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Jan 01, 2015  Management (12th Edition) PDF Download, By Richard L. Daft, ISBN:, Today’s managers and organizations are being buffeted by massive. 2.3 Change Management – A Brief Overview of the Field 21 2.4 Reasons for Change 26 2.5 Models of and Approaches to Change and Change Management 30 2.5.1 Some key traditional models of change and change management 31 2.5.1.1 The planned approach to organisational change – Kurt Lewin’s model of change 31.

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Contingency View

A second recent extension to management thinking is the contingency view. The classical perspective assumed a universalist view. Management concepts were thought to be universal; that is, whatever worked—management style, bureaucratic structure—in one organization would work in another. In business education, however, an alternative view exists. In this case view, each situation is believed to be unique. Principles are not universal, and one learns about management by experiencing a large number of case problem situations. Managers face the task of determining what methods will work in every new situation.

To integrate these views, the contingency view emerged.81 Here neither of the other views is seen as entirely correct. Instead, certain contingencies, or variables, exist for helping management identify and understand situations. The contingency view tells us that what works in one setting might not work in another. Contingency means that one thing depends on other things, and a manager’s response to a situation depends on identifying key contingencies in an organizational situation.

One important contingency, for example, is the industry in which the organization operates. The organizational structure that is effective for an Internet company such as Google would not be successful for a large auto manufacturer such as Ford. As well, a management-by-objectives (MBO) system that works well in a manufacturing firm might not be right for a school system. When managers learn to identify important patterns and characteristics of their organizations, they can then fit solutions to those characteristics.

Total Quality Management

The theme of quality is another concept that permeates current management thinking. The quality movement is strongly associated with Japanese companies, but these ideas emerged partly as a result of American influence after World War II. The ideas of W. Edwards Deming, known as the “father of the quality movement,” were initially scoffed at in the United States, but the Japanese embraced his theories and modified them to help rebuild their industries into world powers.82 Japanese companies achieved a significant departure from the American model by gradually shifting from an inspection-oriented approach to quality control toward an approach emphasizing employee involvement in the prevention of quality problems.83

During the 1980s and into the 1990s, total quality management (TQM), which focuses on managing the total organization to deliver better quality to customers, moved to the forefront in helping U.S. managers deal with global competition. The approach infuses high-quality values throughout every activity within a company, with front-line workers intimately involved in the process. Four significant elements of quality management are employee involvement, focus on the customer, benchmarking, and continuous improvement, often referred to as kaizen.

Employee involvement means that achieving better quality requires companywide participation in quality control. All employees are focused on the customer; companies find out what customers want and try to meet their needs and expectations. Benchmarking refers to a process whereby companies find out how others do something better than they do and then try to imitate or improve on it. Continuous improvement is the implementation of small, incremental improvements in all areas of the organization on an ongoing basis. TQM is not a quick fix, but companies such as General Electric, Texas Instruments, Procter & Gamble, and DuPont achieved astonishing results in efficiency, quality, and customer satisfaction through total quality management.84 TQM is still an important part of today’s

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42 Chapter 1 Innovative Management for a Changing World

organizations, and managers consider benchmarking in particular a highly effective and satisfying management technique.85

Some of today’s companies pursue highly ambitious quality goals to demonstrate their commitment to improving quality. For example, Six Sigma, popularized by Motorola and General Electric, specifies a goal of no more than 3.4 defects per million parts. However, the term also refers to a broad quality-control approach that emphasizes a disciplined and relentless pursuit of higher quality and lower costs. TQM will be discussed in detail in Chapter 15.

•The quantitative perspective uses mathematics, statistical techniques, and computer technology to facilitate management decision making, particularly for complex problems.

•The post–World War II period saw the rise of several new ideas that are a part of modern management.

•A system is a set of interrelated parts that function as a whole to achieve a common purpose. An organization is a system.

•Systems thinking means looking not just at discrete parts of an organizational situation but also at the continually changing interactions among the parts.

•When managers think systemically and understand subsystem interdependence and synergy, they can get a better handle on managing in a complex environment.

