Project Management: Process, Methodologies, and Economics
Third Edition
Chapter 9
Project Scheduling
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
If this PowerPoint presentation contains mathematical
equations, you may need to check that your computer has the
following installed:
1) MathType Plugin
2) Math Player (free versions available)
3) NVDA Reader (free versions available)
Figure 9-1 W B S for a Microcomputer
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-2 Modular Array of Project Schedules
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-3 Frequency Distribution of an Activity Duration

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-4 Normal Distribution Fitted to the Data
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 90-5 Beta Distribution Fitted to the Data
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-6 Three cases of the beta distribution: (a) symmetric,
(b) skewed to the right, and (c) skewed to the left
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-7 Two Examples of Activity Duration as a Function of
Length

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-8 Typical Scatter Diagram
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-1 Data for Regression Analysis
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-9 Data Points and Regression Surface for the Example
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-10 Lead-Lag Relationships in Precedence
Diagramming
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved

Table 9-2 Data for Example Project
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-11 Gantt Chart for an Early-Start Schedule
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-12 Gantt Chart for an Early-Start Schedule
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-13 Gantt Chart for the Microcomputer Development
Example
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-14 Extended Gantt Chart with Task Details

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-15 Network Components
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-16 Use of a Dummy Arc Between Two Nodes
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-17 (a) Incorrect and (b) Correct Representation
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-18 Subnetwork with Two Dummy Arcs: (a) Incorrect,
(b) Correct
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All

Rights Reserved
Figure 9-19 Subnetwork with Complicated Precedence
Relations: (a) Incorrect, (b) Correct
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-20 Partial Plot of the Example A O A Network
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-21 Using Dummy Activities to Represent Precedence
Relations
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-22 Network with Activities F and G Included
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved

Figure 9-23 Complete A O A Project Network
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-24 Network for Example 9-4
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-3 Sequences in the Network
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-4 Summary of Event Time Calculations
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-5 Summary of Start and Finish Time Analysis

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-25 A O N Network for the Example Project
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-6 Early Start and Early Finish of Project Activities
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-7 Late Finish and Late Start of Project Activities
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-26 Serial Activities in Simple C P M Network
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved

Figure 9-27 Gantt Chart for Serial Network
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-28 Serial Network with Lead and Lag Constraints
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-29 Gantt Chart for Network with Lead and Lag
Constraints
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-30 Partitioning of Overlapping Activities
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-31 A O N Network of Partitioned Activities

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-32 Second Example of an A O N Network with Serial
Activities
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-33 Compressed Network for Second Example
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-34 A O N Expansion of Second Example
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-35 Compressed Schedule for Second Example Based
on Earliest Start Times

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-36 Compressed Schedule for Second Example Based
on Latest Start Times
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-37 Example of a Hammock Activity
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-8 Statistics for Example Activities
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-9 Summary of Simulation Runs for Example Project
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved

Figure 9-38 Distribution of Project Length for Simulation Runs
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-39 Example of Probabilistic Analysis with P E R T
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-40 Stochastic Network
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-41 Performance Time Distribution for the Two
Sequences
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-42 Stochastic Network with Dependent Sequences

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-10 Mean Length and Standard Deviation for Sequences
in Example Project
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-11 Probability of Completing Each Sequence in 22
Weeks
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-12 Principal Assumptions and Criticisms of P E R T/C
P M
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-13

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-14
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-15
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Figure 9-43 Networks for Exercise 9-16
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-16
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved

Table 9-17
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-18
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-19
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-20
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9-21

Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9B-1 Learning Curve Values for nβ
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9B-2 Cumulative Learning Curve Values for nβ
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Table 9C-1 Cumulative Probabilities of the Normal Distribution
(areas under the standardized normalized
curve from −∞ to z)
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All
Rights Reserved
Copyright
Copyright © 2017, 2005, 1994 Pearson Education, Inc. All

Rights Reserved
69
what they’re saying about “they say / i say”
“The best book that’s happened to teaching composition—
ever!” —Karen Gaffney, Raritan Valley Community College
“A brilliant book. . . . It’s like a membership card in the aca-
demic club.” —Eileen Seifert, DePaul University
“This book demystifies rhetorical moves, tricks of the trade that
many students are unsure about. It’s reasonable, helpful, nicely
written . . . and hey, it’s true. I would have found it immensely
helpful myself in high school and college.”
—Mike Rose, University of California, Los Angeles
“The argument of this book is important—that there are
‘moves’ to academic writing . . . and that knowledge of them
can be generative. The template format is a good way to teach
and demystify the moves that matter. I like this book a lot.”
—David Bartholomae, University of Pittsburgh
“Students need to walk a fine line between their work and that
of others, and this book helps them walk that line, providing
specific methods and techniques for introducing, explaining,
and integrating other voices with their own ideas.”

—Libby Miles, University of Rhode Island
“A beautifully lucid way to approach argument—different from
any rhetoric I’ve ever seen.”
—Anne-Marie Thomas, Austin Community College, Riverside
“It offers students the formulas we, as academic writers, all
carry
in our heads.” —Karen Gardiner, University of Alabama
“Many students say that it is the first book they’ve found that
actually helps them with writing in all disciplines.”
—Laura Sonderman, Marshall University
01_GRA_93584_FM_i_xxviii.indd
i01_GRA_93584_FM_i_xxviii.indd i 12/24/13 6:03
PM12/24/13 6:03 PM
“As a WPA, I’m constantly thinking about how I can help
instructors teach their students to make specific rhetorical
moves on the page. This book offers a powerful way of teach-
ing students to do just that.” —Joseph Bizup, Boston University
“The best tribute to ‘They Say / I Say’ I’ve heard is this, from a
student: ‘This is one book I’m not selling back to the
bookstore.’
Nods all around the room. The students love this book.”
—Christine Ross, Quinnipiac University
“What effect has ‘They Say’ had on my students’ writing? They
are finally entering the Burkian Parlor of the university. This

book uncovers the rhetorical conventions that transcend dis-
ciplinary boundaries, so that even freshmen, newcomers to the
academy, are immediately able to join in the conversation.”
—Margaret Weaver, Missouri State University
“It’s the anti-composition text: Fun, creative, humorous, bril-
liant, effective.”
—Perry Cumbie, Durham Technical Community College
“Loved by students, reasonable priced, manageable size,
readable.”
—Roxanne Munch, Joliet Junior College
“This book explains in clear detail what skilled writers take for
granted.” —John Hyman, American University
“The ability to engage with the thoughts of others is one of the
most important skills taught in any college-level writing course,
and this book does as good a job teaching that skill as any text I
have ever encountered.” —William Smith, Weatherford College
“A fabulous resource for my students (and for me). I l ike that
it’s small, and not overwhelming. It’s very practical, and really
demystifies the new kind of writing students have to figure out
as they transition to college.” —Sara Glennon, Landmark
College
01_GRA_93584_FM_i_xxviii.indd
ii01_GRA_93584_FM_i_xxviii.indd ii 12/24/13 6:03
PM12/24/13 6:03 PM
T H I R D E D I T I O N

