Fifth edition

­MANAGEMENT
the essentials

Robbins • Coulter • DeCenzo • Woods

detailed contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Becoming more employable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Guided tour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Content matrix: Chapters and cases . . . . . . . . . . . . . . . . . . . . . . . . xx
About the authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Reviewers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvi
Educator resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvii
chapter 1
MANAGERS AND MANAGEMENT . . . . . . . . . . . . . . . . 2
Who are managers, and where do they work? . . . . . . . . . . 4
What four characteristics do all organisations share? . . . . . . . . 4
How are managers different from non-managerial
employees? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
What titles do managers have? . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS:
Management: Is there one best way to do a job? . . . . . . . . . . . . 6
What is management? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
What do managers do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
What are the four management functions? . . . . . . . . . . . . . . . . . 7
What are management roles? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
What characteristics do managers need? . . . . . . . . . . . . . . . . . 10
Is the manager’s job universal? . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
A QUESTION OF ETHICS: Being set up to fail? . . . . . . . . . . . . . . . 13
What factors are reshaping and redefining
management? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Why are customers important to the manager’s job? . . . . . . . . 13
Why is innovation important to the manager’s job? . . . . . . . . . 13
Why are diversity and inclusion important to the
manager’s job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Why are social media tools important to the
manager’s job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Why is sustainability important to the manager’s
job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Why is the COVID-19 pandemic important to the
manager’s job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Why study management? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
review
Chapter 1 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Management skills spotlight: Becoming politically adept . . . 17
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Case application: Learning to ‘walk the walk’ . . . . . . . . . . . . . 18
Running case: Holiday Home Helpers: Motivated to
make a difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
chapter 2
HOW ORGANISATIONS OPERATE . . . . . . . . . . . . . . . 22
What is operations management? . . . . . . . . . . . . . . . . . . . . . 24
Why is operations management important? . . . . . . . . . . . . . . . 24
How does operations management enhance productivity? . . . 25
How does operations management contribute to an
organisation’s strategy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: Increasing
productivity by enhancing quality . . . . . . . . . . . . . . . . . . . . . . . . 26
What is the value chain? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
What is value chain management? . . . . . . . . . . . . . . . . . . . . 28
What are the goals of value chain management? . . . . . . . . . . . 28
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: New
‘rules of the game’ change the value of chains . . . . . . . . . . . . . 29
What are the requirements for successful value chain
management? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
What are the obstacles to value chain management? . . . . . . . 32
What contemporary issues do organisations
face in operations management? . . . . . . . . . . . . . . . . . . . . . . 33
The role of technology in operations management . . . . . . . . . 33
Managing quality in the value chain . . . . . . . . . . . . . . . . . . . . . . 34
Using lean management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
MANAGING FOR SUSTAINABILITY: Managing the value
chain from cradle to grave . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
What is organisational culture, and why
is it important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
A QUESTION OF ETHICS: Values and value . . . . . . . . . . . . . . . . . 39
How does organisational culture affect
managers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

