Management 16E 16Th Edition Stephen P Robbins Full Chapter PDF

Management, 16e 16th Edition Stephen
P. Robbins
Visit to download the full and correct content document:
https://ebookmass.com/product/management-16e-16th-edition-stephen-p-robbins/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Organizational Behavior, 19th Global Edition Stephen P.

Robbins
https://ebookmass.com/product/organizational-behavior-19th-
global-edition-stephen-p-robbins/
Purchasing and Supply Management, 16e 16th Edition P.

Fraser Johnson
https://ebookmass.com/product/purchasing-and-supply-
management-16e-16th-edition-p-fraser-johnson/
Essentials of Organizational Behavior, Global Edition,

15th Edition Stephen. Judge Robbins (Timothy.)
https://ebookmass.com/product/essentials-of-organizational-
behavior-global-edition-15th-edition-stephen-judge-robbins-
timothy/
Electrical Wiring Industrial. 16th Edition Stephen L.

Herman
https://ebookmass.com/product/electrical-wiring-industrial-16th-
edition-stephen-l-herman/
Vanders Human Physiology 16th Edition Eric P. Widmaier
https://ebookmass.com/product/vanders-human-physiology-16th-
edition-eric-p-widmaier/
Marketing Management (16th edition) Philip Kotler
https://ebookmass.com/product/marketing-management-16th-edition-
philip-kotler/
Financial Management Theory & Practice 16th Edition

Brigham
https://ebookmass.com/product/financial-management-theory-
practice-16th-edition-brigham/
Robbins & Cotran Pathologic Basis of Disease (Robbins

Pathology) 10th Edition Kumar
https://ebookmass.com/product/robbins-cotran-pathologic-basis-of-
disease-robbins-pathology-10th-edition-kumar/
Fundamentals of Financial Management, 16e 16th Edition

Eugene F. Brigham
https://ebookmass.com/product/fundamentals-of-financial-
management-16e-16th-edition-eugene-f-brigham/
MANAGEMENT 16E
Stephen P. Robbins
San Diego State University
Mary Coulter
Missouri State University
Lori K. Long
Baldwin Wallace University
To my wife, Laura
Steve
To my husband, Ron
Mary
To David, Henry, & Emerson

Lori
Please contact www.AskPearsonSupport.com with any queries on this content.

Please contact us with concerns about any potential bias at https://www.pearson.com/report-bias.html
You can learn more about Pearson’s commitment to accessibility at https://www.pearson.com/us/accessibility.html
Copyright © 2025, 2021, 2018 by Pearson Education, Inc. or its affiliates, 221 River Street, Hoboken, NJ 07030.
All Rights Reserved. Manufactured in the United States of America. This publication is protected by copyright, and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or
transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information
regarding permissions, request forms, and the appropriate contacts within the Pearson Education Global Rights and
Permissions department, please visit www.pearsoned.com/permissions/.
Acknowledgments of third-party content appear on the appropriate page within the text.
PEARSON and MYLAB are exclusive trademarks owned by Pearson Education, Inc. or its affiliates in the U.S. and/or
other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in this work are the
property of their respective owners, and any references to third-party trademarks, logos, icons, or other trade dress are
for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement,
authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner
and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.
Library of Congress Cataloging-in-Publication Data

Library of Congress Control Number: 2023922765
ScoutAutomatedPrintCode
ISBN 10: 0-13-809064-5

ISBN 13: 978-0-13-809064-7
Brief Contents
Preface xxi
Acknowledgments xxx
Part 1 Introduction to Management 1

Chapter 1: Managers and You in the Workplace 1
Chapter 2: The Evolution of Management 21
Chapter 3: Making Decisions 46
Part 1 Management Practice 68
Part 2 Basics of Managing in Today’s Workplace 71

Chapter 4: Influence of the External Environment and the Organization’s Culture 71
Chapter 5: Diversity, Equity, and Inclusion 93
Chapter 6: Managing in a Global Environment 122
Chapter 7: Managing Social Responsibility and Ethics 144
Part 3 Planning 176

Chapter 8: Foundations of Planning 176
Chapter 9: Managing Strategy 195
Entrepreneurial Ventures Module 219
Part 4 Organizing 236

Chapter 10: Designing Organizational Structure 236
Chapter 11: Managing Human Resources 262
Chapter 12: Managing Change and Innovation 290
Part 5 Leading 321

Chapter 13: Understanding and Managing Individual Behavior 321
Chapter 14: Motivating Employees 354
Chapter 15: Managing Groups and Teams 385
Chapter 16: Being an Effective Leader 409
Chapter 17: Managing Communication 441
Part 6 Controlling 465

Chapter 18: Management Control 465
Planning and Control Techniques Module 493
Managing Operations Module 507
Glossary 522 • Name Index 534 • Organization Index 547 • Subject Index 550
iii
Contents
Preface xxi
Acknowledgments xxx
Part 1 Introduction to Management 1
Chapter 1: Managers and You in the Workplace 1

Who Are Managers, and Where Do They Work? 1
Who Is a Manager? 2
Where Do Managers Work? 3
Why Are Managers Important? 4
Management Versus Managers 4
What Is Management? 4
What Do Managers Do? 5
Managerial Challenges Today and into the Future 7
Focus on Remote or Hybrid Work 7
Focus on Technology 8
Focus on Employee Well-Being 8
What Careers Are in Management? 10
What Skills Do Managers Need? 10
Why Study Management? 11
The Universality of Management 11
The Reality of Work 12
Gaining Insights into Life at Work 12
Boxed Features
Learning from Failure: Successful Managers Learn from Their Failures 9
Workplace Confidential: Dealing with Organizational Politics 13
Preparing For: Exams/Quizzes 14
Chapter Summary by Learning Objectives 14
Review and Discussion Questions 15
Preparing For: My Career 15
Ethics Dilemma 15
Skill Exercise: Developing Your Skills as a Manager 15
Working Together: Team Exercise 16
My Turn to Be a Manager 16
Case Application 1: Working with Artificial Intelligence 17
Case Application 2: Nike: Taking Customer Focus to a New Level 18
iv
Contents v
Chapter 2: The Evolution of Management 21

Early Management 22
Classical Approaches 24
Scientific Management 24
General Administrative Theorists 26
Social-Person Approaches 28
The Early Advocates 29
The Human Relations Movement 31
Behavioral Science Theorists 32
Quantitative Approach 33
Putting the Quantitative Approach into Perspective 34
Systems and Contingency Approaches 34
Systems Approach 34
Contingency Approach 35
Recent History 36
The New Industrial Revolution: Technology and Computerization 36
Globalization 37
Sustainability and the ESG Movement 37
Boxed Features
Learning from Failure: Learning from Failing Start-up Businesses 29
Workplace Confidential: Looking Back to Move Forward 38
Ethics Dilemma 41
Skill Exercise: Developing Your Skills as a Manager 41
Case Application 1: Uber’s CEO Gets Behind the Wheel 42
Case Application 2: Managers Still Need to Be Data-Driven 43
Chapter 3: Making Decisions 46

The Decision-Making Process 46
Step 1: Identify a Problem 47
Step 2: Identify Decision Criteria 47
Step 3: Allocate Weights to the Criteria 47
Step 4: Develop Alternatives 48
Step 5: Analyze Alternatives 48
Step 6: Select an Alternative 48
Step 7: Implement the Alternative 48
Step 8: Evaluate Decision Effectiveness 49
Approaches to Decision Making 49
Rationality 50
Bounded Rationality 50
vi Contents
Intuition 51
Evidence-Based Management 52
Types of Decisions 52
Structured Problems and Programmed Decisions 52
Unstructured Problems and Nonprogrammed Decisions 53
Comparing Decision Types 54
Decision-Making Styles 54
Decision-Making Biases and Errors 56
Using Technology to Improve Decision Making 58
Big Data 59
Artificial Intelligence 59
Machine Learning and Analytics 60
Technology and Human Judgment 60
Boxed Features
Learning from Failure: James Dyson: A Man of a Thousand Failures 55
Workplace Confidential: Making Good Decisions 58
Ethics Dilemma 62
Skills Exercise: Select the Best Alternative Decision-Making Skills 63
Case Application 1: Making Decisions with Bad Data 64
Case Application 2: A Major League Baseball Rule Change 65
Part 1: Management Practice 68

Continuing Case: Starbucks—Introduction 68
Practice Your Data Analysis Skills 70
Part 2 Basics of Managing in Today’s Workplace 71
Chapter 4: Influence of the External Environment

and the Organization’s Culture 71
The Manager: Omnipotent or Symbolic? 71
The Omnipotent View 72
The Symbolic View 72
Reality Suggests a Synthesis 72
The External Environment: Constraints and Challenges 73
Defining the Environment and Environmental Uncertainty 73
Monitoring the General Environment 74
The Specific Environment 75
Managing the Environment 77
Contents vii
Organizational Culture: Guiding Employee Behavior 78

What Is Organizational Culture? 78
Strong Cultures 79
Where Culture Comes From and How It Continues 80
How Culture Is Sustained 81
Remote Work and Culture 84
How Culture Affects Managers 85
Boxed Features
It’s Your Career: Reading an Organization’s Culture: Find One That Is a Right Fit for You 82
Workplace Confidential: Adjusting to a New Job or Work Team 83
Ethics Dilemma 87
Skill Exercise: Developing Your Environmental Scanning Skill 87
Case Application 1: Environmental Uncertainty at HBO 89
Case Application 2: Organizational Culture at Vice Media 90
Chapter 5: Diversity, Equity, and Inclusion 93

Diversity, Equity, and Inclusion in the Workplace 94
What Are Diversity, Equity, and Inclusion in the Workplace? 94
Benefits of a Diverse, Equitable, and Inclusive Workplace 95
The Changing Workplace 97
Characteristics of the US Population 97
What About Global Workforce Changes? 99
Types of Workplace Diversity 100
Age 100
Gender 101
Race and Ethnicity 102
Disabilities 102
Religion 103
LGBTQ+: Sexual Orientation and Gender Identity 104
Socioeconomic Status 104
Challenges in Managing Diversity 105
Personal Bias 105
Glass Ceiling 105
Pay Inequities 107
Workplace Diversity, Equity, and Inclusion Initiatives 107
Top Management Commitment to DEI 108
Mentoring 108
DEI Training 108
Employee Resource Groups 110
Measuring and Reporting on DEI Initiatives 110
viii Contents
Boxed Features
Workplace Confidential: Working in a Diverse Environment 98
Learning from Failure: Denny’s Answer to Its Diversity Problem 109
Ethics Dilemma 112
Skills Exercise: Developing Your Valuing Diversity Skill 113
Case Application 1: Gusto: Making a Difference in Gender Diversity 115
Case Application 2: Bring in Diversity . . . and Then What? 116
Chapter 6: Managing in a Global Environment 122

Clarifying Terminology 122
A Brief History of Globalization 123
The Case For and Against Globalization 126
The Win-Win Argument 126
The Downside of Globalization 127
Globalization Today 128
What Does This Mean for Managers? 128
Different Types of International Organizations 128
How Organizations Go International 129
Managing in a Global Environment 131
The Political/Legal Environment 131
The Economic Environment 131
The Cultural Environment 132
Boxed Features
It’s Your Career: Developing Your Global Perspective—Working with People from Other Cultures 133
Workplace Confidential: Succeeding in a Remote Job 136
Ethics Dilemma 139
Skills Exercise: Developing Your Collaboration Skill 139
Case Application 1: Glencore: Conducting Business in Countries Where Others Might Not 140
Case Application 2: Lululemon Power of Three × 2 Growth Strategy 141
Chapter 7: Managing Social Responsibility and Ethics 144

What Is Social Responsibility? 145
Two Opposing Views 145
From Obligations to Responsiveness to Responsibility 146
Contents ix
Social Responsibility and Economic Performance 148

Corporate Philanthropy 148
Green Management and Environmental Sustainability 149
How Organizations Go Green 149
Reporting Social Responsibility and Sustainability 150
ESG Reporting 150
Managers and Ethical Behavior 151
Factors That Determine Ethical and Unethical Behavior 152
Ethics in an International Context 155
Artificial Intelligence and Ethics 156
Encouraging Ethical Behavior 157
Employee Selection 157
Codes of Ethics 158
Leadership at the Top 158
Job Goals and Performance Appraisal 158
Ethics Training 158
Ethics Officer or Committee 159
Protecting Whistle-Blowers 159
Boxed Features
Learning from Failure: From Greenwashing to Electric Cars 157
Workplace Confidential: Balancing Work and Personal Life 160
Ethics Dilemma 163
Skills Exercise: Developing Your Trust Building Skill 163
Case Application 1: Chobani: A Different Kind of Yogurt Company 165
Case Application 2: Every Kid Fed: Addressing Childhood Hunger Through Social Entrepreneurship 166

Continuing Case: Starbucks—Basics of Managing in Today’s Workplace 170
Part 3 Planning 176
Chapter 8: Foundations of Planning 176

The What and Why of Planning 176
What Is Planning? 176
Why Do Managers Plan? 177
Planning and Performance 177
Types of Plans 178
Strategic versus Operational Plans 178
Short-Term versus Long-Term Plans 178
x Contents
Specific versus Directional Plans 179

Single-Use versus Standing Plans 179
Static versus Scenario Plans 180
Contingency Factors in Planning 180
Level in the Organization 180
Degree of Environmental Uncertainty 181
Length of Future Commitments 181
Objectives: The Foundation of Planning 182
Stated versus Real Objectives 182
Traditional Objective Setting 183
Management by Objectives 184
Contemporary Issues in Planning 185
Environmental Scanning 185
Using Artificial Intelligence to Support Planning 187
Boxed Features
It’s Your Career: Planning Your Time 181
Workplace Confidential: When You Face a Lack of Clear Directions 186
Ethics Dilemma 189
Skills Exercise: Making a To-Do List That Works and Using It 190
Case Application 1: Johnson Controls Using OpenBlue to Reach Net Zero 191
Case Application 2: Living Up to Goals at Tesla 192
Chapter 9: Managing Strategy 195

What Is Strategic Management, and Why Is It Important? 196
Defining Strategic Management 196
Why Is Strategic Management Important? 196
Supporting the Strategic Management Process 197
The Strategic Management Process 198
Step 1: Start with Purpose: Identifying the Organization’s Current Mission 198
Step 2: SWOT Analysis 198
Step 3: Formulating Strategies 200
Step 4: Implementing Strategies 200
Step 5: Evaluating Results 200
Corporate Strategies 201
What Is Corporate Strategy? 201
What Are the Types of Corporate Strategy? 202
How Are Corporate Strategies Managed? 204
Competitive Strategies 205
The Role of Competitive Advantage 205
Sustaining Competitive Advantage 205
Examples of Differentiation Strategies 207
Contents xi
Boxed Features
It’s Your Career: Learning Your Strengths and Weaknesses 201
Workplace Confidential: Developing a Career Strategy 203
Ethics Dilemma 211
Skills Exercise: Developing Your Business Planning Skill 211
Case Application 1: Nvidia’s Gaming and AI Strategy 213
Case Application 2: Saving Lives Through Strategy at RapidSOS 214
Entrepreneurial Ventures Module 219

The Context of Entrepreneurship 219
What Is Entrepreneurship? 219
Why Is Entrepreneurship Important? 219
The Entrepreneurial Process 220
What Do Entrepreneurs Do? 220
Social Entrepreneurship 221
Side Hustles: A Hybrid Path to Entrepreneurship 221
Start-Up and Planning Issues 222
Identifying Opportunities 222
Researching the Venture’s Feasibility: Ideas 222
Researching the Venture’s Feasibility: Competitors 223
Researching the Venture’s Feasibility: Financing 223
Planning: Developing a Business Model 224
Organizing Issues 225
Legal Forms of Organization 225
Organizational Design and Structure 227
Human Resource Management 228
Leading Issues 228
Entrepreneurial Mindset 228
Personality Characteristics of Entrepreneurs 228
The Entrepreneur as Leader 229
Control Issues 230
Potential Control Problems and Actions 230
Exiting the Venture 230

Continuing Case: Starbucks—Planning 233
xii Contents
Part 4 Organizing 236
Chapter 10: Designing Organizational Structure 236