“THEY SAY I SAY”
T h e M o v e s T h a t M a t t e r
i n A c a d e m i c W r i t i n g
H
01_GRA_93584_FM_i_xxviii.indd
iii01_GRA_93584_FM_i_xxviii.indd iii 12/24/13 6:03
PM12/24/13 6:03 PM
01_GRA_93584_FM_i_xxviii.indd
iv01_GRA_93584_FM_i_xxviii.indd iv 12/24/13 6:03
PM12/24/13 6:03 PM
T H I R D E D I T I O N
“THEY SAY I SAY”
T h e M o v e s T h a t M a t t e r
i n A c a d e m i c W r i t i n g
H
G E R A L D G R A F F
C A T H Y B I R K E N S T E I N
both of the University of Illinois at Chicago

B
w . w . n o r t o n & c o m p a n y
n e w y o r k | l o n d o n
01_GRA_93584_FM_i_xxviii.indd
v01_GRA_93584_FM_i_xxviii.indd v 12/24/13 6:03
PM12/24/13 6:03 PM
For
Aaron David
W. W. Norton & Company has been independent since its
founding in 1923, when
William Warder Norton and Mary D. Herter Norton first
published lectures delivered
at the People’s Institute, the adult education division of New
York City’s Cooper
Union. The firm soon expanded its program beyond the
Institute, publishing books by
celebrated academics from America and abroad. By mid-
century, the two major pillars of
Norton’s publishing program—trade books and college texts—
were firmly established.
In the 1950s, the Norton family transferred control of the
company to its employees,
and today—with a staff of four hundred and a comparable
number of trade, college,
and professional titles published each year—W. W. Norton &
Company stands as the
largest and oldest publishing house owned wholly by its
employees.
Copyright © 2014, 2010, 2009, 2006, by W. W. Norton &

Company, Inc.
All rights reserved
Printed in the United States of America
Third Edition
Composition: Cenveo® Publisher Services
Book design: Jo Anne Metsch
Production manager: Andrew Ensor
Library of Congress Cataloging-in-Publication Data
Graff, Gerald.
“They say / I say” : the Moves that Matter in Academic
Writing / Gerald Graff,
Cathy Birkenstein, Both of the University of Illinois at
Chicago.—Third Edition.
pages cm
Includes bibliographical references and index.
ISBN 978-0-393-93584-4 (paperback)
1. English language—Rhetoric—Handbooks, manuals, etc. 2.
Persuasion
(Rhetoric)—Handbooks, manuals, etc. 3. Report writing—
Handbooks, manuals,
etc. I. Birkenstein, Cathy. II. Title.
PE1431.G73 2013
808'.042—dc23
2013039137
W. W. Norton & Company, Inc., 500 Fifth Avenue, New York,
N.Y. 10110
www.wwnorton.com

W. W. Norton & Company Ltd., Castle House, 75/76 Wells
Street,
London W1T 3QT
1 2 3 4 5 6 7 8 9 0
01_GRA_93584_FM_i_xxviii.indd
vi01_GRA_93584_FM_i_xxviii.indd vi 12/24/13 6:03
PM12/24/13 6:03 PM
v i i
brief contents
preface to the third edition xiii
preface: Demystifying Academic Conversation xvi
introduction: Entering the Conversation 1
PA R T 1 . “ T H E Y S AY ”
1 “they say”: Starting with What Others Are Saying 19
2 “her point is”: The Art of Summarizing 30
3 “as he himself puts it”: The Art of Quoting 42
PA R T 2 . “ I S AY ”
4 “yes / no / okay, but”: Three Ways to Respond 55
5 “and yet”: Distinguishing What You Say from What They
Say 68
6 “skeptics may object”: Planting a Naysayer in Your Text 78
7 “so what? who cares?”: Saying Why It Matters 92

PA R T 3 . T Y I N G I T A L L TO G E T H E R
8 “as a result”: Connecting the Parts 105
9 “a in’t so / is not”: Academic Writing Doesn’t Always
Mean Setting Aside Your Own Voice 121
10 “but don’t get me wrong”: The Art of Metacommentary 129
11 “he says contends”: Using the Templates to Revise 139
PA R T 4 . I N S P E C I F I C AC A D E M I C C O N T E X T
S
12 “i take your point”: Entering Class Discussions 163
13 “imho”: Is Digital Communication Good or Bad—or Both?
167
14 “what’s motivating this writer?”:
Reading for the Conversation 173
15 “on closer examination”: Entering Conversations
about Literature 184
16 “the data suggest”: Writing in the Sciences 202
17 “analyze this”: Writing in the Social Sciences 221
readings 239
index of templates 293
01_GRA_93584_FM_i_xxviii.indd
vii01_GRA_93584_FM_i_xxviii.indd vii 12/24/13 6:03
PM12/24/13 6:03 PM
01_GRA_93584_FM_i_xxviii.indd
viii01_GRA_93584_FM_i_xxviii.indd viii 12/24/13 6:03

PM12/24/13 6:03 PM
i x
contents
p r e f a c e to t h e t h i r d e d i t i o n xiii
p r e f a c e xvi
Demystifying Academic Conversation
i n t r o d u c t i o n 1
Entering the Conversation
PA R T 1 . “ T H E Y S AY ” 17
one “ t h e y s ay ” 19
Starting with What Others Are Saying
two “ h e r p o i n t i s ” 30
The Art of Summarizing
three “a s h e h i m s e l f p u t s i t ” 42
The Art of Quoting
PA R T 2 . “ I S AY ” 53
four “ y e s / n o / o k ay, b u t ” 55
Three Ways to Respond
five “a n d y e t ” 68
Distinguishing What You Say from What They Say
six “ s k e p t i c s m ay o b j e c t ” 78

Planting a Naysayer in Your Text
seven “ s o w h at ? w h o c a r e s ? ” 92
Saying Why It Matters
01_GRA_93584_FM_i_xxviii.indd
ix01_GRA_93584_FM_i_xxviii.indd ix 12/24/13 6:03
PM12/24/13 6:03 PM
x
PA R T 3 . T Y I N G I T A L L T O G E T H E R 103
eight “a s a r e s u lt ” 105
Connecting the Parts
nine “a i n ’ t s o / i s n ot ” 121
Academic Writing Doesn’t Always Mean
Setting Aside Your Own Voice
ten “ b u t d o n ’ t g e t m e w r o n g ” 129
The Art of Metacommentary
eleven “ h e s ay s c o n t e n d s ” 139
Using the Templates to Revise
PA R T 4 . I N S P E C I F I C A C A D E M I C
C O N T E X T S 161
twelve “ i ta k e yo u r p o i n t ” 163
Entering Class Discussions
thirteen “ i m h o ” 167