MANAGING FOR DIVERSITY AND INCLUSION: The paradox
of diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
review
Chapter 2 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Management skills spotlight: Understanding culture . . . . . . . 42
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Case application: Fast fashion . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Running case: Holiday Home Helpers: Taking the hassle
out of hosting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
chapter 3
THE EXTERNAL ORGANISATIONAL
ENVIRONMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is the external environment of an
organisation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is the general environment of an organisation? . . . . . . . 50
MANAGING FOR DIVERSITY AND INCLUSION: Does your
organisation need a diversity climate change? . . . . . . . . . . . . . 53
What is the specific environment of an organisation? . . . . . . . 56
MANAGING FOR SUSTAINABILITY: Connecting up to
do more with less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
How does the external environment affect
managers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A QUESTION OF ETHICS: Opportunity, or opportunism? . . . . . . . 59
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: How much
can managers really affect outcomes? . . . . . . . . . . . . . . . . . . . 60
review
Chapter 3 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Management skills spotlight: Scanning the external
environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Case application: Electric vehicles . . . . . . . . . . . . . . . . . . . . . . 63
Running case: Holiday Home Helpers: Change on the
horizon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
chapter 4
MANAGING SOCIAL RESPONSIBILITY AND
ETHICAL BEHAVIOUR . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How do organisations define their social
responsibilities? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Should organisations be socially responsible? . . . . . . . . .
MANAGING FOR DIVERSITY AND INCLUSION: How support
for diversity and inclusion pays off . . . . . . . . . . . . . . . . . . . . . . . 72
MANAGING FOR SUSTAINABILITY: Using dirty deeds
to look clean and green . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
DETAILED CONTENTS vii
How can managers identify the ethical thing
to do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Ethical perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
What factors influence ethical and unethical
behaviour? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: Moral
behaviour stems from moral identity . . . . . . . . . . . . . . . . . . . . . 76
A QUESTION OF ETHICS: Fuelling feelings . . . . . . . . . . . . . . . . . . 76
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: Moral
behaviour stems from moral identity . . . . . . . . . . . . . . . . . . . . . 77
How can managers encourage ethical behaviour? . . . . . 78
review
Chapter 4 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
48 Management skills spotlight: Doing the right thing . . . . . . . . . 82
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
50 Case application: Banking on getting away with it . . . . . . . . . 83
Running case: Holiday Home Helpers: Keeping it
confidential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
chapter 5
MAKING DECISIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
58
How do managers make decisions? . . . . . . . . . . . . . . . . . . . 90
What defines a decision problem? . . . . . . . . . . . . . . . . . . . . . . . 90
What is relevant in the decision-making process? . . . . . . . . . . 91
How does the decision maker weight the criteria
and analyse alternatives? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
What determines the best choice? . . . . . . . . . . . . . . . . . . . . . . . 93
What happens in decision implementation? . . . . . . . . . . . . . . . 93
What is the last step in the decision process? . . . . . . . . . . . . . 93
What common errors are committed in the
decision-making process? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
MANAGING FOR SUSTAINABILITY: Deciding how
to ‘go green’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
What are the three approaches managers can
use to make decisions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
What is the rational model of decision making? . . . . . . . . . . . . 95
A QUESTION OF ETHICS: Building believability with
the Beauty Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
What is bounded rationality? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
68 CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: When
faced with too many choices, we satisfice! . . . . . . . . . . . . . . . . 97
What role does intuition play in managerial
70 decision making? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
71 What types of decisions and decision-making
conditions do managers face? . . . . . . . . . . . . . . . . . . . . . . . . . 98
How do problems differ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
How does a manager make programmed
decisions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
viii MANAGEMENT the essentials
How do non-programmed decisions differ from
programmed decisions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
How are problems, types of decisions and
organisational level integrated? . . . . . . . . . . . . . . . . . . . . . . . . . 99