Six Elements of Organizational Design 237
Work Specialization 237
Departmentalization 238
Chain of Command 240
Span of Control 240
Centralization and Decentralization 242
Formalization 243
Mechanistic and Organic Structures 244
Contingency Factors Affecting Structural Choice 245
Strategy and Structure 245
Size and Structure 245
Technology and Structure 245
Environmental Uncertainty and Structure 246
Traditional Organizational Design Options 246
Simple Structure 247
Functional Structure 247
Divisional Structure 247
Organizing for Flexibility in the Twenty-First Century 248
Team Structures 248
Matrix and Project Structures 248
The Virtual Organization 249
Offering Flexibility for Today’s Workforce 249
Remote Work 250
Flexible Work Schedules 250
The Contingent Workforce 252
Implications for Managers 253
Boxed Features
Workplace Confidential: Coping with Multiple Bosses 241
Learning from Failure: Return to Office? Workers Say No Way! 251
Ethics Dilemma 255
Skills Exercise: Developing Your Acquiring Power Skill 255
Case Application 1: Making a Flat Organization Work at Punchkick 257
Case Application 2: Life as a Digital Nomad in Foreign Cities 258
Chapter 11: Managing Human Resources 262

Why Managing Human Resources Is Important 262
The Human Resource Management Process 263
Contents xiii
External Factors That Affect the Human Resource Management Process 264
The Economy 264
Laws and Rulings 264
Demographics 266
Social and Cultural Factors 266
Labor Unions 266
Identifying and Selecting Competent Employees 267
Human Resource Planning 267
Recruitment and Decruitment 268
Selection 270
Technology in the Hiring Process 272
Training and Developing Employees 273
Orientation and Socialization 273
Employee Training 274
Developing Employees 276
Retaining Competent, High-Performing Employees 276
Performance Feedback 277
Compensation and Benefits 277
Boxed Features
Workplace Confidential: Job Search 269
It’s Your Career: Nailing the Behavior-Based Interview 280
Ethics Dilemma 282
Skills Exercise: Developing Your Interviewing Skills 283
Case Application 1: Employees with Side Hustles: It’s No Secret 285
Case Application 2: Keeping Dealership Sales Staff from Leaving at Nissan 286
Chapter 12: Managing Change and Innovation 290

The Case for Change 291
Living with VUCA 291
External Forces for Change 291
Internal Forces for Change 292
The Change Process 293
The Calm Waters Metaphor 294
The White-Water Rapids Metaphor 294
Areas of Change 295
Strategy 295
Structure 296
Culture 296
Technology 297
People 297
Managing Change 298
Why Do People Resist Change? 298
Techniques for Reducing Resistance to Change 299
xiv Contents
Exploring Innovation 301

Creativity Versus Innovation 301
Disruptive Innovation 301
Breakthrough Innovation 303
Sustaining Innovation 303
Driving Innovation 303
Creating an Environment to Stimulate Innovation 304
Ideation 305
Incubation 306
Boxed Features
Workplace Confidential: Coping with Job Stress 300
Learning from Failure: Giving Up on Google Glass 308
Ethics Dilemma 310
Skills Exercise: Developing Your Change-Management Skill 311
Case Application 1: Change from Within at Google 312
Case Application 2: Microsoft: Innovative Again 313

Continuing Case: Starbucks—Organizing 318
Part 5 Leading 321
Chapter 13: Understanding and Managing Individual Behavior 321

Focus and Goals of Organizational Behavior 322
Focus of Organizational Behavior 322
Goals of Organizational Behavior 322
Attitudes and Job Performance 323
Job Satisfaction 323
Job Involvement and Organizational Commitment 325
Employee Engagement 325
Cognitive Dissonance Theory 326
Assessing Attitudes 326
Can Artificial Intelligence Help Improve Employee Attitudes? 327
Personality 328
MBTI® 328
The Big Five Model 329
The Dark Triad 330
Additional Personality Insights 331
Personality Types in Different Cultures 332
Contents xv
Emotions and Emotional Intelligence 332

Perception 336
Factors That Influence Perception 336
Attribution Theory 337
Shortcuts Used in Judging Others 338
Learning 339
Social Learning 340
Shaping: A Managerial Tool 340
Boxed Features
Workplace Confidential: An Abusive Boss 333
Learning from Failure: Troublesome Leader’s Personality 341
Ethics Dilemma 344
Skills Exercise: Developing Your Shaping Behavior Skill 344
Case Application 1: Heat Waves Cause Employees to Walk Off the Job 346
Case Application 2: Getting Your Company’s Logo as a Tattoo 347
Chapter 14: Motivating Employees 354

What Is Motivation? 354
Early Theories of Motivation 355
Maslow’s Hierarchy of Needs Theory 355
McGregor’s Theory X and Theory Y 356
Herzberg’s Two-Factor Theory 357
Three-Needs Theory 357
Contemporary Theories of Motivation 359
Goal-Setting Theory 359
Reinforcement Theory 360
Designing Motivating Jobs 361
Equity Theory 364
Expectancy Theory 365
Integrating Contemporary Theories of Motivation 367
Current Issues in Motivation 369
Technology and Motivation 369
Managing Cross-Cultural Motivational Challenges 369
Motivating Unique Groups of Workers 370
Designing Appropriate Rewards Programs 372
Boxed Features
It’s Your Career: What Motivates You? 355
Workplace Confidential: Feelings of Unfair Pay 366
xvi Contents

Ethics Dilemma 376
Skills Exercise: Developing Your Motivating Employees Skill 376
Case Application 1: Motivating Employees Who Love the Outdoors at REI 378
Case Application 2: Motivating Under Constraints at Televerde 378
Chapter 15: Managing Groups and Teams 385

Groups and Group Development 385
What Is a Group? 386
Stages of Group Development 386
Work Group Performance and Satisfaction 387
External Conditions Imposed on the Group 388
Group Member Resources 388
Group Structure 388
Group Processes 391
Group Tasks 394
Turning Groups into Effective Teams 394
The Difference Between Groups and Teams 394
Types of Work Teams 394
Creating Effective Work Teams 397
Technology and Teams 398
Boxed Features
It’s Your Career: Maximizing Outcomes Through Negotiation 396
Workplace Confidential: Handling Difficult Coworkers 399
Ethics Dilemma 401
Skills Exercise: Developing Your Coaching Skills 402
Case Application 1: US Women’s Soccer: A Team in Transition 403
Case Application 2: Taylor Swift’s Bonuses Cause Their Own “Swift Quake” 404
Chapter 16: Being an Effective Leader 409

Who Are Leaders, and What Is Leadership? 409
Early Leadership Theories 410
Leadership Traits 410
Leadership Behaviors 410
Contents xvii
Contingency Theories of Leadership 413

The Fiedler Model 413
Hersey and Blanchard’s Situational Leadership Theory 415
Path-Goal Model 416
Contemporary Views of Leadership 417
Leader–Member Exchange (LMX) Theory 417
Charismatic Leadership 418
Transformational-Transactional Leadership 419
Authentic Leadership 420
Ethical Leadership 420
Servant Leadership 421
Emergent Leadership 421
Followership 422
Integrating Theories of Leadership 422
Traits 422
Behaviors 423
Contingency Factors 423
Leadership Issues in the 21st Century 424
Managing Power 424
Developing Credibility and Trust 424
Leading Virtual Teams 426
Leadership Training 426
When Leadership May Not Be Important 427
Boxed Features
Learning from Failure: Childhood Lessons on Failure 419
Workplace Confidential: Dealing with a Micromanager 425
Ethics Dilemma 430
Skills Exercise: Choosing an Effective Group Leadership Style Skill 430
Case Application 1: Transforming the Fashion Industry at Stitch Fix 432
Case Application 2: New Endorsements Give Power to College Athletes 433
Chapter 17: Managing Communication 441

Understanding Communication 442
What Is Communication? 442
Functions of Communication 442
The Communication Process 443
Modes of Communicating 443
Barriers to Effective Communication 444
Overcoming the Barriers 446
Effective Organizational Communication 447
Formal Versus Informal 447
Direction of Flow 448
Networks 450
xviii Contents
Communication and Technology 451

The 24/7 Work Environment 451
Social Media 451
Virtual Meetings 452
Becoming a Better Communicator 453
Sharpening Your Persuasion Skills 453
Sharpening Your Speaking Skills 453
Sharpening Your Writing Skills 453
Sharpening Your Reading Skills 454
Boxed Features
It’s Your Career: I’m Listening! 447
Workplace Confidential: An Uncommunicative Manager 449
Ethics Dilemma 455
Skills Exercise: Developing Your Presentation Skills 456
Case Application 1: Communicating as the Company Grows at Hootsuite 457
Case Application 2: No Meetings? 458

Continuing Case: Starbucks—Leading 461
Part 6 Controlling 465
Chapter 18: Management Control 465

What Is Controlling, and Why Is It Important? 465
What Is Controlling? 466
Why Is Controlling Important? 466
The Control Process 467
Step 1: Measuring Actual Performance 468
Step 2: Comparing Actual Performance Against the Standard 469
Step 3: Taking Managerial Action 470
Summary 470
Controlling for Organizational and Employee Performance 471
What Is Organizational Performance? 471
Measures of Organizational Performance 472
Controlling for Employee Performance 473
Tools for Measuring Organizational Performance 474
Feedforward/Concurrent/Feedback Controls 475
Financial Controls 477
Contents xix
Information Controls 478

Balanced Scorecard 479
Benchmarking of Best Practices 479
Contemporary Issues in Control 480
Global Differences in Control 480
Workplace Privacy 481
Employee Theft 481
Corporate Governance 482
Boxed Features
It’s Your Career: How to Be a Pro at Giving Feedback 473
Workplace Confidential: Responding to an Unfair Performance Review 475
Ethics Dilemma 486
Skills Exercise: Managing Challenging Employees 486
Case Application 1: Feeding Chocolate to Cows 488
Case Application 2: Posting for Just Other Employees to See 488
Planning and Control Techniques Module 493

Techniques for Assessing the Environment 493
Environmental Scanning 493
Forecasting 494
Techniques for Allocating Resources 496
Budgeting 496
Scheduling 497
Breakeven Analysis 501
Linear Programming 501
Project Management 503
Project Management Process 503
Role of Project Manager 504
Managing Operations Module 507

The Role of Operations Management 507
Services and Manufacturing 507
Managing Productivity 508
Strategic Role of Operations Management 508
Value Chain Management 509
What Is Value Chain Management? 509
The Goal of Value Chain Management 510
Benefits of Value Chain Management 510
xx Contents
Value Chain Strategy 510

Current Issues in Managing Operations 512
Technology 512
Quality Management 513
Quality Standards 514
Mass Customization 515
Creating a Lean Organization 515

Continuing Case: Starbucks—Controlling 518
Glossary 522
Name Index 534
Organization Index 547
Subject Index 550
Preface
Welcome to the 16th edition of Management. First published in 1984, this book has
become one of the world’s most popular introductory management texts. It’s used by
hundreds of US colleges and universities; it’s translated into Spanish, French, Russian,
Dutch, Bahasa, Korean, and Chinese; and there are adaptations for Australia, Canada,
India, and the Arab World.
New to This Edition

The 16th edition of Management addresses the evolving workplace at a pivotal time
in the practice of management. Understanding that many students who use this text
are not necessarily majoring in management, this edition continues to build on our
approach of ensuring students see the importance and relevance of studying man-
agement. Each chapter opens with a common myth that students are likely to hold
about that chapter’s content. We then show them that what they thought they knew
was wrong. The objective? To demonstrate that the practice of management is not all
common sense.
Further, regardless of students’ majors or career plans, they are likely to work
in an organization. Whether that organization has three people or 300,000, there are
common challenges that employees will encounter. We provide insights throughout the
text, based on solid research, to help students survive and thrive in the workplace. In
addition to revisions that uphold this commitment to demonstrating the importance
and relevance of the course, other new aspects of this edition are highlighted below.
New Author
The most significant addition to this revision is a new co-author, Dr. Lori Long, who
has been a contributor to previous editions of this text. Dr. Long took the lead in this
revision and worked to ensure that the text maintains its reputation for readability and
relevance while introducing fresh insights and perspectives.
With a blend of corporate, consulting, research, and teaching experience in
human resource management, leadership development, culture cultivation, and inno-
vation management, Dr. Long offers a well-rounded perspective that spans theory
and practice. Her ability to bridge the gap between research and real-world applica-
tion is a defining feature of her contributions to this edition.
Focus on Current Management Topics

New chapter openers and examples throughout update the text to focus on current
management topics and emerging research. Throughout the text there is also a focus
on two forces significantly impacting management practices with insights on how
management is evolving to address them.
REMOTE AND HYBRID WORK The COVID-19 global pandemic accelerated

the adoption of remote and hybrid work in organizations. Although research is still
emerging on effective remote and hybrid work practices, today’s reality requires man-
agers to understand current best practices in offering remote and hybrid work options
and how to optimize worker productivity in remote work environments. Coverage is
provided in multiple chapters.
xxi
xxii Preface
ARTIFICIAL INTELLIGENCE (AI) AI capabilities are advancing at an exponen-

tial rate and are reshaping many management practices. AI is becoming increasingly
integrated into various aspects of business operations, from decision making to auto-
mation, and managers need to understand how AI can impact their organizations and
how to harness its potential effectively. The opportunity for engagement or use of AI
tools is addressed in every chapter of this edition.
New Chapter and Chapter Reorganization

The Management History Module has been revised to create a new chapter on the
evolution of management. This new chapter is the most comprehensive, detailed, and
updated review of management history available among introductory management
texts. At this pivotal time in the practice of management, an understanding of the his-
torical development of management concepts and practices provides context to help
students appreciate how practices evolve in response to changing societal, economic,
and technological factors. The remaining chapters have been reorganized, and the
entrepreneurship chapter has been transitioned to a module in response to the
growing number of colleges offering entrepreneurship as a separate course.
Streamlining and Enhancing Features

For this edition, we have streamlined and enhanced the features included within the
text to retain its length and focus. The “Workplace Confidential,” “It’s Your Career,”
and “Learning from Failure” features have been supplemented and updated to retain
the text’s close focus on real-world application.
The Management Practice feature at the end of each part has also been thor-
oughly revised, with an updated “Integrative Case” and a new “Practice Your Data
Analysis Skills exercise to help students hone this valuable career skill.
End-of-chapter materials have been enhanced with new and updated cases, exer-
cises, discussion questions, and much more.
Additional Chapter-by-Chapter Changes in This Edition

Chapter 1
• New Managerial Challenge: Focus on Remote or Hybrid Work
• New Managerial Challenge: Focus on Technology, including artificial intelligence
and digital transformation
• New Managerial Challenge: Focus on Employee Well-Being
Chapter 2 (new chapter on evolution of management)
• Expanded coverage into the 21st century
• New coverage of early advocates of a social-person approach
• Coverage of the new industrial revolution and other recent developments in
management research and practices
• New Learning from Failure: Learning from Failing Start-up Businesses
• New Workplace Confidential: Looking Back to Move Forward
• All new end-of-chapter questions and exercises
• New case: Uber’s CEO Gets Behind the Wheel
• New case: Managers Still Need to Be Data-Driven
Chapter 3
• New example for decision-making process
• New coverage of data and technology use in decision making
• New case: A Major League Baseball Rule Change
Chapter 4
• Expanded coverage of external environment to include investors and
environmental, social, and governance (ESG) strategy
• New coverage on impact of remote work on culture
Preface xxiii
Chapter 5
• Expanded to include emerging practices in equity and inclusion
• Expanded coverage of dimensions of diversity to include socioeconomic status
• New coverage of measuring and reporting on diversity, equity, and inclusion (DEI) work
• New table: Stages of DEI Strategy
Chapter 6
• New coverage on the impact of remote work capabilities
• New Workplace Confidential: Succeeding in a Remote Job
• New case: Lululemon Power of Three × 2 Growth Strategy
Chapter 7
• New section: Stakeholder Capitalism
• New coverage of reporting on social responsibility and sustainability efforts
including UN Sustainable Development Goals
• New Learning from Failure: From Greenwashing to Electric Cars
• New coverage on supporting ethical behavior including ethics officers and
protecting whistleblowers
Chapter 8
• New section: Static versus Scenario Planning
• New section: SMART Objectives
• New case: Johnson Controls Using OpenBlue to Reach Net Zero
Chapter 9
• Revised and expanded coverage of the strategic management process
• New case: Nvidia’s Gaming and AI Strategy
Entrepreneurial Ventures Module
• Revised chapter into a module
• Added coverage on the entrepreneurial mindset
Chapter 10
• New coverage of flexible workplace options
• New Learning from Failure: Return to Office? Workers Say No Way!
• New case: Life as a Digital Nomad in Foreign Cities
Chapter 11
• Expanded coverage of external influences on HR management, including social
and cultural factors
• New coverage on the use of technology in hiring
• New It’s Your Career: Nailing the Behavior-Based Interview
• New case: Employees with Side Hustles: It’s No Secret
Chapter 12
• New coverage on changing culture
• Expanded coverage on types of innovation including breakthrough and sustaining
innovations
• Revised and expanded coverage of strategies to stimulate innovation, including
coverage of design thinking
• New coverage of the Business Model Canvas and idea incubation
• New Learning from Failure: Giving Up on Google Glass
• New case: Microsoft: Innovative Again
Chapter 13
• New coverage on improving attitudes using artificial intelligence
• New Learning from Failure: Troublesome Leader’s Personality (WeWork)
• New case: Heat Waves Cause Employees to Walk Off the Job
xxiv Preface
Chapter 14
• New coverage of technology and motivation
• New section: Motivating Remote Workers
Chapter 15
• New section: Technology and Teams, including coverage of virtual collaboration
platforms and use of artificial intelligence
• New case: US Women’s Soccer: A Team in Transition
• New case: Taylor Swift’s Bonuses Cause Their Own “Swift Quake”
Chapter 16
• New Learning from Failure: Childhood Lessons on Failure (Sarah Blakely)
• New content on emergent leadership
• New case: New Endorsements Give Power to College Athletes
Chapter 17
• Revised and expanded coverage of technology and communication
• New case: No Meetings?
Chapter 18
• New coverage of Key Performance Indicators
• New case: Feeding Chocolate to Cows
Our Three Guiding Principles