Is Digital Communication Good or Bad—or Both?
fourteen “ w h at ’ s m ot i vat i n g t h i s
w r i t e r ? ” 173
Reading for the Conversation
fifteen “ o n c l o s e r e x a m i n at i o n ” 184
Entering Conversations about Literature
sixteen “ t h e d ata s u g g e s t ” 202
Writing in the Sciences
seventeen “a n a ly z e t h i s ” 221
Writing in the Social Sciences
Contents
01_GRA_93584_FM_i_xxviii.indd
x01_GRA_93584_FM_i_xxviii.indd x 12/24/13 6:03
PM12/24/13 6:03 PM
Contents
x i
r e a d i n g s 239
Don’t Blame the Eater 241
David Zinczenko
Hidden Intellectualism 244
Gerald Graff
Nuclear Waste 252

Richard A. Muller
The (Futile) Pursuit of the American Dream 260
Barbara Ehrenreich
Everything That Rises Must Converge 272
Flannery O’Connor
i n d e x o f t e m p l at e s 293
c r e d i t s 311
a c k n o w l e d g m e n t s 313
01_GRA_93584_FM_i_xxviii.indd
xi01_GRA_93584_FM_i_xxviii.indd xi 12/24/13 6:03
PM12/24/13 6:03 PM
01_GRA_93584_FM_i_xxviii.indd
xii01_GRA_93584_FM_i_xxviii.indd xii 12/24/13 6:03
PM12/24/13 6:03 PM
preface
to the third edition
H
We continue to be thrilled by the reception of our
book, which has now sold over a million copies and is assigned
in more than 1,500 (over half) the colleges and universities in
the United States. We are also delighted that while the audi -
ence for our book in composition courses continues to grow,

the book is increasingly being adopted in disciplines across the
curriculum, confirming our view that the moves taught in the
book are central to every academic discipline.
At the same time, we continue to adapt our approach to
the specific ways the “they say / I say” moves are deployed
in different disciplines. To that end, this edition adds a new
chapter on writing about literature to the chapters already
in the Second Edition on writing in the sciences and social
sciences. In this new chapter, “Entering Conversations about
Literature,” we suggest ways in which students and teachers
can move beyond the type of essay that analyzes literary works
in isolation from the conversations and debates about those
works. One of our premises here is that writing about literature,
as about any subject, gains in urgency, motivation, and engage-
ment when the writer responds to the work not in a vacuum, but
in conversation with other readers and critics. We believe that
engaging with other readers, far from distracting attention from
the literary text itself, should help bring that text into sharper
x i i i
01_GRA_93584_FM_i_xxviii.indd
xiii01_GRA_93584_FM_i_xxviii.indd xiii 12/24/13 6:03
PM12/24/13 6:03 PM
focus. Another premise is that the class discussions that are a
daily feature of literature courses can be a rich and provocative
source of “they says” that student writers can respond to in
generating their own interpretations . Throughout the chapter
are numerous templates that provide writers with language for
entering into conversations and debates with these “they says”:
published critics, classmates and teachers, their own previous
interpretations, and the authors of literary works themselves.
This new edition also includes a chapter on “Using the

Templates to Revise,” which grew out of our own teaching
experience, where we found that the templates in this book had
the unexpected benefit of helping students when they revise.
We found that when students read over their drafts with an eye
for the rhetorical moves represented by the templates they were
able to spot gaps in their argument, concessions they needed
to make, disconnections among ideas, inadequate summaries,
poorly integrated quotations, and other questions they needed
to address when revising. Have they incorporated the views of
naysayers with their own? If not, our brief revision guidelines
can help them do so. The new chapter includes a full essay
written by a student, annotated to show how the student used
all the rhetorical moves taught in this book.
Finally, this edition adds a new chapter on writing online
exploring the debate about whether digital technologies
improve or degrade the way we think and write, and whether
they foster or impede the meeting of minds. And given the
importance of online communication, we’re pleased that our
book now has its own blog, theysayiblog. Updated monthly
with current articles from across media, this blog provides
a space where students and teachers can literally join the
conversation.
P R E F A C E T O T H E T H I R D E D I T I O N
x i v
01_GRA_93584_FM_i_xxviii.indd
xiv01_GRA_93584_FM_i_xxviii.indd xiv 12/24/13 6:03
PM12/24/13 6:03 PM
Even as we have revised and added to “They Say / I Say,” our
basic goals remain unchanged: to demystify academic writing
and reading by identifying the key moves of persuasive argu-

ment and representing those moves in forms that students can
put into practice. We hope this Third Edition will get us even
closer to these goals, equipping students with the writing skills
they need to enter the academic world and beyond.
Preface to the Third Edition
x v
01_GRA_93584_FM_i_xxviii.indd
xv01_GRA_93584_FM_i_xxviii.indd xv 12/24/13 6:03
PM12/24/13 6:03 PM
x v i
preface
Demystifying Academic Conversation
H
Experienced writing instructors have long recognized
that writing well means entering into conversation with others.
Academic writing in particular calls upon writers not simply to
express their own ideas, but to do so as a response to what
others
have said. The first-year writing program at our own university,
according to its mission statement, asks “students to partici -
pate in ongoing conversations about vitally important academic
and public issues.” A similar statement by another program
holds that “intellectual writing is almost always composed in
response to others’ texts.” These statements echo the ideas
of rhetorical theorists like Kenneth Burke, Mikhail Bakhtin,
and Wayne Booth as well as recent composition scholars like

David Bartholomae, John Bean, Patricia Bizzell, Irene Clark,
Greg Colomb, Lisa Ede, Peter Elbow, Joseph Harris, Andrea
Lunsford, Elaine Maimon, Gary Olson, Mike Rose, John Swales
and Christine Feak, Tilly Warnock, and others who argue that
writing well means engaging the voices of others and letting
them in turn engage us.
Yet despite this growing consensus that writing is a social,
conversational act, helping student writers actually partici-
pate in these conversations remains a formidable challenge.
This book aims to meet that challenge. Its goal is to demys-
tify academic writing by isolating its basic moves, explaining
them clearly, and representing them in the form of templates.
01_GRA_93584_FM_i_xxviii.indd
xvi01_GRA_93584_FM_i_xxviii.indd xvi 12/24/13 6:03
PM12/24/13 6:03 PM
Demystifying Academic Conversation
x v i i
In this way, we hope to help students become active parti ci-
pants in the important conversations of the academic world
and the wider public sphere.
highlights
• Shows that writing well means entering a conversation, sum-
marizing others (“they say”) to set up one’s own argument
(“I say”).
• Demystifies academic writing, showing students “the moves
that matter” in language they can readily apply.

