-je... qu’avez-vous donc, mon Dieu?
—Croyez-vous, me dit-elle en gardant son immobilité, croyez-
vous que l’on quitte pour toujours sa patrie, sa famille, sa mère, sans
que le cœur se brise? Croyez-vous qu’on passe, sinon du bonheur,
mais du moins de la tranquillité au désespoir, sans que le cœur
saigne? Croyez-vous qu’on traverse l’Océan à mon âge pour aller
traîner le reste de sa vie sur une terre étrangère, sans mêler une
larme aux flots qui vous emportent loin de tout ce qu’on a aimé?...
—Mais, lui dis-je, est-ce donc un adieu éternel?
—Éternel! murmura-t-elle en secouant doucement la tête.
—De ceux que vous regrettez ne reverrez-vous personne?
—Personne...
—Et tout le monde doit-il ignorer à jamais, et... sans exception,
que celle que l’on croit morte et qu’on regrette est vivante et pleure?
—Tout le monde... à jamais... sans exception...
—Oh!... m’écriai-je, oh! que je suis heureux, et quel poids vous
m’enlevez du cœur!...
—Je ne vous comprends pas, dit Pauline.
—Oh! ne devinez-vous point tout ce qui s’éveille en moi de
doutes et de craintes?... N’avez-vous point hâte de savoir vous-
même par quel enchaînement de circonstances je suis arrivé
jusques auprès de vous?... Et rendez-vous grâce au ciel de vous
avoir sauvée, sans vous informer à moi de quels moyens il s’est
servi?...
—Vous avez raison, un frère ne doit point avoir de secrets pour
sa sœur... Vous me raconterez tout... et, à mon tour, je ne vous
cacherai rien...
—Rien... Oh! jurez-le-moi... Vous me laisserez lire dans votre
cœur comme dans un livre ouvert?...
—Oui... et vous n’y trouverez que le malheur, la résignation et la
prière... Mais ce n’est ni l’heure ni le moment. D’ailleurs je suis trop
près encore de toutes ces catastrophes pour avoir le courage de les
raconter...
—Oh! quand vous voudrez... à votre heure... à votre temps...
J’attendrai...
Elle se leva.—J’ai besoin de repos, me dit-elle: ne m’avez vous
pas dit que je pourrais dormir sous cette tente?
Je l’y conduisis; j’étendis mon manteau sur le plancher; puis elle
me fit signe de la main de la laisser seule. J’obéis, et je retournai
m’asseoir sur le pont, à la place qu’elle avait occupée; je posai ma
tête où elle avait posé la sienne, et je demeurai ainsi jusqu’à notre
arrivée au Havre.
Le lendemain soir nous abordions à Brighton; six heures après
nous étions à Londres.
VI.
Mon premier soin en arrivant fut de me mettre en quête d’un