What has allowed this text to flourish for 40 years? We think the answer is in our three
guiding principles: (1) offer cutting-edge topic coverage, (2) ensure that the writing
is readable and conversational, and (3) make certain the presentation is relevant to
students.
Cutting-Edge Topic Coverage

This book has always sought to provide the latest topic coverage. It was, for instance,
the first introductory management text to discuss organizational culture, the symbolic
view of management, behavioral decision making, sustainability, and value-chain
management. This edition continues in that tradition, with cutting-edge topics like
stakeholder investing, remote work, artificial intelligence, and employee well-being.
And, of course, the entire research base for this edition has been fully updated.
High Readability
Every textbook author claims their books are highly readable. The reality is that few
actually are. Most appear to be written more for professors than for students. From
the first edition of this text, we were determined to make the field of management
interesting and engaging for students. How did we do this? First, we committed to a
conversational writing style. We wanted the text to read like normal people talk. And
second, we relied on extensive use of examples. As your senior author learned early in
his teaching career, students often forget theories, but they remember stories. So you’ll
find a wealth of current examples in this text.
Relevance
Since this text’s inception, we have subjected every theory and concept to our “So
What?” test. We ask ourselves: Why is a specific concept relevant? Why should a student
need to know this? This test has guided us in deciding what to include and exclude over
these many editions, as well as reminding us to explain the importance and relevance
of concepts when it might not be obvious.
Preface xxv
Solving Learning and Teaching Challenges

Speaking of relevance, if there is one component of this text that instructors will find
important, it’s our focus on providing job-relevant skills for students.
In the typical introductory management class, only about 20 percent of students
are management majors. The rest are majoring in accounting, finance, marketing, infor-
mation systems, or some other business discipline. As a result, instructors tell us that
one of their most challenging obstacles in teaching the introductory management class
is convincing these non-management majors of the course’s importance. These non-
management majors often question the course’s relevance to their career goals. As one
accounting student put it, “Why do I have to take this class? I have no interest in being
a manager. My time would be better spent taking another course in tax or auditing.”
We have an answer for those students: This text and your management class
are relevant to anyone who plans to work in an organization. How? In addition to
describing what effective managers do and offering insights into how organizations
work, we include features that will help students develop the specific skills employers
are looking for in job candidates and provide guidance to help students survive and
thrive in the workplace. Let’s highlight what those features are:
WORKPLACE CONFIDENTIAL Succeeding in a Remote Job Advice for Surviving and

The emergence of remote work means companies no lon-
ger need to rely on finding talent in their local geographic
• Make sure you have the equipment you need. This is
something you can ask before you start the job. Some
Thriving in the Workplace
area. They can also save money without the need to relocate companies may even provide an allowance to purchase Regardless of whether one is work-
recruits or provide office space. As an increasing number of an ergonomic chair or other equipment.
companies offer the opportunity to work remotely, you will • If you are working from home, make sure you have a ing in an organization employing
likely see more remote jobs available, giving you the chance
to work from anywhere in the world. In fact, some countries
designated workspace. That will help you transition into
work mode, and you can walk away from the space at
three people or 300,000, there are
are even offering digital nomad visas to attract remote work- the end of your workday. But also consider alternate work common challenges that employ-
ers. These special visas allow you to work remotely from spots, especially if you need to be creative. Changing
within a country, typically for up to a year. Want to spend scenery is helpful, so scout out a good spot at the library ees will encounter. We provide
a year working from a beach in Barbados? You can! But
although remote work might sound exciting, it is a challenge.
or in a public coworking space. students with guidance for deal-
• Take care of your health. Take regular breaks and make
Before you accept that cool job working for a company on
sure you stand up and stretch regularly. Make sure you ing with these challenges in our
the other side of the country or the globe, you should first ask
yourself—is remote work right for me? Although the lure of
block out breaks on your calendar, so you don’t end up in
back-to-back meetings.
“Workplace Confidential” features.
the flexibility is clear, sometimes the downside of remote work
doesn’t surface until you are into the job. And if you do accept • Virtual meetings can cause fatigue. Consider turning
the job, how can you make sure you succeed working remotely? off your self-view on the screen—watching yourself is
Developing Resilience
“Learning from Failure” boxes
illustrate how people like Sarah
Blakely, James Dyson, and J.K. Learning from
Rowling as well as companies FA I L U R E Giving Up on Google Glass
Created by Google’s X factory, the hope of a game- Where did Google go wrong? First, Google Glass was
like Google and Volkswagen have changing innovation in wearable products ended when an example of a solution looking for a problem. Although the
encountered setbacks, assessed Google finally stopped making Google Glass 10 years technology was an interesting idea, it was not fulfilling any cus-
after a lackluster launch. The product was first introduced tomer need. And it was a high price for technology that was not
what went wrong, gained new in- in 2013 at a retail price of $1,500, offering consumers needed. Customers also complained about privacy concerns
sights from their experience, and wearable glasses allowing them to access technology via
their face instead of having to pull out a phone. The smart
because wearers could easily hit record to capture video at any
time, making the glasses unwelcome in most public places.
bounced back. glasses were discontinued two years later, having never Issues around the purpose of the glasses and the
caught on. The failure was blamed on a clunky design, high cost seemed to plague corporate sales as well.
Resilience is a valuable quality high price, and concerns around privacy. When Google announced it would stop making the Glass
for students and employees. These In 2019 Google relaunched the product as the Glass Enterprise Edition, it was part of a larger cost-cutting ini-
Enterprise Edition, which shifted the focus from consum- tiative across the company. Although it made sense that
boxes can help students see the ers to businesses with an intent to sell to industries such as Google tried to save its investment in Google Glass by
manufacturing and logistics. But again, the product failed to relaunching it to a new market, ultimately the company lost
positive side of failures and how catch on, and the company announced in 2023 that it would millions of dollars by focusing on the novelty of technology
individuals and organizations have end production. instead of the needs of the customer.62
learned from their mistakes.

xxvi Preface
IT’S YOUR CAREER that convinced your boss to try your idea? Did you
create a time management process that helps you
Nailing the Behavior-Based deliver assignments on time? And remember, not

every experience has to be a success for you to
Interview learn from it. For example, maybe you had a team
A common approach to interviewing is what is called project that was a disaster, but through the project Career Guidance
the behavior-based interview. Based on the idea that you learned how to better work in teams. We’ve found that students
Finally, practice responding to the questions
past behavior is the best predictor of future behavior,
you think you will need to answer. The STAR
appreciate career guid-
the behavior-based interview asks you to share past
method is a good way to focus your question ance. Toward that end,
experiences to demonstrate your skills and compe-
tencies. You know you are in a behavior-based inter- responses to make sure you tell the interviewer we included “It’s Your
view when the questions start with “Tell me about a what they need to know, without going on too Career” boxes that address
time when . . . ” or “Give me an example of . . . ” and long. You can organize your story to share the skills that will enhance
Situation, Task, Action, and Result.
then ask for you to share an experience that dem- career progress. These
onstrates a specific skill or ability. “Tell me about a • Situation: Share some context around the
challenge you faced. Where were you working?
include identifying your
time you had to manage a difficult customer” is an
What was your job? strengths and weaknesses,
example of a behavior-based interview question.
• Task: What was the specific problem you solved, managing your time, de-
The key to succeeding in a behavior-based interview opportunity you took advantage of, or challenge you
is preparation! Start by making a list of the skills, responded to? veloping your negotiation
abilities, or competencies that the job might require. • Action: Explain exactly what you did to resolve skills, and learning to read
The job posting is a good place to start to determine the problem, or what action you took in response an organization’s culture.
these. It is likely to list skills such as communication, to the challenge. Make sure you use “I” and not
“we” to emphasize your role, even if it was a team
teamwork, time management, and creativity.
project.
Next, think about stories you can tell to share • Result: What was the outcome? Did you save
your experiences that demonstrate you have those a customer? Get an A on the project? If you are
skills. For example, did you write a persuasive email sharing a failure, what did you learn?73
Continued Focus on Practical Applications

This edition of Management continues our commitment to provide instructors with
a comprehensive set of in-text exercises that allow students to translate what they’ve
learned into practical applications. These include, for example, end-of-chapter cases,
ethical dilemmas, and team-building exercises, plus a part-ending integrative case.
Here’s a brief summary of these applications.
Taylor Swift’s Bonuses Cause Their Own

2
CASE
APPLICATION “Swift Quake”
Taylor Swift’s Eras Tour was both a massive success and a massive production to ex-
ecute. Her three-hour-plus, 44-song live show covers themes from her 17-year career.
The 52-date sold-out US tour was an ambitious effort with elaborate stage designs
Case Applications being put up and taken down quickly.57 Fans, nearly 54,000 per show, paid an average
ticket price of $250 to see Swift’s era-themed rooms moving on stage and screen with
There are two case applications at the coordinated dance numbers, an acoustic set, and 10 outfit changes during each show.
Obviously, there is a whole lot to pay attention to on stage.58
end of each chapter. Of course, Taylor Swift’s seemingly one-woman show required a significant team
effort. Her fashion alone represented the work of several of the world’s most promi-
nent designers, and she needed help changing costumes several times each show. The
technically ambitious stage show, created and executed by designers and a variety of
workers, showcased different albums of Swift’s career with unique backdrops.59 Other
team members included the 50-plus truckers transporting sets and equipment from
one stadium to the next, caterers to feed everyone, workers handing out LED wrist-
bands that sync up to songs in unison when Swift is singing, and many more.
Preface xxvii
Starbucks Integrative Case

Each of the six parts of this book concludes with the Continuing Case:
Starbucks integrative case. This case helps students see how Starbucks—Introduction
concepts can be applied in an organization with which most Community. Connection. Caring. Committed. Coffee. Five
Cs that describe the essence of Starbucks Corporation—
are familiar as well as see the integrative nature of manage- what it stands for and what it wants to be as a business.
ment. Each part of the case has been updated with develop- With more than 32,000 stores in eighty countries, Star-
ments since the previous edition. bucks is the world’s number one specialty coffee retailer.
The company also owns the Baya, Evolution Fresh, La
Boulange, Princi, Starbucks Reserve, Seattle’s Best Coffee,
Starbucks VIA, Starbucks Refreshers, Teavana, Verismo,
and Torrefazione Italia brands.1 It’s a company that truly
epitomizes the challenges facing managers in today’s glob-
ally competitive environment. To help you better under-
stand these challenges, we’re going to take an in-depth look
at Starbucks through these continuing cases, which you’ll
find at the end of every part of the text. Each of these
Practice Your Data Analysis Skills six part-ending continuing cases will look at Starbucks
A coffee business started by three friends caught on, and from the perspective of the material presented in that part.
currently has 10 locations, the environmentally conscious Although each case “stands alone,” you’ll be able to see
founders of this business have started to consider if the gar- the progression of the management process as you work
bage generated by each store is problematic. Last month, through each one.
the average waste sent to landfills amounted to 1,500
pounds per store. Stores are open seven days a week, and
about 500 customers visit each store daily. It turns out that
single-use coffee cups, approximately 500 per day per store,
can be replaced by compostable paper cups at a cost of
$0.15 per cup. By implementing recycling, 600 pounds of
garbage per store can be diverted from going to a landfill.
P2-19. What is the waste diversion rate per store if Applied Data Analysis Skills
recycling and compostable cups are used? Assume Following the Starbucks case at the end of each section, we have
50 single-use cups equal one pound of garbage, added a new “Practice Your Data Analysis Skills” assignment for
and the waste diversion rate is calculated by students. Using a theme of a new coffee shop business, students
dividing the amount of waste diverted by the can practice basic data analysis and apply their critical thinking
total amount of waste, then multiply the total by skills to understand the implications of the data.
100. The waste diversion rate is presented as a
percentage.
SKILLS EXERCISE Developing Your Collaboration Skill
Skills Exercises About the Skill • Seek additional information. Ask individuals to provide
Collaboration is the teamwork, synergy, and cooperation additional information. Encourage others to talk and
It’s not enough to “know” used by individuals when they seek a common goal. In many more fully explain suggestions. This brainstorming
cross-cultural settings, the ability to collaborate is crucial. opportunity can assist in finding creative solutions.
something. Students need When all partners must work together to achieve goals,
to be able to apply that • Don’t become defensive. Collaboration requires open
collaboration is critically important to the process. However, communication. Discussions may focus on things you
knowledge. Skills Exercises cultural differences can often make collaboration a challenge. and others may not be doing or need to do better. Don’t
at the end of each chap- take the constructive feedback as personal criticism.
Steps in Practicing the Skill
Focus on the topic being discussed, not on the person
ter are designed to help • Look for common points of interest. The best way to start delivering the message. Recognize that you cannot always
achieve that goal. Some working together collaboratively is to seek commonalities be right!
that exist among the parties. Common points of interest
of these exercises include enable communications to be more effective.
developing your skills at Practicing the Skill
• Listen to others. Collaboration is a team effort. Everyone Interview individuals from three nationalities different
creativity, collaboration, has valid points to offer, and each individual should have
than your own about the challenges of collaborating with
an opportunity to express their ideas.
building trust, interview- individuals from different cultures. What challenges do
ing, motivating others, and • Check for understanding. Make sure you understand what different cultures create when people are asked to collabo-
the other person is saying. Use feedback when necessary. rate? How do they recommend dealing with these challenges?
acquiring power. • Accept diversity. Not everything in a collaborative effort What advice do they have for improving your ability to
will “go your way.” Be willing to accept different ideas and collaborate at work with people from different cultures?
different ways of doing things. Be open to these ideas Do they think being bilingual and traveling to different
and the creativity that surrounds them. countries will improve your ability to collaborate?
xxviii Preface
Ethics Dilemmas ETHICS DILEMMA 4-8. Do you think the use of technology in sports is
based on the desire to gain an advantage or the fear
of competing at a disadvantage?33 Is this an ethical
Each chapter presents In many ways, technology has made all of us more
concern for the use of technology?
productive; however, ethical issues do arise in how and
students with an ethical when technology is used. Take competitive amateur 4-9. What if your school (or country) were competing for
dilemma and encourages and professional sports as an example. All kinds of a championship and couldn’t afford to outfit athletes
in such equipment, and it affected their ability to
them to practice their technologically advanced sports equipment (swimsuits,
compete? Would that make a difference?
golf clubs, ski suits, etc.) have been developed that can
skills in ethical decision sometimes give competitors/players an edge over their 4-10. Given the degree of complexity and change
making and critical deci- opponents. Access to technology is expensive, meaning technology has brought to amateur and professional
sion making. technology use in sports is not equally available to sports, what can regulators (i.e., management) do to
everyone.32 gain some control over their environment?
Team Exercises
Work in today’s organi-
WORKING TOGETHER Team Exercise zations is increasingly
being done in groups
Almost a third of employees who leave their companies Compare your lists for common factors. Now choose one and teams. And being
within the first 90 days say they didn’t fit into the of the group members’ lists and, as a group, discuss: What
company’s culture.34 This suggests that learning about could you do when visiting a company for an interview to a “team player” has
a company’s culture before you accept a job could save find out whether it has the characteristics on the list? What become an important
you a considerable amount of grief. To increase the questions could be asked during the interview to find out
chances that you’ll fit with the culture of the company if the company has a strong or weak culture? What clues
quality in the hiring pro-
you next work for, form groups of three or four and share could be looked for when walking around the company to cess. To help students
the characteristics of an organizational culture each understand what the culture is like? Be ready to share your build their collaboration
group member wants (and doesn’t want) in an employer. analysis with the class.
skills, we have included
team exercises at the end
of each chapter.
MY TURN TO BE A MANAGER
• Find current examples in any popular business Coca-Cola, Disney, Exxon, and Meta made changes in
periodical of both the omnipotent and symbolic views response to investors’ or special interest groups’ demands?
“My Turn to Be of management. Write a paper describing what you Give some examples and indicate whether you agree or
a Manager” found and how your examples represent these views of
management.
disagree with the changes. Was there any evidence of
greenwashing at the company(ies) you researched?
Exercises • Consider a business that you frequent (for example, a • If you belong to a student organization, evaluate its
Additional opportuni- restaurant or coffee shop) and review the six aspects of culture by answering the following: How would you
the external environment discussed in the text. Create describe the culture? How do new members learn the
ties for students to apply a list of factors in the external environment that could culture? How is the culture maintained? If you don’t
management concepts affect the management of the business you selected. belong to a student organization, talk to another student
introduced in each chap- • Choose an organization you are familiar with or would who does and evaluate it using the same questions.
ter are the “My Turn to

like to know more about. Create a table identifying • Research remote work and work nomads. In a short
potential stakeholders of this organization. Then indicate paper, discuss the positive and negative impacts these
Be a Manager” exercises. what particular interests or concerns these stakeholders ways of working have on an organization with a strong
might have. culture. Would the effects be the same for an organization
• Activist investors and special interest groups try to pressure with a weak culture? Explain whether maintaining an
top management at companies to make significant changes organization’s culture should be different if remote
to their policies. How have executives at companies like workers and work nomads are used.
For more information and resources, visit www.pearson.com.