• Provides user-friendly templates to help writers make those
moves in their own writing.
• Shows that reading is a way of entering a conversation—not
just
of passively absorbing information but of understanding and
actively entering dialogues and debates.
how this book came to be
The original idea for this book grew out of our shared inter -
est in democratizing academic culture. First, it grew out of
arguments that Gerald Graff has been making throughout his
career that schools and colleges need to invite students into
the conversations and debates that surround them. More spe-
cifically, it is a practical, hands-on companion to his recent
book, Clueless in Academe: How Schooling Obscures the Life
of
the Mind, in which he looks at academic conversations from the
perspective of those who find them mysterious and proposes
ways in which such mystification can be overcome. Second,
01_GRA_93584_FM_i_xxvi.indd
xvii01_GRA_93584_FM_i_xxvi.indd xvii 1/3/14 1:39
PM1/3/14 1:39 PM
P R E F A C E
x v i i i
this book grew out of writing templates that Cathy Birkenstein
developed in the 1990s, for use in writing and literature courses
she was teaching. Many students, she found, could readily grasp
what it meant to support a thesis with evidence, to entertain

a counter argument, to identify a textual contradiction, and
ultimately to summarize and respond to challenging arguments,
but they often had trouble putting these concepts into practice
in their own writing. When Cathy sketched out templates on
the board, however, giving her students some of the language
and patterns that these sophisticated moves require, their
writing—and even their quality of thought—significantly
improved.
This book began, then, when we put our ideas together and
realized that these templates might have the potential to open
up and clarify academic conversation. We proceeded from the
premise that all writers rely on certain stock formulas that they
themselves didn’t invent—and that many of these formulas
are so commonly used that they can be represented in model
templates that students can use to structure and even generate
what they want to say.
As we developed a working draft of this book, we began using
it in first-year writing courses that we teach at UIC. In class-
room exercises and writing assignments, we found that students
who otherwise struggled to organize their thoughts, or even to
think of something to say, did much better when we provided
them with templates like the following.
j In discussions of , a controversial issue is whether
. While some argue that , others contend
that .
j This is not to say that .
01_GRA_93584_FM_i_xxvi.indd
xviii01_GRA_93584_FM_i_xxvi.indd xviii 1/3/14 1:39
PM1/3/14 1:39 PM

Demystifying Academic Conversation
x i x
One virtue of such templates, we found, is that they focus
writers’ attention not just on what is being said, but on the
forms that structure what is being said. In other words, they
make students more conscious of the rhetorical patterns that
are key to academic success but often pass under the classroom
radar.
the centrality of “they say / i say”
The central rhetorical move that we focus on in this book is
the “they say / I say” template that gives our book its title. In
our
view, this template represents the deep, underlying structure,
the internal DNA as it were, of all effective argument. Effective
persuasive writers do more than make well-supported claims
(“I say”); they also map those claims relative to the claims of
others (“they say”).
Here, for example, the “they say / I say” pattern structures a
passage from an essay by the media and technology critic
Steven
Johnson.
For decades, we’ve worked under the assumption that mass cul -
ture follows a path declining steadily toward lowest-common-
denominator standards, presumably because the “masses” want
dumb, simple pleasures and big media companies try to give the
masses what they want. But . . . the exact opposite is happening:
the culture is getting more cognitively demanding, not less.
Steven Johnson, “Watching TV Makes You Smarter”

In generating his own argument from something “they say,”
Johnson suggests why he needs to say what he is saying: to
correct a popular misconception.
01_GRA_93584_FM_i_xxviii.indd
xix01_GRA_93584_FM_i_xxviii.indd xix 12/24/13 6:03
PM12/24/13 6:03 PM
P R E F A C E
x x
Even when writers do not explicitly identify the views they
are responding to, as Johnson does, an implicit “they say” can
often be discerned, as in the following passage by Zora Neale
Hurston.
I remember the day I became colored.
Zora Neale Hurston, “How It Feels to Be Colored Me”
In order to grasp Hurston’s point here, we need to be able to
reconstruct the implicit view she is responding to and question-
ing: that racial identity is an innate quality we are simply born
with. On the contrary, Hurston suggests, our race is imposed
on us by society—something we “become” by virtue of how
we are treated.
As these examples suggest, the “they say / I say” model can
improve not just student writing, but student reading compre-
hension as well. Since reading and writing are deeply recipro-
cal activities, students who learn to make the rhetorical moves
represented by the templates in this book figure to become more
adept at identifying these same moves in the texts they read.
And
if we are right that effective arguments are always in dialogue

with other arguments, then it follows that in order to understand
the types of challenging texts assigned in college, students need
to identify the views to which those texts are responding.
Working with the “they say / I say” model can also help with
invention, finding something to say. In our experience, students
best discover what they want to say not by thinking about a
subject in an isolation booth, but by reading texts, listening
closely to what other writers say, and looking for an opening
through which they can enter the conversation. In other words,
listening closely to others and summarizing what they have to
say can help writers generate their own ideas.
01_GRA_93584_FM_i_xxviii.indd
xx01_GRA_93584_FM_i_xxviii.indd xx 12/24/13 6:03
PM12/24/13 6:03 PM
Demystifying Academic Conversation
x x i
the usefulness of templates
Our templates also have a generative quality, prompting stu-
dents to make moves in their writing that they might not oth-
erwise make or even know they should make. The templates
in this book can be particularly helpful for students who are
unsure about what to say, or who have trouble finding enough
to say, often because they consider their own beliefs so
self-evident that they need not be argued for. Students like this
are often helped, we’ve found, when we give them a simple
tem-
plate like the following one for entertaining a counterargument
(or planting a naysayer, as we call it in Chapter 6).