appartement pour ma sœur et pour moi; en conséquence je me
présentai le même jour chez le banquier auprès duquel j’étais
accrédité: il m’indiqua une petite maison toute meublée, qui faisait
parfaitement l’affaire de deux personnes et de deux domestiques; je
le chargeai de terminer la négociation, et le lendemain il m’écrivit
que le cottage était à ma disposition.
Aussitôt, et tandis que la comtesse reposait, je me fis conduire
dans une lingerie: la maîtresse de l’établissement me composa à
l’instant un trousseau d’une grande simplicité, mais parfaitement
complet et de bon goût; deux heures après, il était marqué au nom
de Pauline de Nerval et transporté tout entier dans les armoires de la
chambre à coucher de celle à qui il était destiné: j’entrai
immédiatement chez une modiste, qui mit, quoique française, la
même célérité dans sa fourniture; quant aux robes, comme je ne
pouvais me charger d’en donner les mesures, j’achetai quelques
pièces d’étoffe, les plus jolies que je pus trouver, et je priai le
marchand de m’envoyer le soir même une couturière.
J’étais de retour à l’hôtel à midi: on me dit que ma sœur était
réveillée et m’attendait pour prendre le thé: je la trouvai vêtue d’une
robe très simple qu’elle avait eu le temps de faire faire pendant les
douze heures que nous étions restés au Havre. Elle était charmante
ainsi.
—Regardez, me dit-elle en me voyant entrer, n’ai-je pas déjà
bien le costume de mon emploi, et hésiterez-vous maintenant à me
présenter comme une sous-maîtresse?
—Je ferai tout ce que vous m’ordonnerez de faire, lui dis-je.
—Oh! mais ce n’est pas ainsi que vous devez me parler, et si je
suis à mon rôle, il me semble que vous oubliez le vôtre: les frères,
en général, ne sont pas soumis aussi aveuglément aux volontés de
leur sœur, et surtout les frères aînés. Vous vous trahirez, prenez
garde.
—J’admire vraiment votre courage, lui dis-je, laissant tomber mes
bras et la regardant:—la tristesse au fond du cœur, car vous souffrez
de l’âme; la pâleur sur le front, car vous souffrez du corps; éloignée
pour jamais de tout ce que vous aimez, vous me l’avez dit, vous
avez la force de sourire. Tenez, pleurez, pleurez, j’aime mieux cela,
et cela me fait moins de mal.
—Oui, vous avez raison, me dit-elle, et je suis une mauvaise
comédienne. On voit mes larmes, n’est-ce pas, à travers mon
sourire? Mais j’avais pleuré pendant que vous n’y étiez pas, cela
m’avait fait du bien; de sorte qu’à un œil moins pénétrant, à un frère
moins attentif, j’aurais pu faire croire que j’avais déjà tout oublié.
—Oh! soyez tranquille, madame, lui dis-je avec quelque
amertume, car tous mes soupçons me revenaient, soyez tranquille,
je ne le croirai jamais.
—Croyez-vous qu’on oublie sa mère quand on sait qu’elle vous
croit morte et qu’elle pleure votre mort?... O ma mère, ma pauvre
mère! s’écria la comtesse en fondant en larmes et en se laissant
retomber sur le canapé.
—Voyez comme je suis égoïste, lui dis-je en m’approchant d’elle,
je préfère vos larmes à votre sourire. Les larmes sont confiantes et
le sourire est dissimulé; le sourire, c’est le voile sous lequel le cœur
se cache pour mentir. Puis, quand vous pleurez, il me semble que
vous avez besoin de moi pour essuyer vos pleurs... Quand vous
pleurez, j’ai l’espoir que lentement, à force de soins, d’attentions, de
respect, je vous consolerai; tandis que, si vous étiez consolée déjà,
quel espoir me resterait-il?
—Tenez, Alfred, me dit la comtesse avec un sentiment profond
de bienveillance et en m’appelant pour la première fois par mon
nom, ne nous faisons pas une vaine guerre de mots; il s’est passé
entre nous des choses si étranges, que nous sommes dispensés,
vous de détours envers moi, moi de ruse envers vous. Soyez franc,
interrogez-moi; que voulez-vous savoir? je vous répondrai.
—Oh! vous êtes un ange, m’écriai-je, et moi je suis un fou: je n’ai
le droit de rien savoir, de rien demander. N’ai-je pas été aussi
heureux qu’un homme puisse l’être, quand je vous ai retrouvée dans
ce caveau, quand je vous ai emportée dans mes bras en
descendant cette montagne, quand vous vous êtes appuyée sur
mon épaule dans cette barque? Aussi je ne sais, mais je voudrais
qu’un danger éternel vous menaçât, pour vous sentir toujours
frissonner contre mon cœur: ce serait une existence vite usée
qu’une existence pleine de sensations pareilles. On ne vivrait qu’un
an peut-être ainsi, puis le cœur se briserait; mais quelle longue vie
ne changerait-on pas pour une pareille année? Alors vous étiez
toute à votre crainte, et moi j’étais votre seul espoir. Vos souvenirs
de Paris ne vous tourmentaient pas. Vous ne feigniez pas de sourire
pour me cacher vos larmes; j’étais heureux!.. je n’étais pas jaloux.
—Alfred, me dit gravement la comtesse, vous avez fait assez