Preface xxix
About MyLab Management

To improve student results, we recommend pairing the text content with MyLab
Management, which is the teaching and learning platform that empowers you to reach
every student. By combining trusted author content with digital tools and a flexible
platform, MyLab personalizes the learning experience and will help your students
learn and retain key course concepts while developing skills that future employers
are seeking in their candidates. From Mini Sims to Personal Inventory Assessments
and Dynamic Study Modules, MyLab Management helps you teach your course,
your way. Learn more at https://www.pearson.com/en-us/higher-education/products-
services/mylab/management.html
Instructor Teaching Resources

Management 16e comes with the following teaching resources:
Supplements available
to instructors at www.
pearson.com Features of the Supplement
Instructor’s Manual • Chapter-by-chapter summaries
authored by Nathan • Teaching notes
Hartman from Illinois • Answers for End-of-Chapter activities
State University
Test Bank • Over 1800 multiple-choice, true/false, and short answer/

authored by Mike essay questions
Casey • Aligned to Learning Objectives from the text
• Classified according to difficulty level
• AACSB learning standard identified (Written and oral
communication, Ethical understanding and reasoning,
Analytical thinking, Diverse and multicultural work
environments, Reflective thinking, Application of
knowledge, Interpersonal relations and teamwork, and
Integration of real-world business experiences)
Computerized TestGen TestGen allows instructors to:

• Customize, save, and generate classroom tests
• Edit, add, or delete questions from the Test Item Files
• Analyze test results
• Organize a database of tests and student results.
PowerPoints Slides include all the graphs, tables, and equations in

authored by Mike the text.
Casey PowerPoints meet accessibility standards for students
with disabilities. Features include, but are not limited to:
• Keyboard and Screen Reader access
• Alternative text for images
• High color contrast between background and
foreground colors
xxx Preface
Acknowledgments
Writing and publishing is a team effort. Although there are only three names on the
cover, there are dozens of people who helped to create the text you have before you.
In addition to your three authors, this edition was greatly aided by Dr. Nathan
Hartman, Associate Professor at Illinois State University. He was instrumental in
providing research suggestions and examples as well as developing the end-of-chapter
materials.
Our team at Pearson continues to provide your authors with amazing support and
help in turning our files into a finished text. We want to specifically thank Simon
Jacobs, Toni Ackley, Samantha Lewis, Shweta Jain, and Ashley DePace. We also want
to thank our project manager, Allison Campbell, and the entire team at Integra. We
would be remiss not to also acknowledge and thank the phenomenal sales and mar-
keting people at Pearson who have been supporting the Robbins brand around the
globe for more than 45 years.
Finally, we want to thank our reviewers—past and present—for the insights they
have provided us. We are grateful to the following reviewers, as well as those who have
chosen to remain anonymous.
Reviewers of the 16th Edition

Sharon Allen, Ivy Tech Community College, IN Mary Lou Kline, Reading Area Community College, PA
Janet Brooks, Glendale Community College, CA Tammira Lucas, Harford Community College, MD
Kimberly Goudy, Central Ohio Technical College, OH Lisa McCormick, Community College of Allegheny
Oyama Hampton III, Southwest Tennessee Community County, PA
College, TN Lorrie Mowry, Mid-Plains Community College, NE
Nathan Hartman, Illinois State University, IL Patricia K. O’Connell, Lourdes University, OH
John Hawes, Golden Gate University, CA Mark Parfitt, Pennsylvania Highlands Community College, PA
Linda Hoffman, Ivy Tech Community College, IN Jonathan Reed, Florida Institute of Technology, FL
Reviewers of the 15th Edition

Kennedy Amofa, Columbia College, MO Romas A. Laskauskas, Stevenson University, MD
Jessie Bellflowers, Fayetteville Technical Community Steven Levine, Nassau Community College, NY
College, NC David Lohr, Pamplin School of Business at Virginia
Margaret Deck, Virginia Polytechnic Institute, VA Polytechnic Institute, VA
Tom Deckelman, Owens Community College, OH Dan Morrell, Middle Tennessee State University, TN
Steve Diasio, University of South Florida, FL Jennifer Muryn, Robert Morris University, IL
Lauren M. Donovan, Delaware County Community Chandran Mylvaganam, Northwood University, MI
College, PA Stefanie Phythian, University of St. Thomas, MN
Barbara Garrell, Delaware County Community College, PA Juliette Robinson Trottman, Miami Dade College, FL
Scott Geiger, University of South Florida St. Petersburg, FL Michelle Ruiz, University of Houston–Victoria, TX
Lacey Gonzalez, Lehigh Carbon Community College, PA Russell Teasley, University of North Georgia, GA
Anne Hoel, University of Wisconsin–Stout, WI Scot W. Vaver, University of Wisconsin–Stout, WI
Edward Hoeppner, University of South Florida St. Tiffany Woodward, East Carolina University, NC
Petersburg, FL Nancy Zimmerman, The Community College of Baltimore
Greg Hoffeditz, Southern Illinois University Carbondale, IL County, MD
Stephen P. Robbins,
Mary Coulter,
Lori K. Long
About the Authors
STEPHEN P. ROBBINS received his Ph.D. from the University of Arizona.

He previously worked for the Shell Oil Company and Reynolds Metals Company
and has taught at the University of Nebraska at Omaha, Concordia University
in Montreal, the University of Baltimore, Southern Illinois University at
Edwardsville, and San Diego State University. He is currently professor emeritus
in management at San Diego State. A full bio is available at stephenprobbins.com.
Dr. Robbins’s research interests have focused on conflict, power, and politics
in organizations, behavioral decision making, and the development of effective
interpersonal skills. His articles on these and other topics have appeared in such
journals as Business Horizons, the California Management Review, Business
and Economic Perspectives, International Management, Management Review,
Canadian Personnel and Industrial Relations, and The Journal of Management
Education.
Dr. Robbins is the world’s best-selling textbook author in the areas of
management and organizational behavior. His books have sold more than
14 million copies and have been translated into 20 languages. His books are
currently used at more than 1,500 U.S. colleges and universities, as well as
hundreds of schools throughout Canada, Latin America, Australia, New Zealand,
Asia, Europe, and the Arab World.
Dr. Robbins also participates in masters’ track competition. Since turning 50 in
1993, he’s won 23 national sprint championships and 14 world sprint titles. He was
inducted into the U.S. Masters Track & Field Hall of Fame in 2005.
MARY COULTER received her Ph.D. from the University of Arkansas. She held
different jobs including high school teacher, legal assistant, and city government
program planner before completing her graduate work. She has taught at Drury
University, the University of Arkansas, Trinity University, and Missouri State University.
She is currently professor emeritus of management at Missouri State University.
In addition to Management, Dr. Coulter has published other books with Pearson
including Fundamentals of Management (with Stephen P. Robbins), Strategic
Management in Action, and Entrepreneurship in Action.
When she’s not busy writing, Dr. Coulter enjoys puttering around in her flower
gardens, trying new recipes, reading all different types of books, and enjoying
many different activities with husband Ron, daughter Sarah and her husband,
James, and son-in-law Matt, and most especially with her two grandkids,
Brooklynn and Blake, who are the delights of her life!
xxxi
xxxii About the Authors
LORI K. LONG received her Ph.D. from Kent State University. As the Burton
D. Morgan Endowed Chair in Entrepreneurship at Baldwin Wallace University,
Dr. Long works across her campus to promote entrepreneurial thinking in
all disciplines and teaches courses in management and entrepreneurship.
Long’s research interests include developing entrepreneurs, online learning,
organizational culture, and effective work/life management strategies. Her
work has been published in Higher Education Skills and Work-Based Learning,
Journal of Human Resources Education, Journal of Workplace Learning,
International Journal of E-learning, Equal Opportunities International, and Journal
of Management Development, as well as several other journals, books, and
conference proceedings.
Dr. Long also consults with businesses on people management, developing
organizational culture, and building innovation ecosystems. When not working
or writing, Dr. Long can be found enjoying the outdoors and traveling with her
husband David.
Part 1 Introduction to Management
Chapter 1 Managers and You in the

Workplace
Learning Objectives
1.1 Describe who managers are and where they 1.4 Describe the factors that are reshaping and
work. redefining the manager’s job.
1.2 Explain why managers are important to 1.5 Identify career options in management and
organizations. skills that lead to career success.
1.3 List the functions and roles of managers. 1.6 Explain the value of studying management.
Managers can make or break any organization. According to some

government officials, even organized crime is threatened by poor management.
A 2021 case against a mob boss in New York suggests that the Mafia is more
likely to fail due to management challenges such as micromanagement and
lack of succession planning than it is from gang wars or snitches. Further,
younger members of the mob haven’t received effective training, making the
organization more vulnerable and leading to more arrests. Although we are in
no way encouraging illegal activity, we can learn some things from the mob’s
mistakes.1 In this chapter, we introduce you to managers and management
by looking a little more broadly at (1) who managers are, (2) where they work,
(3) what they do, and (4) why they are important. We wrap up the chapter
by looking at the factors reshaping and redefining the manager’s job and
discussing why the field of management is important to you.
Management Myth: Only those who want to be a manager need to take a management course.
Management Reality: Anyone planning to enter the workforce benefits from understanding how
management practices work.
WHO Are Managers, and Where Do They Work?

LO1.1 Describe who managers are and where they work.
You’ll find managers in a variety of settings. They run large corporations, medium-sized
businesses, and entrepreneurial start-ups. They’re found in government departments,
hospitals, not-for-profit agencies, schools, and even nontraditional organizations such
as political campaigns and music tours. Managers can also be found doing managerial
work in every country on the globe.
2 Part 1 Introduction to Management
Who Is a Manager?
It used to be fairly simple to define who managers were: They were the organizational
members who told others what to do and how to do it. It was easy to differentiate
managers from nonmanagerial employees. Now, it isn’t quite that simple. In many orga-
nizations, the changing nature of work has blurred the distinction between manag-
ers and nonmanagerial employees. Many traditional nonmanagerial jobs now include
managerial activities, and many organizations no longer have formal managers. For
example, Mercedes-Benz.io, which is an information technology (IT) subsidiary of
holacracy Mercedes-Benz, has established a holacracy organizational structure that does away
An organizational structure that aims to with traditional management roles.2 The holacracy structure aims to distribute deci-
distribute decision making throughout
sion making throughout the organization by eliminating bosses and empowering
the organization by requiring teams or
workgroups to manage themselves, teams or workgroups to manage themselves (see Exhibit 1-1).3 Workers have multiple
rather than centralizing decision making roles that might change depending on the assignment or project, with different people
in a traditional hierarchy taking the lead at different times; thus, everyone performs some management duties.
So, how do we define who managers are? A manager is someone who coordinates
manager
and oversees the work of other people so organizational goals can be accomplished.
Someone who coordinates and
oversees the work of other people A manager’s job is not about personal achievement—it’s about helping others do their
so organizational goals can be work. That may mean coordinating the work of a departmental group, or it might
accomplished mean supervising a single person. It could involve coordinating the work activities of a
team with people from different departments or even people outside the organization
such as temporary employees or individuals who work for the organization’s suppliers.
Keep in mind that managers may also have work duties not related to coordinating and
overseeing others’ work. For example, an insurance claims supervisor might process
claims in addition to coordinating the work activities of other claims clerks.
How can managers be classified in organizations? In traditionally structured orga-
nizations (often pictured as a pyramid because more employees are at lower organi-
first-line (frontline) managers
Managers at the lowest level of zational levels than at upper organizational levels), managers can be classified as
management who manage the work first-line, middle, or top (see Exhibit 1-2). At the lowest level of management, first-line
of nonmanagerial employees (or frontline) managers manage the work of nonmanagerial employees who typically
are involved with producing the organization’s products or servicing the organization’s
middle managers
customers. These managers typically have titles such as team leader, supervisor, shift
Managers between first-line managers
and the top level of the organization manager, district manager, department head, or office administrator. Middle managers
are those between first-line managers and the top level of the organization. They may
top managers have titles such as regional manager, store manager, or division manager. Middle man-
Managers at or near the upper levels agers are mainly responsible for turning the organization’s strategy into action. At the
of the organizational structure who are
upper levels of the organization are the top managers, who are responsible for mak-
responsible for making organization-
wide decisions and establishing the ing organization-wide decisions and establishing the strategy and goals that affect the
strategy and goals that affect the entire entire organization. These individuals typically have titles such as executive vice presi-
organization dent, president, managing director, chief operating officer, or chief executive officer.
Exhibit 1-1
Organization
Holacracy Structure
Roles
Teams
Chapterr1 Managers and You in the Workplace 3
Exhibit 1-2
Top Levels of Management
Managers
Middle Managers
First-Line Managers
Nonmanagerial Employees
In organizations such as Mercedes-Benz.io, where the teams are self-managed

and leaders may change based on the project or other work demands, management
is still needed. Someone must coordinate and oversee the work of others, even if that
“someone” changes as work tasks or projects change or that “someone” doesn’t neces-
sarily have the title of manager.
Where Do Managers Work?

Managers work in organizations, but what is an organization? It’s a deliberate organization
arrangement of people to accomplish some specific purpose. As we shared in the A deliberate arrangement of people to
accomplish some specific purpose
introduction, the Mafia is actually an organization. Your college or university is also
an organization; so are fraternities and sororities, government departments, churches,
Apple, your neighborhood grocery store, Girl Scouts of America, the Pittsburgh
Penguins hockey team, and the Mayo Clinic. All these entities have three common
characteristics (see Exhibit 1-3).
First, an organization has a distinct purpose that is typically expressed through
goals the organization seeks to accomplish. Second, each organization is composed of
people. It takes people to perform the work that’s necessary
for the organization to achieve its goals. Third, all organiza-
tions develop a deliberate structure within which members
do their work. That structure may be open and flexible, with
no specific job duties, or it may require strict adherence to
explicit job arrangements. For instance, most big projects at
Alphabet (the parent company of Google) are tackled by
small, focused employee teams that set up in an instant and
complete work just as quickly. Or the structure may be more
traditional—like that of Procter & Gamble—with clearly
defined rules, regulations, job descriptions, and some mem-
bers identified as “bosses” who have authority over other
members. In the military, there is a well-defined hierarchy.
In the US Air Force, the General of the Air Force is the
highest-ranking officer and Second Lieutenant is the lowest
ranking officer. Between the two are nine officer ranks.
Projects at Google are often tackled by small
Many of today’s organizations are structured more like Alphabet, with flexible teams like this one working in their Shanghai,
work arrangements, employee work teams, open communication systems, and sup- China, office.
plier alliances. In these organizations, work is defined in terms of tasks to be done. Source: Imaginechina Limited/Alamy
And workdays have no time boundaries because work can be—and is—done any- Stock Photo
where, anytime. However, no matter what type of approach an organization uses,
some deliberate structure is needed so work can get done, with managers overseeing
and coordinating that work.
Exhibit 1-3
Distinct Deliberate Characteristics of Organizations
Purpose Structure
People
WHY Are Managers Important?