j Of course some might object that . Although I concede
that , I still maintain that .
What this particular template helps students do is make the
seemingly counterintuitive move of questioning their own
beliefs, of looking at them from the perspective of those who
disagree. In so doing, templates can bring out aspects of stu-
dents’ thoughts that, as they themselves sometimes remark,
they didn’t even realize were there.
Other templates in this book help students make a host of
sophisticated moves that they might not otherwise make: sum-
marizing what someone else says, framing a quotation in one’s
own words, indicating the view that the writer is responding to,
marking the shift from a source’s view to the writer’s own view,
offering evidence for that view, entertaining and answering
counterarguments, and explaining what is at stake in the first
place. In showing students how to make such moves, templates
do more than organize students’ ideas; they help bring those
ideas into existence.
01_GRA_93584_FM_i_xxviii.indd
xxi01_GRA_93584_FM_i_xxviii.indd xxi 12/24/13 6:03
PM12/24/13 6:03 PM
P R E F A C E
x x i i
okay, but templates?
We are aware, of course, that some instructors may have res-
ervations about templates. Some, for instance, may object that
such formulaic devices represent a return to prescriptive forms

of instruction that encourage passive learning or lead students
to put their writing on automatic pilot.
This is an understandable reaction, we think, to kinds of rote
instruction that have indeed encouraged passivity and drained
writing of its creativity and dynamic relation to the social
world.
The trouble is that many students will never learn on their own
to make the key intellectual moves that our templates repre-
sent. While seasoned writers pick up these moves unconsciously
through their reading, many students do not. Consequently, we
believe, students need to see these moves represented in the
explicit ways that the templates provide.
The aim of the templates, then, is not to stifle critical
thinking but to be direct with students about the key rhetori-
cal moves that it comprises. Since we encourage students to
modify and adapt the templates to the particularities of the
arguments they are making, using such prefabricated formulas
as learning tools need not result in writing and thinking that
are themselves formulaic. Admittedly, no teaching tool can
guarantee that students will engage in hard, rigorous thought.
Our templates do, however, provide concrete prompts that can
stimulate and shape such thought: What do “they say” about my
topic? What would a naysayer say about my argument? What
is my evidence? Do I need to qualify my point? Who cares?
In fact, templates have a long and rich history. Public orators
from ancient Greece and Rome through the European Renais-
sance studied rhetorical topoi or “commonplaces,” model
passages
and formulas that represented the different strategies available
01_GRA_93584_FM_i_xxviii.indd
xxii01_GRA_93584_FM_i_xxviii.indd xxii 12/24/13 6:03
PM12/24/13 6:03 PM

Demystifying Academic Conversation
x x i i i
to public speakers. In many respects, our templates echo this
classical rhetorical tradition of imitating established models.
The journal Nature requires aspiring contributors to follow
a guideline that is like a template on the opening page of their
manuscript: “Two or three sentences explaining what the main
result [of their study] reveals in direct comparison with what
was
thought to be the case previously, or how the main result adds
to
previous knowledge.” In the field of education, a form designed
by the education theorist Howard Gardner asks postdoctoral
fellowship applicants to complete the following template: “Most
scholars in the field believe . As a result of my study,
.” That these two examples are geared toward post-
doctoral fellows and veteran researchers shows that it is not
only struggling undergraduates who can use help making these
key rhetorical moves, but experienced academics as well.
Templates have even been used in the teaching of personal
narrative. The literary and educational theorist Jane Tompkins
devised the following template to help student writers make the
often difficult move from telling a story to explaining what it
means: “X tells a story about to make the point that
. My own experience with yields a point
that is …
Surname 1
Name
Professor's name
Subject
Date

How Inadequate Labor Laws affect American Domestic Workers
Inadequate labor laws among domestic workers in the United
States of America continue to be major legislative challenges.
With an extensive industrial workforce, most American citizens
are highly preoccupied in their workplaces, leaving their homes
under the care of domestic workers. However, most of these
domestic workers who continue to perform some of the most
important jobs at home, such as cleaning, taking care of
children, and even running errands, are usually underpaid,
overworked, and under-protected by both federal and state laws.
This problem is probably attributed to the fact that the history
of domestic work in the country dates back to the days of
slavery. Most slaves who performed domestic works were
majorly assumed to be the property of the masters, thereby
living under the mercy of their master's will.
Inadequate labor laws have impacted negatively on the
plights of American domestic workers. According to the Centre
for American Progress report, around 2.5 million domestic
workers still have to deal with issues including sexual
harassment, racial oppression, and economic exploitation in the
United States of America. These issues are exacerbated by the
absence of legislation that protected them from their plights
under federal and state protection laws. On most occasions,
these workers do not have the right channels to address their
issues and grievances. Some of them normally suffer in silence,
and their only hope is their employers, who are majorly
concerned with the work they are supposed to do rather than
their welfare. Moreover, most of the domestic workers in the
country either come from poor backgrounds while others are
immigrants from other countries who have come to seek greener
pastures. This aspect has made it difficult for them to get proper
representation because they do not have proper backup towards
respecting and being treated with decorum, just like other
workers in the country.
There is an urgent need for domestic workers' bill of rights
to be enacted across all state and federal jurisdictions. Through

an opinion editorial at The Seattle Times, Claudia Yaw
highlights that the plight of domestic workers in the United
States of America has not been taken into consideration for
many years now. This aspect has been highlighted by gaps in
existing labor laws that exclude some domestic workers from,
for example, a minimum hourly wage. She highlights it is only
now that lawmakers are clamoring to make legislations that
protect domestic workers, such as mandatory written agreements
between workers and their employers and employers being
prohibited from threatening workers. Secondly, through an
Opinion Editorial article in The Guardian Magazine, Falconer
and Annie highlight that This exploitation is majorly
attributed to the fact that the nature of their job is not highly
exposed because they work indoors.
Many of these workers come from other countries or poor
neighborhoods; many do not know about their rights and should
be treated. This aspect has led to them having to endure a
difficult working environment because of legislation loopholes.
However, despite these challenges, there is still a glimmer of
hope for domestic workers because some states have begun to
show progress in certain protective legislation. For example, it
was only in 2010 when we first had the domestic workers' bi ll
of rights being passed by the state of New York. Presently, only
ten states and two municipalities of Philadelphia and Seattle
have followed suit with these legislations. Some of the
legislation covered in the bill includes protection from
discrimination and the right to be paid for overtime work
There is an increasingly urgent need for the country to
have proper legislation protecting domestic workers from
exploitation. This aspect is because many domestic workers in
the country continue to face numerous challenges within their
line of duty, such as sexual harassment, being overworked,
being underpaid, and being made to work overtime for excessive
hours. Moreover, with plenty of legislation within the federal
and state levels, it becomes easier for the domestic workers'
rights to be protected, making them on the same line as other

American workers.
Works cited
Centre for American Progress. Domestic Workers Lack
Protections. Updated Jun 17, 2011.
https://www.americanprogress.org/issues/general/news/201
1/06/17/9712/idea-of-the-day-domestic-workers-lack-
protections/
Falconer, Rebecca, and Kelly, Annie. The global plight of
domestic workers: few rights, little freedom, frequent abuse.
The Guardian Mar 17,
2015.https://www.theguardian.com/global-
development/2015/mar/17/global-plight-domestic-workers-
labour-rights-little-freedom-abuse
Yaw, Claudia. Domestic Workers Bill of Rights' measures
introduced in Legislature. Seattle Times Jan 28, 2020.
https://www.seattletimes.com/seattle-news/politics/domestic-
workers-bill-of-rights-measures-introduced-in-legislature/
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved

Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.1 WBS for a microcomputer.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.2 Modular array of project schedules.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.3 Frequency distribution of an activity duration.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.4 Normal distribution fitted to the data.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.5 Beta distribution fitted to the data.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.6 Three cases of the beta distribution: (a) symmetric,
(b) skewed to the right, and (c) skewed to the left.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.7 Two examples of activity duration as a function of
length.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.8 Typical scatter diagram.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e

Avraham Shtub, Moshe Rosenwein
Table 9.1 Data for Regression Analysis
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.9 Data points and regression surface for the example.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.10 Lead-lag relationships in precedence diagramming.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.