•Subsystems are parts of a system that depend on one another for their functioning.

•The concept of synergy says that the whole is greater than the sum of its parts. The organization must be managed as a whole.

•The contingency view tells managers that what works in one organizational situation might not work in others. Managers can identify important contingencies that help guide their decisions regarding the organization.

•The quality movement is associated with Japanese companies, but it emerged partly as a result of American influence after World War II.

•W. Edwards Deming is known as the “father of the quality movement.”

•Total quality management focuses on managing the total organization to deliver quality to customers.

•Four significant elements of TQM are employee involvement, focus on the customer, benchmarking, and continuous improvement.

1.How do you feel about having a manager’s respon­ sibility in today’s world characterized by uncertainty, ambiguity, and sudden changes or threats from the environment? Describe some skills and qualities that are important to managers under these conditions.

2.Assume you are a project manager at a biotechnology company, working with managers from research, production, and marketing on a major product modification. You notice that every memo you receive from the

marketing manager has been copied to senior management. At every company function, he spends time talking to the big shots. You are also aware that sometimes when you and the other project members are slaving away over the project, he is playing golf with senior managers. What is your evaluation of his behavior? As project manager, what do you do?

3.Jeff Immelt of General Electric (GE) said that the most valuable thing he learned in business school was

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that “there are 24 hours in a day, and you can use all of them.” Do you agree or disagree? What are some of the advantages to this approach to being a manager? What are some of the drawbacks?

4.Why do some organizations seem to have a new CEO every year or two, whereas others have top leaders who stay with the company for many years (e.g., Jack Welch’s 20 years as CEO at General Electric)? What factors about the manager or about the company might account for this difference?

5.Think about Toyota’s highly publicized safety problems. One observer said that a goal of efficiency had taken precedence over a goal of quality within Toyota. Do you think managers can improve both efficiency and effectiveness simultaneously? Discuss. How do you think Toyota’s leaders should respond to the safety situation?

6.You are a bright, hard-working entry-level manager who fully intends to rise up through the ranks. Your performance evaluation gives you high marks for your

technical skills but low marks when it comes to people skills. Do you think people skills can be learned, or do you need to rethink your career path? If people skills can be learned, how would you go about it?

7.If managerial work is characterized by variety, fragmentation, and brevity, how do managers perform basic management functions such as planning, which would seem to require reflection and analysis?

8.How might the teaching of a management course be designed to help people make the transition from individual performer to manager in order to prepare them for the challenges they will face as new managers?

9.Why do you think Mary Parker Follett’s ideas tended to be popular with business people of her day but were ignored by management scholars? Why are her ideas appreciated more today?

10.Why can an event such as the Hawthorne studies be a major turning point in the history of management even if the idea is later shown to be in error? Discuss.

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Online

Security or Autonomy86

Respond to each statement below based on whether you Mostly Agree or Mostly Disagree with it.

1.I value stability in my job.

2.Rules, policies, and procedures generally frustrate me.

3.I enjoy working for a firm that promotes employees based heavily on seniority.

4.I’d prefer some kind of freelance job to working for the government.

5.I’d be proud to work for the largest and most successful company in its field.

6.Given a choice, I’d rather make $90,000 a year as a VP in a small company than $100,000 a year as a middle manager in a large company.

7.I’d rather work directly for a single manager than on a team with shared responsibilities.

8.I generally prefer to multitask and be involved in multiple projects.

9.Good employee benefits are important to me.

10.Rules are made to be broken.

Scoring

Give yourself 1 point for each answer of “Mostly Agree” to the odd-numbered items and one point for each “Mostly Disagree” to the even-numbered items.

Interpretation

Your answers determine whether your preferences would fit with a bureaucratic organization. If your score is 8–10, a large, formal company would be compatible with your style

and wishes. A score of 4–7 suggests you would receive modest satisfaction from working within a bureaucratic organization. A score of 1–3 suggests you would likely be frustrated by working in a large bureaucracy.