LO1.2 Explain why managers are important to organizations.
Managers are important to organizations. Why? Let’s look at three reasons.
The first is that organizations need their managerial skills and abilities more than
ever in uncertain, complex, and chaotic times. As organizations deal with today’s
challenges—employee expectations for flexibility, the worldwide economic uncer-
tainty, rapidly advancing technology—managers play an important role in identifying
critical issues and crafting responses.
A second is that they’re critical to getting things done. They create and coordinate
the workplace environment and work systems so that others can perform their tasks.
Or, if work isn’t getting done or isn’t getting done as it should be, managers are the
ones who find out why and get things back on track.
Third, managers make a difference in an organization’s performance. How do we
know that? The Gallup Organization, which has polled millions of employees and tens
of thousands of managers, has found the single most important variable in employee
success is their interaction with their manager. Starting with the hiring process, Gallup
has determined that the quality of the manager is a top factor for workers deciding to
accept a job. Further, employees report that managers impact their engagement with the
organization, how hard they work, and their decisions to stay or leave a company. These
worker behaviors directly impact an organization’s success or failure.4 Thus, the abilities
and actions of managers have a direct impact on an organization’s performance.
MANAGEMENT Versus Managers

LO1.3 List the functions and roles of managers.
Now that we know who managers are, where they work and why they are important,
we need to understand what they actually do. To explain what managers do, first we
will define management, and then we will explore the four functions of the practice of
management and the roles managers engage in at work.
What Is Management?
management Management involves coordinating and overseeing the work activities of others so
Coordinating and overseeing the work their activities are completed efficiently and effectively. We already know that coor-
activities of others so their activities are
dinating and overseeing the work of others is what distinguishes a managerial posi-
completed efficiently and effectively
tion from a nonmanagerial one. However, this doesn’t mean that managers or their
employees can do what they want anytime, anywhere, or in any way. Instead, manage-
ment involves ensuring that work activities are completed efficiently and effectively
by the people responsible for doing them, or at least that’s what managers should be
doing.
efficiency Efficiency refers to getting the most output from the least amount of inputs
Getting the most output from the least or resources. Managers deal with scarce resources—including people, money, and
amount of inputs or resources equipment—and want to use those resources efficiently. Efficiency is often referred to
as “doing things right,” that is, not wasting resources. For example, Hilton Hotels uses
a centralized reservation and customer service center to simplify operations and lower
costs. Hilton also provides a centralized supply chain management solution that pro-
vides all of its hotel locations with the best prices, fastest delivery, and highest qual-
ity of inventory and supplies. These efficient, centralized management operations have
helped sustain Hilton for more than 100 years, making it a leader in the hotel industry.5
effectiveness
It’s not enough, however, just to be efficient. Management is also concerned with
Doing those work activities that will result employee effectiveness. Effectiveness is often described as “doing the right things,”
in achieving goals that is, doing those work activities that will result in achieving goals. Hilton’s focus
Guest service agents at Hilton Hotels have

access to information on guests that belong to
their Hilton Honors customer reward program.
They can use the information to customize the
experience for each guest.
Source: Sorbis/Shutterstock
on the customer experience is a key reason the hotel has had sustained success.6 The
company builds customer loyalty through its Hilton Honors program that rewards
customers for frequent stays and also improves the customer experience by recording
customer preferences and making them available to the management at any property
where a guest stays. The managers at Hilton know to focus on the right thing—the
customer—in order to ensure loyalty and success, because a hotel depends on custom-
ers choosing to stay at each location.
Whereas efficiency is concerned with the means of getting things done, effective-
ness is concerned with the ends, or attainment of organizational goals (see Exhibit 1-4).
In successful organizations, high efficiency and high effectiveness typically go hand
in hand.
What Do Managers Do?

Now let’s take a more detailed look at what managers do. Describing what managers
do isn’t easy. Just as no two organizations are alike, no two managers’ jobs are alike.
Despite this, management researchers have developed different approaches to describe
what managers do. Let’s take a closer look at manager functions and manager roles.
MANAGEMENT FUNCTIONS According to the functions approach, managers per-

form certain activities or functions as they efficiently and effectively coordinate the
work of others. What are these functions? Henri Fayol, a French businessman in the
early part of the twentieth century, suggested that all managers perform five functions:
planning, organizing, commanding, coordinating, and controlling.7 (See Chapter 2 for
more information.) Today, we use four functions to describe a manager’s work: plan-
ning, organizing, leading, and controlling (see Exhibit 1-5). Let’s briefly look at each.
If you have no particular destination in mind, then any road will do; however, if
you have someplace in particular you want to go, you have to plan the best way to get
Efficiency (Means) Effectiveness (Ends) Exhibit 1-4

Resource Goal Efficiency and Effectiveness
Usage Attainment in Management
Low Waste High Attainment
Management Strives for:

Low Resource Waste (high efficiency)
High Goal Attainment (high effectiveness)
Exhibit 1-5 Planning Organizing Leading Controlling

Four Functions of Management
Setting goals, Determining Motivating, Monitoring
establishing what needs leading, and activities Achieving the
strategies, and to be done, any other to ensure organization’s
developing how it will actions involved that they are stated
plans to be done, and in dealing with accomplished purposes
coordinate who is to do it people as planned
activities
there. Because organizations exist to achieve some particular

purpose, someone must define that purpose and the means
for its achievement. Managers are that someone. As manag-
ers engage in planning, they set goals, establish strategies
for achieving those goals, and develop plans to integrate and
coordinate activities.
Managers are also responsible for arranging and struc-
turing the work that employees do to accomplish the orga-
nization’s goals. We call this function organizing. When
managers organize, they determine what tasks are to be
done, who is to do them, how the tasks are to be grouped,
who reports to whom, and where decisions are to be made.
Every organization has people, and a manager’s job is to
work with and through people to accomplish goals. This is the
leading function. When managers motivate subordinates, help
Leading is an important function of The resolve work group conflicts, influence individuals or teams
Container Store manager Jaimie Moeller (left). as they work, select the most effective communication channel, or deal in any way with
She influences the behavior of employees by employee behavior issues, they’re leading.
leading them in a team huddle before they The final management function is controlling. After goals and plans are set
begin their workday. Coaching employees
(planning), tasks and structural arrangements are put in place (organizing), and
to succeed in the store’s team-selling
environment helps Moeller achieve the store’s people are hired, trained, and motivated (leading), there has to be an evaluation of
sales performance and customer service goals. whether things are going as planned. To ensure goals are met and work is done as it
Source: James Borchuck/Tampa Bay should be, managers monitor and evaluate performance. Actual performance is com-
Times/Zumapress.com/Alamy Stock Photo pared with the set goals. If those goals aren’t achieved, it’s the manager’s job to get
work back on track. This process of monitoring, comparing, and correcting is the
controlling function.
Just how well does the functions approach describe what managers do? Do man-
agers always plan, organize, lead, and then control? Not necessarily. What a manager
planning
Management function that involves setting
does may not always happen in this sequence. However, regardless of the order in
goals, establishing strategies for achieving which these functions are performed, managers do plan, organize, lead, and control
those goals, and developing plans to as they manage.
integrate and coordinate activities
MANAGEMENT ROLES Another perspective has been offered by Henry Mintzberg,
organizing
Management function that involves a well-known management researcher who studied actual managers at work. In his
arranging and structuring work to first comprehensive study, Mintzberg concluded that what managers do can best
accomplish the organization’s goals be described by looking at the managerial roles they engage in at work.8 The term
leading
managerial roles refers to specific actions or behaviors expected of and exhibited by
Management function that involves a manager. As shown in Exhibit 1-6, Mintzberg found 10 roles, grouped around inter-
working with and through people to personal relationships, the transfer of information, and decision making.
accomplish organizational goals The interpersonal roles involve people (subordinates and persons outside the
controlling
organization) and other ceremonial and symbolic duties. The three interpersonal
Management function that involves roles are figurehead, leader, and liaison. The informational roles involve collecting,
monitoring, comparing, and correcting receiving, and disseminating information. The three informational roles are monitor,
work performance disseminator, and spokesperson. Finally, the decisional roles entail making deci-
managerial roles sions or choices and include entrepreneur, disturbance handler, resource allocator, and
Specific actions or behaviors expected negotiator. As managers perform these roles, Mintzberg proposed that their activities
of and exhibited by a manager included both reflection (thinking) and action (doing).9
Exhibit 1-6
R PERSONAL ROL
TE ES Mintzberg’s Managerial Roles
IN Source: Based on H. Mintzberg, The Nature
Leader
of Managerial Work (New York: Prentice
Hall, 1983).
Figurehead Liaison
ROLES
Entrepreneur Monitor
Mintzberg’s
DECISIO
Managerial
Disturbance Roles
NA L
Handler
Disseminator
IO
NA
Resource
AT
Allocator
L
RM
RO
Negotiator Spokesperson
LE
O
S F
IN
A number of follow-up studies have tested the validity of Mintzberg’s role catego- interpersonal roles
ries, and the evidence generally supports the idea that managers—regardless of the Managerial roles that involve people and
other duties that are ceremonial and
type of organization or level in the organization—perform similar roles.10 However, symbolic in nature
the emphasis that managers give to the various roles seems to change with organiza-
tional level.11 At higher levels of the organization, the roles of disseminator, figure- informational roles
head, negotiator, liaison, and spokesperson are more important, whereas the leader Managerial roles that involve collecting,
receiving, and disseminating information
role (as Mintzberg defined it) is more important for lower-level managers than it is for
either middle or top-level managers. decisional roles
So which approach is better, managerial functions or Mintzberg’s propositions? Managerial roles that revolve around
Although each does a good job of depicting what managers do, the functions approach making choices
still seems to be the generally accepted way of describing the manager’s job. “The
classical functions provide clear and discrete methods of classifying the thousands of
activities managers carry out and the techniques they use in terms of the functions
they perform for the achievement of goals.”12 Still, managerial roles provide insights
into what managers do while planning, leading, organizing, and controlling.
MANAGERIAL Challenges Today and into the Future

LO1.4 Describe the factors that are reshaping and redefining
the manager’s job.
In today’s world, managers are dealing with a host of challenges. The COVID-19 global
pandemic had a significant and lasting impact on how organizations manage the
workforce and the role of the manager. Three trends that will continue to disrupt and
transform management practices are the normalization of remote or hybrid work, the
use of technology, and the changing expectations of employees on how organizations
support their overall well-being.13 remote work
The practice of accomplishing work
Focus on Remote or Hybrid Work tasks away from the company’s worksite
One of the most significant outcomes of the COVID-19 pandemic has been the growth of
hybrid work
remote and hybrid working. Remote work is the practice of accomplishing work tasks The practice of working remotely part of
away from the company’s worksite; hybrid work is the practice of working remotely part the time but working at the company’s
of the time and on-site part of the time. Although remote and hybrid working options have worksite as well
existed for a long time, not all organizations embraced them.

During the global lockdown at the start of the pandemic, how-
ever, many organizations quickly adapted to remote work by
necessity. But as the need to work remotely diminished, work-
ers continued to demand remote work options because they
found the flexibility improved their overall work–life balance.
Not only are remote and hybrid options attractive to workers,
but evidence also shows that remote workers are more produc-
tive, which means companies benefit as well.14
As flexible work options continue to grow, managers will
need to develop skills to manage employees in a remote work
environment. Gartner estimates that nearly 70 percent of
manager–employee relationships today are at least partly asyn-
chronous, which means the manager and the employee are not
physically together interacting in real-time.15 As a result, man-
Managers of remote workers must rely upon
agers will have less involvement in workers’ day-to-day activities and will need to focus
data and customer feedback to evaluate
employee performance. more on managing the outputs of employees’ work and less on the process to get to those
Source: Dragos Condrea/Alamy Stock Photo outputs. For example, a remote customer service center manager can’t walk around and
observe employees talking to customers. Instead, the manager will need to rely on feed-
back from customers to know if employees are doing a good job. That feedback will often
come from software that monitors the customer service calls.
Focus on Technology
Monitoring customer service calls is just one example of how technology is transform-
digital transformation ing the practice of management. Many organizations are engaging in strategic digital
The process of rethinking how to use transformation by rethinking how they use technology, people, and processes to accom-
technology, people, and processes to
plish the work of the organization. For example, in the practice of management, new
accomplish the work of the organization
technology will likely replace many tasks previously done by managers such as assigning
artificial intelligence (AI) work and encouraging productivity. In fact, some organizations are using technology
Hardware or software systems that learn such as artificial intelligence to provide employees feedback on their work. Artificial
to make decisions and carry out actions
intelligence (AI) refers to hardware or software systems that learn to make decisions
on behalf of the people that operate the
systems and carry out actions on behalf of the people that operate the systems. Essentially, AI is
a computer making decisions that normally involve human intelligence.16
gig economy Technology has also impacted companies’ use of temporary or contract work-
The labor market created by workers
ers. Contract workers are not company employees; rather, they work for a company
doing freelance work
on an as-needed basis. The evolution of apps such as Door Dash and Uber have
transformed the contract labor market, allowing workers to
generate income via a side hustle or create a full-time job
by bringing together different gig work arrangements. This
evolution is often referred to as the gig economy because
it describes a new labor market of workers doing freelance-
type work. This development is also creating new challenges
for managers. From scheduling and meeting work needs to
ensuring worker safety, managing gig workers will continue
to impact the practice of management.17
Focus on Employee Well-Being

Now and into the future, managers will need to focus more
on employee well-being. Generally, well-being means that a
person judges their life as positive and feels good, but there
are many dimensions to well-being, including physical and
mental health.18 Managers are becoming more critical to
Gig workers often work for more than one
improving employee well-being. For example, a Gallup study in 2002 found that 10 per-
company in order to piece together a full-
time job.
cent of workers reported their boss as a source of stress that affected their engagement
Source: Sundry Photography/Alamy with work. Twenty years later that number had grown to 70 percent, which means
Stock Photo now more than ever, the manager’s role is important in reducing employees’ stress.19
And it is worthwhile to do so, because there is strong evi-

dence that employees that are less stressed are more produc-
tive.20 As our understanding of the impact of mental health
on worker productivity has expanded, companies have real-
ized the need to support employee well-being and expand
managerial skill sets. For example, to support well-being,
managers will need to build skills in coaching and providing
emotional support to employees.
Management’s approach to building a diverse and inclu-
sive work environment also impacts employee well-being.
Although companies have understood the importance of
hiring employees with diverse backgrounds for many years,
the future of management will require a more strategic focus
on diversity, equity, and inclusion, as we will explore more
thoroughly in Chapter 5. Following the viral #MeToo move-
Companies are finding time in the workday to
ment in 2017, which brought the issues of sexual harassment
support employee wellness through activities
and assault to the forefront, and the growth of the Black Lives Matter movement in such as yoga and meditation offered onsite.
2020, organizations have become aware of the importance of creating a diverse, equi- Source: Bill Cheyrou/Alamy Stock Photo
table, and inclusive workplace.21 Companies not only can improve recruitment and
retention efforts but also will see other impacts such as more creativity and innovation
as well as better service to the customer. For example, the health insurance company
Anthem’s intentional efforts to diversify its leadership team to reflect its customer
base has helped improve customer satisfaction now that the company has a better
understanding of customer needs.22
Learning from
FA I L U R E Successful Managers Learn from Their Failures
Microsoft cofounder Bill Gates says, “It’s fine to celebrate While classmates in high school, Bill Gates and Paul
success, but it is more important to heed the lessons of Allen started Traf-O-Data. They designed a computerized
failure.” And Jeff Bezos, founder and CEO of Amazon, microprocessor that would analyze traffic data and create
actually prides himself on his failures. He says, “I’ve made reports for the state of Washington highway department’s
billions of dollars of failures.” Bezos embraces risk, and traffic engineers. The goal was to optimize traffic and end
Amazon has created a culture that has an extreme toler- road congestion. Unfortunately, their first demo didn’t
ance for failure. For instance, Amazon Destinations tried to work, and the idea later became obsolete when the state of
sell hotel rooms and bombed. So did Amazon’s effort to cre- Washington offered to tabulate the tapes for cities for free.
ate a mobile wallet, offer songs, and allow customers to Although the concept failed, it provided Gates and Allen
test out apps before buying. One of its biggest failures was with the software skills that would lead to their creating a
Fire Phone, which lost $170 million, but led to Echo—its new start-up called “Micro-Soft.”
popular voice-activated speaker. And although you probably have a profile on LinkedIn,
Behind thousands of success stories are paths strewn founder Reid Hoffman’s first attempt at building an online
with setbacks and often failures. Remember: No one goes networking site failed. SocialNet failed because it was unfo-
undefeated all the time. But out of those setbacks, for cused in its purpose, attempting to help people connect
those individuals and organizations with persistence and for a variety of purposes from finding a roommate to find-
the willingness to evaluate, change, and adapt—success ing true love. However, Hoffman credits his success with
frequently prevails. And what applies to managers and com- LinkedIn as resulting from this failure, noting that “one of
panies also applies to you. You’re going to make mistakes, the things I learned from that whole experience, was that
have setbacks, and sometimes fail in your endeavors. You you should focus on one domain that really matters to peo-
need to learn from these and move on. For instance: ple and just do that really well.”23
J. K. Rowling was a single mother, financially supported We think there’s a lot for you to learn through reading
by governmental assistance, who had her manuscripts about others’ failures, so throughout this text we include
rejected by more than a dozen publishers before she found examples that illustrate major failures, what individuals
one to publish Harry Potter. Ms. Rowling, now a billionaire, and organizations learned, and the changes they made in
is one of the richest women in Britain. response.24
WHAT Careers Are in Management?