All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.2 Data for Example Project
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.11 Gantt chart for an early-start schedule.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.12 Gantt chart for an early-start schedule.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.13 Gantt chart for the microcomputer development
example.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.14 Extended Gantt chart with task details.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.15 Network components.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.16 Use of a dummy arc between two nodes.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.17 (a) Incorrect and (b) correct representation.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e

Avraham Shtub, Moshe Rosenwein
Figure 9.18 Subnetwork with two dummy arcs: (a) incorrect,
(b) correct.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.19 Subnetwork with complicated precedence
relations: (a) incorrect, (b) correct.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.20 Partial plot of the example AOA network.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.21 Using dummy activities to represent precedence
relations.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.22 Network with activities F and G included.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.23 Complete AOA project network.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.24 Network for Example 9-4.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.3 Sequences in the Network
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein

Table 9.4 Summary of Event Time Calculations
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.5 Summary of Start and Finish Time Analysis
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.25 AON network for the example project.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved

Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.6 Early Start and Early Finish of Project Activities
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.7 Late Finish and Late Start of Project Activities
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.26 Serial activities in simple CPM network.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.27 Gantt chart for serial network.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.28 Serial network with lead and lag constraints.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.29 Gantt chart for network with lead and lag
constraints.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.30 Partitioning of overlapping activities.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.31 AON network of partitioned activities.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein

Figure 9.32 Second example of an AON network with serial
activities.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.33 Compressed network for second example.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.34 AON expansion of second example.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.

All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.35 Compressed schedule for second example based on
earliest start times.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.36 Compressed schedule for second example based on
latest start times.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.37 Example of a hammock activity.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.8 Statistics for Example Activities
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.9 Summary of Simulation Runs for Example Project
Copyright © 2017, 2005, and 1994

by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.38 Distribution of project length for simulation runs.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.39 Example of probabilistic analysis with PERT.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.40 Stochastic network.

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.41 Performance time distribution for the two
sequences.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.42 Stochastic network with dependent sequences.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein

Table 9.10 Mean Length and Standard Deviation for Sequences
in Example Project
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.11 Probability of Completing Each Sequence in 22
Weeks
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.12 Principal Assumptions and Criticisms of
PERT/CPM
Copyright © 2017, 2005, and 1994

by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.13
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.14
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.15

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 9.43 Networks for Exercise 9.16.
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.16
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.17

Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.18
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.19
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e

Avraham Shtub, Moshe Rosenwein
Table 9.20
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9.21
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9B.1 Learning Curve Values for nβ
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.

All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9B.2 Cumulative Learning Curve Values for nβ
Copyright © 2017, 2005, and 1994
by Pearson Education, Inc.
All Rights Reserved
Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Table 9C.1 Cumulative Probabilities of the Normal
Distribution (areas under the standardized normalized
curve from −∞ to z)
Strategic Management Concepts: A Competitive Advantage
Approach
Sixteenth Edition
Chapter 7
Implementing Strategies: Management, Operations, and Human
Resource Issues
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved

Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
If this PowerPoint presentation contains mathematical
equations, you may need to check that your computer has the
following installed:
1) MathType Plugin
2) Math Player (free versions available)
3) NVDA Reader (free versions available)
Learning Objectives (1 of 2)
7.1 Describe the transition from formulating to implementing
strategies.
7.2 Discuss five reasons why annual objectives are essential for
effective strategy implementation.
7.3 Identify and discuss six reasons why policies are essential
for effective strategy implementation.
7.4 Explain the role of resource allocation and managing
conflict in strategy implementation.
7.5 Discuss the need to match a firm’s structure with its
strategy.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
After studying this chapter, you should be able to do the
following:
7-1. Describe the transition from formulating to implementing
strategies
7-2. Discuss five reasons why annual objectives are essential
for effective strategy
implementation.
7-3. Identify and discuss six reasons why policies are essential
for effective strategy

implementation.
7-4. Explain the role of resource allocation and managing
conflict in strategy
implementation.
7-5. Discuss the need to match a firm’s structure with its
strategy.
7-6. Identify, diagram, and discuss seven different types of
organizational structure.
7-7. Identify and discuss fifteen dos and don’ts in constructing
organizational charts.
7-8. Discuss four strategic production/operations issues vital for
successful strategy
implementation.
7-9. Discuss seven strategic human resource issues vital for
successful strategy
implementation.
Learning Objectives (2 of 2)
7.6 Identify, diagram, and discuss seven different types of
organizational structure.
7.7 Identify and discuss fifteen dos and don’ts in constructing
organizational charts.
7.8 Discuss four strategic production/operations issues vital for
successful strategy implementation.
7.9 Discuss seven strategic human resource issues vital for
successful strategy implementation.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Figure 7-1 Comprehensive Strategic-Management Model
Source: Fred R. David, “How Companies Define Their
Mission,” Long Range Planning 22, no. 3 (June 1988): 40. See
also Anik Ratnaningsih, Nadjadji Anwar, Patdono Suwignjo,

and Putu Artama Wiguna, “Balance Scorecard of David’s
Strategic Modeling at Industrial Business for National
Construction Contractor of Indonesia,” Journal of Mathematics
and Technology, no. 4, (October 2010): 20.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
This chapter is highlighted in the strategic planning model.
The Nature of Strategy Implementation
Strategy Formulation
Strategy formulation is positioning forces before the action.
Strategy formulation focuses on effectiveness.
Strategy formulation is primarily an intellectual process.
Strategy formulation requires good intuitive and analytical
skills.
Strategy Implementation
Strategy implementation is managing forces during the action.
Strategy implementation focuses on efficiency.
Strategy implementation is primarily an operational process.
Strategy implementation requires special motivation and
leadership skills.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
It is always more difficult to do something (strategy
implementation) than to say you are going to do it (strategy
formulation)! Although inextricably linked, strategy
implementation is fundamentally different from strategy
formulation.