A large, bureaucratic organization provides security, benefits,and certainty compared to smaller or entrepreneurial firms where freedom and autonomy are greater.Do you want to optimize security or autonomy in your career? Would you be more satisfied in a large formal organization or in an organization that emphasizes a human resources perspective? Compare your scores with other students’scores and discuss any differences.

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Group Learning

Your Best and Worst Managers

Step 1. By yourself, think of two managers you have had—the best and the worst. The managers could be anyone who served in an authority figure position over you, including an instructor, a boss at work, a manager of a student organization, a leader of a student group, a coach, a volunteer committee in a nonprofit organization, and so on. Think carefully about the specific behaviors that made each manager the best or worst and write down what the manager did.

The best manager I ever had did the following:

The worst manager I ever had did the following:

Step 2. Divide into groups of four to six members. Share your experiences one person at a time. Write on the table below or on a whiteboard separate lists of “best” manager and “worst” manager behaviors.

The best managers

The worst managers

Step 3. Analyze the two lists. What themes or patterns characterize “best” and “worst” manager behaviors? What are the key differences between the two sets of behaviors?

Step 4. What lessons does your group learn from its analysis? What advice or “words of wisdom” would you give managers to help them be more effective?

1.Think about some time in your life where you were a leader or had some authority over others. It could have been on a school committee, or as camp counselor, youth coordinator in church/synagogue, yearbook/prom organizer, etc.

2.Either individually, or in a group of two to four, ask the following questions. If you are in a group, someone else can ask you the questions:

a.Describe some incidents that went really well, where you handled a problem in a satisfying manner.

b.List some examples when you did not handle problems in a positive manner.

c.What were the differences between those two types of situations? Was it the type of person you dealt with, the level of your own supervision, the difficulty of the problem, and so on?

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d.What can you learn about your own strengths and weaknesses and a manager from these situations?

e.What is your best strength as a manager? Can you find a theory in Chapter 1 that refers to that strength?

f.What would you do differently in any of the situations you described, if you had it to do over again?

3.Write a short (twoto three-page) paper, comparing situations you encountered. What are the deeper insights you have gained from reflection?

4.Your instructor may ask you to discuss your conclusions in groups, and to be prepared to share with them the whole class.

Can Management Afford to Look the Other Way?87

Harry Rull had been with Shellington Pharmaceuticals for 30 years. After a tour of duty in the various plants and seven years overseas, Harry was back at headquarters, looking forward to his new role as vice president of U.S. marketing.

Two weeks into his new job, Harry received some unsettling news about one of the managers under his supervision. Over casual lunch conversation, the director of human resources mentioned that Harry should expect a phone call about Roger Jacobs, manager of new product development. Jacobs had a history of being “pretty horrible” to his subordinates, she said, and one disgruntled employee asked to speak to someone in senior management. After lunch, Harry did some follow-up work. Jacobs’s performance reviews had been stellar, but his personnel file also contained a large number of notes documenting charges of Jacobs’s mistreatment of subordinates. The complaints ranged from “inappropriate and derogatory remarks” to subsequently dropped charges of sexual harassment. What was more disturbing was that the amount as well as the severity of complaints had increased with each of Jacobs’s ten years with Shellington.

When Harry questioned the company president about the issue, he was told, “Yeah, he’s had some problems, but you can’t just replace someone with an eye for new products.

You’re a bottom-line guy; you understand why we let these things slide.” Not sure how to handle the situation, Harry met briefly with Jacobs and reminded him to “keep the team’s morale up.” Just after the meeting, Sally Barton from Human Resources called to let him know that the problem she’d mentioned over lunch had been worked out. However, she warned, another employee had now come forward demanding that her complaints be addressed by senior management.

What Would You Do?

1.Ignore the problem. Jacobs’s contributions to new product development are too valuable to risk losing him, and the problems over the past ten years have always worked themselves out anyway. No sense starting something that could make you look bad.

2.Launch a full-scale investigation of employee complaints about Jacobs, and make Jacobs aware that the documented history over the past ten years has put him on thin ice.