LO1.5 Identify career options in management and skills that
lead to career success.
The increasing complexity of today’s workplace is driving the need for managers in
organizations. According to the Bureau of Labor Statistics, employment in the broad
category of management occupations is expected to grow 8 percent by 2031, which is
above the average for all occupations.25 The need for financial managers is projected
as the fastest growth area (15.5 percent) due to the increased importance of manag-
ing risk in organizations, which we will talk about in Chapter 18. The growing digital
economy is also increasing the demand for computer and information systems manag-
ers.26 Beyond the expected career opportunities, why should you consider a career in
management?
There are real rewards from holding a managerial position. There’s the satisfac-
tion of creating a work environment in which organizational members can do their
work to the best of their ability and thus help the organization achieve its goals. You
help others find meaning and fulfillment in their work. You get to support, coach,
and nurture others and help them make good decisions. In addition, as a manager,
you often have the opportunity to think creatively and use your imagination. You’ll
get to meet and work with a variety of people—both inside and outside the organiza-
tion. Other rewards may include receiving recognition and status in your organiza-
tion and in the community, playing a significant role in influencing organizational
outcomes, and receiving attractive compensation in the form of salaries, bonuses, and
stock options (see Exhibit 1-7).
What Skills Do Managers Need?

If you are considering a career as a manager, you can start now by building skills
to help you succeed. We have all heard stories about a “bad boss” who either makes
your job miserable or maybe doesn’t even know what you do. Organizations often fail
to pick the person with the right skills or fail to train someone that is promoted to
become a manager. This happens because a career in management often occurs after
showing proficiency in another area. For example, one study found that salespeople
who bring in high sales numbers are most often promoted to become a manager.27
However, just because someone is good at their job does not mean they will be a good
manager. Working as a sales representative requires a different skill set than working
as a manager. In fact, the same study also found that sales performance was negatively
correlated with performance as a sales manager; that is, the best salespeople are the
worst managers!28
UPS is a company that often promotes workers to managers but understands the
importance of management skills.29 The company’s on-road supervisors are immersed
in a new manager orientation where they learn people and time management skills. The
company started an intensive eight-day off-site skills training program for first-line man-
agers as a way to improve its operations. What have supervisors learned from the skills
training? Some things they mentioned learning were how to communicate more effec-
tively and how to comply with safety laws and labor practices.
Exhibit 1-7 Occupation 2021 Median Pay

Management Salaries
Computer and Information Systems Managers $159,010
Source: US Bureau of Labor Statistics,
Occupational Outlook Handbook (data from Architectural and Engineering Managers $152,350
September 8, 2022). Advertising, Promotions, and Marketing Managers $133,380
Financial Managers $131,710
Compensation and Benefits Managers $127,530
Top Exhibit 1-8

Conceptual Interpersonal Technical
Managers Skills Needed at Different
Managerial Levels
Middle
Managers
Lower-Level
Managers
What types of skills do managers need? Robert L. Katz proposed that managers
need three critical skills in managing: technical, human, and conceptual.30 (Exhibit 1-8
shows the relationships of these skills to managerial levels.) Technical skills are the technical skills
job-specific knowledge and techniques needed to proficiently perform work tasks. Job-specific knowledge and techniques
needed to proficiently perform work
These skills tend to be more important for first-line managers because they typically
tasks
manage employees who use tools and techniques to produce the organization’s prod-
ucts or service the organization’s customers. Often, employees with excellent technical
skills get promoted to first-line manager. Managers also need interpersonal skills, interpersonal skills
which involve the ability to work well with other people both individually and in a The ability to work well with other people
individually and in a group
group. Because all managers deal with people, these skills are equally important to
all levels of management. Managers with good human skills get the best out of their
people. They know how to communicate, motivate, lead, and inspire enthusiasm and
trust. Finally, conceptual skills are the skills managers use to think and to concep- conceptual skills
tualize about abstract and complex situations. Using these skills, managers see the The ability to think and to conceptualize
organization as a whole, understand the relationships among various subunits, and about abstract and complex situations
visualize how the organization fits into its broader environment. Managers then can
effectively direct employees’ work.
Within these three core skill areas, managers may require specific skills depend-
ing on the company, their area of responsibility, or current workplace challenges.
For example, managing workers in today’s complex world that includes remote
work and the need to pay attention to workers’ mental health requires managers to
develop their skills in empathy or the ability to understand others’ emotions and
respond with compassion. Tricia Alcamo, the Chief People Officer at FanDuel, a
gaming, fantasy sports, and sports betting company, knows that empathy is key to
leadership success, noting that workers have much more going on than you see on
the surface. When she joined FanDuel, she implemented a new leadership develop-
ment program to help managers across the organization develop emerging skills
such as empathy.31
WHY Study Management?

LO1.6 Explain the value of studying management.
If you’re not a management major nor planning on a career in management, you
might rightly ask: Why should I study management? We can give you three reasons:
the universality of management, the reality of work, and the insights it can provide
you into life at work.
The Universality of Management

We can say with absolute certainty that management is needed in all types and sizes of universality of management
organizations, at all organizational levels, in all organizational work areas, and in all The reality that management is
needed in all types and sizes of
organizations, regardless of where they’re located. This is known as the universality organizations, at all organizational levels,
of management (see Exhibit 1-9). In all these organizations, managers must plan, in all organizational areas, and in all
organize, lead, and control; however, that’s not to say that management is always organizations worldwide
Exhibit 1-9
Universal Need for All Sizes of Organizations
Management Small Large
All Organizational Areas

Management All Types of Organizations
Manufacturing—Marketing
Human Resources—Accounting Is Needed
in... Profit Not-for-Profit
Information Systems—etc.
All Organization Levels
Bottom Top
done in the same way. What a supervisor in an applications testing group at Snap Inc.
(developer of Snapchat) does versus what the CEO of Snap Inc. does is a matter of
degree and emphasis, not function. Because both are managers, both will plan, orga-
nize, lead, and control. How much and how they do so will differ.
Management is universally needed in all organizations. And organizations that are
well managed—and we’ll share many examples of these throughout the text—develop
a loyal customer base, grow, and prosper, even during challenging times. Those that
are poorly managed find themselves losing customers and revenues. By studying man-
agement, you’ll be able to recognize poor management and work to get it corrected.
The Reality of Work

Another reason for studying management is the reality that for most of you, once
you graduate from college and begin your career, you will either manage or be man-
aged. For those who plan to be managers, an understanding of management forms
the foundation upon which to build your management knowledge and skills. For those
of you who don’t see yourself managing, you’re still likely to have to work with man-
agers. Our experience tells us that you can gain a great deal of insight into the way
your boss (and fellow employees) behave and how organizations function by studying
management.
Gaining Insights into Life at Work

A good number of students regularly remind your authors that they’re not planning a
career in management. These students’ career goals are to be accountants or financial
analysts or marketing researchers or computer programmers. They ask us: Why do
I need to take a management course? Our answer is: Because understanding man-
agement concepts and how managers think will help you get better results at work
and enhance your career. And who knows, you may become a manager someday.
Oftentimes, successful employees are promoted to managerial roles. For example, you
may begin your career as an auditor with a major accounting firm and find that, a few
years later, you’re overseeing an audit team or you’re a partner thrust into managing
a regional office.
Throughout this text you’ll encounter pages that we call “Workplace Confidential.”
This feature will introduce you to challenges you’re likely to face at work—like orga-
nizational politics, an uncommunicative boss, or an unfair performance review—and
offer you specific suggestions on how to deal with these challenges.
If you expect to work with others—whether it’s in a Fortune 100 corporation or
in a three-person start-up—studying management can pay demonstrable dividends.
Another random document with
no related content on Scribd:
Zaborowski, p. 216, also identifies the Sacæ with the Persians. On
this whole subject see Herodotus, VII, 64; also Feist, 5.
259 : 21. Massagetæ. Zaborowski, 1, p. 285, says: “The first
information of history concerning the peoples of Turkestan refers to
the Massagetæ, whose life was exactly the same as that of the
Scythians (Herodotus, I, 205–216). They enjoyed a developed
industrial civilization while they remained nomads. They were
doubtless composed of ethnic elements different from the Scythians,
but probably already spoke the Iranian tongue, like them. And since
the time of Darius, at least, there were in Turkestan with them and
beside them, Sacæ, whom the Greeks have always regarded as
Scythians come from Europe.”
Minns, Scythians and Greeks, p. 11, says: “The Scyths and the
Massagetæ were contemporaneous and different. The Massagetæ are
evidently a mixed collection of tribes without an ethnic unity; the
variety of their customs and states of culture shows this and
Herodotus does not seem to suggest that they are all one people.
They are generally reckoned to be Iranian.... The picture drawn of
the nomad Massagetæ seems very like that of the Scythians in a
rather ruder stage of development.”
Herodotus, I, 215, describes them as follows: “In their dress and
mode of living the Massagetæ resemble the Scythians. They fight
both on horseback and on foot, neither method is strange to them....
The following are some of their customs,—each man has but one
wife, yet all wives are held in common; for this is a custom of the
Massagetæ and not of the Scythians, as the Greeks wrongly say.
Human life does not come to its natural close with this people; but
when a man grows very old, all his kinsfolk collect together and offer
him up in sacrifice; offering at the same time some cattle also. After
the sacrifice they boil the flesh and feast on it; and those who thus
end their days are reckoned the happiest. If a man dies of disease
they do not eat him, but bury him in the ground, bewailing his ill
fortune that he did not come to be sacrificed. They sow no grain, but
live on their herds and on fish, of which there is great plenty in the
Araxes. Milk is what they chiefly drink. [Cf. the eastern Siberian
tribes of the present day.] The only god they worship is the sun, and
to him they offer the horse in sacrifice, under the notion of giving to
the swiftest of the gods, the swiftest of all mortal creatures.”
D’Arbois de Jubainville, 4, t. I, p. 231 declares they were the same
as the Scyths.
Horse sacrifices are said to prevail among the modern Parses. On
the whole, the Massagetæ appear to have been largely Nordic.
259 : 24. Kirghizes. See Zaborowski, 1, pp. 216, 290–291.
259 : 25 seq. See the note to p. 119 : 15.
260 : 3. Gibbon, chap. LXIV. Also called the battle of Lignitz.
Lignitz is the duchy, and Wahlstatt a small village on the battlefield.
260 : 8. See the notes to pp. 224 : 3 and 259 : 21.
260 : 17. Feist, 5, pp. 1, 427–431, says the Tokharian is related to
the western rather than to the Iranian-Indian group of languages,
and places the Tokhari in northeast Turkestan. (See the note to p.
119 : 13.) On p. 471 he identifies the Yuë-Tchi and Khang with Aryans
from Chinese Turkestan, basing himself on Chinese annals, the date
being given as 800 B. C. Cf. also the notes to p. 224 : 3 of this book.
260 : 21. See DeLapouge, 1, p. 248; Feist, 5, p. 520.
260 : 29–261 : 5. See Feist, above, in the note to 260 : 17.
261 : 6. Traces. See the note to p. 70 : 12.
261 : 17. Deniker, 2, pp. 407 seq.; G. Elliot Smith, Ancient
Egyptians, p. 61; Ripley, p. 450.
BIBLIOGRAPHY
Abercromby, J. Bronze Age Pottery, 1912.

Alsina, Juan A. European Immigration to the Argentine, 1898.
Appian of Alexandria:
1. De Rebus Hispaniensibus.
2. De Bello Annibalico.
3. Appian’s Roman History, with an English translation by Horace
White, 2 vols. London, Wm. Heinemann; New York, Macmillan,
1912–1913.
4. Appiani Historia Romana. Edidit Ludovicus Mendelssohn.
Lipsiæ, Trübner, 1878–1881.
Arbois de Jubainville, M. H. d’:
1. “Les Celts en Espagne,” Revue Celtique, vols. XIV and XV.
2. “Les Celts et les langues celtiques,” Revue archéologique, série
2, t. XLIII, pp. 87–96, 141–155.
3. “Les Gaulois dans l’Italie du Nord,” Rev. Celt., vol. XI.
4. Les premiers habitants de l’Europe.
Avebury, Lord (Sir John Lubbock). Prehistoric Times, 7th ed. New
York, Henry Holt & Co.; London, Williams and Norgate, 1864–
1913.
Avienus, Rufius Festus. Ora maritima.
Bannwarth, E. See Studer.

Bassanovitch, I. Materials on the Anthropology of the Bulgars: The
Lomsk District, pp. 3–186. 1891.
Beddoe, John:
1. The Anthropological History of Europe. 1893.
2. “The Kelts of Ireland,” Journal of Anthropology, 1870–1871, pp.
117–131.
3. “On the Stature and Bulk of Man in the British Isles,” Memoirs
of the Anthropological Society, vol. III, pp. 384–573, London,
1867–1869.
4. The Races of Britain. Bristol and London, 1885.
5. Scottish Review, vol. XIX, 1892.
Belloc, H. The Old Road. London, Constable & Co., 1911.
Bertrand, Alexandre. (With S. Reinach.) Les Celts dans les vallées du
Pô et du Danube. Paris, E. Leroux, 1894.
Binder, Julius. Die Plebs. Leipsig, G. Bohme, Deichert, 1909.
Boas, F.:
1. Changes in the Bodily Form of the Descendants of Immigrants.
Document 208. Washington, D. C., Government Printing Office,
1911.
2. “Modern Populations of America,” 19th International Congress
of Americanists, pp. 569 seq., 1915. Washington, D. C.
Boni, G. Roma. Notizie degli Scavi; série 5, pp. 123 seq. and 375 seq.,
1903.
Bork, Ferdinand. Die Mitanni Sprache. Berlin, W. Peiser, 1909.
Botsford, George Willis. The Roman Assemblies. Macmillan, 1909.
Boule, M.:
1. “Essai de paléontologie stratigraphique de l’homme,” Revue
d’anthropologie, série 3, t. III, pp. 129–144, 272–297, 385–411,
647–680. 1888.
2. “La taille et les proportions du corps de l’homo
neanderthalensis,” Compte-Rendue, Inst. franc. anth., pp. 57–
60. 1912.
3. Various writings.
Breasted, James H.:
1. Ancient Times, A History of the Early World. Boston, Ginn &
Co., 1916.
2. “The Origins of Civilization,” Scientific Monthly, vols. IX, nos. 4,
5, 6, and X, nos. 1, 2, 3.
3. A Survey of the Ancient World. Boston, Ginn & Co., 1919.
4. History of Egypt and other writings.
Breuil, L’Abbé H.:
1. “Les peintures rupestres d’Espagne,” (avec Serrano Gomez et
Cabre Aguilo), L’Anthropologie, t. XXIII, 1912.
2. (With Obermaier.) “Les premiers travaux de l’Institut de
Paléontologie humaine.” L’Anthr., t. XXIII, 1912.
3. “Les subdivisions du paléolithique supérieure et leur
signification,” Congr. intern. d’anth. et d’arch. préhist., Compte-
Rendue, XIV, pp. 165–238, Sess. Genève, 1912.
Broca, Paul:
1. “Les peuples et les monuments megalithiques: les Vandals en
Afrique,” Rev. d’Anth., série 1, V.
Bryce, George. The Remarkable History of the Hudson Bay
Company. New York, Scribner, 1900.
Bryce, James. The Holy Roman Empire. Macmillan, 1904.
Bruhnes, Jean. “Race et nation,” Le Correspondant, Paris,
September, 1917.
Burke, U. R. A History of Spain, 2d ed. London, Longmans, Green &
Co., 1900.
Burrowes, R. M. The Discoveries in Crete. London, J. Murray, 1907.
Bury, J. B.:
1. A History of Greece. Macmillan, 1917
2. A History of the Later Roman Empire, 2 vols. Macmillan, 1889.
Cahun, Léon. Histoire de l’Asie. Paris, Armand Colin et Cie., 1896.