Annual Objectives
Annual Objectives:
Represent the basis for allocating resources
Are a primary mechanism for evaluating managers
Are the major instrument for monitoring progress toward
achieving long-term objectives
Establish organizational, divisional, and departmental priorities
Are essential for keeping a strategic plan on track
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Annual objectives are desired milestones an organization needs
to achieve to ensure successful strategy implementation.
Figure 7-3 The Stamus Company’s Hierarchy of Aims
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Clearly stated and communicated objectives are critical to
success in all types and sizes of firms. Annual objectives are
often stated in terms of profitability, growth, and market share
by business segment, geographic area, customer groups, and
product.
Policies (1 of 3)
Policy
specific guidelines, methods, procedures, rules, forms, and
administrative practices established to support and encourage

work toward stated goals
instruments for strategy implementation
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Changes in a firm’s strategic direction do not occur
automatically. On a day-to-day basis, policies are needed to
make a strategy work.
Policies (2 of 3)
Policies
set boundaries, constraints, and limits on the kinds of
administrative actions that can be taken to reward and sanction
behavior
let both employees and managers know what is expected of
them, thereby increasing the likelihood that strategies will be
implemented successfully
provide a basis for management control and allow coordination
across organizational units
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Policies are essential instruments for strategy implementation,
for at least six reasons.
Policies (3 of 3)
Policies
reduce the amount of time managers spend making decisions.
Policies also clarify what work is to be done and by whom.
promote delegation of decision making to appropriate
managerial levels where various problems usually arise.
clarify what can and cannot be done in pursuit of an

organization’s objectives.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Types of Resources
Financial
Physical
Human
Technological
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
All organizations have at least four types of resources (or
assets) that can be used to achieve desired objectives: (1)
financial resources, (2) physical resources, (3) human resources,
and (4) technological resources.
Resource Allocation
Resource Allocation
central management activity that allows for strategy execution
Strategic management enables resources to be allocated
according to priorities established by annual objectives
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Resource allocation can be defined as distributing an
organization’s “assets” across products, regions, and segments
according to priorities established by annual objectives.
Allocating resources is a vital strategy-implementation activity.
Managing Conflict

Conflict
Disagreement between two or more parties on one or more
issues
Establishing annual objectives can lead to conflict because
individuals have different expectations and perceptions,
schedules create pressure, personalities are incompatible, and
misunderstandings occur between line managers and staff
managers
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Honest differences of opinion, turf protection, and competition
for limited resources can inevitably lead to conflict. Conflict
can be defined as a disagreement between two or more parties
on one or more issues.
Managing Conflict (1 of 2)
Avoidance
Includes such actions as ignoring the problem in hopes that the
conflict will resolve itself or physically separating the
conflicting individuals
Defusion
Includes playing down differences between conflicting parties
while accentuating similarities and common interests
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Various approaches for managing and resolving conflict can be
classified into three categories: avoidance, defusion, and
confrontation.
Managing Conflict (2 of 2)

Confrontation
exemplified by exchanging members of conflicting parties so
that each can gain an appreciation of the other’s point of view
or holding a meeting at which conflicting parties present their
views and work through their differences
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Table 7-5 Some Management Trade-Off Decisions Required in
Strategy ImplementationTo emphasize short-term profits or
long-term growthTo emphasize profit margin or market shareTo
emphasize market development or market penetrationTo lay off
or furloughTo seek growth or stabilityTo take high risk or low
riskTo be more socially responsible or more profitableTo
outsource jobs or pay more to keep jobs at homeTo acquire
externally or to build internallyTo restructure or reengineerTo
use leverage or equity to raise fundsTo use part-time or full-
time employees
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Table 7-5 reveals some important management trade-off
decisions required in strategy implementation. Strategic
planning necessitates making effective trade-off decisions.
Matching Structure With Strategy
Structure largely dictates how objectives and policies will be
established
Structure dictates how resources will be allocated
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved

Changes in strategy often require changes in the way an
organization is structured, for two major reasons.
Table 7-6 Symptoms of an Ineffective Organizational
Structure1.Too many levels of management2.Too many
meetings attended by too many people3.Too much attention
being directed toward solving interdepartmental conflicts4.Too
large a span of control5.Too many unachieved
objectives6.Declining corporate or business
performance7.Losing ground to rival firms8.Revenue or
earnings divided by number of employees or number of
managers is low compared to rival firms
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
When a firm changes its strategy, the existing organizational
structure may become ineffective.
The Functional Structure
Functional Structure
groups tasks and activities by business function, such as
production/operations, marketing, finance/accounting, research
and development, and management information systems
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
The most widely used structure is the functional or centralized
type because this structure is the simplest and least expensive of
the seven alternatives.
Table 7-7 Advantages and Disadvantages of a Functional

Organizational StructureAdvantagesDisadvantages1. Simple and
inexpensive1. Accountability forced to the top2. Capitalizes on
specialization of business activities such as marketing and
finance2. Delegation of authority and responsibility not
encouraged3. Minimizes need for elaborate control system3.
Minimizes career development4. Allows for rapid decision
making4. Low employee and manager moraleBlank5. Inadequate
planning for products and
marketsBlank6. Leads to short-term, narrow thinkingBlank7.
Leads to communication problems
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Table 7-7 summarizes the advantages and disadvantages of a
functional organizational structure.
Divisional Structure
Functional activities are performed both centrally and in each
separate division
Organized by geographic area, product or service, customer, or
process
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
The divisional (decentralized) structure is the second-most
common type. Divisions are sometimes referred to as segments,
profit centers, or business units. As a small organization grows,
it has more difficulty managi ng different products and services
in different markets.
Table 7-8 Advantages and Disadvantages of a Divisional
Organizational StructureAdvantagesDisadvantages1. Clear

accountability1. Can be costly2. Allows local control of local
situations2. Duplication of functional activities3. Creates career
development chances3. Requires a skilled management force4.
Promotes delegation of authority4. Requires an elaborate
control system5. Leads to competitive climate internally5.
Competition among divisions can become so intense as to be
dysfunctional6. Allows easy adding of new products or
regions6. Can lead to limited sharing of ideas and Resources7.
Allows strict control and attention to products, customers, or
regions7. Some regions, products, or customers may receive
special treatment
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Table 7-8 summarizes the advantages and disadvantages of
divisional organizational structure.
The Strategic Business Unit (S B U) Structure
S B U Structure
groups similar divisions into strategic business units and
delegates authority and responsibility for each unit to a senior
executive who reports directly to the chief executive officer
can facilitate strategy implementation by improving
coordination between similar divisions and channeling
accountability to distinct business units
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
As the number, size, and diversity of divisions in an
organization increase, controlling and evaluating divisional
operations become increasingly difficult for strategists.