pour moi pour que je fasse quelque chose pour vous. D’ailleurs, il
faut que vous souffriez, et beaucoup, pour me parler ainsi; car en me
parlant ainsi vous me prouvez que vous ne vous souvenez plus que
je suis sous votre dépendance entière. Vous me faites honte pour
moi; vous me faites mal pour vous.
—Oh! pardonnez-moi, pardonnez-moi! m’écriai-je en tombant à
ses genoux; mais vous savez que je vous ai aimée jeune fille,
quoique je ne vous l’aie jamais dit; vous savez que mon défaut de
fortune seul m’a empêché d’aspirer à votre main; et vous savez
encore que depuis que je vous ai retrouvée, cet amour, endormi
peut-être, mais jamais éteint, s’est réveillé plus ardent, plus vif que
jamais. Vous le savez, car on n’a pas besoin de dire de pareilles
choses pour qu’elles soient sues. Eh bien! voilà ce qui fait que je
souffre également à vous voir sourire et à vous voir pleurer; c’est
que, quand vous souriez, vous me cachez quelque chose; c’est que,
quand vous pleurez, vous m’avouez tout. Ah! vous aimez, vous
regrettez quelqu’un.
—Vous vous trompez, me répondit la comtesse; si j’ai aimé, je
n’aime plus; si je regrette quelqu’un, c’est ma mère!
—Oh! Pauline! Pauline! m’écriai-je, me dites-vous vrai? ne me
trompez-vous pas? Mon Dieu, mon Dieu!
—Croyez-vous que je sois capable d’acheter votre protection par
un mensonge?
—Oh! le ciel m’en garde!... Mais d’où est venue la jalousie de
votre mari? car la jalousie seule a pu le porter à une pareille infamie.
—Ecoutez, Alfred, un jour ou l’autre il aurait fallu que je vous
avouasse ce terrible secret; vous avez le droit de le connaître. Ce
soir vous le saurez, ce soir vous lirez dans mon âme; ce soir, vous
disposerez de plus que de ma vie, car vous disposerez de mon
honneur et de celui de toute ma famille, mais à une condition.
—Laquelle? dites, je l’accepte à l’avance.
—Vous ne me parlerez plus de votre amour; je vous promets,
moi, de ne pas oublier que vous m’aimez.
Elle me tendit la main; je la baisai avec un respect qui tenait de la
religion.
—Asseyez-vous là, me dit-elle, et ne parlons plus de tout cela
jusqu’au soir: qu’avez-vous fait?
—J’ai cherché une petite maison bien simple et bien isolée, où
vous soyez libre et maîtresse, car vous ne pouvez rester dans un
hôtel.
—Et vous l’avez trouvée?
—Oui, à Piccadilly. Et, si vous voulez, nous irons la voir après le
déjeuner.
—Alors, tendez donc votre tasse.
Nous prîmes le thé; puis nous montâmes en voiture, et nous
nous rendîmes au cottage.
C’était une jolie petite fabrique à jalousies vertes, avec un jardin
plein de fleurs; une véritable maison anglaise, à deux étages
seulement. Le rez-de-chaussée devait nous être commun; le premier
était préparé pour Pauline. Je m’étais réservé le second.
Nous montâmes à son appartement: il se composait d’une
antichambre, d’un salon, d’une chambre à coucher, d’un boudoir et
d’un cabinet de travail, où l’on avait réuni tout ce qu’il fallait pour
faire de la musique et dessiner. J’ouvris les armoires; la lingère
m’avait tenu parole.
—Qu’est-ce cela? me dit Pauline.
—Si vous entrez dans une pension, lui répondis-je, on exigera
que vous ayez un trousseau. Celui-ci est marqué à votre nom, un P
et un N, Pauline de Nerval.
—Merci, mon frère, me dit-elle en me serrant la main. C’était la
première fois qu’elle me redonnait ce titre depuis notre explication;
mais cette fois ce titre ne me fit pas mal.
Nous entrâmes dans la chambre à coucher; sur le lit étaient deux
chapeaux d’une forme toute parisienne et un châle de cachemire fort
simple.
—Alfred, me dit la comtesse en les apercevant, vous eussiez dû
me laisser entrer seule ici, puisque j’y devais trouver toutes ces
choses. Ne voyez-vous pas que j’ai honte devant vous de vous avoir
donné tant de peine?... Puis vraiment je ne sais s’il est convenable...
—Vous me rendrez tout cela sur le prix de vos leçons,
interrompis-je en souriant: un frère peut prêter à sa sœur.
—Il peut même lui donner lorsqu’il est plus riche qu’elle, dit
Pauline, car, dans ce cas-là, c’est celui qui donne qui est heureux.
—Oh! vous avez raison, m’écriai-je, et aucune délicatesse du
cœur ne vous échappe... Merci, merci!..
Nous passâmes dans le cabinet de travail; sur le piano étaient
les romances les plus nouvelles de madame Duchange, de Labarre
et de Plantade; les morceaux les plus à la mode de Bellini, de
Meyerbeer et de Rossini. Pauline ouvrit un cahier de musique et
tomba dans une profonde rêverie.
—Qu’avez-vous? lui dis-je, voyant que ses yeux restaient fixés
sur la même page, et qu’elle semblait avoir oublié que j’étais là.
—Chose étrange! murmura-t-elle, répondant à la fois à sa
pensée et à ma question, il y a une semaine au plus que je chantais
ce même morceau chez la comtesse M.; alors j’avais une famille, un
nom, une existence. Huit jours se sont passés... et je n’ai plus rien