What decision-making conditions do managers face? . . . . . . 100
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: Making
decisions when uncertainty is the only certainty . . . . . . . . . . . 101
How do groups make decisions? . . . . . . . . . . . . . . . . . . . . . . 101
What are the advantages and disadvantages
of group decision making? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
MANAGING FOR DIVERSITY AND INCLUSION: The value
of diversity in decision making . . . . . . . . . . . . . . . . . . . . . . . . . 102
When are groups most effective? . . . . . . . . . . . . . . . . . . . . . . . 103
How can you improve group decision making? . . . . . . . . . . . . 103
What contemporary decision-making issues do
managers face? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
How does national culture affect managers’ decision
making? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Why are creativity and design thinking important
in decision making? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
review
Chapter 5 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Management skills spotlight: Being a creative
decision maker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Case application: Going greener . . . . . . . . . . . . . . . . . . . . . . . . 110
Running case: Holiday Home Helpers: Developing a
decision-making style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
chapter 6
PLANNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
What is planning, and why do managers need
to plan? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Why should managers formally plan? . . . . . . . . . . . . . . . . . . . . . 118
What are some criticisms of formal planning,
and how should managers respond? . . . . . . . . . . . . . . . . . . . . . 119
MANAGING FOR SUSTAINABILITY: Planning for a more
sustainable future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Does formal planning improve organisational performance? . . 120
What do managers need to know about strategic
management? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
What is strategic management? . . . . . . . . . . . . . . . . . . . . . . . . . 121
What are the steps in the strategic management process? . . 122
What strategic weapons do managers have? . . . . . . . . . . . . . 125
How do managers set goals and develop plans? . . . . . . . 126
What types of goals do organisations have, and how
do they set those goals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: All you
need to know about MBO! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
What types of plans do managers use, and how do
they develop those plans? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
MANAGING FOR DIVERSITY AND INCLUSION:
Carrot or stick? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
What are some popular planning tools? . . . . . . . . . . . . . . . . . . 132
What contemporary planning issues do
managers face? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
How can managers plan effectively in dynamic
environments and for crisis situations? . . . . . . . . . . . . . . . . . . 135
How can managers use environmental scanning? . . . . . . . . . 136
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: Planning
in a pandemic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
How can managers use benchmarking? . . . . . . . . . . . . . . . . . 137
A QUESTION OF ETHICS: Is there enough time to act
ethically? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
review
Chapter 6 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Management skills spotlight: Being a good goal setter . . . . 139
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Case application: Less is more . . . . . . . . . . . . . . . . . . . . . . . . . 140
Running case: Holiday Home Helpers: Planning for success . . 141
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
chapter 7
ORGANISATIONAL STRUCTURE
AND DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
What are the six key elements in organisational
design? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
What is work specialisation? . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
What is departmentalisation? . . . . . . . . . . . . . . . . . . . . . . . . . . 147
What are authority and responsibility? . . . . . . . . . . . . . . . . . . . 149
What is span of control? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
How do centralisation and decentralisation differ? . . . . . . . . 154
A QUESTION OF ETHICS: Deciding what, and when,
to disclose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
What is formalisation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
How is a mechanistic organisation different
from an organic organisation? . . . . . . . . . . . . . . . . . . . . . . . 155
What contingency factors affect structural choice? . . . . 156
How does strategy affect structure? . . . . . . . . . . . . . . . . . . . . 156
How does size affect structure? . . . . . . . . . . . . . . . . . . . . . . . . 157
How does culture influence structure? . . . . . . . . . . . . . . . . . . 157
How does technology affect structure? . . . . . . . . . . . . . . . . 157
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: How does
technology affect organisation design? . . . . . . . . . . . . . . . . . . 157
How does the environment affect structure? . . . . . . . . . . . . . 158