The Matrix Structure (1 of 2)
Matrix Structure
most complex of all designs because it depends upon both
vertical and horizontal flows of authority and communication
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
A matrix structure can result in higher overhead because it
creates more management positions.
The Matrix Structure (2 of 2)
For a matrix structure to be effective, organizations need
participative planning, training, clear mutual understanding of
roles and responsibilities, excellent internal communication,
and mutual trust and confidence
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Despite its complexity, the matrix structure is widely used in
many industries, including construction, health care, research,
and defense.
Table 7-9 Advantages and Disadvantages of a Matrix
StructureAdvantagesDisadvantages1. Clear project objectives1.
Requires excellent vertical and horizontal flows of
communication2. Results of their work clearly seen by
employees2. Costly because creates more manager positions3.
Easy to shut down a project3. Violates unity of command
principle4. Facilitates uses of special equipment, personnel, and
facilities4. Creates dual lines of budget authority5. Shared
functional resources instead of duplicated resources, as in a
divisional structure5. Creates dual sources of reward and

punishmentBlank6. Creates shared authority and
reportingBlank7. Requires mutual trust and understanding
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
As indicated in Table 7-9, some advantages of a matrix
structure are that project objectives are clear, there are many
channels of communication, workers can see the visible results
of their work, shutting down a project can be accomplished
relatively easily, and it facilitates the use of specialized
personnel, equipment, and facilities.
Figure 7-6 Typical Top Managers of a Large Firm
Note: Titles spelled out as follows.
Chief Executive Officer (C E O)
Chief Finance Officer (C F O)
Chief Strategy Officer (C S O)
Chief Information Officer (C I O)
Human Resources Manager (H R M)
Chief Operating Officer (C O O)
Chief Legal Officer (C L O)
Research & Development Officer (R & D)
Chief Marketing Officer (C M O)
Chief Technology Officer (C T O)
Competitive Intelligence Officer (C I O)
Maintenance Officer (M O)
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Note: Titles spelled out as follows.

Chief Executive Officer (CEO)
Chief Finance Officer (CFO)
Chief Strategy Officer (CSO)
Chief Information Officer (CIO)
Human Resources Manager (HRM)
Chief Operating Officer (COO)
Chief Legal Officer (CLO)
Research & Development Officer (R&D)
Chief Marketing Officer (CMO)
Chief Technology Officer (CTO)
Competitive Intelligence Officer (CIO)
Maintenance Officer (MO)
Restructuring
Restructuring
involves reducing the size of the firm in terms of number of
employees, number of divisions or units, and number of
hierarchical levels in the firm's organizational structure
primary benefit sought from restructuring is cost reduction
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Restructuring and reengineering are becoming commonplace on
the corporate landscape across the United States and Europe.
Reengineering
Reengineering
involves reconfiguring or redesigning work, jobs, and processes
for the purpose of improving cost, quality, service, and speed
does not usually affect the organizational structure or chart, nor
does it imply job loss or employee layoffs
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All

Rights Reserved
In contrast to restructuring, reengineering is concerned more
with employee and customer well-being than shareholder well-
being.
Managing Resistance to Change
Force Change Strategy
involves giving orders and enforcing those orders
Educative Change Strategy
presents information to convince people of the need for change
Self-interest Change Strategy
attempts to convince individuals that the change is to their
personal advantage
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Resistance to change can emerge at any stage or level of the
strategy-implementation process. Although there are various
approaches for implementing changes, three commonly used
strategies are a force change strategy, an educative change
strategy, and a rational or self-interest change strategy.
Strategic Human Resource Issues
Seven human resource issues:
Linking performance and pay to strategy
Balancing work life with home life
Developing a diverse work force
Using caution in hiring a rival’s employees
Creating a strategy-supportive culture
Using caution in monitoring employees’ social media
Developing a corporate wellness program

Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Any organization is only as good as its people! Thus, human
resource issues can make or break successful strategy
implementation.
Linking Performance and Pay to Strategies
Decisions on salary increases, promotions, merit pay, and
bonuses need to support the long-term and annual objectives of
the firm
Gain sharing and bonus systems can be used
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
An organization’s compensation system needs to be aligned
with strategic outcomes.
Balance Work and Home Life
Work and family strategies now represent a competitive
advantage for those firms that offer such benefits as:
elder care assistance
flexible scheduling
job sharing
adoption benefits
onsite summer camp
employee help line
pet care
lawn service referrals
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved

A corporate objective to become more lean and mean must
today include consideration for the fact that a good home life
contributes immensely to a good work life.
Develop a Diverse Workforce (1 of 2)
Six benefits of having a diverse workforce are:
Women and minorities have different insights, opinions, and
perspectives that should be considered.
A diverse workforce portrays a firm committed to
nondiscrimination.
A workforce that mirrors a customer base can help attract
customers, build customer loyalty, and design/offer
products/services that meet customer needs/wants.
A diverse workforce helps protect the firm against
discrimination lawsuits.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
An organization can perhaps be most effective when its
workforce mirrors the diversity of its customers.
Develop a Diverse Workforce (2 of 2)
Women and minorities represent a huge additional pool of
qualified applicants.
A diverse workforce strengthens a firm’s social responsibility
and ethical position
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
An organization can perhaps be most effective when its
workforce mirrors the diversity of its customers.

Creating a Strategy-Supportive Culture (1 of 2)
Formal statements of organizational philosophy, charters,
creeds, materials used for recruitment and selection, and
socialization
Designing of physical spaces, facades, buildings
Deliberate role modeling, teaching, and coaching by leaders
Explicit reward and status system, promotion criteria
Stories, legends, myths, and parables about key people and
events
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Strategists should strive to preserve, emphasize, and build on
aspects of an existing culture that support proposed new
strategies.
Creating a Strategy-Supportive Culture (2 of 2)
What leaders pay attention to, measure, and control
Leader reactions to critical incidents and organizational crises
How the organization is designed and structured
Organizational systems and procedures
Criteria used for recruitment, selection, promotion, leveling off,
retirement, and “excommunication” of people
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Monitoring Social Media
Proponents of companies monitoring employees’ social-media
activities emphasize that
a company’s reputation in the marketplace can easily be
damaged by disgruntled employees venting on social media sites
social-media records can be subpoenaed, like email, and used as

evidence against the company.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Many companies monitor employees’ and prospective
employees’ social media activities, and have the legal right to
do so, but there are many pros and cons of this activity.
Corporate Wellness Program
The Affordable Care Act increased the maximum incentives and
penalties employers may use to encourage employee well-being
Most companies have both
“carrots,” such as giving employee discounts on insurance
premiums or even extra cash,
“sticks,” such as imposing surcharges on premiums for those
who do not make progress toward getting healthy.
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Corporate wellness has become a major strategic issue in
companies.
Copyright
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved
Copyright © 2017, 2015, 2013 Pearson Education, Inc. All
Rights Reserved