3.Meet with Jacobs and the employee to try to resolve the current issue, then start working with Sally Barton and other senior managers to develop stronger policies regarding sexual harassment and treatment of employees, including clear-cut procedures for handling complaints.

Elektra Products, Inc.88

Barbara Russell, a manufacturing vice president, walked into the monthly companywide meeting with a light step and a hopefulness she hadn’t felt in a long time.The company’s new, dynamic CEO was going to announce a new era of employee involvement and empowerment at Elektra Products, an 80-year-old, publicly held company

that had once been a leading manufacturer and retailer of electrical products and supplies. In recent years, the company had experienced a host of problems: market share was declining in the face of increased foreign and domestic competition; new product ideas were few and far between; departments such as manufacturing and sales barely spoke to one another; morale was at an all-time low, and many employees were actively seeking other jobs. Everyone needed a dose of hope.

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Martin Griffin, who had been hired to revive the failing company, briskly opened the meeting with a challenge: “As we face increasing competition, we need new ideas, new energy, new spirit to make this company great. And the source for this change is you—each one of you.” He then went on to explain that under the new empowerment campaign, employees would be getting more information about how the company was run and would be able to work with their fellow employees in new and creative ways. Martin proclaimed a new era of trust and cooperation at Elektra Products. Barbara felt the excitement stirring within her; but as she looked around the room, she saw many of the other employees, including her friend Simon, rolling their eyes. “Just another pile of corporate crap,” Simon said later. “One minute they try downsizing, the next reengineering. Then they dabble in restructuring. Now Martin wants to push empowerment. Garbage like empowerment isn’t a substitute for hard work and a little faith in the people who have been with this company for years. We made it great once, and we can do it again. Just get out of our way.” Simon had been a manufacturing engineer with Elektra Products for more than 20 years. Barbara knew he was extremely loyal to the company, but he—and a lot of others like him—were going to be an obstacle to the empowerment efforts.

Top management assigned selected managers to several problem-solving teams to come up with ideas for implementing the empowerment campaign. Barbara loved her assignment as team leader of the manufacturing team, working on ideas to improve how retail stores got the merchandise they needed when they needed it.The team thrived, and trust blossomed among the members.They even spent nights and weekends working to complete their report. They were proud of their ideas, which they believed were innovative but easily achievable: Permit a manager to follow a product from design through sales to customers; allow salespeople to refund up to $500 worth of merchandise on the spot; make

information available to salespeople about future products; and swap sales and manufacturing personnel for short periods to let them get to know one another’s jobs.

When the team presented its report to department heads, Martin Griffin was enthusiastic. But shortly into the meeting he had to excuse himself because of a late-breaking deal with a major hardware store chain. With Martin absent, the department heads rapidly formed a wall of resistance. The director of human resources complained that the ideas for personnel changes would destroy the carefully crafted job categories that had just been completed. The finance department argued that allowing salespeople to make $500 refunds would create a gold mine for unethical customers and salespeople. The legal department warned that providing information to salespeople about future products would invite industrial spying.

The team members were stunned. As Barbara mulled over the latest turn of events, she considered her options: Keep her mouth shut; take a chance and confront Martin about her sincerity in making empowerment work; push slowly for reform and work for gradual support from the other teams; or look for another job and leave a company she really cared about. Barbara realized she was looking at no easy choices and no easy answers.

Questions

1.How might top management have done a better job changing Elektra Products into a new kind of organization? What might they do now to get the empowerment process back on track?

2.Can you think of ways Barbara could have avoided the problems her team faced in the meeting with department heads?

3.If you were Barbara Russell, what would you do now? Why?

Aplia Highlights

In order to take advantage of these elements, your instructor will need to have set up a course for your class within Aplia. Ask your instructor to contact his/her Cengage sales representative and Digital Solutions Manager to explore testing Aplia in your course this term.