What are some common organisational designs? . . . . .
What traditional organisational designs can managers use? . . . 158
MANAGING FOR SUSTAINABILITY: Structure and
sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
What contemporary organisational designs can
managers use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
MANAGING FOR DIVERSITY AND INCLUSION: Sourcing
diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
What are today’s organisational design
challenges? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How do you keep employees connected? . . . . . . . . . . . . . . . . 164
How do you delegate effectively? . . . . . . . . . . . . . . . . . . . . . . . 164
How do global differences affect organisational structure? . . . . 166
How do you build a learning organisation? . . . . . . . . . . . . . . . 166
How can managers design efficient and effective
flexible work arrangements? . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: How
working from home really works . . . . . . . . . . . . . . . . . . . . . . . . 169
review
Chapter 7 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Management skills spotlight: Increasing your power . . . . . . 172
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Case application: Structural renewal at the Australian
Red Cross . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Running case: Holiday Home Helpers: Designed
for success? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
chapter 8
MANAGING WORK GROUPS AND TEAMS . . . .
What is a group, and what stages of development
do groups go through? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is a group? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
What are the stages of group development? . . . . . . . . . . . . . . 180
What are the main concepts of group behaviour? . . . . . 181
What are roles? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
How do norms and conformity affect group behaviour? . . . . 182
What is status, and why is it important? . . . . . . . . . . . . . . . . . 182
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: Have you
ever been pressured by a group to conform? . . . . . . . . . . . . . 183
Does group size affect group behaviour? . . . . . . . . . . . . . . . . 184
Are cohesive groups more effective? . . . . . . . . . . . . . . . . . . . . 184
MANAGING FOR SUSTAINABILITY: Green Teams . . . . . . . . . . . . 185
How are groups turned into effective teams? . . . . . . . . .
Are work groups and work teams the same thing? . . . . . . . . . 185
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: Teaming
up as a leadership group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
What are the different types of work teams? . . . . . . . . . . . . . 186
DETAILED CONTENTS ix
158 What makes a team effective? . . . . . . . . . . . . . . . . . . . . . . . . . 187
MANAGING FOR DIVERSITY AND INCLUSION: The challenge
of managing diverse work teams . . . . . . . . . . . . . . . . . . . . . . . 189
A QUESTION OF ETHICS: Working out where loyalties lie . . . . . . 191
How can a manager shape team behaviour? . . . . . . . . . . . . . . . 191
What current issues do managers face in
managing teams? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
What’s involved with managing global teams? . . . . . . . . . . . . 193
When are teams not the answer? . . . . . . . . . . . . . . . . . . . . . . . 194
164
review
Chapter 8 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Management skills spotlight: Developing your
coaching skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Case application: Intel inside … and far away . . . . . . . . . . . . 197
Running case: Holiday Home Helpers: Team up?
Or go it alone? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
chapter 9
MANAGING HUMAN RESOURCES . . . . . . . . . . . . . . 204
What is the human resource management
process, and what influences it? . . . . . . . . . . . . . . . . . . . . . 206
What is the legal environment of HRM? . . . . . . . . . . . . . . . . . . 207
RETHINKING MANAGEMENT IN A GLOBAL CRISIS:
Legislating pandemic conditions . . . . . . . . . . . . . . . . . . . . . . . 209
How do managers identify and select competent
employees? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
178
What is employment planning? . . . . . . . . . . . . . . . . . . . . . . . . . 209
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS:
Scientifically studying the workplace . . . . . . . . . . . . . . . . . . . . . 211
180
How do managers reduce their workforce? . . . . . . . . . . . . . . . . 211
How do organisations recruit employees? . . . . . . . . . . . . . . . . 212
How do managers select job applicants? . . . . . . . . . . . . . . . . . 213
How are employees provided with needed skills
and knowledge? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
How are new employees introduced to the organisation? . . . 217
What is employee training? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
How do organisations provide a safe working
environment? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
A QUESTION OF ETHICS: Being responsible . . . . . . . . . . . . . . . 220
How do organisations retain competent, high-
185 performing employees? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
What is a performance management system? . . . . . . . . . . . . 221
What happens if an employee’s performance isn’t up to par? . 222
How are employees compensated? . . . . . . . . . . . . . . . . . . . . . 223
MANAGING FOR SUSTAINABILITY: Green HRM . . . . . . . . . . . . . 224
x MANAGEMENT the essentials
What contemporary HRM issues do managers
face? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
How can managers manage downsizing? . . . . . . . . . . . . . . . . 224
How can workforce diversity be managed? . . . . . . . . . . . . . . . 226
MANAGING FOR DIVERSITY AND INCLUSION: Mentoring . . . . . . 226
What is sexual harassment? . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
What is career development? . . . . . . . . . . . . . . . . . . . . . . . . . . 228
review
Chapter 9 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Management skills spotlight: Providing good
feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Case application: Facilitating change or forcing
conformity? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Running case: Holiday Home Helpers: Strategically
using HRM for success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
chapter 10
MANAGING CHANGE AND INNOVATION . . . . . 236
What is change, and how do managers deal
with it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Why do organisations need to change? . . . . . . . . . . . . . . . . . . 239
Who initiates organisational change? . . . . . . . . . . . . . . . . . . . 240
How does organisational change happen? . . . . . . . . . . . . . . . 240
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS:
Lewin’s ideas have helped us better understand
organisational change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Reasons why change fails . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
What are some techniques for overcoming barriers
to organisational change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
What reaction do employees have to
organisational change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
What is stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
What are the symptoms of stress? . . . . . . . . . . . . . . . . . . . . . . 246
What causes stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
How can stress be reduced? . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
A QUESTION OF ETHICS: Suffering in silence . . . . . . . . . . . . . . 248
How can managers encourage innovation in an
organisation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
How are creativity and innovation related? . . . . . . . . . . . . . . . 249
How can organisations stimulate creativity? . . . . . . . . . . . . . . 249
MANAGING FOR SUSTAINABILITY: Self-sustaining
agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
What’s involved in turning creativity into
innovation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
How can a manager foster innovation? . . . . . . . . . . . . . . . . . . 251
MANAGING FOR DIVERSITY AND INCLUSION: Listening
to everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
How does design thinking influence innovation? . . . . . . . . . . 253
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: New
challenges, new insights, new capabilities . . . . . . . . . . . . . . . 254
review
Chapter 10 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Management skills spotlight: Stress management . . . . . . . . 256
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Case application: Saving mates . . . . . . . . . . . . . . . . . . . . . . . . 258
Running case: Holiday Home Helpers: Learning how
to learn more effectively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
chapter 11
UNDERSTANDING INDIVIDUAL BEHAVIOUR . . . 264
What are the focus and goals of organisational
behaviour? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
What is the focus of organisational behaviour? . . . . . . . . . . . 266
What are the goals of organisational behaviour? . . . . . . . . . . 266
What role do attitudes play in job performance? . . . . . 267
What are the three components of an attitude? . . . . . . . . . . . 267
What attitudes might employees hold? . . . . . . . . . . . . . . . . . . 267
Do individuals’ attitudes and behaviours need to be
consistent? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
What is cognitive dissonance theory? . . . . . . . . . . . . . . . . . . . 268
How can an understanding of attitudes help managers
be more effective? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
MANAGING FOR SUSTAINABILITY: Translating good
intentions into action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
What do managers need to know about personality? . . . 271
How can we best describe personality? . . . . . . . . . . . . . . . . . . 271
Can personality traits predict practical work-related
behaviours? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
A QUESTION OF ETHICS: Faking feelings . . . . . . . . . . . . . . . . . . 273
How do we match personalities and jobs? . . . . . . . . . . . . . . . . 275
Do personality attributes differ across cultures? . . . . . . . . . . 276
How can an understanding of personality help managers
be more effective? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
What is perception, and what factors influence it? . . . 277
What influences perception? . . . . . . . . . . . . . . . . . . . . . . . . . . 277
How do managers judge employees? . . . . . . . . . . . . . . . . . . . . 278
How can an understanding of perception help managers
be more effective? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
MANAGING FOR DIVERSITY AND INCLUSION: Being a more
inclusive person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
How do learning theories explain behaviour? . . . . . . . . 281
What is operant conditioning? . . . . . . . . . . . . . . . . . . . . . . . . . 281
What is social learning theory? . . . . . . . . . . . . . . . . . . . . . . . . . 281

CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: Want
to know how to shape someone’s behaviour? . . . . . . . . . . . . . 282
How can managers shape behaviour? . . . . . . . . . . . . . . . . . . . 282
How can an understanding of learning help managers
be more effective? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
What contemporary OB issues do managers face? . . . .
How do generational differences affect the workplace? . . . . 283
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: Getting
to know you … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
How do ability, disability and mental health affect the
workplace? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
How do managers deal with bullying in the workplace? . . . . . 286
review
Chapter 11 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Management skills spotlight: Understanding employee
emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Case application: A fighting chance at a fair go . . . . . . . . . . 291
Running case: Holiday Home Helpers: Hire for
personality or performance? . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
chapter 12
MOTIVATING AND REWARDING
EMPLOYEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is motivation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What do the early theories of motivation say? . . . . . . .
What is Maslow’s hierarchy of needs theory? . . . . . . . . . . . . . 301
What is McClelland’s three-needs theory? . . . . . . . . . . . . . . . 302
What are McGregor’s Theory X and Theory Y? . . . . . . . . . . . . 302
What is Herzberg’s two-factor theory? . . . . . . . . . . . . . . . . . . . 302
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: How can
jobs be designed to make workers happy? . . . . . . . . . . . . . . . 304
How do the contemporary theories explain
motivation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is goal-setting theory? . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
MANAGING FOR SUSTAINABILITY: Inspiring more
sustainable actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
How does job design influence motivation? . . . . . . . . . . . . . . 306
What is equity theory? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
How does expectancy theory explain motivation? . . . . . . . . . 309
How can we integrate contemporary motivation
theories? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
What contemporary motivation issues do
managers face? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
How can managers motivate employees during
difficult economic times? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: Effort–
reward imbalance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
DETAILED CONTENTS xi
How does country culture affect motivation efforts? . . . . . . . 312
How can managers motivate unique groups
of workers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
MANAGING FOR DIVERSITY AND INCLUSION: Equal
rewards for equal work? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
How can managers design appropriate rewards
283
programs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
A QUESTION OF ETHICS: Promises and paybacks . . . . . . . . . . . 315
review
Chapter 12 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
Management skills spotlight: Being a good
motivator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
Case application: One for the money . . . . . . . . . . . . . . . . . . . . 320
Running case: Holiday Home Helpers: Recognising
that rewards take many forms . . . . . . . . . . . . . . . . . . . . . . . . . 321
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
chapter 13
LEADERSHIP AND TRUST . . . . . . . . . . . . . . . . . . . . . . . . 326
Who are leaders, and what is leadership? . . . . . . . . . . . . 328
What do early leadership theories tell us about
leadership? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
What traits do leaders have? . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
298
What behaviours do leaders exhibit? . . . . . . . . . . . . . . . . . . . . 329
300 CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: People–
task: Both are important to leaders . . . . . . . . . . . . . . . . . . . . . 331
300
What do the contingency theories of leadership
tell us? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
What was the first comprehensive contingency model? . . . . 332
How do followers’ willingness and ability influence leaders? . . 333
How participative should a leader be? . . . . . . . . . . . . . . . . . . . 334
How do leaders help followers? . . . . . . . . . . . . . . . . . . . . . . . . 335
What is leadership like today? . . . . . . . . . . . . . . . . . . . . . . . 337
304 What do the four contemporary views of leadership
tell us? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
MANAGING FOR SUSTAINABILITY: Leading sustainability . . . . . 339
What issues do today’s leaders face? . . . . . . . . . . . . . . . . . . . 341
Why is trust the essence of leadership? . . . . . . . . . . . . . . 343
A QUESTION OF ETHICS: Follow the money . . . . . . . . . . . . . . . . 344
MANAGING FOR DIVERSITY AND INCLUSION: Inclusive
leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
A final thought regarding leadership . . . . . . . . . . . . . . . . . . . . 345
review
Chapter 13 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Management skills spotlight: Being a good leader . . . . . . . . 347
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
xii MANAGEMENT the essentials