de tout cela... Elle pâlit et tomba plutôt qu’elle ne s’assit sur un
fauteuil, et l’on eût dit que véritablement elle allait mourir. Je
m’approchai d’elle, elle ferma les yeux; je compris qu’elle était tout
entière à sa pensée, je m’assis près d’elle, et lui appuyant la tête sur
mon épaule:
—Pauvre sœur! lui dis-je.
Alors elle se reprit à pleurer; mais cette fois sans convulsions ni
sanglots: c’étaient des larmes mélancoliques et silencieuses, de ces
larmes enfin qui ne manquent pas d’une certaine douceur, et qu’il
faut que ceux qui les regardent sachent laisser couler. Au bout d’un
instant elle rouvrit les yeux avec un sourire.
—Je vous remercie, me dit-elle, de m’avoir laissée pleurer.
—Je ne suis plus jaloux, lui répondis-je.
Elle se leva.—N’y a-t-il pas un second étage? me dit-elle.
—Oui; il se compose d’un appartement tout pareil à celui-ci.
—Et doit-il être occupé?
—C’est vous qui en déciderez.
—Il faut accepter la position qui nous est imposée par la destinée
avec toute franchise. Aux yeux du monde vous êtes mon frère, il est
tout simple que vous habitiez la maison que j’habite, tandis qu’on
trouverait sans doute étrange que vous allassiez loger autre part.
Cet appartement sera le vôtre. Descendons au jardin.
C’était un tapis vert avec une corbeille de fleurs. Nous en fîmes
deux ou trois fois le tour en suivant une allée sablée et circulaire qui
l’enveloppait; puis Pauline alla vers le massif et y cueillit un bouquet.
—Voyez donc ces pauvres roses, me dit-elle en revenant à moi,
comme elles sont pâles et presque sans odeur. N’ont-elles pas l’air
d’exilées qui languissent après leur pays? Croyez-vous qu’elles
aussi ont une idée de ce que c’est que la patrie, et qu’en souffrant
elles ont le sentiment de leur souffrance?
—Vous vous trompez, lui dis-je, ces fleurs sont nées ici; cet air
est l’atmosphère qui leur convient; ce sont des filles du brouillard et
non de la rosée; un soleil plus ardent les brûlerait. D’ailleurs, elles
sont faites pour parer des cheveux blonds et pour s’harmonier avec
le teint mat des filles du Nord. A vous, à vos cheveux noirs il faudrait
de ces roses ardentes comme il en fleurit en Espagne. Nous irons
en chercher là quand vous en voudrez.
Pauline sourit tristement.—Oui, dit-elle, en Espagne... en
Suisse... en Italie... partout... excepté en France... Puis elle continua
de marcher sans parler davantage, effeuillant machinalement les
roses sur le chemin.
—Mais, lui dis-je, avez-vous donc à tout jamais perdu l’espoir d’y
rentrer?
—Ne suis-je pas morte?
—Mais en changeant de nom?...
—Il me faudrait aussi changer de visage.
—Mais c’est donc bien terrible, ce secret?
—C’est une médaille à deux faces, qui porte d’un côté du poison
et de l’autre un échafaud. Écoutez, je vais vous raconter tout cela; il
faut que vous le sachiez, et le plus tôt est le mieux. Mais vous, dites-
moi d’abord par quel miracle de la Providence vous avez été conduit
vers moi?
Nous nous assîmes sur un banc au-dessous d’un platane
magnifique, qui couvrait de sa tente de feuillage une partie du jardin.
Alors je commençai mon récit à partir de mon arrivée à Trouville. Je
lui racontai tout: comment j’avais été surpris par l’orage et poussé
sur la côte; comment, en cherchant un abri, j’étais entré dans les
ruines de l’abbaye; comment, réveillé au milieu de mon sommeil par
le bruit d’une porte, j’avais vu sortir un homme du souterrain;
comment cet homme avait enfoui quelque chose sous une tombe, et
comment, dès lors, je m’étais douté d’un mystère que j’avais résolu
de pénétrer. Puis je lui dis mon voyage à Dives, la nouvelle fatale
que j’y appris, la résolution désespérée de la revoir une fois encore,
mon étonnement et ma joie en reconnaissant que le linceul couvrait
une autre femme qu’elle; enfin mon expédition nocturne, la clef sous
la tombe, mon entrée dans le souterrain, mon bonheur et ma joie en
la retrouvant; et je lui racontai tout cela avec cette expression de
l’âme, qui, sans prononcer le mot d’amour, le fait palpiter dans
chaque parole que l’on dit; et pendant que je parlais, j’étais heureux
et récompensé, car je voyais ce récit passionné l’inonder de mon
émotion, et quelques-unes de mes paroles filtrer secrètement
jusqu’à son cœur. Lorsque j’eus fini, elle me prit la main, la serra
entre les siennes sans parler, me regarda quelque temps avec une
expression de reconnaissance angélique; puis enfin, rompant le
silence:
—Faites-moi un serment, me dit-elle.
—Lequel? parlez.
—Jurez-moi, sur ce que vous avez de plus sacré, que vous ne
révélerez à qui que ce soit au monde ce que je vais vous dire, à
moins que je ne sois morte, que ma mère ne soit morte, que le
comte ne soit mort.
—Je le jure sur l’honneur, répondis-je.
—Et maintenant, écoutez, dit-elle.