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Camp Bow Wow: Innovative Management

for a Changing World

Nearly everyone who has been to camp has vivid memories of the woodsy ad-

venture. In particular, the sights and sounds of the great outdoors leave a lasting impression on campers. There are the cabins, the camp counselors, the campfire treats, the wide open spaces, the incessant barking of the furry fourlegged camp goers—well, at least these are the sights and sounds for visitors of Camp Bow Wow, the fastest-grow- ing doggie day-care center in the United States.

Founded little more than a decade ago by dog-lover Heidi Ganahl, Camp Bow Wow is a safe, happy place where people can take their pets when no one is home to care for them. For dog owners who work in the daytime, the Boulder, Colorado–based franchise offers premier doggie day-care services. For pets that need to stay a little longer, Camp Bow Wow has overnight boarding with spacious cabins and comfortable cots.

Every day, the experienced counselors at Camp Bow Wow supervise dozens of canine campers. Pooches receive plenty of personal attention, including grooming, outdoor exercise, food, baths, and medical support. For overprotective owners who worry their pups might get homesick while they are away, the camp’s Live Camper Cams enable anytime viewing of pet play areas, using the Camp Bow Wow app for iPhone.

With more than 150 locations, Camp Bow Wow is one of the hottest franchise businesses in the nation. The petcare service ranked No. 87 on Entrepreneur magazine’s list of fastest-growing franchises in 2010, and the ranking is likely to go higher as new franchisees prepare for launch. Camp Bow Wow franchise owners receive three weeks of start-up training, and individual camps get corporate support in the form of co-op advertising, a grand opening, and ongoing field operations and evaluations.

Sue Ryan, a Camp Bow Wow franchisee from Colorado, knows the ins and outs of managing a doggie day camp. To help launch her business a few years ago, Ryan recruited experienced pet-care worker Candace Stathis, who came on as a camp counselor. Ryan soon recognized that Stathis was a star performer with a natural ability to work with clients and pets alike, and today Stathis serves as the camp’s general manager. “Candace is good with the dogs, good with the customers, good with the employees, and she can manage the administrative part of the ­operation—she does a little bit of everything,” Ryan said of her managerial top dog.

At Camp Bow Wow, store managers

have distinct roles from camp counselors. Whereas counselors typically take care of dogs, answer phones, and book reserva-

tions, managers must know how to run

all operations and manage people as well. “What I do,” said Stathis, “is make sure all the operational stuff goes off without a hitch—so,

making sure that the dogs all get fed, that they get the meds when they’re supposed to, that the staff is taking care of the dogs the way they are supposed to, and making sure that everybody is attentive to the pets. You’re managing the dogs, but you’re also managing the people.”

To keep camp running as efficiently as possible, Stathis maintains a strict daily schedule for doggie baths, nail trimmings, feedings, and play time. Staying on schedule is no easy task, especially during the busy holidays and summer months—or whenever the pets get territorial. Stathis says that although dogs get in occasional tussles, all camp staff members are trained to handle such hairy situations. “It’s part of the job; we are all really prepared to deal with it,” says Stathis.

When it comes to keeping dogs happy at play, an ounce of prevention is worth a pound of cure. “We try to separate the dogs first and foremost by temperament, and then by size,” says Stathis. “We put an even amount of dogs in the yards—say, a couple high-energy dogs with low-energy dogs—to try and balance the yards out.” Other dog management strategies at Camp Bow Wow include the 15 to 1 dog-to-counselor ratio and the preliminary meet-and-greet, where pets are screened for vaccinations and spay and neuter status.

For franchise owner Sue Ryan, having competent management running the camp equals less worry and more personal relaxation—perhaps even more time to go on safari in Africa. For Candace Stathis, however, good management is simply about doing the work she loves. “I love the people, I love the dogs, and I wouldn’t change anything for the world,” Stathis says.

Discussion Questions

1.List the three broad management skill categories and explain which skills are needed most for each of the Camp Bow Wow leaders highlighted in the video.

Richard Daft Management Pdf

2.Which activities at Camp Bow Wow require high efficiency? Which activities require high effectiveness?