Caldwell, Bishop R. A Comparative Grammar of the Dravidian or
South Indian Family of Languages, 2d ed. London, K. Paul,
Trench, Trübner & Co., 1913.
Candolle, Alphonse de. Histoire des Sciences et des savants depuis
deux siècles, 2me éd. Genève, H. Georg, 1806–1893.
Cartailhac, Émile.:
1. La France préhistorique d’après les sepultures et les
monuments, 2me éd. Paris, 1903.
2. (With H. Breuil.) Various writings.
Castle, William E.:
1. Genetics and Eugenics. Cambridge, Harvard University Press,
1916.
2. Heredity. New York, D. Appleton & Co., 1911.
Cattell, J. McKeen. “A Statistical Study of American Men of Science,”
Science, N. S., vol. XXIV, nos. 621–623, and vol. XXXII, nos. 827
and 828.
Chantre, Ernest:
1. “Recherches anthropologiques dans l’Asie occidentale,” Extrait
des Archives du musée d’histoire naturelle de Lyon. Lyon, 1895.
2. Recherches anthropologiques dans le Caucase, 4 vols. Paris,
1885–1887.
Clay, Albert T. The Empire of the Amorites. Yale University Press,
1919.
Clemenceau, Georges. South America To-day. New York and
London, G. Putnam & Sons, 1911.
Collignon, R.:
1. “L’anthropologie au conseil de révision, etc.,” Bulletin de la
Société d’anthropologie, pp. 736–805. 1890. Also Bull. Soc.
d’anth., 1883.
2. “Anthropologie de la France: Dordogne, Charente, Creuse,
Corrèze, Haute-Vienne,” Mémoires de la Société
d’anthropologie, série 3, I, fasc. 3, pp. 3–79.
3. “Anthropologie du sud-ouest de la France,” Mém. Soc. d’anth.,
série 3, fasc. 4.
4. “Étude anthropométrique élémentaire des principales races de
France,” Bull. Soc. d’anth., pp. 463–526, 1883.
5. “Étude sur l’ethnographie générale de la Tunisie,” Bull. de
géographie historique et descriptive, Paris, 1887.
6. “L’indice céphalique des populations françaises,” L’Anth., série
1, pp. 200–224, 1890.
7. “Répartition de la couleur des yeux et des cheveux chez les
Tunisiens sédentaires,” Rev. d’anth., série 3, t. III, 1888.
Comparetti, Domenico. “Le leggi di gortyna, e le altre iscrizioni
arcaiche cretesi,” Monumenti Antichi, vol. III, Milano, 1893.
Conklin, Edwin G.:
1. Heredity and Environment. Princeton University Press, 1915.
2. “The Mechanism of Evolution in the Light of Hereditary
Development,” Scientific Monthly, vols. IX, no. 6, 1919, and X,
nos. 1, 2, 3, 1920.
Constantinus Porphyrogenitus. Corpus scriptorum historiæ
byzantinæ.
Conway, R. S.:
1. Early Italic Dialects. Cambridge University Press, 1897.
2. “The Pre-Hellenic Inscriptions of Præsos,” Annual of the British
School at Athens, vol. VIII, pp. 125–157.
3. “A Third Eteocretan Fragment,” Ann. Brit. Sch. at Athens, vol.
X, pp. 115–127.
Crawford, O. G. S. “Distribution of Early Bronze Age Settlements in
Britain,” Geographical Journal, XL, pp. 184 seq., 1912.
Cuno, J. G. Forschungen im Gebiete der alten Völkerkunde. Berlin,
1871.
Cvijič, Jovan:
1. “The Geographical Distribution of the Balkan Peoples,”
Geographical Review, vol. V, no. 5, pp. 345–361, May, 1918.
2. “The Zones of Civilization of the Balkan Peninsula,” Geog. Rev.,
vol. V, no. 6, June, 1918.
Darwin, Charles. The Descent of Man, 2d ed. London, John Murray,

1901.
Davenport, Charles B.:
1. The Feebly Inhibited, Nomadism ... Inheritance of
Temperament. Washington, D. C., Carnegie Institution, 1915.
2. Heredity in Relation to Eugenics. New York, Henry Holt & Co.,
1911.
Davis, J. Barnard:
1. Thesaurus Craniorum. London, 1867.
2. (With J. Thurnam.) Crania Britannica. 2 vols. London, 1865.
Dawkins, W. Boyd. Early Man in Britain. London, Macmillan, 1880.
Dawson, Charles:
1. “On the Discovery of a Palæolithic Human Skull and Mandible
in a Flint-bearing Gravel Overlaying the Wealden (Hastings
Beds) at Piltdown, Fletching, Sussex.” With an appendix by Prof.
G. Elliot Smith (with A. Smith Woodward), Quarterly Journal of
the Geological Society, vol. LXIX, part I, pp. 117–151, London,
1913.
2. “Prehistoric Man in Sussex,” Zoologist, series 4, vol. XVII, pp.
33–36.
3. “Supplementary note, On the Discovery of a Palæolithic Human
Skull and Mandible,” Quart. Jour. Geol. Soc., vol. LXX, pp. 82–
99, London, 1914.
Déchelette, J. Manuel d’archéologie. Paris, A. Picard et Fils, 1908.
Deniker, J.:
1. “Les races de l’Europe, Note préliminaire,” L’anthropologie, vol.
IX, pp. 113–133, Paris, 1898.
2. The Races of Man. New York, Scribner; London, Walter Scott,
1902.
Dill, Samuel:
1. Roman Society in the Last Century of the Western Empire, 2d
ed. Macmillan, 1906.
2. Roman Society from Nero to Marcus Aurelius. Macmillan,
1905.
Diodorus Siculus. Bibliothecæ historicæ.
Dionysius Perigetes. Orbis descriptio.
Dottin, G. Manuel Celtique. Paris, Édouard Champion, 1915.
Dubois, E. Pithecanthropus Erectus, eine menschenähnliche
Uebergangsform aus Java. Batavia, 1894.
Duckworth, W. L. H.:
1. Morphology and Anthropology. Cambridge University Press,
1904.
2. Prehistoric Man. New York, Putnam, 1912.
Dugdale, R. L. The Jukes. New York, Putnam, 1877.
Eginhard. Life of Charlemagne, Glaister translation. London, George

Bell & Sons, 1877.
Evans, Sir Arthur J.:
1. “Cretan Pictographs and Pre-Phœnician Script,” Journal of
Hellenic Studies, vol. XIV, part 2, pp. 270–373. 1895.
2. “Essai de classification des époques de la civilisation
minoienne,” Report of the British Association, 1904 (1905),
London, 1906.
3. “Further Discoveries of Cretan and Ægean Script,” Jour. of
Hellenic Studies, vol. XVII, pp. 327–395. 1898.
4. Prehistoric Tombs of Knossos. 1906.
5. “Reports of Excavations at Cnossus,” Ann. Brit. Sch. at Athens,
vols. VI-X.
6. Scripta minoa. Oxford, Clarendon Press, 1909.
Evans, Sir John. Ancient Bronze Implements ... of Great Britain and
Ireland. Longmans, Green & Co., 1881.
Faguet, Émile. Le culte de l’incompétence. Paris, B. Grasset, 1914.

Feist, Sigismund:
1. Address to the International Congress at Gratz. 1909.
2. Beiträge z. Geschichte der Deutschen Sprache u. Literatur,
XXXI, 2, Sept. 15, 1910.
3. Europa im Lichte der Vorgeschichte “Quellen und Forschungen
zur alten Geschichte und Geographie,” 19, 1910.
4. Geschichte Deutschen Sprachen und Kultur der Indo-
Germanen. 1913.
5. Kultur, Ausbreitung und Herkunft der Indo-Germanen. Berlin,
Weidmann, 1913.
Ferrero, Guglielmo. The Greatness and Decline of Rome. New York,
Putnam, 1909.
Fischer, Eugen. Die Rehobother Bastards. Jena, Fischer, 1913.
Fischer, E. “Fossile Hominiden,” Sonderabdruck Handwörterbuch
Naturwissenschaft, Bd. IV, Jena, 1913.
Fisher, H. A. L. The Political History of England, vol. IV. Edited by
William Hunt and Reginald Poole. London, Longmans, Green &
Co., 1906.
Fisher, Irving. National Vitality, Its Wastes and Conservation.
Senate Document, no. 676, vol. III, 60th Congress, 2d Session.
Washington, D. C., Government Printing Office, March, 1910.
Fleure, H. J. (with James, T. C.). “Anthropological Types in Wales,”
Journal of the Royal Anthropological Institute of Great Britain
and Ireland, vol. XLVI, pp. 35–154.
Fleure, H. J. (with L. Winstanley). “Anthropology and Our Older
Histories,” Jour. Roy. Anth. Inst., vol. XLVIII, pp. 155 seq.
Flower and Lydekker. Mammals, Living and Extinct. London, Adam
and Charles Black, 1891.
Ford, Henry Jones. The Scotch-Irish in America. Princeton
University Press, 1915.
Frank, Tenney:
1. “Race Mixture in the Roman Empire,” American Historical
Review, vol. XXI, no. 4, July, 1916.
2. Roman Imperialism. Macmillan, 1914.
Freeman, E. A.:
1. A Historical Geography of Europe. Edited by J. B. Bury, 3d ed.
London, Longmans, Green & Co., 1912.
2. Race and Language. Historical Essays, series 3, pp. 173–230.
New York and London, Macmillan, 1879.
Fritsch, Gustave. Das Haupthaar und seine Bildungsstätte bei den
Rassen des Menschen. Berlin, 1912.
Funel, L. “Les parlers populaires du département des Alpes-
Maritimes,” Bull. géogr. hist. et descrip., no. 2, 1897.
Fustel de Coulanges. La cité antique, 2me éd. Paris, L. Hachette et
Cie., 1866.
Gaillard, Claude. (See Lortet, Louis.) “Les Tatonnements des
Égyptiens de l’ancien empire à la recherche des animaux à
domestiquer,” Revue d’ethnographie, 1912.
Galton, Sir Francis. Hereditary Genius. London and New York,
Macmillan & Co., 1892.
Garstang, S. J. The Land of the Hittites. London, Constable & Co.,
1910.
Gatterer, J. C. Comm. Societ. Reg. Scient., XIII, Göttingen.
Geer, Baron Gerard de. “A Geochronology of the Last 12,000 Years,”
Compte-Rendue de la session 1910, du Congrès Géol. Intern., vol.
XI, fasc. 1, pp. 241–257.
Gibbon. Decline and Fall of the Roman Empire.
Gindely, Anton. History of the Thirty Years’ War. New York, G.
Putnam’s Sons, 1884.
Giuffrida-Ruggeri, V. “A Sketch of the Anthropology of Italy,” Jour.
Roy. Anth. Inst., vol. XLVIII, pp. 80–103. 1918.
Gjerset, Knut. The History of the Norwegian People. New York,
Macmillan, 1915.
Glück, Leopold. “Zur Physischen Anthropologie der Albanesen,”
Wissenschaftliche Mitteilungen aus Bosnien und Herzegovina.
Gowland, W. “The Metals in Antiquity,” Jour. Roy. Anth. Inst., vol.
XLII, pp. 235–288.
Grant, Madison. “The Origin and Relationships of North American
Mammals,” Eighth Annual Report of the New York Zoological
Society, New York, 1904.
Green, John R. A History of the English People. New York, Harper,
1878.
Greenwell, W., Canon. British Barrows. Oxford, 1877.
Gregory, W. K.:
1. “The Dawn Man of Piltdown, England,” American Museum
Journal, vol. XIV, New York, May, 1914.
2. “Facts and Theories of Evolution, with Special Reference to the
Origin of Man,” Dental Cosmos, pp. 3–19, March, 1920.
3. “Studies on the Evolution of the Primates,” Bull. Amer. Mus.
Nat. Hist., vol. XXXV, article xix, New York, 1916.
Gross, V. La Tène, un oppidum helvète. Supplément, 1886, to Les
Protohelvètes. Berlin, 1883.
Grierson, G. A. A Linguistic Survey of India, vol. IV, Munda and
Dravidian Languages. Calcutta, 1906.
Grillière, M. le Dr. “La taille des conscrits corréziens de la classe
1910,” Bull. Soc. d’anth., série VI, t. IV, pp. 392–400. 1913.
Haddon, A. C.:
1. The Races of Man and Their Distribution. London, Milner & Co.
2. The Study of Man. New York, Putnam; and London, Bliss
Sands, 1898.
3. The Wanderings of Peoples. Cambridge University Press, 1912.
Haeckel, Ernest. The Riddle of the Universe. Harper, 1901.
Hall, H. R. The Ancient History of the Near East, 3d edition.
London, Methuen & Co., 1916.
Hall, Prescott F.:
1. Immigration, 2d ed. New York, Henry Holt & Co. 1908.
2. “Immigration Restriction and World Eugenics,” Journal of
Heredity, vol. X, no. 3, pp. 125–127, Washington, D. C., March,
1919.
Harrison, J. P. “On the Survival of Racial Features in the Population
of the British Isles,” Jour. Roy. Anth. Inst., vol. XII, pp. 243–258.
Hart, H. H. Sterilization as a Practical Measure. Russell Sage
Foundation.
Hauser, O. See Klaatsch.
Hawes, C. H.: 1. “Some Dorian Descendants?” Ann. Brit. Sch. at
Athens, no. XVI, pp. 254–280. 1909–1910.
2. (With H. B. Hawes.) Crete, the Forerunner of Greece, 1911.
Herodotus. History of the World.
Hervé, G.:
1. “Les brachycéphales néolithiques,” Revue d’école
d’anthropologie, tome IV, pp. 392–406, Paris, 1894; V, pp. 18–
28, 1895.
2. “Les populations lacustres,” Rev. d’école d’anth., t. V, pp. 137–
154, Paris, 1895.
Hirt, Herman:
1. Die Indo-Germanen, ihre Verbreitung, ihre Urheimat und ihre
Kultur. Strassburg, Trübner, 1905.
2. “Die Urheimat ... der Indo-Germanen,” Geographische
Zeitschrift, Bd. I, Leipsig, 1895.
His and Rütimeyer. Crania Helvetica. Basel, 1861.
Hodgkin, Thos. Italy and Her Invaders.
Hoernes, Moritz:
1. “Die Hallstattperiode,” Archive für Anthropologie, Bd. XXXI,
pp. 233–283. 1905.
2. Urgeschichte d. Mensch. Wien, 1890.
Holmes, T. Rice:
1. Ancient Britain, and the Conquests of Julius Cæsar. Oxford
2. Cæsar’s Conquest of Gaul. Oxford University Press, 1911.
Homer. The Iliad; the Odyssey.
Horace. Epodes.
Hrdlička, Aleš.:
1. “The Genesis of the American Indian,” 19th International
Congress of Americanists, pp. 559 seq., Washington, D. C., 1915.
2. “The Most Ancient Skeletal Remains of Man,” Report,
Smithsonian Institution, pp. 481–552, Pub. 2300, 1913.
Washington, D. C., Government Printing Office, 1914.
3. “Old White Americans,” 19th Internat’l Congress of
Americanists, pp. 582 seq. Washington, D. C., 1915.
Hoton. See Peake.
Huntington, Ellsworth:
1. Civilization and Climate. Yale University Press and Oxford
2. The Pulse of Asia. Boston, Houghton Mifflin Co., 1907.
Jacobs, J. “On the Racial Characteristics of Modern Jews,” Jour.