M Management 3rd Edition Bateman Solutions Manual Full Chapter PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

M Management 3rd Edition Bateman Solutions Manual Full Chapter PDF

Uploaded by

Copyright:

Available Formats

M Management 3rd Edition Bateman

Organizing for Action

Key Student Questions 2

Key Terms Presented in This Chapter 11

Suggested Discussion Questions 19

Expanded PowerPoint Slide Show 27

Young Manager Clips 34

Manager’s Hot Seat 34

Test Your Knowledge 34

LO 1 Define the fundamental characteristics of organization structure

KEY STUDENT QUESTIONS

LO1 - Fundamentals of Organizing

1.1 Differentiation creates specialized jobs

1.2 Integration coordinates employees’ efforts

LO2 - The Vertical Structure

2.1 Authority is granted formally and informally

Hierarchy defines levels of authority

2.2 Span of control determines a manager’s authority

2.3 Delegation is how managers use others’ talents

7. How should managers delegate?

2.4 Decentralization spreads decision-making power

LO3 - The Horizontal Structure

A. As the task of an organization becomes increasingly complex, the organization inevita-

3.1 Functional organizations foster efficient experts

3.2 Divisional organizations develop a customer focus

3.3 Matrix organizations try to be the best of both worlds

4. Disadvantages of the Matrix design

3.4 Network organizations are built on collaboration

LO4 - Organizational Integration

4.1 Standardization coordinates work through rules and routines

4.2 Plans set a common direction

4.3 Mutual adjustment allows flexible coordination

4.4 Coordination requires communication

LO5 - Organizational Agility

5.1 Strategies promote organizational agility

a.) move fast

5.2 Agile organizations focus on customers

3. ISO 9000 is a series of quality standards developed by a committee working under

5.3 Technology can support agility

KEY TERMS PRESENTED IN THIS CHAPTER

Kiva’s Network Reaches across the Globe

DISCUSSION QUESTIONS AND SUGGESTED ANSWERS

LECTURETTE 7.1: The Managerial Span of Control

THE MANAGERIAL SPAN OF CONTROL PRINCIPLE

CONSEQUENCES OF THE SPAN OF MANAGEMENT

1. EXPANDING THE SIZE OF THE SPAN OF MANAGEMENT

➢ Reduce the amount of personal contacts required.

LECTURETTE 7.2: The Ideal and Future of Bureaucracy

THE IDEAL BUREAUCRACY

➢ Delineate work behaviors.

THE OFFICERS IN A BUREAUCRACY

➢ Serving as an organizational officer should be perceived as a career with a system of promotion

THE COMING DEATH OF BUREAUCRACY

LECTURETTE 7.3: Organizational Culture

ORGANIZATIONAL CULTURE DEFINED

THE NATURE OF ORGANIZATIONAL CULTURE

MANAGING CULTURAL CHANGE

➢ Top management commitment to the change is essential.

SUGGESTED DISCUSSION QUESTIONS AND RESPONSES

7. Would you rather work in a functional or divisional organization? Why?

As defined, a learning organization is an organization “skilled at creating, acquiring, and transferring

In order to work effectively in a high-involvement organization, you have to be able to communicate