3.List two activities that leaders at Camp Bow Wow perform daily, and identify which of the ten managerial roles discussed in the chapter figure prominently for each.

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48

In Good Company

A corporate takeover brings star advertising executive Dan Foreman

(Dennis Quaid) a new boss who

is half his age. Carter Duryea (Topher Grace), Dan’s new boss, wants to prove his worth as the new marketing chief at Sports America, Waterman Publishing’s flagship magazine. Carter applies his unique approaches while dating Dan’s daughter, Alex (Scarlett Johansson).

Management Behavior This sequence starts with Carter Duryea entering Dan Foreman’s office. It follows Foreman’s interaction with Teddy K. (Malcolm McDowell), Globecom CEO, after Teddy K.’s speech. Carter Duryea enters while saying, “Oh, my God, Dan. Oh, my God.” Mark Steckle (Clark Gregg) soon follows. The sequence

© VikaSuh, Shutterstock

ends with Carter asking, “Any ideas?” Dan Forman says, “One.” The film cuts to the two of them arriving at Eugene Kalb’s (Philip Baker Hall) office building.

What to Watch for and Ask Yourself

•Which management skills discussed in this chapter does Mark Steckle possess? Which does he lack?

•The sequence shows three people who represent different hierarchical levels in the company. Which hierarchical levels do you attribute to Carter Duryea, Dan Foreman, and Mark Steckle?

•Critique the behavior shown in the sequence. What are the positive and negative aspects of the behavior shown?

1.Teresa A. Taylor, “Everything on One Calendar, Please,” (interview, “Corner Office” column) The New York Times, December 27, 2009.

2.Ellen McGirt, “1: Facebook,” Fast Company (March 2010): 54–57, 110 (part of the section “The World’s 50 Most Innovative Companies”).

3.Joshua Green, “Management Secrets of the Grateful Dead,” The Atlantic (March 2010): 64–67.

4.Darrell Rigby and Barbara Bilodeau, “Management Tools and

Trends 2009,” (Bain & Company, Inc., 2009), www.bain.com/ management_tools/home.asp (accessed on March 10, 2010).

5.“What Do Managers Do?” The Wall Street Journal Online, http:// guides.wsj.com/management/developing-a-leadership-style/ what-do-managers-do/ (accessed August 11, 2010), article adapted from Alan Murray, The Wall Street Journal Essential Guide to Management (New York: Harper Business, 2010).

6.Jennifer Reingold, “Target’s Inner Circle,” Fortune (March 31, 2008): 74–86.

7.Aaron O. Patrick, “EMI Deal Hits a Sour Note,” The Wall Street

Journal, August 15, 2009.

8.Robert L. Katz, “Skills of an Effective Administrator,” Harvard

Business Review 52 (September–October 1974): 90–102.

9.Clinton O. Longenecker, Mitchell J. Neubert, and Laurence

S. Fink, “Causes and Consequences of Managerial Failure

in Rapidly Changing Organizations,” Business Horizons 50 (2007): 145–155.

10.Paul Sonne, “The Gulf Oil Spill: Hayward Fell Short of Modern CEO Demands,” The Wall Street Journal, July 26, 2010.

11.Henry Mintzberg, Managing (San Francisco: Berrett-Kohler Publishers, 2009); Mintzberg, The Nature of Managerial Work (New York: Harper & Row, 1973); and Mintzberg, “Rounding Out the Manager’s Job,” Sloan Management Review (Fall 1994): 11–26.

12.Robert E. Kaplan, “Trade Routes: The Manager’s Network of Relationships,” Organizational Dynamics (Spring 1984): 37–52;

Rosemary Stewart, “The Nature of Management: A Problem for Management Education,” Journal of Management Studies 21

(1984): 323–330; John P. Kotter, “What Effective General Managers Really Do,” Harvard Business Review (November–

December 1982): 156–167; and Morgan W. McCall, Jr., Ann M. Morrison, and Robert L. Hannan, “Studies of Managerial Work: Results and Methods,” Technical Report No. 9, Center for Creative Leadership, Greensboro, NC, 1978.