Case application: Jacinda Ardern: Leading with flying chapter 15

colours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Running case: Holiday Home Helpers: Leadership
CONTROLLING WORK AND
and trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 ORGANISATIONAL PROCESSES . . . . . . . . . . . . . . . . 380
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
What is control, and why is it important? . . . . . . . . . . . . 382
Why is control important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382

chapter 14 What takes place as managers control? . . . . . . . . . . . . . . . 383

What is ‘measuring’? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
MANAGING ORGANISATIONAL AND
MANAGING FOR DIVERSITY AND INCLUSION: Using
INTERPERSONAL COMMUNICATION . . . . . . . . . . 356
controls to increase diversity . . . . . . . . . . . . . . . . . . . . . . . . . . 386
How do managers communicate effectively? . . . . . . . . . 358 How do managers compare actual performance
to planned goals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
How does the communication process work? . . . . . . . . . . . . . 358
What managerial action can be taken? . . . . . . . . . . . . . . . . . . 387
Are written communications more effective than
verbal ones? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
What should managers control? . . . . . . . . . . . . . . . . . . . . . 388
Is the grapevine an effective way to communicate? . . . . . . . . 361
When does control take place? . . . . . . . . . . . . . . . . . . . . . . . . . 388
How do non-verbal cues affect communication? . . . . . . . . . . 361
In what areas might managers need controls? . . . . . . . . . . . . 389
CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: The
MANAGING FOR SUSTAINABILITY: The triple bottom
grapevine: An important source of information . . . . . . . . . . . . 361
line of sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
What barriers keep communication from being effective,
and how can they be overcome? . . . . . . . . . . . . . . . . . . . . . . . 362 What contemporary control issues do managers
MANAGING FOR DIVERSITY AND INCLUSION: Using confront? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
inclusive language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 Using feedback to control employee performance . . . . . . . . . 392
How can managers overcome communication barriers? . . . . 365 Do controls need to be adjusted for cultural
MANAGING FOR SUSTAINABILITY: Talking up differences? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366 What challenges do managers face in controlling the
workplace? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
How is technology affecting managerial
A QUESTION OF ETHICS: Workplace surveillance . . . . . . . . . . . 394
communication? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Controlling workplace conflict . . . . . . . . . . . . . . . . . . . . . . . . . 395
RETHINKING MANAGEMENT IN A GLOBAL CRISIS: Meeting
online … all the time! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
review
What communication issues do managers Chapter 15 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
face today? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
How do we manage communication in a networked world? . . 367 Management skills spotlight: Disciplining difficult
How does knowledge management affect employees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
communication? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368 Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
A QUESTION OF ETHICS: Who says? . . . . . . . . . . . . . . . . . . . . . 368 Case application: In the can . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
What role does communication play in customer service? . . 369 Running case: Holiday Home Helpers: Controlling in
How can we get employee input? . . . . . . . . . . . . . . . . . . . . . . . 370 consultation with employees . . . . . . . . . . . . . . . . . . . . . . . . . . 401
How should managers communicate when Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
negotiating? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Why should managers be concerned with communicating
ethically? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
chapter 16
review
Chapter 14 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
MANAGING ENTREPRENEURIAL VENTURES . . . . 404

Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

What is entrepreneurship? . . . . . . . . . . . . . . . . . . . . . . . . . . 406
Management skills spotlight: Being a good listener . . . . . . . 374
Who engages in entrepreneurship? . . . . . . . . . . . . . . . . . . . . . 406
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
Is entrepreneurship different from self-employment? . . . . . . 408
Case application: Better flow leads to better care . . . . . . . . 375
Running case: Holiday Home Helpers: Communicating What planning do entrepreneurs need to do? . . . . . . . . 408
by the board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376 CLASSIC CONCEPTS IN TODAY’S ORGANISATIONS: Sources of
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 entrepreneurial opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . 409

MANAGING FOR SUSTAINABILITY: Sustaining people and
communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
What’s in a full business plan? . . . . . . . . . . . . . . . . . . . . . . . . . 410
What’s involved in organising an entrepreneurial
venture? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411
What are the legal forms of organisation for
entrepreneurial ventures? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411
What type of organisational structure should
entrepreneurial ventures use? . . . . . . . . . . . . . . . . . . . . . . . . . . 411
What human resource management (HRM) issues do
entrepreneurs face? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
A QUESTION OF ETHICS: Being real about success . . . . . . . . . 412
What’s involved in leading an entrepreneurial
venture? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How can entrepreneurs motivate employees? . . . . . . . . . . . . 413
MANAGING FOR DIVERSITY AND INCLUSION: Using
diversity to support diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
How can entrepreneurs be leaders? . . . . . . . . . . . . . . . . . . . . . 414
What’s involved in controlling entrepreneurial
ventures? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How is growth managed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415
How are downturns managed? . . . . . . . . . . . . . . . . . . . . . . . . . 415
What’s involved with exiting the venture? . . . . . . . . . . . . . . . . 415
Why is it important to think about managing
personal challenges as an entrepreneur? . . . . . . . . . . . . .
DETAILED CONTENTS xiii
review
Chapter 16 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Discussion questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Management skills spotlight: Developing grit . . . . . . . . . . . . 418
Experiential exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Case application: Creatively making a better world . . . . . . . 419
Running case: Holiday Home Helpers: A new
(ad)venture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
appendix: A brief history of
management’s roots . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Early management (3000 BCE–1776) . . . . . . . . . . . . . . . . . . 423
413
Behavioural approach (late 1700s–1950s) . . . . . . . . . . . . . . . 424
Classical approaches (1911–1947) . . . . . . . . . . . . . . . . . . . . . 425
Quantitative approach (1940s–1950s) . . . . . . . . . . . . . . . . . . 426
Contemporary approaches (1960s–present) . . . . . . . . . . . . . 427
Choosing between management approaches . . . . . . . . . . . . 428
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
414
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
415 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440