Roy. Anth. Inst., vol. XV, pp. 23–62. 1885–1886.
James, T. C. (with Fleure, H. J.). “Anthropological Types in Wales,”
Jour. Roy. Anth. Inst., vol. XLVI, pp. 35–154. 1916.
Jessen, A. (Et Thomsen, Thomas). Une trouvaille de l’ancien âge de
la pierre. Copenhague, Braband, 1906.
Johnston, Sir Harry H.:
1. The Negro in the New World. London, Methuen & Co., 1910.
2. “On North African Animals, A Survey of the Ethnography of
Africa,” Jour. Roy. Anth. Inst., vol. XLIII, pp. 375–422.
4. Views and Reviews. London, Williams and Norgate, 1912.
Jones, David B. (With Rhys, John.) The Welsh People. London,
Macmillan, 1900.
Jones, Sir J. Morris. “Pre-Aryan Syntax in Insular Celtic,” Appendix
B of Rhys and Jones, The Welsh People. London, Macmillan, 1900.
Jordan, David Starr. War and the Breed. Boston, The Beacon Press,
1915.
Jordanes. History of the Goths, Mierow translation. Princeton
Josephus, Flavius. De Bello Judaico, or The Jewish War of Flavius
Josephus, translated by Robert Traill. London, Houlston &
Stoneman, 1851.
Kanitz, P. F. Donau-Bulgarien und der Balkan. Leipsig, 1875.

Keane, A. H.:
1. Ethnology. Cambridge University Press, 1896.
2. Man, Past and Present. Cambridge University Press, 1900. Also
new edition by Ouiggin & Haddon.
Keary, C. F. The Vikings in Western Christendom. London, T. Fisher
Unwin, 1891.
Keith, Arthur:
1. Ancient Types of Man. Harper, 1911.
2. The Antiquity of Man. London, Williams and Norgate, 1915.
3. “Presidential Address to the Royal Anthropological Society of
Great Britain and Ireland,” Jour. Roy. Anth. Inst., vol. XLV, pp.
12–23. 1915.
Keller, Ferdinand. The Lake-Dwellings of Switzerland and Other
Parts of Europe, translated by John Edward Lee, F.S.A., F.G.S., 2d
edition. London, Longmans, Green & Co., 1878.
King, L. W.:
1. Chronicles Concerning the Early Babylonian Kings. London,
Luzac & Co., 1907.
2. The History of Babylonia and Assyria. London, Chatto.
Vol. I, The History of Sumer and Akkad, 1910.
Vol. II, The History of Babylon, 1915.
Klaatsch, H. Homo-Aurignacius Hauseri, 1909.
Klaatsch, H., and O. Hauser. Archiv für Anthropologie, 1908.
Klaproth, J. Tableaux historiques de l’Asie. Paris, 1826.
Kluchevsky, V. O. A History of Russia, 3 vols., translated by C. J.
Hogarth. London, Dent & Sons; New York, E. P. Dutton, 1911–
1913.
Kolrausch, F. Deutsche Geschichte.
Kraus, Franz Xaver. Dante. Berlin, 1897.
Kretschmer, P. Einleitung in die Geschichte der Griechischen
Sprache. Göttingen, 1896.
Kurth, G. “La frontière linguistique en Belgique,” Mém. couronnés
Acad. R. Scien. Lit. et Beaux Arts de Belg., XLVIII, vol. I, 1895;
vol. II, 1898. Brussels.
Lapouge, V. C. de:
1. L’Aryen, son rôle sociale. Paris, 1899.
2. Les Sélections sociales. Paris, 1896.
Laughlin, Harry H. Eugenics Record Office Bulletins, 10A and 10B.
Part I. “The Scope of the Committee’s Work.” Part II. “The Legal,
Legislative and Administrative Aspects of Sterilization.” Cold
Spring Harbor, Long Island, N. Y., Feb., 1914.
Lecky, W. E. H. A History of European Morals, 2 vols. New York, D.
Appleton & Co., 1900.
Lefèvre, A. Germains et Slavs. 1903.
Lewis, A. L. “The Menhirs of Madagascar,” Jour. Roy. Anth. Inst.,
vol. XLVII, pp. 448–455. 1917.
Livi, R. Antropometria Militaire, Parte I, “Dati Antropologia ed
Etnologici.” Roma, 1896.
Livius, Titus. Historiæ romanæ decades.
Lortet, Louis. (And Gaillard, Claude.) “La faune momifiée de
l’ancienne Égypte,” Musée d’histoire naturelle de Lyon, Archives,
vol. VIII, no. 2; vol. IX, no. 2. Lyon, 1903–1907.
Lydekker. See Flower.
McCulloch, J. R. A Statistical Account of the British Empire, 3 vols.

London, Longmans, Brown, Green & Longmans, 1854.
McCulloch, Oscar C. “The Tribe of Ishmael,” Report of the 15th
Annual Conference of Charities and Corrections, pp. 154–159.
1888.
MacCurdy, George Grant:
1. “Eolithic and Palæolithic Man,” American Anthropologist, N. S.,
vol. XI, no. 1, pp. 92–101. 1909.
2. “The Eolithic Problem,” Amer. Anth, N. S., vol. VII, no. 3, pp.
425–480. 1905.
3. “Recent Discoveries Bearing on the Antiquity of Man in
Europe,” Smithsonian Report for 1909. Washington, D. C.,
Government Printing Office, 1910.
Mackenzie, Sir Duncan:
1. “The Middle Minoan Pottery of Knossos,” Jour. of Hellenic
Studies, vol. XXVI, pp. 243–268. 1906.
2. “Cretan Palaces,” Ann. Brit. Sch. at Athens, vols. XI-XIV.
MacLean, Hector:
1. “The Ancient Peoples of Ireland and Scotland Considered,” Jour.
Roy. Anth. Inst., vol. XX, pp. 154–179. 1890–1891.
2. “On the Comparative Anthropology of Scotland,”
Anthropological Review, vol. IV, pp. 209–226. 1866.
Madsen, A. P. (With Sophus Müller, etc.) Affaldsdynger fra
Stenalderen i Danmarck. Kjobenhavn, 1900.
Malte-Brün, V. A. “Carte archéologique de la France,” Bull. Soc. de
Géogr., série 6, XVII, pp. 319–526, Paris, 1879.
Martin, Rudolf. Lehrbuch der Anthropologie. Jena, Gustave Fischer,
1914.
Matthew, W. D.:
1. “Climate and Evolution.” Published by the New York Academy
of Sciences, vol. XXIV, pp. 171–318. New York, 1915.
2. “Revision of the Lower Eocene Primates,” Bull. Am. Mus. Nat.
Hist., vol. XXXIV, pp. 429–483, New York, Sept., 1915.
Meillet, Antoine. Introduction à l’étude comparative des langues
Indo-Européens. Paris, Hachette et Cie., 1912.
Menzel, W. Geschichte der Deutschen. Stuttgart, 1834.
Merriam, John C. “The Beginnings of Human History Read from the
Geological Record: The Emergence of Man,” Scientific Monthly,
vols. IX and X, 1919–1920.
Messerschmidt, L. Die Hetiter (der Alte Orient, IV, 1), 2te Auflage,
1902. Leipsig, 1909.
Metchnikoff, Elie. Nature of Man. Putnam, 1903.
Meyer, Eduard:
1. Ægyptische Chronologie. Berlin, 1904–1907.
2. Geschichte des Altertums, 2te Auflage, 1ster Bd., 2te Hälfte.
Stuttgart und Berlin, 1909.
3. Die Sclaverei im Altertum. Dresden, 1898.
4. Sumerier und Semiten in Babylonien. Berlin, 1906.
5. “Zur ältesten Geschichte der Iranier,” Zeitschrift für
vergleichende Sprachforschung, 1907.
Meyer, Leo. “Über den Ursprung der Namen Indo-Germanen,
Semiten und Ugro-Finner,” Göttinger Gelehrte Nachrichten,
philologische-historische Klasse, 1901.
Miller, Gerrit S.:
1. “The Jaw of the Piltdown Man,” Smithsonian Miscellaneous
Collections, vol. LXV, no. 12. Washington, D. C., Nov., 1915.
2. “The Piltdown Jaw,” American Journal of Physical
Anthropology, vol. I, no. 1, pp. 25–52, Jan.-Mar., 1918.
Minns, E. H. Scythians and Greeks. Cambridge University Press,
1913.
Modestov, Vasilii Ivanovich. Introduction à l’histoire romaine. Paris,
F. Alcan, 1907.
Mommsen, Theodor. A History of the Roman Provinces, translated
by William P. Dickson. Scribner, 1887.
Montelius, Oscar:
1. “Die Chronologie der ältesten Bronzezeit,” Arch. f. Anth., Bd. 25,
pp. 443 seq. 1900.
2. The Civilization of Sweden in Heathen Times, translated by F.
H. Woods. London, Macmillan, 1888.
3. La Civilisation primitive en Italie, Stockholm, 1895.
4. Kulturgeschichte Schwedens von den ältesten Zeiten. Leipsig,
1906.
5. L’Anthropologie, série XVII, 1906.
6. Archive f. Anth., Bd. XVII, pp. 151–160; XIX, pp. 1–21; XXI, pp.
1–40.
Morgan, de. Rev. de l’école d’anth., t. XVII, p. 411, 1907.
Morgan, Thomas Hunt:
1. Heredity and Environment. Princeton University Press, 1915.
2. Heredity and Sex. Columbia University Press, 1914.
Mortillet, G. de
1. Formation de la nation Française. Paris, 1897.
2. (With A. de Mortillet.) Le préhistorique. C. Reinwald, Paris,
1883.
Much, Mathæus. Die Heimat der Indo-Germanen im Lichte der
urgeschichtlichen Forschung. Berlin, 1902.
Müllenhoff, C. V. Deutsche Altertumskunde. Berlin, 1870–1892.
Müller, Friedrich:
1. Grundriss der Sprachwissenschaft. Wien, 1884.
2. Reise der österreichischen Fregatte Novara um die Erde in den
Jahren 1857–9, unter den Befehlen des Commodore B. von
Wiellerstorf-Ubair. Wien. Linguistischer, 1867.
Müller, Sophus:
1. Affaldsdynger fra Stenalderen i Danmarck, Kjobenhavn, 1900.
(With A. P. Madsen, etc.)
2. L’Europe préhistorique, tr. du Danois, ... par Emmanuel
Philipot. Paris, J. Lamarre, 1907.
3. Nordische Alterthumskunde. Strassburg, 1897.
Munro, Dana Carleton. A Source Book of Roman History. D. C.
Heath & Co. Boston, New York and Chicago, 1904.
Munro, John. The Story of the British Race. New York, D. Appleton
& Co., 1907.
Munro, R.: 1. The Lake-Dwellings of Europe. London, Cassell & Co.,
1890.
2. Palæolithic Man and the Terramara Settlements. Macmillan,
1912.
3. Discussion in Jour. Roy. Anth. Inst. for 1890.
Myres, J. L. “A History of the Pelasgian Theory,” Jour. of Hellenic
Studies, vol. XXVII, pp. 170–226, 1907.
Nansen, Fridtjof. In Northern Mists. New York, Frederick A. Stokes,

1911.
Nordenskiöld, Erland. “Finland: The Land and the People,”
Geographical Review, vol. VII, no. 6, pp. 361–375, June, 1919.
Obédénare, M. G. La Roumanie économique. Paris, 1876.
Obermaier, Hugo:
1. “El Hombre Fósil,” Museo National de Ciencias Naturales,
Madrid, 1916.
2. Der Mensch der Vorzeit. München, R., 1912.
3. (With Breuil.) See Breuil, 2.
Oloriz. “Distribución geográfica del Indice cefálica,” Boletín Sociedad
Geográfica de Madrid, vol. XXXVI, 1894.
Oman, Sir Charles:
1. The Dark Ages. London, Rivington’s Press, 1905.
2. England before the Norman Conquest. London, Methuen & Co.;
or New York, Putnam, 1913.
Oppert, Jules. Le peuple et la langue des Mèdes. Paris, 1879.
Osborn, Henry Fairfield:
1. Men of the Old Stone Age, 2d edition. New York, Scribner, 1918.
2. The Origin of Life. New York, Scribner, 1917.
Palgrave, Sir Francis. The Rise and Progress of the English

Commonwealth. London, 1832.
Parkman, Francis:
1. The Old Régime in Canada. Boston, Little, Brown & Co., 1905.
Parsons, F. G. “Anthropological Observations on German Prisoners
of War,” Jour. Roy. Anth. Inst., vol. XLIX. 1919.
Pausanias. Description of Greece.
Payne, Edward John. A History of the New World Called America.
Oxford Press, vol. I, 1892; vol. II, 1899.
Peake, H. J. E.:
1. Memorials of Old Leicestershire. 1911.
2. “Racial Elements Concerned in the First Siege of Troy,” Jour.
Roy. Anth. Inst., vol. XLVI, pp. 154–173. 1916.
3. (With Hoton.) “A Saxon Graveyard at East Shefford, Berks,”
Jour. Roy. Anth. Inst., vol. XLV, pp. 92–131.

Management 16E 16Th Edition Stephen P Robbins Full Chapter PDF

Uploaded by

Document Information

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

Management 16E 16Th Edition Stephen P Robbins Full Chapter PDF

Uploaded by

Copyright:

Available Formats

Management, 16e 16th Edition Stephen

Organizational Behavior, 19th Global Edition Stephen P.

Purchasing and Supply Management, 16e 16th Edition P.

Essentials of Organizational Behavior, Global Edition,

Electrical Wiring Industrial. 16th Edition Stephen L.

Marketing Management (16th edition) Philip Kotler

Financial Management Theory & Practice 16th Edition

Robbins & Cotran Pathologic Basis of Disease (Robbins

Fundamentals of Financial Management, 16e 16th Edition

To David, Henry, & Emerson

Please contact www.AskPearsonSupport.com with any queries on this content.

Library of Congress Cataloging-in-Publication Data

ISBN 10: 0-13-809064-5

Part 1 Introduction to Management 1

Part 2 Basics of Managing in Today’s Workplace 71

Part 3 Planning 176

Part 4 Organizing 236

Part 5 Leading 321

Part 6 Controlling 465

Part 1 Introduction to Management 1

Chapter 1: Managers and You in the Workplace 1

Chapter 2: The Evolution of Management 21

Chapter 3: Making Decisions 46

Part 1: Management Practice 68

Part 2 Basics of Managing in Today’s Workplace 71

Chapter 4: Influence of the External Environment

Organizational Culture: Guiding Employee Behavior 78

Chapter 5: Diversity, Equity, and Inclusion 93

Chapter 6: Managing in a Global Environment 122

Chapter 7: Managing Social Responsibility and Ethics 144

Social Responsibility and Economic Performance 148

Part 2: Management Practice 170

Part 3 Planning 176

Chapter 8: Foundations of Planning 176

Specific versus Directional Plans 179

Chapter 9: Managing Strategy 195

Entrepreneurial Ventures Module 219

Part 3: Management Practice 233

Part 4 Organizing 236

Chapter 10: Designing Organizational Structure 236

Chapter 11: Managing Human Resources 262

Chapter 12: Managing Change and Innovation 290

Exploring Innovation 301

Part 4: Management Practice 318

Part 5 Leading 321

Chapter 13: Understanding and Managing Individual Behavior 321

Emotions and Emotional Intelligence 332

Chapter 14: Motivating Employees 354

Preparing For: Exams/Quizzes 374

Chapter 15: Managing Groups and Teams 385

Chapter 16: Being an Effective Leader 409

Contingency Theories of Leadership 413

Chapter 17: Managing Communication 441

Communication and Technology 451

Part 5: Management Practice 461

Part 6 Controlling 465

Chapter 18: Management Control 465

Information Controls 478

Planning and Control Techniques Module 493

Managing Operations Module 507

Value Chain Strategy 510

Part 6: Management Practice 518

New to This Edition