13.Alison M. Konrad et al., “What Do Managers Like to Do? A Five-Country Study,” Group and Organizational Management 26, no. 4 (December 2001): 401–433.

14.For a review of the problems faced by first-time managers, see Linda A. Hill, “Becoming the Boss,” Harvard Business Review (January 2007): 49–56; Loren B. Belker and Gary S. Topchik,

The First-Time Manager: A Practical Guide to the Management of People, 5th ed. (New York: AMACOM, 2005); J. W. Lorsch and P. F. Mathias, “When Professionals Have to Manage,”

Harvard Business Review (July–August 1987): 78–83; R. A. Webber, Becoming a Courageous Manager: Overcoming Career

Problems of New Managers (Englewood Cliffs, NJ: Prentice Hall,

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1991); D. E. Dougherty, From Technical Professional to Corporate

Manager: A Guide to Career Transition (New York: Wiley, 1984);

J. Falvey, “The Making of a Manager,” Sales and Marketing

Management (March 1989): 42–83; M. K. Badawy, Developing

Managerial Skills in Engineers and Scientists: Succeeding as a Technical Manager (New York: Van Nostrand Reinhold, 1982); and M. London, Developing Managers: A Guide to Motivating and Preparing People for Successful Managerial Careers (San Francisco: Jossey-Bass, 1985).

15.Erin White, “Learning to Be the Boss; Trial and Error Is the

Norm as New Managers Figure Out How to Relate to Former

Peers,” The Wall Street Journal, November 21, 2005.

16.This discussion is based on Linda A. Hill, Becoming a Manager:

How New Managers Master the Challenges of Leadership, 2nd ed.

(Boston, MA: Harvard Business School Press, 2003), pp. 6–8; and Hill, “Becoming the Boss.”

17.See also “Boss’s First Steps,” sidebar in White, “Learning to Be the Boss”; and Belker and Topchik, The First-Time Manager.

18.Jeanne Whalen, “Chance Turns a Teacher into a CEO; Religion

Lecturer Leaves Academic Path and Learns to Run a Biotech Start-Up” (Theory & Practice column), The Wall Street Journal, October 17, 2005.

19.Henry Mintzberg, Managing, pp. 17–41.

20.Ibid.

21.Based on Damien Cave, “A Tall Order for a Marine: Feeding the Hand That Bit You,” The New York Times, December 30, 2007.

22.Mintzberg, Managing, pp. 17–41.

23.Carol Hymowitz, “Packed Calendars Rule,” The Asian Wall Street Journal, June 16, 2009; and “The 18-Hour Day,” The Conference Board Review (March–April 2008): 20.

24.Adam Shell, “CEO Profile: Casting a Giant (New Jersey) Net,” USA Today, August 25, 2008; Matthew Boyle and Jia Lynn Yang, “All in a Day’s Work,” Fortune (March 20, 2006): 97–104.

25.Spielberg, “The Cheesecake Factory.”

26.Mintzberg, Managing; Lance B. Kurke and Howard E. Aldrich, “Mintzberg Was Right!: A Replication and Extension of

The Nature of Managerial Work,” Management Science 29 (1983):

975–984; Cynthia M. Pavett and Alan W. Lau, “Managerial Work: The Influence of Hierarchical Level and Functional Specialty,” Academy of Management Journal 26 (1983): 170–177; and Colin P. Hales, “What Do Managers Do? A Critical Review of the Evidence,” Journal of Management Studies 23 (1986): 88–115.

27.This section is based on Peter F. Drucker, Managing the Non­ -Profit Organization: Principles and Practices (New York:

HarperBusiness, 1992); and Thomas Wolf, Managing a Nonprofit Organization (New York: Fireside/Simon & Schuster, 1990).

28.Christine W. Letts, William P. Ryan, and Allen Grossman,

High Performance Nonprofit Organizations (New York: Wiley & Sons, 1999), pp. 30–35.

29.Carol Hymowitz, “In Sarbanes-Oxley Era, Running a Nonprofit

Is Only Getting Harder,” The Wall Street Journal, June 21, 2005; and Bill Birchard, “Nonprofits by the Numbers,” CFO

(June 2005): 50–55.

30.Eilene Zimmerman, “Your True Calling Could Suit a Nonprofit,” (interview, “Career Couch” column) The New York Times,

April 6, 2008.

Understanding Management Daft Pdf

31.This section is based on “The New Organization: A Survey of the Company,” The Economist (January 21, 2006); Harry G.

Barkema, Joel A. C. Baum, and Elizabeth A. Mannix, “Management Challenges in a New Time,” Academy of Management

Journal 45, no. 5 (2002): 916–930; Michael Harvey and M. Ronald Buckley, “Assessing the ‘Conventional Wisdoms’ of Management for the 21st Century Organization,” Organizational Dynamics 30, no. 4 (2002): 368–378; and Toby J. Tetenbaum,

“Shifting Paradigms: From Newton to Chaos,” Organizational

Dynamics (Spring 1998): 21–32.

32.Caroline Ellis, “The Flattening Corporation,” MIT Sloan Management Review (Summer 2003): 5.

33.Andrea Coombes, “Seeking Loyal, Devoted Workers? Let

Them Stay Home,” The Wall Street Journal, September 11, 2007;

Christopher Rhoads and Sara Silver, “Working at Home Gets

Easier,” The Wall Street Journal, December 29, 2005; and Kelley Holland, “When Work Time Isn’t Face Time,” The New York Times, December 3, 2006.

34.Kerr Inkson, Angela Heising, and Denise M. Rousseau, “The Interim Manager: Prototype of the 21st Century Worker,” Human Relations 54, no. 3 (2001): 259–284.

35.Estimate attributed to Jon Osborne, vice president of research at Staffing Industry Analysts, in “How to Become an Exec­ -­for-Rent,” Fortune (March 22, 2010): 41–42.

36.Holland, “When Work Time Isn’t Face Time.”

37.Thomas H. Davenport and Laurence Prusak, with Jim Wilson,

What’s the Big Idea? Creating and Capitalizing on the Best Management Thinking (Boston, MA: Harvard Business School Press, 2003); Theodore Kinni, “Have We Run out of Big Ideas?” Across the Board (March–April 2003): 16–21; Hamel, “The Why, What, and How of Management Innovation”; and Joyce Thompson Heames and Michael Harvey, “The Evolution of the Concept of the Executive from the 20th Century Manager to the 21st Century Global Leader,” Journal of Leadership and Organizational Studies 13, no. 2 (2006): 29–41.

38.Darrell Rigby, “Management Tools Survey 2003: Usage Up as Companies Strive to Make Headway in Tough Times,” Strategy & Leadership 31, no. 5 (2003): 4–11.

39.Study reported in Phred Dvorak, “Why Management Trends Quickly Fade Away (“Theory and Practice” column), The Wall

Street Journal, June 26, 2006.

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

41.Eric Abrahamson, “Management Fashion,” Academy of Management Review 21, no. 1 (January 1996): 254–285. Also see

“75 Years of Management Ideas and Practice,” a supplement to the Harvard Business Review (September–October 19,97), for a broad overview of historical trends in management thinking.

42.Daniel A. Wren, The Evolution of Management Thought, 4th ed. (New York: Wiley, 1994).

43.Based on Stephanie Armour, “Generation Y: They’ve Arrived at Work with a New Attitude,” USA Today, November 6, 2005, www.usatoday.com/money/workplace/2005-11-06-gen-y_x.htm (accessed November 10, 2005); and Marnie E. Green, “Beware and Prepare: The Government Workforce of the Future,” Public Personnel Management (Winter 2000): 435ff.

44.Jena McGregor, “‘There Is No More Normal,’” BusinessWeek

(March 23 & 30, 2009): 30–34.

45.Michael Aneiro, “Credit Market Springs to Life,” The Wall Street

Journal, March 11, 2010.

Management Daft 12th Edition Pdf

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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